Abstract

The objective of the endline surveys in 2016 were to gather household, biomedical, and cognition data in order to evaluate the long-term impact of home supplementation with micronutrient powders (MNP), when combined with seasonal malaria chemoprevention (SMC) and early stimulation, delivered through community preschools and parenting sessions, on the health and cognitive development of children during the first five years of life.

The trial consisted of 3 arms. First, 60 villages with established Early Childhood Development centres (ECD) were randomised to 1 of 2 arms:

1) Children living in villages in the ECD control arm received SMC as part of national health programming and a national parenting intervention delivered by ECD center staff trained and supported by Save the Children, with ALL resident children eligible to participate in the interventions irrespective of enrolment in ECD program (ECD Control group).

2) Children living in villages in the intervention arm also received the SMC and parenting interventions described above, but additionally were eligible to receive home supplementation with micronutrient powders (MNP intervention arm).

3) Second, a third non-randomised arm was recruited comprised of children living in 30 randomly selected villages where there were no ECD centers in place and thus both the parenting interventions and MNPs were absent. These children received SMC only, as part of national health programming (non-ECD comparison arm).

Trial arm and Interventions received:

T1. MNP intervention arm: 30 villages with ECD centre (randomised); MNP-Yes, Parenting-Yes, SMC-Yes C1. ECD control arm: 30 villages with ECD centre (randomised); MNP-No, Parenting-Yes, SMC-Yes C2. Non-ECD comparison arm: 30 villages without ECD centre (not randomised); MNP-No, Parenting-No, SMC-Yes

Three cross-sectional endline surveys took place during the period May-August 2016, three years after the original MNP intervention began, and consisted of the following questionnaires and assessments in two age groups of children, 3 year olds and 5 year olds:

i) A household questionnaire was used to collect data from the primary adult caregiver of the child on home environment, exposure to the interventions, and reported practice outcomes of relevance to the parenting intervention.

ii) Biomedical outcomes were measured in children through laboratory and clinical assessment.

iii) A battery of tests were used to assess cognitive performance and school readiness in childen, using a different age-specific test battery for each age group adapted for local language and culture.

Note: Household and cognitive performance data were gathered from participants in all three arms. Biomedical data were only collected from children in the two randomised arms, to evaluate impact of MNP supplementation on anaemia (primary biomedical outcome) in children who received MNPs and those who did not, using a robust study design.

Geographic coverage

Districts (cercles) of Sikasso and Yorosso, Region of Sikasso

Analysis unit

Individuals and communities

Universe

Random sample of target population for the intervention in the 90 communities that consented to participate in the trial, namely pre-school children 0-6 years.

Kind of data

Sample survey data [ssd]

Sampling procedure

The target population for the interventions comprised all children aged 3 months to 6 years, who were resident in the 90 study communities participating in the trial; the primary sampling unit is the individual child.

Sample Frame:

To identify the number of target beneficiaries, a complete census of all children of eligible age was carried out in the 90 study villages in August 2013. The census listing from 2013 thus defined the population of children who are eligible to have received the interventions every year for the three years between 2013-2016; and was used as the sampling frame of children in whom the impact after three years of implementation of the interventions was evaluated. The intention was to evaluate study outcomes in the same child one year after the start of the MNP intervention (May 2014) and again after three years of the intervention (2016).

A random sample of children was drawn from all children listed in the census for each community participating in the trial, according to the following age criteria:

Date of Birth, or Age in August 2013 (Age group in 2016 surveys) (i) Born between 1 Jan 2013 – 30 June 2013, or aged <1 year in 2013 census if DOB not known (3 years) (ii) Born between 1 May 2010 – 30 April 2011, or aged 2 years in census if DOB not known (5 years)

Thus, all children previously randomly selected and enrolled in the evaluation cohort in 2014 were, if still resident in the village and present on the day of the survey, re-surveyed in May 2016.

Sample Size:

Power analysis was undertaken for a comparison of two arms, taking account of clustering by community. Survey data on biomedical and cognitive outcomes collected in 2014 were used to inform sample size assumptions, including prevalence of primary outcomes, intraclass correlation (ICC) and number of children recruited per cluster. Prevalence of anaemia amongst 3-year old children in 2014 was found to be 61.6% and 64.0% in the intervention and control arms respectively (p=0.618) and 53.8% and 51.9% respectively amongst 5-year old children (p=0.582). The observed ICC for anaemia endpoint at baseline was 0.08 in 3-year old children and 0.06 in 5-year old children. Observed ICC for cognitive outcomes measured in 2014 was 0.09, ranging from 0.05 to 0.16 for individual tasks within the cognitive battery.

Sample Size Estimation for Health Outcomes:

Approximately 20-25 children per cluster were recruited into each age cohort in 2013. Power calculations for anaemia (primary endpoint) were undertaken for three alternative scenarios at endline: (i) to allow for the possibility of up to 20% loss to follow up between 2014 and 2016, power calculations were performed for a sample size at endline of 16 children per cluster; (ii) a smaller cluster size of 14 children sampled per village, under a scenario of 30% loss to follow-up; and (iii) unequal clusters, to allow for the possibility that variation in losses to follow-up between villages could result in an unequal number of children sampled in each village. In this case, cluster size is the mean number of children sampled per cluster.

Thus, assuming a conservative prevalence of anaemia of 50% in the control group and ICC of 0.08, a sample size of 30 communities per arm with 14-20 children sampled per community, will under all of these scenarios provide 80% power to detect a reduction in anemia of at least 28% at 5% level of significance.

Sample Size Estimation for Cognitive Outcomes:

Power calculations for cognitive outcomes explored: (i) a smaller cluster size of 14 children sampled per village, for example resulting from a higher than expected loss to follow-up of 30%; (ii) statistical analysis of differences between arms which does not adjust for baseline - a scenario which allows for the possibility to increase the sample size to compensate for losses to follow-up by increased recruitment of new children for whom no baseline data would be available; and (iii) effect of unequal clusters. Thus, for cognitive-linguistic skills, a sample size of 30 communities per arm with 14-20 children in each age cohort sampled per community will provide 80% power to detect an effect size between 0.27-0.29 at 5% level of significance, assuming an (ICC) of 0.10 and individual, household and community-level factors account for at least 25% of variation in cognitive foundation skills. Whilst for a similar sample size of 30 communities per arm with 14-20 children sampled per community and ICC of 0.10, a statistical analysis which does not adjust for baseline will provide 80% power to detect an effect size between 0.28-0.30 at 5% level of significance.

The sample at endline in May 2016 thus comprised a total of up to 600 children aged 3y and 600 children aged 5y at endline in each arm: T1 Intervention group (with ECD): 30 communities, with approx. 40 randomly selected children in each community (20 aged 3y; 20 aged 5y). C1 ECD control group (with ECD): 30 communities, with approx. 40 randomly selected children in each community (20 aged 3y; 20 aged 5y). C2 Comparison group (without ECD): 30 communities, with approx. 40 randomly selected children in each community (20 aged 3y; 20 aged 5y).

Strategy for Absent Respondents/Not Found/Refusals:

Every effort was made to trace children previously recruited into the evaluation cohort. Since some losses-to-follow-up (for example to due to child deaths, outward migration) were expected between 2014 and 2016, the primary strategy was to oversample in 2014. However, for villages where loss-to-follow-up was higher than expected and it was not possible to trace sufficient number of children remaining from the original sample to meet the required sample size per cluster, additional children were recruited into the evaluation survey in 2016. New recruits were selected at random from the children listed as resident in the village at the time of the original census in 2013. All new recruits had thus been resident in the village and exposed to the interventions throughout the three preceding years.

Mode of data collection

Face-to-face [f2f]

Research instrument

1. Household questionnaire (Form_Parent_MaliSIEF_2016_french.pdf ; Form_Parent_MaliSIEF_2016_english.pdf)

The questionnaires for the parent interview were structured questionnaires. A questionnaire was administered to the child’s primary caregiver

Demographic distribution of the target population and the study sample.

Data represented as Mean±SD.*A p-value < 0.05, determined by Tukey’s HSD for differences between males and females, was considered statistically significant.General characteristics of study population.

Data represented as Mean±SD. A p-value < 0.05, determined by Tukey’s HSD, was considered statistically significant. Different letters (a/b) denote values that are significantly different between groups.* denote p-values that are significant.General characteristics of study population compared by ethnicity.

Mean ± one standard deviation are reported.*Significant (p

a The lower limit of detection varied among subjects depending on the assay used at the clinical research site; RNA values below the limit of detection were replaced with the lower detection limit of the assay.Characteristics of the study population.

The ONS Longitudinal Study (ONS-LS) is a rich source of data that can be used for several kinds of study. Users need to select parts of the ONS-LS appropriate to their study design. This document will help you to work out what selection you need for your study. It looks at three examples of studies using the ONS-LS that illustrate the different ways in which a study population can be constrained by the criteria for inclusion of the study subjects.

The global prevalence of internet addiction is escalating annually and uncontrollable use of the internet can cause significant physical and psychological damage. Young’s Internet Addiction Test (IAT), widely utilized across diverse cultures, has demonstrated structural inconsistencies in previous research, with some items requiring refinement. This study aimed to validate the IAT among Chinese undergraduate students and assess its psychometric properties. The IAT’s structure was initially explored through Exploratory Factor Analysis (EFA) using pilot study data (n=376), with internal consistency and test-retest reliability (n=96) evaluated. Subsequently, Confirmatory Factor Analysis (CFA) was conducted using data from the actual study (n=1042) to confirm the structure. Results showed that a three-factor solution explained 61.29% of the total variance with a satisfactory model fit (χ2/df = 4.382, RMSEA = 0.057, CFI = 0.952, TLI = 0.943, SRMR = 0.045, AIC = 798.755) and psychometric properties, validating the IAT’s utility for future investigations of internet addiction in Chinese undergraduates. Notably, a high prevalence of moderate internet addiction was observed within the sample, highlighting the significance of this issue in the target population and emphasizing the need for further research and potential interventions.

Although studies have documented challenges people encounter when attempting to access abortion care in the United States, there is little research on the perspectives and experiences of foreign-born individuals, who may encounter unique barriers to accessing care. Since lack of data may be due to difficulty recruiting this population, we explored the feasibility of using social media to recruit foreign-born individuals who have sought an abortion into interviews to share their abortion experiences. Our target population was limited to English and Spanish-speakers due to budget constraints. As this recruitment method was unsuccessful, we attempted to recruit our target population through the crowdsourcing website, Amazon Mechanical Turk (mTurk) to take a one-time survey on their abortion experience. Both online recruitment methods yielded a significant number of fraudulent responses. Although we aimed to collaborate with organizations that work closely with immigrant populations, they were unavailable to assist with recruitment efforts at the time of the study. Future abortion research utilizing online methods to recruit foreign-born populations should consider incorporating information on their target populations' use of online platforms as well as cultural views on abortion in order to develop effective recruitment strategies.

Abstract

The STEP (Skills Toward Employment and Productivity) Measurement program is the first ever initiative to generate internationally comparable data on skills available in developing countries. The program implements standardized surveys to gather information on the supply and distribution of skills and the demand for skills in labor market of low-income countries.

The uniquely-designed Household Survey includes modules that measure the cognitive skills (reading, writing and numeracy), socio-emotional skills (personality, behavior and preferences) and job-specific skills (subset of transversal skills with direct job relevance) of a representative sample of adults aged 15 to 64 living in urban areas, whether they work or not. The cognitive skills module also incorporates a direct assessment of reading literacy based on the Survey of Adults Skills instruments. Modules also gather information about family, health and language.

Geographic coverage

The STEP target population is the urban population aged 15 to 64 included. Lao PDR sampled both urban and rural areas (with road) of the country. Areas are classified as rural or urban based on each country's official definition.

Analysis unit

The units of analysis are the individual respondents and households. A household roster is undertaken at the start of the survey and the individual respondent is randomly selected among all household members aged 15 to 64 included. The random selection process was designed by the STEP team and compliance with the procedure is carefully monitored during fieldwork.

Universe

The STEP target population is the population aged 15 to 64 included, living in urban areas, as defined by each country's statistical office. Are excluded from the sample: - Residents of institutions (prisons, hospitals, etc) - Residents of senior homes and hospices - Residents of other group dwellings such as college dormitories, halfway homes, workers' quarters, etc - Persons living outside the country at the time of data collection

Laos' Target Population Description The target population comprises all non-institutionalized persons 15 to 64 years of age (inclusive) living in urban and rural areas of the country at the time of data collection. This includes all residents except foreign diplomats and non-nationals working for international organizations. There will be no exclusions for the target population. The survey tool is designed for Lao language only (the sole national language). IRL will make every effort to interview non-Lao speaking persons through the use of local translators. In most such cases, the household and individual modules will be carried out with the assistance of a translator when available. However, Modules 6 and 9 will not be administered to those respondents who do not speak or read Lao as per STEP technical standards.

Kind of data

Sample survey data [ssd]

Sampling procedure

The Laos sample design is a 3 stage stratified sample design. The stratification variable is urban-rural indicator.

First Stage Sample The primary sample unit (PSU) is a village. The sampling objective was to conduct interviews in 134 urban villages and 54 rural villages. The villages were selected with probability proportional to size (PPS), where the measure of size was the number of households in a village.

Second Stage Sample The second stage sample unit (SSU) is a household. In the second stage, the number of households selected in each selected PSU was proportional to the size of the selected PSUs. The households were selected from a list of households in each selected PSU by systematic equal probability sampling. At the same time, a reserve sample of the same number of households as the target sample in each PSU was selected for use when needed to ensure that the target sample size is achieved.

Third Stage Sample The third stage sample unit was an individual aged 15-64 (inclusive). The sampling objective was to select one individual with equal probability from each selected household.

Mode of data collection

Face-to-face [f2f]

Research instrument

The STEP survey instruments include: - a Background Questionnaire developed by the WB STEP team - a Reading Literacy Assessment developed by Educational Testing Services (ETS).

All countries adapted and translated both instruments following the STEP Technical Standards: 2 independent translators adapted and translated the Background Questionnaire and Reading Literacy Assessment, while reconciliation was carried out by a third translator. The WB STEP team and ETS collaborated closely with the Lao PDR survey firm during the process and reviewed the adaptation and translation to Lao using a back translation.

The survey instruments were both piloted as part of the survey pre-test.

The adapted Background Questionnaires are provided in English as external resources. The Reading Literacy Assessment is protected by copyright and will not be published.

Cleaning operations

STEP data management process:

1) Raw data is sent by the survey firm 2) The World Bank (WB) STEP team runs data checks on the background questionnaire data. Educational Testing Services (ETS) runs data checks on the Reading Literacy Assessment data. Comments and questions are sent back to the survey firm. 3) The survey firm reviews comments and questions. When a data entry error is identified, the survey firm corrects the data. 4) The WB STEP team and ETS check if the data files are clean. This might require additional iterations with the survey firm. 5) Once the data has been checked and cleaned, the WB STEP team computes the weights. Weights are computed by the STEP team to ensure consistency across sampling methodologies. 6) ETS scales the Reading Literacy Assessment data. 7) The WB STEP team merges the background questionnaire data with the Reading Literacy Assessment data and computes derived variables.

Detailed information on data processing in STEP surveys is provided in “Guidelines for STEP Data Entry Programs” document, available in external resources. The template do-file used by the STEP team to check raw background questionnaire data is provided as an external resource, too.

Response rate

An overall response rate of 95% was achieved in the Lao PDR STEP Survey.

Sampling error estimates

A weighting documentation was prepared for each participating country and provides some information on sampling errors. All country weighting documentations are provided as an external resource.

This is an update of a prior dataset publication containing baseline and 5-year follow-up data from the PERU MIGRANT Study (PEru's Rural to Urban MIGRANTs Study).The PERU MIGRANT Study was designed to investigate the magnitude of differences between rural-to-urban migrant and non-migrant groups in specific cardiovascular risk factors. Three groups were selected: i) Rural, people who have always have lived in a rural environment; ii) Rural-urban, people who migrated from rural to urban areas; and, iii) Urban, people who have always lived in a urban environment.PERU MIGRANT Study protocol, instruments and variables are described in full in:Miranda JJ, Gilman RH, García HH, Smeeth L. The effect on cardiovascular risk factors of migration from rural to urban areas in Peru: PERU MIGRANT Study. BMC Cardiovasc Disord 2009;9:23. PERU MIGRANT Study baseline dataset is available at:https://figshare.com/articles/PERU_MIGRANT_Study_Baseline_dataset/3125005Main findings of the baseline study:Miranda JJ, Gilman RH, Smeeth L. Differences in cardiovascular risk factors in rural, urban and rural-to-urban migrants in Peru. Heart 2011;97(10):787-96. Main findings of the 5-yr follow-up study: Carrillo-Larco RM, Bernabé-Ortiz A, Pillay TD, Gilman RH, Sanchez JF, Poterico JA, Quispe R, Smeeth L, Miranda JJ. Obesity risk in rural, urban and rural-to-urban migrants: prospective results of the PERU MIGRANT study. Int J Obes (Lond) 2016;40(1):181-5. Bernabe-Ortiz A, Sanchez JF, Carrillo-Larco RM, Gilman RH, Poterico JA, Quispe R, Smeeth L, Miranda JJ. Rural-to-urban migration and risk of hypertension: longitudinal results of the PERU MIGRANT study. J Hum Hypertens 2017;31(1):22-28. Lazo-Porras M, Bernabe-Ortiz A, Málaga G, Gilman RH, Acuña-Villaorduña A, Cardenas-Montero D, Smeeth L, Miranda JJ. Low HDL cholesterol as a cardiovascular risk factor in rural, urban, and rural-urban migrants: PERU MIGRANT cohort study. Atherosclerosis 2016;246:36-43.Burroughs Pena MS, Bernabé-Ortiz A, Carrillo-Larco RM, Sánchez JF, Quispe R, Pillay TD, Málaga G, Gilman RH, Smeeth L, Miranda JJ. Migration, urbanisation and mortality: 5-year longitudinal analysis of the PERU MIGRANT study. J Epidemiol Community Health 2015;69(7):715-8.

Abstract

The PIRLS 2006 aimed to generate a database of student achievement data in addition to information on student, parent, teacher, and school background data for the 47 areas that participated in PIRLS 2006.

Geographic coverage

The survey had international coverage

Analysis unit

Individuals and institutions

Universe

PIRLS is a study of student achievement in reading comprehension in primary school, and is targeted at the grade level in which students are at the transition from learning to read to reading to learn, which is the fourth grade in most countries. The formal definition of the PIRLS target population makes use of UNESCO's International Standard Classification of Education (ISCED) in identifying the appropriate target grade:

"…all students enrolled in the grade that represents four years of schooling, counting from the first year of ISCED Level 1, providing the mean age at the time of testing is at least 9.5 years. For most countries, the target grade should be the fourth grade, or its national equivalent."

ISCED Level 1 corresponds to primary education or the first stage of basic education, and should mark the beginning of "systematic apprenticeship of reading, writing, and mathematics" (UNESCO, 1999). By the fourth year of Level 1, students have had 4 years of formal instruction in reading, and are in the process of becoming independent readers. In IEA studies, the above definition corresponds to what is known as the international desired target population. Each participating country was expected to define its national desired population to correspond as closely as possible to this definition (i.e., its fourth grade of primary school). In order to measure trends, it was critical that countries that participated in PIRLS 2001, the previous cycle of PIRLS, choose the same target grade for PIRLS 2006 that was used in PIRLS 2001. Information about the target grade in each country is provided in Chapter 9 of the PIRLS 2006 Technical Report.

Although countries were expected to include all students in the target grade in their definition of the population, sometimes it was not possible to include all students who fell under the definition of the international desired target population. Consequently, occasionally a country's national desired target population excluded some section of the population, based on geographic or linguistic constraints. For example, Lithuania's national desired target population included only students in Lithuanian-speaking schools, representing approximately 93 percent of the international desired population of students in the country. PIRLS participants were expected to ensure that the national defined population included at least 95 percent of the national desired population of students. Exclusions (which had to be kept to a minimum) could occur at the school level, within the sampled schools, or both. Although countries were expected to do everything possible to maximize coverage of the national desired population, school-level exclusions sometimes were necessary. Keeping within the 95 percent limit, school-level exclusions could include schools that:

• were geographically remote, • had very few students, • had a curriculum or structure diff erent from the mainstream education system, or • were specifically for students with special needs.

The difference between these school-level exclusions and those at the previous level is that these schools were included as part of the sampling frame (i.e., the list of schools to be sampled). Th ey then were eliminated on an individual basis if it was not feasible to include them in the testing.

In many education systems, students with special educational needs are included in ordinary classes. Due to this fact, another level of exclusions is necessary to reach an eff ective target population-the population of students who ultimately will be tested. These are called within-school exclusions and pertain to students who are unable to be tested for a particular reason but are part of a regular classroom. There are three types of within-school exclusions.

• Intellectually disabled students • Functionally disabled students • Non-native language speakers

Students eligible for within-school exclusion were identified by staff at the schools and could still be administered the test if the school did not want the student to feel out of place during the assessment (though the data from these students were not included in any analyses). Again, it was important to ensure that this population was as close to the national desired target population as possible. If combined, school-level and within-school exclusions exceeded 5 percent of the national desired target population, results were annotated in the PIRLS 2006 International Report (Mullis, Martin, Kennedy, & Foy, 2007). Target population coverage and exclusion rates are displayed for each country in Chapter 9 of the PIRLS 2006 Technical Report. Descriptions of the countries' school-level and within-school exclusions can be found in Appendix B of the PIRLS 2006 Technical Report.

Kind of data

Sample survey data

Sampling procedure

The basic sample design used in PIRLS 2006 is known as a two-stage stratif ed cluster design, with the first stage consisting of a sample of schools, and the second stage consisting of a sample of intact classrooms from the target grade in the sampled schools. While all participants adopted this basic two-stage design, four countries, with approval from the PIRLS sampling consultants, added an extra sampling stage. The Russian Federation and the United States introduced a preliminary sampling stage, (first sampling regions in the case of the Russian Federation and primary sampling units consisting of metropolitan areas and counties in the case of the United States). Morocco and Singapore also added a third sampling stage; in these cases sub-sampling students within classrooms rather than selecting intact classes.

For countries participating in PIRLS 2006, school stratification was used to enhance the precision of the survey results. Many participants employed explicit stratification, where the complete school sampling frame was divided into smaller sampling frames according to some criterion, such as region, to ensurea predetermined number of schools sampled for each stratum. For example, Austria divided its sampling frame into nine regions to ensure proportionalrepresentation by region (see Appendix B for stratification information for eachcountry). Stratification also could be done implicitly, a procedure by which schools in a sampling frame were sorted according to a set of stratification variables prior to sampling. For example, Austria employed implicit stratification by district and school size within each regional stratum. Regardless of the other stratification variables used, all countriesused implicit stratification by a measure of size (MOS) of the school.

All countries used a systematic (random start, fixed interval) probabilityproportional-to-size (PPS) sampling approach to sample schools. Note that when this method is combined with an implicit stratification procedure, the allocation of schools in the sample is proportional to the size of the implicit strata. Within the sampled schools, classes were sampled using a systematic random method in all countries except Morocco and Singapore, where classes were sampled with probability proportional to size, and students within classes sampled with equal probability. The PIRLS 2006 sample designs were implemented in an acceptable manner by all participants.

Sampling deviation

8 National Research Coordinators (NRCs) encountered organizational constraints in their systems that necessitated deviations from the sample design. In each case, the Statistics Canada sampling expert was consulted to ensure that the altered design remained compatible with the PIRLS standards.

These country specific deviations from sample design are detailed in Appendix B of the PIRLS 2006 Technical Report (page 231).

Mode of data collection

Face-to-face [f2f]

Research instrument

PIRLS Background Questionnaires By gathering information about children’s experiences together with reading achievement on the PIRLS test, it is possible to identify the factors or combinations of factors that relate to high reading literacy. An important part of the PIRLS design is a set of questionnaires targeting factors related to reading literacy. PIRLS administered four questionnaires: to the tested students, to their parents, to their reading teachers, and to their school principals.

Student Questionnaire Each student taking the PIRLS reading assessment completes the student questionnaire. The questionnaire asks about aspects of students’ home and school experiences – including instructional experiences and reading for homework, selfperceptions and attitudes towards reading, out-of-school reading habits, computer use, home literacy resources, and basic demographic information.

Learning to Read (Home) Survey The learning to read survey is completed by the parents or primary caregivers of each student taking the PIRLS reading assessment. It addresses child-parent literacy interactions, home literacy resources, parents’ reading habits and attitudes, homeschool connections, and basic demographic and socioeconomic indicators.

Teacher Questionnaire The reading teacher of each fourth-grade class sampled for PIRLS completes a questionnaire designed to gather information about classroom contexts for developing reading literacy. This questionnaire asks teachers about characteristics of the class tested (such as size,

Series Name: Proportion of the target population with access to pneumococcal conjugate 3rd dose (PCV3) (percent)Series Code: SH_ACS_PCV3Release Version: 2021.Q2.G.03 This dataset is part of the Global SDG Indicator Database compiled through the UN System in preparation for the Secretary-General's annual report on Progress towards the Sustainable Development Goals.Indicator 3.b.1: Proportion of the target population covered by all vaccines included in their national programmeTarget 3.b: Support the research and development of vaccines and medicines for the communicable and non-communicable diseases that primarily affect developing countries, provide access to affordable essential medicines and vaccines, in accordance with the Doha Declaration on the TRIPS Agreement and Public Health, which affirms the right of developing countries to use to the full the provisions in the Agreement on Trade-Related Aspects of Intellectual Property Rights regarding flexibilities to protect public health, and, in particular, provide access to medicines for allGoal 3: Ensure healthy lives and promote well-being for all at all agesFor more information on the compilation methodology of this dataset, see https://unstats.un.org/sdgs/metadata/

Physical inactivity is a growing societal concern with significant impact on public health. Identifying barriers to engaging in physical activity (PA) is a critical step to recognize populations who disproportionately experience these barriers. Understanding barriers to PA holds significant importance within patient-facing healthcare professions like nursing. While determinants of PA have been widely studied, connecting individual and social factors to barriers to PA remains an understudied area among nurses. The objectives of this study are to categorize and model factors related to barriers to PA using the National Institute on Minority Health and Health Disparities (NIMHD) Research Framework. The study population includes nursing students at the study institution (N = 163). Methods include a scoring system to quantify the barriers to PA, and regularized regression models that predict this score. Key findings identify intrinsic motivation, social and emotional support, education, and the use of health technologies for tracking and decision-making purposes as significant predictors. Results can help identify future nursing workforce populations at risk of experiencing barriers to PA. Encouraging the development and employment of health-informatics solutions for monitoring, data sharing, and communication is critical to prevent barriers to PA before they become a powerful hindrance to engaging in PA.

Description: The 2005 HSRC Master Sample was used for SABSSM 2008 and 2012, the SANHANES study in 2012 and SASAS 2007-2010 (adjacent EAs) to obtain an understanding of geographical spread of HIV/AIDS, perceptions and attitudes of people and other health related studies over time. Abstract: A sample can be defined as a subset containing the characteristics of a larger population. Samples are used in statistical testing when population sizes are too large for the test to include all possible members or observations. A sample should represent the whole population and not reflect bias toward a specific attribute.[1] One of the most crucial aspects of sample design in household surveys is its frame. The sampling frame has significant implications on the cost and the quality of any survey, household or otherwise.[2] The sampling frame .... in a household survey must cover the entire target population. When that frame is used for multiple surveys or multiple rounds of the same survey it is known as a master sample frame or .... master sample.[3] A master sample is a sample drawn from a population for use on a number of future occasions, so as to avoid ad hoc sampling on each occasion. Sometimes the master sample is large and subsequent inquiries are based on a sub-sample from it.[4] The HSRC compiles master samples in order to construct samples for various HSRC research studies. The 2005 HSRC Master Sample was used for SABSSM 2008 and 2012, SASAS 2007-2010 and the SANHANES study in 2012 to obtain an understanding of geographical spread of HIV/AIDS, perceptions and attitudes of people and other health related studies over time. The 2005 HSRC Master Sample was created in the following way: South Africa was delineated into EAs according to municipality and province. Municipal boundaries were obtained from the Municipal Demarcation Board. An Enumeration area (EA) is the smallest geographical unit (piece of land) into which the country is divided for census or survey enumeration.[5] The concepts and definitions of terms used for Census 2001 comply in most instances with United Nations standards for censuses. A total of 1,000 census enumeration areas (EAs) from the 2001 population census were randomly selected using probability proportional to size and stratified by province, locality type and race in urban areas from a database of 80 787 EAs that were mapped using aerial photography to develop an HSRC master sample for selecting households. The ideal frame would be complete with respect to the target population if all of its members (the universe) are covered by the frame. Ideal characteristics of a master sample: The master frame should be as complete, accurate and current as practicable. A master sample frame for household surveys is typically developed from the most recent census, just as a regular sample frame is. Because the master frame may be used during an entire intercensal (between census) period, however, it will usually require periodic and regular updating such as every 2-3 years. This is in contrast to a regular frame which is more likely to be up-dated on an ad hoc basis and only when a particular survey is being planned[6] [1] http://www.investopedia.com/terms/s/sample.asp [2] http://unstats.un.org/unsd/demographic/meetings/egm/sampling_1203/docs/no_3.pdf [3] http://unstats.un.org/unsd/demographic/meetings/egm/sampling_1203/docs/no_3.pdf [4] A Dictionary of Statistical Terms, 5th edition, prepared for the International Statistical Institute by F.H.C. Marriott. Published for the International Statistical Institute by Longman Scientific and Technical. http://stats.oecd.org/glossary/detail.asp?ID=3708 [5] http://africageodownloads.info/128_mokgokolo.pdf [6] http://unstats.un.org/unsd/demographic/meetings/egm/sampling_1203/docs/no_3.pdf All enumeration areas (80 787 EAs) within the South African borders during the 2001 Census. The whole country was delimited into EAs according to municipality and province. Municipal boundaries were obtained from the Municipal Demarcation Board. A total of 1,000 census enumeration areas (EAs) from the 2001 population census were randomly selected using probability proportional to size and stratified by province, locality type and race in urban areas from a database of 80 787 EAs that were mapped in all surveys using aerial photography to develop all HSRC master sample for selecting households. The first digit represents the province The second and third digits represent the municipality

Series Name: Proportion of the target population with access to measles-containing-vaccine second-dose (MCV2) (percent)Series Code: SH_ACS_MCV2Release Version: 2020.Q2.G.03 This dataset is the part of the Global SDG Indicator Database compiled through the UN System in preparation for the Secretary-General's annual report on Progress towards the Sustainable Development Goals.Indicator 3.b.1: Proportion of the target population covered by all vaccines included in their national programmeTarget 3.b: Support the research and development of vaccines and medicines for the communicable and non-communicable diseases that primarily affect developing countries, provide access to affordable essential medicines and vaccines, in accordance with the Doha Declaration on the TRIPS Agreement and Public Health, which affirms the right of developing countries to use to the full the provisions in the Agreement on Trade-Related Aspects of Intellectual Property Rights regarding flexibilities to protect public health, and, in particular, provide access to medicines for allGoal 3: Ensure healthy lives and promote well-being for all at all agesFor more information on the compilation methodology of this dataset, see https://unstats.un.org/sdgs/metadata/

Abstract

The Schooling Income and Health Risk (SIHR) project is a randomized evaluation of a conditional and unconditional cash transfer intervention targeting young women in Malawi that provided incentives (in the form of school fees and cash transfers) to current schoolgirls and recent dropouts to stay in or return to school. The program, known as the Zomba Cash Transfer Program (ZCTP), took place in Zomba, Malawi during 2008 and 2009. The incentives include average payment of US$10 a month conditional on satisfactory school attendance and direct payment of secondary school fees.

The SIHR project was specifically designed to answer a number of important questions about cash transfer programs for which there is little prior evidence. First, almost all information about the impacts of these programs come from Latin America, where income levels are much higher and institutional capacity is vastly superior compared with many poor countries in Sub-Saharan Africa. Second, the evidence base to effectively choose program design parameters (such as conditionality, transfer size, and the specific identity of the program beneficiary within households) is limited. Third, evidence on final outcomes, such as learning, labor market outcomes, and HIV risk is lacking. Finally, long term evaluations of cash transfer programs are rare - mainly because the control groups in these evaluations are treated after a short period of time.

The data collection effort includes household surveys, individual quantitative and qualitative interviews, academic assessments, Voluntary Counseling and Testing, earky childhood development assessments, school surveys, market surveys, community surveys, and health facility assessments.

The datasets from the fourth round of the impact evaluation are documented here.

Geographic coverage

Zomba district.

Zomba district in the Southern region was chosen as the site for this study for several reasons. First, it has a large enough population within a small enough geographic area rendering field work logistics easier and keeping transport costs lower. Zomba is a highly populated district, but distances from the district capital (Zomba Town) are relatively small. Second, characteristic of Southern Malawi, Zomba has a high rate of school dropouts and low educational attainment. Third, unlike many other districts, Zomba has the advantage of having a true urban center as well as rural areas. As the study sample was stratified to get representative samples from urban areas (Zomba town), rural areas near Zomba town, and distant rural areas in the district, researchers can analyze the heterogeneity of the impacts by urban/rural areas. Finally, while Southern Malawi, which includes Zomba, is poorer, has lower levels of education, and higher rates of HIV than Central and Northern Malawi, these differences are relative considering that Malawi is one of the poorest countries in the world with one of the highest rates of HIV prevalence.

Analysis unit

• Households;
• 13-22 year-nold ever-married girls and young women at the baseline;
• Partners of the women recruited at baseline;
• Children of the women recruited at baseline, with those aged 3-4 years old being administered development assessments.

Kind of data

Sample survey data [ssd]

Sampling procedure

First, 176 enumeration areas (EA) were randomly sampled out of a total of 550 EAs using three strata in the study district of Zomba. Each of these 176 EAs were then randomly assigned treatment or control status. The three strata are urban, rural areas near Zomba Town, and rural areas far from Zomba Town. Rural areas were defined as being near if they were within a 16-kilometer radius of Zomba Town. Researchers did not sample any EAs in TA Mbiza due to safety concerns (112 EAs).

Enumeration areas (EAs) in Zomba were selected from the universe of EAs produced by the National Statistics Office of Malawi from the 1998 Census. The sample of EAs was stratified by distance to the nearest township or trading centre. Of the 550 EAs in Zomba, 50 are in Zomba town and an additional 30 are classified as urban (township or trading center), while the remaining 470 are rural (population areas, or PAs). The stratified random sample of 176 EAs consisted of 29 EAs in Zomba town, eight trading centers in Zomba rural, 111 population areas within 16 kilometers of Zomba town, and 28 EAs more than 16 kilometers from Zomba town.

After selecting sample EAs, all households were listed in the 176 sample EAs using a short two-stage listing procedure. The first form, Form A, asked each household the following question: “Are there any never-married girls in this household who are between the ages of 13 and 22?” This form allowed the field teams to quickly identify households with members fitting into the sampling frame, thus significantly reducing the costs of listing. If the answer received on Form A was a “yes”, then Form B was filled to list members of the household to collect data on age, marital status, current schooling status, etc.

From this researchers could categorize the target population into two main groups: those who were out of school at baseline (baseline dropouts) and those who were in school at baseline (baseline schoolgirls). These two groups comprise the basis of our sampling frame. In each EA, enumerators sampled all eligible dropouts and approximately two-thirds of all eligible school girls, where the sampling percentage depended on the age and location of the baseline schoolgirl. This sampling procedure led to a total sample size of 3,796 with an average of 5.1 dropouts and 16.7 schoolgirls per EA.

Mode of data collection

Face-to-face [f2f]

Research instrument

The household survey consists of a multi-topic questionnaire administered to the households in which the selected sample respondents reside.

The survey consists of four parts: one that is administered to the head of the household; another that is administered to a core respondent - a sampled girl from the target population; another part is administered to the core respondent's partner; finally, assessments for early childhood development are administered to children of the core respondents who were aged 3-4 years old at the time of data collection.

The first part of the survey collects information on the household roster, dwelling characteristics, household assets and durables, shocks, deaths and consumption. The core respondent survey provides information about her family background, her education and labor market participation, her health, her children's health, her dating patterns, sexual behavior, marital expectations, knowledge of HIV/AIDS, as well as her own consumption of girl-specific goods (such as soaps, mobile phone airtime, clothing, braids, sodas and alcoholic drinks, etc.). The partner's survey provides information on the partner's education and labor market participation, health, dating patterns, sexual behavior, and marital expectations. Finally, children of the core respondent who were 3-4 years old at the time of data collection are administered two separate developmental assessments (the Malawi Developmental Assessment Tool and the Strengths and Difficulties Questionnaire).

Much of the information gathered in the fourth round is similar to that collected in the previous rounds, but there is a significant portion of distinct and new information pertinent to Round 4.

SD: Standard deviation; IQR: Interquartile range; n/a: not applicable; NS: not significant.