The cultural, ethnic and linguistic classification of populations and neighbourhoods using personal names

There are growing needs to understand the nature and detailed composition of ethnicgroups in today?s increasingly multicultural societies. Ethnicity classifications areoften hotly contested, but still greater problems arise from the quality and availabilityof classifications, with knock on consequences for our ability meaningfully tosubdivide populations. Name analysis and classification has been proposed as oneefficient method of achieving such subdivisions in the absence of ethnicity data, andmay be especially pertinent to public health and demographic applications. However,previous approaches to name analysis have been designed to identify one or a smallnumber of ethnic minorities, and not complete populations.This working paper presents a new methodology to classify the UK population andneighbourhoods into groups of common origin using surnames and forenames. Itproposes a new ontology of ethnicity that combines some of its multidimensionalfacets; language, religion, geographical region, and culture. It uses data collected atvery fine temporal and spatial scales, and made available, subject to safeguards, at thelevel of the individual. Such individuals are classified into 185 independentlyassigned categories of Cultural Ethnic and Linguistic (CEL) groups, based on theprobable origins of names. We include a justification for the need of classifyingethnicity, a proposed CEL taxonomy, a description of how the CEL classification wasbuilt and applied, a preliminary external validation, and some examples of current andpotential applications

Language Barriers in Health Care Settings: An Annotated Bibliography of Research Literature

Provides an overview of resources related to the prevalence, role, and effects of language barriers and access in health care

Effect of berberine on insulin resistance in women with polycystic ovary syndrome: study protocol for a randomized multicenter controlled trial.

BACKGROUND: Insulin resistance and hyperinsulinemia play a key role in the pathogenesis of polycystic ovary syndrome (PCOS), which is characterized by hyperandrogenism, ovulatory dysfunction, and presence of polycystic ovaries on pelvic scanning. Insulin resistance is significantly associated with the long-term risks of metabolic syndrome and cardiovascular disease. Berberine has effects on insulin resistance but its use in women with PCOS has not been fully investigated. In this paper, we present a research design evaluating the effects of berberine on insulin resistance in women with PCOS. METHODS/DESIGN: This is a multicenter, randomized, placebo-controlled and double-blind trial. A total of 120 patients will be enrolled in this study and will be randomized into two groups. Berberine or placebo will be taken orally for 12 weeks. The primary outcome is the whole body insulin action assessed with the hyperinsulinemic-euglycemic clamp. DISCUSSION: We postulate that women with PCOS will have improved insulin resistance following berberine administration. TRIAL REGISTRATION: This study is registered at ClinicalTrials.gov, NCT01138930.published_or_final_versio

Academic attainment and special educational needs in extremely preterm children at 11 years of age : the EPICure Study

Aim: To assess academic attainment and special educational needs (SEN) in extremely preterm (EP) children in middle childhood. Methods: Of 307 EP (=25 weeks) survivors born in the UK and Ireland in 1995, 219 (71%) were re-assessed at 11 years, with a comparison group of 153 classmates born at term, using standardised tests of cognitive ability and academic attainment and teacher reports of school performance and special educational needs (SEN). Multiple imputation was used to correct for selective dropout. Results: EP children had significantly lower scores than classmates for cognitive ability (-20 points; 95%CI: -23,-17), reading (-18 points; -22,-15) and mathematics (-27 points; -31,-23). Twenty-nine (13%) EP children attended special school. In mainstream schools, 105 (57%) EP children had SEN (OR: 10; 6, 18) and 103 (55%) required SEN resource provision (OR: 10; 5, 18). Teachers rated 50% of EP children with attainment below the average range compared with 5% of classmates (OR: 18; CI: 8, 41). EP children who are entered for mainstream education an academic year early due to preterm birth had similar academic attainment but required more SEN support (OR: 2; 1.1,3.8). Conclusions: EP survivors remain at high risk for learning impairments and poor academic attainment in middle childhood. A significant proportion require full-time specialist education and over half of those attending mainstream schools require additional health or educational resources in order to access the national curriculum. The prevalence and impact of SEN is likely to increase as these children approach the transition to secondary school. -------------------------------------------------------------------------------