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Abstract'Social disadvantage' has many dimensions studied in various ways in the economics of education. Studies focus on its measurement, the characteristics of those experiencing it, its consequences and interventions to remedy some of its effects. Those likely to experience persistent disadvantage include lone parents, Indigenous Australians, people with disabilities and people with low educational attainment. It is children from these families whose educational progress we should closely monitor. Interventions can improve outcomes for disadvantaged children, but such programs need to be evaluated more rigorously in the future, and their evaluations released publicly to provide a sounder basis for future policy.

SUMMARY. The examination of the contribution of social factors to child health status by linking mortality and morbidity to social class as defined by parental occupation is critically reviewed. An alternative approach to examining links between health and social factors is proposed that consists in defining several basic environmental needs of children that must be met to ensure their health status is optimised. For each basic need (housing, income, diet, quality of affectionate care etc.) it is proposed that minimal criteria or a 'bottom‐line' be set below which it should be generally agreed that an unacceptable level of disadvantage exists. The approach is described in outline, but to a sufficient degree to demonstrate that it is already feasible in some respects, although clearly many details would need to be worked out in others

In the past, attention for the social position or standing of the early Jesus followers was overrun by concerns for the theological and religious dimensions of those communities. The role of the Roman Empire and the impact of its military forces on the lives of people have generated even less attention. Paul's use of military images in the context of the Roman Empire underlines the prevalence and influence of the military, and provides an important perspective for understanding first-century social location.

In this article, we analyze the relationship between social disadvantage and crime, starting from the paradox that most persistent offenders come from disadvantaged backgrounds, but most people from disadvantaged backgrounds do not become persistent offenders. We argue that despite the fact that social disadvantage has been a key criminological topic for some time, the mechanisms which link it to offending remain poorly specified. Drawing on situational action theory, we suggest social disadvantage is linked to crime because more people from disadvantaged versus affluent backgrounds develop a high crime propensity and are exposed to criminogenic contexts, and the reason for this is that processes of social and self-selection place the former more frequently in (developmental and action) contexts conducive to the development and expression of high crime propensities. This article will explore this hypothesis through a series of analyses using data from the Peterborough Adolescent and Young Adult Development Study (PADS+), a longitudinal study which uses a range of data collection methods to study the interaction between personal characteristics and social environments. It pays particular attention to the macro-to-micro processes behind the intersection of people with certain characteristics and environments with certain features – i.e., their exposure – which leads to their interaction.