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[dylan] cube in a room no effects code is very messy nz+ vampiric re contextualization pleasure

[dylan] cube in a room no effects code is very messy nz+ vampiric re contextualization pleasure

Essay for Unit 2 context and practice

This paper examines conditions influencing achievement in and attitudes toward mathematics among middle-school Latino students. Observations were carried out in a rural California middle school that served a largely Mexican American student population and that was in the process of implementing a new thematic mathematics curriculum in heterogeneously grouped classrooms. The thematic approach was characterized by a hands-on emphasis, use of small-group learning activities, and the integrated use of a wide range of mathematics skills and concepts. Students were placed in three groups that received thematic instruction in heterogeneous groups, traditional textbook-based instruction in homogeneous groups, or blended instruction in heterogeneous groups. Perhaps because of the dedicated involvement of all teachers in improving mathematics instruction in this school, students in all three groups made significant normal-curve-equivalent gains in mathematics achievement on standardized tests. Achievement gains did not differ between groups, but in all groups girls made larger gains than boys. The three treatment conditions did not differ in effectiveness for low-achieving students, but high-achieving students did best in the homogeneous group. At the level of implementation reached during this first year, the thematic approach appeared to exert little influence on mathematics attitudes or students' motivation-linked self-perceptions. A primary lesson from the year was that real change in instructional approaches comes very slowly, even among teachers committed to reform. Contains 29 references and 10 figures. (SV)

This paper examines conditions influencing achievement in and attitudes toward mathematics among middle-school Latino students. Observations were carried out in a rural California middle school that served a largely Mexican American student population and that was in the process of implementing a new thematic mathematics curriculum in heterogeneously grouped classrooms. The thematic approach was characterized by a hands-on emphasis, use of small-group learning activities, and the integrated use of a wide range of mathematics skills and concepts. Students were placed in three groups that received thematic instruction in heterogeneous groups, traditional textbook-based instruction in homogeneous groups, or blended instruction in heterogeneous groups. Perhaps because of the dedicated involvement of all teachers in improving mathematics instruction in this school, students in all three groups made significant normal-curve-equivalent gains in mathematics achievement on standardized tests. Achievement gains did not differ between groups, but in all groups girls made larger gains than boys. The three treatment conditions did not differ in effectiveness for low-achieving students, but high-achieving students did best in the homogeneous group. At the level of implementation reached during this first year, the thematic approach appeared to exert little influence on mathematics attitudes or students' motivation-linked self-perceptions. A primary lesson from the year was that real change in instructional approaches comes very slowly, even among teachers committed to reform. Contains 29 references and 10 figures. (SV)

As described in this brief, Tacoma Community College and South Texas College each focused on contextualization as a cornerstone of developmental education reform, albeit with different approaches. With a comprehensive look at the experience at Tacoma Community College and a supplementary example from South Texas College, we begin to understand how colleges can enact effective reforms in developmental education that are uniquely appropriate to their institutions.

On-line interviews will be conducted with people who practice findom. A thematic analysis of the information obtained will be carried out. From their answers we want to elaborate a definition of "findom", to know in detail what it consists of, to know what are the motivations of the people who practice it, what it brings them and what are its risks.

Unpublished dissertation, Indiana University, Bloomington IN, 1978. Full title is "Essaying Metacommunication: A Survey and Contextualization of Communication Research".  

Differences between the learning styles of Western and African students are highlighted in this discussion of theological education in African schools. Since many of the teachers in theological institutions are either westerners, or have been educated in the West, Western learning style is the one most rewarded in the classroom, and those students who do best in the schools are those who have a Western learning style. The traditional American learning style is field independent while the African student has a field dependent learning style. Eighteen teaching strategies, specifically designed to address the field dependent learning style are described, with the suggestion that these strategies will be most successful in theological instruction in African countries. (JD)

This position paper explores the issue of violence in northern Canadian schools and personal perceptions and reactions to the violent events. Spindler's phrase "sociocultural contextualization" is viewed as placing and examining education and the educative process within the social and cultural environment of the community served by the school. The study was based on four assumptions: (1) violence in the school is reflective of violence within the child; (2) violence within the child is reflective of violence within the home; (3) violence within the home is reflective of violence within the community; and (4) violence within the community is caused by poverty, unemployment, a sense of communal failure, and a history of pervasive social injustice. Violence is not an ethnic issue, nor is it something that develops out of culture or heritage. Until and unless the social causes of violence are addressed, relationships among children in schools will continue to be reflective of those relationships that exist within the wider community. It is a moral imperative for society to do all that is possible to insure that those communities become viable places in which to live. (EH)

Ecological Education must have as its essence the inclusion of participatory management of knowledge and knowledge of different peoples. In this sense, the present study points out reflections on the importance of this theme in the Political Pedagogical Projects of schools, placing this discussion in the municipality of Juazeiro/BA. As main challenges, the work indicates that it is necessary to think about new mentalities of the human being in the construction of a new contract of new protective and cooperative relations with nature. Article Info:

Transgender women are a vulnerable population worldwide. This population gathers individuals who self-identify as female despite being assigned as male at birth. As a result of the social marginalization, mental health challenges, violence and drug abuse that transgender women experience, they have higher rates of HIV than other populations. In this context it is precise to say that for this population, the presence of psychosocial factors confers higher risk of acquire HIV than only one factor or none, which relates to the concept of “syndemics”. In this context, our main objective for this scoping review is to characterize and contextualize condom-use in transgender women population under the HIV syndemic framework. This scoping review will be based on the stages described by the PRISMA Extension for Scoping Reviews (PRISMA-ScR). The protocol will be registered at the Open Science Framework database. Original studies such as observational studies and surveys that reported condom-use frequency and syndemic factors associated with HIV risk in transgender women population will be eligible for this scoping review. We will not restrain the search by time of publication. In case of retrieving from the search multiple articles with the same sample, only the one who adhered the most to the subject of this review was included. We will conduct a systematic search in the Web of Science (WoS), Scopus, PubMed, Cochrane, and OVID. Eligibility assessment will be performed independently in an unblinded standardized manner by two reviewers. Titles and abstracts of all citations will be identified, and all the potentially eligible studies will be selected. The same authors, then, independently will evaluate the complete text versions of these articles, to determine whether each study fulfill the inclusion criteria. Disagreements will be resolved by consensus. The variables of abstraction will include: author, year of the study, country, study design, total sample size, sample size of transgender women, ethnicity, age, percentage of sex worker participants, condom use (%) and syndemic factors (%). The statistical analysis for categorical variables will consist in percentages, frequencies, and measures of central tendency. Any discrepancy between the two investigators will be resolved by discussion.

Gordon-Conwell Theological Seminary Doctor of Ministry Thesis-Project Abstract:  Deepening our appreciation for contextualized sermons found in the messages of Jesus, Paul and other Bible preachers is important for every preacher. By examining Scriptures, studying the literature on the subject and conducting interviews with experienced preaching campus pastors, the author identifies the inevitability and unintentionality of preachers to ineffectively contextualize sermons. With greater attention and strategy, preachers can contextualize their sermons to congregations with distinct cultural narratives. Preaching in multisite churches often is more restrictive in cultural adaptation because of the overarching goal to be one church. This goal of unity has potential to edge out contextualization. A practical approach is presented for preachers to understand their cultural context and tailor their preaching to their particular community; as well, a rubric is offered to multisite pastors to contextualize preaching while strengthening being one church in vision, mission and values.

This report is based upon work supported by the Social Innovation Fund (SIF), a key White House initiative and program of the Corporation for National and Community Service (CNCS). The Social Innovation Fund combines public and private resources to grow the impact of innovative, community-based solutions that have compelling evidence of improving the lives of people in low-income communities throughout the United States. Greater Twin Cities United Way received funds from the SIF to serve as a grantmaking intermediary in Minneapolis and Saint Paul. As part of a competitive selection process, the Amherst H. Wilder Foundation (Wilder) was selected as the fiscal agent for the Saint Paul Promise Neighborhood's (SPPN) subgrant. The Center for Applied Research and Educational Improvement (CAREI) was awarded the contract to evaluate several of the seven nonprofit subgrantee programs that received SIF funding from the United Way. Through the SIF award, Wilder and SPPN intended to deliver culturally contextualized versions of the Incredible Years program to African American and Hmong parent groups in the SPPN. This evaluation report will provide information about the cultural contextualization process and report on the effectiveness of the culturally-contextualized Incredible Years parent programs, specifically for African American and Hmong parents and children. The subgrant period reported here ran from April 15, 2013-December 31, 2015, which includes Year 1 (April 2013-April 2014), Year 2 (April 2014-April 2015), and a Year 2 no-cost extension (April 2015-December 2015). This report will provide background on the issue that was addressed with the proposed program model -- the cultural contextualization of the Incredible Years parenting program for African American and Hmong parent groups. The program theory, logic model, and outcomes of interest are also described because they helped to shape the implementation and impact evaluation questions and study design. Results for the implementation and impact evaluation are described followed by a conclusions section that summarizes the findings and provides recommendations. [This report is based upon work supported by Generation Next.]

This report is based upon work supported by the Social Innovation Fund (SIF), a key White House initiative and program of the Corporation for National and Community Service (CNCS). The Social Innovation Fund combines public and private resources to grow the impact of innovative, community-based solutions that have compelling evidence of improving the lives of people in low-income communities throughout the United States. Greater Twin Cities United Way received funds from the SIF to serve as a grantmaking intermediary in Minneapolis and Saint Paul. As part of a competitive selection process, the Amherst H. Wilder Foundation (Wilder) was selected as the fiscal agent for the Saint Paul Promise Neighborhood's (SPPN) subgrant. The Center for Applied Research and Educational Improvement (CAREI) was awarded the contract to evaluate several of the seven nonprofit subgrantee programs that received SIF funding from the United Way. Through the SIF award, Wilder and SPPN intended to deliver culturally contextualized versions of the Incredible Years program to African American and Hmong parent groups in the SPPN. This evaluation report will provide information about the cultural contextualization process and report on the effectiveness of the culturally-contextualized Incredible Years parent programs, specifically for African American and Hmong parents and children. The subgrant period reported here ran from April 15, 2013-December 31, 2015, which includes Year 1 (April 2013-April 2014), Year 2 (April 2014-April 2015), and a Year 2 no-cost extension (April 2015-December 2015). This report will provide background on the issue that was addressed with the proposed program model -- the cultural contextualization of the Incredible Years parenting program for African American and Hmong parent groups. The program theory, logic model, and outcomes of interest are also described because they helped to shape the implementation and impact evaluation questions and study design. Results for the implementation and impact evaluation are described followed by a conclusions section that summarizes the findings and provides recommendations. [This report is based upon work supported by Generation Next.]

This article is from PLoS ONE , volume 9 . Abstract We compare two approaches to embedding joint distributions of random variables recorded under different conditions (such as spins of entangled particles for different settings) into the framework of classical, Kolmogorovian probability theory. In the contextualization approach each random variable is “automatically” labeled by all conditions under which it is recorded, and the random variables across a set of mutually exclusive conditions are probabilistically coupled (imposed a joint distribution upon). Analysis of all possible probabilistic couplings for a given set of random variables allows one to characterize various relations between their separate distributions (such as Bell-type inequalities or quantum-mechanical constraints). In the conditionalization approach one considers the conditions under which the random variables are recorded as if they were values of another random variable, so that the observed distributions are interpreted as conditional ones. This approach is uninformative with respect to relations between the distributions observed under different conditions because any set of such distributions is compatible with any distribution assigned to the conditions.

This study employs an impression formation task (e.g., Gawronski et al., 2010, JEP:General) to study the contextualization of attitudes. We investigate whether statements describing positive or negative behaviour in a single situation lead to an increase in the contextualization of attitudes, as opposed to statements describing behaviour in various different situations (“situational variability”).

Research has shown that stereotypes can be highly robust and context-free or highly malleable and context-dependent. In the current study, we aim to examine the factors that may influence the degree to which stereotypes are represented in a contextualized or generalized way.

Study analyzing causal attributions of stereotype-(in)congruent behavior to the context, group, and personality of the target, and the influence of motivational influence factors related to social and political identity.

Study analyzing causal attributions of stereotype-(in)congruent behavior to the context, group, and personality of the target, and the influence of motivational influence factors related to social and political identity.

Study analyzing causal attributions of stereotype-(in)congruent behavior to the context, group, and personality of the target, and the influence of motivational influence factors related to social and political identity.

This study is a systematic literature review that explores what it means to contextualize in and through engineering education. Scholarship that focuses on engineering and society has lamented the "decontextualized" nature of many engineering curricula (Buch & Bucciarelli, 2015; Bucciarelli & Drew, 2015), and connected a lack of contextualization to engineers' perceptions of their work as distinct from social and political concerns. Many educators and education researchers are committed to addressing this perceived techno-social dualism by contextualizing their teaching of engineering problems and engineering design. However, contextualization takes many different forms, in theory and in practice. The process of contextualizing engineering education is itself value-laden, and differs between institutions, programs, and instructors. This study uses a systematic literature review of engineering education research to ask how researchers understand the problem of decontextualization, what approaches to contextualization exist within the field, and how these approaches represent different goals and values.

This study is a systematic literature review that explores what it means to contextualize in and through engineering education. Scholarship that focuses on engineering and society has lamented the "decontextualized" nature of many engineering curricula (Buch & Bucciarelli, 2015; Bucciarelli & Drew, 2015), and connected a lack of contextualization to engineers' perceptions of their work as distinct from social and political concerns. Many educators and education researchers are committed to addressing this perceived techno-social dualism by contextualizing their teaching of engineering problems and engineering design. However, contextualization takes many different forms, in theory and in practice. The process of contextualizing engineering education is itself value-laden, and differs between institutions, programs, and instructors. This study uses a systematic literature review of engineering education research to ask how researchers understand the problem of decontextualization, what approaches to contextualization exist within the field, and how these approaches represent different goals and values.

CST D. Min. Project 1979

CST D. Min. Project 2004

This paper is a literature review that explores the nature and effectiveness of contextualization as a way to improve outcomes for academically underprepared college students. Two forms of contextualization have been studied: "contextualized" and "integrated" instruction. There is more descriptive work on the contextualization of basic skills than studies with student outcome data. In addition, many studies with quantitative evidence on the effectiveness of contextualization have methodological flaws that limit conclusions. Further, only a small number of studies are with college students. However, despite these problems, contextualization seems to be a promising direction for accelerating the progress of academically underprepared college students. The method of contextualization is grounded in a conceptual framework relating to the transfer of skill and student motivation; practitioners who use it observe positive results, and the available quantitative evidence indicates that it has the potential to increase achievement. Evidence for Contextualization is appended. (Contains 1 table and 18 footnotes.)

The aim of this paper is to examine the importance of contextualization of Nature of Science (NOS) within the Socioscientific Issues (SSI) framework, because of the importance to science education. The emphasis on advancing scientific literacy is contingent upon a robust understanding and appreciation of NOS, as well as the acquisition of socioscientific reasoning, skills, and values. Students' negotiations within SSI are influenced by a variety of factors related to NOS such as scientific knowledge, data interpretations and social interactions including an individuals' own articulation of personal beliefs. Since NOS and SSI have become fundamental constructs in science education, especially for achieving scientific literacy, it is conceptually important to highlight the rationale(s) behind the contextualization of NOS within the SSI framework. This paper reviews research that entails the integration of SSI with NOS, exploring the nuanced relationships between these two areas. We do this in three sections presenting key aspects of: (a) SSI in science education; (b) NOS in science education; and (c) contextualization of NOS in SSI.

Skills in reading, writing, and mathematics are key to academic learning but are conventionally taught separately from the discipline areas to which they must be applied. For example, students may be taught writing skills in the morning in an English course and then be expected to apply them to writing an essay in a history class in the afternoon. Several problems arise with this structure. First, students do not necessarily transfer their morning writing skills to the afternoon history assignment. Second, students may not be motivated to learn writing skills in the English class because they do not consider such skills to be relevant to their personal goals (Cavazos, Johnson, & Sparrow, 2010). Third, weaknesses in essay- writing skills may not be addressed by the afternoon content-area teacher, who aims to teach subject knowledge rather than basic skills (Fisher & Ivy, 2005). These problems have serious implications for the academic trajectory of the many underprepared students who enter postsecondary education. Despite the allocation of considerable resources to developmental education, many students in college-credit courses display continuing difficulties in applying these foundational skills to the learning of subject matter (Perin & Charron, 2006). One way to address this issue is through "contextualization", or the teaching of basic skills in the context of disciplinary topic areas. The contextualization of basic skills is defined in this brief as an instructional approach that creates explicit connections between the teaching of reading, writing, or math on the one hand and instruction in a discipline area on the other, as, for example, when writing skills are taught with direct reference to topics covered in a history class. Based on a longer review that considers the hypothesis that low-skilled students can learn more effectively and advance to college-level programs more readily through contextualization of basic skills instruction, this Brief presents two major forms of contextualization and explores possible mechanisms by which they may benefit students. Evidence for the effectiveness of contextualization is then summarized in order to determine what is known about possible advantages for low-skilled students. The Brief ends by discussing practical implications and future directions for research on the relation between contextualization and academic outcomes for low-skilled college students. [For related report, "Facilitating Student Learning through Contextualization. CCRC Working Paper No. 29", see ED516783.]

Essay for Unit 2 context and practice

Essay for Unit 2 context and practice

This article aims to contextualize Ulrich Beck's thoughts, "Risk Society," regarding precarious digital work in Purwokerto, Central Java, Indonesia. Data was obtained through mixed methods involving forty data sources that carry out digital work of a precarious nature in the online transportation and freelance sectors. The finding of this article is that "Risk Society" can be contextualized through the modernization of the world of work through the gig economy and digital work. Furthermore, modernity also creates three traps in the form of deskilling in the reality of digital work, creating alienation on platforms and dependence on algorithms. Lastly, modernity also creates a reduction in the role of the state when a reflective nature does not accompany it.

PhD Dissertation

This thesis explores the contextualization of the gospel within the Newari community, a prominent ethnic group in Nepal with rich and deep beliefs rooted in socio-cultural aspects, religion, and religious traditions. The study and examination of the sociocultural characteristics and history of the Newari people include their social and indigenous leadership structures, socio-cultural practices, traditional healing methods that explore their beliefs and practices, and the worldview of the Newari community passed forward from generation to generation.  The history of Christianity and the challenges it faced to grow and integrate into the Newari community is rooted in their misconception that Christianity is a foreign religion and Jesus Christ is a foreign God Who will destroy the nation and nationality. Drawing from biblical and theological foundations, historical views, biblical passages, the missionary journeys of Paul, as well as principles and models of contextualization, this thesis develops a comprehensive model in a relevant context to the Newari community.  The developed and suitable missiological model of contextualizing the gospel in a meaningful way emphasizes the understanding of the socio-cultural aspects, respectful engagement, developing indigenous leadership, and holistic ministry approaches for the Newari ethnic group. This thesis concludes with recommendations for effective gospel presentation through long-term engagement strategies and perspectives to achieve the ultimate goal of salvation while reflecting on the significance of developing a missiological model within the Newari context and community. 

Gordon-Conwell Theological Seminary Doctor of Ministry Thesis-Project Abstract:  Although seminaries and bible colleges in India have discussed contextualization of Christian worship for the past several decades, the church in India has remained so westernized. With the significant impacts of globalization even the churches in rural areas of India are becoming more westernized. Although there were several attempts for contextualization of Christian worship, it never became a part of the Indian church. It remained as an experiment in seminaries and Christian ashrams. This thesis-project is exploring the possibilities of using the discipline of ethnomusicology, and its Christian variant ethnodoxology, as a tool to make contextualization a reality in India. This thesis-project claims that, teaching a course in ethnomusicology in theological seminaries to future pastors and worship leaders in training will make contextualization a reality at the grass-roots level and in the daily worship of the church. This thesis-project presents ethnomusicology as a tool for sustainable contextualization of Christian worship, which takes the cultural uniqueness of every people group seriously and makes the process of contextualization a peoples' movement.

We all have wondered about the significance of the dragon in Chinese culture and how it has been integrated into the British and Canadian heraldic systems. The dragon is a fascinating creature that has captivated the imagination of individuals across many cultures and geographical regions. This paper aims to delve into the cultural and historical importance of the dragon in Chinese society, analyse its symbolism and significance, and explore its incorporation into Western heraldry, particularly in British and Canadian contexts. Furthermore, the paper will present recommendations for effectively incorporating the dragon symbol into a Western cultural context while upholding the traditions and values of both Western and Chinese cultures.

Vocabulary acquisition is one of the largest and most important tasks in language classes. New technologies, such as computers, have helped a lot in this way. The importance of the issue led the researchers to do the present study which concerns the comparison of contextualized vocabulary learning on paper and through Computer Assisted Language Learning (CALL). To this end, 52 Pre-university EFL learners were randomly assigned in two groups: a paper-based group (PB ) and a computer-based (CB) group each with 26 learners. The PB group received PB contextualization of vocabulary items, while the CB group received CB contextualization of the vocabulary items thorough PowerPoint (PP) software. One pretest, posttest, along with an immediate and a delayed posttest were given to the learners. Paired samples t-test of pretest and posttest and independent samples t-test of the delayed and immediate posttest were executed by SPSS software. The results revealed that computer-based contextualization had more effects on vocabulary learning of Iranian EFL learners than paper-based contextualization of the words.

The gospel is to be planted as a seed that will sprout within and be nourished by the rain and nutrients in the cultural soil of the receiving peoples. What sprouts from true gospel seed may look quite different above ground from the way it looked in the sending society, but beneath the ground, at the worldview level, the roots are to be the same and the life comes from the same source. What does a vibrant indigenous faith in Jesus look like? How do we communicate the essential meanings of the gospel in forms appropriate to a particular people at a particular time? Issues in Contextualization, Charles Kraft’s latest book, presents his own insights on this topic from decades of experience teaching and ministering around the world. Significantly, Kraft’s analysis includes an exploration of spiritual power, an aspect frequently neglected in such discussions. This volume is an update of Kraft’s classic work Appropriate Christianity. It contains fresh presentations of previous articles and new insights into topics such as insiders (followers of Jesus outside the religious culture of Christianity) and power encounter.

The gospel is to be planted as a seed that will sprout within and be nourished by the rain and nutrients in the cultural soil of the receiving peoples. What sprouts from true gospel seed may look quite different above ground from the way it looked in the sending society, but beneath the ground, at the worldview level, the roots are to be the same and the life comes from the same source. What does a vibrant indigenous faith in Jesus look like? How do we communicate the essential meanings of the gospel in forms appropriate to a particular people at a particular time? Issues in Contextualization, Charles Kraft’s latest book, presents his own insights on this topic from decades of experience teaching and ministering around the world. Significantly, Kraft’s analysis includes an exploration of spiritual power, an aspect frequently neglected in such discussions. This volume is an update of Kraft’s classic work Appropriate Christianity. It contains fresh presentations of previous articles and new insights into topics such as insiders (followers of Jesus outside the religious culture of Christianity) and power encounter.

A Scoping Review Protocol to examine and document modifications used to adapt and contextualize Primary Care Networks (PCNs) in LMICs.

A Scoping Review Protocol to examine and document modifications used to adapt and contextualize Primary Care Networks (PCNs) in LMICs.

United Theological Seminary D.Miss. Theses 2001

This is a systematic multidisciplinary review on daily life stressors, focusing on the conceptualization, classification, and contextualization of daily life stressors across disciplines.

This is a systematic multidisciplinary review on daily life stressors, focusing on the conceptualization, classification, and contextualization of daily life stressors across disciplines.

A sermon on how Paul's comment on a Jew to the Jews, etc. and how it relates to the church.

A sermon on how Paul's comment on a Jew to the Jews, etc. and how it relates to the church.

A sermon on how Paul's comment on a Jew to the Jews, etc. and how it relates to the church.

CST  D.Min. Project 2013

Study using a predictive learning paradigm to analyze how stereotype-incongruent information is contextualized, i.e., associated with information about the social context. We will also analyze the influence of need for cognition and political identity on contextualization effects.

Introduction: Living on the street is a global problem evidenced in both developed and developing nations, especially in medium and large urban centers. Descriptive Review: The presence of people who make the streets of contemporary metropolises their home is an undeniable reality. In the first half of the 20th century, this phenomenon was intensified in Brazil with the rural exodus and the migratory process, driven by industrial growth. Method: Discussion: Several health problems can be precipitated or worsened by being on the streets: tuberculosis, infestations, foot problems, sexually transmitted diseases, oral health problems, high-risk pregnancy. Results: The consumption of alcohol and other psychoactive drugs and the health and social consequences for both the community and users draw the attention of different segments of society, as it is often related to dependence on these substances and social vulnerability. Final Considerations: Teenage pregnancy has been the focus of health research. Current literature reveals much about the life contexts that lead adolescents to run away from home: victimization, domestic violence, sexual abuse, substance abuse, mental health problems, poverty, restricted social relationships and residential instability are often precursors to life on the streets. among teenagers.

Introduction: Living on the street is a global problem evidenced in both developed and developing nations, especially in medium and large urban centers. Descriptive Review: The presence of people who make the streets of contemporary metropolises their home is an undeniable reality. In the first half of the 20th century, this phenomenon was intensified in Brazil with the rural exodus and the migratory process, driven by industrial growth. Method: Discussion: Several health problems can be precipitated or worsened by being on the streets: tuberculosis, infestations, foot problems, sexually transmitted diseases, oral health problems, high-risk pregnancy. Results: The consumption of alcohol and other psychoactive drugs and the health and social consequences for both the community and users draw the attention of different segments of society, as it is often related to dependence on these substances and social vulnerability. Final Considerations: Teenage pregnancy has been the focus of health research. Current literature reveals much about the life contexts that lead adolescents to run away from home: victimization, domestic violence, sexual abuse, substance abuse, mental health problems, poverty, restricted social relationships and residential instability are often precursors to life on the streets. among teenagers.