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Background: Environmental exposure to trichloroethylene (TCE), a carcinogenic dry‐cleaning chemical, may be linked to Parkinson's disease (PD). Objective: The objective of this study was to determine whether PD and cancer were elevated among attorneys who worked near a contaminated site. Methods: We surveyed and evaluated attorneys with possible exposure and assessed a comparison group. Results: Seventy‐nine of 82 attorneys (96.3%; mean [SD] age: 69.5 [11.4] years; 89.9% men) completed at least one phase of the study. For comparison, 75 lawyers (64.9 [10.2] years; 65.3% men) underwent clinical evaluations. Four (5.1%) of them who worked near the polluted site reported PD, more than expected based on age and sex (1.7%; P = 0.01) but not significantly higher than the comparison group (n = 1 [1.3%]; P = 0.37). Fifteen (19.0%), compared to four in the comparison group (5.3%; P = 0.049), had a TCE‐related cancer. Conclusions: In a retrospective study, diagnoses of PD and TCE‐related cancers appeared to be elevated among attorneys who worked next to a contaminated dry‐cleaning site. © 2024 The Authors. Movement Disorders published by Wiley Periodicals LLC on behalf of International Parkinson and Movement Disorder Society. [ABSTRACT FROM AUTHOR]

Background: The universal sport discourses of meritocracy and equality are so engrained that few challenge them. The most cursory interest in sport, Physical Education (PE), and society will reveal that the lived reality is quite different. Racial disparities in the leadership and administration of sport are commonplace worldwide; yet, from research into "race" in sport and PE, awareness of these issues is widespread, where many know that racism takes place it is generally claimed to be somewhere else or someone else. For many, this racism is part of the game and something to manipulate to steal an advantage; for others, it is trivial. This paper explores the contradictions and tensions of the author's experience of how sport and PE students talk about "race" and racism. "Race" talk is considered here in the context of passive everyday "race" talk, dominant discourses in sporting cultures, and colour blindness. Theoretical framework: Drawing on Guinier and Torres' [2003. "The Miner's Canary: Enlisting Race, Resisting Power, Transforming Democracy." London: Harvard University Press] ideas of resistance through political race consciousness and Bonilla- Silva's [2010. "Racism Without Racists: Colour-Blind Racism and the Persistence of Racial Inequality in the United States." Plymouth: Rowan and Littlefield] notion of colour blindness, the semantics of "race" and racialisation in sport and PE are interrogated through the prism of critical race theory (CRT). CRT is used here to centre "race" and racialised relations where disciplines have consciously or otherwise excluded them. Importantly, the centring of "race" by critical race scholars has advanced a strategic and pragmatic engagement with this slippery concept that recognises its paradoxical but symbolic location in society. Discussion: Before exploring "race" talk in the classroom, using images from the sport media as a pedagogical tool, the paper considers how "race" is recreated and renewed. The paper then turns to explore how the effortless turn to everyday "race" talk in the classroom can be viewed as an opportunity to disrupt racialised assumptions with the potential to implicate those that passively do so. Further, the diagnostic, aspirational, and activist goals of political race consciousness are established as vehicles for a positive sociological experience in the classroom. Conclusion: The work concludes with a consideration of the uses and dangers of passive "race" talk and the value of a political race consciousness in sport and PE. Part of the explanation for the perpetuation of "race" talk and the relative lack of concern with its impact on education and wider society is focused on how the sovereignty of sport and PE trumps wider social concerns of "race" and racism because of at least four factors: (1) the liberal left discourses of sporting utopianism, (2) the "race" logic that pervades sport, based upon the perceived equal access and fairness of sport as it coalesces with the (3) "incontrovertible facts" of black and white superiority (and inferiority) in certain sports, ergo the racial justifications for patterns of activity in sport and PE, and (4) the racist logic of the Right perpetuated through a biological reductionism in sport and PE discourses.

Over the last decade there has been a noticeable growth in published works citing Critical Race Theory (CRT). This has led to a growth in interest in the UK of practical research projects utilising CRT as their framework. It is clear that research on "race" is an emerging topic of study. What is less visible is a debate on how CRT is positioned in relation to methodic practice, substantive theory and epistemological underpinnings. The efficacy of categories of data gathering tools, both traditional and non-traditional is a discussion point here to explore the complexities underpinning decisions to advocate a CRT framework. Notwithstanding intersectional issues, a CRT methodology is recognisable by how philosophical, political and ethical questions are established and maintained in relation to racialised problematics. This paper examines these tensions in establishing CRT methodologies and explores some of the essential criteria for researchers to consider in utilising a CRT framework. (Contains 1 figure and 3 notes.)

The article examines how UK sport organizations have framed race equality and diversity, in sport coaching. Semistructured interviews were used to gain insight into organizational perspectives toward 'race', ethnicity, racial equality, and whiteness. Using Critical Race Theory and Black feminism, color-blind practices were found to reinforce a denial that 'race' is a salient factor underpinning inequalities in coaching. The dominant practices employed by key stakeholders are discussed under three themes: equating diversity as inclusion; fore fronting meritocracy and individual agency; and framing whiteness. We argue that these practices sustain the institutional racialised processes and formations that serve to normalize and privilege whiteness. We conclude that for Black and minoritised ethnic coaches to become key actors in sport coaching in the UK 'race' and racial equality need to be centered in research, policy and practice. [ABSTRACT FROM AUTHOR]

The authors discuss the studies on response to HIV/AIDS epidemics in both the United States and in other countries. The topics of interest are the experience of the HIV/AIDS Prevention Research Synthesis project with aquiring and reviewing these studies, the efforts to find them and the necessity to include the reports of non-U.S.-based HIV risk reduction intervention studies in Prevention Research Synthesis detabase.

Rationale: Community sport practitioners often face the dual challenge of creating and sustaining inclusive provision, whilst also aspiring to demonstrate the wider social impacts of their interventions. This enduring challenge has prompted a growing interest in the adoption of “asset-based” approaches as a way to facilitate provision without the resource-intensive commitments of programme delivery. Approach: This article draws upon a case study of asset-based community sport development to reveal an application of this innovative approach. Findings: A community-orientated ethos and participatory processes are identified as key components of an asset-based approach. The findings provide much needed theoretical and practical insight into the actualities and implications of their adoption. Practical implications: The paper concludes that an asset-based approach has the potential to aid practitioners and policymakers in their laudable aspirations of inclusive provision and pursuit of social goals through sport. Research Contribution: This research is the first to examine the use of an asset-based approach in community sport provision, providing insights into a particular “family of mechanisms” crucial to understanding the potential of Community Sport Development. [ABSTRACT FROM AUTHOR]

This paper applies the concept "blind spots" to describe partial approaches to "race" and gender equality agendas in sport organizations in the UK, drawing on semi-structured, in-depth interviews with Equality and Coach Development Leaders. Using the specific context of sport coaching, our qualitative approach is underpinned by critical race theory and the work of black feminism and intersectionality scholarship. Three key themes are identified: The marginality of "race" in the equalities agenda; Patterns of (in)visibility; and Whitening Equality. We argue that there is an urgent need for "race" conscious intersectional critiques of sport coaching. This is to examine the multiplicity and complexities of inclusion and exclusion for coaches and the different levels at which social divisions are constructed and interconnected. The paper provides a theoretical contribution to develop "race" equality research and outlines implications for policy-makers and practitioners to help challenge notions of meritocracy. [ABSTRACT FROM AUTHOR]