Questions related to Social Inequality
Demography basically, has to do with the human population in terms of sizes, density, changes which occurs overtime and so on. Demography can have both positive and adverse effects on the society.
What are the effects of demography on social inequality in different regions across the globe?
After exploring my dataset for Ph.D. thesis and learning several spatial econometric techniques, I successfully applied ordinary least squares (OLS), logistic regression, Spatial Autoregressive models [i.e., Spatial Lag model(SLM), Spatial Error Model(SEM), Spatial Durbin Model(SDM)], and most importantly Geographically Weighted Regression (GWR), and Geographically Weighted Logistic Regression models to find evidence of spatial and socioeconomic inequality in flood risk. The performance of all regression models was significantly improved when I accounted for spatial heterogeneity at the local level compared to non-spatial global models such as OLS and logistic regression.
I am amazed that several research papers were published so far in high-rank journals based on global regression results only, which I could have done a couple of months ago. The results do not make sense because the nature of the spatial heterogeneity could prevail in flood exposure. In my view, flood exposure and/ effects of flood risk cannot be locally independent by census tracts or dissemination areas or census subdivisions; they must be spatially autocorrelated. There remain ripple effects, spillover effects or indirect effects to adjacent neighbourhoods and to the overall economy. Populations from affected or flooded neighbourhoods could move to nearby safer neighbourhoods, looking for jobs and safe accommodation. Many other indirect socio-demographic effects could prevail around the flooded neighbourhoods. Do you agree? Please, justify your response.
The past month or so has been super busy as I've moved my lectures from the classroom to the virtual video meeting "room" while naturally been concerned about student welfare. Yet, this new "Coronavirus condition" has forced me to pause for reflection. The result is that I appear to be less preoccupied with conceptual or theoretical questions than with more empirical questions that can demonstrate impact and help to combat suffering or social evils.
The Investment Redistributive Incentive Model (IRIM).
Tourism holds the hopes of many in creating job opportunities for the masses of the unemployed globally. The poor growth of economies has failed to address the problems of unemployment, poverty and inequality. For growth to be impactful, foreign direct investment is considered one of the sources of the required impetuses. It is possible to incentivize both foreign (direct) and local investments. This paper, which was prepared using secondary sources of information, argues that it is possible to introduce incentives linked to investments in what is posited as the Investment Redistributive Incentive Model (IRIM). The IRIM rewards companies that support local ownership and control of enterprises through an incentive system en route to total liberation/local control of enterprises in whole geographic areas as the ultimate goal. The IRIM uses investment incentives such as tax cuts, breaks or relief as redistributive instruments to effect change through the reconfiguration of the management and ownership structures of companies. IRIM could be applied in any company, large or small, for equity and social justice. Foreign investors could also be linked to educational institutions in relation to facilitating the supply of skilled workers. Redistributive formulas become imperative to avert the various forms of societal dissonance because current trajectories are not sustainable where only a few get rich while the majority remain poor in a world trapped in a capitalistic and narcissistic modus operandi.
Association between IR 4.0 - Education - Social Inequality
I am searching for a study ( I know it exists but I cannot find it :-( ... ), that shows that gender impacts decision making in financial settings (investment decisions) or in math exercises, as soon as they are posed in the beginning.
Thank you for your help! :)
If we see the government and institutions role in techno-entrepreneurship.
if the government is good and institutions are excellent then what is our expectation from the government and institutions for supporting the techno-entrepreneur for the socio-economic development.
whats your suggestions for finding the gaps in this scenario?
I'd like to find tables and data about levels of discrimination against migrants in the different autonomous communities.
I am researching racism in France, related policies and their effects, but most of what I find is in English by US authors. I would like to read on this issue in French by French scholars/writers. Also, I am interested in different/opposing pov.
Mary Helen C
Social closure is an important mechanism leading to inequality in life outcomes. We are particularly interested in items measuring how people feel about processes of social closure, to what extent they feel them legitimate or not.
As New York has mapped the income levels along individual subway lines, earnings range from poverty to considerable wealth, namely income inequality exist obviously.
But how and when such inequality form along the time, i.g. before, in the middle and after the construction of metro? The procedure is rather complex, relating with the change of accessibility, spillover of land price and house price, agglomeration of economic activities, increase of commercial and housing investment, job attraction, etc.
Does this inequality has a spatial pattern? That is the spatial difference of the degree of inequality between the regions near to the metro and the ones slightly far away from the metro. And how does spatial pattern of income inequality evolve or change before, in the middle and after the construction of metro? Maybe the evolution of such income inequality will be impacted greatly by the density of metro, gentrification, sub-urbanization, urban renewal, built environment, etc.
I am conducting a meta-analysis on correlations among some constructs. So far based on what I have read from meta-analysis resource books and the literature, usually we first transform Pearson r to Fisher's z for meta-analysis, and then transform Fisher's z back to Pearson r for final report. Then I got the following basic questions.
1) Is only Pearson r be included in meta-analysis? What about other types of correlations, such as Spearmen rho, point biserial correlation, etc?
2) Refer to the Comprehensive Meta-analysis, it said t-value can be used to convert to correlation r. Which sort of t-value does it refer to? Is it the t-values in multiple regressions results tables, which can be converted to partial correlation coefficient? What about t-value from independent samples t-test, say, on mental wellbeing between male and female?
3) Any well-defined set of quality assessment tool and framework for correlational studies?? like the Cochrane Risk of Bias Tool for randomized controlled trials?
4) I got 4 coders to code the included studies. Generally speaking, how to calculate the inter-coder reliability of their codings?
Any advices and resources would be appreciated. Thanks all.
How does transport infrastructure within city, such as metro, affect the urban economic growth? Will it further result in spatial social/economic inequality? If it will, what is the process?
For conducting a meta-analysis on the effectiveness of an intervention on two outcomes (attitudes, and behavioral avoidance).
The effect size measure is Cohen's d. After computing the Cohen's d, I want to proceed to subgroup analysis and meta-regression. I am looking for resources or answers to the 2 questions I came across below.
For instance, one moderator is "interactive approach VS didactic approach", and another one is gender (male VS female).
1) Referring to the Cochrane's Handbook (http://handbook.cochrane.org/chapter_9/9_6_5_1_ensure_that_there_ar... (http://handbook.cochrane.org/chapter_9/9_6_5_1_ensure_that_there_ar...), it stated that at least ten studies in a meta-analysis are required. Does this "10 studies" mean that there should be at least 10 studies/effect sizes EACH for interactive approach and didactic approach respectively? Or just at least 10 studies/effect sizes included in the meta-analysis as a whole? What should we do if there are less than 10 studies? Any remedial methods?
3) Some reviewers said individual-level moderators (e.g. percentage of male, mean age) cannot not be used to conduct subgroup analysis; only the study-level moderators (e.g. publication year, location of study) can be used. Is this always true? What is the rationale?
Societal inequalities in general have bad connotations, especially when the social exclusion appears. More and more processes in societies widen the gap between elites and masses. Can elitism have good connotations and how is it connected to the universities?
Homeless students face may obstacles to educational success. My hypothesis argues that residential instability places all students at risk of faiure. Poor students are particularly vulnerable to increased drop-out rates, crushing student debt and an inability to transition from college to meaningful work post graduation.
I am currently trying to compose a project description in order to recieve a research grant. I wish to investigate a specific solution that is governance based, a model to manage segregation and social inequality in large cities?
Any pointers and suggestions for articles or books are most welcomed!
I am interested in knowing of the practices, challenges, processes, benefits, outcomes, dynamics, etc. of those who have engaged in developing , or who have an interest in, international partnerships/networks, especially in relation to social justice/democracy/education. I am finding that there are many challenges, including language, technological synchronisation, funding, physical meetings, work distribution, groundwork in bringing people together, alignment of objectives, methods and means, dissemination of ideas, among others. However, the need and the potential for tangible, meaningful, critical work is enormous if the partnership/network can be effectively established, notably in relation to bringing into the fold disparate voices that may not be heard within the broader context in isolation. In other words, the partnership/network may value much more these local, contextualized concerns than the contrary, and the partnership/network may also be more effective in collectively moving the respective fields of study forward. Despite the factors mitigating against such work, the outcomes could lead to a much better understanding of broad, contextualized, comparative issues, research, realties, etc., and help connect the dots on such concerns as neoliberalism in education, social inequalities, and democracy in and through education. As I am working on developing such a partnership/network, I would be most interested in the insight and experiences of colleagues around the world.
International norms have failed to justify realisation, implementation and enforcement of universal human rights, in some UN member states by individuals affected by controversial issues including racial discrimination, socioeconomic marginalisation, LGBT rights and slavery reparations.
The pilot of the Race Equality Charter Mark in British universities has resulted in only 8 of the original 30 higher education institutions which applied being awarded a Bronze or Silver Award. Despite government led initiatives such as 'Widening Participation' being promoted in post 1992 universities, there is no shortage of examples of marginalisation and discrimination of university staff and students. E.g. even where ethnic minorities are represented proportionally in the student population, this is often not reflected in a proportionately diverse staff . Moreover, disproportionately low numbers of university staff are in senior academic and administrative positions; and curricula are not reflective of equality and diversity.
In ALAIC 2014 we look researchers and managers who see communication as a counter that promotes the mobilization and construction of individual and collective social processes that enhance agencies.
i'm specifically looking at the role of social capital in education, not the role of education in building social capital.
Specifically, i am interested in how social capital can influence the disparities educational opportunities presented to an individual or population & the accompanying inequalities in opportunities available, and the inequalities and power hierarchies/differentials already present in society which contribute to disparities in social capital (and how that effects educational opportunties).
i am also interested in the role social capital might play in influencing performance outcomes among individuals or populations within the same "levels" of educational opportunity available.
Head Count Ratio and related poverty measures require state-specific poverty lines, upon which poverty indices are obtained. But how these lines are obtained? Is there any way to obtain district-specific and for further strata.
Migration from developing to developed countries is a reality, but brings with it inequalities.
Social workers operate in context of uncertainty, ambiguity and indeterminacy. In such contexts will the strict application of empirical or theoretical knowledge be effective? is there the need for a mixed paradigm to govern social work practice?
I've been researching education for democracy and its off-shoots, such as democratic education, citizenship education, global citizenship, and social justice education, etc., for over a decade, and have found a lot of references to the implicit and explicit need for democracy but it is not easy to find specific programs that centrally focus on the complexity of democracy (political literacy, power relations, social justice, stopping war, poverty and discrimination, etc.). The normative, hegemonic approach is to focus on elections, political parties and mainstream institutions, which are important, but which under-value the vast array of actions, engagements and movements required to build a more decent society. As education is, I believe, a fundamental pillar to building a democracy, I would be interested in learning from colleagues of programs they are aware of that cultivate counter-hegemonic consciousness, those that can effectively empower marginalized and non-marginalized students, and also seek to address social inequalities that are often promoted and re-produced in and through formal education. Thank you, and I look forward to your responses.
Piketty proposes a simple underlying equation r>g, meaning that the return on capital (property, stock and other forms of ownership) is consistently higher than economic growth.
Piketty strongly suggests that the structures of capitalism are not only regenerate worsening inequality, but now drive us toward a system of economic peonage and political autocracy.
Concerns pertaining to inequality and social exclusion have been equally important as environmental degradation to development experts.
This report of United Nations http://www.un.org/en/development/desa/publications/world-social-situation-2013.html discusses why serious attention should be drawn to inequality.
Does that mean the capitalism is failing? or the whole subject of sustainable development is dumb?
In 2013, Mike Savage and others proposed a new model of class that was no longer based exclusively upon socio-economic status (SES). They suggested seven classes, including a ‘precariat’, ‘emergent service workers’, ‘technical middle class’ and ‘elite’ class. The previous SES version showed a class gradient correlating with health outcomes, and this assocation was generally explained in terms of deprivation and access to health care and health knowledge. Can the new model be used to explain health inequalities, and if so, what is the mechanism?
I personally feel that budget of the country creates inequality among the society. The budget that is given to the Urban Local Bodies is mostly used for the infrastructure for the higher income groups. For example, if there is water shortage, then poorer areas will face less water supply first. Similarly if we see that government open schools which are used predominantly by poor kids, then we missed the part that higher income group's children go to private/ public schools, which provide better quality of education.
So please suggest methodology to prove the hypothesis, and any good reading regarding the topic.