The Experts below are selected from a list of 170592 Experts worldwide ranked by ideXlab platform
Dan M Kahan - One of the best experts on this subject based on the ideXlab platform.
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climate science communication and the measurement problem
2015Co-Authors: Dan M KahanAbstract:This article examines the science-of-science-communication measurement problem. In its simplest form, the problem reflects the use of externally invalid measures of the dynamics that generate Cultural conflict over risk and other policy-relevant facts. But at a more fundamental level, the science-of-science-communication measurement problem inheres in the phenomena being measured themselves. The “beliefs” individuals form about a societal risk such as climate change are not of a piece; rather they reflect the distinct clusters of inferences that individuals draw as they engage information for two distinct ends: to gain access to the collective knowledge furnished by science and to enjoy the sense of identity enabled by membership in a community defined by particular Cultural commitments. The article shows how appropriately designed “science comprehension” tests—one general and one specific to climate change—can be used to measure individuals’ reasoning proficiency as collective-knowledge acquirers independently of their reasoning proficiency as Cultural-identity protectors. Doing so reveals that there is in fact little disagreement among Culturally diverse citizens on what science knows about climate change. The source of the climate-change controversy and like disputes over societal risks is the contamination of the science-communication environment with forms of Cultural Status competition that make it impossible for diverse citizens to express their reason as both collective-knowledge acquirers and Cultural-identity protectors at the same time.
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climate science communication and the measurement problem
2015Co-Authors: Dan M KahanAbstract:This paper examines the science-of-science-communication measurement problem. In its simplest form, the problem reflects the use of externally invalid measures of the dynamics that generate Cultural conflict over risk and other policy-relevant facts. But at a more fundamental level, the science-of-science-communication measurement problem inheres in the phenomena being measured themselves. The “beliefs” individuals form about a societal risk such as climate change are not of a piece; rather they reflect the distinct clusters of inferences that individuals draw as they engage information for two distinct ends: to gain access to the collective knowledge furnished by science, and to enjoy the sense of identity enabled by membership in a community defined by particular Cultural commitments. The paper shows how appropriately designed “science comprehension” tests — one general, and one specific to climate change — can be used to measure individuals’ reasoning proficiency as collective-knowledge acquirers independently of their reasoning proficiency as Cultural-identity protectors. Doing so reveals that there is in fact little disagreement among Culturally diverse citizens on what science knows about climate change. The source of the climate-change controversy and like disputes is the contamination of education and politics with forms of Cultural Status competition that make it impossible for diverse citizens to express their reason as both collective-knowledge acquirers and Cultural-identity protectors at the same time.
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gender race and risk perception the influence of Cultural Status anxiety
2005Co-Authors: Donald Braman, Dan M Kahan, John Gastil, Paul Stovic, C K MertzAbstract:Why do white men fear various risks less than women and minorities? Known as the white male effect, this pattern is well documented but poorly understood. This paper proposes a new explanation: Cultural Status anxiety. The Cultural theory of risk posits that individuals selectively credit and dismiss asserted dangers in a manner supportive of their preferred form of social organization. This dynamic, it is hypothesized, drives the white male effect, which reflects the risk skepticism that hierarchical and individualistic white males display when activities integral to their Status are challenged as harmful. The paper presents the results of an 1800-person survey that confirmed that Cultural worldviews moderate the impact of sex and race on risk perception in patterns consistent with Status anxieties. It also discusses the implication of these findings for risk regulation and communication.
Želvys Rimantas - One of the best experts on this subject based on the ideXlab platform.
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Socialinė ir akademinė segregacija naujųjų ES narių švietimo sistemose
2019Co-Authors: Stumbrienė Dovilė, Jakaitienė Audronė, Želvys RimantasAbstract:This article presents a comparative analysis of the educational systems of EU countries, exploring them from a socioeconomic perspective with a special focus on new EU member states. The research question was whether post-socialist countries, in terms of social and academic segregation, are moving toward a separate educational “regime,” or whether they are currently approaching either the Scandinavian, Continental, Anglo-Saxon, or Mediterranean model. Segregation was analyzed according to performance scores in science and economics, social and Cultural Status, and hierarchical regression was employed in analyzing PISA 2015 data. Results indicate that post-socialist EU member states, in terms of academic and social segregation, do not form a separate “educational regime.
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Socialinė ir akademinė segregacija naujųjų ES narių švietimo sistemose
2019Co-Authors: Stumbrienė Dovilė, Jakaitienė Audronė, Želvys RimantasAbstract:This article presents a comparative analysis of the educational systems of EU countries, exploring them from a socioeconomic perspective with a special focus on new EU member states. The research question was whether post-socialist countries, in terms of social and academic segregation, are moving toward a separate educational “regime,” or whether they are currently approaching either the Scandinavian, Continental, Anglo-Saxon, or Mediterranean model. Segregation was analyzed according to performance scores in science and economics, social and Cultural Status, and hierarchical regression was employed in analyzing PISA 2015 data. Results indicate that post-socialist EU member states, in terms of academic and social segregation, do not form a separate “educational regime.”Straipsnyje atlikta lyginamoji ES šalių švietimo sistemų analizė iš socioekonominės perspektyvos, daugiausia dėmesio skiriant naujosioms ES narėms. Analizuojama mokslinė problema: ar posocialistinės šalys socialinės ir akademinės segregacijos prasme juda link skirtingų švietimo „režimų“, ar artėja prie skandinaviškojo, kontinentinio arba anglosaksiškojo modelių? Analizei panaudota hierarchinė regresinė PISA 2015 duomenų analizė. Rezultatai parodė, kad posocialistinės ES narės akademinės ir socialinės segregacijos prasme nesudaro atskiro švietimo „režimo“. Vienintelis rodiklis, kur posocialistinės šalys atrodo daugmaž panašiai, yra SEKS indeksas. Galima išskirti dvi posocialistinių šalių grupes. Vienoje (Vengrija, Bulgarija, Čekija, Rumunija, Slovakija ir Slovėnija) vyrauja skirtumai tarp mokyklų, kitoje (Lenkija, Latvija ir Estija) – mokyklų viduje. Analizuojant moksleivių ir bendraamžių socioekonominio Statuso įtaką akademiniams pasiekimams, skirtumai nėra tokie ryškūs. Slovėnijoje, Čekijoje, Kroatijoje, Bulgarijoje ir Vengrijoje bendraamžių įtaka yra didesnė už vidutinę, o Lenkijoje, Latvijoje, Lietuvoje, Estijoje ir Rumunijoje – mažesnė už vidutinę. Tyrimo rezultatai patvirtina kitų autorių prielaidą, kad, jeigu konvergencija tarp šalių iš tiesų vyksta, pereinamasis laikotarpis yra ilgesnis, negu buvo manyta
Stumbrienė Dovilė - One of the best experts on this subject based on the ideXlab platform.
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Socialinė ir akademinė segregacija naujųjų ES narių švietimo sistemose
2019Co-Authors: Stumbrienė Dovilė, Jakaitienė Audronė, Želvys RimantasAbstract:This article presents a comparative analysis of the educational systems of EU countries, exploring them from a socioeconomic perspective with a special focus on new EU member states. The research question was whether post-socialist countries, in terms of social and academic segregation, are moving toward a separate educational “regime,” or whether they are currently approaching either the Scandinavian, Continental, Anglo-Saxon, or Mediterranean model. Segregation was analyzed according to performance scores in science and economics, social and Cultural Status, and hierarchical regression was employed in analyzing PISA 2015 data. Results indicate that post-socialist EU member states, in terms of academic and social segregation, do not form a separate “educational regime.
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Socialinė ir akademinė segregacija naujųjų ES narių švietimo sistemose
2019Co-Authors: Stumbrienė Dovilė, Jakaitienė Audronė, Želvys RimantasAbstract:This article presents a comparative analysis of the educational systems of EU countries, exploring them from a socioeconomic perspective with a special focus on new EU member states. The research question was whether post-socialist countries, in terms of social and academic segregation, are moving toward a separate educational “regime,” or whether they are currently approaching either the Scandinavian, Continental, Anglo-Saxon, or Mediterranean model. Segregation was analyzed according to performance scores in science and economics, social and Cultural Status, and hierarchical regression was employed in analyzing PISA 2015 data. Results indicate that post-socialist EU member states, in terms of academic and social segregation, do not form a separate “educational regime.”Straipsnyje atlikta lyginamoji ES šalių švietimo sistemų analizė iš socioekonominės perspektyvos, daugiausia dėmesio skiriant naujosioms ES narėms. Analizuojama mokslinė problema: ar posocialistinės šalys socialinės ir akademinės segregacijos prasme juda link skirtingų švietimo „režimų“, ar artėja prie skandinaviškojo, kontinentinio arba anglosaksiškojo modelių? Analizei panaudota hierarchinė regresinė PISA 2015 duomenų analizė. Rezultatai parodė, kad posocialistinės ES narės akademinės ir socialinės segregacijos prasme nesudaro atskiro švietimo „režimo“. Vienintelis rodiklis, kur posocialistinės šalys atrodo daugmaž panašiai, yra SEKS indeksas. Galima išskirti dvi posocialistinių šalių grupes. Vienoje (Vengrija, Bulgarija, Čekija, Rumunija, Slovakija ir Slovėnija) vyrauja skirtumai tarp mokyklų, kitoje (Lenkija, Latvija ir Estija) – mokyklų viduje. Analizuojant moksleivių ir bendraamžių socioekonominio Statuso įtaką akademiniams pasiekimams, skirtumai nėra tokie ryškūs. Slovėnijoje, Čekijoje, Kroatijoje, Bulgarijoje ir Vengrijoje bendraamžių įtaka yra didesnė už vidutinę, o Lenkijoje, Latvijoje, Lietuvoje, Estijoje ir Rumunijoje – mažesnė už vidutinę. Tyrimo rezultatai patvirtina kitų autorių prielaidą, kad, jeigu konvergencija tarp šalių iš tiesų vyksta, pereinamasis laikotarpis yra ilgesnis, negu buvo manyta
Christina Scott - One of the best experts on this subject based on the ideXlab platform.
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suicidal ideation the role of economic and aboriginal Cultural Status after multivariate adjustment
2009Co-Authors: Mark Lemstra, Cory Neudorf, Johan P Mackenbach, Tanis Kershaw, Ushasri Nannapaneni, Christina ScottAbstract:OBJECTIVE: To determine if Aboriginal (in this paper, First Nations and Metis people) Cultural Status is independently associated with lifetime suicidal ideation in the Saskatoon Health Region after controlling for other covariates, particularly income Status. METHODS: Data collected by Statistics Canada in all 3 cycles of the Canadian Community Health Survey (CCHS) were merged with identical questions asked in February 2007 by the Saskatoon Health Region. The health outcome was lifetime suicidal ideation. The risk indicators included demographics, socioeconomic Status, Cultural Status, behaviours, life stress, health care use, and other health problems. RESULTS: Participants (n = 5948) completed the survey with a response rate of 81.1%. The prevalence of lifetime suicidal ideation was 11.9%. After stratification, it was found that high-income Aboriginal people have similar low levels of suicidal ideation, compared with high-income Caucasian people. The risk-hazard model demonstrated a larger independent effect of income Status in explaining the association between Aboriginal Cultural Status and lifetime suicidal ideation, compared with the independent effect of age. After full multivariate adjustment, Aboriginal Cultural Status had a substantially reduced association with lifetime suicidal ideation. The odds of lifetime suicidal ideation for Aboriginal people reduced from 3.28 to 1.99 after multivariate adjustment for household income alone. CONCLUSION: The results of this study suggest reductions in lifetime suicidal ideation can be observed in Aboriginal people in Canada by adjusting levels of household income. Language: en
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risk indicators for depressed mood in youth limited association with aboriginal Cultural Status
2008Co-Authors: Mark Lemstra, Cory Neudorf, Johan P Mackenbach, Carl Darcy, Christina Scott, Tanis Kershaw, Ushasri NannapaneniAbstract:In Canada, it is not difficult to find a government agency reporting that Aboriginal Cultural Status is associated with poor health (1–3). One of the concerns associated with this discussion is that it gives policy makers and the public the impression that health disparity is not preventable because a major determinant of health and behaviour (Cultural Status) is not modifiable. There is growing awareness that the association among Cultural Status, socioeconomic Status and mental health Status is neither simple nor straightforward, especially for youth (4). Unfortunately, there are limited data to test this specific hypothesis. Data from the Canadian Community Health Survey (5) are too limited to examine specific subgroups, such as the Aboriginal adolescent population. A review (6) on depression in adolescence concluded that too few studies have included subgroup analysis to permit drawing inferences about depression in Native American adolescents. The purpose of the present study was to determine whether Aboriginal Cultural Status is independently associated with moderate or severe depressed mood in youth after controlling for other covariates, including socioeconomic Status.
Jakaitienė Audronė - One of the best experts on this subject based on the ideXlab platform.
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Socialinė ir akademinė segregacija naujųjų ES narių švietimo sistemose
2019Co-Authors: Stumbrienė Dovilė, Jakaitienė Audronė, Želvys RimantasAbstract:This article presents a comparative analysis of the educational systems of EU countries, exploring them from a socioeconomic perspective with a special focus on new EU member states. The research question was whether post-socialist countries, in terms of social and academic segregation, are moving toward a separate educational “regime,” or whether they are currently approaching either the Scandinavian, Continental, Anglo-Saxon, or Mediterranean model. Segregation was analyzed according to performance scores in science and economics, social and Cultural Status, and hierarchical regression was employed in analyzing PISA 2015 data. Results indicate that post-socialist EU member states, in terms of academic and social segregation, do not form a separate “educational regime.
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Socialinė ir akademinė segregacija naujųjų ES narių švietimo sistemose
2019Co-Authors: Stumbrienė Dovilė, Jakaitienė Audronė, Želvys RimantasAbstract:This article presents a comparative analysis of the educational systems of EU countries, exploring them from a socioeconomic perspective with a special focus on new EU member states. The research question was whether post-socialist countries, in terms of social and academic segregation, are moving toward a separate educational “regime,” or whether they are currently approaching either the Scandinavian, Continental, Anglo-Saxon, or Mediterranean model. Segregation was analyzed according to performance scores in science and economics, social and Cultural Status, and hierarchical regression was employed in analyzing PISA 2015 data. Results indicate that post-socialist EU member states, in terms of academic and social segregation, do not form a separate “educational regime.”Straipsnyje atlikta lyginamoji ES šalių švietimo sistemų analizė iš socioekonominės perspektyvos, daugiausia dėmesio skiriant naujosioms ES narėms. Analizuojama mokslinė problema: ar posocialistinės šalys socialinės ir akademinės segregacijos prasme juda link skirtingų švietimo „režimų“, ar artėja prie skandinaviškojo, kontinentinio arba anglosaksiškojo modelių? Analizei panaudota hierarchinė regresinė PISA 2015 duomenų analizė. Rezultatai parodė, kad posocialistinės ES narės akademinės ir socialinės segregacijos prasme nesudaro atskiro švietimo „režimo“. Vienintelis rodiklis, kur posocialistinės šalys atrodo daugmaž panašiai, yra SEKS indeksas. Galima išskirti dvi posocialistinių šalių grupes. Vienoje (Vengrija, Bulgarija, Čekija, Rumunija, Slovakija ir Slovėnija) vyrauja skirtumai tarp mokyklų, kitoje (Lenkija, Latvija ir Estija) – mokyklų viduje. Analizuojant moksleivių ir bendraamžių socioekonominio Statuso įtaką akademiniams pasiekimams, skirtumai nėra tokie ryškūs. Slovėnijoje, Čekijoje, Kroatijoje, Bulgarijoje ir Vengrijoje bendraamžių įtaka yra didesnė už vidutinę, o Lenkijoje, Latvijoje, Lietuvoje, Estijoje ir Rumunijoje – mažesnė už vidutinę. Tyrimo rezultatai patvirtina kitų autorių prielaidą, kad, jeigu konvergencija tarp šalių iš tiesų vyksta, pereinamasis laikotarpis yra ilgesnis, negu buvo manyta
