Income Inequality and Health: Strong Theories, Weaker Evidence

Many researchers and advocates believe that income inequality affects individual health, but empirical evidence has been inconclusive. A large body of research has found that income inequality is negatively correlated with average life expectancy, partly because a transfer of income from the poor to the rich is likely to harm the health of the poor more than it improves the health of the rich. A smaller body of work has investigated socioeconomic disparities in life expectancy, which widened in many countries after 1980, at the same time that income inequality was increasing. These two lines of work should be seen as complementary, because high and rising income inequality is unlikely to affect the health of all socioeconomic groups equally. Understanding the effects of income inequality on health requires attention to the mechanisms that affect the health of different income groups, changing average health, disparities in health, or (more likely) both. Rising income inequality can affect individuals in two ways. Direct effects change individuals’ own income. Indirect effects change other people’s income, which can then change a society’s politics, customs, and ideals, altering even the behavior of those whose own income remains unchanged. Indirect effects can thus change both average health and the slope of the relationship between individual income and health

Disquieting presences: the ambiguity and indeterminacy of Maurice Nio’s architecture

© The Author(s) 2016. Open Access. This article is distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution, and reproduction in any medium, provided you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license, and indicate if changes were made.Background In recent years, Dutch architect Maurice Nio has built an array of projects in the Netherlands, which have generally been considered within the spectrum of the Superdutch phenomenon, and more broadly, within Iconic Architecture. Seemingly, to his Dutch colleagues, Nio's work is on the track of liberating architecture from the burden of cultural responsibilities (Ibelings Supermodernism: Architecture in the age of globalization: Nai Uitgevers Pub, 1998), yet it evinces significant differences from other work in that vein. Methods Nio’s projects are compared with Jencks' phenomenology of iconic architecture (Jencks The iconic building: Rizzoli New York, 2005), in order to demonstrate the importance and peculiarity of Nio’s work within the context of Iconic Architecture and the Superdutch period, and the extent to which his work can be considered different. Results This article argues that Nio’s architecture is not based on the production of outstanding shapes (Lootsma SuperDutch Afterthoughts Post. Rotterdam. Rotterdam: 010 Publisher, 2001), or the clever interpretation of a given program (Betsky Reading MVRDV: NAi 2003), but on the creation of disquieting presences in the built environment. Most of his work consists of pieces of architecture each of which has its own name, character and identity and seems to rely on disrupting the expected and disturbing the quiet. Conclusions This paper examines Nio’s work, with particular attention to three case studies, in order to generate a series of qualitative characteristics that define his idiosyncratic architecture.Peer reviewedFinal Published versio

Star Architecture as Socio-Material Assemblage

Taking inspiration from new materialism and assemblage, the chapter deals with star architects and iconic buildings as socio-material network effects that do not pre-exist action, but are enacted in practice, in the materiality of design crafting and city building. Star architects are here conceptualized as part of broader assemblages of actors and practices ‘making star architecture’ a reality, and the buildings they design are considered not just as unique and iconic objects, but dis-articulated as complex crafts mobilizing skills, technologies, materials, and forms of knowledge not necessarily ascribable to architecture. Overcoming narrow criticism focusing on the symbolic order of icons as unique creations and alienated repetitions of capitalist development, the chapter’s main aim is to widen the scope of critique by bridging culture and economy, symbolism and practicality, making star architecture available to a broad, fragmented arena of (potential) critics, unevenly equipped with critical tools and differentiated experiences

Citizen-Science for the Future: Advisory Case Studies From Around the Globe

The democratization of ocean observation has the potential to add millions of observations every day. Though not a solution for all ocean monitoring needs, citizen scientists offer compelling examples showcasing their ability to augment and enhance traditional research and monitoring. Information they are providing is increasing the spatial and temporal frequency and duration of sampling, reducing time and labor costs for academic and government monitoring programs, providing hands-on STEM learning related to real-world issues and increasing public awareness and support for the scientific process. Examples provided here demonstrate the wide range of people who are already dramatically reducing gaps in our global observing network while at the same time providing unique opportunities to meaningfully engage in ocean observing and the research and conservation it supports. While there are still challenges to overcome before widespread inclusion in projects requiring scientific rigor, the growing organization of international citizen science associations is helping to reduce barriers. The case studies described support the idea that citizen scientists should be part of an effective global strategy for a sustained, multidisciplinary and integrated observing system

Wealth Inequality, Educational Environment and School Enrolment: Evidence from Mexico

Using data from the extended section of the 2010 Mexican census (2.9 million households), we study how school enrolment is associated with wealth inequality and with the educational environment the child is exposed to at the household and municipal levels. We provide robust evidence of wealth inequality as a negative predictor of school enrolment for children in primary, secondary and high school age ranges while a positive role is played by the educational environment. Through the introduction of interaction terms, we account for how economic and educational variables are intertwined at both the household and the municipal level, and we are able to illustrate the considerable heterogeneity in the role of adult education for households at different standards of living

Racism, ethnic density and psychological well-being through adolescence: evidence from the Determinants of Adolescent Social well-being and Health longitudinal study

Objective. To investigate the effect of racism, own-group ethnic density, diversity and deprivation on adolescent trajectories in psychological well-being

Raising standards in American schools: the case of No Child Left Behind

In January 2002, President George W Bush signed into law what is arguably the most important piece of US educational legislation for the past 35 years. For the first time, Public Law 107-110 links high stakes testing with strict accountability measures designed to ensure that, at least in schools that receive government funding, no child is left behind. The appropriately named No Child Left Behind Act (NCLB) links government funding to strict improvement policies for America’s public schools. Much of what is undertaken in NCLB is praiseworthy, the Act is essentially equitable for it ensures that schools pay due regard to the progress of those sections of the school population who have traditionally done less well in school, in particular, students from economically disadvantaged homes, as well as those from ethnic minority backgrounds and those who have limited proficiency to speak English. However, this seemingly salutatory aspect of the Act is also the one that has raised the most objections. This paper describes the key features of this important piece of legislation before outlining why it is that a seemingly equitable Act has produced so much consternation in US education circles. Through an exploration of school level data for the state of New Jersey, the paper considers the extent to which these concerns have been justified during the early days of No Child Left Behind

Access to Print in Low‐Income and Middle‐Income Communities: An Ecological Study of Four Neighborhoods

Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/88026/1/RRQ.36.1.1.pd

High School Exit Examinations: When Do Learning Effects Generalize?

This paper reviews international and domestic evidence on the effects of three types of high school exit exam systems: voluntary curriculum-based external exit exams, universal curriculum-based external exit exam systems and minimum competency tests that must be passed to receive a regular high school diploma. The nations and provinces that use Universal CBEEES (and typically teacher grades as well) to signal student achievement have significantly higher achievement levels and smaller differentials by family background than otherwise comparable jurisdictions that base high stakes decisions on voluntary college admissions tests and/or teacher grades. The introduction of Universal CBEEES in New York and North Carolina during the 1990s was associated with large increases in math achievement on NAEP tests. Research on MCTs and high school accountability tests is less conclusive because these systems are new and have only been implemented in one country. Cross-section studies using a comprehensive set of controls for family background have not found that students in MCT states score higher on audit tests like the NAEP that carry no stakes for the test taker. The analysis reported in table 1 tells us that the five states that introduced MCTs during the 1990s had significantly larger improvements on NAEP tests than states that made no change in their student accountability regime. The gains, however, are smaller than for the states introducing Universal CBEEES. New York and North Carolina. The most positive finding about MCTs is that students in MCT states earn significantly more during the first eight years after graduation than comparable students in other states suggesting that MCTs improve employer perceptions of the quality of the recent graduates of local high schools

Baseline Quality-of-Care Data From a Quality-Improvement Program Implemented by a Network of Diabetes Outpatient Clinics

OBJECTIVE—To describe patterns of diabetes care and implement benchmarking activities at the national level