Suchergebnisse

Cover -- Contents -- List of Figures and Tables -- Foreword -- Acknowledgements -- 1 Introduction -- 2 Studying the Relationship between National Pride and Prejudice in Context -- 3 Methods -- 4 Greek and Turkish Cypriot In- and Out-Group Perceptions -- 5 Cultural Repertoires within Context: Institutions, Resources and Social Networks -- 6 Testing the Relationship between Ethnic Pride and Prejudice in the Context of Cyprus -- 7 Conclusions and Discussion: National Pride and Prejudice? -- Appendices -- Notes -- Bibliography -- Index

In Northeast Asia are juxtaposed one of the world's largest energy producers (Russia) and some of the world's major energy importers (China, Japan and South Korea). At the same time the region forms the stage for some of the world's great power games. Russia, China and Japan are each a substantial economic and political power in their own right. The USA has a major political and military presence in the region. Finally, the problems of the Korean peninsula and of Taiwan remain unresolved.

The world is increasingly taking interest in the potential for a shale gas revolution. Australia is no exception to this trend. The key question for Federal, State and local governments is, assuming a shale gas revolution is seen as desirable, what policy measures may be taken in order to achieve this end and what should any debate over shale gas policy be focusing on? This brief paper sets the context for any shale gas revolution. It then outlines the characteristics present in the US that were necessary for the generation of its shale gas revolution. In the context of Australia, there are many barriers to reproducing these characteristics. This paper considers what policy options are available to reduce such barriers and lead Australia to its own shale revolution.

This chapter provides a comparative, systematic review of research conducted between 1980 and 2016 on the relationship between ethnicity and educational inequality in the two main political/cultural regions of Belgium (the Flemish Community in Flanders and Brussels – VG and the French Community in the Walloon region and Brussels – FWB). We distinguished five different research traditions: 1) The 'political arithmetic' tradition, 2) The 'culture and educational outcomes' tradition, subdivided into three smaller streams of studies: 'Ideologies, cultural schemes and identities', 'Motivations and attitudes towards schooling' and 'History, constraints and opportunities', 3) The 'language proficiency' tradition, 4) The 'school effectiveness research' tradition and 5) The 'racial and racial discrimination in school' tradition. Most of the research traditions were found in both research contexts, however, they were not elaborated upon to the same extent in each region. Furthermore, there appeared to be little interaction between both research contexts. While a considerable proportion of research in VG is written in English and to a lesser extent in Dutch, most research in the FWB is written in French. In the VG, both policy and research consider the importance of socio-economic context and highlight the importance of structural school features, such as tracking and ethnic composition in developing ethnic inequalities but focus mainly on cultural features, such as expectations, aspirations, language and prejudice. In the FWB, both researchers and policy makers tend to reduce ethnic inequalities to structural social class inequalities, with cultural differences (between the dominant and minority groups) treated as a consequence of these.

This chapter provides a comparative, systematic review of research conducted between 1980 and 2016 on the relationship between ethnicity and educational inequality in the two main political/cultural regions of Belgium (the Flemish Community in Flanders and Brussels – VG and the French Community in the Walloon region and Brussels – FWB). We distinguished five different research traditions: 1) The 'political arithmetic' tradition, 2) The 'culture and educational outcomes' tradition, subdivided into three smaller streams of studies: 'Ideologies, cultural schemes and identities', 'Motivations and attitudes towards schooling' and 'History, constraints and opportunities', 3) The 'language proficiency' tradition, 4) The 'school effectiveness research' tradition and 5) The 'racial and racial discrimination in school' tradition. Most of the research traditions were found in both research contexts, however, they were not elaborated upon to the same extent in each region. Furthermore, there appeared to be little interaction between both research contexts. While a considerable proportion of research in VG is written in English and to a lesser extent in Dutch, most research in the FWB is written in French. In the VG, both policy and research consider the importance of socio-economic context and highlight the importance of structural school features, such as tracking and ethnic composition in developing ethnic inequalities but focus mainly on cultural features, such as expectations, aspirations, language and prejudice. In the FWB, both researchers and policy makers tend to reduce ethnic inequalities to structural social class inequalities, with cultural differences (between the dominant and minority groups) treated as a consequence of these.

<b><i>Background:</i></b> Reasons for low participation of ethnic minorities in genetic studies are multifactorial and often poorly understood. Based on published literature, participation in genetic testing is low among Black African immigrants/refugees although they are purported to bear disproportionate disease burden. Thus, research involving Black African immigrant/refugee populations that examine their perspectives on participating in genetic studies is needed. <b><i>Objectives:</i></b> This report examines and describes the knowledge of medical genetics, group-based medical mistrust, and future expectations of genetic research and the influence of these measures on the perceived disadvantages of genetic testing among Black African immigrants/refugees. <b><i>Methods:</i></b> Using a cross-sectional survey design, a nonprobability sample (n = 212) of Black African immigrants/refugees was administered a questionnaire. Participants ranged in age from 18 to 61 years (mean = 38.91, SD = 9.78). The questionnaire consisted of 5 instruments: (a) sociodemographic characteristics, (b) Knowledge of Medical Genetics scale, (c) Group-Based Medical Mistrust Scale, (d) Future Expectations/Anticipated Consequences of Genetics Research scale, and (e) Perceived Disadvantages of Genetic Testing scale. <b><i>Results:</i></b> Participants were concerned that genetic research may result in scientists 'playing God,' interfering with the natural order of life. In multivariate analyses, the perceived disadvantages of genetic testing increased as medical mistrust and anticipated negative impacts of genetic testing increased. Increase in genetic knowledge contributed to a decrease in perceived disadvantages. <b><i>Conclusions:</i></b> Our findings suggest that recruitment of Black African immigrants/refugees in genetic studies should address potential low knowledge of genetics, concerns about medical mistrust, the expectations/anticipated consequences of genetic research, and the perceived disadvantages of genetic testing.