scholarly journals Comparing the knowledge gap hypothesis in the United States and Singapore: The case of nanotechnology

2020 ◽  
Vol 29 (8) ◽  
pp. 835-854
Author(s):  
Shirley S. Ho ◽  
Jiemin Looi ◽  
Yan Wah Leung ◽  
Mesfin Awoke Bekalu ◽  
Kasisomayajula Viswanath

This study examines the knowledge gap hypothesis in the United States and Singapore in the context of nanotechnology. This study proposes that academic discipline serves as a better indicator than education levels in predicting nanotechnology knowledge gaps. To reflect the contemporary media landscape, this study examines how attention to online media and documentaries alongside traditional news outlets affect individuals’ nanotechnology knowledge. In both countries, online media and documentaries, as well as traditional news outlets, were related to nanotechnology knowledge to various extents. While the knowledge gap hypothesis was not observed in Singapore, results revealed that increased media attention and interpersonal discussion widened knowledge gaps between individuals from science and non-science disciplines in the United States. Education levels failed to reveal a consistent moderation effect. Taken together, the interaction analyses revealed that academic discipline predicted nanotechnology knowledge gaps more consistently than education levels in the United States. Theoretical and practical implications are discussed.

Comic book studies has developed as a solid academic discipline, becoming an increasingly vibrant and field in the United States and globally. A growing number of dissertations, monographs, and edited books publish every year on the subject, while world comics represent the fastest-growing sector of publishing. The Oxford Handbook of Comic Book Studies examines the history and evolution of the visual narrative genre from a global perspective, bringing together readable, jargon-free essays written by established and emerging scholars from diverse geographic, institutional, gender, and national backgrounds. In particular, the Handbook explores how the term “global comics” has been defined, as well the major movements and trends that drive the field. Each essay will help readers understand comic books as a storytelling form grown within specific communities, and will also show how these forms exist within what can be considered a world system of comics.


2014 ◽  
Vol 14 (4) ◽  
pp. 1467-1499 ◽  
Author(s):  
Shirlee Lichtman-Sadot

Abstract Conditioning a monetary benefit on individuals’ family status can create distortions, even in individuals’ seemingly personal decisions, such as the birth of a child. Birth timing and its response to various policies has been studied by economists in several papers. However, pregnancy timing – i.e. the timing of conception – and its response to policy announcements has not been examined. This paper makes use of a 21-month lag between announcing California’s introduction of the first paid parental leave program in the United States and its scheduled implementation to evaluate whether women timed their pregnancies in order to be eligible for the expected benefit. Using natality data, documenting all births in the United States, a difference-in-differences approach compares California births to births in states outside of California before the program’s introduction and in 2004, the year California introduced paid parental leave. The results show that the distribution of California births in 2004 significantly shifted from the first half of the year to the second half of the year, immediately after the program’s implementation. While the effect is present for all population segments of new mothers, it is largest for disadvantaged mothers – with lower education levels, of Hispanic origin, younger, and not married. These results shed light on the population segments most affected by the introduction of paid parental leave and on the equitable nature of paid parental leave policies.


PMLA ◽  
2019 ◽  
Vol 134 (1) ◽  
pp. 137-143 ◽  
Author(s):  
Hansun Hsiung

“You only have to know one thing: You can learn anything. For free. For everyone. Forever” (Khan Academy). Utopias of learning abound in our contemporary media landscape. Take, for instance, the above motto of Khan Academy (#YouCanLearnAnything), one of the earliest providers of open online education. With lessons in over twenty-four languages on topics from algebra to art history, Khan Academy aspires to reach an unprecedented global audience—not only children from the United States who are stuck in “a corrupt or broken [school] system” but also the “young girl in an African village” and the “fisherman's son in New Guinea” (Khan 4). In this sense, Khan Academy enjoys a paradoxical kinship to the diverse geographies studied in this cluster of essays. By promising the global provision of education, it seeks to conquer geography itself.


Buddhism ◽  
2010 ◽  
Author(s):  
Scott A. Mitchell ◽  
Thomas Calobrisi

The study of Buddhism in the West is built on the pioneering work of a handful of scholars in the mid-1970s. These individuals were bold enough to take the subject seriously within a reluctant academic discipline. Charles Prebish’s American Buddhism (1979) set the standard and many terms of debate for the decades to come. The field has grown considerably, despite a perceived lack of methodological sophistication (see Numrich 2008, cited under General Overviews). Scholars in this area generally approach the subject from one of three directions: area studies (Buddhism in the United States, Buddhism in France, etc.), something of a reverse area studies (e.g., Japanese Buddhism in the United States, Theravada in Britain), or topical studies (e.g., ritual studies, immigration and ethnicity, Buddhism and psychology). The most wide-reaching debates in the field generally revolve around questions of identification or classification and can manifest themselves in a variety of ways. For example, some question what “the West” is meant to signify, placing their research squarely in the context of postcolonial studies, transnational studies, or the construction of Buddhist modernism (McMahan 2002, cited under Ch’an, Zen, Sŏn). Others, such as Tweed 2002 (cited under Matters of Identity), recognize the difficulty of defining what constitutes a Western Buddhist when Buddhist culture has so thoroughly permeated the broader cultural milieu. Serving as a backdrop to these issues has been the wide-ranging and perennial debate regarding the “two Buddhisms” typology that, over the years since Prebish coined the phrase in 1979, has been considered, reconsidered, rearticulated, expanded to three Buddhisms, and renamed in a variety of ways. This article reflects these methodological approaches and topical debates, and it includes relevant sources from postcolonial studies, ritual studies, and engaged Buddhism. As mentioned, “the West” as an area of study is itself somewhat contested. Is the West limited to areas dominated by European culture? Do we extend this category to Australia and Oceania? For the sake of brevity, this article focuses on North America and Europe.


Anthropology ◽  
2020 ◽  
Author(s):  
Bronwen Douglas ◽  
Dario Di Rosa

This article situates ethnohistory historically, conceptually, methodologically, and geographically in relation to its intertwined “parent” disciplines of anthropology and history. As a named interdisciplinary inquiry, ethnohistory emerged in the United States in the mid-1950s in the “applied” context of academic involvement in Native American land claims hearings after 1946. However, anthropology (the science of humanity) has overlapped, intersected, or diverged from history (study or knowledge of the past) since becoming a distinct field in Europe in the mid-18th century and gradually professionalized as an academic discipline from the 1830s, initially in Russia (see Before Boas: The genesis of ethnography and ethnology in the German Enlightenment [Lincoln: Univ. of Nebraska Press, 2015], cited under Anthropology and History). Anthropological approaches oscillated between historicization and its neglect or denial, with recurring tension between event and system, process and structure, diachrony and synchrony. In the late 18th and 19th centuries, ethnology (comparative study of peoples or races, their origins and development) was distinguished from the natural history of man and from anthropology (the science of race), initially in France. From the 1860s to the 1920s, Anglophone anthropological theory was dominated by the opposed doctrines of sociocultural evolution and diffusion—both superficially historical but largely ahistorical processes. For the next half century, prevailing functionalist, structuralist, and culturalist discourses mostly denied knowable history to ethnography’s purportedly vanishing “primitive” subjects. This uneven, agonistic disciplinary history did not encourage a subfield uniting anthropology and history. However, after 1950, in global contexts of anticolonialism, decolonization, and movements for Indigenous or egalitarian rights, anthropologists, historians, and archaeologists developed the hybrid fields of Ethnohistory and Ethnographic History, which flourished for half a century. Practitioners transcended ethnohistory’s spatial and conceptual roots in the United States and Canada to investigate Indigenous or African American pasts in Latin America and the Caribbean, Indigenous or local pasts in Africa, Asia, and Oceania, and non-Indigenous pasts in Europe and elsewhere. The need to incorporate Indigenous or popular histories and viewpoints was increasingly emphasized. From the 1980s, ethnohistory was condemned as Eurocentric, outdated, even racist, by postcolonial and postmodern critiques (see: The state of ethnohistory. Annual Review of Anthropology 20 (1991):345–375, cited under General Overviews). The label’s usage declined in the 21st century in favor of the already established terms anthropological history or historical anthropology, or the emergent fields of Anthropology of History, historical consciousness, and historicity.


Author(s):  
Warren Buckland

Since the 1960s, film theory has undergone rapid development as an academic discipline—to such an extent that students new to the subject are quickly overwhelmed by the extensive and complex research published under its rubric. “Film Theory in the United States and Europe” presents a broad overview of guides to and anthologies of film theory, followed by a longer section that presents an historical account of film theory’s development—from classical film theory of the 1930s–1950s (focused around film as an art), the modern (or contemporary) film theory of the 1960s–1970s (premised on semiotics, Marxism, feminism, and psychoanalysis), to current developments, including the New Lacanians and cognitive film theory. The second section ends with a very brief overview of film and/as philosophy. The article covers the key figures and fundamental concepts that have contributed to film theory as an autonomous discipline within the university. These concepts include ontology of film, realism/the reality effect, formalism, adaptation, signification, voyeurism, patriarchy, ideology, mainstream cinema, the avant-garde, suture, the cinematic apparatus, auteur-structuralism, the imaginary, the symbolic, the real, film and emotion, and embodied cognition.


Author(s):  
Alexander Patt ◽  
Jens Ruhose ◽  
Simon Wiederhold ◽  
Miguel Flores

Abstract We present the first evidence on the role of occupational choices and acquired skills for migrant selection. Combining novel data from a representative Mexican task survey with rich individual-level worker data, we find that Mexican migrants to the United States have higher manual skills and lower cognitive skills than nonmigrants. Results hold within narrowly defined region–industry–occupation cells and for all education levels. Consistent with a Roy/Borjas-type selection model, differential returns to occupational skills between the United States and Mexico explain the selection pattern. Occupational skills are more important to capture the economic motives for migration than previously used worker characteristics.


2014 ◽  
Vol 43 (4) ◽  
pp. 833-843 ◽  
Author(s):  
Kimberly M. Nelson ◽  
Jane M. Simoni ◽  
Diane M. Morrison ◽  
William H. George ◽  
Emily Leickly ◽  
...  

Author(s):  
Madhavi Mallapragada

This concluding chapter revisits the key arguments developed in each of the four chapters and points to key implications of undertaking a study of home in the age of networks. It argues for a reconsideration of the contours of belonging in contemporary contexts of new media and transnationalism through its specific study of Indian immigrant cultures online. It contends that the question of belonging must be applied more thoroughly to the institutional contexts of online media, for not doing so would neglect a very significant alliance between capital and citizenship in the neoliberal, digital age. Furthermore, in the United States, especially since 2001, immigrants, racial and religious minorities, women of color, and the working class have found themselves at the receiving end of the disciplinary practices of neoliberal states and globalization practices. These institutional contexts shape belonging as much as the textual and hypertextual practices that generate categories of exclusion and inclusion in online media.


2016 ◽  
Vol 7 (1) ◽  
pp. 18-29 ◽  
Author(s):  
Kathleen Kendall-Tackett ◽  
Zhen Cong ◽  
Thomas Hale

Overview: Bedsharing is common in the United States in spite of numerous public health campaigns telling parents not to do it. This suggests that generic, never-bedshare messaging does not result in safe-sleep behavior. It also suggests we know little about the characteristics of mothers who bedshare. This study addresses this gap by examining demographic characteristics of mothers including race/ethnicity, income, education, partner status, and maternal age.Sample: The sample was the U.S. cohort (N = 4,789) of the Survey of Mothers’ Sleep and Fatigue.Results: Consistent with previous findings, we found that African American and American Indian mothers were more likely to bedshare, as were lower income and single mothers. We also found that bedsharing mothers were more likely to have lower education levels, be younger age at first birth, and were less likely to be currently employed. There were also striking racial/ethnic differences on location of night feeds, where mothers think babies should sleep, and their reasons for engaging in their nighttime parenting practices.Conclusion: Our findings suggest that the mothers’ demographics are related to bedsharing practices. Furthermore, simply describing bedsharing in terms of “cultural differences” oversimplifies a complex set of behaviors and beliefs. Safe sleep messaging, including safe bedsharing, needs to be tailored to address the various subgroups of mothers living in the United States.


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