Narrow Results

Globalization enhances efficiency and economic growth and expands the domain of personal contact and communication. Nonetheless, globalization has also evoked discontent because of claimed social injustice. The relation between globalization and social justice therefore merits attention, in order to identify whether justifications for discontent are present and, if there are reasons for discontent, to establish whether globalization should be blamed.

The Human Biomedical Research Act: Overview and International Comparisons.

Tissue Banking in Singapore – An Evolving Enterprise.

After Ebola, Social Justice as a Base for a Biobanking Governance Framework.

Community Engagement for Biobanking Research: Perspectives from Africa.

The Council on Social Work Education's (CSWE) instruction on diversity and social justice is central to the mission of social work education. The population of the United States has become more diverse and social work education has a pressing need to ensure students understand how diversity and social justice issues shape human experiences. Little research has systematically examined Bachelor of Social Work (BSW) programs in that regard. This paper examines correlations among demographic characteristics and program directors' impressions on teaching diversity and social justice in the United States' (BSW) programs. Using Qualtrics, a web-based survey tool, 36 program directors responded to a 47-item instrument composed of both closed and open-ended questions. Content analysis of the data was conducted with the assistance of Nvivo 12 to identify themes and nodes. However, due to inadequate information from the program directors, the open-ended questions were analyzed using thematic analysis. Emergent themes primarily pertained to implicit and explicit curricula. A central finding from the data was that there was variation in the way schools approached instruction regarding diversity and social justice assessment. The study raises questions for continued research and may have implications for the role of accrediting organizations in offering guidelines for diversity and social justice instruction and assessment.

In 2021, the United States (U.S.) publicly traded firms repurchased nearly $850 billion of their own shares, setting an all-time record. Given the enormous scale of this resource allocation away from investment in innovation and growth and toward shareholders, it is reasonable to consider if these buybacks create opportunity costs. Stock buybacks increase earnings per share, even in the wake of no earnings growth, driving up share price and benefitting the top executives who make these capital allocation decisions by increasing the value of their stock options. Pundits disagree on the impact that high levels of buybacks have on the economy, some arguing that stock buybacks come at the expense of strategic investment in innovation while others point to diminishing returns to research and development (RnD) investment as the reason for decreases in innovative activity. This paper empirically tests whether share buybacks are suppressing corporate innovation in ways that control for widely observed declines in returns to R&D investment, and the endogenous relationship between stock buybacks and innovation. Statistical analysis provides strong evidence that share buybacks are suppressing corporate innovation. This has enormous ramifications to the long-term viability of U.S. industries and to social justice.

Organised mining and extraction of mineral resources began in 1903 in the Northern Protectorates and in 1904 in the Southern Protectorates of modern Nigeria with the establishment of Mineral Survey of the Northern Protectorates and the Mineral Survey of Southern Protectorates respectively, by the British colonial government. Over a century later, extraction of mineral resources in the country is still highly underdeveloped. There are great conflicts that surround oil extraction in the Niger Delta region, and Nigeria imports solid minerals which she is capable of producing domestically. The extraction of solid minerals and oil resources also calls into question issues of environmental neglect in the country. This paper provides for a descriptive analysis of Nigeria's mineral and oil resources extraction and management policy since the colonial period. It is observed that public policies in the sector have been interventionist, marginal, disjointed and elitist, and, have not properly included issues of sustainability for peace and development. Key recommendations of the paper are that public policy in the mineral and oil sector should seek to include more stringent regulations in relation to the environment, ensure equity in rent or royalty distribution especially to the host communities and develop the extraction of solid minerals with which the country is abundantly blessed.

We examine the uneven social and spatial distributions of COVID-19 and their relationships with indicators of social vulnerability in the U.S. epicenter, New York City (NYC). As of July 17th, 2020, NYC, despite having only 2.5% of the U.S. population, has $\sim$6% of all confirmed cases, and $\sim$16% of all deaths, making it a key learning ground for the social dynamics of the disease. Our analysis focuses on the multiple potential social, economic, and demographic drivers of disproportionate impacts in COVID-19 cases and deaths, as well as population rates of testing. Findings show that immediate impacts of COVID-19 largely fall along lines of race and class. Indicators of poverty, race, disability, language isolation, rent burden, unemployment, lack of health insurance, and housing crowding all significantly drive spatial patterns in prevalence of COVID-19 testing, confirmed cases, death rates, and severity. Income in particular has a consistent negative relationship with rates of death and disease severity. The largest differences in social vulnerability indicators are also driven by populations of people of color, poverty, housing crowding, and rates of disability. Results highlight the need for targeted responses to address injustice of COVID-19 cases and deaths, importance of recovery strategies that account for differential vulnerability, and provide an analytical approach for advancing research to examine potential similar injustice of COVID-19 in other U.S. cities.

Significance Statement Communities around the world have variable success in mitigating the social impacts of COVID-19, with many urban areas being hit particularly hard. Analysis of social vulnerability to COVID-19 in the NYC, the U.S. national epicenter, shows strongly disproportionate impacts of the pandemic on low income populations and communities of color. Results highlight the class and racial inequities of the coronavirus pandemic in NYC, and the need to unpack the drivers of social vulnerability. To that aim, we provide a replicable framework for examining patterns of uneven social vulnerability to COVID-19- using publicly available data which can be readily applied in other study regions, especially within the U.S.A. This study is important to inform public and policy debate over strategies for short- and long-term responses that address the injustice of disproportionate impacts of COVID-19. Although similar studies examining social vulnerability and equity dimensions of the COVID-19 outbreak in cities across the U.S. have been conducted (Cordes and Castro 2020,Kim and Bostwick 2002,Gaynor and Wilson 2020; Wang et al. 2020; Choi and Unwin 2020), this study provides a more comprehensive analysis in NYC that extends previous contributions to use the highest resolution spatial units for data aggregation (ZCTAs). We also include mortality and severity rates as key indicators and provide a replicable framework that draws from the Centers for Disease Control and Prevention’s Social Vulnerability indicators for communities in NYC.

The Coronavirus Disease 2019 (COVID-19) pandemic changed many social, economic, environmental, and healthcare determinants of health in New York City (NYC) and worldwide. COVID-19 potentially heightened the risk of heat-related health impacts in NYC, particularly on the most vulnerable communities, who often lack equitable access to adequate cooling mechanisms such as air conditioning (AC) and good quality green space. Here, we review some of the policies and tools which have been developed to reduce vulnerability to heat in NYC. We then present results from an online pilot survey of members of the environmental justice organization WE ACT for Environmental Justice (WE ACT) between July 11 and August 8, 2020, which asked questions to evaluate how those in Northern Manhattan coped with elevated summer heat in the midst of the COVID-19 pandemic. We also make some policy recommendations based on our initial findings. Results of our pilot survey suggest that people stayed indoors more due to COVID-19 and relied more on AC units to stay cool. Survey responses also indicated that some avoided visiting green spaces due to concerns around overcrowding and did not regularly frequent them due to the distance from their homes. The responses also demonstrate a potential racial disparity in AC access; AC ownership and access was highest amongst white and lowest amongst Latino/a/x and Black respondents. The impacts of COVID-19 have highlighted the need to accelerate efforts to improve preparedness for extreme heat like the City of New York’s AC and cooling center programs, heat ventilation and air conditioning (HVAC) retrofitting, equitable green space expansion, and stronger environmental justice community networks and feedback mechanisms to hear from affected residents. Conducting a survey of this kind annually may provide an additional effective component of evaluating cooling initiatives in NYC.

This session article unpacks mathematics teaching and learning focused on racial equity and social justice. Specifically, the session will explore the intersection of mathematics teaching and learning with racial equity and social justice across four critical reasons: a) Building an informed society; b) Connecting mathematics to cultural and community histories as valuable resources; c) Confronting and solving real-world mathematics as a tool to confront inequitable and unjust contexts; d) Use mathematics as a tool for democracy and creating a more just society.

This chapter begins with a brief history of mathematics education in Brazil, contextualized within the socio-political and educational events in the country. Research in ethnomathematics and mathematical modeling provide the foundation for curriculum reform and teacher preparation initiatives that strive to achieve greater social justice and equity for Brazilian children.