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Enregistrement W2096601302 · doi:10.1017/s0265052514000326

RELATIONAL EQUALITY AND HEALTH

2015· article· en· W2096601302 sur OpenAlex

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Notice bibliographique

RevueSocial Philosophy and Policy · 2015
Typearticle
Langueen
DomaineHealth Professions
ThématiqueHealth and Conflict Studies
Établissements canadiensMcGill University
Organismes subventionnairesnon disponible
Mots-clésPsychologyPolitical science

Résumé

récupéré en direct d'OpenAlex

IV through VII consider various ways in which questions concerning health and healthcare resources could be addressed within a relational framework.Here, we discuss possible implications of the relational approach for health care, inequalities in health, and health policy.As we suggest, while there are some important considerations about health that a relational perspective can add to current debates (particularly when it comes to health policy and the kinds of strategies we pursue to improve population health and/or reduce health inequalities), many of the more specific implications of the relational perspective for health remain unclear.Section VIII concludes. II. RELATIONAL EQUALITYThe family of views we refer to as "relational" has, to a large extent, been developed in opposition to a growing literature that regards questions of equality as concerned with the fairness of distributions of one or more relevant goods in a certain population.On such accounts, the aim is to determine the conditions under which a distribution -of income, resources, well-being, or some other "currency" of justicecan be considered fair or unfair. 5Relational theories, on the other hand, view equality as a social and political value and are primarily concerned with "egalitarian social relations." 6This approach has been developed in two different directions.On the first, the primary concern is that individuals (or citizens) should relate to one another as equals; different versions of this social objective have been referred to as "equality of status," 7 "social equality," 8 or "democratic equality." 9While these approaches differ in various respects, they all single out phenomena such as oppression and status hierarchies as problematic.The phrase "a society of equals" 10 is often used to characterize the ideal of society these views envisage.The second family of relational approaches focuses on how institutions treat, and the attitudes they express toward, individuals. 11For such approaches, neglectful, disrespectful, or intentionally harmful treatment by institutions toward citizens is considered to be the primary target of egalitarian concern.It is important to understand the precise disagreement between relational and distributive perspectives, not least because there is significant overlap in the kinds of scenarios each of these two accounts identifies as problematic.On the one hand, distributive egalitarians can acknowledge that the issues of central importance to the relational egalitarian -i.e., the quality of social relations -matter, but believe that they can be captured within a distributive framework.For example, relational "goods" could to some extent be accounted for within a distributive conception of equality by including "status" or "respect" as one of the things that ought to be distributed in a particular way. 12Accounts that view distributive equality as the sole requirement of justice are also consistent with the view that justice requirements must be weighed against relational considerations (which would then be described as non-justice requirements).For example, in G. A. Cohen's account, the value of "community," which captures considerations similar to those that lie at the heart of relational accounts, seems to compete with the pursuit of justice (understood as distributive equality) in this manner. 13lational egalitarians, on the other hand, often allow that their approach has distributive implications.In particular, at least some relational egalitarians argue that limits must be placed on permissible levels of income inequality.Thus, relational

Récupéré en direct depuis OpenAlex et désinversé. Les résumés ne sont pas conservés dans cette base de données : les index inversés représentent 8,6 Go des 9,3 Go de texte de la base, et le serveur dispose de 13 Go libres.

Prédiction distillée sur la base complète

Imitation des enseignants

Ni prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.

score de la tête « metaresearch » (Codex)0,001
score de la tête « metaresearch » (Gemma)0,000
Version: codex-gemma-dda1882f352aStatut de validation: machine_predicted_unvalidated
Catégories candidatesÉtudes des sciences et des technologies
Catégories consensuellesaucune
DomaineSignal candidat: aucune · Signal consensuel: aucune
Devis d'étudeSignal candidat: Théorique ou conceptuel · Signal consensuel: aucune
GenreSignal candidat: Empirique · Signal consensuel: aucune
Score de désaccord entre enseignants0,906
Score d'incertitude au seuil1,000

Scores Codex et Gemma par catégorie

CatégorieCodexGemma
Métarecherche0,0010,000
Méta-épidémiologie (sens strict)0,0000,000
Méta-épidémiologie (sens large)0,0000,000
Bibliométrie0,0000,000
Études des sciences et des technologies0,0020,000
Communication savante0,0000,000
Science ouverte0,0000,000
Intégrité de la recherche0,0000,000
Charge utile insuffisante (le modèle a refusé de juger)0,0000,000

Scores machine (provisoires)

Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.

Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.

Tête enseignante Opus0,550
Tête enseignante GPT0,554
Écart entre enseignants0,004 · la distance entre les deux têtes enseignantes sur ce seul travail
Statut de validationscore_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découle