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  1.  41
    Health Inequalities and Why They Matter.Daniel M. Hausman, Yukiko Asada & Thomas Hedemann - 2002 - Health Care Analysis 10 (2):177-191.
    Health inequalities are of concern both becausestudying them may help one learn how to improvehealth and because health inequalities may beunjust. This paper argues that attending tothese reasons why health inequalities may beimportant undercuts the claims of researchersat the World Health Organization in favor offocusing on individual health variation ratherthan on social group health differences. Inequalities in individual health are of littleinterest unless one goes on to study how theyare related to other factors.
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  2.  27
    Is Health Inequality Across Individuals of Moral Concern?Yukiko Asada - 2006 - Health Care Analysis 14 (1):25-36.
    The history of the documentation of health inequality is long. The way in which health inequality has customarily been documented is by comparing differences in the average health across groups, for example, by sex or gender, income, education, occupation, or geographic region. In the controversial World Health Report 2000, researchers at the World Health Organization criticized this traditional practice and proposed to measure health inequality across individuals irrespective of individuals’ group affiliation. They defended its proposal on the moral grounds without (...)
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  3. 4.5. High School Bioethics Education Network in Japan.Yukiko Asada & Darryl Macer - forthcoming - Bioethics in Asia: The Proceedings of the Unesco Asian Bioethics Conference (Abc'97) and the Who-Assisted Satellite Symposium on Medical Genetics Services, 3-8 Nov, 1997 in Kobe/Fukui, Japan, 3rd Murs Japan International Symposium, 2nd Congress of the Asi.
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  4.  20
    High School Teaching of Bioethics in New Zealand, Australia and Japan.Yukiko Asada, Miho Tsuzuki, Shiro Akiyama, Nobuko Y. Macer & Darryl R. J. Macer - 1996 - Journal of Moral Education 25 (4):401-420.
    Abstract An International Bioethics Education Survey was conducted in Australia (A), Japan (J) and New Zealand (NZ) in mid?1993. National random samples of high schools were selected, and mail response questionnaires were sent to a biology (b) and a social studies (s) teacher at each school through the principals. The number of respondents and response rate were: NZb 206 (55%), NZs 96 (26%), Ab 251 (48%), As 114 (22%), Jb 560 (40%) and Js 383 (27%). This paper compares knowledge and (...)
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  5. Establishment Of High School Bioethics Education Network.Yukiko Asada & Darryl Macer - 1997 - Eubios Journal of Asian and International Bioethics 7 (3):73-77.
     
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