A Comparative Study of Two Different Teaching and Curricular Arrangements in Human Behavior and Social Environment

In this paper we examine using social work faculty to teach Human Behavior and Social Environment content to undergraduate social work students versus using faculty from other departments. We formulated three hypotheses: social work students from a program with “IN” (taught by social work faculty) HBSE courses learn a wider range of theoretical orientations, are more capable of utilizing HBSE knowledge in practice, and are more sensitive to. human relations than are those from a program with “OUT” (taught by other faculty) HBSE courses. The data suggested that there were no significant differences between students.     

Teaching Sociological Theory for a New Century: Contending with the Time Crunch

Despite being a decade into the 21st century, sociological theory continues to be taught at the undergraduate and graduate level in nearly every program in the United States as if it were still 1970. 40 years ago, it made sense to dichotomize theory into two courses—“classical” and “contemporary”—because the latter of the two only covered theory from about the 1930s to the “present.” Today a literal and figurative time crunch has emerged that makes teaching theory difficult and at times, arbitrary based on the professor’s training, mentor, ideological/epistemological biases, and structural factors like textbook choice and number of academic weeks allotted per course. That is, we spend a large amount of time debating who should be in or out, and not enough time preparing our students for the application of theory towards the ultimate goal: knowledge about the social world. Students, then, leave confused at how one uses theory, what theory actually is, and, often times, disengaged from theory because of the density with which some theories approach the social world. In the paper below, the time crunch and its tendency to produce a “lost generation” of theorists is examined. After elucidating how the time crunch constrains sociology, four possible solutions are presented. This list of solutions is neither definitive nor exhaustive, and is meant to generate a rich discussion about the direction the discipline should head in the new century.     

Beyond PowerPoint™: Using Learning Objects to Enhance Social Work Courses

Faculty use of information and communication technologies (ICT) in social work courses has the potential to transform social work education, including increasing student engagement and accommodating different learning styles. Learning objects are reusable digital resources with a pedagogical purpose that may be used in online, hybrid, or face-to-face social work courses to achieve these and other pedagogical benefits. This article defines and provides an overview of the concept “learning objects.” Guidelines for locating and incorporating existing learning objects and for creating learning objects for use in social work courses are detailed. Finally, examples are provided.     

The Policy Transfer Model

ABSTRACT

“New” social welfare policies are often actually policies borrowed from other states or nations. This paper reviews the recent theoretical developments in understanding the processes of policy transfer and presents a “policy transfer” model that can be a useful heuristic tool for social workers engaged in policy making. It discusses how the field of social work can benefit from understanding the factors underlying successful and unsuccessful policy transfer, and argues for the inclusion of the study of policy transfer in social welfare policy courses.     

Logical abilities and behavior in strategic-form games

This paper investigates the impact of cognitive abilities and preferences on behavior in games. We first measure subjects’ logical abilities and social preferences and then evaluate their influence on behavior in strategic-form games. For this purpose, we estimate how logical abilities and preferences relate to the probability of a subject being of a specific behavioral type. We find that better logical abilities increase the likelihood of sophisticated behavior. This shift is stronger for subjects who are classified as “selfish”. However, not even the most logically able, selfish subjects are identified as Nash types.     

Constructions and reconstructions of self in virtual reality: Playing in the MUDs

There are over 300 multi‐user games based on at least 13 different kinds of software on the international computer network known as the Internet. Here I use the term “MUD “ to refer to all the various kinds. All provide worlds for social interaction in a virtual space, worlds in which you can present yourself as a “character,” in which you can be anonymous, in which you can play a role or roles as close or as far away from your “real self as you choose.

In the MUDS, the projections of self are engaged in a resolutely postmodern context. Authorship is not only displaced from a solitary voice, it is exploded. The self is not only decentered but multiplied without limit. There is an unparalleled opportunity to play with one's identity and to “try out” new ones. MUDS are a new environment for the construction and reconstruction of self.     

Putting social preferences to work: Can revealed preferences predict real effort provision?

This paper presents a model of real effort provision in conjunction with rational social preference theory to predict how individuals exert effort to replace an exogenously determined “state of the world” with a preferred social outcome. Binary dictator games and real effort tasks are used to examine whether individuals exert effort in a manner that is consistent with their revealed preferences. The analysis of controlled laboratory experiments suggest that while individuals’ effort provisions are generally consistent with the theory, those who reveal relatively pro-social preferences fail to procure their “preferred” outcomes too frequently when the state of the world is highly inequitable in their favor. Consideration is given to alternative theories, namely ego depletion and cognitive dissonance, as potential explanations of social outcomes. There is evidence to suggest that dictators, on average, experience ego depletion which leads to a reduction in pro-social behavior through time.     

Three Books by Noel Timms

When appropriately used, simulations are powerful educational tools for the social work educator. A simulation permits the student to experience an approximation of reality, thereby generating interest and a more relevant classroom environment When it is not feasible to use extant simulation games, educators need to design their own—ones adapted to particular time limitation and course objectives. Two examples of “homemade” simulations are presented. One focuses on community power, the other on grant writing.     

Avatars of Whiteness: Racial Expression in Video Game Characters

Video games are an enormous segment of popular media today, comparable to television and movies. Moreover, video games represent a new form of media distinguished from previous forms due to the interactive element, where game players have the ability to change and influence the game world. This paper contributes to the study of race and popular media by examining how race is presented in role‐playing video games through the feature of avatar creation. Capabilities for avatar creation are analyzed in over sixty massively multiplayer online role‐playing games (MMORPGs) in service as of early 2010 and twenty offline role‐playing games (RPGs) published over the past 10 years. The analysis shows that the vast majority of games, both online and offline, do not allow for the creation of avatars with a non‐white racial appearance. Forcing an Anglo appearance on avatars that purport to represent the player has the potential to reinforce a sense of normative whiteness as well as shape the social composition of online worlds into all‐white virtual spaces, contributing to the creation of a virtual “white habitus.”     

BECAUSE IT'S FREE POKER! A QUALITATIVE ANALYSIS OF FREE TEXAS HOLD'EM POKER TOURNAMENTS

The game of poker has dramatically increased in popularity in America over the past decade, and includes a new trend in poker in which tournaments are played with no monetary wagering. These “free” poker tournaments are the primary focus of this project. Our interest in these free poker tournaments was twofold: first, we wished to identify what would motivate a person to play poker when there is no profit motive; second, we wanted to learn how the social dynamics of the game itself may or may not change when monetary risk is not present. Through covert participant observation of free poker tournaments at four different locations we were able to discover three main motivations among the players: sharpening skills for later cash games, sociability, and gaining the status of a “regular player.” We also discovered that the tenor and tempo of the game tended to vary not as a function of the location, but rather because of the social class of the players. We offer several hypotheses to guide future research endeavors in this area.     

Etzioni’s new theory: a synthesis of liberal and communitarian views

There has always been a rather strong contrast between liberal and communitarian views. The liberal doctrine of “irreversible plurality of philosophical and moral ideas” for instance does not only mean that consensus about social values is difficult. “A public consensus about the necessary conception of the good cannot be obtained,” says Rawls. On the other hand, communitarians such as MacIntyre, Sandel, and Walzer, are deeply convinced by the idea of an “immanent telos” of societies, which in their opinion have the utmost influence on the development of individuals. A similar strong contrast exists between the liberal universalism of values and the communitarian particularism. Etzioni’s New Theory now tries to overcome these unsatisfactory “tyrannies of dualism” (A. Gutmann) Instead of the traditional and hostile either- or, Etzioni puts a reconciliatory as well as. “As many other dichotomies the dualism between universalism and particularism stands in the way of the development of a social Paradigm,” he regrets. Therefore Etzioni wants to combine instead of dividing. For example, social order (communitarian value) and personal autonomy (liberal value). So he proposes to install more personal autonomy in states with strong social order, as for instance Japan, and he demands more social order in traditional individualistic states like the United States (“Inverse Symbiosis”). Such “combining and balancing solutions” coincide with the theory of a “Flexible System of Private Rights” created and proposed by the famous Austrian Legal Scholar Walter Wilburg. On the level of “value principles” in the sense of Ronald Dworkin (instead of “rules” of law), Wilburg combines the differing “weights and strengths” of values (elements). An example of this is negligence, dangerous behavior, and economic capacity of risk spreading to more or less far reaching compensations of private damages, instead of the traditional either-or. The underlying idea is that of proportion. In terms of Etzioni, “The more social order within a state or society—the more individual autonomy has to be promoted.”     

Tomorrow's Social Needs and Social Work Education

This paper presents a rationale and educational plan for teaching statistical orientation (not statistics per se) by means of a series of practice questions that are, at the same time, basic statistical questions. These questions include, for example, measures of central tendency, “What can typically be expected of the client's problem behavior?” and measures of variability, “What range of variation from the typical is typical?” Set in a context of practice, these types of questions do not seem to provoke the hostility among social work students that often typifies their reaction to traditional statistics courses.     

Awakenings: Autobiography,Memory, and the Social Logic of Personal Discovery

Taking a formal, sociocognitive approach to narrative analysis, I explore autobiographical stories about discovering “truth” in political, psychological, religious, and sexual realms of social life. Despite (1) significant differences in subject matter and (2) conflicting or oppositional notions of truth, individuals in different social environments tell stories that follow the same awakening formula. Analyzing accounts from a wide variety of social and historical contexts, I show how individuals and communities use these autobiographical stories to define salient moral and political concerns and weigh in on cultural and epistemic disputes. Awakening narratives are important mechanisms of mnemonic and autobiographical revision that individuals use to redefine their past experiences and relationships and plot future courses of action while explaining major transformations of worldview. Awakeners use two ideal‐typical vocabularies of liminality to justify traversing the social divide between contentious autobiographical communities. Further, awakeners divide their lives into discrete autobiographical periods and convey a figurative interaction between the split personas of a temporally divided self. Individuals use this autobiographical formula to reject the cognitive and mnemonic norms of one community and embrace those of another. Advancing a “social geometry” of awakening narratives, I illuminate the social logic behind our seemingly personal discoveries of “truth.”     

Coordinated Action in the Massively Multiplayer Online Game World of Warcraft

In tandem with the technological advancement of immersive virtual environments, digital games have evolved into complex social worlds where people play collaboratively to achieve individual‐ and group‐oriented goals. The massively multiplayer online games genre has received international attention for the large numbers of users that commit a significant amount of time and effort to online play. Play styles within such game worlds are diverse, but “raiding” is generally considered among gamers and scholars alike to be the most challenging form of collaborative play. Like other forms of social activity, raiding is predicated on players' abilities to successfully coordinate individual lines of action. Yet the vast majority of raiders are not physically copresent during their collaborative efforts. Using Couch's theory of coordinated action as an interpretive frame, we explore the computer‐mediated process of raiding in the massively multiplayer online game World of Warcraft by analyzing ethnographic data and audio/visual recordings of gameplay. Our study expands Couch's theory of coordinated action in two ways. First, we demonstrate how individuals and groups simultaneously engage in multiple forms of coordinated activity (e.g., conflict and cooperation). Second, we reveal two semiotic layers of coordinated action—the “subject‐subject” (i.e., intersubjective) layer that is facilitated through the game's user interface, and the “subject‐object” layer that comprises players' interactions with the user interface itself. Our study thus considers the potential of Couch's theory for the study of computer‐mediated communication and nonhumans in interaction.     

Correspondence

How can teachers utilize video games in the classroom, harnessing a technology that is gaining “market share” in the lives of our students? This article will provide classroom teachers with a research-based rationale for using video games along with a viable, classroom-tested lesson to teach social studies content using a widely available commercial video game. Specifically, how to use the game Civilization IV in the classroom to allow world history high school students to explore the impact technology has on societal development and the human experience and their place in time. This correlates to NCSS Curriculum Standard II: time, continuity, and change and NCSS Curriculum Standard VIII: science, technology, and society.     

Rise of the Machines: A Critical Review on the Behavioural Effects of Automating Traditional Gambling Games

Automated gambling products are now a common feature on many casino floors. Despite their increasing prevalence, little research has considered the impact of converting games traditionally free from technological enhancements to automated versions. This review seeks to illustrate how automation is likely to change the way people engage and experience traditional games based around five prominent modifications: visual and auditory enhancements; illusions of control; cognitive complexity; expedited play; and social customisation. Otherwise known as the “VICES” framework. The inclusion of rich graphics, event-dependent sound and game-play information such as statistics, history, betting options and strategic betting are likely to prolong and entice gambling while encouraging more intense betting. Changes to the social environment due to the asocial nature of automated products is also likely to significantly change the gambling experience. Given the increasing prevalence of these products in the marketplace, it is important to consider the implications of converting traditional products to automated form as technological enhancements have the potential to allow for faster, more intense betting. More research is needed to determine the full impact of automation on player behaviours in order to understand the potential risks associated with technological enhancements to traditional games.     

Response to Nettie Scott and Spencer Zeiger

This study of 285 BSW students over a 4-year period examines the students' initial attitudes toward learning research and identifies associated characteristics. In contrast to social work students' reputation of being “research reluctant,” findings reveal considerable variation, with a large portion of students reporting overall positive attitudes. Ordinary least squares regressions revealed that women and students with less statistical knowledge are more fearful of research courses, while older students and those with greater levels of social work empowerment find research courses to be more appealing. The study findings suggest 3 pedagogical principles upon which various teaching strategies may be based.     

Community Organization and the Oppressed

There is sexist bias in social work education, as teaching materials for the courses Human Growth and Development and Family Casework exemplify. Two leading authorities on adolescence, for example, accept a stereotypic view of female development. Family treatment writers reveal their ambivalence about male dominance within family structures, as they invoke such concepts as the “male head of the house,” and “sex role reversal,” while simultaniously encouraging independent development of each partner. In addition, the Women's Liberation Movement has created complex reactions among student practitioners.     

Evaluating Social Integration and Psychological Outcomes for Older Adults Enrolled at a University Intergenerational Program

Abstract

Intergenerational programs are proliferating. The basic assumption of such programs is that pairing older and younger people in various activities and contexts such as educational programs will produce positive developmental benefits for all participants. Educational programs appear to help adults to remain socially active and connected. The University of Valencia (Spain) initiated in 1999–2000 a “University Program for Seniors” for adults age 55 and over, entitled “Nau Gran.”The goal of this paper is to present baseline results on the benefits and impacts for older adults enrolled at the program during 2002. Results from a sample of 212 sophomore and junior older adult participants are presented. The questionnaire included socio-demographic information and items regarding health, social integration, and psychological outcomes. Results indicated that older adults attending courses at the University increased their level of social integration.     

Globalisierung und die Veränderung sozialer Ungleichheiten in modernen Gesellschaften

This article deals with the effects of globalization on individual life courses and employment careers and the resulting changes in patterns of social inequality in modern societies. Empirically, we draw back to results from the international research project GLOBALIFE which studied the effects of globalization on modern life courses for the first time. The results show that the effects of globalization on individual life courses show marked differentiation with regards to specific life course phases: while especially the employment of mid-career men remained considerably stable under globalization, the careers of young adults, mid-career women as well as late-career workers underwent significant alterations. At the same time, results from the GLOABLIFE study indicate that the changes induced by globalization have not yet led to identical results at the national level. Globalization appears to be differentially filtered by deeply embedded and path-dependent national institutions. These “institutional packages” entail variable forms of labour market “flexibilisation” which themselves differentially shape patterns of social inequality in modern societies: While Scandinavian countries have largely succeeded in limiting an increase in social inequality under globalization through active public welfare engagement, globalization has led to a significant amplification of social inequalities in other regime types, either between labour market insiders and outsiders (in conservative and Southern European countries) or between individuals with different human capital resources (in liberal countries).