Cocoa Pod Borer (Conopomorpha cramerella Snellen) in Papua New Guinea: Biosecurity Models for New Ireland and the Autonomous Region of Bougainville

Cocoa Pod Borer (Conopomorpha cramerella Snellen) (CPB) is an important pest of cocoa. Following its emergence as a pest in East New Britain, Papua New Guinea, in 2006, it was considered relevant to assess its potential spread to other cocoa growing regions. Its likelihood of introduction to the islands of Bougainville and New Ireland from East New Britain Province, Papua New Guinea, was modeled using Monte Carlo simulation. This dispersal model was based around different scenarios, identifying trends rather than explicitly attempting to encapsulate true values. The model suggested that CPB is far more likely to establish on New Ireland than on Bougainville. More important, incertitude resulting from incomplete knowledge of the amount and frequency of cocoa transported between islands had a significant effect on model outputs. Quarantine and agriculture officials will be able to refine these parameter values, and then use the relevant scenarios from those presented here as a guide to develop quarantine procedures. In addition, a contingency model was employed to estimate the optimal sampling effort to use following an incursion of CPB into Bougainville or New Ireland and the seemingly successful implementation of an initial eradication program. The model suggests that at a 1% infestation level, sampling should continue for 2.5–2.7 years (90% CI) after claiming eradication, and this estimate changed little for higher infestation levels. Through modeling variations in sampling intensity, the model also suggested that determining the full spread of CPB is more important than increased sampling within one region.     

Sudanese and Somali Refugees in Canada: Social Support Needs and Preferences

The aim of the study was to identify the unique support needs and preferences of African refugees in Canada. In‐depth interviews were conducted with Sudanese and Somali refugees (n=68) living in two cities in central and western Canada. Refugees were interviewed individually to identify their support needs, current sources of support, available support programmes, barriers to access to support resources, and preferred support interventions. These refugees reported major support needs, depleted social networks, and barriers to accessing services and supports. They identified distinct preferences for support from peers from the same country of origin and professionals. Participants wanted group‐level support supplemented by one‐to‐one support. Transportation, child care, meals, and peers matched by language and gender were recommended to enhance accessibility to support programmes. These findings can inform the design of support intervention research and enhance the relevance and supportiveness of services and programmes for recent refugees.     

Family Integration,Achievement Values,Academic Self-Concept and Dropping Out of High School

Recognizing the linkages among family, neighborhood, and work, this study examines whether neighborhood resources (neighborhood satisfaction and informal helping) mediate the relationships between job stressors (work hours, job inflexibility, and work-to-family conflict), family stressors (housework hours and family-to-work conflict), and father-child relationship quality. We performed OLS regressions on data from fathers (N?=?85) from a random sample of couples from the northern part of a western state. Results indicate a direct and negative relationship between job inflexibility and father-child relationship quality that is partially mediated by neighborhood satisfaction. Additionally, family-to-work conflict bears a direct and negative relationship with father-child relationship quality, and neighborhood satisfaction mediates this relationship. Altogether, the analyses support the contention that neighborhood resources may mitigate some of the stresses associated with work and family life.     

Teaching Ethnographic Research Methods in Social Work

This article describes a social work course that incorporates instruction on ethnographic research, a contemporary qualitative methodology. The authors describe each of the seven course modules used to teach students ethnographic research methods. They cover sampling strategies, data collection, data analysis, theory development, presentation of findings, and practical application within a clinical setting. Findings from student evaluations of the usefulness and relevance of the course are also described, as are the educational and research implications of teaching ethnographic research methods within a social work curriculum.