The Sidewalk as a Contested Space: Women’s Negotiation of Socio-Spatial Processes of Exclusion in Public Urban Space in Saudi Arabia; The Case of Al Tahlia Street

Riyadh is one of the most gender-segregated cities in the world. However, as gender segregation is less enforced on sidewalks, it provides an optimal case study for a space where women and men may be co-present. Thus, this paper aims to increase the understanding of the relationship between sociocultural norms and spatial programming regarding spatio-temporal inclusion or exclusion in public urban spaces. The results show that women’s use and access to sidewalks are influenced by gender norms, religious values, gendered regulations, and generic spatial programming. For instance, regulations limit the use of outdoor seating to men only, thus sidewalks adjacent to, e.g., cafes function as mono-gender spaces dominated by men. However, young women negotiate spatially bounded gender norms through their presence, behaviour, and dress. Although sidewalks are conceived as men’s space, women account for nearly half of the users, but their use often goes unnoticed as women self-regulate their spatio-temporal and visible presence. The study presents six types of women’s spatio-temporal behaviours with varying degrees of visible and invisible users. Ultimately, this paper argues that planning for inclusive sidewalks cannot be addressed solely through the ‘universal’ characterization of space; it should also be supplemented by context-specific knowledge regarding the socio-spatial needs.     

Teaching social work students to speak up

It takes courage to defend your values or boundaries in the face of emotional and social risks. Social work advocacy, relationships, resilience and education all rely on the ability to engage in ‘difficult conversations’, defined as dialogue to defend personal values or boundaries in the face of potential social or emotional risks. Yet, students often speak of feeling scared, unskilled and prone to instinctive response patterns when trying to speak up, making the question of how we can teach moral courage an important and understudied area of pedagogical research. In this article, we describe a Canadian pilot study to develop and evaluate learning activities developed for an undergraduate social work practicum seminar course to help students to speak up. We describe the key elements of the learning activities co-developed with students, and outline the SPEAKER model which resulted from the study as a way of helping students to assess, safely engage in and experience success with, these difficult conversations. Drawing on the concepts of embodied learning, the pedagogy of discomfort and identity theory, we suggest the value of building learning around the naturally occurring ‘difficult conversations’ faced by students in their practicum and other areas of their life.     

Crisis on the Border: Specialized Capacity Building in Nonprofit Immigration Organizations

Traditional views of the nonprofit–government relationships suggest that while government may depend on nonprofit organizations to provide human services, nonprofits must also conform to government standards, monitoring, and regulation. In this paper, we argue that through specialized investments in capacity building, nonprofit providers can become irreplaceable to government funders. By developing a comparison case study of two organizations serving unaccompanied minor children who cross the U.S.–Mexico Border, we provide evidence of specialized capacity investments in a complex policy environment and discuss the implications of capacity building for both government and nonprofits.     

The Gibbs sampler with particle efficient importance sampling for state-space models*

We consider Particle Gibbs (PG) for Bayesian analysis of non-linear non-Gaussian state-space models. As a Monte Carlo (MC) approximation of the Gibbs procedure, PG uses sequential MC (SMC) importance sampling inside the Gibbs to update the latent states. We propose to combine PG with the Particle Efficient Importance Sampling (PEIS). By using SMC sampling densities which are approximately globally fully adapted to the targeted density of the states, PEIS can substantially improve the simulation efficiency of the PG relative to existing PG implementations. The efficiency gains are illustrated in PG applications to a non-linear local-level model and stochastic volatility models.     

Transition into Retirement Affects Life Satisfaction: Short- and Long-Term Development Depends on Last Labor Market Status and Education

The effect of retirement on life satisfaction is a research topic that received a lot of attention, yet provided heterogeneous results. The current study suggests a remedy for this situation by taking two predictors of diversity (i.e. education and last labor market status) into account. We assumed that changes in social status and changes in resources influence retirement adjustment. The social status change affects retirees in the short-term, whereas individuals’ resources indicated by education predict long-term adjustment. To disentangle these processes, we contrasted exits from full-time employment and transitions from unemployment. We used data from the German Socio-Economic Panel to estimate a multi-group, multi-episodes dual change score model. The development of life satisfaction is lastingly interrupted by retirement. A short-term increase in life satisfaction was found for both transition groups but was more pronounced for those being previously unemployed. Life satisfaction develops in the long-term education-specific: retirees who have more education show almost constant life satisfaction whereas those retirees who have less education experience a decline. The results indicate that retirement entails a major change in the way people live. Adjustment to this can be characterized by two processes: A status change enfolds in the short-term. A building of new daily routines using individuals’ resources develops in the long-term. Both processes can be interpreted in terms of cumulative inequality: last labor market status differences decrease in the short-term but remain. Educational differences increase after retirement.