You can go home again: Evidence from longitudinal data

In this paper we analyze the economic and demographic factors that influence return migration, focusing on generation 1.5 immigrants. Using longitudinal data from the 1979 youth cohort of the National Longitudinal Surveys (NLSY79), we track residential histories of young immigrants to the United States and analyze the covariates associated with return migration to their home country. Overall, return migration appears to respond to economic incentives, as well as to cultural and linguistic ties to the United States and the home country. We find no role for welfare magnets in the decision to return, but we learn that welfare participation leads to lower probability of return migration. Finally, we see no evidence of a skill bias in return migration, where skill is measured by performance on the Armed Forces Qualifying Test.     

The relative effects of intimate partner physical and sexual violence on post-traumatic stress disorder symptomatology

This study examined the relative effects of intimate partner physical and sexual violence on Post-Traumatic Stress Disorder (PTSD) symptomatology. Severity of physical and sexual violence as well as PTSD severity were assessed in a sample of 62 help-seeking battered women. The results of this study were consistent with prior research, finding significant and positive relationships between physical and sexual violence as well as sexual violence and PTSD symptoms. In order to further clarify these relationships, the unique effects of sexual violence on PTSD were examined after controlling for physical violence severity. Results indicated that sexual violence severity explained a significant proportion of the variance in PTSD severity beyond that which was already accounted for by physical violence severity. These findings have important implications for mental health and social service professionals who work with battered women.     

Women's satisfaction with their breast prosthesis: what determines a quality prosthesis?

The aim of this study is to determine what factors constitute a quality prosthesis and ascertain which factors affect prosthesis satisfaction. Sixty-four women who received full funding for their prosthesis and 38 women who received their hospital's usual funding were recruited. Women rated the information provided about breast prostheses very highly, with 85% reporting that it was "very good" or "excellent." Satisfaction was significantly associated with how well the prosthesis fit (1 week, p = .001; 3 months, p = .01), level of comfort (3 months, p=.005), and appearance of the prosthesis when worn (6 months, p = .001). Quality was significantly associated with how well it fit (1 week, p = .001; 3 months, p = .001), how natural it felt (1 week, p = .001; 6 months, p = .01), the weight of the prosthesis (3 months, p = .003), and appearance when worn (6 months, p = .03). The results will be used to improve women's access to a quality prosthesis.     

Older adults' perceptions of work

Traditional definitions of work may not reflect the activities of older adults. A broader definition that incorporates non-economic as well as economic measures may better describe their participation in the labor force and the meanings they ascribe to these activities. Because productive activity has been linked to successful aging, it is important to understand how elders perceive work. Twenty-six community-residing older adults were interviewed over a two-year period. Participants were mostly female and represented diverse cultural, religious and educational backgrounds. All these individuals participated in some activities they perceived as work. Three themes emerged as describing their attributions of meaning or importance to productive activities: contribution to self-concept, giving back to community, and staying engaged. Findings suggest that the productive activities of older adults contribute to quality of life for them and have implications for society as well.     

"Course is team taught": dimensions of difference in classroom pedagogy

We report on students' response to kinds of difference in the classroom as we have assessed it in our personal experience as a same-sex, mixed race, leftist couple team teaching in two disciplines and at five separate schools over a number of years. We argue that students are more accepting of differences arising out of sexual preference and race and most resistant to differences arising out of class, especially poverty.     

Tools for Comparative Analysis of Alternatives: Competing or Complementary Perspectives?

A third generation of environmental policy making and risk management will increasingly impose environmental measures, which may give rise to analyzing countervailing risks. Therefore, a comprehensive analysis of all risks associated with the decision alternatives will aid decision-makers in prioritizing alternatives that effectively reduce both target and countervailing risks. Starting with the metaphor of the ripples caused by a stone that is thrown into a pond, we identify 10 types of ripples that symbolize, in our case, risks that deserve closer examination: direct, upstream, downstream, accidental risks, occupational risks, risks due to offsetting behavior, change in disposable income, macro-economic changes, depletion of natural resources, and risks to the manmade environment. Tools to analyze these risks were developed independently and recently have been applied to overlapping fields of application. This suggests that either the tools should be linked in a unified framework for comparative analysis or that the appropriate field of application for single tools should be better understood. The goals of this article are to create a better foundation for the understanding of the nature and coverage of available tools and to identify the remaining gaps. None of the tools is designed to deal with all 10 types of risk. Provided data suggest that, of the 10 types of identified risks, those associated with changes in disposable income may be particularly significant when decision alternatives differ with respect to their effects on disposable income. Finally, the present analysis was limited to analytical questions and did not capture the important role of the decision-making process itself.     

Behavioral epidemiology and social area analysis: The study of blackout looting

This article describes the use of social area analytic techniques in the study of the looting which occurred during the Con Edison power failure of July 13 and 14, 1977. Detailed procedures are outlined of the systematic collection and analysis of data which were developed from available data. Analyses contrasting competing explanatory theoretical models for blackout looting are presented. The central dependent variable is ratio of looted to retail stores. Both the numerator and denominator are aggregated to the census tract level.     

Comprehensive model for child services: Parent education follow through program

One program which provides comprehensive child and family services is the Parent Education Follow Through Program. Developed at the University of Florida in 1968 by Dr. Ira J. Gordon and moved to the University of North Carolina in 1977, this program is currently implemented in ten diverse communities across the nation, both rural and urban. Using a theoretical ecological framework, the program focuses on the relationship between the home and the school with attention also given to other systems present in the community as well as at the state and national levels. The major features of the program include the following: (1) comprehensive services (social, psychological, and medical); (2) weekly home visitations by paid paraprofessionals during which home learning activities stressing specific parental teaching behaviors are delivered; and (3) parental participation of various kinds including volunteer, employee and decision-maker. The data that have been collected to measure these program areas have shown that the model has had a positive impact upon children's achievement as well as upon their families, the school, and the community.