Why the changing American economy calls for twenty-first century learning: answers to educators' questions

While struggling with the current pressures of educational reform, some educators will ask whether their efforts make economic sense. Questioning the future makeup of the nation's workforce, many wonder how the educational system should be tempered to better prepare today's youth. This chapter answers educators' and parents' questions around the effect of fluctuations in the American economy on the future of education. The authors offer reassurance that good jobs will always be available, but warn that those jobs will require a new level of skills: expert thinking and complex communication. Schools need to go beyond their current curriculum and prepare students to use reading, math, and communication skills to build a deeper and more thoughtful understanding of subject matter. To explain the implications of the nation's changing economy on jobs, technology, and therefore education, the authors address a range of vital questions. Citing occupational distribution data, the chapter explores the supply and range of jobs in the future, as well as why changes in the U.S. job distribution have taken place. As much of the explanation for the shift in job distribution over the past several decades is due to the computerization of the workforce, the authors discuss how computers will affect the future composition of the workforce. The chapter also addresses the consequences of educational improvement on earnings distribution. The authors conclude that beyond workforce preparedness, students need to learn how to be contributing members of a democracy.     

Are Theories for Practice Necessary? Yes!

Abstract

Point/Counterpoint is a regular feature of the Journal of Social Work Education. Its purpose is to provide a vehicle for the expression of contrasting views on controversial topics in social work education. Our goal is to illuminate important debates and explore the diverse perspectives that are shaping social work education.

In each issue of the Journal two social work educators are invited to comment on a topic about which they have differing viewpoints. Each commentator is given an opportunity to make a brief rebuttal. In this issue, Barbara Simon (Associate Professor, Columbia University) and Bruce Thyer (Professor, University of Georgia, Athens) address the question: Are theories for practice necessary?     

The Effect of Immigration from Mexico on Social Capital in the United States

Has mass migration from Mexico since the 1980s contributed to a well‐documented decline in US social capital? Theories linking ethnic diversity to lower social cohesion and participation (e.g., Putnam 2007, 30, 137) would strongly predict this effect. Yet the impact of immigration in particular, rather than ethno‐racial diversity generally, on US social capital has not been examined. Assessing the impact of immigration is important because some have speculated that associations between measures of diversity and social capital found in the United States are a byproduct of the country's distinctively fraught history of black–white relations. This scope condition would greatly limit the applicability of Putnam's thesis. To assess the impact of Mexican immigration, this study leverages a dynamic measure of social capital and an instrumental variables design. The results address an important recent methodological critique of the broader literature and strongly corroborate the hypothesis that immigration erodes social capital.     

Evaluating estimators using stochastic dominance rules:the variance of a normal distribution

The paper presents an application of stochastic dominance approach to estimator evaluation. This new approach is general and applicable when a monetary loss function is defined over the deviation of a sample estimate from the appropriate parameter. The paper applies this approach to the evaluation of alternative estimators of the normal distribution variance     

A Moment Preserving Finitization Across the Power Series Family of Probability Distributions

Finitization transforms a discrete distribution into a distribution with smaller support of specified size. In special cases finitization preserves moments (moments of the order n finitization coincide with those of the parent distribution). We create a moment preserving finitization method for power series distributions by introducing an alternative representation and showing how to finitize members of this new class in a manner that preserves moments of the parent distribution. We provide results on convolutions and a reproductive property for power series distributions that have been finitized in this manner, and show how these finitized distributions accelerate variate generation in simulation.     

The distribution of the ratio of independent central wishart determinants

Ratios of independent central Wishart determinants are useful statistics in multivariate analyses, particularly in the study of multivariate linear models. A method based on the inversion of characteristic functions is outlined for deriving new experessions for the probability distribution functions of the logarithms of these statistics. Accurate tables of the percentiles of these distributions have been obtained covering many bivariate and trivariate cases which have been computed by approximating these expression.     

Art in my world: Exploring the visual art experiences in the everyday lives of young children and their impact on cultural capital

This paper presents data from a unique longitudinal study exploring the visual art experiences of nine children in two Scottish primary schools. Using a theoretical lens of cultural capital, the study is focused on spaces where children experience visual art and the value of these experiences, using arts-informed, visual methods. While each child presented a particular insight, the findings question the value of current school visual art experience over other spaces. The findings also demonstrate the capacity of children to resist the control of cultural capital by adults, engaging with visual art on their own terms.