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Ethnic stratification is compared with other forms of stratification, particularly those based on economic class. Using "ethnic" in its broadest sense, it is clear that such groups are most likely to move toward creation of their own separate nation-state. As a consequence, there are certain outcomes of ethnic stratification that cannot be accounted for in a general theory of stratification or one based solely on economic dimensions. An ethnic stratification system will also affect other forms of stratification in the society. For example, class alliances will be weaker if a given economic level is occupied by different ethnic strata. The added proliferation of statuses in a society with ethnic stratification compounds the political process. Other ways are also considered in which the presence of an ethnic hierarchy in the nation interacts with and affects age, sex, and economic stratification. 相似文献
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A number of studies have evaluated the accuracy of projections of the size of the total population, but few have considered the accuracy of projections by age group. For many purposes, however, the relevant variable is the population of a particular age group, rather than the population as a whole. We investigated the precision and bias of a variety of age-group projections at the national and state levels in the United States and for counties in Florida. We also compared the accuracy of state and county projections that were derived from full-blown applications of the cohort-component method with the accuracy of projections that were derived from a simpler, less data-intensive version of the method. We found that age-group error patterns are different for national projections than for subnational projections; that errors are substantially larger for some age groups than for others; that differences in errors among age groups decline as the projection horizon becomes longer; and that differences in methodological complexity have no consistent impact on the precision and bias of age-group projections. 相似文献
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Best practice in couple relationship education 总被引:1,自引:1,他引:0
Relationship education is widely available to couples and is intended to reduce the prevalence of relationship distress, divorce, and the associated personal and social costs. To realize the potential benefits of couple relationship education, it needs to be evidence-based, offered in ways that attract couples at high-risk for relationship problems, and focused on factors that put couples at high-risk for future relationship problems. 相似文献
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Audrey Block G. Nicholas Braucht Richard Crispino Robert E. Drake Susan M. Essock Richard Hough Michael W. Kirby Claudia Krueger Jon Nachison Marjorie Robertson Stanley Sacks Graham Staines 《Journal of Social Distress and the Homeless》1997,6(4):261-274
The Collaborative Demonstration Program for Homeless Individuals is providing an opportunity for several community agencies in the United States to explore innovative intervention and treatment strategies to address the needs of homeless people with co-occurring (mental illness and substance abuse) disorders. This cooperative agreement, funded jointly by the Center for Mental Health Services (CMHS) and the Center for Substance Abuse Treatment (CSAT), is a $3 million project supporting programs in various community agencies to develop, document, and evaluate programs for persons who are homeless with co-occurring disorders to be used as models in other communities. The program models include: Assertive Community Treatment, Psychosocial Rehabilitation, Therapeutic Community, and an integrated treatment model. The first phase of the two-phase project funded 16 programs in the U.S. to develop manuals within their primary treatment modalities for homeless people with co-occurring disorders. For Phase II of the project, six of the 16 model programs were competitively selected to demonstrate program impact through formal program evaluation efforts. The data derived from the various projects will be compiled into a compendium of information for state agencies and community service providers throughout the U.S. 相似文献
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Sociology and other social sciences struggle to emulate a model of scientific evidence that is often inappropriate. Not only do social researchers encounter special limits, but they are also handicapped by a distorted and idealized picture of practices in the "hard sciences." Ironically, while often obliged to use data of lower quality, sociology employs standards for evaluating a theory that are not attained in the hard sciences. After a brief review of these obstacles, we describe a set of procedures for using empirical data to rigorously evaluate theories and hypotheses without resorting to the mimicking of hard science. The interaction between theory and evidence normally involves deriving implications from the theory (usually referred to as hypotheses) and then ascertaining how closely the empirical evidence meets these implications. The appropriateness of the implications is a key factor in the entire operation, linking as they do the data and the theory. The evaluation of a theory is no better than the theory's implications (as generated by the investigator) coupled with the quality and appropriateness of the evidence. It is our impression, however, that because this step is insufficiently addressed, there are unnecessary problems in the evaluation of theories. We use the term "Implication Analysis" to describe our efforts to review and improve current procedures. 相似文献
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