Understanding neighbourhoods, communities and environments: new approaches for social work research

This article discusses some new ways in which social work research can explore the interaction between neighbourhoods and child and adult wellbeing. The authors note that social work practices are often criticised for taking an individualistic approach and paying too little attention to the service user's environment. The article uses examples of research projects from Chile, the United States of America and Wales, to discuss the use of spatially oriented research methods for understanding neighbourhood factors. Quantitative, qualitative and mixed methods approaches that are particularly appropriate for investigating social work relevant topics are discussed in turn, including quantitative and qualitative uses for geographical information systems (GIS), hierarchical linear modelling (HLM) for analysing spatially clustered data and qualitative mobile interviews. The article continues with a discussion of the strengths and limitations of using spatially orientated research designs in social work research settings and concludes optimistically with suggestions for future directions in this area.     

Student Perceptions of Web-Assisted Teaching Strategies

This study determines which Web-assisted teaching strategies social work students from a single university experience and perceive as valuable. The results demonstrate that most faculty use email, post grades online, and give out student email addresses to the class. Students perceive email communication with the instructor and the online provision of course information as the most valuable strategies. The impact of several student characteristics on value perception is also examined, revealing varying levels of influence. These findings suggest that the strategies students report as the most valuable are not necessarily the strategies most frequently used by faculty.     

A Perturbation Approach to Outlier Detection in Two-Way Contingency Tables

In order to identify outliers in contingency tables, we evaluate the derivatives of the perturbation-formed surface of the Pearson goodness-of-fit statistic. The resulting diagnostics are shown to be less susceptible to masking and swamping problems than residual-based measures. A Monte Carlo study further confirms the effectiveness of the proposed diagnostics.     

Bayesian Modeling of Measurement Errors and Pesticide Concentration in Dietary Risk Assessments

We propose new models for dealing with various sources of variability and uncertainty that influence risk assessments for dietary exposure. The uncertain or random variables involved can interact in complex ways, and the focus is on methodology for integrating their effects and on assessing the relative importance of including different uncertainty model components in the calculation of dietary exposures to contaminants, such as pesticide residues. The combined effect is reflected in the final inferences about the population of residues and subsequent exposure assessments. In particular, we show how measurement uncertainty can have a significant impact on results and discuss novel statistical options for modeling this uncertainty. The effect of measurement error is often ignored, perhaps due to the laboratory process conforming to the relevant international standards, for example, or is treated in an  ad hoc  way. These issues are common to many dietary risk analysis problems, and the methods could be applied to any food and chemical of interest. An example is presented using data on carbendazim in apples and consumption surveys of toddlers.     

Applying Bateson's theory of learning to social work education

This article considers the implications of Gregory Bateson's theory of learning for social work education. It gives an example of the application of the theory to the introduction of a new subject — introduction to information technology — on two social work courses. It suggests that there is currently an over-emphasis on competencies without the underpinning of a theory of learning which can address the need for changes of values and beliefs.