Applications of asymptotic confidence intervals with continuity corrections for asymmetric comparisons in noninferiority trials

A large‐sample problem of illustrating noninferiority of an experimental treatment over a referent treatment for binary outcomes is considered. The methods of illustrating noninferiority involve constructing the lower two‐sided confidence bound for the difference between binomial proportions corresponding to the experimental and referent treatments and comparing it with the negative value of the noninferiority margin. The three considered methods, Anbar, Falk–Koch, and Reduced Falk–Koch, handle the comparison in an asymmetric way, that is, only the referent proportion out of the two, experimental and referent, is directly involved in the expression for the variance of the difference between two sample proportions. Five continuity corrections (including zero) are considered with respect to each approach. The key properties of the corresponding methods are evaluated via simulations. First, the uncorrected two‐sided confidence intervals can, potentially, have smaller coverage probability than the nominal level even for moderately large sample sizes, for example, 150 per group. Next, the 15 testing methods are discussed in terms of their Type I error rate and power. In the settings with a relatively small referent proportion (about 0.4 or smaller), the Anbar approach with Yates’ continuity correction is recommended for balanced designs and the Falk–Koch method with Yates’ correction is recommended for unbalanced designs. For relatively moderate (about 0.6) and large (about 0.8 or greater) referent proportion, the uncorrected Reduced Falk–Koch method is recommended, although in this case, all methods tend to be over‐conservative. These results are expected to be used in the design stage of a noninferiority study when asymmetric comparisons are envisioned. Copyright © 2013 John Wiley & Sons, Ltd.     

Fitting disposition codes to mobile phone surveys: experiences from studies in Finland, Slovenia and the USA

Summary.  Using mobile phones to conduct survey interviews has gathered momentum recently. However, using mobile telephones in surveys poses many new challenges. One important challenge involves properly classifying final case dispositions to understand response rates and non-response error and to implement responsive survey designs. Both purposes demand accurate assessments of the outcomes of individual call attempts. By looking at actual practices across three countries, we suggest how the disposition codes of the American Association for Public Opinion Research, which have been developed for telephone surveys, can be modified to fit mobile phones. Adding an international dimension to these standard definitions will improve survey methods by making systematic comparisons across different contexts possible.     

Texts,Bodies, and the Memory of Bloody Sunday

We examine here recent arguments that embodied experience is an important site of collective memory, and related challenges to the standard emphasis on discourse and symbols in collective memory research. We argue that although theories of embodied memory offer new insights, they are limited by (1) an overdrawn distinction between embodied memory and textual memory that neglects the complex relations between the two, (2) an overemphasis on ritual performance at the expense of collective conversation, (3) an oversimplified view of performativity, and (4) an underestimation of the ambiguity in embodied performance. Theories of embodied collective memory should be narrowed and specified with focused comparisons examining the influence of embodied experience in the formation of collective identities, in conflicts over collective memories, and in the persistence and malleability of memories across generations. We illustrate our argument throughout with examples drawn from the collective memory of Bloody Sunday in Northern Ireland in 1972.     

Social Work Responses to Domestic Violence During the COVID-19 Pandemic: Experiences and Perspectives of Professionals at Women’s Shelters in Sweden

Clinical Social Work Journal - This study explores how social work professionals at women’s shelters in Sweden experience, understand, and are responding to domestic violence under the impact...     

Culture’s Coherence: How the Trees Compose the Woods

In cultural sociology, the concept of culture refers to processes and products of meaning-making. This concept sustains coherence while also encompassing empirical complexity and theoretical difference. Much of the variety in the way cultural sociologists talk about culture is simply attributable to inconsequential terminological difference, and the remainder is attributable to differences of empirical angle and theoretical emphasis within the field which are encompassed by this core idea. Cultural sociologists understand meaning as transcending biology, irreducible to social structure, and public rather than private. These conceptual boundaries provide a firm foundation for empirical research and guide the development of cultural theory. Further exploration of the concept of “meaning” is better pursued in the analytic philosophy of meaning, but such exploration is unnecessary and potentially counter-productive for cultural sociology.     

Short notices

Howard M. Gitelman, Workingmen of Waltham: Mobility in American Urban Industrial Development, 1850–1890 (1975), xvi+192 (Johns Hopkins University Press: Baltimore and London, £5.50).

Michael J. Cullen, The Statistical Movement in Early Victorian Britain. The Foundations of Empirical Social Research (1975), xii+205 (Harvester Press, Hassocks, £7.50).

Raymond Wolters, The New negro on Campus: Black College Rebellions of the 1920s (1975), viii+370 (Princeton University Press, £7.90).

Marie B. Rowlands, Masters and Men in the West Midland Metalware Trades before the Industrial Revolution (1975) x+198 (Manchester University Press, Manchester, £8.00).

Dwight L. Smith (ed.), Afro‐American History: A Bibliography (1974), xvi+856 (ABC Clio Inc., Santa Barbara and Oxford, £22.50).

Hugh Cunningham, The Volunteer Force: a Social and Political History 1859–1908 (1975) 168 (Croom Helm, £6.50).

Leslie Clarkson, Death, Disease and Famine in Pre‐Industrial England (Dublin, 1975), iii+188 (Gill and Macmillan, £8.75).

Arnold J. Bauer, Chilean Rural Society front the Spanish Conquest to 1930 (1975), xviii+265 (Cambridge University Press, Cambridge, £7.90).

R. Kieckhefer, European Witch Trials: Their Foundation in Popular and Learned Culture, 1300–1500 (1976), x+181 (Routledge and Kegan Paul, £5.25).

David Elliston Allen, The Naturalist in Britain: a Social History (1976), xii+292 (Allen Lane, £9.00).

Paul Smith (ed.), The Historian and Film (1976), viii+208 (Cambridge University Press, £4.95).

Katherine S. Naughton, The Geentry of Bedfordshire in the 13th and 14th ceaturies (1976), 90 (Leicester University Press, Leicester, Local History Occ. Papers. 3rd series, No. 2. £3.75).

Thomas J. Archdeacon, New York City, 1664–1710: Conquest and Change (1976), 197 (Cornell University Press, Ithaca and London, £6.35).     

Paradoxes, locations and the need for social coherence: a qualitative study of living with a learning difficulty

Policy rhetoric over recent decades has promoted social inclusion of the more vulnerable sectors of society, such as people with learning difficulties. This study aimed to describe the experiences of people who live with learning difficulties in order to inform local service development. Thirty-five people with a learning difficulty and/or a family member were interviewed. A model of social coherence was developed that moves beyond the self-limiting debates about social inclusion and exclusion. It is underpinned by a sense of location for the person with a disability in relation to services and carers, family and community, dependency and risk, temporality and space, events, control and society. Key recommendations are for services to know the individual and his/her family; to be responsive to individual needs; to enhance the capacity of families and communities to support people with difficulty in learning; and to help these people to feel more valued.