The international field placement: a reconciliation of identity

The international field placement is a site of both identity confusion and identity development for the social work student. Aiming to develop their professional identity they are faced with a challenge: the presence of two dominant identities, the tourist identity and the student identity. Whilst the embodiment of the tourist identity has often facilitated the student’s motivation to undertake the placement experience, the student identity is what both university staff and agency field educators perceive as integral to student engagement in this remote educational setting. Social work educators perceive this identity challenge as an impediment to learning. In contrast, students report feeling that their tourist traits strengthened their personal and professional capacity, natural curiosity and ability to engage with the local community. By analysing the roles of university staff as liaison support, and field educators as agency supervisors, it is possible to explore a teaching and learning relationship that is student-centred, grounded in the immersive international experience. Through privileging the student’s voice social work educators involved with organising, supporting and supervising international field placements are able to understand the placement as a continuum of learning. On this continuum identity reconciliation is viewed as a crucial element in the development of a professional identity.     

Thinking about biology and culture: can the natural and human sciences be integrated?

Genomic analyses have shown that only 1.2 per cent of the genome is devoted to protein coding sequences (the most commonly invoked definition of genes), and that much of the remaining sequences are employed in regulation – that is, in responding to signals, first, from the immediate environment of the DNA, but ultimately from the distal environment – from the cytoplasm, from the environment outside the cell, and finally, from the environment beyond the organism. Such signals are not restricted to the simple physical and chemical stimuli that impinge directly on the DNA, on the surface of the cell, or even on the body as a whole: organisms with central nervous systems have receptors for forms of perception that are not only more complex but far longer range. Humans have especially sophisticated perceptual capacities, enabling them to respond to a wide range of complex visual, auditory, linguistic and behavioural/emotional signals in their extended environment. Research has recently begun to show that responses to such signals can extend all the way down to the level of gene expression. The question is this: to what extent are we witnessing (at last) a rapprochement between the natural science of biology and the human sciences of sociology and anthropology, and to what extent do the new promises of synthesis merely reflect an expansion of older reductionist aims, threatening once again to marginalize rather than incorporate the insights of cultural analysis? As in my earlier discussion of the nature/nurture debate (2010), my focus will be restricted to the Anglo-American context.     

Social Evolution and Environmental Context: Explanative Pluralism and Potentiality

We identify four common, but we argue fallacious, reasons social scientists object to theories that rely on environmental conditions to explain variation in the evolution of societies. First, some sociologists exclude environmental forces as beyond the domain of sociology. Second, environmental theories are often pejoratively labeled “determinist,” and rejected on those grounds. Third, environmental theories are regularly dismissed as being functionalist. Fourth, environmental theories are frequently charged with being Eurocentric and serving to justify colonialism and social inequalities. We argue that although there are examples of theories that fail in these regards, there is no inherent reason that environmental theories are more prone to these limitations and problems than are more sociologically “pure” theories. We argue that sociology should strive to be more transdisciplinary and can benefit from consideration of environmental conditions.     

The Rules of (Dis)engagement: Black Youth and Their Strategies for Navigating Police Contact

Prior work on youth–police relations examines young people's general perceptions of the police, their differential treatment by police officers, and officers' discretion in dealing with youth. Yet researchers have largely neglected the question of how young people attempt to shape these encounters. I address this critical gap, while also incorporating the experiences of “on track” youth and young women—two groups that are not exempt from police contact but traditionally ignored in the youth–police literature. Drawing on semistructured group and individual interviews with 19 black young people in New York City, I investigate the strategies they employ or subscribe to in navigating police contact. Three types of strategies emerged from my analysis: avoidance, management, and symbolic resistance. Avoidance strategies are marked by young people's attempts to preemptively steer clear of officers on the street. Management strategies are employed by young people during police encounters to limit risk or harm, while symbolic resistance is a subtle tactic used by some youth to preserve their dignity in these interactions. This study also considers the gender differences in respondents' approaches and offers new insights into how they assess their police interactions in an era of highly publicized incidents of police brutality.     

Parental Work Schedules and Children's Cognitive Trajectories

Previous work has shown an association between mothers' nonstandard work schedules and children's well-being. We built on this research by examining the relationship between parental shift work and children's reading and math trajectories from age 5/6 to 13/14. Using data (N=7,105) from the National Longitudinal Survey of Youth and growth curve modeling, we found that children's math and reading trajectories were related to parents' type of nonstandard shifts (i.e., evening, night, or variable). We found that having a mother who worked more years at a night shift was associated with lower reading scores, having a mother work more years at evening or night shifts was associated with reduced math trajectories, and having a father work more years at an evening shift was associated with reduced math scores. Mediation tests suggest that eating meals together, parental knowledge about children's whereabouts, and certain after-school activities might help explain these results.     

Polish‐Jewish Relations: An Issue of Extraordinary Complexity

Joshua D. Zimmerman (ed.), Contested Memories: Poles and Jews During the Holocaust and Its Aftermath. University of Rutgers Press, 2003, 226pp. Maps. Index. $35.00 cloth. ISBN 0–8135–3158–6     

Complex Latent Variable Modeling in Educational Assessment

Bayesian item response theory models have been widely used in different research fields. They support measuring constructs and modeling relationships between constructs, while accounting for complex test situations (e.g., complex sampling designs, missing data, heterogenous population). Advantages of this flexible modeling framework together with powerful simulation-based estimation techniques are discussed. Furthermore, it is shown how the Bayes factor can be used to test relevant hypotheses in assessment using the College Basic Academic Subjects Examination (CBASE) data.     

Bayesian credible intervals for response surface optima

In response surface methodology, one is usually interested in estimating the optimal conditions based on a small number of experimental runs which are designed to optimally sample the experimental space. Typically, regression models are constructed from the experimental data and interrogated in order to provide a point estimate of the independent variable settings predicted to optimize the response. Unfortunately, these point estimates are rarely accompanied with uncertainty intervals. Though classical frequentist confidence intervals can be constructed for unconstrained quadratic models, higher order, constrained or nonlinear models are often encountered in practice. Existing techniques for constructing uncertainty estimates in such situations have not been implemented widely, due in part to the need to set adjustable parameters or because of limited or difficult applicability to constrained or nonlinear problems. To address these limitations a Bayesian method of determining credible intervals for response surface optima was developed. The approach shows good coverage probabilities on two test problems, is straightforward to implement and is readily applicable to the kind of constrained and/or nonlinear problems that frequently appear in practice.     

Confidence intervals on p(y < x) for small sample sizes

When F = G^a, confidence intervals are derived and presented in graphs for p = P(Y < X), when X and Y are independent and the sample sizes are at most 25. Also, it is demonstrated via a monte carlo simulation that this is a robust procedure, when the distributions of X and Y differ by a location parameter.