斯图亚特·霍尔著作中的都市生活与城市空间

在霍尔的著作中,城市空间扮演了政治想象及其实践舞台的双重角色。城市是一种自由与隔离相互交织的矛盾领域,重构了人们考察种族、权利和身份等问题的思维方式。都市生活感是将身份进行理论确认的经验认识转化为一种理解权利语言和社区语言之不可通约性的基本特征,而这便是对21世纪的全球化大都市中的种族政治学的一种理解。     

School Belonging,Generational Status,and Socioeconomic Effects on Mexican‐Origin Children's Later Academic Competence and Expectations

This study examined factors that relate to academic competence and expectations from elementary to middle school for 674 fifth‐grade students (50% boys; M_age = 10.86 years) of Mexican origin. Models predicting academic competence and expectations were estimated using a structural equation modeling (SEM) framework, with longitudinal data from fifth to eighth grades. School belonging (i.e., social and emotional connectedness to school) predicted greater academic competence and expectations over time. Findings indicate that student feelings of belonging in school may act as a resource that promotes academic competence and expectations. Furthermore, family income, parent education, and generational status had direct effects on academic competence and expectations to some degree, suggesting the importance of contextual factors in this process.     

Programs to Improve the Social and Emotional Wellbeing of Aboriginal and Torres Strait Islander Communities

Attending to the social and emotional wellbeing of those from Aboriginal and Torres Strait Islander cultural backgrounds is widely recognised to play a key role in effective social work practice. However, relatively little is currently known about what effective practice comprises, and significant challenges exist in any effort to demonstrate that programs do achieve significant change both for individual participants and the communities in which they live. This paper considers one program, Seasons for Healing, to illustrate the type of intervention that holds promise when working with adults and discusses the difficulties that arise in both defining and assessing program outcomes.     

Bias in linear model power and sample size calculation due to estimating noncentrality

Data analysts frequently calculate power and sample size for a planned study using mean and variance estimates from an initial trial. Hence power,or the sample size needed to achieve a fixed power, varies randomly. Such claculations can be very inaccurate in the General Linear Univeriate Model (GLUM). Biased noncentrality estimators and censored power calculations create inaccuracy. Censoring occurs if only certain outcomes of an initial trial lead to a power calculation. For example, a confirmatory study may be planned (and a sample size estimated) only following a significant resulte in the initial trial.

Computing accurate point estimates or confidence bounds of GLUM noncentrality, power, or sample size in the presence of censoring involves truncated noncentral F distributions. We recommed confidence bounds, whether or not censoring occurs. A power analysis of data from humans exposed to carbon monoxide demonstrates the substantial impact on samle size that may occur. The results highlight potential; biases and should aid study planning and interpretation.     

Sexual abuse prevention programme fidelity: video analysis of interactions

This paper identifies key themes from research into programme fidelity of sexual abuse prevention programmes. It presents a detailed analysis of programme fidelity within a study of the Tweenees school‐based abuse prevention programme (Barron and Topping, 2010 ). The paper reports how programme fidelity was addressed in a programme delivered to survivors of child sexual abuse by experienced survivor organisation workers. There was also study of programme fidelity in the delivery of the programme to grade‐seven pupils through co‐working between survivor organisation workers and teachers. Video was taken of all four sessions delivered to the survivors' group. To begin to explore programme fidelity when lessons were co‐delivered by survivor organisation workers and a teacher, the first session of a grade‐seven class was videoed. Survivor organisation workers achieved high levels of programme fidelity characterised by facilitative communicative behaviours (e.g. affirming responses, seeking clarification, checking understanding and summarising). The grade‐seven teacher's communication was characterised by a behaviour management focus. Video analysis of interactions was a useful measure for programme fidelity and analysing appropriate communication underpinning delivery of the programme. Recommendations for future programme fidelity measures are provided for researchers and practitioners in the field. Copyright © 2010 John Wiley & Sons, Ltd.     

Race Differences in Opioid Misuse and Adolescent Suicidality

Child and Adolescent Social Work Journal - The rise of the opioid epidemic coincided with the increased risk of suicide as the leading causes of death among adolescents in the United States. Past...     

The nature of sociological knowledge

This collection of papers materialized in response to the American Sociological Association’s call for centennial plenary sessions in 2004 as it prepared for the 2005 annual meeting in Philadelphia. Three of the nearly two-dozen centennial plenary sessions selected for the conference proceedings focused on the subject of sociological knowledge. One of these plenary sessions was organized by me; the other two, originally intended to be one session but divided in order to accommodate the large number of proposed presenters, was organized by Barbara Schneider. Shortly after the sessions were confirmed, I contacted Barbara to determine her interest in publishing some of the presentations as a collection that offered multiple perspectives on the nature of sociological knowledge. Based on the initial interest expressed by both Barbara and the presenters, I contacted Larry Nichols to determine if he might have an interest in publishing a special issue of The American Sociologist on this topic. Upon his consent, work proceeded forward on this special issue. Bruce Keith is professor of sociology and associate dean for academic affairs at the United States Military Academy. He can be reached at zb9599@usma.edu.     

Teaching intercultural awareness to first‐year medical students via experiential exercises

This study assessed the extent to which a one‐time experiential intervention improved intercultural awareness and sensitivity among first‐year medical students. The students participated in group activities in which they shared personal experiences, solved a hypothetical problem, and engaged in team building exercises. Post‐intervention, students reported less intercultural awareness, but a greater commitment to improving the intercultural climate of the medical school and an increased willingness to work in diverse groups during their medical training. The results of the study suggest that experiential interventions may provide an important complement to didactics around issues of intercultural awareness and sensitivity with medical students. Importantly, experiential interventions must provide students with sufficient time to reflect upon and discuss feelings, thoughts and attitudes that emerge during this kind of intercultural awareness training.