Basic notions for the analysis of large two-mode networks

Many large real-world networks actually have a two-mode nature: their nodes may be separated into two classes, the links being between nodes of different classes only. Despite this, and despite the fact that many ad hoc tools have been designed for the study of special cases, very few exist to analyse (describe, extract relevant information) such networks in a systematic way. We propose here an extension of the most basic notions used nowadays to analyse large one-mode networks (the classical case) to the two-mode case. To achieve this, we introduce a set of simple statistics, which we discuss by comparing their values on a representative set of real-world networks and on their random versions. This makes it possible to evaluate their relevance in capturing properties of interest in two-mode networks.     

Risk Policies in the United States: Definition and Characteristics Based on a Scoping Review of the Literature

The concept of “risk policy” is used with increasing frequency by decisionmakers, researchers, and the media. However, there is no precise, generally accepted definition of what is covered by policies in this area. Based on a scoping review of the literature published in key journals in the sector, we have identified the main characteristics of public risk policies drawn up and implemented in the United States. The sample comprised 21 articles published in six multidisciplinary journals between 2000 and 2010.     

The puzzle of cooperation in a game of chicken: an experimental study

The objective of this article is to investigate the impact of agent heterogeneity (as regards their attitude towards cooperation) and payoff structure on cooperative behaviour, using an experimental setting with incomplete information. A game of chicken is played considering two types of agents: ‘unconditional cooperators’, who always cooperate, and ‘strategic cooperators’, who do not cooperate unless it is in their interest to do so. Overall, our data show a much higher propensity to cooperate than predicted by theory. They also suggest that agent heterogeneity matters: the higher the proportion of ‘strategic cooperators’ in the population, the higher their probability to cooperate. Finally, our data confirm that higher rewards to cooperation (embedded in the payoff structure) tend to lower defection. Taken together, our results suggest that the subjects might be non-expected utility maximizers, dealing with both outcomes and probabilities in a non-linear manner.     

Social work through collaborative autoethnography

This paper discusses a research project involving five MA Social Work Students and one member of Social Work Academic Staff. Using narrative and taking a collaborative autoethnographical approach, this project highlights some of the feelings that students articulated following a 70-day placement experience. Findings include anxiety, powerlessness and frustration, together with growing confidence, recognition of their skills and a deeper understanding of the role of ‘self’ in social work. Raising issues of preparedness for practice placement, this paper has implications for both social work practice and social work education. Autoethnography (AE) is both a method of carrying out research and a methodology, specifically a qualitative methodology linked to ethnography and narrative inquiry. AE results in highly personalized narrative accounts of the researcher’s engagement with specific sociocultural contexts in the pursuit of knowing more about a phenomenon. Applying such a methodology to explore collaboratively issues of student lived experience of placement is a new and innovative use of this method.     

Expertentum und eskalierendes Commitment

The present study examines the role of expertise for the escalation of commitment. Subjects were 56 apprentices of the financial services sector and 46 subjects working as first-aid persons. Subjects were confronted with scenarios stemming from both areas of work and they had to decide about the allocation of further financial resources after a failing investment. Commitment was measured through the amount of additional investments. The independent variable ?expertise“ was manipulated by the combination of sample and job-context: Those, who had to decide about further investments in the condition with the scenario stemming from their own area of work, were considered to be experts whereas those who were confronted with the scenario of the unfamiliar work-setting were rated as novices. Results show that escalating commitment was significantly higher for novices than for experts.     

The politico-cultural significance of teachers’ ‘professionalization’ movements: a compared analysis of American and French cases

ABSTRACT

This article highlights the ideational factors underpinning the movements to professionalize teachers in the United-States and in France. It demonstrates that the deep driving force behind these movements is neither the modernization of schooling, nor the professional interests of teacher educators, but the politico-cultural hold of a philosophical paradigm that met the values and ideals of education and political systems’ actors. By associating human progress with social progress based on natural laws, the naturalistic standpoint of this philosophical paradigm won the favor of the times. Nevertheless, the adaptive conception of intellectual and moral development it supports entails a separation of the mental world of education specialists from that of academic scholars. As a consequence, the major missions of formal education shifted from the training of the mind through the understanding of subject-matters to that of whole social personalities through situated or experiential forms of understanding, the paradoxical outcome being a loss of teachers’ autonomy in terms of professional expertise.     

Challenging Endings: First Year MSW Interns’ Experiences with Forced Termination and Discussion Points for Supervisory Guidance

Every year, students prematurely end their work with some clients due to the completion of their internship, rather than the client’s achievement of goals and thus a more natural endpoint of treatment. It is important to understand students’ experiences with forced termination to provide them with the necessary knowledge, skills, and support to optimally manage this complex phenomenon. This paper reviews the social work literature on forced termination arising from the ending of students’ internships and presents, in their own words, the experiences of four first-year MSW interns with forced termination. Finally, based on the literature and as borne out by these students’ experiences, some areas for discussion and reflection between interns and their supervisors in handling forced termination are offered. Caroline Rosenthal Gelman, Ph.D., is an Assistant Professor at New York University’s School of Social Work. She received her M.S.W. in 1991 from the University of California, Berkeley, and her Ph.D. in 1998 from the Smith College School for Social Work. Phyllis Fernandez, Nathalie Hausman, Sarah Miller and Michael Weiner received their MSW in 2004 from New York University’s School of Social Work.     

Nonparametric adaptive likelihood weights

The weighted likelihood can be used to make inference about one population when data from similar populations are available. The author shows heuristically that the weighted likelihood can be seen as a special case of the entropy maximization principle. This leads him to propose the minimum averaged mean squared error (MAMSE) weights. He describes an algorithm for calculating these weights and shows its convergence using the Kuhn‐Tucker conditions. He explores the performance and properties of the weighted likelihood based on MAMSE weights through simulations.