Urban ecosystems and sustainable urban development—analysing and assessing interacting systems in the Stockholm region

In order to build competence for sustainability analysis and assessment of urban systems, it is seen as essential to build on models representing urban form, landuse and transportation, urban metabolism, as well as ecological processes. This type of analysis of interacting sub-systems requires an advanced model integration platform, yet open for learning and for further development. Moreover, since the aim is to increase urban experience with ecosystem management in the wide sense, the platform needs to be open and easily available, with high visualisation capacity. For this purpose, the LEAM model was applied to the Stockholm Region and two potential future scenarios were developed, resulting from alternative policies. The scenarios differed widely and the dense urban development of Scenario Compact could be visualised, destroying much of the Greenstructure of Stockholm, while Scenario Urban Nature steered the development more to outer suburbs and some sprawl. For demonstration of the need for further development of biodiversity assessment models, a network model tied to a prioritised ecological profile was applied and altered by the scenarios. It could be shown that the Greenstructure did not support this profile very well. Thus, there is a need for dynamic models for negotiations, finding alternative solutions and interacting with other models. The LEAM Stockholm case study is planned to be further developed, to interact with more advanced transport and land use models, as well as analysing energy systems and urban water issues. This will enable integrated sustainability analysis and assessment of complex urban systems, for integration in the planning process in Stockholm as well as for comparative sustainability studies between different cities, with the goal to build more sustainable urban systems and to increase urban experiences in ecosystem management.     

Reader's comment: Rural social work and social welfare in the Australian context: A rejoinder to munn

Abstract

The main theme of this rejoinder is that although we are clearly still in relatively early stages of knowledge development, we have accumulated some good ideas, some documented practice experience, some agreement about some fundamental principles, and a little knowledge about rural welfare in Australia. Munn has done us a service in identifying and opening debate about some of the central dilemmas, confusions and knowledge gaps which were inevitably glossed over in my initial paper. This rejoinder makes further comment on some of these. It is suggested that the next phase of the development of knowledge about Australian rural welfare will involve practitioners, researchers and scholars collectively exploring the details of and attempting some resolution of these and other key issues.     

Conceptual Tools for Research on Race and Social Problems: An Overview of Dynamic Theory and Model Development

Although interpersonal, group processes and inter-group relationships are dynamic phenomena, researchers have studied these phenomena in a static manner. This article provides an overview of system dynamic modeling to bring greater attention to the importance of dynamic theoretical formulations and presents important concepts and tools that can facilitate movement in this direction. Important concepts for theory development are delineated, and various reasons why the field has a penchant for static theoretical formulations are explored. A set of tools and concepts from system dynamics is presented to guide dynamic thinking and future theory building.     

Facing the situation: Testing a biosocial contingency model of leadership in intergroup relations using masculine and feminine faces

Using an evolutionary psychology framework we propose that leadership and followership are evolved traits to solve recurrent group coordination problems. We argue that adaptive problems such as those concerning intergroup conflict or cooperation activate different cognitive leadership prototypes, and the face conveys diagnostic information about the suitability and emergence of intergroup leadership. Consistent with hypotheses we find that followers expect masculine-faced leaders to behave competitively and feminine-faced leaders cooperatively in intergroup relations. Furthermore, individuals prefer leaders whose facial cues match the adaptive problem. For example, a masculine-looking leader is preferred in a competitive intergroup setting. Also, this match between face and situation is reinforced with a consistent leadership message such as a masculine-looking leader expressing the need for competition. An evolutionary perspective provides a deeper understanding of the biological aspects of leadership and generates many novel hypotheses about how markers such as the human face affect leadership emergence and effectiveness.     

Toxics,Toyotas, and Terrorism: The Behavioral Economics of Fear and Stigma

Economists have traditionally viewed the behavioral response to risk as continuous and proportional. In contrast, psychologists have often contended that people have little control over their response to risk that is dichotomous, nonproportional, visceral, and fear based. In extreme cases, this automatic response results in the stigmatization of a product, technology, or choice, which seemingly cannot be eliminated or reduced. In resolving these contrasting perspectives, we review four recent studies that blend behavioral economics and psychology. Together, they provide evidence for a dual‐process decision model for risk that incorporates both reason and fear. They show consumers’ responses to perceived risk as a mix of proportional and dichotomous (safe/unsafe) responses that are relatively more continuous in situations where deliberation is possible, and more dichotomous in emotional or stressful circumstances. These findings reconcile mixed results in past studies, and, more importantly, the dual‐process model allows a clear definition of stigma, and suggests new ways to mitigate stigma and to help manage potentially damaging overreactions to it.     

Collinearity in generalized linear regression

The problem of ill-conditioning in generalized linear regression is investigated. Besides collinearity among the explanatory variables, we define another type of ill-conditioning, namely ML-collinearity, which has similar detrimental effects on the covariance matrix, e.g. inflation of some of the estimated standard errors of the regression coefficients. For either situation there is collinearity among the columns of the matrix of the weighted variables. We present both methods to detect, as well as practical examples to illustrate, the difference between these two types of ill-conditioning. Also the applicability of alternative regression methods will be reviewed.     

The Social Support Network Map as an Educational Tool

This paper presents the Social Support Network Map as an instrument for obtaining, structuring and feeding-back information on informal and/or formal components of a subject's support network. Its uses, strengths and limitations for social work education are discussed and some comment is made on its place in practice and research. It is argued to be more useful for education and practice than other more refined support network data-collection instruments.     

Determining Democracy in the Organization of the Islamic Conference*

Objectives. We determine the conditions that account for change in the realized level of political rights and civil liberties within the Organization of the Islamic Conference (OIC). Methods. We use ordered logit to assess the impact of religious pluralism and fragmentation and related controls on changes in Freedom House Political Rights and Civil Liberties scores at five‐year intervals between 1976 and 2004. Results. Findings suggest that the presence of non‐Islamic religious groups within OIC states leads to an increase in political rights, while the presence of Islamic groups practicing a version of the faith not officially recognized by the state reduced political rights and civil liberties. Conclusions. Islam's influence on democratization does not fall neatly into either the “pro” or “con” categories that have so strongly defined the relevant literature. Islam's influence is, instead, variable and contingent on the wider degree of religious characteristics within each state.     

Budgets,Board Games,and Make Believe: The Challenge of Teaching Social Class Inequality with Non-Traditional Students

According to a 2002 study by the U.S. Department of Education, the percentage of “traditional students” on college campuses is declining. Students increasingly are delaying enrollment, attending college part time, working full time, financially independent, and single parents. In this paper, we explore the extent to which sociologists are adapting their teaching to address these shifting demographics. Based on a content analysis of articles published over a 20 year period in Teaching Sociology that suggest strategies for teaching social class inequality we find that most authors assume that their students are “traditional.” Most often this means that students are assumed to come from a privileged, middle class background, lack direct and substantial experience in the labor market, and enter college shortly after graduating high school. Accordingly, most articles advocate classroom strategies of “looking down,” whereby students pretend to be in the shoes of those less fortunate. Examples include creating household budgets based on poverty wages, playing board games, or assuming the role of the poor for a day. These strategies run the risk of being ineffective, alienating, and potentially ethically suspect when used with non-traditional students, whose real life experiences may resemble these simulations. We conclude with recommendations for pedagogical approaches to teaching social class inequality that are more appropriate for, and inclusive of, students from diverse backgrounds. Our goal in this paper is to start a discussion about pedagogy, social inequality, and the non-traditional student.