Social distress theory and teaching about homelessness: A retrospective analysis

This paper provides a retrospective analysis of our course: Homelessness in the United States: An Interdisciplinary Approach. It analyzes how such a course reveals social distress on two distinct levels: course content and course process. We deploy the concepts, tenets and insights of social distress theory to provide a retrospective analytical framework for the course. In addition, we extend the theory by presenting two corollaries to it and show how the literature on homelessness provides alternative connections among the major elements of social distress theory. Thus, we raise new questions for the theory to consider. We also make recommendations for potential teachers of courses on homelessness.     

Funneling Child Welfare Consumers into and through the Mental Health System: Assessment, Referral, and Quality Issues

This qualitative study explores how consumers of child welfare services reach nonpsychiatric mental health providers and the perceived quality of these services. It relies on iterative interviews with individuals and groups, as well as on court observations from one metropolitan area. Results suggest that, consistent with theories of street-level bureaucracy, efficiency issues drive mental health service use, as clients are routinely subjected to psychological evaluations and funneled into mental health services as a matter of course. Referral practices are shaped by child welfare professionals' routines, discretion, and desire to meet such system objectives as providing short turnaround times for reports. The results suggest that, despite stakeholders' best intentions, maltreated children are not benefiting from thoughtful processes geared to screen for, assess, and provide targeted treatment for unmet mental health needs.     

Exploring the squeezed middle: Aucklanders talk about being ‘squeezed’

ABSTRACT

This research explores how middle-class Aucklanders, participants in ‘the middle’, see themselves in terms of being squeezed. It is intended to augment existing statistical based work on class stratification and life chances and facilitate aspects of qualitative research around giving voice. The research confirms the notion of a squeezed middle for the participants based in Auckland, and a striking feature of that confirmation is the centrality of age in demarcating both resourcing (in particular, homeownership versus renting) and narratives. Insofar as the research captures the zeitgeist of the middle, this confirms a neoliberal governmentality wherein a class analysis is interpolated with personal responsibility – and the latter remains paramount. Further, the research demonstrates that empathy is associated with social proximity. The semi-structured interviews also illuminated a widespread sense of resentment. This had two dimensions: directed against neoliberalism as an historic transformation that is seen as the cause of an increasingly squeezed middle, and; against baby boomers. Participants in their 40s demonstrated the highest levels of resentment, and this confirms other research which identifies them as a problematic age cohort because of changing socio-economic conditions.     

Pathways to Ready Schools

To encourage communities to play a more significant role in getting kids ready for school and schools ready for kids, the W. K. Kellogg Foundation launched Supporting Partnerships to Assure Ready Kids (SPARK) in 2001. This nationwide initiative emphasized community-based collaboration and the development of strategic infrastructures to support early care and education and school readiness among at-risk children. As part of this initiative, the authors were charged with developing a definition of a ready school. Following consultation with experts, a literature review, and four site visits, the authors identified the following nine pathways to ready schools: children succeed in school; a welcoming atmosphere; leadership; connections to early care and education; connecting culturally and linguistically with children and families; parental involvement; partnering with the community; using assessment results for individual student progress and improving school performance; and quality improvement including professional development and training.     

Anaemia following initiation of androgen deprivation therapy for metastatic prostate cancer: A retrospective chart review

Objective. Haemoglobin levels often decline into the anaemic range with androgen deprivation therapy (ADT). We conducted a chart review of patients receiving ADT for metastatic prostate cancer to assess anaemia-related symptoms.

Methods. 135 stage IV prostate cancer cases were reviewed for treatment type; haemoglobin values before and after treatment; and symptoms of anaemia. Mean haemoglobin levels before and after for all treatment forms, for leuprolide alone, and for combination leuprolide/bicalutamide were calculated and evaluated for significant differences. The numbers of patients developing symptoms were recorded and the effects of specific therapies evaluated.

Results. For all ADT treated patients, mean haemoglobin declined by ?1.11 g/dL (p < .0001). Leuprolide-alone treated patients had a mean decline of ?1.66 g/dL (p < 0.0001). Leuprolide and bicalutamide combination treatment caused a mean decline of ?0.78 g/dL (p = 0.0426). 16 of 43 patients had anemia symptoms. Contingency analysis with Fisher's exact test shows patients receiving leuprolide therapy alone versus other forms of ADT were significantly less likely to have symptoms (χ² = 0.0190).

Conclusions. The present study confirms that ADT results in a significant drop in haemoglobin levels into the anaemic range. A number of patients become symptomatic from this change. Practitioners should monitor haemoglobin levels, and treat symptomatic patients.     

Middle Class Identity in the Modern World: How Politics and Economics Matter

It is widely accepted that people tend to identify with the middle classes regardless of their social class position. Nevertheless, this “middle class identity bias” is not equally prominent in all western democracies. The goal of this article is to assess the role of political and economic conditions in shaping this phenomenon. By exploring the relationship between class identity and national context in 15 modern societies, I address two main questions: (1) how individual‐level income affects where people place themselves in the class system, and (2) how national political and economic context affects this relationship. In doing so, I offer several important findings. First, although there is a positive relationship between income and class identification in all 15 societies, middle class identification is weakest when income inequality is high. Consistent with previous findings, the results suggest that economic development has a positive impact on class identity. The results also uncover a role for political ideology by suggesting a lingering affect of Communist rule. Even after controlling for economic development and income inequality, respondents in former Communist countries are more likely than others to identify as belonging to a low social class.     

The trend of blended learning in Taiwan: perceptions of HRD practitioners and implications for emerging competencies

The purpose of this study was to explore the status and future directions of blended learning in workplaces in Taiwan and to probe into emerging competencies of human resource development professionals. One hundred and twelve participants who worked in various types of organizations were surveyed. The survey results revealed that the most significant issue related to blended learning is a lack of understanding of what it is. Instructional strategies anticipated to be employed during the next few years included authentic cases, virtual teaming, problem-based learning and coaching. The technologies deemed useful were knowledge management technologies, cell phones and electronic books. When comparing different sizes of organizations, large enterprises were more likely to have adopted blended learning and to perceive diverse benefits related to blended learning. Based on these findings, we recommend additional professional development related to the design, development and evaluation of blended learning for practitioners in Taiwan.     

A Linear Model for Managing the Risk of Antimicrobial Resistance Originating in Food Animals

A linear population risk model used by the U.S. Food and Drug Administration (FDA) Center for Veterinary Medicine (CVM) estimates the risk of human cases of campylobacteriosis caused by fluoroquinolone-resistant Campylobacter. Among the cases of campylobacteriosis attributed to domestically produced chicken, the fluoroquinolone resistance is assumed to result from the use of fluoroquinolones in poultry in the United States. Properties of the linear population risk model are contrasted with those of a farm-to-fork model commonly used for microbial risk assessments. The utility of the linear population model for the purpose for which it was used by CVM is discussed.