Ethical challenges of community based participatory research: exploring researchers’ experience

Community-Based Participatory Research (CBPR) has been proposed as an equitable, empowering partnership approach to collaborative research. International literature about the ethical implications of CBPR suggests a continuing strong interest in the topic. However, there is a notable lack of research that captures the experience of ethical challenges of researchers from different countries who engage in CBPR. The aim of this research was to address this lack of evidence by exploring researchers’ experience of ethical challenges in CBPR at an international level. An innovative data collection method was designed utilising a purpose-built blog. Balancing participant protection and autonomy, partnership tensions, and enduring impacts of the researcher role emerged as the main themes. These findings illustrate the specific conflicts faced by researchers engaged in CBPR. This is largely as a result of the complexities of CBPR coupled with rigid ethics committee review that does not always take into account the more fluid nature of the approach.     

Willingness for mobility amongst European fishermen

The global trend of fisheries overexploitation and collapse has resulted in the need to reduce fishing effort, and providing alternative employment for fishermen is a frequently mentioned policy option in order to achieve this goal. Reducing fishing effort is central to the European Commission Common Fisheries Policy and over the years, the Commission has developed a number of socio-economic measures to encourage labour mobility among fishermen, and as such mitigate the impact caused by the structural adjustment. Considering this aim, this paper seeks to identify European fishermen's willingness for occupational and geographical mobility and the characteristics that influence this willingness. A survey was conducted with the participants in the inshore commercial fisheries of the Highlands of Scotland (UK), the Algarve (Portugal) and the South Evoikos Gulf (Greece), and logit models fitted to identify the characteristics that influence willingness for labour mobility. The paper argues that there are differences in attitudes towards labour mobility among fishermen from the different countries and that personal preferences, demographic characteristics, job-related and financial reasons influence the willingness for both occupational and geographical mobility. The paper concludes by pointing out the importance of taking local conditions and the heterogeneity that characterizes fishermen's behaviour into account, in order to achieve successful policy measures aimed at providing alternative occupations for fishermen.     

Infants' Visual Recognition of Pincer Grip Emerges Between 9 and 12 Months of Age

The development of the ability to recognize the whole human body shape has long been investigated in infants, while less is known about their ability to recognize the shape of single body parts, and in particular their biomechanical constraints. This study aimed to explore whether 9‐ and 12‐month‐old infants have knowledge of a hand‐grasping movement (i.e., pincer grip), being able to recognize violations of the hand's anatomical constraints during the observation of that movement. Using a preferential looking paradigm, we showed that 12‐month‐olds discriminate between biomechanically possible and impossible pincer grips, preferring the former over the latter (Experiment 1). This capacity begins to emerge by 9 months of age, modulated by infants' own sensorimotor experience with pincer grip (Experiment 2). Our findings indicate that the ability to visually discriminate between pincer grasps differing in their biomechanical properties develops between 9 and 12 months of age, and that experience with self‐produced hand movements might help infants in building a representation of the hand that encompasses knowledge of the physical constraints of this body part.     

Pedagogies of discomfort and empathy in multicultural teacher education

To show the potential and limitations of pedagogies of discomfort and empathy in anti-racist and multicultural teacher education, this paper engages in an in-depth analysis of two ‘critical moments’ that are drawn from a series of teacher workshops. The purpose of the analysis is to show how discomfort and empathy may be combined together pedagogically in the context of multicultural and antiracist teacher education. The contribution to the literature is to highlight the importance of foregrounding attention to teachers’ discomfort and its pedagogical implications in multicultural teacher education.     

After the End of History

Over the last century, the national approach has been the mainstream conception leading superpowers’ foreign policy, while the end of the Cold War brought about the worldwide multiplication of local conflicts. This differs from the past as this extensive international fragmentation urgently requires the adaptation of a new theoretical model to current international relations. This implies the re-consideration of some basic concepts such as national sovereignty, whose traditional fixed borders tend now to blur with a set of overlapping clusters of jurisdictional, economic, political, cultural interests.     

Gated Communities in the United States: From Case Studies to Systematic Evidence

Scholarly research about gated communities is a recently established field of study, because the significant proliferation of these communities has occurred in the last couple of decades. In this article, I argue that the seminal work of Blakely and Snyder (1997, Fortress America: Gated communities in the United States. Washington, D.C.: Brookings Institution Press.) gave the first impetus and the initial research directions in gated communities’ study. The subsequent research established it as a true interdisciplinary urban field and produced important knowledge across several different academic disciplines: sociology, political science, anthropology, urban policy and planning, geography, and legal studies. The article discusses this first phase of theoretical and empirical work, based mostly on qualitative and secondary data sources. A new methodological shift is proposed, which should determine the second phase of research based on hypotheses testing and collection of systematic empirical evidence. Such evidence is essential to understand the wider impact of gated communities on larger urban areas and society as a whole.     

The Dangers of Assessing the Financial Vulnerability of Nonprofits Using Traditional Measures

This article analyzes the financial vulnerability of 228 British nongovernmental development organizations (NGDOs) during the period 2008–2012. To do this, we use the Financial Vulnerability Index developed by Trussel et al. (2002). This index is commonly used in the literature on nonprofit organizations. However, we observe a very poor adaptation of the index to the reality of this industry, at least in predictive terms. The article goes deeply into each of the variables that are used to calculate this index, and we offer explanations of their inadequacy to this subsector of nonprofits.     

Five-Way Experiential Learning Model for Social Work Education

Social workers exercise their practice skills by helping clients find strengths and solutions. In order to comprehensively practice skills for diverse client situations, it is crucial to practice and fine-tune the applications of various therapeutic approaches through clinical drills. This paper presents an experiential learning model, expanded from Kolb's Learning Cycle, which fits the dynamic pedagogical needs of the social work profession. It examines the implementation of the use of the ‘Five-Way Experiential Learning Model’ based on practice learning through personal reflections and professional evaluations. This practice learning study helped 79 MSW students define their ‘five-way learning’ and to analyze its impact on their acquisition of social work skills and clinical practice competencies. This process demonstrates the importance of the transtheoretical connection to achieve a better understanding of clients' situations through the process of change and peer input. Discussions will focus on the model elements, results on experiential learning, and ethical considerations.