‘It was better when it was worse’: blue-collar narratives of the recent past in Belgrade

Based on oral history research conducted among networks of blue-collar workers in Belgrade, Serbia, this article develops three interrelated arguments regarding workers’ appraisals of the recent past (1980–2014). Firstly, although the tumultuous years of late socialism and post-socialism in Serbia have been represented by scholars as a series of ruptures, I suggest that for blue-collar workers the boundaries between socialism and post-socialism and pre-conflict and wartime eras are blurry. Secondly, despite the conditions of war and economic collapse, blue-collar accounts of the 1990s in Serbia are not universally negative. Some individuals experienced upward social mobility, strongly influenced by class and gender positioning in late socialism. Female workers who had experienced hardship during the 1980s were often better equipped to navigate 1990s ‘economies of makeshift’. Thirdly, social dislocation associated with neoliberal economic reforms since 2000 disproportionally affects blue-collar workers, reshaping narratives of late socialism and the 1990s (sometimes inducing workers to overlook or downplay coercive aspects of the Milo?evi? regime). The accounts of this diverse group of (former) workers highlight that social class, gender and generational cohort condition the rather divergent ways in which the last three decades were experienced, are remembered and continue to be reevaluated in Serbia.     

The social practice of sustainable agriculture under audit discipline: Initial insights from the ARGOS project in New Zealand

One of the most interesting recent developments in global agri-food systems has been the rapid emergence and elaboration of market audit systems claiming environmental qualities or sustainability. In New Zealand, as a strongly export-oriented, high-value food producer, these environmental market audit systems have emerged as an important pathway for producers to potentially move towards more sustainable production. There have, however, been only sporadic and fractured attempts to study the emerging social practice of sustainable agriculture - particularly in terms of the emergence of new audit disciplines in farming. The ARGOS project in New Zealand was established in 2003 as a longitudinal matched panel study of over 100 farms and orchards using different market audit systems (e.g., organic, integrated or GLOBALG.A.P.). This article reports on the results of social research into the social practice of sustainable agriculture in farm households within the ARGOS projects between 2003 and 2009. Results drawn from multiple social research instruments deployed over six years provide an unparalleled level of empirical data on the social practice of sustainable agriculture under audit disciplines. Using 12 criteria identified in prior literature as contributing a significant social dynamic around sustainable agriculture practices in other contexts, the analysis demonstrated that 9 of these 12 dimensions did demonstrate differences in social practices emerging between (or co-constituting) organic, integrated, or conventional audit disciplines. These differences clustered into three main areas: 1) social and learning/knowledge networks and expertise, 2) key elements of farmer subjectivity - particularly in relation to subjective positioning towards the environment and nature, and 3) the role and importance of environmental dynamics within farm management practices and systems. The findings of the project provide a strong challenge to some older framings of the social practice of sustainable agriculture: particularly those that rely on paradigm-driven evaluation of social motivations, strong determinism of sustainable practice driven by coherent farmer identity, or deploying overly categorical interpretations of what it means to be ’organic’ or ’conventional’. The complex patterning of the ARGOS data can only be understood if the social practice of organic, integrated or (even more loosely) conventional production is understood as being co-produced by four dynamics: subjectivity/identity, audit disciplines, industry cultures/structure and time. This reframing of how we might research the social practice of sustainable agriculture opens up important new opportunities for understanding the emergence and impact of new audit disciplines in agriculture.     

Age and gender differences in emotional and behavioural problems during the transition to residential treatment: the Odyssey Project

Utilising a national sample of 1,167 young people in residential treatment, this study explored whether the behav-ioural problems exhibited during the transition to residential treatment varied depending upon the age and gender of the youngsters. Specifically, we asked whether those who were admitted to residential treatment centres (RTCs) aged under 12 had a different set of behavioural problems from those who were 12 years and older when admitted, and whether boys had different characteristics than girls. The 11 scales of the Achenbach Child Behavior Checklist were examined. The results revealed statistically significant patterns of associations by age and gender. As populations shift within agencies and across time, knowledge of the behavioural problems associated with age and gender groups can be used to facilitate agency planning and staff training.     

Theory & Methods: Why do we do it? Statisticians and the Practice of Statistics

There has been no work done on why statisticians have chosen their particular profession. With the increasing emphasis on the development of biotechnology, it seems important to encourage people to take up statistics and to offer the perspective that the study of statistics brings. This paper is an attempt to develop a preliminary understanding, by open-ended in-depth interviewing, of the personal backgrounds that have encouraged present practising statisticians to move into this field, and to see how they experience their work.     

Ready for Qualified Practice? A Comparative Study of Capability for Critical Reflection and Analysis of MA Social Work and MA Step Up to Social Work Students at the End of Second Placement

Social Work education is faced with substantial changes. New programmes like Step Up to Social Work have emerged and were evaluated in relation to intake, programme development and subjective student experiences. The lack of evidence on outcomes of such programmes was addressed in this study. In a comparative study of a MA in Social Work and a MA in Step Up to Social Work, the authors analysed students' capability to critically reflect on and analyse social work practice scenarios at the end of their final placement at one university. The PCF domain ‘Critical Reflection and Analysis’ was operationalised and the study design employed qualitative and quantitative data analysis. Demographic data, academic marks achieved during social work education and written reflections on case vignettes from the two programmes were analysed statistically. The findings suggest that, while there are some differences in outcomes between the programmes, they are not statistically significant. However, reflections on children and family vignettes were significantly better (U = 185, p = 0.008). Thematic analysis revealed considerable variation in the levels of curiosity and critical thinking and those respondents who framed their answers with reference to policy guidance, theory and research often extended their critical thinking.     

An Employment Project as a Route to Social Inclusion for People with Learning Difficulties?

Government policy to reduce social exclusion focuses on increasing employment opportunities and incentives, especially for disadvantaged groups. This paper discusses the findings of an evaluation of a project in the North West of England for people with learning difficulties, which sought to create opportunities for paid and/or integrated employment. The findings suggest that this goal can be undermined by many factors such as the isolation of social care services from employers and the disinclination of service organisations to include users, carers and staff in the development of new service approaches. Social welfare policies also mitigate against this aim, by failing to enable providers to translate the rhetoric of social inclusion into a reality. We discuss some of the obstacles preventing people with learning difficulties from inclusion into mainstream employment, by considering their impact upon the achievements of the North West project.