Measuring Loneliness Among Middle-Aged and Older Adults: The UCLA and de Jong Gierveld Loneliness Scales

This study examined the measurement and invariance properties of the R-UCLA and de Jong Gierveld loneliness scales for research involving middle-aged and older adults. Confirmatory factor analyses (CFAs) of data from interviews with adults aged 45–84 revealed limited support for the unidimensionality of either scale while subsequent analyses indicated the multidimensionality of both. However, method effects associated with positive and negative item wording were also evident. Multiple group CFAs provided limited support for assumptions of measurement invariance across age groups and from baseline to follow-up with regard to the R-UCLA scale. In contrast, strong measurement invariance across age groups and successive measurements was established for the bi-dimensional dJG scale. Overall, the findings supported the relative utility of the dJG scale for research involving middle-aged and older adults but suggested a need for attention to the implications of method effects associated with item wording and lack of measurement invariance with respect to item residuals.     

Exploring Neglected Dimensions of Social Policy: The SDW, Fiscal Welfare and the Exemplar of Local Taxation in England

Titmuss's Social Division of Welfare (SDW) thesis is a vitally important but much neglected element of social policy analysis. This article seeks to explore the SDW, with a particular focus on fiscal welfare. Fiscal welfare has been described as forming a hidden welfare state, and while taxation is one of the main ways in which governments affect the lives of citizens, studies of welfare pay remarkably little attention to its impact. Fiscal welfare is examined by using, as an exemplar, local taxation in England, a subject that itself is neglected within social policy. Local taxation in England is of interest because it illustrates the impact of a system of taxation on different groups of citizens, and how this can operate to the benefit of rich over poor citizens. This is because the current system is highly regressive, meaning that those on low and middle incomes spend proportionately more of their income paying the tax than do those on high incomes. What is of further interest is how within the debate about reform of local taxation, concern with regressivity becomes obscured and ceases to be the focus of attention. We are thus provided with an example of how fiscal welfare remains a hidden issue. The article concludes by arguing that social policy analysis needs to move beyond the narrow confines of social welfare and develop a broader understanding of welfare, based on the SDW.     

Opportunities for woman-initiated HIV prevention methods among female sex workers in southern China

Rapid changes in China over the past two decades have led to significant problems associated with population migration and changing social attitudes, including a growing sex industry and concurrent increases in STIs and HIV. This article reports results of an exploratory study of microbicide acceptability and readiness and current HIV prevention efforts among female sex workers in two rural and one urban town in Hainan and Guangxi Provinces in southern China. The study focused on these women's knowledge and cultural understandings of options for protecting themselves from exposure to STIs and HIV, and the potential viability and acceptability of woman-initiated prevention methods. We report on ethnographic elicitation interviews conducted with women working within informal sex-work establishments (hotels, massage and beauty parlors, roadside restaurants, boarding houses). We discuss implications of these findings for further promotion of woman-initiated prevention methods such as microbicides and female condoms among female sex workers in China.     

Can Clinical Skills Be Taught Online? Comparing Skill Development Between Online and F2F Students Using a Blinded Review

This study compared the development of clinical assessment and intervention skills between students enrolled in a face-to-face (F2F) or an asynchronous online clinical social work class. All students from three semesters of F2F (n = 74) and online (n = 78) sections of an MSW clinical class taught by the same instructor were included. Two assignments were used to compare students: an assessment and treatment plan of a fictional case and a digital role-play. A doctoral student who was blinded to the course delivery mechanism graded the role-play. After controlling for baseline differences in age, there were no differences between online and F2F students in skill demonstration. It appears clinical skills can be taught as effectively online as in F2F situations based on blinded review of role-plays.     

Assessing the contribution of fallen autumn leaves to airborne fungi in an urban environment

Urban Ecosystems - Many street trees in urban areas are deciduous and drop leaves during autumn. These leaves are a potential growing substrate for fungi, which when aerosolized and inhaled, can...     

Women and Their Work on Australian Farms

Traditional definitions of farm work have been narrow and commodity-based, allowing the efforts of women to be discounted because they have not been viewed as directly contributing to production. This paper examines the structural gender arrangements that operate to render farm women powerless and to discount their contributions. Data are presented on the extent of women's economic contribution on Australian farms.     

From Privilege to Prevalence: Contextual Effects of Women’s Schooling on African Marital Timing

In Africa and elsewhere, educated women tend to marry later than their less-educated peers. Beyond being an attribute of individual women, education is also an aggregate phenomenon: the social meaning of a woman’s educational attainment depends on the educational attainments of her age-mates. Using data from 30 countries and 246 birth cohorts across sub-Saharan Africa, we investigate the impact of educational context (the percentage of women in a country cohort who ever attended school) on the relationship between a woman’s educational attainment and her marital timing. In contexts where access to education is prevalent, the marital timing of uneducated and highly educated women is more similar than in contexts where attending school is limited to a privileged minority. This across-country convergence is driven by uneducated women marrying later in high-education contexts, especially through lower rates of very early marriages. However, within countries over time, the marital ages of women from different educational groups tend to diverge as educational access expands. This within-country divergence is most often driven by later marriage among highly educated women, although divergence in some countries is driven by earlier marriage among women who never attended school.