On the effect of item nonresponse on the estimation of a two–panel–waves wage equation

Summary: In this paper, we present results of the estimation of a two–panel–waves wage equation based on completely observed units and on a multiply imputed data set. In addition to the survey information, reliable income data is available from the register. These external data are used to assess the reliability of wage regressions that suffer from item nonresponse. The findings reveal marked differences between the complete case analyses and both versions of multiple imputation analyses. We argue that the results based on the multiply imputed data sets are more reliable than those based on the complete case analysis.* We would like to thank Statistics Finland for providing the data. We are also very grateful to Susanna Sandström and Marjo Pyy–Martikainen for their helpful advice using the Finnish data. Helpful comments from Joachim Winter and participants of the Workshop on Item Nonresponse and Data Quality in Large Social Surveys, Basel, October, 2003, on an earlier version of the paper are greatfully acknowledged. Further, we would like to thank three anonymous referees and the editor for helpful comments and suggestions.     

Symbolic interactionism and the concept of power

Symbolic interactionism is often represented as a perspective which is limited by its restriction to 'micro' aspects of social organization. As such, it is allegedly unable to adequately conceptualize 'macro' phenomena such as social structure, patterns of inequality, and power. Such a view is routinely presented in undergraduate textbooks. This paper contests such a view through a consideration of the concept of power. We argue that the interactionist research tradition does show a fundamental concern with power phenomena, and that a reconsideration of the concept is timely in light of theoretical developments in sociology more generally. An increasing concern with the analysis of culture, the continuing influence of Foucault, the development of feminist perspectives, and the emerging consensus around neo-Weberian thought have all contributed to a renewal of interest in themes long ago explored by interactionists. As examples we suggest that interactionist studies in the fields of deviance and education have been concerned above all with the authoritative imposition of consequential identities, i.e., with the social processes through which power is enacted and institutionalized in real situations. Such developments have led some to argue that interactionism has now been incorporated into the mainstream of sociology. We conclude, however, by arguing that such a view runs the risk of granting to orthodox sociological thought a legitimacy which is analytically unwarranted, and which fails to recognize the alternative theoretical and philosophical foundations of symbolic interactionist thought.     

Community need for university-based mental health services: identifying the top 5

The purpose of this study was to determine the community need for mental health and health promotion services provided by advanced practice nursing faculty at a small university in the midwestern United States. Fifty participants from a three-county service area were selected to complete a needs assessment survey. Survey results indicated strong community need for primary mental health services for low-income residents, older adults, pregnant women, and families with children. Mental health services (particularly for depression), health promotion, wellness information, and primary mental health care were among the leading areas of need. In addition, low-cost mental health services were identified as the most significant need, which was magnified in the underserved, Hispanic population.     

Participation in the Performance Appraisal Review: Inflexible Manager Behavior and Variable Worker Needs

A survey of 137 employees provided data onperformance appraisal reviews conducted by 38 managers.Participation in the review was influenced more by whichmanager conducted the review than the circumstances of the specific review. The effect ofparticipation was greater for variables measuring futurerelationship (potential in the firm and seeking feedbackfrom manager) than immediate decisions (self-evaluation and intention to stay). Reaction to the reviewwas moderated by subordinate experience and priorfeedback. The results indicate the importance ofunderstanding the context in which the review occurs and the limited degree to which managers altertheir own behavior in the review.     

Continuity and discontinuity in the politics of the sixties generation: A reassessment

This paper reassesses the sources of sixties generation college graduates' liberal and radical politics through a reanalysis of General Social Survey and National Election Study data from the early 1970s to the early 1980s. Results of regression and ordered probit analyses of political attitude data do not sit well with the conventional view that the additive effects of education and membership of a particularly liberal generation explain sixties generation college graduates' politics. Instead, on some issues, the politics of sixties generation college graduates is discontinuous both with other groups in the early 1970s and with their own politics in the early 1980s. On attitudes to business and attitudes to state welfare spending, sixties generation college graduates were more liberal than the additive effects of their education and cohort membership can explain in the early 1970s. Moreover, they became substantially more conservative compared to other groups by the early 1980s on these issues. On other issues, notably social issues and attitudes to state consumption spending, this pattern of discontinuity was not found. Possible interpretations of these results are discussed.     

Educating collaborative planners: strengthening evidence for the learning potential of multi-stakeholder regional learning environments

Abstract

Planning education needs effective learning environments that support students’ boundary crossing competence development. The multi-stakeholder regional learning environment (RLE) is, by its typical design, hypothesized to foster boundary crossing. This quasi-experimental mixed method pre- and post-test study affirms the effectiveness of the RLE for stimulating competence development, and specifically shows the added value of three typical ‘boundary crossing’ RLE design characteristics, i.e. working in multidisciplinary student groups, working intensively with multiple stakeholders, and a high coaching intensity. Results strengthen previous findings, and contribute to the debate in planning education on an evidence-based pedagogical fundament for commonly used authentic learning environments.