An Evaluation of the Effectiveness of an FE/HE Partnership in the Delivery of a Preparation for Practice Module within an Undergraduate Social Work Degree Programme

The Preparation for Practice module at the University of Ulster is delivered to 170 first year students via a collaborative arrangement between higher and further education institutions. In each of the five sites, students receive large group and small group teaching facilitated by social work training agency workers and academic tutor dyads. An evaluation of the module sought the perceptions of the agency and academic facilitators regarding the overall collaborative arrangement and the model of co-teaching involving social work academics and agency partners. Respondents were asked to complete a semi-structured questionnaire, which generated data from a Likert scale and also invited qualitative commentary. The Likert scale data were analysed via SPSS and the qualitative information was scrutinised using a manual thematic analysis technique. Findings indicated that continuous communication, consistency in programme content and the acknowledgement of the differences in organisation resources were key to a successful collaborative arrangement. It was also noted that a co-teaching model should be viewed as a positive vehicle for achieving module objectives in a safe learning environment.     

Who gets over the training hurdle? A study of the training experiences of young men and women in Britain

Using longitudinal data from the British National Child Development Study, this paper examines gender differences in the determinants of work-related training. The analysis covers a crucial decade in the working lives of this 1958 birth cohort of young men and women – the years spanning the ages of 23 to 33. Hurdle negative binomial models are used to estimate the number of work-related training events lasting at least three days. This approach takes into account the fact that more than half the men and two thirds of the women in the sample experienced no work-related training lasting three or more days over the period 1981 to 1991. Our analysis suggests that reliance on work-related training to improve the skills of the work force will result in an increase in the skills of the already educated, but will not improve the skills of individuals entering the labor market with relatively low levels of education. JEL classification: C25, I21, J24. Received February 9, 1996/Accepted August 14, 1996     

Infant mortality in the Marshall Islands

Levy and Booth present previously unpublished infant mortality rates for the Marshall Islands. They use an indirect method to estimate infant mortality from the 1973 and 1980 censuses, then apply indirect and direct methods of estimation to data from the Marshall Islands Women's Health Survey of 1985. Comparing the results with estimates of infant mortality obtained from vital registration data enables them to estimate the extent of underregistration of infant deaths. The authors conclude that 1973 census appears to be the most valid information source. Direct estimates from the Women's Health Survey data suggest that infant mortality has increased since 1970-1974, whereas the indirect estimates indicate a decreasing trend in infant mortality rates, converging with the direct estimates in more recent years. In view of increased efforts to improve maternal and child health in the mid-1970s, the decreasing trend is plausible. It is impossible to estimate accurately infant mortality in the Marshall Islands during 1980-1984 from the available data. Estimates based on registration data for 1975-1979 are at least 40% too low. The authors speculate that the estimate of 33 deaths per 1000 live births obtained from registration data for 1984 is 40-50% too low. In round figures, a value of 60 deaths per 1000 may be taken as the final estimate for 1980-1984.     

Random-Effects Modeling of Categorical Response Data

In many applications observations have some type of clustering, with observations within clusters tending to be correlated. A common instance of this occurs when each subject in the sample undergoes repeated measurement, in which case a cluster consists of the set of observations for the subject. One approach to modeling clustered data introduces cluster-level random effects into the model. The use of random effects in linear models for normal responses is well established. By contrast, random effects have only recently seen much use in models for categorical data. This chapter surveys a variety of potential social science applications of random effects modeling of categorical data. Applications discussed include repeated measurement for binary or ordinal responses, shrinkage to improve multiparameter estimation of a set of proportions or rates, multivariate latent variable modeling, hierarchically structured modeling, and cluster sampling. The models discussed belong to the class of generalized linear mixed models (GLMMs), an extension of ordinary linear models that permits nonnormal response variables and both fixed and random effects in the predictor term. The models are GLMMs for either binomial or Poisson response variables, although we also present extensions to multicategory (nominal or ordinal) responses. We also summarize some of the technical issues of model-fitting that complicate the fitting of GLMMs even with existing software.     

Teaching Children about the Global Economy: Integrating Inquiry with Human Rights

Although children are already part of the global economy, they often have little understanding of its influence without explicit instruction. The article focuses on recommendations for teaching elementary students in grades three through five about the global economy utilizing the pedagogical recommendations from the National Council for the Social Studies and curricular and pedagogical suggestions from economic educators, human rights educators, and research. The author advocates using the inquiry arc to actively engage students in learning and integrating a human rights perspective, along with an economic perspective, to broaden students' understanding of the global economy. Economics helps young students learn why their clothes and toys are produced in different countries while human rights education enables them to comprehend the lives of workers who produce their clothing and toys. The inquiry arc also offers opportunities for young students to take action when they encounter human rights abuses during the production of their toys and clothing. Children are not only prepared for their future role as citizens but act as citizens while they are still children concerned about the human rights of all people involved in producing their clothes and toys.     

儿童福利机构中的类家庭养育

创设类家庭养育模式 类家庭养育与传统机构养育的不同 类家庭养育模式在很多方面的优势对幼童的健康成长是至关重要的。从结构角度来看，家庭由相对较小的团体构成，尤其是相对少的儿童。如果孩子不止一个，那么不同年龄、性别、或者有特殊需要的儿童都住在一起。     

Education,Matching, and the Allocative Value of Romance

Societies are characterized by customs governing the allocation of non‐market goods such as marital partnerships. We explore how such customs affect the educational investment decisions of young singles and the subsequent joint labor supply decisions of partnered couples. We consider two separate matching paradigms—one where partners marry for money and the other where partners marry for romantic reasons orthogonal to productivity or debt. Whereas marrying for money generates greater investment efficiency, romantic matching, by increasing the number of educated and talented women who participate in the labour market, increases aggregate productivity. (JEL: I21, J12, J16, J41)     

Parent–child joint media engagement in infancy

Early conversations are an important source in shaping children's cognitive and emotional development, and it is vital to understand how parents use media as a platform to engage in conversations with their young children and what might predict the quality of these interactions. Thus, in the current study we explored the nature of parent–child discourse while engaging in media (i.e., joint media engagement) with infants, and how parent (empathic concern and responsiveness) and child (negative emotionality and regulatory capacity) variables might be associated with the quality of engagement. The current study consisted of 269 infants (50% female, M_age = 17.09 months, SD = 3.93; 59% White) and their primary caregiver (98% mothers) who engaged in a variety of in‐home tasks and parental questionnaires. Results established three meaningful codes for both parent and child that assessed positive and negative joint media engagement. Further, results suggested that parental empathic concern was associated with positive parent and child media engagement, while child negative emotionality was associated with lower levels of distraction. Discussion focuses on the importance of studying parent–child discourse in the context of joint media engagement and recommends limiting media exposure before 18 months of age.