Editorial

The Analysis of Verbal Behavior -     

Guiding Resource Allocations Based on Terrorism Risk

Establishing tolerable levels of risk is one of the most contentious and important risk management decisions. With every regulatory or funding decision for a risk management program, society decides whether or not risk is tolerable. The Urban Area Security Initiative (UASI) is a Department of Homeland Security (DHS) grant program designed to enhance security and overall preparedness to prevent, respond to, and recover from acts of terrorism by providing financial assistance for planning, equipment, training, and exercise needs of large urban areas. After briefly reviewing definitions of terrorism risk and rationales for risk-based resource allocation, this article compares estimates of terrorism risk in urban areas that received UASI funding in 2004 to other federal risk management decisions. This comparison suggests that UASI allocations are generally consistent with other federal risk management decisions. However, terrorism risk in several cities that received funding is below levels that are often tolerated in other risk management contexts. There are several reasons why the conclusions about terrorism risk being de minimis in specific cities should be challenged. Some of these surround the means used to estimate terrorism risk for this study. Others involve the comparison that is made to other risk management decisions. However, many of the observations reported are valid even if reported terrorism risk estimates are several orders of magnitude too low. Discussion of resource allocation should be extended to address risk tolerance and include explicit comparisons, like those presented here, to other risk management decisions.     

Economic and Psychological Benefits from Employment: the experiences and perspectives of mothers of disabled children

This qualitative research explores the perspectives and experiences of employed mothers of disabled children particularly with respect to the potential benefits of employment. Forty families with at least one disabled child, representing a variety of family structures and work situations, participated in semi-structured interviews. The findings of this study clearly illustrate that the economic, psychological and social benefits for mothers of disabled children from participation in paid work are strikingly similar to those for employed mothers of non-disabled children. This suggests that the low level of labour force participation of mothers of disabled children in comparison with other mothers is most likely a consequence of the inherent ideological and structural barriers these women face, rather than their qualitatively differing needs. Streamlining of the benefits system, integration both within and between health, education and social services, increased flexibility in the workplace, and dialogue and co-ordination between all of these elements, may go some way to providing the support these mothers need.     

Estimating the proportion of true null hypotheses, with application to DNA microarray data

Summary.  We consider the problem of estimating the proportion of true null hypotheses, π ₀, in a multiple-hypothesis set-up. The tests are based on observed p -values. We first review published estimators based on the estimator that was suggested by Schweder and Spjøtvoll. Then we derive new estimators based on nonparametric maximum likelihood estimation of the p -value density, restricting to decreasing and convex decreasing densities. The estimators of π ₀ are all derived under the assumption of independent test statistics. Their performance under dependence is investigated in a simulation study. We find that the estimators are relatively robust with respect to the assumption of independence and work well also for test statistics with moderate dependence.     

The identity career of the graduate student: Professional socialization to academic sociology

The pathway through graduate school is challenging and difficult. Nearly everyone, at one point or another, confronts the existential question of whether they want to drop out or to continue. Several challenges emerge as key to graduate students’ success in progressing through their programs. p]The first is moving from the secure but sometimes suffocating structure of a core graduate cohort into the role of independent student. This requires navigating an individual pathway into areas of specialization and a mentor. Programs can do no more than make faculty and courses available; from there, students must make connections and decisions on their own. The second critical transition involves moving from absorbing to creating knowledge. Accomplishing this requires that students grasp the conceptual foundation of the perspective (the “sociological eye”), learn how to gather data, to master the challenge of moving from immersion in the specificity of their research to contribute to more abstract theory, and to understand the conventions through which they must present their scholarly work. Along the way there are myriad interpersonal challenges for them to negotiate. Allegiances that they forge are then relinquished to make way for new, more stage-relevant ones. Students often undergo radical changes in their values and consciousness as they progress through their programs. They are bonded into an equalitarian model of evaluation and support in their cohesive, early years in the cohort. But as they forge scholarly accomplishments and turn their eyes increasingly toward the discipline, they recognize that their democratic ideals must yield to the meritocratic reality of the profession.     

‘Situative cognition’: barrier to teaching across cultures

In an unsettled world, the migration of significant numbers of individuals across national and even continental boundaries has changed the demographics of many nations with profound effects on their schools. Frequently, teachers are confronted with classes characterized by ethnic and cultural diversity for which they are either underprepared or totally unprepared. Despite their dedication, teachers have been shaped by their own cultural upbringing, and there may be a disconnect between their cultural values and identities and those of the children in their transformed classrooms. This disconnect has been called ‘situative cognition’. The challenge for teacher educators, particularly in western nations, is to enable prospective teachers to understand the complexity of educational dynamics in diverse classrooms, to examine their own experiences with diverse groups especially regarding culture, race, ethnicity and social class, and to develop strategies for working proactively with students in their own increasingly diverse communities.     

Intersecting Lorenz Curves, the Degree of Downside Inequality Aversion, and Tax Reforms

This paper clarifies the conceptual distinction of downside inequality aversion (or transfer sensitivity) as a normative criterion for judging income distributions from the Pigou-Dalton principle of transfers. We show that when the Lorenz curves of two income distributions intersect, how the change from one distribution to the other is judged by an inequality index exhibiting downside inequality aversion often depends on the relative strengths of its downside inequality aversion and inequality aversion. For additive inequality indices or their monotonic transformations, a measure characterizing the strength of an index’s downside inequality aversion against its inequality aversion is shown to determine the ranking by the index of two distributions whose Lorenz curves cross once. The precise condition under which the same result generalizes to the case of multiple-crossing Lorenz curves is also identified. The results are particularly useful in understanding the distributional impact of tax reforms. I received exceptionally helpful comments from Mike Hoy, Peter Lambert, the Editor, Buhong Zheng, and an anonymous referee. The remaining errors and shortcomings are my own – W.H. Chiu     

The Roles of Group Membership, Beliefs, and Norms in Ecological Risk Perception

Variability in ecological risk perceptions was investigated by surveying members of four stakeholder groups commonly involved in environmental policy debates. Fifty-six individuals from government, industry, environmental, and general-public groups completed a risk-perception survey in which they evaluated 34 environmental hazards on 17 attributes and also evaluated the riskiness and acceptability of each hazard. In addition, participants reported their environmental beliefs and norms using Dunlap et al.'s revised New Ecological Paradigm Scale and modified versions of Schwartz's Awareness of Consequences and Personal Norms Scales. Group membership was predictive of participants' scores on the belief and norm scales. Factor analysis of attribute ratings (averaged across participants) revealed the anticipated three oblique factors: ecological impacts, scientific understanding, and aesthetic impacts. Factor patterns were very similar for the four stakeholder groups. Factors from the aggregate analysis were predictive of individuals' riskiness judgments, but these relationships were moderated by participants' group membership, beliefs, and norms. Compared to members of other groups, members of the general public placed less emphasis on ecological impacts and more emphasis on the other two factors when judging the ecological riskiness of hazards. To our knowledge, these results represent the first formal tests of interactions between hazard characteristics and participant characteristics in determining riskiness judgments, and illustrate how traditional psychometric analyses can be successfully coupled with individual-difference measures to improve the understanding of risk perception.     

Direct and indirect impacts of environmental factors on migration in Burkina Faso: application of structural equation modelling

Population and Environment - In the prolific literature on the impact of environment on migration, direct and indirect effects are often mentioned but rarely estimated separately. We use structural...     

Moving college health research forward: Reconsidering our reliance on statistical significance testing

Understanding the unique health needs of college students and establishing best practices to address them depend, heavily, on the inherent quality and contribution of the research identifying these needs. College health-focused publications currently exemplify less than ideal statistical reporting practices. Specifically, college health practitioners and researchers continue to rely heavily upon null hypothesis significance testing (NHST) as the sole standard for effectiveness, validity, and/or replicability of scientific studies, even though NHST itself was not designed for such purposes. Herein we address the following questions: (a) What is NHST? (b) What are the inherent limitations of NHST? (c) What are recommended alternatives to NHST? and (d) How can editorial policies promote adopting NHST alternatives? Using college health data from the CORE 2011 Alcohol and Drug survey, we provide a heuristic example demonstrating how effect sizes do not suffer from the same limitations as NHST.