A test of separate hypotheses for comparing linear mixed models with non nested fixed effects

As researchers increasingly rely on linear mixed models to characterize longitudinal data, there is a need for improved techniques for selecting among this class of models which requires specification of both fixed and random effects via a mean model and variance-covariance structure. The process is further complicated when fixed and/or random effects are non nested between models. This paper explores the development of a hypothesis test to compare non nested linear mixed models based on extensions of the work begun by Sir David Cox. We assess the robustness of this approach for comparing models containing correlated measures of body fat for predicting longitudinal cardiometabolic risk.     

Minimizing bias in clinical peer review

The chief sources of bias in peer review include the clinical outcome and the reviewer. But there are ways to mitigate any bias.     

Governing inter-organisational R&D supplier collaborations: a study at Jaguar Land Rover

This article discusses the importance of collaboration with suppliers and partners during research and development (R&D) technology projects. It details how this can be accomplished using the collaborative enterprise governance (CEG) concept to manage a technology project. CEG is based on the premise that parts of companies work with parts of other companies, which are reconfigured on dynamic bases according to a variety of different internal and external factors. This article presents an overview of the founding literature, the CEG and its methodology, and examples based at Jaguar Land Rover in the UK. CEG has been used here to explain why some technology projects have succeeded while others have done less well. This article concludes by offering new propositions, inducted through grounded theory, relating to the successful management of R&D projects, which should be picked up by future research studies in the area.     

Social Work Practice and Education in the US and Canada

This paper discusses shared origins and differences in the social work professions and education programs in the United States and Canada. Consideration is given to how the social work professions in the two countries attempt to resolve the possible inherent conflict between an emphasis on dealing with problems of individuals, with intervention approaches such as casework and therapy, and an emphasis on addressing the problems of society, with social reform intervention approaches. The paper also discusses social work employment in the U.S. and Canada and the structure of social work education in both countries, including consideration of how the profession is legally regulated in each country.     

Thinking ‘Outside the Box’: A New Approach to Integration of Learning for Practice

The integration of learning is a central goal for all professions. The question of how to bridge the gap between theory and practice, and between the classroom and the field, is one which has preoccupied social work education since its very beginnings in universities in the United Kingdom and the United States in the early twentieth century. Between 2003 and 2005, the Scottish Institute for Excellence in Social Work Education funded a project which piloted a new approach to the integration of learning for practice. This paper reports on the findings of that project, and suggests ways of taking its findings forward in the future.     

Grasping the Nettle: Integrating Learning and Practice Revisited and Re‐imagined

This paper reports on findings from a practice audit and literature review into Integration of Learning for Practice, conducted in Scotland between November 2003 and February 2004. Findings from the practice audit suggest that although the integration of learning is one of the key aspirations of social work education, and there are many different approaches currently in use which attempt to enhance learning integration, students, practitioners, service users and social work lecturers all agree that more needs to be done in this area. The review of literature indicates some ways in which this might be taken forward. The paper concludes that for integration of learning for practice to succeed, we need a re‐imagining of the traditional boundaries between field and classroom, and practice teacher and social work academic.     

A plan for helping to identify men psychologically unadapted to military service 1

Social workers increasingly practice in medical settings; however, there are few applications of clinical practice theories at their disposal. Using fictional composite cases based on the writers’ experiences in medical social work, the authors illustrate how clinical practice theories can be used in the assessment and treatment of Veterans. These cases illustrate real world applications of clinical practice theories for what is often seen as task-oriented work. The authors place case management or casework in medical settings within the confines of clinical social work and suggest clinical practice theories have important applications to these efforts.     

Internalized homophobia and depression in lesbian women: The protective role of pride

This study sought to examine the association between internalized homophobia and depressive symptoms in lesbian women, and establish whether such a relationship was mediated by collective self-esteem, self-esteem, and self-disclosure. Participants were 225 self-identified lesbian women in the community. Structural equation modeling was used to demonstrate that an underlying construct, labeled pride, reflected participants’ levels of self-esteem, collective self-esteem, and self-disclosure. Internalized homophobia was moderately and negatively predictive of pride, and pride was strongly and negatively predictive of depression. Results highlight the potentially protective role of pride in the prevention of depression among lesbian women.