Expressing Induced Emotions Through Free Dance Movement

The aim of this study was to examine the effect of two basic emotions, happiness and sadness, on dance movement. A total of 32 adult participants were induced to feel emotional states of either happiness or sadness and then danced intuitively to an emotionally ‘neutral’ piece of music, composed specifically for the experiment. Based on an Effort-Shape analysis of body movement, full body movement was captured and seven different movement cues were examined, in order to explore whether differences in corporeal articulations between the happy and sad condition existed. Results revealed that in the happy condition, participants moved faster, with more acceleration, and made more expanded and more impulsive movements than in the sad condition. Results are discussed with respect to possible consequences for future research on human movement.     

The Dutch IOR Approach to Organizational Design: An Alternative to Business Process Re-engineering?

This paper presents the current Dutchsociotechnical design approach to integralorganizational renewal in a contextual way. Both itsdesign theory and intervention processes are reviewedand some aggregated empirical evidence is presented. Next, thepaper compares the ideas developed in the Dutch approachto those presented in its American, Scandinavian, andAustralian counterparts. It is concluded that, at a meta-level, they all share the ideal ofparticipative democracy, while at the conceptual level,these distinctive approaches appear quite incompatible.Notwithstanding substantial diversity, it is presumed these approaches can be seen as localmanifestations of a single sociotechnicalparadigm.     

Informing the Public About Uncertain Risks

Many problems arise in connection with the communication of risk information. In this article the content of the information communicated is taken as a starting-point for analyzing the risk communication process. We studied the way in which authorities communicated health risks to local residents in Dutch soil pollution situations and found that communication problems were characterized more by misunderstanding and conflict between parties with different views and interests than by a lack of understanding. Therefore, it is important to look more closely at the way the communicators of information (in our cases, officials) select risk information from risk assessments, and to study the effects that the information selected has on the receivers (in our cases, residents). Both the process of selection by the officials and the process of interpretation by the residents will be shown to be influenced by the different institutional backgrounds. The article presents a new approach to risk communication. Both the risk information presented by the authorities and the public reactions to this risk information are considered to reflect the institutional background of authorities and residents, and can be analyzed in these terms. Such an approach has consequences for the study of risk communication and the manner in which it is practiced.     

Estimation of the Force of Infection from Current Status Data Using Generalized Linear Mixed Models

Based on sero-prevalence data of rubella, mumps in the UK and varicella in Belgium, we show how the force of infection, the age-specific rate at which susceptible individuals contract infection, can be estimated using generalized linear mixed models (McCulloch & Searle, 2001). Modelling the dependency of the force of infection on age by penalized splines, which involve fixed and random effects, allows us to use generalized linear mixed models techniques to estimate both the cumulative probability of being infected before a given age and the force of infection. Moreover, these models permit an automatic selection of the smoothing parameter. The smoothness of the estimated force of infection can be influenced by the number of knots and the degree of the penalized spline used. To determine these, a different number of knots and different degrees are used and the results are compared to establish this sensitivity. Simulations with a different number of knots and polynomial spline bases of different degrees suggest - for estimating the force of infection from serological data - the use of a quadratic penalized spline based on about 10 knots.     

Communicating Risks and Benefits from Fish Consumption: Impact on Belgian Consumers' Perception and Intention to Eat Fish

Communicating about the health effects of fish and seafood may potentially result in a conflict situation: increasing intake is desirable because of health and nutritional benefits, but higher consumption may also lead to an increased intake of potentially harmful environmental contaminants. In order to anticipate the communication challenge this conflict may pose, the research presented here aimed to assess the impact of risk/benefit communication on Belgian consumers' fish consumption behavior and fish attribute perception. Data were collected in June 2005 from a sample of 381 women, aged between 20 and 50 years. An experimental design consisting of four message conditions (benefit‐only; risk‐only; benefit‐risk; and risk‐benefit) combined with three information sources (fish and food industry; consumer organization; government) was used. Exposure to the benefit‐only message resulted in an increase from a self‐reported fish consumption frequency of 4.2 times per month to an intended fish consumption frequency of 5.1 times per month (+21%), while fish attribute perceptions only marginally improved. The risk‐only message resulted in a strong negative perceptual change in the range of two points on a seven‐point scale. This translated into an 8% decrease of behavioral intention (from eating fish 4.5 times per month to an intention of eating fish 4.1 times per month). Balanced messages referring to both risks and benefits yielded no significant change in behavioral intention, despite a significant worsening of fish attribute perception. The presentation order of benefits and risks in the balanced message showed a tendency to affect both behavioral intention and attribute perception, with the first message component being most influential. Information source did not yield any significant impact either on behavioral intention or on attribute perceptions, independent of the message content. The results from this study provide valuable insights for future risk/benefit and balanced communication about seafood.     

Equality of Opportunity versus Equality of Opportunity Sets

We characterize two different approaches to the idea of equality of opportunity. Roemer’s social ordering is motivated by a concern to compensate for the effects of certain (non-responsibility) factors on outcomes. Van de gaer’s social ordering is concerned with the equalization of the opportunity sets to which people have access. We show how different invariance axioms open the possibility to go beyond the simple additive specification implied by both rules. This offers scope for a broader interpretation of responsibility-sensitive egalitarianism.     

Explorative study into support needs of caregivers in short-term foster care regarding problem behaviour and dealing with biological parents

Family supporting foster care (FSFC) is a directly accessible, short-term and preventive form of foster care for children under the age of 12. Caregivers in this type of foster care need comprehensive support to deal with their complex tasks. In this contribution, the support needs arising from the behaviour of the foster child as well as concerning dealing with the biological parents of 85 Flemish FSFC-parents are examined, as these are areas FSFC-parents specifically ask support for. These support needs are evaluated for possible links with child and foster parent characteristics. More experienced foster parents and foster parents with a foster child showing more externalising problem behaviour ask for more support in managing the child's behaviour.     

Environmental Sustainability and Social Work: A Rural Australian Evaluation of Incorporating Eco-Social Work in Field Education

Climate change poses significant threat to the wellbeing of global society. Addressing this change has as yet generated no fixed blueprint for social work practice and education. This paper reports on a formative evaluation of one Australian initiative to address this transformative opening in social work field education. Prompted by service users' and workers' experience of the impact of drought, a rurally located social work course team amended the field education curriculum to include a focus on Environment and Sustainability. This learning goal was added to the existing learning goals derived from the Australian Association of Social Workers (AASW) Practice Standards. Students and field supervisors were surveyed on their experience of meeting this new learning goal. While most expressed confidence in understanding the concepts involved, they clearly lacked assurance in interpreting these in practice encounters. Considering their qualitative input suggests that this topic is making a transition from being on the margins of social work to becoming mainstream. Their open-ended responses indicate that the incorporation of environmental sustainability into practice is at a threshold stage of development. Further enactment of eco-social work at the local level is concluded to be supported by using a transformative learning framework in facilitating critical reflection and collaborative dialogue for effective change.     

The Integration of Personal and Professional Selves: Developing Students' Critical Awareness in Social Work Practice

How social work students incorporate personal and professional selves in the contexts of field education represents a cornerstone of effective and sustainable practice. This paper presents a qualitative component of a study that tracked 15 third-year bachelor of social work students across their first field placement to document their use of self, critical reflections and experiential learning. The project examined students' assessed ‘use of self’ assignments to understand their capacity for and development of critical awareness across this placement. Students were most articulate in being able to identify stressful situations that arose from placement in terms of what they were thinking (mind) and feeling (emotion) and to a much lesser extent to what they were sensing (body). Over time, students demonstrated a growing critical awareness to better identify and respond to their self-reported tensions. The findings provide developmental insights into how students integrate personal and professional selves and potentially shift from reflective and reflexive practices to incorporating praxis in their work. Through considering the linkages between self and practice, this paper explores student experiences whilst on placement and the associated developmental tasks of critical awareness.