From after-school to expanded learning: a decade of progress

Following a decade of rapid expansion of afterschool enrichment programs, leaders in the field are rethinking how those programs can be designed to play a larger role in supporting student achievement and development and in strengthening school reform initiatives.     

A right to benefit from international research: a new approach to capacity building in less-developed countries

This article proposes a means by which benefits provided in international research collaborations might be employed to strengthen health care, research, and other capacities in less-developed countries. The Declaration of Helsinki and CIOMS Guidelines define certain expectations of benefits, but these requirements are ambiguous, logistically problematic, and studies suggest they are inconsistently upheld. Drawing on the principle of respect for persons, a right to benefit from hosting externally-sponsored research is proposed. This right guarantees host communities benefits of a certain value, the nature and use of which is controlled by indigenous personnel. Suggestions are made as to how implementation of this right, using structured incentives, may systematically promote capacity building in host communities.     

SCHOOL QUALITY AND RETURNS TO EDUCATION OF U.S. IMMIGRANTS

Using the U.S. labor market as a common point of reference, this article investigates the influence of source country school quality on the returns to education of immigrants. Based on 1980 and 1990 census data, we first estimate country-of-origin specific returns to education. Results reveal that immigrants from Japan and northern Europe receive high returns and immigrants from Central America receive low returns. Next we examine the relationship between school quality measures and these returns. Holding per capita GDP and other factors constant, immigrants from countries with lower pupil-teacher ratios and greater expenditures per pupil earn higher returns to education.)     

Preparing Social Workers for Child Welfare Practice: An Innovative University–Agency Learning Collaborative

This paper describes the evolution of a university–community child welfare learning collaborative based on an adaptation of the teaching hospital concept. This partnership between an agency providing a range of child and family welfare services and two university units, the school of social work and outreach, was intended to accomplish multiple agency, university and community goals: implement best practices in the agency, enhance social work education, increase staff resources in child welfare, influence public policy, and improve the lives of children and families in the child welfare system. The major strategy was ‘Grand Rounds’ modeled after the system used to train medical students through multiple transactions with experts in a clinical setting. The first year was very successful, with students, agency staff and faculty giving the sessions high ratings in content, quality and utility. One key to the success of the initiative was that it was an agency‐driven process and was based on working relationships of mutual respect and trust. Building such relationships takes both time and effort. Future challenges will include garnering the resources, both human and financial, to sustain the collaboration over time.     

Children’s Scales of Pleasure and Arousal

This article introduces the Children’s Scales of Pleasure and Arousal as instruments to enable children to provide judgments of emotions they witness or experience along the major dimensions of affect. In two studies (Study 1: N = 160, 3–11 years and adults; Study 2: N = 280, 3–5 years and adults), participants used the scales to indicate the levels of pleasure or arousal they perceived in stylized drawings of facial expressions, in photographs of facial expressions, or in emotion labels. All age groups used the Pleasure Scale reliably and accurately with all three types of stimuli. All used the Arousal Scale with stylized faces and with facial expressions, but only 5-year-olds did so for emotion labels.     

资本主义:一种哲学的探询

马克思的资本主义研究在政治上是批判性的、在哲学上是“复杂”的,这是因为,他所关注的是把日常经验范畴与经济学中的“技术性”范畴联系起来的那种意义;而且他还从哲学的层面关注“经济学范畴”在经验话语中的象征维度,以及它们与各种层次上的权力不平等之间的关系。马克思很少使用资本主义,甚至资本主义生产方式的概念,而是更多地使用市民社会的生产方式概念,他在其著作中对市民社会概念的使用导致了不少的混淆。马克思的资本概念是作为推动阶级斗争并进而促成社会生产及交换关系的革命的“主发条”而存在的,虽然这一概念具有一些缺陷,但其在方法论上和某些内容上依然是阶级社会分析理论的典范。     

Validating the Gambling Functional Assessment—Revised in a United Kingdom Sample

The gambling functional assessment-revised (GFA-R) was designed to assess whether the respondent’s gambling was maintained by positive reinforcement or escape. The present study attempted to validate the GFA-R’s psychometric properties using United Kingdom (UK) university students and to compare the results to those from a sample of American university students. Two hundred seventy four UK students completed the GFA-R, and 153 also completed the South Oaks gambling screen (SOGS). Two hundred one United States (US) university students completed both measures. A confirmatory factor analysis indicated that the original model of the GFA-R provided an excellent fit for the UK data and internal consistency was high. These outcomes were similar, if not superior, to those from the US sample. SOGS scores strongly correlated with GFA-R escape subscale scores in both samples, replicating previous results. These findings indicate that the GFA-R is a valid measure for use in the UK, which is potentially useful to both practitioners and researchers. They also suggest that the strong relationship between endorsing gambling as an escape and measures of disordered gambling may be ubiquitous.     

Career Counseling Practicum: Transformations in Conceptualizing Career Issues

The authors describe how their participation in a doctoral-level career counseling practicum has influenced their perceptions of the relationship between career and personal counseling, attitudes toward career services, and career interventions skills.