Dynamic social security: A framework for directing change and extending coverage

The developmental path of social security organizations has typically been one of incremental but steady adaptation in order to realize improvements in organizational performance and desired social security programme outcomes. In the evolving context of ageing society and globalization, there is increasing pressure for further and more rapid adaptation. To this end, this article proposes a unifying framework for action to help all social security organizations better realize improvements in performance and desired programme outcomes. This proposed framework is called "dynamic social security". By seeking to link social security organizations' aspirations and actions more closely and positively with those of economies and society, the aim is to help better realize, at least, a basic level of social security for all.     

Exploring the Nexus Between Social Work and the Environment

Abstract

Within social work discourse, “the environment” seems inevitably to refer to the sociocultural environment. Such a focus reflects the domain that social work has defined for itself through various codes of ethics, as well as the theory and practice focus of social workers. Over a long period of time, doubt has gradually been dispelled about the effect that humankind has had on the environment, and it is now largely accepted that global warming has an anthropogenic basis. The present paper examines the place of social work in a world that is trying to come to terms with various ecological disasters, not the least of which is climate change. Social work is cast as a profession that needs to become more aware of the ways in which society is embedded in the natural world and our physical environment as a whole. The issue of social sustainability is explored as a focus for the relevance of social work knowledge and practice in this time of environmental crisis.     

Pupillary Responses to Static Images of Men and Women: A Possible Measure of Sexual Interest?

The pupil dilates to images that are arousing. In Experiment 1, we examined if the pupil’s response to brief presentations (2,000 ms) of static images could be used to identify individuals’ sexual orientation. Participants were grouped according to their self-reported gender and sexual orientation (male heterosexual, N = 20; male bisexual, N = 13; male homosexual, N = 19; female heterosexual, N = 28; female bisexual, N = 21; female homosexual, N = 17). Pupil size was monitored to images of men in seminude poses, women in seminude poses, or neutral images. Every group showed the same pattern of responses, with the greatest dilation to male images, then female images, and least dilation to the neutral images. Experiment 2 used more tightly controlled stimuli and tested at two different image durations (150 and 3,000 ms). Both heterosexual men (N = 18) and women (N = 20) showed greater pupil dilation to images of nude men than to nude women. However, in Experiment 3, where we reduced the erotic content by using images of clothed models, both heterosexual men and women showed greater pupil dilation to images of women. The results showed that while the pupil does dilate strongly to sexual imagery, its response to these brief static images does not correspond to a person’s sexual orientation in a simple manner.     

Teacher–child relationships in the context of poverty: the role of frequent school mobility

Children's relationships with their teachers are critical for classroom-based learning, but children growing up in poverty may be at risk for lower-quality relationships with teachers. Little is known about how changing schools, one poverty-related risk, affects teacher–child relationships. Using growth curve models that control for a host of other poverty-related risks, this study explores the association between children changing schools frequently (defined as three or more school moves) between preschool and third grade and the quality of their relationships with their teachers over these five years in a low-income, ethnic-minority sample. Children who frequently moved schools were reported to be less close to their teachers in third grade and experienced steeper declines in closeness than children who did not change schools frequently. Moreover, the effects of frequent school mobility at third grade were robust to other poverty-related risks, including residential mobility, parental education risk, family income, and single-parent households. Changing schools was unrelated to children's conflict with teachers. We discuss these findings in the context of policies that support students’ transitions when changing schools.