How do we Know What we Know?

2017 ◽  
Author(s):  
Adam M. Messinger
Keyword(s):  
Time Frame ◽  
Future Research ◽  
Probability Sampling ◽  
Measurement Issues ◽  
Policy Practice ◽  
Future Policy ◽  
Survey Methodologies

This chapter details the challenges in studying LGBTQ IPV and tips for improving future research. It begins by examining differing epistemologies (i.e., beliefs about what research is and is not capable of learning) and how this has informed the types of research scholars have been willing to conduct. Given that the vast majority of LGBTQ IPV research thus far has involved survey methodologies—be it qualitative or quantitative, entailing interviews or questionnaires—the chapter then moves into two of the key hurdles in conducting surveys on this topic. First, IPV measurement issues are addressed, including differentiating IPV from other types of interpersonal crimes, sensitivity versus specificity in IPV survey measurement, not omitting or merging distinct types of IPV, choosing an appropriate time frame in which IPV may have occurred, adequately distinguishing victimization from perpetration, and adequately designing IPV measures for LGBTQ populations. Second, population issues are unpackaged, including how to define the LGBTQ population, challenges in probability and non-probability sampling, and a series of additional sampling issues. The chapter concludes with implications for future policy, practice, and research.

What is LGBTQ Intimate Partner Violence (IPV)?

2017 ◽  
Author(s):  
Adam M. Messinger
Keyword(s):  
Sexual Minority ◽  
Race And Ethnicity ◽  
Partner Violence ◽  
Quantitative Data ◽  
Time Frame ◽  
Intimate Partner ◽  
Population Estimates ◽  
Policy Practice ◽  
Self Defense ◽  
Future Policy

This chapter synthesizes research on the nature of LGBTQ IPV, including the tactics comprising and the prevalence of each form of IPV (psychological, physical, and sexual IPV, along with intimate-partner homicide), its directionality (i.e., how common it is that one or both partners in a relationship uses IPV tactics, as well as how motivations like self-defense color the so-called mutual-battering debate), where and when it occurs, and outcomes for victims. Where possible, estimates within LGBTQ populations are broken down by sexual orientation, gender identity, trans*-cisgender identity, race and ethnicity, age, and nationality. Comparisons are likewise drawn between sexual minority and heterosexual victims as well as between trans* and cisgender victims. Given that methodological differences have the potential to substantially impact results, an effort is made to largely make apples-to-apples comparisons between similar studies (such as by comparing studies using the same IPV lifetime victimization time frame), and IPV frequency findings are divided into those emerging from probability versus non-probability sampled studies. Quantitative data in this chapter, as well as throughout the book, is leaned on for population estimates, which is then repeatedly contextualized with high-detail qualitative data. The chapter concludes with implications for future policy, practice, and research.

Undergraduate Social Welfare Policy Debates: An Assessment of Outcomes Using the Policy Debate Rating Scale

2009 ◽  
Vol 14 (1) ◽  
pp. 63-82
Author(s):  
Stan Bowie
Keyword(s):  
Social Welfare ◽  
Learning Outcomes ◽  
Rating Scale ◽  
Welfare Policy ◽  
Social Welfare Policy ◽  
Future Research ◽  
Policy Debate ◽  
Policy Practice ◽  
Policy Debates ◽  
Future Policy

This research empirically assessed the learning outcomes of structured debates in an undergraduate social welfare policy course. The longitudinal mixed-method study represents the only one in the literature on social policy debates in undergraduate social work education. For the five cohorts of students surveyed, the Policy Debate Rating Scale assessed learning outcomes on cognitive, behavioral/affective, and comparative perspective dimensions. The results showed strong evidence of higher level learning and supports the use of active learning to promote critical thinking, public speaking, and policy practice skills among social workers. Implications for future policy practice such as the need for more instruction on dialectics, differential perspectives, and improved designs for future research are discussed.

Computed Tomography (CT) Attenuation Value in Relation with Body Dimension, Gender and Age in Malay population: A Literature Review

2020 ◽  
Vol 5 (1) ◽  
pp. 12
Author(s):  
Siti Aisyah Munirah Bohang ◽  
Zainul Ibrahim Zainuddin ◽  
Norhanna Suhoimi
Keyword(s):  
English Language ◽  
Region Of Interest ◽  
Time Frame ◽  
Future Research ◽  
Body Dimension ◽  
Attenuation Value ◽  
Gender And Age ◽  
Ct Attenuation ◽  
Malay Population ◽  
Ct Attenuation Value

Interaction of CT’s x-ray beams with patient resulted in attenuation process and there are various factors affecting CT attenuation values. The aim of this review is to examine the existed literatures regarding the concept of attenuation in CT and its relationship with body dimension, gender and age in Malay population. Guided by primary question, literature searches were conducted using the established online database; SCOPUS and PubMed. The time frame for literatures was from 2000 to 2019 and only literatures in English language were selected. The size of body dimension has affected the CT attenuation value but it also depending on the type of tissue presence within the region of interest (ROI) such as muscle and fat tissues. Due to larger body framework and higher amount of skeletal muscle mass theoretically males would have higher CT attenuation value than female. CT attenuation value reduces with aging process. Asians including Malay population have smaller body dimension than Caucasians and the mean attenuation value of abdominal region in Asians could differ from 20 HU. Thus, there is a need for future research to investigate the interrelatedness of attenuation in CT (HU) and body dimension within Malay population and close this gap of knowledge. 

scholarly journals Phishing for Long Tails: Examining Organizational Repeat Clickers and Protective Stewards

SAGE Open ◽  
2021 ◽  
Vol 11 (1) ◽  
pp. 215824402199065
Author(s):  
Matthew Canham ◽  
Clay Posey ◽  
Delainey Strickland ◽  
Michael Constantino
Keyword(s):  
Research Effort ◽  
Time Frame ◽  
Future Research ◽  
Negative Behaviors ◽  
Computer Abuse ◽  
Positive Behaviors ◽  
Phishing Attacks ◽  
Long Tails ◽  
Motivated Behaviors ◽  
External Actors

Organizational cybersecurity efforts depend largely on the employees who reside within organizational walls. These individuals are central to the effectiveness of organizational actions to protect sensitive assets, and research has shown that they can be detrimental (e.g., sabotage and computer abuse) as well as beneficial (e.g., protective motivated behaviors) to their organizations. One major context where employees affect their organizations is phishing via email systems, which is a common attack vector used by external actors to penetrate organizational networks, steal employee credentials, and create other forms of harm. In analyzing the behavior of more than 6,000 employees at a large university in the Southeast United States during 20 mock phishing campaigns over a 19-month period, this research effort makes several contributions. First, employees’ negative behaviors like clicking links and then entering data are evaluated alongside the positive behaviors of reporting the suspected phishing attempts to the proper organizational representatives. The analysis displays evidence of both repeat clicker and repeat reporter phenomena and their frequency and Pareto distributions across the study time frame. Second, we find that employees can be categorized according to one of the four unique clusters with respect to their behavioral responses to phishing attacks—“Gaffes,” “Beacons,” “Spectators,” and “Gushers.” While each of the clusters exhibits some level of phishing failures and reports, significant variation exists among the employee classifications. Our findings are helpful in driving a new and more holistic stream of research in the realm of all forms of employee responses to phishing attacks, and we provide avenues for such future research.

scholarly journals Equality in the Youth Court: Meaning, Perceptions and Implications of the Principle of Equality in Youth Justice

Youth Justice ◽  
2021 ◽  
pp. 147322542110134
Author(s):  
Yannick van den Brink
Keyword(s):  
Conceptual Model ◽  
Ethnic Minorities ◽  
Fundamental Principle ◽  
Future Research ◽  
Youth Justice ◽  
Specific Context ◽  
Youth Court ◽  
Low Socioeconomic ◽  
Policy Practice ◽  
Theoretical Perspectives

Equality is a fundamental principle, also in youth justice. Nevertheless, children from ethnic minorities, children with disabilities and children from low socioeconomic backgrounds are vastly overrepresented in youth detention populations across the globe. This article combines interdisciplinary theoretical perspectives and empirical findings from interviews with practitioners from two English youth courts to explore the meaning, perceptions and implications of the principle of equality in the specific context of the youth court. Ultimately, this article presents the first contours of a conceptual model of equality in the youth court, which aims to inform policy, practice and future research.

scholarly journals Long-Term Effects on Loneliness of a Computer-Tailored Intervention for Older Adults With Chronic Diseases: A Randomized Controlled Trial

2021 ◽  
pp. 089826432110150
Author(s):  
Janet M. Boekhout ◽  
Esmee Volders ◽  
Catherine A. W. Bolman ◽  
Renate H. M. de Groot ◽  
Lilian Lechner
Keyword(s):  
Older Adults ◽  
Randomized Controlled Trial ◽  
Chronic Diseases ◽  
Controlled Trial ◽  
Social Activity ◽  
Time Frame ◽  
Future Research ◽  
Long Term Effects ◽  
Randomized Controlled ◽  
Social Loneliness

Objectives: This study explores the effects of the Active Plus intervention aiming to decrease loneliness among older adults (>65 years) with chronic diseases. Methods: A randomized controlled trial (RCT) was performed (N = 585; age: M = 74.5 years, SD = 6.4), assessing loneliness at baseline, 6 months and 12 months. Outcome measures in the multilevel linear regression analyses were total, social and emotional loneliness. Results: At 12 months, significant decreases in total ( B = −.37, p = .01) and social loneliness ( B = −.24, p = .02) were found. Age was a significant moderator for total and social loneliness; however, the intervention was effective only for participants aged 80 years and older. Discussion: The Active Plus intervention showed a significant decrease in total and social loneliness and was especially beneficial for the vulnerable age group of 80 years and older. A more comprehensive tool for measuring social activity and mobility impairments, and using a longer time frame to detect loneliness changes, may form interesting future research.

Commentary on “Diabetes and people with learning disabilities: issues for policy, practice and education”

2020 ◽  
Vol 25 (1) ◽  
pp. 35-39 ◽  
Author(s):  
Brianne Redquest ◽  
Yona Lunsky
Keyword(s):  
Health Care ◽  
Learning Disabilities ◽  
Health Care Providers ◽  
Diabetes Care ◽  
Future Research ◽  
Care Providers ◽  
Family Carers ◽  
Content Type ◽  
Policy Practice

Purpose There has been an increase in research exploring the area of intellectual and developmental disabilities (IDD) and diabetes. Despite being described as instrumental to diabetes care for people with IDD, the role and experiences of family carers, such as parents and siblings, are often neglected in this research. However, it is clear that family carers do not feel that they have sufficient knowledge about diabetes. The purpose of this commentary is to extend the content from “Diabetes and people with learning disabilities: Issues for policy, practice, and education (Maine et al., 2020)” and discuss how family carers can feel better supported when caring for someone with IDD and diabetes. Design/methodology/approach This commentary discusses specific efforts such as STOP diabetes, DESMOND-ID and OK-diabetes for people with IDD including family carers. Encouragement is given for health care providers to recommend such programmes to people with IDD and their family carers. It is also suggested that health care providers involve family carers in diabetes care planning and implementation for people with IDD. Findings It is hoped that if changes are made to current diabetes practices and more research with family carers is conducted, diabetes prevention and management for people with IDD will be more successful and family carers can feel more confident in providing support to their loved ones. Originality/value Research exploring the role of family carers in diabetes care for people with IDD and diabetes is very limited. This commentary makes recommendations to help family carers feel better supported in their role. It also provides areas for future research.

Alignment of Supplementary Aids and Services With Student Needs and Placement

2021 ◽  
Vol 59 (3) ◽  
pp. 187-203
Author(s):  
Samantha Gross Toews ◽  
Russell Johnston ◽  
Jennifer A. Kurth ◽  
Andrea L. Ruppar ◽  
Jessica A. McQueston ◽  
...  
Keyword(s):  
Social Communication ◽  
Low Frequency ◽  
Future Research ◽  
Behavior Support ◽  
Significant Disabilities ◽  
Policy Practice ◽  
Placement Decisions ◽  
Communication Needs ◽  
Educational Placements ◽  
And Behavior

Abstract Trends in the supplementary aids and services (SAS) written in individualized education programs (IEPs) for students with significant disabilities (a) in different educational placements, (b) with and without behavior support plans (BSP), and (c) with and without complex communication needs (CCN) are examined using multivariate analysis of variance. Results show no significant differences in SAS for students across separate, resource, and inclusive placements. Students with BSPs had significantly more collaborative and behavior SAS than those without BSPs. Students with CCN had significantly more social-communication SAS than those whose IEPs indicated little to no communication support needs; however, 51.1% of students with CCN had no social-communication SAS. Findings raise concern around the extent to which SAS are considered before placement decisions, the high frequency of paraprofessional support for students with BSPs, and the low frequency of social-communication SAS written for students with CCN. Implications for policy, practice, and future research are provided.

Implementing the Australian Curriculum for Students With Disabilities in Specialist Settings: Teachers’ Professional Learning Experiences and Preferences

2018 ◽  
Vol 42 (02) ◽  
pp. 127-142 ◽  
Author(s):  
Julie M. McMillan ◽  
Karyn L. Carson ◽  
Peter M. Walker ◽  
Anna G. Noble ◽  
Jane M. Jarvis ◽  
...  
Keyword(s):  
Learning Communities ◽  
Students With Disabilities ◽  
Professional Learning ◽  
Online Survey ◽  
Learning Experiences ◽  
Future Research ◽  
Special Schools ◽  
Australian Curriculum ◽  
Perceived Needs ◽  
Policy Practice

Commentary on the introduction of the Australian Curriculum (AC) has reflected a tension for educators of students with disabilities (SWD) between in-principle support for a curriculum that is inclusive of all students and the challenge of translating a general framework into relevant, individualised learning experiences appropriate for all SWD. In this paper, we report on findings from the second part of a national online survey in which we explored the perceptions and practices of 151 educators of SWD in specialist settings (special schools, disability units co-located at mainstream schools, special classes within mainstream schools) in relation to the AC. Specifically, these findings relate to the professional learning (PL) experiences and perceived needs of educators of SWD related to the AC and their advice to policymakers about the AC for SWD. Consistent with previous research, participants expressed a preference for PL experiences delivered on site, facilitated by content experts over extended periods, with opportunities for demonstration and targeted feedback, and in the context of collegial learning communities. In addition, participants raised concerns about the extent to which the AC is fully inclusive of all SWD. Implications for policy, practice, and future research are discussed.

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