Estimating Unemployment Duration

macroeconomics, unemployment

Left Out and Left Behind: Exploring the Well-Being Costs of Leftist Ideology

Many studies have empirically explored the relationship between political ideology and psychological well-being. Less look at political ideologies which fall outside of the categories of liberalism and conservativism, such as the case in question for this study, leftism. In the present paper, I carry out a cross-sectional study of candidate risk factors on well-being associated with espoused leftist ideological views, including locus of control and experiences of workplace alienation. I drew from both psychological theory on political ideology and well-being and elements of Marxist theory to generate predictions and explain the interaction of variables and potential personal costs to leftism. My results suggest that people espousing far-left attitudes were more likely to experience workplace alienation and alienating work factors, more likely to have external locus of control positions, and more likely to have lower satisfaction with life. I also contribute to the literature on how socioeconomic status and social class relate to political ideology and well-being. I found that individuals from lower-class backgrounds were more likely to feel alienated from the workplace, more likely to have external locus of control positions, and more likely to have lower psychological well-being, but were not more or less likely to be leftists. Further analysis estimated whether locus of control and alienation factors served as mediating variables in explaining the relationship between political ideology and well-being and between social class and socioeconomic status and well-being. Keywords: Political Ideology, Marxism, Alienation, Locus of Control, Well-being, Social Class, Socioeconomic Statu

The introduction of external quality assurance in South African higher education: an analysis of stakeholder response

This is an Accepted Manuscript of an article published by Taylor & Francis in Quality in Higher Education on 30 October, available online: http://www.tandfonline.com/10.1080/13538320701629129.This paper analyses the take-up of proposals for a national quality assurance system in South Africa using different approaches to quality assurance to classify stakeholder responses to survey and interview questions. The context of the study was the introduction of an external quality assurance system for South African higher education by an agency of the Department of Education, the Higher Education Quality Committee (HEQC) in 2004. A conceptual framework using Habermas's distinctions between system and strategic action on the one hand and lifeworld and communicative action on the other was set up to map different approaches to quality assurance and to analyse the data. Stakeholder opinion on the HEQC's proposals for institutional audit and programme accreditation was gathered using survey questionnaire and depth-interview instruments. Given that quality assurance in South Africa has been conceived as a means of furthering the state's 'transformation agenda' for higher education, different and sometimes conflicting approaches to quality assurance exist in the higher education community—underpinned by different values, discourses and purposes for higher education. The study shows that these differences of opinion were shaped more strongly by the respondents' position in the social structure (apartheid defined class and race position) than by their social role (academic, manager, quality assurance manager) in the policy-making process. The paper concludes by suggesting that this finding may be explained if one understands the adoption and intended implementation of quality assurance policy to be a lifeworld matter. The contribution of Habermas' notions of lifeworld and system to conceptualising and understanding quality assurance systems is put forward

The State of Women and Girls with Disabilities in New York

This landscape analysis focuses on existing and emerging disability justice and inclusion efforts at the intersections of gender and racial justice across New York City and State, and areas for funding that would support the work of disability justice leaders and advocates.In alignment with The Foundation's mission and values, the final report of findings includes an overview of organizations leading this critical work, a spotlight on community-based leadership moving this agenda forward, and information on emerging groups supporting gender and economic equity by and for people with disabilities

Assessing Distance Perception In Virtual And Augmented Realities With Electroencephalography

A comfinding in spatial perception research is that subjects tend to underestimate distances in virtual reality compared to the real world. The degree and methods of measurement of underestimation vary between studies, but the trend of underestimation is consistent. This study uses electroencephalography as a neuroimaging technique to examine patterns of brain activity when fixating objects in near space and far space in the real world, in virtual reality, and in augmented reality. For the augmented reality condition, a custom optical see-through augmented reality head-mounted display (HMD) was built and calibrated. A calibration method was developed to correct the geometric distortion introduced by the HMD\u27s optical combiners. This method also calibrates a motion tracker mounted on the HMD to allow for tracking of head movements

Role of the Nucleus Accumbens and Mesolimbic Dopamine System in Modulating the Memory of Social Defeat in Male Syrian Hamsters (Mesocricetus auratus)

Psychological stressors such as social stress and bullying are prevalent in today’s society. Disorders such as PTSD, depression and social anxiety disorder can be either caused or exacerbated by social stress and treatment options are not always effective in providing relief for these disorders. Our laboratory studies a form of social stress termed conditioned defeat, whereby a defeated Syrian hamster no longer displays species-typical territorial aggression but instead is submissive and defensive toward an intruder in its own cage. We hypothesized that the nucleus accumbens is a necessary component of the circuit mediating the acquisition and expression of conditioned defeat and that dopamine is necessary within the nucleus accumbens for inducing memory processes as well as expression of behavioral responses to stressful situations. We also hypothesized that defeat activates dopaminergic and/or nondopaminergic neurons in the ventral tegmental area (VTA) and that dopamine released by neurons projecting from the VTA to the nucleus accumbens and basolateral amygdala (BLA) increases neuronal activation of these structures during defeat. We found that dopamine, but not GABA, modulates memory of social defeat within the nucleus accumbens. However, GABA does affect the expression of behavioral responses to social defeat. Defeat also increased Fos activation of non-dopaminergic neurons, but it did not increase activation of dopaminergic neurons. Baclofen infusion into the VTA prior to defeat, which was hypothesized to specifically inhibit dopaminergic neurons, did not affect Fos activation within the nucleus accumbens and the basolateral amygdala. These experiments determined that dopamine does modulate memory of social defeat within the nucleus accumbens, but it is currently unclear what the source of this dopamine is. Future experiments are planned to determine this source of dopamine that could be a target of treatment for disorders that are caused or exacerbated by social stress

Disciplinarity in question: comparing knowledge and knower codes in sociology

This is an Accepted Manuscript of an article published by Taylor & Francis in Research Papers in Education on 23 April 2010, available online: http://www.tandfonline.com/10.1080/02671521003592655.This paper contributes to understanding why curriculum design in a discipline with a horizontal knowledge structure is difficult, time-consuming and contested. A previous paper on the same case study in one sociology department reported that students who had completed the general sociology major found it lacking in coherence. To illustrate the problem, I selected two third-year sociology courses, Urban Studies and Diversity Studies, and set out to compare and contrast how knowledge claims are made and legitimated in these two discourses. The paper also has a methodological focus – to demonstrate the potential of systemic functional linguistics as a method of discourse analysis that can complement and deepen a sociological analysis – Bernstein's sociology of education and in particular his concept of 'grammaticality'. I seek to make explicit the basis for knowledge claims in these two sub-disciplines and then to investigate how this 'grammar' is built into criteria for assessing students. The long-term goal of this project is pedagogic – to understand how academic discourses work, in order to contribute to the development of more coherent curricula and visible pedagogies with explicit assessment criteria, for the enhancement of teaching and learning. The analysis shows that the 'grammars' of these two academic discourses (in the same discipline, sociology) are based on different ordering principles: they are based on different ontological, epistemological and methodological assumptions. The analysis also shows that the respective 'grammars' do 'get into' the assessment criteria, although in a contextually contingent manner. The paper concludes by suggesting that the use of SFL as a method of discourse analysis within a social realist sociology of education framework proved to be fruitful and worthy of further development, particularly for education development work where the quest to make explicit the criteria for producing a 'legitimate text' is critical

A 'quality revolution' constrained? A critical reflection on quality assurance methodology from the South African higher education context

This is an Accepted Manuscript of an article published by Taylor & Francis in Quality in Higher Education on 14 April 2010, available online: http://www.tandfonline.com/10.1080/13538321003679556.This paper attempts a brief meta-reflection on quality assurance policy and practice in South African higher education, with a focus on methodology. More specifically it seeks to answer the question 'What are the effects of the Higher Education Quality Committee's (HEQC) quality assurance technologies on institutional practice and how could they be more effective in achieving its mandate?' This question is pursued with regard to the failure of the quality assurance system to impact significantly on the graduation rates of African South African students, despite the South African government's (and thus the HEQC’s) explicit 'transformation agenda' for higher education