Stakeholder analysis in urban development : the application of stakeholder circle methodology and social network analysis

The increasing research interest on stakeholder analysis in urban planning reflects a growing recognition that stakeholders can and should influence the decision-making. This paper concentrates on exploring the techniques for analysing stakeholders, especially the application of the Stakeholder Circle tool and Social Network Analysis. An urban renewal project and an infrastructure project in Australia are presented as case studies to verify the use of these two techniques. The stakeholders are identified and prioritized from two different points of view, namely, the attribute evaluations in the Stakeholder Circle tool, and the relationship network analysis. The paper ends with a discussion on the strengths and limitations of the techniques for stakeholder analysis. No method for stakeholder identification and prioritization is perfect. The selection of the approaches is an art with extensive considerations of ‘when, what, and how’ to choose methods to achieve the project objectives. Each method has its own strengths and limitations. Combining several methods when necessary is the best way to analyse stakeholders.

If a holistic approach to social work requires acknowledgement of religion, what does this mean for social work education?

There is growing recognition that promoting wellbeing requires a holistic approach to social work practice which includes understanding the role of religion in the lives of service users. This is reflected in a number of mentions of religion in the new code of ethics produced by the Australian Association of Social Workers. However, any consideration of whether religion has a place in social work should not only occur at the individual level, but also consider faith-based agencies. This paper considers the implications of this for social work education in respect of developing curriculum which acknowledges the religious dimension of the lives of many service users; skill development to enable social workers to broach issues of religion with service users; and working in or with faith-based agencies.

Facial affect recognition and schizotypal personality characteristics

Aim: Deficits in facial affect recognition are well established in schizophrenia, yet relatively little research has examined facial affect recognition in hypothetically psychosis-prone or ‘schizotypal’ individuals. Those studies that have examined social cognition in psychosis-prone individuals have paid little attention to the association between facial emotion recognition and particular schizotypal personality features. The present study therefore sought to investigate relationships between facial emotion recognition and the different aspects of schizotypy.

Methods: Facial affect recognition accuracy was examined in 50 psychiatrically healthy individuals assessed for level of schizotypy using the Schizotypal Personality Questionnaire. This instrument provides a multidimensional measure of schizophrenia proneness, encompassing ‘cognitive-perceptual’, ‘interpersonal’ and ‘disorganized’ features of schizotypy. It was hypothesized that the cognitive-perceptual and interpersonal aspects of schizotypy would be associated with difficulties identifying facial expressions of emotion during a forced-choice recognition task using a standardized series of colour photographs.

Results: As predicted, interpersonal aspects of schizotypy (particularly social anxiety) were associated with reduced accuracy on the facial affect recognition task, but there was no association between affect recognition accuracy and cognitive-perceptual features of schizotypy.

Conclusions: These results suggest that subtle deficits in facial affect recognition in otherwise psychiatrically healthy individuals may be related to the vulnerability for interpersonal communication difficulties, as seen in schizophrenia.

A multidimensional framework for embedded academic skill development : transition pedagogy in social work

As a consequence of the widening participation agenda, student cohorts in Australian higher education are becoming increasingly diverse. While diversity is often characterised by a focus on culture or ethnicity, this variability also independently exists in regard to competence in academic skills (Dillon, 2007). Successfully developing discipline-specific academic skills is crucial to a student’s learning, progress and attainment in higher education. The growing recognition that students are entering Australian universities with varying levels of academic preparedness as a result of the widening participation agenda has made effective academic skill support even more important, since ‘access without a reasonable chance of success is an empty promise’ (International Associations of Universities, 2008, p. 1).

First, create goodwill : The ten commandments of social change - the case of maternity services

Professional workers - midwives and obstetricians - within 15 caseload maternity units were interviewed to evaluate their response to collaborative care models.  The evidence shows that new discourses and models have the potential to disrupt the 'silo effect' of old professional boundaries and to facilitate a realignment between midwives and obstetricians along more egalitarian lines.  However change is not automatic. Among other conditions, a coalition of 'change champions' is necessary to build cultures of respect and recognition among all staff.

Teaching critical reflection: a tool for transformative learning in social work?

In an Australian Bachelor of Social Work degree, critical reflection is a process explicitly taught in a fourth year subject to students who have returned from their first field placement experience in agencies delivering social work programmes. The purpose of teaching critical reflection is to enable social work students to become autonomous and critical thinkers who can reflect on society, the role of social work and social work practices. The way critical reflection is taught in this fourth year social work unit relates closely to the aims of transformative learning. Transformative learning aims to assist students to become autonomous thinkers. Specifically, the critical reflection process taught in this subject aims to assist students to recognise their own and other people's frames of reference, to identify the dominant discourses circulating in making sense of their experience, to problematise their taken-for -granted ‘lived experience’, to reconceptualise identity categories, disrupt assumed causal relations and to reflect on how power relations are operating. Critical reflection often draws on many theoretical frameworks to enable the recognition of current modes of thinking and doing. In this paper, we will draw primarily on how post-structural theories, specifically Foucault's theorising, disrupt several taken-for-granted concepts in social work.

Recognition culture (blog)

In response to Stuart Hall's Kilburn Manifesto where Hall considers celebrity culture as one of the inhibitors in forming a new political collective and agency, this article explores what it labels as a politics of recognition and a recognition culture and the different ways the current generation of the technologies of the social produce different formations of collectives.

Recognising user identity in twitter social networks via text mining

Social networks have become a convenient and effective means of communication in recent years. Many people use social networks to communicate, lead, and manage activities, and express their opinions in supporting or opposing different causes. This has brought forward the issue of verifying the owners of social accounts, in order to eliminate the effect of any fake accounts on the people. This study aims to authenticate the genuine accounts versus fake account using writeprint, which is the writing style biometric. We first extract a set of features using text mining techniques. Then, training of a supervised machine learning algorithm to build the knowledge base is conducted. The recognition procedure starts by extracting the relevant features and then measuring the similarity of the feature vector with respect to all feature vectors in the knowledge base. Then, the most similar vector is identified as the verified account.

The Nubians of Kenya and the emancipatory potential of collective recognition

The Nubians in Kenya, a community who have in the past been considered stateless, have recently begun to emerge from their marginal status in the country. Over the past two years, as individuals Nubians have had improved access to ID cards and as a group they received a code in the 2009 census. However these political gains are only part of a greater struggle on the part of the community to be fully recognized as a tribe of Kenya. Identity politics and claims for recognition dominate social politics in many African countries, however the normative underpinnings of these complex and often challenging claims are yet to be fully explored in the African context. Drawing on seven months of qualitative fieldwork, this article explores the emancipatory potential of collective recognition. By articulating a positive vision of the moral and political value of ethnic community, the article makes a critical contribution to theory of the politics of recognition in the African context.

Widening access to lifelong learning for adults in Ethiopia: opportunities with recognition of prior learning

Socio-economic implication of the lifelong learning for all agenda is enormous. The very idea of lifelong learning frees learning from time and space constraints. It advocates learning to be an activity of a lifetime both within and without the formal education system. The assumption is that lifelong and life-wide learning will promote competitiveness, creativity, employability and social cohesion. Taking it in the context of developing countries such as Ethiopia, lifelong learning as an educational organising principle may play a vital role in supporting efforts to eradicate illiteracy and reduce poverty. Recently, Ethiopia has introduced the third phase of their education sector development programme, which underscores the importance of adult education, and a national strategy for adult education. This paper analyses the two documents to understand the extent to which non-formal and formal education are linked, and thereby to highlight the significance of institutionalising the recognition of prior learning (RPL) to promote lifelong learning for adults and working population.

Normative gender coercion and its subversion: an autoethnography of a quest for recognition

In an attempt to shed light on non-normative gender performance, such as transgender, androgynous, sex-change or transcendent, I look at my own challenges, day-to-day tensions and the delicate balances between social subjugation, social construction and the intense searching for safe non-conformist practice. This chapter uses phenomenonological autoethnography to examine and critique the interplay between the coercive cultural forces that impacted on my life and my gender non-conformity. The commentary and interpretation on my many attempted gender performance schemes, both failed and successful, in delivering personal agency, evidence a path of living a nonconformist life in a gendered world.

Learning latent activities from social signals with hierarchical dirichlet processes

Understanding human activities is an important research topic, most noticeably in assisted-living and healthcare monitoring environments. Beyond simple forms of activity (e.g., an RFID event of entering a building), learning latent activities that are more semantically interpretable, such as sitting at a desk, meeting with people, or gathering with friends, remains a challenging problem. Supervised learning has been the typical modeling choice in the past. However, this requires labeled training data, is unable to predict never-seen-before activity, and fails to adapt to the continuing growth of data over time. In this chapter, we explore the use of a Bayesian nonparametric method, in particular the hierarchical Dirichlet process, to infer latent activities from sensor data acquired in a pervasive setting. Our framework is unsupervised, requires no labeled data, and is able to discover new activities as data grows. We present experiments on extracting movement and interaction activities from sociometric badge signals and show how to use them for detecting of subcommunities. Using the popular Reality Mining dataset, we further demonstrate the extraction of colocation activities and use them to automatically infer the structure of social subgroups. © 2014 Elsevier Inc. All rights reserved.

The effects of a course of intranasal oxytocin on social behaviors in youth diagnosed with autism spectrum disorders: A randomized controlled trial

Background There is increasing interest in oxytocin as a therapeutic to treat social deficits in autism spectrum disorders (ASD). The aim of this study was to investigate the efficacy of a course of oxytocin nasal spray to improve social behavior in youth with ASD. Methods In a double-blind, placebo-controlled trial across two Australian university sites between February 2009 and January 2012, 50 male participants aged between 12 and 18 years, with Autistic or Asperger's Disorder, were randomized to receive either oxytocin (n = 26) or placebo (n = 24) nasal sprays (either 18 or 24 International Units), administered twice-daily for 8 weeks. Participants were assessed at baseline, after 4- and 8-weeks of treatment, and at 3-month follow-up. Primary outcomes were change in total scores on the caregiver-completed Social Responsiveness Scale and clinician-ratings on the Clinical Global Impressions-Improvement scale. Secondary assessments included caregiver reports of repetitive and other developmental behaviors and social cognition. Clinical trial registration: Australian New Zealand Clinical Trials Registry www.anzctr.org.au ACTRN12609000513213. Results Participants who received oxytocin showed no benefit following treatment on primary or secondary outcomes. However, caregivers who believed their children received oxytocin reported greater improvements compared to caregivers who believed their child received placebo. Nasal sprays were well tolerated and there was no evidence of increased side effects resulting from oxytocin administration. Conclusions This is the first evaluation of the efficacy for a course of oxytocin treatment for youth with ASD. Although results did not suggest clinical efficacy, further research is needed to explore alternative delivery methods, earlier age of intervention, and the influence of caregiver expectation on treatment response.

Calculating student aspiration: Bourdieu, spatiality and the politics of recognition

This paper reports on a recent study of aspirations for higher education by secondary school students from disadvantaged backgrounds in regional Australia. At the same time, it goes in search of explanations that transcend a Bourdieuian account of aspirations as produced by and reproductive of cultural histories and dominance, given the apparent inadequacy of these accounts in redressing disadvantage. To this end the authors distinguish between historicising and spatialising aspirations, taking up Appadurai’s notion of navigational capacity as a way of advancing greater agency for disadvantaged groups. Data from the research inform the analysis, including the mediation of students’ desired futures by their perception of what is possible given their differentiated locations and access to resources. It is concluded that while this spatial turn in theorising aspiration has potential for changing the terms of recognition internal to disadvantaged communities, there remain structural limits on change ‘from below’.