SCIENCE IMPACT ASSESSMENT AND PUBLIC POLICY

In recent years a number of important science policy issues have rentered on questions about the social utility of science. The field of knowledge systems accounting has evolved as a special form of social impact assessment to observe and measure the impact of science on society. A system of social impacts of science (SIS) indicators has been developed as an attempt to represent these complex patterns and relationships. In the final analysis, the causal relevance of science to social performance depends on our capacity to link the complex knowledge system of modern science to the achievement of social goals.     

A ‘Life-Style Choice’ or a Philosophical Belief?: The Argument for Veganism and Vegetarianism to be a Protected Philosophical Belief and the Position in England and Wales

Liverpool Law Review - The recent judgment in Casamitjana Costa v The League Against Cruel Sports in England and Wales held that ethical veganism was a protected philosophical belief under...     

Preliminary Development of the Student Perceptions of School Safety Officers Scale

Research suggests that the safer students feel at school, the more likely they are to feel connected and able to focus on learning. Thus, measuring students’ experiences with a school safety officer (SSO) is essential to understand the connection between officer engagement and students’ safety. This study’s purpose was to evaluate a SSO scale among 1,065 adolescents. Results suggest the SSO scale displayed excellent internal consistency estimates, construct validity via factor analysis, convergent validity with the School Climate Measure, discriminant validity with key demographic variables, and known-groups validity among students who reported fighting at school. Positive perceptions of SSOs also significantly increased with frequency of contact. The SSO scale is a preliminarily valid measure, potentially useful in research, screenings, and/or evaluation efforts to improve student engagement with SSOs.     

A Comparison of Different Age Estimation Methods of the Adult Pelvis

The adult human pelvis is useful to estimate age because it contains three age indicators—the pubic symphysis, auricular surface, and acetabulum. This study tested the accuracy, inaccuracy, and bias of age estimation from the Suchey‐Brooks pubic symphysis, Osborne auricular surface, Rissech and Calce acetabulum aging methods, and a summary age of these indicators. The study sample consisted of 212 White individuals with known age and sex from the William M. Bass Donated Skeletal Collection. The Rissech method performed the best, was the most accurate method with smallest inaccuracy and bias, followed by the Osborne, Suchey‐Brooks, summary age, and then Calce methods. Though the Pearson correlation showed only the Suchey‐Brooks method to correlate significantly with known age, it is likely the Suchey‐Brooks study sample coincidentally reflected the age distribution of this test sample. Results suggested that Bayesian prediction may improve age estimation and should be applied to other age indicators.     

Competence-Related Abilities and Psychiatric Symptoms: An Analysis of the Underlying Structure and Correlates of the MacCAT-CA and the BPRS

The current study used confirmatory factor analysis to examine the factor structures of two instruments commonly used in the assessment of competency to stand trial--the MacArthur Competence Assessment Tool--Criminal Adjudication (MacCAT-CA) and the Brief Psychiatric Rating Scale (BPRS). Results revealed support for the three-subscale factor structure of the MacCAT-CA defined by the authors of the instrument; for a slightly altered three-factor structure defined by Zapf, Skeem, and Golding (2005, Psychological Assessment, 17, 433-445); and for the four symptom clusters of the BPRS as defined by Hedlund and Vieweg (1980, Journal of Operational Psychiatry, 11, 48-63). In addition, exploratory factor analysis of all 24 items of the BPRS revealed a five-factor structure. Correlations between psychiatric symptoms, symptom clusters, and competence-related abilities were also examined using the previously identified and the newly identified factor structures of the MacCAT-CA and the BPRS. Significant relations between symptoms and psycholegal abilities are discussed.     

The European ‘Other’ in Poland’s Conservative Identity Project

Since taking office in November 2015, Poland’s conservative government has pressed for a sweeping reinterpretation of the past, and a re-envisioning of the future, of the political community. This conservative identity project idealises the allegedly fully sovereign Poland of the interwar period and repudiates the normative commitments underpinning Poland’s accession to the European Union. The worldview of the conservative government’s liberal critics, by contrast, represents a fusion of the inclusive nationalism asserted in opposition to communist rule with the affirmation of a European identity. The reawakening of historically resonant debates about the nature of Poland’s European-ness, emphasizing the centrality of the (Western) European ‘other’ in Poland’s national idea, carries significant implications for its relations within the international environment.     

Self- and Peer-Identified Victims in Late Childhood: Differences in Perceptions of the School Ecology

Patterns of adjustment for youth victimized by peers vary depending on whether youth are identified as victims through self-reports, peer-reports, or both. In order to provide more targeted strategies that may help mitigate negative consequences associated with specific victimization groups, more information is needed about how these youth perceive their school ecology (bullying and academic ecology), their feelings of school belonging, and their valuing of school. Based on the convergence of self- and peer-reports of victimization, we identified four victim groups from a sample of students in 5th grade classrooms (N?=?1360; 52.8% girls, 53.1% White, 34.6% Black or Hispanic, 12.2% Native American, Asian, or other) using Latent Profile Analysis (LPA): convergent victims (high self- and peer-reports), self-identified victims (high self-, low peer-reports), peer-identified victims (low self-, high peer-reports), and nonvictims (low self- and peer-reports). Convergent victims’ perceptions were similar to nonvictims with key differences being convergent victims’ greater willingness to protect peers being bullied but lower feelings of school belonging compared to nonvictims. Peer-identified and self-identified victims perceived differences in the bullying and academic ecology including peer-identified victims’ greater willingness to protect peers and expectations for more peers to encourage bulling against them compared to self-identified victims. However, both peer- and self-identified victims perceived greater emotional risk of participating in class and had lower feelings of school belonging compared to nonvictims. Implications for supporting youth with divergent self- and peer-reported victimization status as they transition to middle school are discussed.