Class matters in the interview setting? Positionality,situatedness and class

In this article we argue that despite methodological and analytical advancements in the field of social class research, these developments have not led to a wholehearted discussion about class positionality and situatedness in relation to interviewer–participant dynamics. Despite—or perhaps due to—this methodological gap, there remains an unspoken expectation that class matching, particularly when investigating working‐class groups and practices, is desirable as it engenders empathy on the part of the interviewer which allows for openness on the part of the participant. The team of four interviewers reflect upon their varying experiences of conducting interviews about class with a group of middle‐ and working‐class students at university, arguing that even if class matching between participant and researcher were possible, shared class position does not necessarily equate with similar life experiences, or enable a strong rapport nor a more ethical analysis or understanding of working‐class people's lives. We explore some of the complexities regarding the class‐related positions of the researchers and the participants and consequently advocate that class researchers engage in reflexive practices in order to explore the myriad ways in which the researcher's own class history and current class position both advantage and disadvantage the research process, often in unpredictable ways.     

The labour of learning to reflect

This article presents a polyphonic narrative of reflection in action across two institutional contexts; a university and a primary (elementary) school. It traces an honours student’s research on reflection and her supervisor’s reactions as reader. Both engage in construction and reconstruction of their basic beliefs about reflective practice as they engage with each other and these contexts. This research resulted in both people accepting that reflection is a public text with a specific genre to be mastered. Issues of power surround what can be shared with whom within the institutions as political sites. Students engage in strategic compliance whether to attract teachers’ attention or to avoid it. Notions of trust and openness often mask power. This article poses that learning to reflect is hard labour.     

The relationship between the transverse hymenal orifice diameter by the separation technique and other possible markers of sexual abuse

OBJECTIVE: To evaluate the relationship between the transverse hymenal orifice diameter as measured by separation technique (THODST), using a method that maximized the diameter of the hymenal orifice, and other possible markers of sexual abuse in girls from 3 through 12 years old. METHODS: Over a 10-year period, clinical information was recorded on girls referred to the WakeMed Child Sexual Abuse Team in Raleigh, NC at the time of examination. The study population comprised 1975 girls of the 2058 evaluated for sexual abuse. The girls were interviewed, examined, and tested for sexually transmitted diseases. Information from referral sources, accompanying guardians, and previous recent physical examinations was recorded. The girls were assigned to three groups based upon their risk of being sexually abused. Linear regression was performed to evaluate how well the THODST distinguished between the risk groups, as well as how it was correlated with individual established markers of sexual abuse. RESULTS: The size of the THODST did not distinguish between the three risk groups, nor did it correlate with any potential or established markers of sexual abuse other than three potential markers of hymenal trauma: narrowing of the posterior hymenal rim, hymenal tears and lacerations, and hymenal clefts between 5 and 7 o'clock in the supine position. CONCLUSION: Thus, we found the THODST as we measured it to have no value for answering the question, "Was this child sexually abused?"     

Developing a Shared Vision for Change: Moving toward Inclusive Empowerment

Research in Higher Education - Shared vision is an important process for change projects, serving to amplify success, increase participation, and erode the divide between project leaders and...     

Interpretation of children’s views by educational psychologists: dilemmas and solutions

This paper considers how listening to children’s views and taking account of them is understood in different ways by educational psychologists. Rationales for listening to children include (1) supporting their rights to express views, (2) therapeutic benefits of participation, and either (3) valuing their views as insightful contributions to problem-solving or (4) considering them as contributory factors to the problem. This creates dilemmas about interpretation on different occasions, and a range of theoretical stances are discussed in terms of how far they can support robust decision-making about this interpretation, and a practical way forward is suggested using principles based on critical realism.     

The theory of the telephone receiver

The equations connecting the winding current and diaphragm motion of a telephone receiver under impressed simple harmonic electromotive and mechanical forces are formulated under: (I) The Maxwell flux theory; (2) the magnetizing-winding theory; (3) the Ampèrean resistanceless fixed molecular circuit theory of permanent magnetism; and (4) a general molecular orbital theory of ferromagnetism. On the latter theory it is found that the coupling coefficients M and N in the equations in question are in general different, in counter-distinction to the other three theories as hitherto formulated. The flux theory is shown not to be inconsistent with this result when certain dynamical phase relations are introduced into the static flux-magnetomotive force formula (Ohm's Law analog) always employed in this theory. The Ampèrean rigid circuit theory is criticized as an inadequate dynamical representation of ferromagnetism. The magnetizing-winding theory (dynamical) is reproduced in slightly generalized form.     

A notational analysis of elite tennis strategy

A notational analysis of singles events at all four Grand Slam tournaments between 1997 and 1999 was conducted to determine the influence of the sex of the player and court surface on elite tennis strategy. Rallies of 7.1 +/- 2.0 s in women's singles were significantly longer than those in men's singles (5.2 +/- 1.8 s; P < 0.001). Rallies of 6.3 +/- 1.8 s at the Australian Open, 7.7 +/- 1.7 s at the French Open, 4.3 +/- 1.6 s at Wimbledon and 5.8 +/- 1.9 s at the US Open were recorded. Rallies were significantly longer at the French Open than at any other tournament (P< 0.05) and significantly shorter at Wimbledon than at any other tournament (P< 0.05). In women's singles, 52.8 +/- 12.4% of points were baseline rallies, significantly more than in men's singles (28.6 +/- 19%; P < 0.001). The proportion of baseline rallies played at the French Open (51.9 +/- 14.2% of points) was significantly greater than at the Australian Open (46.6 +/- 12.5%), Wimbledon (19.7 +/- 19.4%) and the US Open (35.4 +/- 19.5%; P < 0.05). The results show that both the sex of the player and surface of the court have a significant influence on the nature of singles tennis at Grand Slam tournaments.