Of half-bloods and street dogs,Arnold Clavio vs. the Azkals: discourses and definitions of national identity

Football might not be as popular as basketball in the Philippines, but it has a loyal following. In 2012, broadcaster Arnold Clavio claimed that members of the Men’s National Team, the Azkals, were not true Filipinos. Most of the Azkals are children of Filipinos and foreign nationals, and spent their childhood abroad. Clavio’s statement prompted an online writing storm, which the researcher analyzed to examine how Filipinos constructed their identity. Analysis showed that Azkals supporters constructed the Filipino as a ‘citizen of the world’, with a dynamic identity defined by individual emotions. Clavio supporters tended to construct the Filipino as a ‘citizen of the country only’, with an identity fixed by location and acted out in culture. The debate centred on whether Filipino identity could be inherited but changed, or was fixed and immutable. These struggles raise interesting questions on national identity and unity, whether or not football is involved.     

The Year 2000 Problem and Ethical Responsibility: A Call to Action

Many organizations have made substantial progress in solving the year 2000 computer problem, while many others lag perilously behind. With the year 2000 deadline looming ever closer, this article examines several key issues, including the nature of the year 2000 problem itself, its potential to do harm, the progress that organizations have made to date on this issue, and factors that have worked to inhibit or facilitate organizational responses to this problem. An ethical analysis of the year 2000 problem is presented that reveals that both top management and IS professionals have an ethical responsibility to act on this issue. Organizations are urged to make the completion of their year 2000 problem efforts a top priority, because it is their responsibility and it serves as an investment for the future.     

Statistical design,models and analysis for the job change framework

The author wishes to thank David R. Black and Teri A. Loughead for their invitation to contribute this paper, and for stimulating his interest in models of job change. Research on this paper was supported, in part, by NSF grant DMS-8901922.     

WHO ACHIEVES LEVEL 2 QUALIFICATIONS DURING ADULTHOOD? EVIDENCE FROM THE NCDS

ABSTRACT:  This paper describes the characteristics of people who return to learning to achieve at least a level 2 qualification, drawing on the 1958 National Child Development Cohort Study. Results show that adults who gained level 2 were more likely than those who did not to have been engaged in a range of learning activities at earlier ages, including learning during childhood, staying in education during adolescence and undertaking courses leading and not leading to qualifications during adulthood. The factor that has the highest impact on progression by age 33 and by age 42 is early school attainment. This means that for individuals who do well at school there is a greater chance of achievement of qualifications during adulthood, even when this qualification is not achieved by age 23. We further find that socioeconomic constraints in adulthood may be less of a barrier to progression than is often believed. Taking together, these findings suggest that the main focus should be on paying particular attention to attitudinal barriers to learning, rather than just being concerned with removing economic and social constraints.     

On discriminating temporal relations: Is it relational?

Pigeons were presented on each trial with a pair of keylight stimuli that varied in duration. One of two subsequent choices was reinforced, depending on which of the two stimuli was longer. For some pairs, the duration of one stimulus was predictive of relative duration, but for other pairs, absolute duration was unpredictive. Choice responses depended on relative differences between the stimuli, but were also controlled to some degree by absolute duration of the second member of the pair. Individual differences in control by absolute and relative duration were evident. Those pigeons whose behavior was most influenced by absolute duration showed poorer transfer to a different set of duration pairs.     

Equitable research: a bridge too far?

This paper is written in response to Angela Chapman and Allan Feldman’s research study, “Cultivation of science identity through authentic science in an urban high school”. I utilize this forum piece to extend the call for “awakening a dialogue” that critically assesses the effectiveness of current K-12 science education research in addressing the needs of populations of color. I take the opportunity to first discuss elements of what an equitable research focus might look like. I finish by critiquing and ultimately commending the authors on the degree to which they succeed in demonstrating an equitable approach to the design and carrying out of their study.