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The Wikipedia (2008) entry for mathematical sociology cites four books with ‘mathematical sociology’ in the title: Coleman (1964), Fararo (1973), Leik and Meeker (1975) and Bonacich (2008). Fararo (1973, pp. 764–766) provides a guide to the literature in mathematical sociology covering journals, bibliographies, reviews and expository essays, readers, texts, original monographs and research papers. Many of the references are either broader than mathematical sociology, for example, concerning the behavioural sciences in general, or narrower, dealing with a particular topic within sociology, or concerning a related field such as social psychology. Three classical original monographs are identified: Dodd (1942), Zipf (1949) and Rashevsky (1951). Included in a second generation of monographs is Coleman's (1964) ‘An Introduction to Mathematical Sociology’. Could it be that this is the first use of the phrase ‘mathematical sociology’?

Higher replacement rates often imply higher levels of absenteeism, yet even in generous welfare economies, employers provide sick pay in addition to the public sick pay. Using comparative population-representative workplace data for Britain and Norway, we show that close to 50% of private sector employers in both countries provide sick pay in excess of statutory sick pay. However, the level of statutory sick pay is also much higher in Norway than in Britain. In both countries, private sick pay as well as other benefits provided by employers are chosen by employers in a way that maximizes profits having accounted for different dimensions of labor costs. Several health-related privately provided benefits are often bundled. In both countries easy-to-train workers, high turnover and risky work are linked to less extensive employer provision of extended sick leave and sick pay in excess of statutory sick pay. In contrast, the presence of a trade union agreement is strongly correlated with both the provision of private sick pay and extended sick leave in Britain but not in Norway. We show that the sickness absence rate is much higher in Norway than in Britain. However, the higher level of absenteeism in Norway compared to Britain relates to the threshold for statutory sick pay in the Norwegian public sick pay legislation. When we take this difference into account, no significant difference remains.

Previous literature shows that activation requirements for welfare recipients reduce welfare participation. However, the effect of mandatory activation on welfare entry and exit rates has not been fully examined. In this article, we use a rich set of register data that covers the entire population of Stockholm to study how the introduction of activation programs aimed at unemployed welfare recipients in various city districts affects the probability of individuals entering and exiting social assistance (SA). Our results show that mandatory activation has no overall average effects on SA entry or SA exit. However, we do find a significant negative effect of mandatory activation on the SA entry rate for young individuals and for unmarried individuals without children. For unmarried individuals without children, we find a positive but statistically insignificant effect on the probability to leave SA. Thus, individuals with fewer family responsibilities seem to be more responsive to the reform.

The current 5.4 million English Learners (ELs) make up the lowest performing academic group in the United States (US) today. A number of weaknesses and struggles in the field of EL education have been simmering below the surface for years, and while previously treated as an unspoken dysfunction in our education system, the inequitable treatment of ELs can no longer be ignored. There is an urgent need to ensure equitable, inclusive, high-quality educational opportunities and outcomes for ELs, including preparation for college and career readiness. This study relies on two established legal policy research methodologies, specifically the four-step method of analysis and the quantitative method of “simple-box scoring,” to systematically analyze case law outcomes and identify seven litigation trends from cases over the past 40 years. This research can provide alternative proactive remedies other than costly litigation and demonstrates the need for a more effective coordination of mechanisms to unite institutions that service ELs. This study bridges the gap of critical knowledge needed to help educators, attorneys, and professors who prepare school leaders and teachers to meet legal requirements for ELs, each of whom are entitled by law to access mainstream curriculum. Further limitations and implications are presented.

This chapter focuses on learning networks. The authors describe the six facets of knowledge networks for learning contexts. The importance of three facets is called out, including geography, topology, and nodes. The authors provide four networks, including pedagogy networks – that is, teachers, certification and professional learning networks, school networks, and informal and collaborative learning networks.