Interpersonal consequences of legal handgun carrying on college campuses

Abstract

Objective: This study assessed whether college students felt less safe or were less likely to work with another student when they thought the person they would work with was carrying a handgun than when they did not.

Participants: Seventy participants were recruited from a public US university where campus carry was legal.

Methods: Participants were led to believe a confederate was carrying a handgun or not. Participants’ perceived safety and willingness to work with others was assessed.

Results: No difference was found in participants’ perceived safety. Participants who believed another student was carrying a concealed handgun reported they would be less likely to perform certain tasks with the handgun carrier than they would with the non-carrier.

Conclusions: People do not feel less safe around a handgun-carrying confederate and that allowing concealed handguns on campus might affect handgun carriers’ interpersonal interactions with others in suboptimal ways.     

Exploring the impact of clinical placement models on undergraduate midwifery students

BackgroundLearning undertaken through clinical placements provides up to 50% of the educational experience for students in pre-registration midwifery courses. However little is known about of the impact various models of clinical placement have on the learning experiences of undergraduate midwifery students. Two clinical placement models have been employed for undergraduate midwifery students at Monash University, including the block placement model and the continuous two days per week model.ObjectiveThis project sought to explore the learning experiences of students in these two models of placement.MethodFocus groups were held on two campuses with a total of 17 students from different cohorts and programs.DiscussionNo one type of placement was favoured over another both had benefits and disadvantages. Further, this study found that regardless of program and clinical placement model the major learning impact for students was related to the midwife they worked with each day on placement rather than to the model.ConclusionNo one type of placement was favoured over another both had benefits and disadvantages. Further, this study found that regardless of program and clinical placement model the major learning impact for students was related to the midwife they worked with each day on placement rather than to the model.     

Melancholia,Ambivalent Presence and the Cost of Gender Commentary on Paper by Meg Jay

I would like to engage three aspects of Jay's argument: first, I want to suggest that there is an important distinction to be made between melancholia and depression, and that Butler's melancholy gender depends on this distinction, which emphasizes the social and political dimensions of melancholia. Second, Jay diagnoses the theory of melancholy gender with a troubling ambivalence; I contend that this ambivalence is central to the logic of Butler's argument, and to the processes of melancholia and gendered identification, and that this ambivalence is also purposefully manifest in Freud's text. Third, Jay's piece makes a call for conceptual disarticulation in the register of foreclosure as it relates to prohibited homosexual object choice. This desire for disarticulation and anxiety about homosexual undecidability leads to the collapse of gender, sex and sexual orientation, and the result of this collapse is an ambiguous subject who emerges as reheterosexualized and normatively gendered.     

Social Work and Transitions of Care: Observations from an Intervention for Older Adults

Making the transition from hospital to home can be challenging for many older adults. This article presents practice perspectives on these transitions, based on a social work intervention for older adults discharged from an acute care setting to home. An analysis of interviews with clinical social workers who managed 356 cases (n?=?3) and a review of their clinical notes (n?=?581) were used to identify salient themes relevant to care transitions. Concepts developed and discussed identify the role of surprises after discharge, an expanded view of the client system, and relationship building as instrumental in carrying out effective care transitions.     

Imagining The Sociological Imagination: the biographical context of a sociological classic

Charles Wright Mills's arguments in The Sociological Imagination are very popular and this paper focuses on the biographical context in which his programmatic statements were occasioned. This breaks new ground by locating The Sociological Imagination and earlier programmatic statements in the professional and personal travails that motivated them. This approach is adopted in order to display the intersection between biography and sociology in Mills's life and career, a feature that he made a central part of sociology's promise. The paper utilizes this approach to reflect on the reasons why The Sociological Imagination became so popular and was able to transcend Mills's general unpopularity at the time of his death; and as part of the explanation of why the dismissal of the book on its publication contrasts with the contemporary view, enabling it to transpose successfully to a time significantly different than at its writing.     

A SIMPLE PROCEDURE FOR SAMPLING πpswor1

The author's 1963 procedure for selecting two units per stratum πpswor is generalized to any feasible fixed number of sample units. Simple closed expressions are given for the working probabilities at each draw but the formula for the joint probabilities of inclusion of pairs of units is recursive and tedious to apply. The stability of the variance estimator is believed to be close to the optimum that can be obtained using the Horvitz-Thompson estimator of total in situations where that estimator itself is optimal. Some suggestions are made for rotation of the sample.     

On the Receiving End: Women,Caring, and Breast Cancer

Gendered definitions of care influence breast cancer survivors’ coping strategies, sense of entitlement to care, and ultimately their capacity to receive care. Using qualitative data from 60 intensive interviews, this study examines how gendered definitions of care influence women’s experiences as care-receivers. Findings indicate that negotiating gender boundaries to care for the self is both empowering and stigmatizing. Women with breast cancer are required to break gender norms that stress compliance, nurturing, and putting the needs of others first to prioritize their own needs for care. Concurrently, they take on additional nurturing roles to provide support to other women with breast cancer, relinquishing to some degree the individualistic approach to life they found necessary to cope with their illness in the first place.

Exploring the care effects of multiple factors on the educational achievement of children looked after at home and away from home: an investigation of two Scottish local authorities

This paper reports the findings of a research project which explored the care factors that influence the educational achievement of looked‐after children. The project was innovative because it focused on children looked after at home and away from home. A mixed‐methods strategy was adopted to analyse data from two large Scottish local authorities. The project developed, what is to date, the largest dataset which includes variables for one‐fifth of children discharged from care in Scotland over a 5‐year period. The qualitative element of the project collected in‐depth data on the care and education experiences of looked‐after children and care leavers. The overall finding was that looked‐after children perform less well academically than their counterparts in the general school population. The empirical data indicated that factors such as placement type, reason for becoming looked after and age on becoming looked after were significant in determining educational achievement. Empirical results further indicated that looked‐after children suffered from discrimination and social exclusion in many areas of their lives, including school and where they lived.