Book reviews and books received

Abstract

Occupational medicine: Principles and Practical Applications, Edited by Carl Zenz, Chicago, Year Book Medical Publishers Inc., 2nd edn, (1988). [Pp. xxiii + 1273.] £ 94. ISBN 0-8151-9865-5.

Working Lives in Catering, By Yiannis Gabriel, London, Routledge & Kegan Paul (1988). [Pp. viii + 190.] £ 19.95. ISBN 0-7102-0923-1.

Stress and Breast Cancer, Edited by Cary L. Cooper, Chichester, Wiley (1988). [Pp. x + 219.] £ 22.50. ISBN 0-471-91744-3.

Managing organisational change: human factors and automation, By Fred Fallik, London, Taylor & Francis (1988). [Pp. xiv + 157.] £ 28.00, ISBN 0-85066-363-6 (hardback); £ 14.00, ISBN 0-850366-363-8 (paperback).

Managing organisational change: human factors and automation, By Fred Fallik, London, Taylor & Francis (1988). [Pp. xiv + 157.] £ 28.00, ISBN 0-85066-363-6 (hardback); £ 14.00, ISBN 0-850366-363-8 (paperback).

The Indebted Society. Credit and default in the 1980s, By Janet Ford, London, Routledge 81 Kegan Paul, (1988). [Pp. xi + 208.] £ 12.95. ISBN 0-415-00757-7.     

Off‐Time Pubertal Timing Predicts Physiological Reactivity to Postpuberty Interpersonal Stress

We investigated associations between retrospectively assessed timing of pubertal development, interpersonal interactions, and hypothalamic–pituitary–adrenal axis reactivity to an interpersonal stress task in 110 young adult women. Participants provided salivary cortisol samples at points prior and subsequent to a video‐taped conflict discussion with their romantic partner. Participants also provided subjective global ratings of their discussion on dimensions of conflict and support. For earlier developing girls, higher levels of interpersonal conflict were associated with greater physiological stress in anticipation of the discussion task and less physiological recovery following the discussion. In contrast, for later developing girls, low levels of conflict were associated with greater anticipatory stress and less physiological recovery. These findings have implications for understanding the influence of off‐time pubertal development on the lifetime development of young women.     

Testing the Granger Noncausality Hypothesis in Stationary Nonlinear Models of Unknown Functional Form

In this article, we propose a general method for testing the Granger noncausality hypothesis in stationary nonlinear models of unknown functional form. These tests are based on a Taylor expansion of the nonlinear model around a given point in the sample space. We study the performance of our tests by a Monte Carlo experiment and compare these to the most widely used linear test. Our tests appear to be well-sized and have reasonably good power properties.     

Rural Appalachian High School Students’ College‐Going and STEMM Perceptions

The authors examined perceptions of key social cognitive career theory (Lent, Brown, & Hackett, 1994) variables related to college‐going and science, technology, engineering, math, and medical (STEMM) careers in 10th and 11th graders (N = 892) attending 3 rural Appalachian high schools. The authors examined differences in perceptions related to gender, prospective 1st‐generation college student status, and the presence or absence of aspirations to pursue a STEMM career. Young women and young men scored similarly on all but 1 dependent variable, college‐going self‐efficacy (young women scored higher). Students who had STEMM career aspirations had higher scores on every measure than those who did not. Results suggest examining a 3rd prospective 1st‐generation college student status group—students who are unsure of their parents’ education level—as a distinct group in future research. By examining the college‐going and STEMM attitudes of rural Appalachian high school students, this study advances the literature and informs practitioners on reducing educational and vocational inequalities in this region.     

The role,importance and challenges of social sciences and humanities in the work of the intergovernmental science-policy platform on biodiversity and ecosystem services (IPBES)

Qualified competences in social science and humanities are required across the various deliverables of the intergovernmental science-policy platform on biodiversity and ecosystem services (IPBES) in order to fully address the objectives of IPBES. Building integrative approaches has long been acknowledged as a scientific challenge. Hence, new paths have to be forged, including revisiting basic ontological and epistemological considerations, such as how we understand the world, what knowledge is, and the role of science. Constructive interdisciplinary dialogues in IPBES supports the development of innovative frames and terminologies. One example is the evolution from the Millennium Ecosystem Assessment ecosystem service framework to the Nature’s Contributions to People classification now applied in IPBES assessments. IPBES is still in a learning phase and critical examination of what is accomplished this far is useful when refining ongoing modes of work and in long-term strategic considerations.