A Web-based review of sexual and reproductive health services available at colleges and universities in Georgia

Objective: Although two-thirds of graduating high school seniors attend college or university in the U.S., there is a paucity of national or state specific research regarding SRH services available on or near college and university campuses.

Methods: A review of websites for all colleges and universities in Georgia was conducted to evaluate sexual health services available on campuses and evidence of referral to community providers.

Results: Of 96 colleges in Georgia, 44 had campus-located health centers, with only 3 at two-year colleges. Overall SRH service provision was low, with great variation between colleges. Distances between colleges and Title X clinics ranged from 0.33 to 35.45 miles.

Conclusions: Many students lack access to campus health centers, and information on college websites regarding SRH service availability and referrals differs dramatically between campuses. In the absence of robust campus-located services, schools should highlight where students can obtain comprehensive SRH care in the community.     

Racial Authenticity and Familial Acceptance Among Transracial Adoptees: A Bothersome Bargain of Belonging

Transracial adoption in the United States has increased significantly in recent years. Crossing the color line within the intimate familial sphere has important implications for how institutions such as the family enable and constrain individuals' identity work. We explore how transracial family members utilize racial stereotypes and racialist understandings in everyday life, employing 30 in‐depth, life‐story interviews with both transracial adoptees and their white siblings. In attempts to accomplish a sense of belonging and authenticity, we argue that both transracial adoptees of color and their white siblings experience divergent and paradoxical expectations of familial and racial authenticity. We find that although they often utilized “color capital” in a quest for racial authenticity, in certain spaces and environments, they were expected to eschew their nonwhite identity and embrace “acting white” as purported by white family members and their “white debt” approach to racial socialization. This study adds nuance to the question of how families navigate the enduring power of the color line in relation to the reproduction of both material inequalities and racial discrimination.     

Are fire services ‘extremely gendered’ organizations? Examining the Country Fire Authority (CFA) in Australia

Emergency management organizations often have military‐based histories and continue to maintain militaristic styles of operation. Similar to the military, these organizations tend to be male dominated and culturally masculinized. The militarization and masculinization of rural fire services in Australia are generally unrecognized but highly important elements defining these organizations, and the example of the Country Fire Authority (CFA) is considered here. Using a cultural artefacts approach, historical and contemporary elements of the CFA's structure and practice are analysed using the concept of an ‘extremely gendered’ organization, with a focus on how the CFA is structurally and culturally gendered. We argue there is value in expanding the notion of ‘extremely gendered’ institutions beyond the military, to include other militarized organizations. Doing so not only helps to better understand and address resistance to change and gender equality measures, it also draws attention to the important role that such organizations play in the greater patriarchal order.     

Experience with a multi-year fleet planning model

The fleet planning problem requires determination of the changing airline fleet mix based on existing traffic levels and projected growth, on the existing fleet, various aircraft types available in the future, and other operational and financial considerations. Several applicable mathematical formulations have been reported. One of these has been programmed for the computer and used by the authors for several years. This paper discusses the application of that model to real airline planning situations. Such practical experience has effected changes in the program and the manner it is used in fleet planning studies.     

Self-managed Supervision

The growth of professional supervision in social work has been accompanied by complex attempts to theorise key elements of supervisory practice and highlight the need to further examine what constitutes supervisory support in current regulatory environments. Changes in human service organisations resulting from new public management generate a need to theorise broader patterns of support available to human service workers. This article draws on an electronic, mixed-method self-reporting study of advice and support-seeking behaviours of 193 human service professionals in 3 South Australian organisations. The findings indicate the fluidity of current professional supervision practice, with workers seeking professional wisdom, identifying practice direction, and debriefing with a range of colleagues within and outside their organisation. Accordingly, the article confirms that supervisors should no longer be thought of as the sole providers of professional advice and support for human service workers and conceptualises the workers as active agents shaping their own learning.     

Room at the academy? People with learning difficulties and higher education

This article considers the contributions of people with learning difficulties to an undergraduate degree programme in Learning Disability Studies at the University of Manchester. It begins with an evaluation of models of disability and their implications for the study and production of knowledge about learning disability. It then goes on to explore the role of people with learning difficulties—and the place of their experiences and knowledges—both on the Learning Disability Studies programme and within the academy. Drawing on the experience of the Learning Disability Studies programme, it argues for the inclusion of people with learning difficulties in learning, teaching and research.