Labour Market Policies in Times of Crisis: A Reaction Function Approach for the Period 1985–2010

This article examines the reaction function of labour market expenditure to unemployment in 24 OECD countries, over the period 1985–2010, using the OECD panel data. The level of public debt is also introduced as a factor that is likely to influence these expenditures. Using a fixed‐effect model with interaction terms, this research focuses on two periods of crisis (1992–93 and 2007–09). The results confirm the counter‐cyclical variation of labour market policy expenditures. Nevertheless, the sensitivity of labour market expenditure to the economic cycle has in general decreased and the policy mix has changed. This could result from the important labour market reforms undertaken in the last 20 years.     

Constructions of a Lynching

This paper examines the effects of white violence as carried out against a subordinate black community in a small southern town during 1900. The aftermath, as perceived by present-day residents, and the emergent constructions of the event are explored. It is suggested that the present reality constructions of blacks and whites continue to reflect the significance these historical events have had for group meanings and intergroup relations.     

Financing of college education by single-parent and two-parent families

The financing of college education by male and female single-parent families and two-parent families is compared. Female single parents are at a significant disadvantage in being able to accumulate funds, but this is partially offset by financial aid. Variables accounting for significant variation in the parents' contribution to student education expenses are: public versus private school, financial aid, parents' saving behavior, students' contribution, race, and family type. The amount of parental contribution is positively correlated with parent net worth, family per capita income, and total student cost; it is negatively correlated with age of the student.This study utilized data from the National Postsecondary Education Student Aid Study prepared for the National Center for Education Statistics, U. S. Department of Education, by Westat, Inc. Partial support for the research was supplied by the College of Human Ecology and the Computer Science Center of the University of Maryland. The author expresses her appreciation to the Editor and Reviewers for their valuable suggestions.Her research interests include personal finance, family resource management, and personal factors affecting the handling of money. She is a graduate of Berea College, Berea, KY, and received both the M. Ed. and Ed. D. from The Pennsylvania State University.     

Synthesizing ENABLE-AGE Research Findings to Suggest Evidence-Based Home and Health Interventions

ABSTRACT

As the quest for knowledge translation from research to practice and policy contexts is growing stronger, researchers need to develop strategies for synthesizing research findings. Since home environments constitute an important context for the delivery of health care and social services to older adults and people aging with disabilities, research in this field can serve as an example for such endeavors. Using 35 original publications and one unpublished doctoral dissertation based on the European ENABLE-AGE Project, we aimed to demonstrate a systematic approach to synthesize research findings generated by large research projects as the basis for evidence-based interventions. The synthesized findings highlighted the complex interactions between objective and perceived aspects of housing and aspects of health in very old age, impacting on, for example, residential decision making. Independence in daily activity is influenced by the sociocultural care and service context. A familiar and safe neighborhood, a social network, and a good supply of services are important to perceptions of participation. Going further, we suggest housing-related interventions that address problems and challenges related to ongoing demographic changes. This article contributes to the development of strategies for knowledge translation, connecting research and practice and policy contexts struggling to meet the societal challenges that accompany population aging.     

Effects of a Differential Observing Response on Intraverbal Performance of Preschool Children: A Preliminary Investigation

Axe (2008) speculated that some instances of intraverbal responding might be associated with limited or delayed acquisition because they require discrimination of multiple components of verbal stimuli. Past studies suggest that acquisition of responses under control of complex, multicomponent antecedent stimuli (e.g., conditional or compound stimulus control) can be facilitated with the introduction of a differential observing response (DOR; Dube & McIlvane, 1999; Gutowski, Geren, Stromer, & Mackay, 1995). The purpose of the current study was to evaluate the effects of a DOR (i.e., repeating the question) on intraverbal responding with six neurotypical preschool children. Findings included that (a) accuracy of intraverbal performance increased when the experimenter prompted a DOR; (b) 1 of 6 participants overtly emitted the DOR for a second relation in the absence of prompts, which was correlated with increased accuracy; and (c) following mastery, response accuracy was variable for 3 participants. Based on these findings, prompted DORs may offer an effective, if temporary, aid to intraverbal instruction for neurotypical preschool children.     

Older Adults Navigating Medicare: When Benefits Are Denied

Guided by Bourdieu's theory of practice and symbolic violence, this qualitative study explored experiences and perceptions of elderly beneficiaries who had been denied rehabilitation services by Medicare. In semistructured interviews, 12 beneficiaries or family members told of the physical, psychological, and financial consequences of service denial/termination. The resulting perception of Medicare was as a cumbersome, difficult to negotiate system. Findings have implications for future research on service denial and indicate the need for better communication with, and support of, consumers by health care professionals when this occurs.     

Different problems – same treatment. Swedish juvenile offenders in community‐based rehabilitative programmes

Ginner Hau H, Smedler A‐C. Different problems – same treatment. Swedish juvenile offenders in community‐based rehabilitative programmes Int J Soc Welfare 2011: 20: 87–96 © 2009 The Author, Journal compilation © 2009 Blackwell Publishing Ltd and the International Journal of Social Welfare. Young delinquents may be regarded as children in need of rehabilitation or as offenders deserving of consequences proportional to the committed crime. The focus has increasingly been on the latter, while research shows that individual risk assessment is essential for effective rehabilitation. This study explored self‐reported history of antisocial behaviour among Swedish male offenders 15–17 years of age (n= 189) who were sentenced to participate in rehabilitative programmes conducted by local social services. Antisocial behaviour was extensive and, according to a principal component analysis, consisted of three dimensions: (i) adolescent delinquency; (ii) violence and theft; (iii) drug‐related crimes. Using cluster analysis, the participants were divided into four subgroups representing different levels and characteristics of delinquency, which explained 73 per cent of the variance in antisocial behaviour. The conclusion is that assignment to rehabilitative programmes appeared unrelated to subgroups, i.e. to risk level. Organisational obstacles to an evidence‐based practice are discussed.     

Critical autism studies: exploring epistemic dialogues and intersections,challenging dominant understandings of autism

In this paper we explore how our cultural contexts give rise to different kinds of knowledges of autism and examine how they are articulated, gain currency, and form the basis for policy, practice and political movements. We outline key tensions for the development of critical autism studies as an international, critical abilities approach. Our aim is not to offer a cross-cultural account of autism or to assume a coherence or universality of ‘autism’ as a singular diagnostic category/reality. Rather, we map the ways in which what is experienced and understood as autism, plays out in different cultural contexts, drawing on the notion of ‘epistemic communities’ to explore shifts in knowledge about autism, including concepts such as ‘neurodiversity’, and how these travel through cultural spaces. The paper explores two key epistemic tensions; the dominance of ‘neuro culture’ and dominant constructions of personhood and what it means to be human.     

The militarisation of English schools: Troops to Teaching and the implications for Initial Teacher Education and race equality

This article considers the implications of the Troops to Teaching (TtT) programme, to be introduced in England in autumn 2013, for Initial Teacher Education (ITE) and race equality. TtT will fast-track ex-armed service members to teach in schools, without necessarily the requirement of a university degree. Employing theories of white supremacy, and Althusser’s (1971 Althusser, Louis. 1971. “Ideology and Ideological State Apparatuses.” In Lenin and Philosophy and Other Essays, edited by, Althusser Louis, New York: Monthly Review Press. Accessed September 10. http://www.marxists.org/reference/archive/althusser/1970/ideology.htm [Google Scholar]) concept of Ideological and Repressive State Apparatus, I argue that this initiative both stems from, and contributes to, a system of social privilege and oppression in education. Despite appearing to be aimed at all young people, the planned TtT initiative is actually aimed at poor and racially subordinated youth. This is likely to further entrench polarisation in a system which already provides two tier educational provision: TtT will be a programme for the inner-city disadvantaged, whilst wealthier, whiter schools will mostly continue to get highly qualified teachers. Moreover, TtT contributes to a wider devaluing of current ITE; ITE itself is rendered virtually irrelevant, as it seems TtT teachers will not be subject specialists, rather will be expected to provide military-style discipline, the skills for which they will be expected to bring with them. More sinister, I argue that TtT is part of the wider militarisation of education. This military-industrial-education complex seeks to contain and police young people who are marginalised along lines of race and class, and contributes to a wider move to increase ideological support for foreign wars - both aims ultimately in the service of neoliberal objectives which will feed social inequalities.