Risk,interest groups and the definition of crisis: the case of volcanic ash

This paper considers a key aspect of the ‘risk society’ thesis: the belief that we should be able to manage risks and control the world around us. In particular it focuses on the interface between risk and risk events as socially constructed and the insights that ‘critical situations’ give us into ‘the routine and mundane’, the otherwise taken for granted assumptions underlying risk regulation. It does this with reference to the events precipitated by the April 2010 volcanic eruption in the Eyjafjallajökull area of Iceland. The resulting cloud of volcanic ash spread across Europe and much of Europe's airspace was closed to civil aviation for six days, with far reaching consequences including huge financial losses for airlines. The social processes of defining and reacting to risk and crisis both reveal and generate dilemmas and challenges in regulation. This paper examines the role of different interest groups in defining risk expectations and thereby redefining the ash crisis as a regulatory crisis.     

Book reviews

New scholarship on rape in American history

Sex Without Consent: Rape and Sexual Coercion in America. Edited by Merril D. Smith. New York: New York University Press, 2001, 308 pages. Cloth, $60.00; paper, $19.50.

The enigma of sexual desire

Sexual Appetite, Desire and Motivation: Energetics of the Sexual System. Edited by Walter Everaerd, Ellen Laan, and Stephanie Both. Amsterdam, Netherlands: Knaw Edita, 2001, 156 pages. Paper, NLG 80.00, Euro 36.30.

American sex in the private and public sectors

Sex, Love, and Health in America: Private Choices and Public Policies. Edited by Edward O. Laumann and Robert T. Michael. Chicago, IL: The University of Chicago Press, 2000, 535 pages. Hardcover, $48.

Enlarging the landscape of sexual pleasure

Good Sex: Feminist Perspectives from the World's Religions. Edited by Patricia Beattie Jung, Mary E. Hunt, and Radhika Balakrishnan. New Brunswick, NJ: Rutgers University Press, 2001, 220 pages. Cloth, $50.00; paper, $20.00.

Another stab at sexual theory

The Role of Theory in Sex Research. Edited by John Bancroft. Bloomington, IN: Indiana University Press, 2000, 366 pages. Cloth, $49.95.     

Femininity and family planning

Kosnik, Anthony, William Carroll, Agnes Cunningham, Ronald Modras and James Schulte. Human Sexuality: New Directions in American Catholic Thought. New York, N. Y.: Paulist Press, 1977. 320 pages. $8.50.

Lloyd, Robin. For Money or Love: Boy Prostitution in America. Introduction by Birch Bayh. New York: Vanguard Press, 1976. 236 pages. $8.95.

Sagarin, Edward. “Prison Homosexuality and Its Effect on Post‐Prison Sexual Behavior.” Psychiatry, August 1976, 39 (3), 245–257.     

The Importance of Social Cues for Discretionary Health Services Utilization: The Case of Infertility

Infertility is a discretionary health condition; although it carries with it important life course implications, treatment is rarely necessary for health reasons. Sociological theories of medical help‐seeking emphasize demographic factors, perceived need, and enabling conditions in health services utilization, but we find that social cues are also strongly associated with health services utilization for infertility. Adjusted for conventional predictors of medical help‐seeking, several social cue indicators have significant associations with utilization, including having friends and family with children, perceiving infertility stigma, and having a partner and/or family member who encourages treatment. Perceived need accounts for the largest portion of the variation in utilization. Enabling conditions explain less of the variance than social cues. Social cues should be especially important for discretionary health services utilization. Studies of service utilization for discretionary health conditions should explicitly incorporate a range of measures of social cues into their models.     

South African NGOs and the public sphere: between popular movements and partnerships for development

This article examines the widespread notion that post‐apartheid democracy can be deepened and civil society strengthened by NGO activities in the sphere of public debate and participation. I focus on a number of interrelated processes which I argue may compromise NGOs' ability to expand the public sphere: first, donors' overwhelming focus on NGOs as the sole representative of civil society may contribute to a homogenous and institutionalised public sphere; second, the tendency for NGOs to be drawn into partnerships with government bodies and corporate sponsors casts doubt on their ability to open up spaces for critical public debate. By directing attention to popular movements as potentially offering a site for the production of critique, NGOs' relationships to such movements are examined. It is argued that attention must be paid to the processes of NGO‐isation and reformism by which NGOs themselves come to define what civil society should be and may consequently contain counterpublic spheres.     

Human Development Education for Social Workers in Multicultural Societies

In many countries, social workers are faced with the challenge of tailoring their practice to the diverse needs of children and families in multicultural realities. Our training and teaching practices, however, lag behind in their readiness to face this challenge. Attempts to reconcile cultural perspectives and postmodernism with the traditional goals of human development education are generally premised on the following assumptions: (a) postmodernist education fosters the ability to think critically and question assumptions underlying claims to knowledge; (b) theories should be evaluated for their usefulness and applicability to a more equitable society; and (c) a dialogic model of education in human development highlights the ‘inherently polysemous’ nature of human existence rather than transmitting a codified body of knowledge. The paper calls attention to the challenges of cross‐cultural psychology, indigenous psychology and postmodern critique and offers the means of confronting these challenges. Examples are based on teaching experiences in Israel and the US.     

Using an Online Support Site to Extend the Learning to a Graduate Field Practicum in the United States

An online support site was constructed for graduate social work students at San Diego State University in California during their first‐year field practicum. A study was conducted to explore and describe the attitudes of these students toward the usefulness of the site's online features. Students participated in the site through the Blackboard Software Platform by adding discussion threads to asynchronous forums on an online discussion board, receiving information through online announcements, accessing field‐related materials through the site, and engaging in an online network. The most useful forum was related to the learning plan that students were required to complete in planning and organizing their field practicum experience. Students reported that the most useful feature of the site was the ability to access timely information through the online announcements from the Field Education Program.     

Applying Complexity and Emergence in Social Work Education

Complexity theory provides social work educators, researchers, and evaluators with a promising approach for examining the concepts of interconnectedness, non‐linearity and emergence. This paper introduces complexity theory, provides an example in which a large international non‐governmental organization developed the capacity to address the issue of human trafficking, and discusses implications for applying this approach to social work education coursework. Social work applications of complexity range from understanding emerging social movements, to encouraging human rights and resiliency in target populations, to understanding the interdependencies of communities.     

Virtual Social Work Education—Theory and Experience

This paper critically analyses the experience of providing social work education over the Internet. It argues that the interactivity and responsivity integral to e‐learning are significant capabilities that can facilitate the kind of student centred learning in social work that is consonant with the emerging consensus on effective educational and professional practices. Associated with this it argues that e‐learning better provides equality of access and opportunity to a diverse range of students to pursue social work education through the creation of critical mass and technological adaptations to diverse needs. Research with a group of students who have pursued online learning is presented. The research indicates that though e‐learning is largely considered a positive and enabling experience by students, it is still experienced as isolating by most. A balance therefore needs to be struck in future between face to face and online interaction ensuring students are not isolated and that infrequent use of e‐learning does not delay engagement with the medium and the passing of online developmental milestones. This paper concludes that there is a longer term future for e‐learning within social work education but that this future needs to be based on androgenic constructivist strategies to student learning and a responsive blend of online and physical interactivity.