Building a youth-led movement to keep young people out of the adult criminal justice system

Through the lens of the Youth Art & Self-empowerment Project (YASP), this article explores the impact that the adult criminal justice system has on young people and how young men and women in Philadelphia are organizing to challenge that system. YASP has developed an innovative model for supporting and training young people in Philadelphia's adult jails and recently released from the adult jails to build a youth-led movement to repeal adult transfer laws in Pennsylvania. Through stories of personal experience and collective struggle, this chapter illustrates the power of young people taking back control of their city, their state, and their own destinies.     

Evaluating the outcomes of intensive critical thinking instruction for social work students

Social workers require critical thinking skills to analyse situations which present themselves in the course of professional work and in making decisions about the most appropriate forms of social work intervention. The 4-year Bachelor of Social Work degree at the University of Newcastle, Australia, introduced an intensive instructional unit on critical thinking at the beginning of the final year of the course. The Cornell Critical Thinking Test, the Ennis—Weir Essay Test and a qualitative student self-appraisal were administered to students in the fourth year of the degree prior to the intensive instructional unit on critical thinking and again after the unit had been completed. From the results it was concluded that explicit and concentrated instruction on critical thinking assisted social work students to improve their critical thinking abilities and to identify principles of critical thinking.     

Urbanization policy: Lessons from South America for South Africa?

South African cities are currently moving through a critical period in the history of their development. Rates of growth over the last few years have been unprecedented and many of the factors which shape urban development (legislation, institutional structures, government spending patterns and so on) are currently undergoing significant transformation. Factors such as these have given rise to a concern that South African cities may face collapse if emerging problems are not addressed, and there has been intensified interest in the arena of urban policy. A significant feature of many of these current policy initiatives is that they look to other parts of the world (and frequently to South American countries) for “lessons” in solving the problems of urban settlement. This paper examines the feasibility of adopting policy models from elsewhere io address local development problems, and focuses specifically on the question of a national urban settlement strategy for South Africa. The paper concludes that a high degree of local specificity exists, and the simplistic adoption of foreign policy models can have a negative impact on attempts here to meet growing urban needs.     

Problem-Based Learning: An Integration of Theory and Field

Abstract

This article comments on the weaknesses of conventional field education models and presents a problem-based learning (PBL) model piloted at the University of Hong Kong. The PB Lprogram has three components: paper cases, skills workshops, and field project. Its aim is to help students integrate social work theories with practice and build their competence in self-directed learning. Findings on the preliminary assessment of the students' learning are reported. The experience was generally positive. The tutors' opinions of how the PBL program can fit in a social work curriculum and contribute to student learning are included, and the author describes the types of support required for model implementation.     

Entrepreneurship – A Suitable Case for Sociological Treatment

Entrepreneurs are of great interest inside and outside the academic world. But there are considerable ambiguities and confusions about the nature of entrepreneurship among members of the public and entrepreneurship scholars alike, with the latter typically failing to locate entrepreneurial activities fully in their historical and societal contexts. Even work in the sociology of entrepreneurship is achieving less than might be expected in this respect. To overcome these problems it is helpful to return to basic sociological principles associated with Durkheim, Weber and Wright Mills and work with two newer sociological concepts; those of ‘institutional logics’ and ‘situated creativity’. Working in this way encourages us to drop entirely the analytical concept of ‘entrepreneur’ and to study, instead, ‘entrepreneurial action’– a concept which enables us to appreciate the relationship between the making of adventurous, creative or innovative exchanges in societies and both the organisational and the societal/institutional/historical settings in which these comes about – for better or worse.     

Exploring normativity in disability studies

Normativity is a concept that is often misapplied in disability studies, especially in ‘postconventional’ accounts, where the concept is conflated with ‘normal’, ‘normate’, or ‘standard’. This article addresses this confusion, explores the meaning and use of ‘normativity’, and presents some analytic tools to discuss normative issues of right and wrong. The article finishes by discussing examples where conceptual confusions result in confused normative judgments focusing in particular on agency, responsibility and moral status. The article argues that disability research should carefully consider the use of theories and empirical knowledge in the light of their ethical implications as well as the lived experiences of disability.     

An Opportunistic Field Experiment in Community Water Conservation

This quasi-experimental, seven-year study evaluated the effectiveness of an educative versus a price structuring approach to the strategic management of domestic water consumption. The Knowledge, Attitudes, and Behavior scales of the Water Survey Questionnaire (Watson, Moore, McLachlan, Bradley & Murphy, 1988) measured the effects of the two strategies on water conservation. Two thousand six hundred parents, teachers, high, and elementary students in cross-sectional and longitudinal samples were measured in three data gathering rounds at the first, fourth, and seventh years. In the educative phase between the first and second rounds, water conservation increased. Although there was no significant change in behavior, some decline in positive attitudes and intentions occurred during the price structuring phase between the second and third rounds. The implications of these findings are discussed in relation to other studies. Findings on the stability of inter-group and inter-variable relationships and on the consistency of the measuring instrument across time are also presented and discussed.