Summary of the Workshop on Issues in Risk Assessment: Quantitative Methods for Developmental Toxicology

This report summarizes the proceedings of a conference on quantitative methods for assessing the risks of developmental toxicants. The conference was planned by a subcommittee of the National Research Council's Committee on Risk Assessment Methodology ⁴ in conjunction with staff from several federal agencies, including the U.S. Environmental Protection Agency, U.S. Food and Drug Administration, U.S. Consumer Products Safety Commission, and Health and Welfare Canada. Issues discussed at the workshop included computerized techniques for hazard identification, use of human and animal data for defining risks in a clinical setting, relationships between end points in developmental toxicity testing, reference dose calculations for developmental toxicology, analysis of quantitative dose-response data, mechanisms of developmental toxicity, physiologically based pharmacokinetic models, and structure-activity relationships. Although a formal consensus was not sought, many participants favored the evolution of quantitative techniques for developmental toxicology risk assessment, including the replacement of lowest observed adverse effect levels (LOAELs) and no observed adverse effect levels (NOAELs) with the benchmark dose methodology.     

Nondictatorially independent pairs

Suppose that social welfare function f satisfies the Pareto condition and has complete and transitive values. On a domain satisfying the free quadruple property, if the outcome set X has m< outcomes, then the set of pairs of distinct alternatives on which f satisfies both independence and nondictatorship contains at most the fraction 2/m of all pairs. On a domain satisfying the free six-tuple property, if X is a subset of Euclidean space then the set of pairs on which f satisfies both independence and nondictatorship has Lebesgue measure zero.Campbell's research was financed by the National Science Foundation, grant SES 9209039.     

Touristic authenticity,touristic angst,and modern reality

The tourist has become the symbol of a peculiarly modern type of inauthenticity. This paper explores the criticisms that have been directed at the reality experiences of the tourist. In so doing, the following inexhaustive typology of touristic realities is developed: 1) the first-order or true tourist, 2) the second-order or Angst-ridden tourist, 3( the third-order or anthropological tourist, and 4) the fourth-order or spiritual tourist. Each of these types represents a progressively more intense search for reality through travel. Each is, however, criticized for participating in its own form of inauthenticity.After exploring the reality experiences and criticisms of each of these travellers, the paper turns the tables on the cultured despisers of tourism to argue that perhaps the lowly first-order tourist is not so inauthentic after all. True, this traveller may not be having a real heroic adventure, but such is not the goal. Rather, the reality experienced by the first-order tourist is a pleasurable liberation from the normal concerns of everyday life which simultaneously reaffirms commitment to that reality. Quite frequently the first-order tourist is less concerned about having a real experience in the visited place than in experiencing family and friendship relationships-relationships completely ignored by the anti-touristic tourists in their search for authenticity in someone else's reality.The author would like to thank Peter L. Berger, Harry C. Bredemeier, Warren I. Susman, and M. Kathy Kenyon for their comments and suggestions on earlier versions of this paper. This research was supported in part by NIMH grant no. 5 T32 NH14660.     

Are sex differences in nonverbal and verbal behavior generalizable to mentally retarded persons?

Sex differences in three communication behaviors consistently found to be more common among females than males — smiling, gazing at one's partner, and sentence complexity — were examined through analysis of interviews with 78 institutionalized mentally retarded adults. While females were significantly more likely than males to smile or laugh, and tended to use longer, more complex sentences, the commonly observed sex difference in gazing failed to generalize to a retarded sample. These findings clarify limits on the generalizability of sex differences beyond college students and other normal populations.This research was partially supported by a grant to the Texas Tech University Research and Training Center in Mental Retardation from the Rehabilitation Services Administration, Department of Health Education, and Welfare.     

Organizations as the building blocks of social inequalities

Most contemporary inequalities emerge in and are constituted through organizations. In this article, we review research at the intersection of organizations and inequalities, bringing the organizational literature and social stratification literature into conversation with one another. In doing so, we outline an emerging theoretical perspective, Relational Inequality Theory (RIT), that helps to make sense of how inequalities emerge within and between organizations. RIT places social relations within organizational contexts as constitutive of inequalities in access to organizational resources such as income, jobs, and respect. Much research supports theorizing inequalities as emerging through social relations within organizations, and we suggest comparative organizational designs as the key methodological strategy to study organizational inequalities.     

Academic Entrepreneurship: Time for a Rethink?

Academic entrepreneurship, which refers to efforts undertaken by universities to promote commercialization on campus and in surrounding regions of the university, has changed dramatically in recent years. Two key consequences of this change are that more stakeholders have become involved in academic entrepreneurship and that universities have become more ‘strategic’ in their approach to this activity. The authors assert that the time is ripe to rethink academic entrepreneurship. Specifically, theoretical and empirical research on academic entrepreneurship needs to take account of these changes, so as to improve the rigour and relevance of future studies on this topic. We outline such a framework and provide examples of key research questions that need to be addressed to broaden understanding of academic entrepreneurship.