Gender and work orientations in conditions of job insecurity

This paper explores women's and men's work orientations in conditions of job insecurity, arguing that it is time to move beyond essentalist conceptions of work orientations and central life interests in order to understand the significance of paid work in people's lives. Data from a qualitative study are presented which show that the significance of paid work and the priority given to home and work are affected by experiences of job insecurity, changing domestic circumstances and stage in the life cycle and that this is the case for both women and men. Conversely, the significance of paid work can affect how job insecurity is experienced and its impact on individuals and their families. The assumption that men's work orientations are homogeneous and that work is their central life interest is not supported by the findings presented here and it is argued that the significance of work in men's and women's lives is more variable than has hitherto been recognized. To capture this variability it is time to move away from the acrimony of the debate over women's work orientations and notions of a central life interest which underpin it.     

Methods Used with a High Ability Group

Teaching for social justice in a standards-driven social studies classroom can be challenging. However, the authors believe that there does not have to be a choice between meeting standards versus meeting the needs of students. Through semistructured interviews with four current social studies practitioners, the authors found similarities in the language the teachers used to describe the role of standards in their classrooms, teachers' perceptions of context as being important to the tension between teaching for social justice and teaching to standards, and the ways that perception impacted how they negotiated that tension. The authors offer social studies teachers an alternate conceptual frame for viewing social justice instruction in terms of methods rather than content.     

The governance self‐assessment checklist: An instrument for assessing board effectiveness

This article describes the development and validation of the Governance Self‐Assessment Checklist (GSAC). The GSAC was designed to assist boards of directors of nonprofit and public sector organizations to identify strengths and weaknesses in the governance of their organizations, educate board members about the essentials of good governance, and improve their governance practices. The instrument comprises 144 items organized into twelve subscales. The results of the study indicated that the subscales have excellent internal consistency reliability, exhibit good criterion‐related validity, and are able to discriminate between stronger and weaker aspects of board functioning. The relative strengths and weaknesses in board effectiveness were identified, and the implications of the findings for the assessment of board effectiveness and field applications of the GSAC were discussed.     

Preventing failure at school

This paper considers early educational interventions aimed at preventing school failure. It begins with a typology of prevention and intervention, then goes on to consider four specific examples of preventive interventions all aimed at avoiding or alleviating academic failure at school. (1) The High Scope pre-school programme for disadvantaged children aimed at providing a ‘better start at school'. (2) Reading Recovery, a targeted intervention aimed at getting children who show early reading difficulties ‘back on course'. (3) A Focused Literacy Programme for improving the reading of all children in disadvantaged neighbourhoods of the inner city. (4) ‘Parent involvement' programmes to improve the reading of all children in primary school through support for literacy at home. Each of the intervention strategies is described and criticised in terms of effectiveness, acceptability and generalisation. Copyright © 1999 John Wiley & Sons, Ltd.     

Risk,Media, and Stigma at Rocky Flats

Public responses to nuclear technologies are often strongly negative. Events, such as accidents or evidence of unsafe conditions at nuclear facilities, receive extensive and dramatic coverage by the news media. These news stories affect public perceptions of nuclear risks and the geographic areas near nuclear facilities. One result of these perceptions, avoidance behavior, is a form of "technological stigma" that leads to losses in property values near nuclear facilities. The social amplification of risk is a conceptual framework that attempts to explain how stigma is created through media transmission of information about hazardous places and public perceptions and decisions. This paper examines stigma associated with the U.S. Department of Energy's Rocky Flats facility, a major production plant in the nation's nuclear weapons complex, located near Denver, Colorado. This study, based upon newspaper analyses and a survey of Denver area residents, finds that the social amplification theory provides a reasonable framework for understanding the events and public responses that took place in regard to Rocky Flats during a 6-year period, beginning with an FBI raid of the facility in 1989.     

Police interviews with vulnerable people alleging sexual assault: Probing inconsistency and questioning conduct

Reporting sexual assault to the authorities is fraught with difficulties, and these are compounded when the complainant is hindered by an intellectual disability (ID). In a study of 19 U.K. police interviews with complainants with ID alleging sexual assault and rape, we found that most interviewing officers on occasion pursued lines of questioning which not only probed inconsistencies (which is mandated by their guidelines), but implicitly questioned complainants’ conduct (which is not). We detail two main conversational practices which imply disbelief and disapproval of the complainants’ accounts and behaviour, and whose pragmatic entailments may pose problems for complainants with ID. Such practices probably emerge from interviewers’ foreshadowing of the challenges likely to be made in court by defence counsel. As a policy recommendation, we suggest providing early explanation for the motivation for such questioning, and avoiding certain question formats (especially how come you did X? and why didn't you do Y?).     

Identity Development in a Transracial Environment: Racial/Ethnic Minority Adoptees in Minnesota

It has been argued that transracially adopted children have increased risk of problems related to self-esteem and ethnic identity development. We evaluated this hypothesis across four groups of transracial adoptees: Asian (n = 427), Latino (n = 28), Black (n = 6), mixed/other (n = 20), and same-race White adoptees (n = 126) from 357 adoptive families. No mean differences were found in adoptees’ ratings of affect about adoption or of curiosity about birth parents. Some differences were found in general identity development and adjustment. There were notable differences in communication about race/ethnicity across groups and between parent and child report.