Classifying At‐Risk High School Youth: The Influence of Exposure to Community Violence and Protective Factors on Academic and Health Outcomes

Using cluster analysis, 789 predominately Latino and African American high school youth were classified into varying academic at‐risk profiles using self‐reported levels of academic confidence, motivation to attend school, perceived family support, connections with teachers and peers, and exposure to violence. Six clusters emerged, 5 of which were identified as “at‐risk.” The clusters were examined in relation to academic stress, health status, grades, and school retention. Exposure to violence was one distinguishing feature of youth identified as most vulnerable, vulnerable, and resilient; however, youth identified as resilient recorded better academic outcomes.     

Constituents’ economic interests and senator support for spending limitations

Peltzman [Peltzman, S., 1984. Constituent interest and congressional voting. Journal of Law and Economics 27, 181–210] argues that if constituents’ economic interests have well-defined “winners and losers” and are appropriately measured, then constituents’ economic interests, and not legislator ideology, are the most important determinates of legislator voting. We test Peltzman's theory by examining senatorial voting on three mandated spending limitation bills. We find, consistent with Peltzman's theory, that the ratio of federal spending in a senator's state to federal taxes paid by that state, and not a senator's personal ideology, matters on legislation where there are well-defined economic “winners and losers.” This is particularly important because unlike other constituents’ economic interest measures that only impact a fraction of the constituency, the ratio of federal spending to federal taxes in a state represents the economic interests of all the constituents in a state.     

Attracting Micro‐Enterprises To Learning

Micro‐enterprises, i.e. firms with less than 10 employees, are traditionally the hardest to engage in learning; they are also least likely to participate in such measures as business advice and guidance provision and initiatives to support information communication technology (ICT) adoption. Through a community‐based initiative initially targeting parents (unemployed or employed) to participate in ICT, 30 micro‐enterprises were attracted to learning for the first time. These companies had carefully avoided similar initiatives taking place locally, which emphasized business success and growth; they had only participated in this ICT skills training because of their children. The paper takes a case study approach to evaluate the reasons for participation, explores barriers and implications for those organizing similar activities, and calls for a more holistic view of owners and managers of small firms as fathers, mothers, etc. rather than just as ‘entrepreneurs’.     

The Effect of Learning Experiences and Context on Infant Imitation and Generalization

Over the first years of life, infants gradually develop the ability to retrieve their memories across cue and contextual changes. Whereas maturational factors drive some of these developments in memory ability, experiences occurring within the learning event may also impact infants' ability to retrieve memories in new situations. In 2 experiments we examined whether it was possible to facilitate 12‐month‐old infants' generalization of learning in the deferred imitation paradigm by varying experiences before or during the demonstration session, or during the retention interval. In Experiment 1, altering the length, timing, or variability of training had no impact on generalization; infants showed a low, but consistent level of memory retrieval. In Experiment 2, infants who experienced a unique context for encoding and retrieval exhibited generalization; infants who experienced the context prior to the demonstration session, or during the retention interval, did not. Specificity is a robust feature of infant memory and is not substantially altered by encoding experiences in an observational learning paradigm. Previous history with a learning environment can, however, impact the flexibility of memory retrieval.     

Spaces of Participation in Pre‐School: Arenas for Establishing Power Orders?

This article reports an ethnographic study of pre‐school children's social knowledge domains. Results show how the children's shared knowledge concerning social status and social differentiation in the group was strengthened and confirmed during a traditional teacher‐led ring game, where they were supposed to choose a friend. We suggest that from the perspective of the children, the game situation may be understood as, at the same time, a space of participation and an arena for establishing the power order. From the perspective of the teacher, pedagogical intentions may be challenged as they encounter and are mediated and interpreted by children's peer‐cultures.     

Explaining Cooperation: How Resource Interdependence, Goal Congruence, and Trust Affect Joint Actions in Policy Implementation

A perennial problem when political decisions are to be implementedis how to make authorities work together. Previous researchshows that resource interdependence, goal congruence, and mutualtrust increase interorganizational cooperation. In this article,it is argued that interaction effects must also be consideredin order to fully understand how these variables affect cooperation.The study is based on 203 dyads of Swedish Public EmploymentService offices and municipalities in 2003. I find that mutualtrust is necessary if goal congruence is to increase cooperationbetween these agencies. Furthermore, mutual trust only has apositive effect if organizations have similar objectives. However,trust is not required for resource interdependence to affectcooperation, and the effect of trust is not dependent on theorganizations' mutual dependence. The results imply that trustand goal congruence must exist simultaneously in order to promotejoint actions. Thus, if a management strategy aimed at increasingcooperation only focuses on the organizations' objectives orthe level of trust between them, it will fail. An importantlesson for future research is that including interaction termsin the analysis improves our understanding of interorganizationalcooperation.     

The Development of Affect Specificity in Infants' Use of Emotion Cues

This study examined the emergence of affect specificity in infancy. In this study, infants received verbal and facial signals of 2 different, negatively valenced emotions (fear and sadness) as well as neutral affect via a television monitor to determine if they could make qualitative distinctions among emotions of the same valence. Twenty 12‐ to 14‐month‐olds and 20 16‐ to 18‐month‐olds were examined. Results suggested that younger infants showed no evidence of referential specificity, as they responded similarly to both the target and distracter toys, and showed no evidence of affect specificity, showing no difference in play between affect conditions. Older infants, in contrast, showed evidence both of referential and affect specificity. With respect to affect specificity, 16‐ to 18‐month‐olds touched the target toy less in the fear condition than in the sad condition and showed a larger proportion of negative facial expressions in the sad condition versus the fear condition. These findings suggest a developmental emergence after 15 months of age for affect specificity in relating emotional messages to objects.