Reciprocal Engagement and NGO Policy Influence on the Local State in China

VOLUNTAS: International Journal of Voluntary and Nonprofit Organizations - While existing literature has conceptualized the multiple, complex ways in which NGOs might relate to the state, it has...     

Social and Emotional Functioning of Older Asian American Adolescents

This study identified a constellation of psychosocial problems reported by older Asian American adolescents that was different from their Caucasian peers. When compared to 386 Caucasian American adolescents from the same community, Asian American students performed better academically and reported fewer delinquent behaviors. However, these Asian American youth reported higher levels of depressive symptomatology, withdrawn behavior, and social problems. They also perceived themselves more poorly and were more dissatisfied with their social support. These differences highlight the unique mental health needs of older Asian American youth. Practice recommendations are made that consider traditional Asian values and the role that family members can play in the development of effective treatment plans.     

Estonian teachers in the late 1990s: Their willingness and preparedness for work in a multicultural classroom

Intercultural education is a multidimensional process. Until now, the notion has been understood in Estonia as a process of integrating non-Estonian children, usually of Russian origin, into Estonian society and providing them with the education necessary for success in Estonian society. Actually, this interpretation is just a part of intercultural education. Another issue in intercultural education, and obviously an even more essential issue, is educating all children to be prepared for life in a pluralistic society containing many cultures, peoples, religions and views. This includes teaching people to be tolerant towards cultures that are different from their own. Considering the fact that Estonia is endeavoring to become a member of the European Union, this is one of the most pressing questions in Estonia's contemporary educational policies. This paper is about recent processes in Estonian education, with a special emphasis on training teachers for work in multicultural classrooms. It offers a survey of recent research on the content and prospects of intercultural education in Estonia. The results of three research projects are also presented: (1) the prospects of education in foreign languages in Estonia, as seen by non-Estonian students, parents and teachers; (2) the willingness and readiness of students in teacher training to work in multicultural classrooms; (3) experiences from a course called Intercultural Education at Tartu University, and the opinions and attitudes of the students taking the course. Paljukultuuriline haridus on mitmemootmeline protsess. Eestis oleme me tanaseni moistnud selle all mitteeestlaste, eelkoige vene opilaste integreerimist Eesti uhiskonda ja neile toimetulekuhariduse andmist. Tegelikult on see mitmekultuurilise hariduse uks osa. Teine ja olulisemgi, on koigi opilaste kasvatamine ja ettevalmistamine elamaks kultuuriliselt, rahvuseliselt, religiooniliselt jne. pluralistlikus uhiskonnas. See on tolerantsuse kasvatamine teiste kultuuride suhtes. Euroopa Liitu kaasamisprotsessi taustal on see uks aktuaalsemaid kusimusi Eesti hariduspoliitikas. Kaesolevas artiklis vaadeldakse protsesse, mis on toimunud viimastel aastatel Eesti hariduses rohuasetusega opetajate ettevalmistamisele tootamaks paljukultuurilises klassiruumis. Kokku on voetud paari viimase aasta uurimuste tulemused mitmekultuurilise hariduse sisu ja perspektiivide kohta Eestis. Autorid tutvustavad peamiselt kolme uurimisprojekti tulemusi: (1) muukeelse hariduse tulevikuperspektiivid vahemustest opilaste, lastevanemate ja opetajate hinnanguil; (2) tulevaste opetajate ootused ja valmisolek tootamaks multikultuurilises klassiruumis; (3) Mitmekultuurilise hariduse kursuse opetamise kogemus ning Tartu Ulikooli uliopilaste hinnangud ja suhtumine antud temaatikasse.     

Order,rules and social control in two training centres for mentally retarded adults

Although settings for the mentally retarded accommodate persons of markedly differing social and congnitive competence, everyday activities nevertheless proceed with a considerable degree of order and regulatiry. This paper uses the example of training centres for mentally retarded adults to examine the example the basis of social order in a situaltion where common orientation to a culturally-derived normative framework appears to be absent. it suggests that the orderly appearances of training centre life depend centrally upon the creation of a social environment in which a minority of participants accept a disproportionate share of the interactional work required to keep group behaviour within acceptable limits. The structuring of training centre activities so that‘feedback'on directions for appropriate behabiour is constantly available for less-able group members and the continual remedial work of staff and fellow trainings, function to provide a partiallremedy for individual incompetence.     

Meanings of lone motherhood within a broader family context

In this paper, the theoretical approach to the concept of lone motherhood is adopted from ‘new’ family sociology where families are understood to be dynamic processes constituted by webs of relationships. I analyse life stories written by lone mothers in order to examine the meanings that they give to their lone motherhood in relation to their larger family context. This approach reveals that, along with the concept ‘family’, the category ‘lone motherhood’ can be questioned. The life stories show that as with all families, the representations of ‘the lone mother family’ vary. Lone motherhood emerges less as a distinct family form and more as an experience coloured by the lone mother's position in a web of family relationships, as well as her place in her broader personal, social and historical context.     

Theorizing postfeminist communities: How gender‐inclusive meetups address gender inequity in high‐tech industries

Through a qualitative analysis of gender‐inclusive meetup groups in the US technology sector, this article offers a theory of postfeminist communities to identify how community organizing can take a postfeminist turn. Gender‐inclusive meetups are public, often free groups or organizations where participants have access to training, mentorship and support. Groups import postfeminist values of choice, empowerment, individualism and entrepreneurship into their community organizing efforts to address workplace gender inequities. Groups employ three strategies to improve the status of women and non‐binary people in the tech industry: (i) organizing a supportive community rooted in professionalism and entrepreneurialism; (ii) offering skills development in a safe environment; and (iii) training participants on how to take individual action against discrimination. While postfeminist communities are able to successfully cultivate supportive groups of participants who organize outside of the workplace, strategies focused on individual‐level changes ultimately do little to disrupt organization‐level gender inequities.     

Pricing policies and corporate strategy

In this article, attention is drawn to the importance of pricing in the formulation of corporate strategies. The author compares traditional “cost plus” pricing with market oriented approaches, and argues the case for pricing policies to be given greater emphasis in corporate planning. He examines the role of the corporate planner in developing price strategies for existing products and for new products and recommends the formulation of product strategies based on greater price leverage.     

A Simplified Method of Calculating an Overall Goodness-of-Fit Test for the Cox Proportional Hazards Model

Gronnesby and Borgan (1996) propose an overall goodness-of-fit test for the Cox proportional hazards model. The basis of their test is a grouping of subjects by their estimated risk score. We show that the Gronnesby and Borgan test is algebraically identical to one obtained from adding group indicator variables to the model and testing the hypothesis the coefficients of the group indicator variables are zero via the score test. Thus showing that the test can be calculated using existing software. We demonstrate that the table of observed and estimated expected number of events within each group of the risk score is a useful adjunct to the test to help identify potential problems in fit.