A Great Leap Forward?

It is unusual for family therapists to employ a dance framework as part of the therapeutic process. What happens when you do? This article describes the work of a therapist interested in dance as a way to psychic discovery.     

Human Health Risks Associated with Asbestos Abatement

Upperbound lifetime excess cancer risks were calculated for activities associated with asbestos abatement using a risk assessment framework developed for EPA's Superfund program. It was found that removals were associated with cancer risks to workers which were often greater than the commonly accepted cancer risk of 1 x 10(-6), although lower than occupational exposure limits associated with risks of 1 x 10(-3). Removals had little effect in reducing risk to school populations. Risks to teachers and students in school buildings containing asbestos were approximately the same as risks associated with exposure to ambient asbestos by the general public and were below the levels typically of concern to regulatory agencies. During abatement, however, there were increased risks to both workers and nearby individuals. Careless, everyday building maintenance generated the greatest risk to workers followed by removals and encapsulation. If asbestos abatement was judged by the risk criteria applied to EPA's Superfund program, the no-action alternative would likely be selected in preference to removal in a majority of cases. These conclusions should only be interpreted within the context of an overall asbestos risk management program, which includes consideration of specific fiber types and sizes, sampling and analytical limitations, physical condition of asbestos-containing material, episodic peak exposures, and the number of people potentially exposed.     

Dealing with racist incidents: what do beginning teachers learn from schools?

This article focuses on how schools respond to racist incidents, and what new teachers learn from their involvement in those processes. It analyses four incidents involving the pupils of four beginning teachers. The article suggests that in each case, schools either partly or wholly avoided addressing the incident, and that this avoidance can be understood in terms of the colour and power evasive discourse, which is the dominant discourse on race in Western societies, and in most schools. One aspect of this discourse is that racism is defined on the basis of individual intentions, not outcomes. The article argues that it may be possible to adopt a more race cognisant approach with student teachers and staff in schools, building on nascent understandings of institutional racism, which shifts the focus to outcomes rather than intentions. The article demonstrates this approach, analysing each incident in terms of its consequences for the learning of the new teacher, and for the promotion of race equality in the school. While the small number of incidents may initially appear heartening, their negative impact on both teacher confidence and children’s understanding may be significant. The findings suggest that in the changing context of initial teacher education in England, approaches to supporting both schools and new teachers in this often misunderstood area are much needed, and that one way forward may be to give teachers time and support to critically reflect on and discuss their experiences.     

Achieving the sustainable development goals: surfacing the role for a gender analytic of migration

ABSTRACT

This paper forms the introduction to the Special Issue: Achieving the Sustainable Development Goals (SDGs) through the Gender, Migration and Development Nexus. This article takes a broad look at the changing dynamics of migration and development through the feminisation of globalised labour flows and the gendered experiences of categorisation by states and multilateral bodies, and the gender-specific vulnerabilities and outcomes of human mobility. We illustrate how a more nuanced approach to the SDGs that incorporates gender and migration is needed in order that policy and programming designed to achieve the 2030 Agenda is accurately informed and appropriately framed. In this paper and this Issue, we argue, that it is necessary to confront the SDGs with a deeper understanding of gender, migration and development in order to illuminate the interconnected globalised and transnational realities of gendered labour flows. With this aim in mind, we look to civil society participation and the role of the existing human rights architecture, as the key to ensuring that a deep, wholistic and ultimately universal application of the SDGs can be achieved addressing those populations whose rights to development have been undermined by dint of their migration or flight and applying a gender analysis to our understanding of migration and development.     

Construction of some classes of balanced cross-over designs from terraces

5 and 6 have recently introduced power-sequence terraces. In this paper we have used these terraces for the construction of some new families of balanced cross-over designs of first and second order which are variance-balanced. We have also used them for the construction of some new families of balanced ternary cross-over designs.     

Does it or Doesn't it? Geographic Differences and the Costs of Living

Abstract The relative cost of living in rural areas has long been of interest to rural sociologists. Today, the popular perception is that rural prices are lower. This study examines geographic differences in the costs of living in Kentucky. The results indicate that, contrary to the popular perception, when prices of the same products and services were compared, there was no consistent pattern of lower prices in the rural counties. Furthermore, differences in the material conditions of rural living meant that there were additional costs that price comparisons alone did not capture.     

The Use and Validation of Preintervention Diagnostic Tools in Organizational Behavior Management

Functional analyses and assessments have become the accepted gold standards in many applied areas of behavior analysis, including Organizational Behavior Management (OBM), in recent years. Despite their acceptance, OBM data on such tools have been largely absent. There are several assessment alternatives in OBM (e.g., ABC, PIC/NIC, Behavior Engineering Model), but two assessment approaches most common in the Journal of Organizational Behavior Management are Behavioral Systems Analysis (BSA) and the Performance Diagnostic Checklist (PDC). To date there have been no comprehensive reviews of BSA or the PDC from which one might draw ideas for application, research, and the advancement of the field. The goals of this paper are to (a) provide a review of the BSA and PDC literature within the Journal of Organizational Behavior Management (JOBM), (b) discuss the implications of the results of the review, and (c) provide suggestions for future research utilizing BSA and the PDC.     

Exploring Children's Stereotypes Through Drawings: The Case of Musical Performance

Drawings of 'a person' and of 'a person playing music' were collected from children aged seven to eight years and 10–11 years to discover whether children's musical representations would reflect gender differences evident in musical learning and performance, and the increased gender rigidity with age found in instrument preferences. As in previous drawing studies, same sex figures were overwhelmingly portrayed, although older girls drew more opposite sex figures than the other children. All except the older girls overwhelmingly drew same sex musicians irrespective of the gender stereotype of the instrument portrayed. The older girls drew similar numbers of male and female figures playing masculine instruments. Fewer feminine instruments were drawn by older than by younger boys. The increased gender rigidity with age accords with the results of the preference studies, but gender stereotyping was much weaker. This is discussed in relation to what the different methodologies measure.     

Personality and Leadership Developmental Levels as predictors of leader performance

This study is an empirical investigation of constructive-developmental theory as a theoretical framework for understanding leadership and as a predictor of 360-degree leader performance ratings. Constructive-developmental stage (conceptualized as Leadership Developmental Level) was found to predict performance ratings from all rater sources (superiors, peers, and subordinates). Furthermore, the predictive ability of Leadership Developmental Level is compared to that of Big Five personality dimensions in a model of 360-degree leader performance ratings. Leadership Developmental Level was found to account for a unique component of the variance in leader performance as rated by peers and subordinates, even above and beyond that which can be accounted for by personality.