The Role of Social Context in Students' Anticipatory Reaction to a “Fighting Word”

Abstract

On May 11, 1996, ValuJet flight 592 crashed in the Florida Everglades killing all 105 passengers and five crew members. The technical cause of the crash was a fire that erupted after one or more oxygen generators exploded in a cargo compartment. Governmental investigations have indicated that both ValuJet and SabreTech (an airline maintenance company) failed to comply with a host of regulations concerning the presentation, storage, and transportation of hazardous materials by air. More generally, however, the Federal Aviation Administration (FAA) has been found to be negligent in its oversight of airlines by not adequately monitoring the general safety of commercial aircraft as well as by its refusal to institute safeguards and guidelines that would have protected passengers and crews from crashes like that of flight 592. This paper follows the tradition of state-corporate crime theorizing and research by identifying the organizational and structural forces that contributed to the ValuJet crash. This includes an examination of the FAA's contradictory roles as both regulator and supporter of the airline industry, as well as a discussion of both ValuJet's and SabreTech's violations of federal air safety regulations.     

Family assets,postsecondary education,and students with disabilities: Building on progress and overcoming challenges

Students with disabilities are increasingly enrolling and participating in two-year, four-year, and other institutions of higher education. Federal policies and initiatives addressing the educational needs of students and adults with disabilities provided impetus for these increases. For example, mandates within the Individuals with Disabilities Education Act (2004) have resulted in K-12 public schools increasingly preparing students for postsecondary education. Nonetheless, students with disabilities continue to face financial challenges as well as low educational expectations in their pursuit of postsecondary education. Family assets may provide a framework for addressing these challenges and provide specific implications for policy as well as educational practice.     

Practice Learning and the Development of Professional Practice

The development of professional practice is based on practice learning, yet there is no consensus about its definition. The currently evolving use of the term ‘practice learning’ provides us with an opportunity to consider the nature of learning for professional practice at initial entry through to post qualifying stages of development. A number of streams of thought are influencing the understanding of practice learning and we aim to consider some of these and how they inform those involved in supporting and guiding practice learners at different stages of their professional development.

In presenting our conceptualisation of practice learning we argue against oversimplified dualities of classroom‐based academic learning concerned with theory and workplace‐based practice learning concerned with practice. Additionally we make explicit the career‐long nature of practice learning which is as embedded in continuing professional development as it is in the requirements for qualifying programmes.

Having established what we mean by ‘practice learning’ we consider the impact of organisational learning theory on the management of practice learning. The consideration of the characteristics of organisations which learn leads to a brief examination of approaches to teaching and learning which promote knowledge creation in a way which is meaningful to practitioners. We will argue that the development of understandings of organisational learning and knowledge creation should become part of the knowledge base for those supporting and guiding practice learners, in addition to the traditional knowledge base of adult learning theory.

Before exploring the nature of practice learning it would be helpful to consider briefly what we mean by professional practice for which practice learning is preparing people.

Professional practice in social work is a complex set of activities which involve direct work with service users, and their families, as well as work with other professionals and agencies. A range of knowledge and skills are used with a firm value base which recognises diversity and oppression as key elements in UK society.

Such professional practice is learned and developed in a range of ways over time through training, practice, understanding, analysis and reflection. However, the nature of just what practice learning is and where it occurs has become a focus of debate in the UK as a result of recent developments in initial professional education and training for social work.     

What We Should Want with History: A Meditation on Cultural Studies,Methodology, and Politics

This essay evaluates two of the central problems for Cultural Studies as a field: how to generate methodologically rigorous scholarship that is also politically useful; and how to productively use models and theory in the practice of history. Beginning with conversations about the place of (disciplinary) history in Cultural Studies, this essay explores one of the legendary debates in the field: between E. P. Thompson, Perry Anderson, and (at least in theory) Louis Althusser. Though the debate centered on the degree to which the English Civil War could be termed a “bourgeois revolution,” Thompson's fundamental critique concerned Anderson's use of abstract models in history. However, the distinctions Thompson makes are not nearly as clear‐cut in practice – particularly when we look at Ellen Meiksins Wood's attempt to intervene on Thompson's side in her 1991 book The Pristine Culture of Capitlism. Wood's understanding of capitalism relies on an abstract conceptualization of that mode of produciton that is ironically similar to that of Althusser and Anderson. Arguing this as an illustratration of the importance of explicit models and methods, the essay develops Richard Johnson's account of Marx's use of abstraction and theory in his own historical scholarship. Marx's framework is then deployed to reconsider the English Civil War in realation to a key contemporary concern: the origins of copyright and intellectual property. It ends by advocating for what I term anarchic abstraction: a conscious, rigorous, politically‐committed, and dialectical attention to the order and determinations of history with no strict hierarchy given in advance.     

Gender attitudes,sexual violence,and HIV/AIDS risks among men and women in Cape Town,South Africa

This study examined gender attitudes and sexual violence‐supportive beliefs (rape myths) in a sample of South African men and women at risk for HIV transmission. Over 40% of women and 16% of men had been sexually assaulted, and more than one in five men openly admitted to having perpetrated sexual assault. Traditional attitudes toward women's social and gender roles, as well as rape myths, were endorsed by a significant minority of both men and women. Multivariate analyses showed that for men, sexual assault history and rape myth acceptance, along with alcohol and other drug use history, were significantly related to cumulative risks for HIV infection. In contrast, although we found that women were at substantial risk for sexually transmitted infection (STI), including HIV, women's risks were only related to lower levels of education and alcohol use history. We speculate that women's risks for STI/HIV are the product of partner characteristics and male‐dominated relationships, suggesting the critical importance of intervening with men to reduce women's risks for sexual assault and STI/HIV.     

A History of Psychological Research into the Runaway Phenomenon: From Delinquent to Street Kid

Abstract

A PsychINFO search and literature review revealed five major movements in the psychological study of runaway youths in the 20th century. These movements were: (i) A conceptual shiftfrom the study of running away as a behavior of delinquents to the study of runaways whose behavior is often delinquent. (ii) The influence of the Great Depression and subsequent changes from models of intellectual deficit and psychopathology to broader, multi-causal explanations, including running away as a normal reaction to adverse conditions. (iii) The sharp decline of publications related to runaways in the 1950s and reversion to deficit models. (iv) the influence of the Counterculture movement and return of multi-causal and normalized models of running away behavior. and (v) the cultural creation of the “street kid”.     

Groundwater denitrification capacity and nitrous oxide flux of former fringing salt marshes filled with human-transported materials

While former salt marsh sites filled with human transported material (HTM) have altered the surface marsh ecosystem, if artificial drainage is absent, subsurface conditions may continue favorable for denitrification, a microbial process reducing nitrogen (N) export to estuaries. We used piezometer networks to evaluate the in situ groundwater denitrification capacity and nitrous oxide (N₂O) flux (with ¹⁵N-enriched nitrate-N via the push-pull method) in four former fringing salt marshes topped by HTM along the Rhode Island coast, U.S.A. Groundwater at these sites commonly interacted with the buried marsh horizon and the HTM. In situ groundwater denitrification capacity site means ranged from 15.2 to 71.7 μg?N?kg^?1d^?1 with no significant differences between sites due to high intrasite variability. The site with the highest and most consistent denitrification capacity also had HTM of the finest texture and highest soluble organic carbon. Three of four sites had minimal N₂O flux [mean N₂O:(N₂O + N₂)?=?0.082] while the final site had N₂O generation rates up to 52.5 μg?N?kg^?1?d^?1. The site with the highest N₂O contributions also had the lowest ambient groundwater nitrate-N indicating lack of priming for N₂O reduction to N₂. Former salt marshes with HTM deposits may still have the capacity for substantial groundwater denitrification capacity, similar to that observed in undisturbed salt marshes, but may also contribute substantially to global N₂O emissions. For both salt marsh restoration and greenhouse gas mitigation efforts, attention should be given to ensuring that a tidally-driven, fluctuating water table regularly intercepts the buried organic horizons of the filled salt marsh.