Socio-demographic structure of Sydney’s perimetropolitan region

The reach of cities extends well beyond the newest outer suburbs to at least the limits of commuting. Beyond the suburbs lie rural lands and urban centres which increasingly take on the function of suburbs. This peri metropolitan region has been researched from various perspectives and there has been a resurgence of interest in recent years. The paper conceptualizes processes driving change in perimetropolitan regions then, using Sydney as a case study, analyses population growth rates and internal migration patterns between 1981 and 1991. Next, a set of social and demographic variables derived from the 1986 Census is analysed to derive four key dimensions of socio-spatial structure, namely: disadvantage, rurality, socio-economic status and retirement.     

Caraley,D. J. (ed.): American Hegemony: Preventive War,Iraq, and Imposing Democracy.

Review of Journals and Books

Caraley, D. J. (ed.): American Hegemony: Preventive War, Iraq, and Imposing Democracy.     

Backlash against the inclusion of students with learning disabilities in higher education: Implications for transition from post-secondary environments to work

Individuals with learning disabilities (LD), the largest group of people with disabilities in the United States, are attending college in greater numbers than ever before. Post-secondary training is critical for individuals with LD to make successful transitions into a changing and ever more demanding world of work. Research indicating that college faculty are willing to provide requested accommodations to students with LD suggests that they are increasingly likely to experience successful post-secondary outcomes, and therefore improve their vocational prospects. However, college students with LD and the accommodations they receive have recently garnered some highly critical press. These portrayals may portend problems in higher education for students with LD, who must self-identify and make specific accommodation requests to faculty in order to receive the instruction and testing environments that they require to succeed. Efforts to ensure that the LD label is not ubiquitously applied and that college faculty attempt to separate the idea of merit from achievement and implement instructional practices to better meet the educational needs of students with and without LD are recommended.     

Tools for Comparative Analysis of Alternatives: Competing or Complementary Perspectives?

A third generation of environmental policy making and risk management will increasingly impose environmental measures, which may give rise to analyzing countervailing risks. Therefore, a comprehensive analysis of all risks associated with the decision alternatives will aid decision-makers in prioritizing alternatives that effectively reduce both target and countervailing risks. Starting with the metaphor of the ripples caused by a stone that is thrown into a pond, we identify 10 types of ripples that symbolize, in our case, risks that deserve closer examination: direct, upstream, downstream, accidental risks, occupational risks, risks due to offsetting behavior, change in disposable income, macro-economic changes, depletion of natural resources, and risks to the manmade environment. Tools to analyze these risks were developed independently and recently have been applied to overlapping fields of application. This suggests that either the tools should be linked in a unified framework for comparative analysis or that the appropriate field of application for single tools should be better understood. The goals of this article are to create a better foundation for the understanding of the nature and coverage of available tools and to identify the remaining gaps. None of the tools is designed to deal with all 10 types of risk. Provided data suggest that, of the 10 types of identified risks, those associated with changes in disposable income may be particularly significant when decision alternatives differ with respect to their effects on disposable income. Finally, the present analysis was limited to analytical questions and did not capture the important role of the decision-making process itself.     

Patterns of entry to community‐based services for families with children with developmental disabilities: implications for social work practice

The purpose of the present study was to understand, from parents' perspectives, the process of entry to community‐based services for children with developmental disabilities and to explore the relationship between patterns of entry and parent‐reported needs and priorities for service. Qualitative interviews were conducted with 43 mothers and 29 fathers of children with developmental disabilities approximately 6 months after the families entered community‐based childhood disability support services in Manitoba, Canada. Analysis of the coded interview data resulted in the identification of three process factors influential in the entry of families to community‐based support services: recognition of problems in child development, formal diagnosis of child disability and linkage between diagnostic services and the community‐based support system. Analysis of these processes identified four patterns of service entry associated with differing family needs for service: early entry, prompt entry, delayed entry and atypical entry. The results can be understood as a typology useful for social workers in the assessment of family needs and priorities at the point of entry to community‐based services.     

对待美好 我们选择宽容

正我在澳大利亚北部旅行时,途经一个土著人居留地,在一家小餐馆歇脚吃饭。收银员是一个土著女孩,正与一个老年人聊天。他们聊得热火朝天,顾客越积越多,开始形成了一个队伍。女孩聊兴正浓,似乎忘掉了客人,于是,队伍排得更长了。     

A Friend In Deed? Can Adolescent Girls Be Taught to Understand Relational Bullying?

Relational aggression is common among girls. It can be distressing for the victim and may not always be recognised as a form of bullying. This paper evaluates a school–based intervention designed to help girls understand relational bullying. Girls from a single‐sex school completed a two‐stage evaluation of the intervention. Students showed greater awareness of relational bullying after the intervention and indicated that it would influence them to change their behaviour. At follow‐up, retention of knowledge was good. Students reported greater self‐monitoring of behaviour and less exclusivity. While this is encouraging, we cannot conclude that all negative behaviours ceased. Implications and limitations of this study are discussed. Copyright © 2010 John Wiley & Sons, Ltd.