Mystery or Typical Teen? The Social Construction of Academic Engagement and Disability

A qualitative study of academic engagement of five high school students labelled mentally retarded describes strategies of student participation and non-participation, and teacher perceptions. These students were non-verbal or inarticulate, and functioned in an environment of competing formal and informal assessments of their participation and understanding in the academic environment. Teachers' informal assessments of student participation revealed how the students challenged the conventional categories employed by teachers. The examples show the power of educators' perceptions to reveal or obscure student engagement.     

Social-Cognitive Factors in Childhood Social Anxiety: A Preliminary Investigation

The present study addresses the social cognition of socially anxious children, with particular emphasis on their ability to understand others' mental states in interpersonal situations. The heterogeneous sample used in this preliminary investigation consisted of 63 primary school children in England and the USA. The English children were from a mainstream classroom of 8- to 9-year-olds, while the children from the USA ranged in age from 6 to 11 years and had been selected by school district officials for a variety of social interaction difficulties. All children completed measures of social anxiety, shy negative affect, and various social-cognitive abilities, and teacher ratings of social skills were additionally available for the USA subgroup. Results showed that feelings of social anxiety are not associated with any basic deficit in the understanding of recursive mental states which concern facts about the physical world. However, there was evidence that socially anxious children—particularly those with high levels of shy negative affect—do experience specific social-cognitive difficulties in understanding the links between emotions, intentions, and beliefs in social situations. Providing further support for this link, socially anxious children were rated by their teachers as poorer than non-anxious children only on social skills that require insight into others' mental states. Directions for further examination of this complex interplay between cognitive and emotional factors in the development of social anxiety are discussed.     

People,Pipelines, and Probabilities: Clarifying Significance and Uncertainty in Environmental Impact Assessments

Determinations of significance play a pivotal role in environmental impact assessments because they point decision makers to the predicted effects of an action most deserving of attention and further study. Impact predictions are always subject to uncertainty because they rely on estimates of future consequences. Yet uncertainty is often neglected or treated in a perfunctory manner as part of the characterization, evaluation, and communication of anticipated consequences and their significance. Proposals to construct fossil fuel pipelines in North America provide a highly visible example; casual treatment of how uncertainty affects significance determinations has resulted in poorly informed stakeholders, frustrated industry proponents, and inconsistent choices on the part of public decision makers. Using environmental assessments for recent pipeline proposals as examples, we highlight five ways in which uncertainty is often neglected when determining impact significance and suggest that a mix of known methods, new guidelines, and appropriate oversight could greatly improve current practices.     

AN INTERNATIONAL COMPARISON OF LIFETIME INEQUALITY: HOW CONTINENTAL EUROPE RESEMBLES NORTH AMERICA

We compare earnings inequality and mobility across the United States, Canada, France, Germany and the United Kingdom during the late 1990s. A flexible model of earnings dynamics that isolates positional mobility within a stable earnings distribution is estimated. Earnings trajectories are then simulated, and lifetime annuity value distributions are constructed. Earnings mobility and employment risk are found to be positively correlated with base‐year inequality. Taken together they produce more equalization in countries with high cross‐section inequality such that the countries in our sample have more similar lifetime inequality levels than cross‐section measures suggest.     

A Sparse Implementation of the Average Information Algorithm for Factor Analytic and Reduced Rank Variance Models

Factor analytic variance models have been widely considered for the analysis of multivariate data particularly in the psychometrics area. Recently Smith, Cullis & Thompson (2001) have considered their use in the analysis of multi‐environment data arising from plant improvement programs. For these data, the size of the problem and the complexity of the variance models chosen to account for spatial heterogeneity within trials implies that standard algorithms for fitting factor analytic models can be computationally expensive. This paper presents a sparse implementation of the average information algorithm (Gilmour, Thompson & Cullis, 1995) for fitting factor analytic and reduced rank variance models.     

Urinary Excretion of Chromium Following Ingestion of Chromite-Ore Processing Residues in Humans: Implications for Biomonitoring

Biomonitoring programs for urinary chromium (Cr) typically attempt to evaluate occupational exposure via the inhalation route. This study investigated whether Cr can be detected in the urine of people following the ingestion of soils that contain relatively high concentrations of chromium in chromite ore processing residue (COPR). To evaluate the reasonableness of using urinary monitoring to assess environmental exposure, six volunteers ingested 400 mg of soil/day (low-dose group), two others ingested 2.0 g of soil/day (high-dose group) for 3 consecutive days, and one person ingested a placebo on each of 3 days. The soil and COPR mixture contained concentrations of total chromium (Cr) and hexavalent chromium [Cr(VI)] of 103 ± 20 and 9.3 ± 3.8 mg/kg, respectively. Therefore, the low-dose group ingested 41 μg Cr/day [including 3.7 μg Cr(VI)] and the high-dose group ingested 206 μg Cr/day [including 18.6 μg Cr(VI)] on each of 3 consecutive days. All urine samples were collected and analyzed individually for total Cr on the day prior to dosing, during the 3 days of dosing, and up to the first void 48 h after the last dose. No significant increases in urinary Cr excretion were found when background excretion data were compared with data following each of the 3 days of dosing or in daily mean urine concentrations of the high- vs the low-dose groups. It appears that Cr present in a soil and COPR mixture at Cr doses up to 200 μg/day is not sufficiently bioavailable for biomonitoring of urine to be informative. These results are consistent with previously published findings suggesting that incidental exposure to dusts and soils containing comparable levels of Cr will not result in increased concentrations of Cr in urine.     

Children's Differentiation Between Ingratiation and Self-Promotion

Previous research has demonstrated that 10-year-olds can provide interpersonal explanations for certain self-presentational tactics, but detailed information about the development of their understanding of these tactics is lacking. This research investigated children's understanding of the processes involved in ingratiation (used to indicate likeability) and self-promotion (used to indicate competence). In the first study, with a sample of 60 children aged six to 11 years, children saw ingratiation as leading to more positive social evaluation than self-promotion, which was seen as having a more concrete, instrumental function. Additionally, children's differentiation between ingratiation and self-promotion was correlated with their level of peer preference, as determined through sociometric nominations, particularly for boys. In a second study, with a sample of 63 children aged six to 11 years, it was found that audience type (peer vs. adult) was related to children's understanding of the self-presentational tactics: children offered more social evaluation justifications for a self-promotion tactic when the audience was a peer rather than an adult. Results are discussed with reference to emerging insights into the links between peer relations and social cognition.     

Emergence of Untaught Mands or Tacts of Novel Adjective-Object Pairs as a Function of Instructional History

The Analysis of Verbal Behavior - We tested the effects of multiple exemplar instruction (MEI) on the emergence of untaught mands or tacts of adjective-object pairs in a multiple-probe design...