From unconscious to conscious inclusion: meeting special education needs in West China

The authors map the route undertaken by the Project Management Office of the Gansu Basic Education Project (GBEP) in Gansu Province, China, in instituting measures to ensure good learning opportunities for children with special educational needs within the four poor counties benefiting from this DFID supported project. The main purpose of GBEP has been to increase enrolment and retention in these poor, minority areas so as to achieve universal basic education. As general enrolment increased so did that of pupils with special needs, the educational needs of which the schools began responding to in an unconscious way. However, at the start there was little understanding at the classroom and management levels of how to ensure access to learning as well as access to school. The authors map out the road to change and the methods undertaken to change practice at various management and classroom levels so as to enable schools to provide more adequately for these children. Experiences of and lessons from project implementation have been analysed so as to generate implications which might be beneficial to inclusive education initiatives in areas, in China and elsewhere, with similar conditions.     

The Forum: Second Thoughts on Presidential Politics

In this essay, we confront the “conventional wisdoms” promoted throughout this long presidential campaign. By conventional wisdoms, we mean the common knowledge of politics—the things that commentators and analysts forward as taken‐for‐granted assertions and beliefs. We will revisit just a few of the campaign season’s conventional wisdoms and review them with a sociological eye. In so doing, we find that in politics, as in most other areas, conventional wisdom can be a risky source of knowledge.     

Opportunities to Meet: Occupational Education and Marriage Formation in Young Adulthood

Explanations for the positive association between education and marriage in the United States emphasize the economic and cultural attractiveness of having a college degree in the marriage market. However, educational attainment may also shape the opportunities that men and women have to meet other college-educated partners, particularly in contexts with significant educational stratification. We focus on work—and the social ties that it supports—and consider whether the educational composition of occupations is important for marriage formation during young adulthood. Employing discrete-time event-history methods using the NLSY-97, we find that occupational education is positively associated with transitioning to first marriage and with marrying a college-educated partner for women but not for men. Moreover, occupational education is positively associated with marriage over cohabitation as a first union for women. Our findings call attention to an unexplored, indirect link between education and marriage that, we argue, offers insight into why college-educated women in the United States enjoy better marriage prospects.     

Teaching control and capability at alcoa

The past efforts by the Aluminum Company of America (Alcoa) to create a statistically capable work force have met with limited success. Faced with a mixed record of translating statistical training to on-the-job application and meeting demanding executive expectations, members of the Alcoa Quality, Training and Education Department are creating tools which help Alcoa develop quantitatively literate employees- One result is a workshop which gives the participants hands-on experience and provides them with an appropriate set of statistical tools “just-in time”. This paper outlines the elements of the workshop, emphasizing that bringing a process into control and making it capable is really empirical learning. Learning models are explored, and an algorithm outlining a methodology to bring processes into control and make them capable is presented.     

One Still Face,Many Visions

Tronick, Cohn, and Muir and Lee have strengthened and extended our history of the still‐face procedure by reflecting on important theoretical and methodological issues in the current literature, and by looking to the future of how the still face can inform and guide further investigations. These commentaries provide a wonderful illustration of how the use of a shared, if not fully standardized, paradigm can continue to inspire ever more sharing of ideas.