Positioning the Booty-Call Relationship on the Spectrum of Relationships: Sexual but More Emotional Than One-Night Stands

Most research on human sexuality has focused on long-term pairbonds and one-night stands. However, growing evidence suggests there are relationships that do not fit cleanly into either of those categories. One of these relationships is a “booty-call relationship.” The purpose of this study was to describe the sexual and emotional nature of booty-call relationships by (a) examining the types of emotional and sexual acts involved in booty-call relationships and (b) comparing the frequency of those acts in booty-call relationships to one-night stands and serious long-term relationships. In addition, the manner in which sociosexuality is associated with the commission of these acts was also examined. Demonstrative of booty-call relationships’ sexual nature was individuals’ tendency to leave after sex and infrequent handholding. In contrast, the romantic nature of booty-call relationships was demonstrated through the frequency of acts like kissing. The results suggest the booty-call relationship is a distinct type of relationship situated between one-night stands and serious romantic relationships.     

Creating “Community”? Preparing for Bushfire in Rural Victoria

The term “community” has a long and contested lineage in social analysis and debate. This lineage, however, is not generally recognized in policy and public debates on community and bushfire in Australia. “Community” is thought to be central to bushfire preparedness in Australia, especially in rural areas, but what “community” actually means in this context is vague at best. There is an ever‐present tension between the use of “community” as a reference to locality, a “sense of community” as experienced by residents, and the use of “community” as a rhetorical tool by governments and state agencies. We argue that a rigorous analysis of the concept of “community” is critical to an understanding of the processes involved in preparing for the challenges associated with disaster, in this case bushfires. These broader issues are supported by research (a series of surveys, interviews, and focus groups) carried out with residents living in (predominantly rural) bushfire‐prone areas in the state of Victoria, Australia. Ultimately, we assert that social participation and social networks are likely to be the crucial aspects of community that play a central role in effective bushfire preparedness.     

Comparing Ourselves to Others: International Knowledge and Attitudes

The authors focus on the collaboration between a university methods professor and two classroom teachers in teaching social studies methods as a way of bridging the gap between university preparation for teaching social studies and putting that preparation into practice in elementary classrooms. The teachers offer recommendations from their own teaching experiences for how preservice teachers can find time for powerful social studies teaching despite pressures to meet the requirements of No Child Left Behind in literacy and mathematics. They integrate social studies with literacy and math, use "teachable moments" and transitions between subjects, and incorporate social studies research with computer and media skills. In addition, they employ class meetings to practice the democratic processes of collectively setting and revising class rules, accepting responsibility for those rules, and working together to solve classroom problems. Informal feedback from the preservice teachers reflects their appreciation of advice from classroom teachers with current experience in addressing the challenge of making time for powerful social studies teaching.     

Desegregation: The Assimilation of a Minority Population

Abstract

A theoretical model viewing the desegregated elementary school as an instrument for the assimilation of ethnic minority children was tested using a sample of Mexican-American elementary school students. Using Milton Gordon's concepts of structural and cultural assimilation, it was hypothesized that the Mexican-American students who were ingroup oriented (unassimilated) would be less likely to integrate into the Anglo peer group (structural assimilation) and would receive a lower G.P.A. (cultural assimilation). For female students, ethnic ingroup orientation was directly related to Anglo peer group integration, as hypothesized. However, ethnic ingroup orientation was not directly related to academic G.P.A. (cultural assimilation), but rather ethnic attitudinal disposition was indirectly related to academic G.P.A. through Anglo peer group integration. For males, the relationship between ingroup orientation and academic G.P.A. was present, as hypothesized. However, ethnic attitudinal disposition was not related to Anglo peer group integration. The relationship between Anglo peer group integration and academic G.P.A. was present as hypothesized, indicating the level of efficiency in assimilating minority populations.     

An Institution Defended: Slavery and the English Invasions of Buenos Aires in 1806–1807

In 1807, in anticipation of a renewed British attack on Buenos Aires, the local authorities turned to slaves to supplement their military forces. It was an unexpected choice in view of fears raised in recent years by the growing number of slaves in the region, the Haitian Revolution and local threats involving the black population. Indeed, the process of recruitment was surrounded by reservations and limitations with nothing being offered to the slaves. Nevertheless, they proved willing recruits, in part because of a commitment to king, religion and patria, in part because the British had offered them nothing when they had held Buenos Aires briefly in 1806. But the reservations about the slaves continued even after the successful defence of the city, as only a handful of those who fought were rewarded with their freedom. The events indicate the state of race relations in the Río de la Plata in the period immediately before the independence struggles, and that while the slaves' military contribution in 1807 may have eased racial fears to some extent, it did not produce any significant abolitionist feelings.     

Measuring Marital Satisfaction: A Comparison of the Revised Dyadic Adjustment Scale and the Satisfaction with Married Life Scale

Marital satisfaction has been psychometrically measured using many different instruments not soundly based on theory. The Revised Dyadic Adjustment Scale (RDAS), consisting of 14 items, is commonly accepted by researchers and practitioners to measure marital satisfaction but was not specifically designed to measure marital satisfaction. The Satisfaction with Married Life Scale (SWML), consisting of five items, is a short scale specifically targeted toward measuring marital satisfaction. An online sample collected from 1,187 couples throughout the United States was used to compare these instruments' correlation (r = .782), factor structures, reliability (SWML, α = .958; RDAS, α = .943), theoretical foundation, and validity. These instruments are on parity with each other when measuring marital satisfaction; however, each instrument yields implications for practitioners and researchers desiring to measure marital satisfaction.     

Scoring rule voting games and dominance solvability

This article studies the dominance solvability (by iterated deletion of weakly dominated strategies) of general scoring rule voting games when there are three alternatives. The scoring rules we study include Plurality rule, Approval voting, Borda rule, and Relative Utilitarianism. We provide sufficient conditions for dominance solvability of general scoring rule voting games. The sufficient conditions that we provide for dominance solvability are in terms of one statistic of the game: sufficient agreement on the best alternative or on the worst alternative. We also show that the solutions coincide with the set of Condorcet Winners whenever the sufficient conditions for dominance solvability are satisfied. Approval Voting performs the best in terms of our criteria.     

The invention of religion: Aspects of the South African case

This paper examines the role played by popular culture in response to the effects of the unfolding social and political repression on the ordinary Zimbabwean after 2000. The arts is one sector where the Zimbabwean government fostered its repressive hegemony. An urban youth music genre called ‘urban grooves’ rose to prominence during the period under focus here and some of the artists colluded with the government in propagating an anti‐Western imperialism campaign. This paper evaluates the nature of the genre’s performance practices and its role in the government’s anti‐Western imperialism campaign. It also discusses the complexities associated with notions of complicity and resistance as urban grooves artists resisted both Western hegemony, as per the government’s campaign, and subverted the same government’s censorship of the urban youth’s and the general society’s imaginary and other freedoms.     

Practice Learning and the Development of Students as Critical Practitioners—Some Findings from Research

This article reports some findings from an ESRC‐funded research project which has been examining the development of criticality in undergraduate students, taking social work and modern languages as contrasting disciplines. This twin‐track study aims to develop the conceptualisation of ‘criticality’ in the context of empirical research. This article examines the development of criticality in final year social work students, where the practice learning experience is predominant. The analysis is framed by the project's developing theoretical conceptualisation of criticality.     

Experiences of Post‐Qualifying Study in Social Work

This article is based on a research project to explore the experiences of past and current candidates for post‐qualifying awards in social work in England. Also included in the study are the Leads of the post‐qualifying consortia in England. The study used questionnaire survey and nominal group techniques to gather data, which were coded and categorised into themes. The main findings relate to the perceived purposes of post‐qualifying study, motivations for undertaking post‐qualifying study, the factors that sustain and hinder study, the advice that those who have or who are experiencing post‐qualifying study would give to those about to start and future plans and hopes in this area.

Post‐qualifying study is generally valued, especially in relation to the opportunities it provides for professional development. The support of a mentor who has direct experience of the candidate's programme is highly prized, as are clear and consistent guidance from the programme and meaningful study time and workload relief from employers. There are also frustrations for some candidates who do not feel that their post‐qualifying study has stretched them beyond qualifying standards or who experience the teaching as divorced from the realities of daily practice. The appetite for a wider choice of post‐qualifying modules suggests that providers of post‐qualifying study will need to collaborate within and across regions in order to achieve a critical mass of candidates for more specialist or focused learning. The study suggests a need for further research to understand the impact of post‐qualifying study on candidates' social work practice.

The article concludes with two checklists of questions, one for individual candidates and another for agencies and programmes. These questions arise from the findings in the research.