Observations of Adolescent Peer Group Interactions as a Function of Within‐ and Between‐Group Centrality Status

Observations of adolescent (n = 258; M age = 15.45) peer group triads (n = 86) were analyzed to identify conversation and interaction styles as a function of within‐group and between‐group centrality status. Group members' discussions about hypothetical dilemmas were coded for agreements, disagreements, commands, and opinions. Interactions during a hypothetical decision were rated for openness, dominance, aggression, and prosocial behavior. Hierarchical linear modeling revealed that higher within‐group status predicted more disagreements, commands, and less openness than lower within‐group status. Interactions showed that prosocial and aggressive behavior varied as a function of individual status in low‐status but not high‐status groups. Boys, but not girls, engaged in more openness in higher status groups. Results provide insights into peer socialization.     

The Edinburgh Review,The Quarterly Review,and the contributions of the periodical to the slavery debates

This article explores the representation of the slavery debates in two of the most popular periodicals of early nineteenth-century Britain. Anonymous reviewers in the Edinburgh Review and The Quarterly Review shared information on the slavery debates in Parliament with their readers, critiqued popular printed works on the subject, and put forth their own views and opinions. Their differing editorial positions and political affiliations led them to take opposing views. These differences, combined with the freedom of anonymity, turned the periodicals’ pages into an as-yet underappreciated theatre in which to argue, challenge, and defend two sides of the slavery debate. They reveal a far more balanced debate than has been traditionally imagined.     

Rape on Campus: Community Education and Services for Victims

Abstract

Rape is an issue which must be addressed by college health workers. It is prevalent on college campuses in overt and subtle forms, and requires interventions on several levels. This paper describes community and professional education and training, victim counseling and advocacy, police liaison, and medical services, all of which are provided within a context of ongoing collaboration among agencies involved.     

Evacuation Risks: A Tentative Approach for Quantification

This study tries to assess the risk of deaths and injuries from motor vehicle accidents associated with an evacuation of population groups in case of nuclear plant accidents. The risk per person–km is evaluated using: (a) data from previous evacuation: information from Soufriere evacuation (Guadeloupe Island 1976) and Mississauga (1979), added to Hans and Sell's data: no road accident occurred for a sample of 1,500,000 persons; (b) national recording system for motor vehicle accident: the rates of 2.2 10 ^-8 deaths per person–km and 32 10^-8 injuries per person–km is calculated as an average. These last rates in France overestimate the number of casualties. A reasonable hypothesis is to assume that the probability of road accident occurrence follows a Poisson distribution, as these events are independent and unfrequent, as no accident was observed in a sample of 1,500,000 persons the probability is between 0 and an upper value of 0.24 10^-8 deaths per person-km and 3.29 10^-8 injuries per person–km. The average and maximum population involved within different radii around French and U.S. Nuclear power sites are taken as a sample size in order to study the total risk of deaths and injuries in the hypothesis of an evacuation being necessary to protect the populations.     

Revitalizing the MBA for the New Millennium: A Collaborative Action Research Approach

Business schools are facing increased competition due to information technology innovations and customer dissatisfaction. In response, business schools are turning to a variety of solutions, such as team teaching, integrated curricula, and distance learning. This article presents the results of a collaborative action research project initiated by one business school faced with the need to revitalize its MBA program. The faculty engaged in this project learned much about the challenges of teaching an integrative course and the constancy of change. We share our conclusions and recommendations about an integrated curriculum, distance learning, adult learning, team teaching, revisions in program duration and structure, as well as advice on the necessary administrative support and compensation for business schools contemplating such changes. This revised version was published online in July 2006 with corrections to the Cover Date.