Pleasing the students: teachers' orientaton to classroom life in adult education

It is noted that existing sociological research on classrooms has focused too narrowly on compulsory schooling with the result that we have no data showing the rituals and routines of Adult Classrooms or the ways that teachers cope and resolve them. The paper presents fieldnote and interview data from a small ethnographic study of the two Adult Evening classes. The data suggest that in contrast to the teacher of school aged pupils, who seeks control and discipline, ‘pleasing students’ is the major orientation to classroom life of the evening class teacher. Do not say, the people must be educated when after all you only mean amused, refreshed, soothed put into good spirits and good humour or kept from vicious excesses. (Newman, 1873).     

The emergence of an Alpine environmental expertise

This article reports on the findings of research carried out on conflicts concerning major transport infrastructure projects in the Southern Alps. These conflicts were analyzed as delineating the gradual emergence of an environmental expertise network. Rather than fighting the administration and/or the transport operator in the field of transport, some opponents try to relocate the expertise into the field of the environment so as to catch the experts in the different administrations off guard. This resulting Alpine environmental expertise is based on the constitution of trans‐Alpine associative networks and the emergence of a constantly more supportive and structuring notion: sustainable development. In this article, we analyze the manner in which this notion is diffused and how it gradually builds up its definition in the course of action. The Alpine Agreement plays a major role in this operationalization: it constitutes a multilateral semantic point of reference for a variable Alpine policy and has influenced both major trans‐Alpine associative networks and official French land transport policy.     

Real Men,Real Women,Real Lives? Gender issues in learning disabilities and challenging behaviour

This article seeks to define gender issues and explores the significance of these issues for challenging behaviour in the field of learning disability. It is argued that lack of awareness about these issues contributes to the development of challenging behaviour and to difficulties in identifying the needs expressed through these behaviours, whatever their origin. Specific areas examined include models of residential provision for adults, prioritisation of service activities, attribution processes (needs identification), and the sexuality of people with learning disabilities. In each area issues are raised and the implications for service practice defined.     

Economics, sociobiology and behavioral psychology on preferences

Economists have become increasingly interested in hypotheses from sociobiology as a source of inspiration for filling gaps in the economic model of behavior. To avoid borrowing eclectically and arbitrarily from neighboring disciplines, this paper attempts to outline in a systematic way the similarities and differences between the approaches taken in economics and sociobiology. In doing so, special attention is given to an empirical theory of preferences that is lacking in economics. Here, inspiration from sociobiology would seem to be particularly useful. The considerations in the paper suggest that sociobiological arguments may indeed be helpful, albeit at a very elementary level only. A more comprehensive theory cannot ignore the influences of innate learning mechanisms in higher living beings. An elaborated theory of preferences in economics will have to acknowledge and incorporate insights from behavioral psychology.     

Loneliness and Adolescents’ Neural Processing of Self,Friends, and Teachers: Consequences for the School Self‐Concept

The present interdisciplinary study explored whether perceived loneliness is associated with ventromedial prefrontal cortex (vMPFC) activation during self‐ and social judgments (friends and teachers) in adolescents. Moreover, we examined how vMPFC activity is related to the academic self‐concept (ASC). Results of manifest path analysis indicated that high perceived loneliness was related to lower neural response to self‐judgments. In turn, high neural response to self‐judgments was positively associated with the ASC, whereas there was a trendwise negative association between high neural response to teacher‐related judgments and ASC. This study reveals associations between perceived loneliness and neural processing of the self, underlining the idea that feeling isolated from others may hinder self‐insight and, by extension, the formation of a stable academic self‐concept.     

Attenuating Initial Beliefs: Increasing the Acceptance of Anthropogenic Climate Change Information by Reflecting on Values

Anthropogenic climate change information tends to be interpreted against the backdrop of initial environmental beliefs, which can lead to some people being resistant toward the information. In this article (N = 88), we examined whether self‐affirmation via reflection on personally important values could attenuate the impact of initial beliefs on the acceptance of anthropogenic climate change evidence. Our findings showed that initial beliefs about the human impact on ecological stability influenced the acceptance of information only among nonaffirmed participants. Self‐affirmed participants who were initially resistant toward the information showed stronger beliefs in the existence of climate change risks and greater acknowledgment that individual efficacy has a role to play in reducing climate change risks than did their nonaffirmed counterparts.