“Risk Society”: The Cult of Theory and the Millennium?

The relation between theory and empirical data in sociology and social policy is explored through a critique of Ulrich Beck's influential book, Risk Society . Consideration is given to the extent to which a book that purports to describe contemporary societies in general is actually rooted in the unique circumstances of postwar Germany. The various arguments of Risk Society are reviewed and tested against relevant empirical reports from England. Many of the historical and contemporary generalizations made by Beck are shown to be questionable. The conclusion reflects on the popularity of the genre in which Beck is working and questions the consistent glumness of its attitude to contemporary societies—whether those of the 1890s or the 1990s. The new millennium might be a time for a new spirit and the rejection of the nostalgia and conservatism of humanities-oriented scholarship.     

“Shelf-Ready” Print Serials Acquisitions

The focus of this installment of “The Balance Point” is “shelf-ready” print serials acquisitions, including functions associated with traditional consolidation services (ordering, receiving, check-in, labeling, claiming and batch shipments), and the newer capabilities of uploading check-in data automatically into library systems. Featured authors discuss traditional vendor consolidation services, pilot projects and experiments in the pursuit of what they define as genuinely “shelf-ready” periodicals. The authors view obtaining “shelf-ready” print journal issues as an effective and efficient means of managing print serials operations while coping with the demands of managing digital resource acquisitions with limited financial resources.     

On the Non-Negotiable in Sociological Life

Qualitative Sociology -     

Towards better preparation and support for health and social care practitioners conducting specialised assessments in remote Indigenous contexts

Remote health professionals encounter many challenges associated with delivering care in poorly serviced remote locations and working across cultures. Despite an identified need for the assessment practices of health and social care professionals to accommodate cultural differences, and for staff training in the area, deficits in preparing the remote workforce for assessment remain. This paper combines the results of two qualitative studies to consider current and improved approaches to preparing and supporting staff for conducting assessments in remote and Indigenous settings. Study A focused on aged care assessment practices within the remote Aboriginal context of Central Australia, and Study B focused on the practice for assessing cognition among Aboriginal Australians in the Northern Territory. Our secondary analysis of these combined data sets provides valuable information to improve planning of approaches to preparing staff for assessments in these contexts. We report themes relating to three categories: the assessment workforce, current approaches to preparing assessment staff, and cross‐cultural knowledge/skill. We discuss which areas require more detailed attention to prepare staff for this work – such as critical reflection and cultural safety – as well as how this may best be achieved – such as through the inclusion of cultural supervisors in practitioners' supervision models, and in follow‐up components to workshop models.     

After the Interview

This article is concerned with after the interview, a strip of time (Goffman 1974, p. 10) between the end of the formal interview and the culmination of leave-taking rituals. Although there is a considerable and growing literature on qualitative interviewing (Arksey and Knight 1999; Kvale 1996; Rubin and Rubin 1995; Weiss 1994), and some corridor talk about the meaning of off the record post-interview comments, this topic has received little attention in the published literature (but see DeSantis 1980 and Wenger 2001). And we think it is an important one, since it illuminates the interviewee's interpretation of the interviewer and interview process, and highlights aspects of the meaning of the topic, and of the interviewer, to the respondent (which is, after all, the endpoint of the qualitative interviewing method). Further, the question of what constitutes after the interview throws into relief the question of what is an interview.