Critical Discourse,Applied Inquiry and Public Health Action with Urban Middle School Students: Lessons Learned Engaging Youth in Critical Service-Learning

The Nuestro Futuro Saludable partnership designed a critical service-learning intervention focused on health equity and action. The 10-week afterschool intervention was implemented in a Boston middle school. Youths who took part in the intervention were knowledgeable about the social determinants of health in their communities, as well as to the barriers to health. Our findings indicate that engaging young people in a meaningful way will be critical if health improvement efforts are to be realized. We found that a critical service-learning framework that incorporates elements of applied inquiry and critical pedagogy was effective as a health intervention and provided opportunities for action.     

A decision support system for banks

Just recently, information systems with rather unique characteristics have begun to emerge. These systems usually referred to as Decision Support Systems, feature decision models, a data base and the decision maker as subsystems and are specifically oriented to supporting decision making. This article examines Decision Support Systems and their application to banks.     

Impulsivity as a Risk Factor for HIV Transmission in Men Who Have Sex with Men: A Delay Discounting Approach

Delay discounting (DD) is a measure of impulsivity that describes the subjective decline in value of a consequence as the delay to that consequence increases. We sought to assess whether the results of a monetary DD task would be predictive of sexual risk-taking in a group of Internet-using men who have sex with men (MSM). 1402 participants completed an online survey that included questions about the participant’s demographics, sexual history and behavior, drug use, sexual compulsivity, and a monetary DD task. High DD was associated with increased odds of reporting >2 UAI partners in the past 12 months [aOR = 1.5 (1.1–2.1)]. Future studies should examine the utility of DD as a predictor of risky sexual behavior, as well as explore the possibility of HIV prevention interventions targeting DD.     

Getting your supervisors and managers on the right team

They do a great job. So we promote them. Now they supervise people who don't do the job as well as they did. We give them a big raise. But because they're exempt they make less than their leads. They have the toughest job in the company—managing people. So we grant them an entire day of training to prepare. We ask them to mentor, coach, and have close relationships with their direct reports—all 132 of them. Then when the stock dips, we blame “middle management” and lay a bunch of them off.     

The impact of child and parental age on protective factors against child maltreatment

Although young age for both the parent and child is implicated in incidences of maltreatment, little is known about the association between parent or child age and protective factors related to child maltreatment prevention. With a sample of parents receiving child maltreatment prevention services in Kansas ( N  = 1993), we used regression analyses to examine whether the interaction of child and parent age influences family‐level protective factors over time. We found mixed support for each hypothesis, indicating that the age of parents and children differentially impacts family‐level protective factors. Implications for the Strengthening Families approach and child maltreatment prevention are discussed.     

Male homosexuality in western culture: the dilemma of identity and subculture in historical research

This article examines recent historical literature dealing with concepts of homosexual identity and subculture. It focuses on the current historiographical debate between the essentialists and the social constructionists. Historians are searching for the origins of the modern homosexual and for ways to explain the unique development of homosexual identities and subcultures in western societies. The distinction is drawn between macroanalysis and microanalysis. After critically examining their efforts, the article suggests the need to avoid focusing on global historical forces, which might account for the emergence of a homosexual identity (macroanalysis), and, instead, to analyze carefully particular homosexual subcultures (microanalysis). This latter approach can provide insights into the variety of homosexual social roles and identities that have existed in history.     

Institutional Barriers to Doing Public Sociology: Experiences of Feminists in the Academy

In recent years, the discipline of sociology has seen an increased discussion of public sociology, but the discussion has focused on whether or not it is a good idea for sociologists to become more engaged with their various publics. A different question motivates this research: What are the institutional arrangements that make doing public sociology difficult, and thus less likely? Following Dorothy Smith, we start from the perspective of frontline actors and ask them about their experiences. We combine data from two sources: individual interviews with a sample of 50 academic feminists, a group that has theoretical motivation to be interested in public sociology and group interviews with 15 feminists engaged in some form of public sociology. These informants tell us about two related institutional barriers to doing public sociology: the culture of professional sociology and the standards we use for evaluating scholarship. The impact of these disciplinary barriers probably varies by institution type and career stage but there is reason to suspect they generate costs not just for individuals but for the discipline. Taking steps to break down these barriers would ameliorate concerns some have raised about public sociology.     

Teaching History That Functions for Daily Living

As the development of active, democratic citizens has become, arguably, the primary purpose of social studies education, the model of instruction in citizenship education varies significantly. Although current models of citizenship education typically foster a sense of societal conformity and law-obeyance to the exclusion of social change, this article illustrates how elementary school students engaged in the critical examination of a pertinent social issue and guided the direction of a social action plan devised to overcome the injustice of bullying. The focus of this article is to illustrate how one fourth-grade teacher harnessed her students’ enthusiasm and interest in activism through an inquiry-based, interdisciplinary social action unit devised to solve elementary school bullying. A detailed, step-by-step narrative of the unit is described.