The stress of secondary school for vulnerable students

An assessment of the stress of junior high/middle school (JH/MS) can be made by comparing overall behavior and academic student patterns in JH/MS with those in elementary school (ES), and by evaluating the differential educational consequences experienced by JH/MS students who had varying degrees of maladjustment in ES. Specific numeric data indicate that the environment is far more open, combative, frightening, impersonal, and academically taxing in JH/MS than in the ES. Partly as a result, suspensions, unexcused absenteeism, and grade failure occur at a much greater overall rate in JH/MS. Also, the immediate aftermath of these school adversities is significantly more deleterious in JH/MS than in ES. An analysis of the differential outcome data reveals that JH/MS students who had prominent ES maladjustments have a 5–13-fold greater rate of grade failure, suspension, and undue absenteeism than do students without such ES difficulties, and that generally students without major ES malajustment patterns continue to perform well after their entry to secondary school. In effect, then, JH/MS is primarily a stressful environment for students who are vulnerable on entry.Reveived M. D. from University of Wisconsin. Research interests include school mental health, hyperactivity, and psychopharmacology.     

Adolescent Development and the Measurement of Juvenile Psychopathy

Researchers are currently seeking antecedents of psychopathy among children and adolescents. Instruments developed for this purpose are likely to be used in the future in ways that may have serious implications for youths in delinquency and criminal cases. In this regard, and because the concept and measurement of psychopathy have been developed in reference to adults, there is reason to be concerned about potential developmental sources of false positives when measuring psychopathic traits in juvenile offenders. We provide the basis for our concern, as well as standards regarding the types of research evidence that should be provided before psychopathy measures are accepted for use in juvenile forensic assessments.     

Glycated hemoglobin: a useful post-mortem reference marker in determining diabetes

Glycated hemoglobin (HbA(1c)) has been demonstrated to be a useful marker for long-term glucose control in diabetes. This parameter characterizes each non-enzymatic fixation of glucose on hemoglobin. It is a useful test in addition to periodic glycemia controls since it reflects the mean glycemia of the past 60 days. We studied the conservation of HbA(1c) at 4 degrees C as a function of time with different anti-coagulants and preservatives (3, 6 months, 1 year). A total of 106 tests were performed using the high performance liquid chromatography (HPLC) method dedicated to the semi-automatic analysis of HbA(1c) (Bio-Rad) and we applied the method in forensic cases. Conservation at 4 degrees C was good for as long as 3 months in blood samples collected with fluoride and 6 months in samples collected in a dry or in a heparinized tube. In non-diabetic subjects, HbA(1c) reference values obtained from forensic samples were identical to those of living controls (3.5-6.25% of total hemoglobin). All positive HbA(1c) results were confirmed by a medical evaluation. This method was successfully applied to five forensic cases. In cases of increased acetonemia, acetone or isopropanol are easily measured. However, in some unexplained post-mortem circumstances, increased HbA(1c) permits to differentiate alcoholic or starvation ketoacidosis from the diabetic cases. Glycated hemoglobin should, therefore, be considered the forensic marker of choice in the post-mortem diagnosis of a diabetic disorder and demonstrates its usefulness in post-mortem validation.     

Authoritarian Attitudes, Democracy, and Policy Preferences among Latin American Elites

This article examines the prevalence and consequences of authoritarian attitudes among elites in Argentina, Brazil, Chile, Colombia, Mexico, and Venezuela. We focus on the connection between antidemocratic elite attitudes and support for democracy; the causes and effects of authoritarian attitudes among elites and their implications for authoritarianism; and the impact of authoritarian attitudes beyond social policy preferences to other policy areas that have indirect implications for order. Contrary to some of the literature, we find that antidemocratic attitudes affect elites' support for democracy. Our analysis also speaks to the debate on the origins of authoritarianism. Much of the evidence supports Altemeyer's notion that perceived threat raises levels of authoritarianism, rather than Feldman's contention that threat strengthens the influence of authoritarian attitudes. Finally, we demonstrate that there is a broader influence of authoritarian attitudes on economic policy preferences, but only where those policies appear to have implications for social order.     

Politics of Environmental Law: Political Ideology, Elitism or Urban-Rural Interests?

This paper examines a number of demographic aspects in congressional districts and states that played important roles in a series of Congressional votes on environmental issues in 2000. These characteristics include urbanization or population density, education, income, race, and employment. Our findings are mixed. While we find some evidence (at least in Senate votes) that population density is a positive predictor of “pro-environment” votes, we also find that things commensurate with the Environmental Kuznets Curve such as income, education, and lifestyle also play an important role in environmental voting.     

苏格兰警务工作改革的八个热点问题

警务工作必须随着社会的发展变化而不断进行调整和改良。进入21世纪后,苏格兰社会发生了许多深刻的变化,与之相适应,苏格兰警察正面临着一系列挑战和问题。未来苏格兰警务工作改革包括八个热点问题,即社区警务、警察的领导与管理、打击犯罪工作、毒品问题、青少年问题、警察在整个刑事司法体系中的角色转变、警察责任与警察投诉以及中央警务与地方警务两种模式之间的选择。     

The Role of Management and Representation in Improving Performance of Disadvantaged Students: An Application of Bum Phillips's “Don Shula Rule”1

Scholars and practitioners within the U.S. education system have focused considerable attention on developing new programs aimed at raising educational achievement for disadvantaged students. New programs are only one way to improve student performance, however; recent work in public administration suggests that public management and implementation practices might also have a large impact on student performance. Existing research shows that managerial networking, managerial quality, and effective personnel management can significantly improve the quality of the education received by disadvantaged students. Additional work highlights the contribution of representative bureaucracy. Because these research agendas have targeted the public administration literature rather than the education policy literature, this article seeks to bring this research back to education policy. Using data from several hundred Texas public school districts, spanning 1995 to 2002, and focusing on disadvantaged student performance (Latinos, blacks, and low‐income students), this article illustrates how both management and processes to enhance the representativeness of teaching faculty produce benefits for disadvantaged students.