Towards a Sociological Understanding of Football Hooliganism as a World Phenomenon

In this article a sociological diagnosis of football hooliganism as a world phenomenon is given. The author uses mainly English (newspaper) data about football violence (in and outside England) as an empirical base to explore how hooliganism can be theorised and understood. These data can usefully serve as a rough indication of the worldwide incidence of football hooliganism in the twentieth century. The author favours the figurational/process-sociological approach to football hooliganism which is historical and developmental. It also involves an exploration of the meanings of hooligan behaviour via an analysis of verbatim statements by the hooligans themselves, locates the football hooligans in the overall social structure, especially the class system, and examines the dynamics of the relationship between them and groups in the wider society. It is important, nevertheless, to stress that it is unlikely that the phenomenon of football hooliganism will be found always and everywhere to stem from identical social roots. As a basis for further, cross-national research, it is reasonable to hypothesise that the problem is fuelled and contoured by, among other things, what one might call the major 'fault-lines' of particular countries. Effective policies are urgently needed if the great social invention of football is to be protected from the serious threat posed by a combination of hooligan fans, complacent politicians and money-grabbing owners, managers and players.     

After-School Programs as a Prosocial Setting for Bonding Between Peers

This study reports on the longitudinal analysis of a structured after-school arts program for Canadian youth, ages 9 to 15 years, from low-income communities where the relationship of peer social support, family interactions, and psychosocial outcomes is evaluated. Multi-level growth curve analyses suggest an increase in prosocial development with peer social support and a decrease in prosocial development when negative family interactions are present. Comparisons between matched controls, using estimated linear propensity scores, revealed significant improvement in prosocial behaviors for the intervention group. The structured after-school arts program was found to increase prosocial behaviors and bonding with peers for youth from low-income communities.     

Job Satisfaction Among Swedish Mental Health Nursing Staff: A Cross-Sectional Survey

There is limited amount of empirical studies concerning job satisfaction in inpatient psychiatric care. However, job satisfaction has several implications on public administration and management. The objective of this study is to identify factors having positive impact on job satisfaction among Swedish psychiatric nursing staff in an inpatient psychiatric clinic. The cross-sectional study is based on Herzberg’s motivation-hygiene theory. The survey was distributed among nursing staff at a psychiatric university hospital clinic in Western Sweden. Overall, job satisfaction was rated relatively high, and salary was rated the lowest of all factors investigated. Unlike the premises in Herzberg’s theory, salary showed a positive correlation with job satisfaction and not only in preventing dissatisfaction. Hospital managers must be attentive to salary levels and staff turnover. Psychiatric nursing personnel in Sweden lack competitive salaries, and hospital administrators should encourage nursing staff to improve relationships between staff and managers and establish good relationships among colleagues.     

Analysing managerial perceptions of when and how to structure public involvement in public-private partnerships

Previous research highlights what managers perceive to be the purposes of public involvement in public-private partnerships (PPPs) and the need for addressing stakeholder concerns unique to PPPs. Yet, we have little evidence of how particular modes of participation benefit particular goals of participation in this context. Through canonical correlation analysis (CCA) of survey data collected in the U.S., this study examines the modes and sequencing of 14 public involvement activities in respect to 10 goals of public involvement in this context. The results indicate that selections among modes of participation are contingent upon when they are introduced. Respondents prefer widening stakeholder involvement early in the project development phase and during the contract implementation phase, but not during the later phases of contract design. Respondents also assign more value to engaging local citizens than their respective political leaders, particularly at mature stages of the PPP’s implementation phase.     

Do Participants and Observers Assess Intentions Differently During Bargaining and Conflict?

Political actors in conflict settings are often uncertain about their counterparts' intentions. This article explores the psychology of how intentions are assessed using a novel experimental design that randomly assigns subjects to one of three roles—"proposer,""recipient," or "observer." Recipients and observers are given identical noisy information about proposers' actions, and make postplay assessments of proposers' intentions that are rewarded based on accuracy. A first experiment explores a context of ambiguity, while a second experiment explores a context of uncertainty . The results suggest that actors' perceptions can sometimes be directly affected by the set of strategic alternatives they possess. When signals about proposer behavior appear "negative," recipients' assessments of proposers' intentions are more negative than observers' assessments if recipients have the ability to respond to the proposer's action—but not if recipients lack this ability. The ability to respond to proposer behavior appears to cause recipients to make more negative inferences about the proposer than circumstances warrant. Interestingly, recipients' and observers' assessments are indistinguishable when signals about proposer behavior instead appear "positive."     

Mothers’ Differential Treatment of Adolescent Siblings: Predicting College Attendance of Sisters Versus Brothers

Current estimates suggest that by 2015, 60% of college students will be women, a change since 1970 when 59% were men. We investigated family dynamics that might explain the growing gender gap in college attendance, focusing on an ethnically diverse sample of 522 mixed sex sibling dyads from the National Longitudinal Study of Adolescent Health. We examined whether the difference between sisters' and brothers' reports of their mothers' expectations for, and involvement in, their education during adolescence predicted their differential odds of college attendance seven years later. Sisters were more likely than brothers to attend college, and this gap was more pronounced among non-Whites and non-Asians. Sisters also had higher grades in school than their brothers. Although there were no gender differences overall in maternal educational expectations or involvement, brothers reported greater maternal involvement than sisters in non-White and non-Asian families. After controlling for family background factors, the average of siblings' reports of maternal treatment, and differences between siblings' grades, the results revealed that as sisters reported greater maternal educational expectations than their brothers, it became more likely that only the sister rather than only the brother in the family attended college. The difference between brothers' and sisters' reports of their mothers' educational involvement and their odds of attending college showed the same pattern of association but was not statistically significant. These results suggest that within-family social comparisons may play a role in sisters' and brothers' choices about attending college.     

Beyond Polls: Using Science and Student Data to Stimulate Learning

In an effort to promote learning in classrooms, political science instructors are increasingly turning to interactive teaching strategies — experiments, simulations, etc. — that supplement traditional lecture formats. In this article, I advocate the use of student-generated data as a powerful teaching tool that can be used in a variety of ways to support learning. The “data-driven classroom” is one in which original student data are collected via survey at the beginning of the course and the results presented throughout the term. Examples and case studies across multiple courses and classroom settings are used to illustrate how the method may be applied in practice. Feedback from student assessment surveys reveals strong support for the method, even among nonmajors. The article concludes with recommendations for instructors interested in creating more data-driven classrooms.