Green grabbing and the dynamics of local-level engagement with neoliberalization in Tanzania's wildlife management areas

This paper analyzes the politics and struggles ongoing within wildlife management areas (WMAs) in Tanzania to discuss the dynamics of neoliberalization of the wildlife sector. We discuss neoliberalization as a new political-economic context within which the ongoing politics of natural resource management are played out, and focus on green grabbing as an expression of these politics. We discuss how local-level actors are engaged in these processes, often in strategic ways, to negotiate their roles within WMAs and address green grabbing by the state. Secondly, we discuss an example of the politics of land control and local-level actors’ enactment of accumulation by dispossession within a WMA.     

Launching a New Journal: Women and Social Movements in the United States, 1600–2000

This article traces the founding and development of an online journal, Women and Social Movements in the United States, 1600–2000 (WASM), which Sklar & Dublin began editing in 2003. A quarterly journal, a database, and a website, WASM publishes edited collections of primary documents and full‐text sources that focus on the history of women and social activism in the United States. The journal’s editors discuss their experience in launching the journal and reach out to scholars in the UK to expand the transnational and comparative dimensions of the project.     

Adolescent Sexual Activity: Links Between Relational Context and Depressive Symptoms

Little is known about the impact of the relational context of adolescent sexual activity on depressive symptoms. The present study examined trajectories of depressive symptoms among 6,602 adolescents (44% male, 60% White) taken from a nationally representative study (Add Health). Sexually active youth in romantic and casual relationships were first compared to virgins and then to each other by relational context. Longitudinal, multilevel models examined differences in the course of depressive symptoms based on sexual activity separately by gender and age group (ages 12–14 and 15–18). Results indicated that when compared to virgins, any differences in depressive symptoms by relational context of sex were present prior to youth’s sexual debut. The few significant differences found between youth who had sex in romantic relationships verses those who had casual sex were present before sexual initiation and not maintained over time, suggesting that casual sex in adolescence is not associated with long-term risks for depressive symptoms.

The Mechanisms of Exclusion: Women in Conflict

Women across geographical and temporal locations have faced similar experiences in conflict and post-conflict situations due to broad conceptualisations of gender and its perceived implications, which play out within all conflict dynamics. This article draws on case studies from the work of WOMANKIND Worldwide, a UK-based international women’s human rights and development organisation, to outline the challenges faced by and innovative strategies used by women’s organisations internationally to ensure their participation, voice and rights and the role of the women’s movement in uniting disparate groups and individuals. It recognises that women are not a homogenous group and that their experiences differ widely across geographical and temporal locations. To guard against biological foundationalism and to ensure a comprehensive approach to peace-building, both a human-rights approach and a gender analysis are therefore required. Only then will sufficient voice, resources, participation, services, support, reparations, documentation and respect for human rights be ensured—both for women and men.

Human rights education in US social work: Is the mandate reaching the field?

Abstract

Social work education in the United States takes place not only in classrooms but also in the many workplaces where students complete their mandatory internships. This practicum, known as “field education,” is social work’s “signature pedagogy.” Although efforts have been made to integrate human rights education (HRE) into US social work education and the Council on Social Work Education now mandates a human rights competency, little research has examined how and whether the HRE mandate is implemented in field education. This article examines the impact of HRE on social work field education by focusing on one state—Florida. For this study, we surveyed 158 Florida field educators about their human rights knowledge and practices and conducted telephone interviews with the staff members who coordinate student internships at six social work schools. The data paint a complex picture. Although strides to foster students’ ability to apply human rights understanding in field education have been made, sustained institutional support for integrating HRE in field is needed at the university and associational level. True integration of HRE into field education will only be achieved when all educators receive the support they need to become educated on social work as a human rights practice.     

Issues in Female Inmate Health: Results From a Southeastern State

The current study examines health care services and perceptions of those services by former inmates of a women's prison in 1 southeastern state. The results indicate that many women enter prison with health issues, including hypertension, HIV/AIDS, depression, anxiety, and drug addictions, and use health services while incarcerated. Women in this study expressed overall dissatisfaction with those health services and did not perceive that their health improved while incarcerated or that they received better health care in prison than on the outside. This exploratory study points to the need for further empirical investigation into the issue of health care for the incarcerated female. The generalizability of the study's findings is possibly limited by the fact that respondents were former female inmates. Also, results from 1 southeastern state may not be generalizable to other geographic locations.     

Improving Public Service Education Programs through Assessing the Performance of MPA Alumni

Educational outcomes assessment can improve public service education programs. This article applies the Model of Learning Outcomes for Public Service Education which suggest that enabling characteristics—factors that mediate the relationship among immediate, intermediate, and longer term outcomes—can improve our understanding of public service education. A survey was conducted of alumni at The George Washington University in Washington, DC, and the American University in Cairo in Cairo, Egypt. The responses from the two groups of MPA program alumni were striking: curriculum understanding and application were markedly similar, suggesting that this model is appropriate for use in different contexts.