Predictors of Psychosocial Well-Being in Urban African American and European American Youth: The Role of Ecological Factors

Hierarchical regression analyses were used to identify factors that functioned as either promotive or protective factors against the impact of ecological risk on the psychological adjustment of 112 African American and 94 European American adolescents (13–19 years of age). Indicators of ecological risk, promotive/protective factors, and adjustment were assessed concurrently via adolescent self-report questionnaires. Supportive parenting emerged as a promotive factor for both African American and European American adolescents for academic achievement, competence, and problem behaviors. Additionally, school connectedness served as a promotive factor for both African American and European American adolescents with competence as the criterion. However, in analyses with problem behaviors as the criterion, school connectedness intensified the effect of ecological risk for European American adolescents. Of the three hypothesized positive factors (supportive parenting, ethnic identity, and school connectedness), only ethnic identity emerged as a protective factor for problem behaviors and this effect was only observed for European American adolescents. An assistant Professor in Psychology at the University at Albany, State University of New York. Received her PhD in Clinical Psychology from the University of North Texas. Major research interests are risk and resiliency processes in ethnic minority youth and measurement equivalence issues. Doctoral student in Clinical Psychology at the University at Albany, State University of New York. Research interests are risk and protective factors in minority youth Post-doctoral Fellow now at Arizona State University. Received his PhD in Clinical Psychology from the University at Albany, State University of New York. Research interests are risk and protective processes in minority youth and measurement equivalence issues     

The Revised Directive on Waste: Resolving Legislative Tensions in Waste Management?

The revised Directive on waste (Directive 2008/98/EC) enteredinto force on 12 December 2008. The purpose of the revised Directiveis to simplify the existing legislative framework for wastein order to encourage the divergence of waste away from landfills,to strengthen legal certainty and minimise burdens on businesses,regulators and stakeholders. This article explores the mainfeatures of the revised Directive and assesses them againstthe European Commissions' intentions in introducing the Directive.In addition, the paper considers the extent to which the revisedDirective promotes successfully (i) reduction of natural resourceuse, (ii) prevention of environmental impacts of waste generation,(iii) life-cycle thinking and; (iv) securing waste prevention.The paper concludes that there is still room for further clarification,particularly in relation to the criteria for by-products andthe new waste management terms ‘end of waste’ and‘preparing for re-use’. Whilst the revised Directivehas weaknesses and limitations it should be considered withinthe context of decision-making. In this way it represents amulti-party, multi-institutional and multi-national compromisewhich should be considered as a progressive step towards improvingthe whole life-cycle of products and resources. Undoubtedly,the revised Directive sets the tone for future legislative developmentsand bolsters the importance of extended producer responsibilityin future waste management measures.     

Data protection 1998–2008

This article reviews key developments in data protection legislation, case law and practice between 1998 and 2008. Over this time data protection has become a mainstream compliance topic for business and government alike. Having started in 1998 as a specialist area of limited general application, over the decade this area of law has been widely applied to access rights, international transfers of information and data losses. We are now seeing major changes in enforcement of data protection legislation (including the power to fine and increased use of audits) which will continue the focus on compliance.     

Decolonising online development studies? Emancipatory aspirations and critical reflections – a case study

Academics in high-income countries are increasingly launching development studies programmes through online distance learning to engage practitioner-students in low-income countries. Are such initiatives providing opportunities to critically tackle social injustice, or merely ‘mirroring’ relations of global inequality and re-entrenching imperial practices? Building on recent scholarship addressing efforts to ‘decolonise development studies’ and the complex power dynamics they encounter, we reflect on this question by analysing experiences of faculty and students in a United Kingdom-based online development studies programme, focusing particularly on perspectives of development practitioner-students working from Africa. We discuss barriers to social inclusivity – including the politics of language – that shaped participation dynamics in the programme as well as debates regarding critical development course content, rethinking possibilities for bridging counter-hegemonic development scholarship with practice-oriented approaches in a range of social contexts. Our analysis unpacks key tensions in addressing intertwined institutional and pedagogic dilemmas for an agenda towards decolonising online development studies, positioning decolonisation as a necessarily unsettling and contested process that calls for greater self-reflexivity.