The Potential Role of Meaning in Life in the Relationship Between Bullying Victimization and Suicidal Ideation

Adolescent bullying is a common problem in schools across America. The consequences of bullying are significant, and can include severe psychological trauma and suicide. A better understanding of the mechanisms that link bullying and suicidal ideation is needed in order to develop effective prevention and intervention initiatives. Meaning in life is a potential mechanism that has not been studied in this context. It was hypothesized that meaning in life could serve as both a mediator and a moderator of the relationship between bullying victimization and suicidal ideation. As a mediator, meaning in life is considered to explain why bullying victimization leads to suicidal ideation. As a moderator, meaning in life is considered to buffer the ill effect of bullying victimization on suicidal ideation. Data collected from an ethnically diverse sample of 2,936 (50 % female), 6th–12th grade students from one urban school district in the Northeastern US were used to examine the hypotheses. The model for girls was consistent with mediation (i.e., meaning in life may explain how victimization leads to suicidal ideation). The model for boys was consistent with moderation (i.e., the ill effect of victimization on suicidal ideation was attenuated as meaning in life increased). Implications for prevention are discussed.     

School Disengagement as a Predictor of Dropout, Delinquency, and Problem Substance Use During Adolescence and Early Adulthood

Over the past 5 years, a great deal of attention has been paid to the development of early warning systems for dropout prevention. These warning systems use a set of indicators based on official school records to identify youth at risk for dropout and then appropriately target intervention. The current study builds on this work by assessing the extent to which a school disengagement warning index predicts not only dropout but also other problem behaviors during middle adolescence, late adolescence, and early adulthood. Data from the Rochester Youth Development Study (N = 911, 73% male, 68% African American, and 17% Latino) were used to examine the effects of a school disengagement warning index based on official 8th and 9th grade school records on subsequent dropout, as well as serious delinquency, official offending, and problem substance use during middle adolescence, late adolescence, and early adulthood. Results indicate that the school disengagement warning index is robustly related to dropout as well as serious problem behaviors across the three developmental stages, even after controlling for important potential confounders. High school dropout mediates the effect of the warning index on serious problem behaviors in early adulthood.     

Exploring Space: NASA at 50 and Beyond

In 2008, the National Aeronautics and Space Administration (NASA) celebrated its fiftieth anniversary, and has been embarked on a mission to put astronauts on the moon, possibly by 2020. Is this goal “back to the future”? Or is it “the way forward” as a prelude to a mission to Mars? An advisory panel to President Obama has recommended alternatives to the moon as routes to Mars. At the time of writing, Obama has yet to decide. Of course, NASA has already arrived on Mars with robots, a tribute to the agency's remarkable technical prowess. However, the ultimate challenge would be to send men and women to Mars. Why? That, of course, is the big question. The answer lies in the human heart rather than in the rational mind. NASA's exploration of this unknown frontier has more in common with the expeditions of Columbus and Magellan than the missions of most other federal agencies. Any list of discretionary expenditures would prioritize space exploration as an extreme example of an unnecessary luxury that can be postponed. So why should NASA continue to explore space? That question takes on an acute meaning during a time of intense domestic economic and foreign policy challenges. But imagine: what would be lost to America if NASA did not exist?     

Expectations of government’s response to disaster

Citizens’ expectations about what government is capable of doing and what policies government officials intend to pursue can influence their decisions. After a disaster, for instance, expectations of government’s intent and capacity to assist in the rebuilding process will influence the rebuilding strategies that affected citizens adopt. This article develops a typology that categorizes citizens’ expectations of government response to disaster. We then deploy this typology to identify expectation patterns among residents and other private actors in New Orleans’ Ninth Ward communities who have returned following Katrina and explain how these expectations shape their preferred rebuilding strategy.     

Collaborative Institutions in an Ecology of Games

This article seeks to improve our understanding of policy institutions and cooperation by adapting Long's (1958) analysis of the ecology of games to the context of collaborative land use and transportation planning in California. The traditional institutional rational choice analysis argues that collaborative institutions reduce the transaction costs of cooperation among multiple policy actors. The ecology of games framework extends IRC by emphasizing the consequences of multiple institutions and identifies several reasons why collaborative institutions may actually reduce the amount of cooperation in existing policy venues. Analyses of survey data from policy actors in five California regions demonstrate that higher levels of cooperation in collaborative institutions are associated with lower levels of cooperation in other land‐use and transportation planning institutions.     

How to think about the U.S. budget challenge

The long‐term budget prospects of the United States are grim. Projected spending greatly exceeds projected revenue over the next few decades. Projected growth of health care spending accounts for more than all of the anticipated gap. Without action to narrow the gap, accumulating deficits will drive up the ratio of debt to GDP. Interest payments will rise correspondingly. At some point, domestic and foreign holders of U.S. debt will come to doubt the capacity of the government to service this debt. At that point, they will demand sharply higher interest rates. The combination of increasing debt and rising interest rates will cause debt service costs to explode. What follows would be some combination of collapsing investment, declining production, debt default, and inflation—in brief, a calamitous mess. That such a mess will occur is certain if budget deficits as large as those currently anticipated are realized. Precisely when is impossible to forecast accurately.     

Educational vouchers: Effectiveness,choice, and costs

Most of the policy discussion on the effects of educational vouchers has been premised on theoretical or ideological positions rather than evidence. This article analyzes a substantial body of recent empirical evidence on achievement differences between public and private schools; on who chooses and its probable impact on educational equity; and on the comparative costs of public and private schools and an overall voucher system. The findings indicate that: (1) results among numerous studies suggest no difference or only a slight advantage for private schools over public schools in student achievement for a given student, but evidence of substantially higher rates of graduation, college attendance, and college graduation for Catholic high school students; (2) evidence is consistent that educational choice leads to greater socioeconomic (SES) and racial segregation of students; and (3) evidence does not support the contention that costs of private schools are considerably lower than those of public schools, but the costs of an overall voucher infrastructure appear to exceed those of the present system.