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1.
Law enforcement agencies and institutions of higher education have confronted increasing numbers of violent and destructive campus riots and disturbances over the past decade. Problematic is the fact that these riots typically have no underlying cause, other than students’ quest for excitement. Responding to gaps in the empirical literature about these events, this study used data from two waves of surveys to systematically examine those involved in a recurring problem event in a college town that was subject to a police crackdown. The analyses drew on survey responses from over eight hundred event participants in 2002 and 2003, and the results revealed that increased enforcement had a significant effect on crowd composition, including the gender and race of participants, repeat visitors, out-of-town participants, and perceptions about the subjects' overall experience. Implications for law enforcement and community strategies to decrease the size and destructiveness of such problem events are outlined. 相似文献
2.
Lucan Way 《Communist and Post》2010,43(4):335-337
3.
Two American specialists on Russia report the results of two nationwide surveys conducted in that country in 1992 (N = 1,393) and 1993 (N = 1,598). Focus was on rates and types of political activism and their correlation with attitudes toward economic and political reform. Conclusions are that different types of political activism attract different constituencies. People with higher income and occupational status participate in a wide range of activities but are significantly less likely than others to vote. Those with less to gain from the transition are more likely to vote—perhaps a legacy of communism—but take part less in activities which demand high levels of commitment and resources. Journal of Economic Literature Classification Numbers: P29, Jl8. 相似文献
4.
Study after study has found that regime type has little or no effect on states’ decisions to pursue nuclear weapons. We argue, however, that conventional approaches comparing the behavior of democracies to that of nondemocracies have resulted in incorrect inferences. We disaggregate types of nondemocracies and argue that leaders of highly centralized, “personalistic” dictatorships are particularly likely to view nuclear weapons as an attractive solution to their concerns about regime security and face fewer constraints in pursuing nuclear weapons than leaders of other types of regimes. Combining our more nuanced classification of regime type with a more theoretically appropriate empirical approach, we find that personalist regimes are substantially more likely to pursue nuclear weapons than other regime types. This finding is robust to different codings of proliferation dates and a range of modeling approaches and specifications and has significant implications for both theory and policy. 相似文献
5.
Sam Popple Kïrsten Way Richard Johnstone Richard Croucher Peta Miller 《Regulation & Governance》2023,17(1):234-249
Work Health and Safety Inspectors are at the forefront of efforts to protect workers from harm from psychosocial hazards, yet the application of regulatory theory to their practice has been limited. Drawing on models of responsive regulation and strategic enforcement, we analyze extensive (N = 46,348) complaint and incident notification data from an Australian Work Health and Safety Inspectorate, to compare Inspectors' responses to psychosocial versus non-psychosocial hazards. We found psychosocial hazards were less likely to be actioned than non-psychosocial hazards. When they were actioned, psychosocial hazards saw more Inspector activity, but fewer enforcement notices than non-psychosocial hazards. These findings are inconsistent with the version of responsive regulation espoused by the regulator. Our theoretical conclusion is that Weil's strategic enforcement approach is likely to offer greater possibilities for guiding future resource allocation. 相似文献
6.
Way BB Miraglia R Sawyer DA Beer R Eddy J 《International journal of law and psychiatry》2005,28(3):207-221
OBJECTIVE: Examine factors related to prison suicides to aid prevention. METHOD: Review the mental health records of all 76 suicides that occurred between 1993 and 2001 in New York State Department of Correctional Services (NYSDOCS) prisons that had some contact with mental health services during their incarceration. (This represented 84% of all NYSDOCS suicides.) Extract data from the psychological autopsies for a sample of 40 of these suicides. RESULTS: Of the suicide victims with some mental health contact, 95% had a substance abuse history, 70% displayed agitation or anxiety prior to the suicide, and 48% had a behavioral change. Common stressors preceding the suicide were inmate-to-inmate conflict (50%), recent disciplinary action (42%), fear (40%), physical illness (42%), and adverse information (65%) such as loss of good time or disruption of family/friendship relationships in the community. Forty-one percent had received a mental health service within 3 days of the suicide. Compared to the about 7200 inmates actively receiving mental health services in state prison, African-Americans and patients with a Major Mood (Bi-polar or Major Depression) were under-represented. Adjustment Disorder, Schizophrenia, and Personality Disorder diagnoses were over-represented. Suicide victims were more likely to have been incarcerated for a violent crime. CONCLUSION: Mental illness, anxiety/agitation, behavior change, stressors, history of substance abuse, and non-African-American were important risk factors. 相似文献
7.
Way I VanDeusen KM Martin G Applegate B Jandle D 《Journal of interpersonal violence》2004,19(1):49-71
This study compared vicarious trauma in a random sample of male and female clinicians who treat survivors (n=95) and those who treat offenders (n=252). A national survey was conducted with members of the Association for the Treatment of Sexual Abusers (ATSA) and the American Professional Society on the Abuse of Children (APSAC). These data were used to test the relative contribution of variables theorized to contribute to two vicarious trauma effects (avoidance and intrusions) using the Impact of Event Scale. The sample reported high levels of avoidance and intrusions. Variables associated with vicarious trauma differed based on client population served. Sequential regression analyses were used to examine theoretically derived variables. Implications for practice and further research are discussed. 相似文献
8.
BB Mohanty Reader in Sociology 《The Journal of peasant studies》2013,40(2):243-276
Findings presented here about farmer suicides in Amravati and Yavatmal districts, Maharashtra, are evaluated in relation to Durkheimian theory, which attributes such acts to an historically specific combination of social and economic causes. Lower and middle caste peasant smallholders found themselves trapped between enhanced aspirations generated by land reform and other post-1947 measures, and the reality of neoliberalism (rising debt, declining income). Suicides among large and medium farmers belonging to the higher castes in Maharashtra were occasioned by failures in business, trade and politics. Such cases are consistent with the argument put forward by Durkheim, that suicide is an effect of individualization, a process of socio-economic ‘estrangement’ from agrarian communities experienced by rural producers in the context of rapid economic growth. 相似文献
9.
Diane Hughes Carolin Hagelskamp Niobe Way Monica D. Foust 《Journal of youth and adolescence》2009,38(5):605-626
The current study examined relationships between adolescents’ and mothers’ reports of ethnic-racial socialization and adolescents’
ethnic-racial identity. The sample included 170 sixth graders (49% boys, 51% girls) and their mothers, all of whom identified
as Black, Puerto Rican, Dominican, or Chinese. Two dimensions of ethnic-racial socialization (cultural socialization and preparation
for bias) were evaluated alongside three dimensions of ethnic-racial identity (exploration, affirmation and belonging, and
behavioral engagement). Mothers’ reports of their cultural socialization predicted adolescents’ reports, but only adolescents’
reports predicted adolescents’ ethnic-racial identity processes. Mothers’ reports of preparation for bias predicted boys’
but not girls’ reports of preparation for bias. Again, only adolescents’ reports of preparation for bias predicted their ethnic-racial
identity. Thus, several gender differences in relationships emerged, with mothers’ and adolescents’ perceptions of cultural
socialization, in particular, playing a more important role in girls’ than in boys’ identity processes. We discuss the implications
of these findings for future research.
Diane Hughes is Professor of Applied Psychology in the Steinhardt School of Culture, Education, and Human Development at New York University. There, she is co-director of the doctoral training program in Psychology and Social Intervention and of the Center for Research on Culture, Development, and Education. She received her B.A. from Williams College and her Ph.D. from the University of Michigan in Community and Developmental Psychology. Her research focuses on ecological influences on parenting and socialization processes among ethnic minority families. She has authored numerous articles and special journal issues devoted to identifying cultural knowledge and the use of culturally anchored methods, and has studied issues of special relevance to ethnic minority populations including racial discrimination and ethnic-racial socialization. She is currently co-chair of the cross-university study group on race, culture and ethnicity. Her research has been funded by the National Science Foundation, The National Institutes of Mental Health, the William T. Grant Foundation, the John D. and Catherine T. MacArthur Foundation, and the Carnegie Corporation. Carolin Hagelskamp is a doctoral student in Community Psychology at New York University’s Graduate School of Arts and Sciences. She received a B.Sc from the University of Kent at Canterbury (UK), and a M.Sc from the London School of Economics and Political Sciences. She has been a senior Research Assistant at the Center for Research on Culture, Development, and Education since 2003. Her research interests are the relationships between maternal work-family experiences, adolescent development and ethnic-racial socialization across ethnically diverse urban families. Niobe Way is Professor of Applied Psychology in the Department of Applied Psychology at New York University. She is also the Director of the Developmental Psychology program and the co-director of the Center for Research on Culture, Development, and Education at NYU. She received her doctorate from the School of Education at Harvard University in Human Development and Psychology and was an NIMH postdoctoral fellow in the psychology department at Yale University. Way’s research focuses on the intersections of culture, context, and human development, with a particular focus on the social and emotional development of adolescents from low-income families. She is primarily interested in how schools and families as well as larger political and economic contexts influence the developmental trajectories of children and adolescents. Her work also focuses on adolescents’ experiences of social identities, including both their gender and ethnic identities. Way is a nationally recognized leader in the use of mixed methods; she has combined quantitative and qualitative methods to examine developmental processes during adolescence for over two decades. Way is the author of numerous books and journal articles. Her sole authored books include: “Everyday Courage: The Lives and Stories of Urban Teenagers” (NYU Press, 1998); and “Friendship among Adolescent Boys” (to be published by Harvard University Press). Her co-edited or co-authored books include: “Urban Girls: Resisting Stereotypes, Creating Identities” (NYU press, 1996); “Adolescent Boys: Exploring Diverse Cultures of Boyhood” (NYU Press, 2004), and “Growing up Fast: Transitions to Adulthood among Inner City Adolescent Mothers” (Erlbaum Press, 2001)”. The latter co-authored book (with Bonnie Leadbeater) received the Best Book Award from the Society of Research on Adolescence (2002). Her current projects focus on the influence of families and schools on the trajectories of social and emotional development among middle school students in New York City and in Nanjing, China. Her research has been funded by the National Institute of Mental Health, The National Science Foundation, The William T. Grant Foundation, The Spencer Foundation, and by numerous other smaller foundations. Monica D. Foust received her M.A. degree in Psychology from the Steinhardt School of Culture, Education and Human Development and is currently a doctoral student in Developmental Psychology at University of Michigan. Her research interests are in ethnic-racial identity development and in sexual identity development. 相似文献
Diane HughesEmail: |
Diane Hughes is Professor of Applied Psychology in the Steinhardt School of Culture, Education, and Human Development at New York University. There, she is co-director of the doctoral training program in Psychology and Social Intervention and of the Center for Research on Culture, Development, and Education. She received her B.A. from Williams College and her Ph.D. from the University of Michigan in Community and Developmental Psychology. Her research focuses on ecological influences on parenting and socialization processes among ethnic minority families. She has authored numerous articles and special journal issues devoted to identifying cultural knowledge and the use of culturally anchored methods, and has studied issues of special relevance to ethnic minority populations including racial discrimination and ethnic-racial socialization. She is currently co-chair of the cross-university study group on race, culture and ethnicity. Her research has been funded by the National Science Foundation, The National Institutes of Mental Health, the William T. Grant Foundation, the John D. and Catherine T. MacArthur Foundation, and the Carnegie Corporation. Carolin Hagelskamp is a doctoral student in Community Psychology at New York University’s Graduate School of Arts and Sciences. She received a B.Sc from the University of Kent at Canterbury (UK), and a M.Sc from the London School of Economics and Political Sciences. She has been a senior Research Assistant at the Center for Research on Culture, Development, and Education since 2003. Her research interests are the relationships between maternal work-family experiences, adolescent development and ethnic-racial socialization across ethnically diverse urban families. Niobe Way is Professor of Applied Psychology in the Department of Applied Psychology at New York University. She is also the Director of the Developmental Psychology program and the co-director of the Center for Research on Culture, Development, and Education at NYU. She received her doctorate from the School of Education at Harvard University in Human Development and Psychology and was an NIMH postdoctoral fellow in the psychology department at Yale University. Way’s research focuses on the intersections of culture, context, and human development, with a particular focus on the social and emotional development of adolescents from low-income families. She is primarily interested in how schools and families as well as larger political and economic contexts influence the developmental trajectories of children and adolescents. Her work also focuses on adolescents’ experiences of social identities, including both their gender and ethnic identities. Way is a nationally recognized leader in the use of mixed methods; she has combined quantitative and qualitative methods to examine developmental processes during adolescence for over two decades. Way is the author of numerous books and journal articles. Her sole authored books include: “Everyday Courage: The Lives and Stories of Urban Teenagers” (NYU Press, 1998); and “Friendship among Adolescent Boys” (to be published by Harvard University Press). Her co-edited or co-authored books include: “Urban Girls: Resisting Stereotypes, Creating Identities” (NYU press, 1996); “Adolescent Boys: Exploring Diverse Cultures of Boyhood” (NYU Press, 2004), and “Growing up Fast: Transitions to Adulthood among Inner City Adolescent Mothers” (Erlbaum Press, 2001)”. The latter co-authored book (with Bonnie Leadbeater) received the Best Book Award from the Society of Research on Adolescence (2002). Her current projects focus on the influence of families and schools on the trajectories of social and emotional development among middle school students in New York City and in Nanjing, China. Her research has been funded by the National Institute of Mental Health, The National Science Foundation, The William T. Grant Foundation, The Spencer Foundation, and by numerous other smaller foundations. Monica D. Foust received her M.A. degree in Psychology from the Steinhardt School of Culture, Education and Human Development and is currently a doctoral student in Developmental Psychology at University of Michigan. Her research interests are in ethnic-racial identity development and in sexual identity development. 相似文献
10.
Niobe Way Helena Y. Stauber Michael J. Nakkula Perry London 《Journal of youth and adolescence》1994,23(3):331-357
Research has generally concluded that adolescent depression and substance use are strongly interrelated, but has rarely considered how this relationship may vary across diverse populations. In this study, we used quantitative and qualitative methods to explore the relationships among depression and cigarette, alcohol, marijuana, and harder drug use across two culturally disparate environments: a suburban and an inner-city high school. Our sample included 164 suburban and 242 inner-city high school students. The students completed Kovacs' Children's Depression Inventory of 1985 and substance use measures derived from various sources. In-depth semistructured interviews were conducted with subjects who scored in the top 10% of the CDI (N=19) from both schools. Our quantitative findings indicated a positive association between depression and cigarette, marijuana, and harder drug use among the suburban students, and no association between depression and the use of any substances for the urban students. There were no significant differences in levels of reported depression across samples. However, with the exception of marijuana use, suburban students reported greater involvement in substance use than urban students. Our qualitative analyses suggest that across-school differences in the relationships among depression and substance use may be related to the varied meanings of depression and substance use that are informed by cultural context.The research was funded by the National Institute of Drug Abuse (NIDA), Grant No. 1 R01 DA-06844, Perry London, principal investigator. The views, opinions, and findings contained in their article are not to be construed as NIDA's position or policy.B.A. from University of California, Berkeley, and Ed.D. from the Graduate School of Education, Harvard University. Research interests include the phenomenology of high-risk behavior and social development among urban adolescents.B.A. from Mount Holyoke College and Ed.M. from the Graduate School of Education, Harvard University. Research interests include the relationships among high-risk behavior, personality variables, and cultural context.B.A. from Michigan State University, M.A. from University of Minnesota-Duluth, and Ed.D. from Harvard Graduate School of Education. Research interests include integrating quantitative and qualitative methods in social science research and the phenomenology of high-risk behavior.Research interests included adolescent high-risk behavior and ethnic and religious identity development. Deceased June 1992. 相似文献