Language disorders in disruptive behavior disordered homicidal youth.

Eight homicidal youths were assessed for language disorders and psychiatric diagnoses using a battery of standardized language tests and the Diagnostic Interview for Children and Adolescents. Both language disorders and Diagnostic and Statistical Manual III-R psychiatric diagnoses were present in all subjects.     

China's consumer revolution: The 1990s and beyond

Since 1980 China's economic revolution has enabled more households to allocate labor to market‐related activities to earn more income. In 1992 an even greater surge in market economy growth took place when urban households began abandoning state‐related occupations and took their chances in the marketplace. The increase in consumer spending that followed reflects a new pattern of household spending for the first time in China since 1949: the share of spending for food relative to spending for other categories of goods and services is fast declining. This new trend, already strongly evident among high income‐earning households, is rapidly being replicated by other households as their incomes rise. During the 1990s new consumer patterns have emerged in the cities of the coastal provinces that strongly indicate that a consumer revolution is under way. This revolution has revived traditional gift‐giving between the Chinese people, thus facilitating the strengthening of their social, economic, and political ties and encouraging people to emphasize social and political stability.     

Conceptualising a Framework for Effective Performance Measurement in Cultural Precinct Development and Operation

The purpose of this paper is to firstly identify and synthesise critical measurement themes in extant academic literature concerning performance measurement in cultural precincts. Secondly, the paper posits for consideration a holistic and systematic framework (which embraces those themes) for developing appropriate performance measures for cultural precincts. The outcomes in this paper (a) confirm and clarify the complexity of performance measurement needed, (b) furnish a framework for practitioners embarking on the development of such measures, and (c) indicate the conceptual and pragmatic challenges faced in developing and enacting appropriate and meaningful measures for cultural precincts. Consequently, this paper serves as a conceptual positioning paper and a practical embarkation point for practitioners willing to engage with and pursue this phenomenon. Thereby, it endorses more dialogue on and further research and analysis of performance measurement in government operated cultural precincts.     

Are the Benefits of Economic Resources for Socioemotional Functioning Shared across Racial/Ethnic Groups?

Growth in economic disparities, economic segregation, and racial/ethnic diversity have occurred in tandem in the U.S., leading to essential questions concerning whether the benefits of economic resources are shared across diverse groups. Analyzing a sample of eighth grade early adolescents (age 14 years) drawn from the nationally representative Early Childhood Longitudinal Study, Kindergarten Class of 1998–1999 (N?=?7625; 59% White, 12% Black, 19% Hispanic, 7% Asian, 2% Native American, and 2% multiracial; 47% female), lagged regression models assessed links between family, neighborhood, and school income and adolescent emotional and behavioral functioning. The results found that family income was associated with heightened emotional and behavioral functioning, and school income with improved behavioral functioning for White adolescents, whereas no benefits emerged for Black or Hispanic youth. In contrast, mixed associations emerged between income and early adolescent functioning for Asian and American Indian youth, with predominantly negative links appearing for multiracial youth. These patterns highlight diversity in the potential benefits and costs of economic resources, and suggest the need to better specify mechanisms through which economic disparities affect youth from varied backgrounds.     

Publishing while editor: Transparency and behaviour in public administration journals

Journal editors serve as gatekeepers of knowledge, a role critical to preserving the quality and standards of good research. Some scholars have questioned whether editors have taken advantage of their position to publish their own work. To understand the extent to which editors of public administration journals self-publish, we examined publishing patterns over a 20-year period. We collected the names of editors from the mastheads of 13 generalist public administration journals from 1997 to 2016 and used data indexed from Web of Science to look at articles published in those journals during the same time. We found that while self-publishing behaviour is not common across the entire field, it is a trend for certain journals and individuals. We also found the practice of self-publishing is influenced by whether an individual served in a primary editorial role (e.g., editor-in-chief), length of editorial service, and overall scholarly productivity. We discuss appropriateness and ethical implications of the practice.     

STEMinism

Science, Technology, Engineering, and Mathematics (STEM) fields play important roles in creating knowledge for society and pathways to power, resources, and authority for scientists, yet women, and people of color, have historically been underrepresented in STEM fields. Various approaches have attempted to diversify the pipeline into these fields. Drawing on semi-structured interviews with 45 undergraduate students from a large Midwestern university in the US, we find that students have benefitted from programs aimed at recruiting women, and people of color, into STEM. Feminist approaches to raise awareness about gender gaps in STEM have enabled students to recognize gender differences, but they have not gone far enough yet. Rather than understanding and problematizing gendered power dynamics in the classroom, lab, and workplace, students espouse what we call ‘STEMinism’: an individualistic lens that, in many ways, asks women in STEM to recognize the problem and fix it for themselves. Improving the representation of women, and people of color, in STEM requires a concentrated critique and interruption of the structural forces that perpetuate sex-segregation in STEM. We offer suggestions for increasing the effectiveness of programs designed to end gender inequality in STEM fields.