Recovery migration to the City of New Orleans after Hurricane Katrina: a migration systems approach

Hurricane Katrina’s effect on the population of the City of New Orleans provides a model of how severe weather events, which are likely to increase in frequency and strength as the climate warms, might affect other large coastal cities. Our research focuses on changes in the migration system—defined as the system of ties between Orleans Parish and all other U.S. counties—between the pre-disaster (1999–2004) and recovery (2007–2009) periods. Using Internal Revenue Service county-to-county migration flow data, we find that in the recovery period, Orleans Parish increased the number of migration ties with and received larger migration flows from nearby counties in the Gulf of Mexico coastal region, thereby spatially concentrating and intensifying the in-migration dimension of this predominantly urban system, while the out-migration dimension contracted and had smaller flows. We interpret these changes as the migration system relying on its strongest ties to nearby and less-damaged counties to generate recovery in-migration.     

Access to Healthcare Among Working‐Aged Hispanic Adults in the United States*

Objectives. The purpose of this research is to examine differences in access to and sources of healthcare for working‐aged adults among major Hispanic subpopulations of the United States. Nativity, duration in the United States, citizenship, and sociodemographic factors are considered as key predictors of access to and sources of care. Methods. Using pooled National Health Interview Surveys from 1999–2001, logistic and multinomial logistic regression models are estimated that compare Mexican Americans, Puerto Ricans, Cuban Americans, and other Hispanics with non‐Hispanic blacks and non‐Hispanic whites. Results. Mexican Americans, Puerto Ricans, and other Hispanics display significantly less access to care than non‐Hispanics whites, with immigrant status and socioeconomic status variables accounting for some, but not all, of the differences. For sources of care, Mexican‐American, Puerto Rican, and other Hispanic adults were all much more likely than non‐Hispanic whites to report clinics or emergency rooms as their source of regular care. Conclusions. There are wide differences in access to and sources of care across racial and ethnic groups in the United States. Mexican‐American adults, regardless if born in Mexico or the United States, appear to be most in need of access to regular and high‐quality care. Naturalization may be an especially important factor in greater access to regular and high‐quality care for Hispanic immigrants.     

Effective interventions to promote child and family wellness: a study of outcomes of intervention through Children's Family Centres

This paper reports research carried out in Australia designed to evaluate the impact of family support interventions by comparing the views of families and their caseworkers with respect to the perceived benefits and outcomes of the interventions in the context of changes in family functioning and parent–child relationships, and the extent to which changes led to reduced involvement in protective services. The intervention was monitored over a six‐month period using a pre‐ and post‐test design, incorporating quantitative and qualitative approaches in the methodology. The paper discusses: problem domains identified; changes in caregivers’ level of distress, problem solving and learning ability, bonding style and use of discipline; parents’ and children's cooperation with the programme; and implications of the findings for policy and research methodology.     

The SESS multisite collaborative research initiative: establishing common ground

Multidisciplinary intervention approaches are needed for meeting service needs for families in which substance abuse and mental health disorders may be interfering with child‐rearing. Experiences from the Starting Early Starting Smart (SESS) initiative, a 12‐site national collaborative investigation of integrating behavioural health services in early childhood and primary health care service settings for children aged 0–5 years and their families and caregivers, are described. This 4‐year applied research initiative was co‐funded by the Substance Abuse and Mental Health Services Administration of the US Department of Health and Human Services and Casey Family Programs, a private operating foundation. SESS, which was developed and implemented in 12 geographically and culturally diverse cities in the USA during 1997–2001, encouraged federal, state, and local public/private partnerships. Opportunities and challenges in using an inclusive, consensus‐based, stakeholder model to maximize study relevance and utility for researchers, practitioners, and fiscal sponsors are discussed, and lessons for multidisciplinary, multisite research collaborations are identified.     

Relational Aggression in Middle Childhood: Predictors and Adolescent Outcomes

This study examined gender differences in the level and developmental course of relational aggression in middle childhood, as well as early predictors and outcomes of relational aggression, after controlling for concurrent physical aggression. Relational (RAgg) and Physical aggression (PAgg) scores for 558 boys and 545 girls at the ages of eight to 11 in the NICHD Study of Early Child Care and Youth Development (SECCYD) were created by combining the highest rating for each item across mother and teacher reports. Longitudinal analyses were conducted using latent curve models of RAgg with PAgg as a time‐varying covariate, with all parameters allowed to vary by gender. Boys and girls had different growth parameters of RAgg. Girls' RAgg intercept was higher, and the slope was not different from zero; boys' RAgg intercept was lower, and the slope declined. Mother–child conflict in early childhood predicted RAgg intercept for both boys and girls, but maternal harsh control and sensitivity were also uniquely predictive for girls whereas center care was uniquely predictive for boys. RAgg intercept predicted adolescent self‐reports of depression for girls and delinquency and risk‐taking for both boys and girls; the magnitude of the association with risk taking was significantly greater for boys.     

Multiculturalism and Disability: a critical perspective

In an effort to counter discrimination and powerlessness, the disability community has espoused sociopolitical and cultural factors as defining characteristics of disability identity. This view of disability has replaced the historical medical model of disability as a deficit, and has had important implications for social action, political agendas, legislation and overall quality of life for individuals with disabilities. This article reviews current multicultural thinking, and offers a critical view of the advantages and disadvantages of positioning disability within the emergent multicultural discourse. Implications for future thinking and action to promote equal opportunity and self-determination for persons with disabilities as a cultural group with a political agenda are then advanced.     

Managing Change in Museums

Museums and the Paradox of Change, by Robert R. Janes. (2nd ed.) Calgary, Alberta: University of Calgary Press, 1997. 276 pp., $24.95 paper. Museum Strategy and Marketing: Designing Missions, Building Audiences, Generating Revenues and Resources, by Neil Kotler and Philip Kotler. San Francisco: Jossey‐Bass, 1998. 297 pp., $41.95 cloth.     

Strategies for model‐revision in a high school genetics classroom

Recent proposals to improve science education (e.g., AAAS, 1989; Rutherford & Ahlgren, 1990) have stressed the importance of providing high school students with a broad knowledge base consisting of a body of core concepts and theories. Science educators (Duschl, 1990; AAAS, 1989; Peterson & Jungck, 1988) have also argued that while concepts are an important part of any education, no student's scientific education can be considered complete without a complementary knowledge of the nature of science, including an understanding of the tentative nature of scientific knowledge and how it is constructed. In this paper we describe a science classroom in which students are given opportunities to construct and use scientific knowledge to solve realistic genetics problems, and suggest that allowing students to engage in the production of scientific knowledge can support science learning.