IDENTITY DILEMMAS OF CHRONICALLY ILL MEN

Chronic illness frequently comes to men suddenly with immediate intensity, severity, and uncertainty. Because men contract more serious and life-threatening chronic illnesses than women, experiencing illness causes men different identity dilemmas. This paper explores men's identity dilemmas by studying how men experience chronic illnesses and by looking at how assumptions about masculinity affected their identity. The paper explores four major processes: (1) awakening to death after a lifethreatening crisis, (2) accommodating to uncertainty as men realize that the crisis has lasting consequences for their lives, (3) defining illness and disability and (4) preserving self to maintain a sense of coherence while experiencing loss and change. The data are derived from forty in-depth formal interviews of twenty men, informal interviews with these men, and an extensive collection of published and unpublished personal accounts. The data were analyzed through the strategies of grounded theory.     

The impact of unionization,right-to-work laws,and female labor force participation on earnings inequality across states

This study examines the effect of unionization, right-to-work laws, and participation of women in the labor force on income inequality. Two distinct models are developed using 1970 and 1980 census data on the 50 states in the U.S. First, an income inequality model is specified as a beta distribution of the second kind to estimate Gini measures of income inequality. Second, these Gini estimates are used in a simultaneous equations model. The 1970 results indicate that higher unionization rates decreased inequality while right-to-work laws increased inequality. In 1980, the measure of inequality was lower in states with higher female labor force participation. We thank an unknown referee and the editor for comments and criticisms that greatly improved the paper. The usual caveat applies.     

African American Women's Self-Concept: Implications for Career Decisions and Career Counseling

The multiple self-referent model (Brown-Collins & Sussewell, 1986) provides a comprehensive framework for understanding the personal, social, and historical aspects of self-concept formation in African American women and has important implications for understanding the complexity of career development issues for Black women. Excerpts from recorded interviews and autobiographical writings of four well-known African American women provide examples of the basic components of this model. Suggested interventions for career counseling with Black female clients are discussed.     

Global liberalization on homosexuality: Explaining the African gap

We are trapped in two divergent worlds when it comes to global views on homosexuality. There is the liberal world epitomized by Spain and other nations, where homosexuality is increasingly accepted; gays and lesbians are claiming their human rights; and laws are changing to codify that transformation. The second is the extremely anti-gay world symbolized by Africa, the Middle East and parts of Asia, where attitudes are favorable to criminalization. This research explains the “African Gap” in attitudes toward homosexuality in a comparative analysis of six African nations and Argentina and Canada, South and North America's most liberal nations on gay rights. Using Pew's 2015 Spring Global Attitudes Survey data, we find that the major variables have essentially similar effects on opinion in any context. Africa's distinction is explained by its comparatively higher levels of factors such as religion, morality dogma, and low socioeconomic status that generally retard support for homosexuality, at the same time of lower levels of factors such as education, urbanization, and personal liberty that increase gay support. Africa's extreme anti-gay outlook is mutable. Two social forces will facilitate this softening: expansion of liberalizing agents such as education and urbanization, and repositioning away from “traditionalism” toward modernism emphasizing individualism, civil rights, and personal liberties.     

Pearls and pitfalls in evaluating a Student Assistance Program: a five-year case study

This article presents data from a five-year evaluation-research case study of a large urban schools district's internal Student Assistance Program (SAP). The district employed specially trained and licensed school-based counselors to implement an internal SAP expanded to include tertiary prevention, and modeled after an employee assistance program established for adults. From the population of more than 10,000 students who received some type of program assistance for at-risk behaviors, a stratified random sample of 2,238 cases, over a five year period, were reviewed. Results indicate a statistically significant decline (p < .05) in students' drug use and a significant improvement in internal locus of control occurred each year. While not statistically significant, the average number of student discipline referrals was less than the year prior to program admission; however, there was no significant change in academic performance. A significant correlation between students' drug use and the amount of time in program, the type of assistance received, and the student's custody status was also found.     

Serials Clutter in Online Catalogs

Abstract

Finding and deciphering serials records in online catalogs is a challenge to many library users. To understand and analyze these challenges, the author conducted searches for scientific journal titles in the online catalogs of Committee on Institutional Cooperation (CIC) libraries. The first part of the study measures the difficulty of retrieving serial records from online catalogs comparing one-word versus multiple-word titles. The second part analyzes displays for complexity by measuring the length of the complete record and the length of the holdings statements. These data show the complexity of displays and indicate the potential confusion that these displays may induce in library users.     

Curriculum Reform,with Particular Reference to Primary Literacy,in Contemporary English and Norwegian Official Documents

This paper explores similarities and differences in recent curriculum reform in England and Norway, focusing particularly on literacy. The main database consists of the official curriculum policy texts produced in both countries. Literacy is the major focus of the paper and a critical account is offered of current literacy policy in both countries by comparing the perspectives, values, and assumptions built into official texts. The paper begins by explaining and comparing the format of the reformed curricula in England and Norway, and by pointing to the impetus for change in both cases. It then goes on to analyse the various conceptions of literacy underpinning official literacy curriculum with reference to functional literacy, cultural literacy and critical literacy. It demonstrates how curriculum policy, and, more specifically, literacy policy is used as a vehicle for social control and reproduction and it concludes that differences in the nature of official policy in both countries can be explained with reference to the origin and impetus for change in the first place, and the extent to which the voice of the education establishment was heeded or silenced.

     

New directions in assessment for students with disabilities

Three influences in American education during the past decade -- increased parental involvement, an emphasis on accountability and student outcomes, and the refinement of assessment technologies -- are reflected in the 1997 Amendments to the Individuals with Disabilities Education Act [31]. Relevant assessment provisions contained in IDEA 97 are reviewed, including requirements for (a) parental participation in the review and planning of student evaluations and eligibility decisions; (b) the participation of students with disabilities in statewide assessments; (c) the use of assessments that have treatment utility; and (d) data-based evaluation of student progress. Assessment characteristics and methods that are consistent with IDEA 97 requirements are described. Examples include problem-solving assessment; functional behavioral assessment; and direct assessment approaches such as naturalistic observation, analogue assessment, and self-monitoring.