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This study reviewed a body of empirical research on Carole Pateman's democratic spillover thesis, which argues that democratic participation in the workplace spill over into political participation. The review revealed significant variance in defining and measuring of workplace democracy and participation among quantitative empirical studies on the spillover thesis. The review also discovered that majority of the reviewed studies omitted higher level participation as a predictor, and political efficacy, which is a mediating mechanism between workplace participation and political behaviors, in testing the hypotheses. Suggestions for future research and limitations are discussed.

The purpose of this chapter is to explore the attendance at museums of disabled people in Chile. To address this issue, we propose a logistic regression analysis by type of disability (i.e., physical or mobility difficulty, muteness or difficulty in speech, mental or intellectual difficulty, deafness or difficulty hearing, blindness or difficulty seeing) and severity of disability (i.e., two or more conditions in one individual). We use the National Survey of Cultural Participation in Chile 2017 (N = 12,151), a study whose main aim is to explore cultural participation and the factors that influence disabled people. Preliminary results indicate that only some disabilities negatively influence attendance at museums (e.g., physical disabilities); furthermore, the severity of the disability is also a relevant factor, considering it shows a negative influence on attendance at museums. These results suggest several implications for the infrastructure in museums, as well as repercussions in policies, procedures, funding, and financial management in museums that, if addressed, would foster inclusive environments for all individuals in Chile.

We examine the roles of sample initial conditions and unobserved individual effects in consistent estimation of the dynamic binary response panel data model. Different specifications of the model are estimated using female welfare and labor force participation data from the Survey of Income and Program Participation. These include alternative random effects (RE) models, in which the conditional distributions of both the unobserved heterogeneity and the initial conditions are specified, and fixed effects (FE) conditional logit models that make no assumptions on either distribution. There are several findings. First, the hypothesis that the sample initial conditions are exogenous is rejected by both samples. Misspecification of the initial conditions results in drastically overstated estimates of the state dependence and understated estimates of the short- and long-run effects of children on labor force participation. The FE conditional logit estimates are similar to the estimates from the RE model that is flexible with respect to both the initial conditions and the correlation between the unobserved heterogeneity and the covariates. For female labor force participation, there is evidence that fertility choices are correlated with both unobserved heterogeneity and pre-sample participation histories.

The Wikipedia (2008) entry for mathematical sociology cites four books with ‘mathematical sociology’ in the title: Coleman (1964), Fararo (1973), Leik and Meeker (1975) and Bonacich (2008). Fararo (1973, pp. 764–766) provides a guide to the literature in mathematical sociology covering journals, bibliographies, reviews and expository essays, readers, texts, original monographs and research papers. Many of the references are either broader than mathematical sociology, for example, concerning the behavioural sciences in general, or narrower, dealing with a particular topic within sociology, or concerning a related field such as social psychology. Three classical original monographs are identified: Dodd (1942), Zipf (1949) and Rashevsky (1951). Included in a second generation of monographs is Coleman's (1964) ‘An Introduction to Mathematical Sociology’. Could it be that this is the first use of the phrase ‘mathematical sociology’?

This paper explores the rural labor market impact of migration in China using cross-sectional data on rural households for the year 2007. A switching probit model is used to estimate the impact of belonging to a migrant-sending household on the individual occupational choice categorized in four binary decisions: farm work, wage work, self-employment, and housework. The paper then goes on to estimate how the impact of migration differs across different types of migrant households identified along two additional lines: remittances and migration history. Results show that individual occupational choice in rural China is responsive to migration, at both the individual and the family levels, but the impacts differ: individual migration experience favors subsequent local off-farm work, whereas at the family level, migration drives the left-behinds to farming rather than to off-farm activities. Our results also point to the interplay of various channels through which migration influences rural employment patterns.

There is a great deal of research examining the factors that lead people to start protesting in their youth, but little work has been done on first-time protesters later in life. In this research we examine these “late bloomers,” those who protest for the first time later in life, to see if and how they differ from those who protest at different periods in life. We use data from the Youth-Parent Socialization Survey, which is a panel study of people in four waves from 1965 to 1997. We find, of the people who protested later in life, half had never protested previously. Additionally, there are significant differences between people who never protested, people who only protested early in life, people who protested repeatedly throughout life, and those who protested for the first time later in life. The latter group is more likely to attend church more, never have been married, and have lower incomes than people who protested early in life and then did not protest again. Late Bloomers are also more likely less educated and to be Independents than Democrats compared to the Repeat Protesters. This research adds to contemporary research examining differential protest participation patterns.

The process of differentiating each of the dimensions of learning is demonstrated by the application of three possible conceptual frameworks for each dimension, which are based on the theories of learning, instruction, and environment. Multiple existing theories apply to each dimension of the curriculum, including one framework that is a synthesis of several related theories. The purpose of this chapter is to demonstrate how theories may be adapted into design templates and used to configure the components of the curriculum. The outcome of this process is to create coherent curricula through the practical application of theories of learning as design templates.

A blueprint template is presented to visualize the internal alignment, interconnectedness, and overall coherence of each curriculum. This template visually depicts the functional interactions between the curricular components as dynamic relationships. This tool reveals the design relationships within the curriculum for purposes of design and evaluation. For curriculum design purposes, this form is used to establish and maintain the alignment among the dimensions of a curriculum (horizontally in the template) as well as the interconnectedness of the components. Engagement with the learning process begins by translating the content of each learning objective into instructional objectives, which aligns the instructional components with each learning objective. The instructional objectives are configured to align the content and structure contained in the outcomes and objectives with the instructional components. In this curriculum design system, the instructional taxonomies of Bloom, Engelhart, Furst, Hill, and Krathwohl (1956) are adapted as design templates to demonstrate three strategies to configure the structure of the learning engagement dimension into three distinct purposes of developing cognition, skills, or values within each dimension (vertically in the template).

The learning experience in this curriculum demonstration differentiates three distinct instructional functions: the learning of thinking skills, the learning of performance skills, and the learning of values-based performance. A template adapted from credible theories of instruction configures the specified learning.

Three models also differentiate the learning environment dimension of a curriculum. The learning environment is structured to deliver learning through individual, cooperative, or collaborative processes. Although the environmental considerations mostly impact the activities through which learners interact with the content of the curriculum (reinforcement activities, assignments, assessments), the environmental factors influence all components of the curriculum and can be differentiated to promote and enhance learning. From the learner perspective, the learning environment is created by the dynamic interaction of all components of the curriculum to facilitate an unobstructed path to learning.

An important wave of anti-austerity protests has swept across Western Europe in recent years. We can thus distinguish between three different types of protest occurring in Western Europe recently: “old” issue protests, relating to the trade union and labor movement; “new” issue protests, relating to culture and identity issues; anti-austerity protests, emerging directly in reaction to austerity measures and cuts enacted in the current period. Following previous literature, we hypothesize that anti-austerity protests have attracted a new constituency to the streets and that they will be different from both “old” and “new” protests in terms of their social composition, value orientations, and action repertoires. We expect anti-austerity protesters to be on the whole younger, and in more precarious working conditions, to be more concerned with economic over social issues, but also to be considerably less institutionalized and embedded in organizational networks, and to have fewer experiences of previous extra-institutional participation. We test these hypotheses by analyzing a unique and novel dataset containing data from over 10,000 protestors from 72 demonstrations (2009–2013). Our results lend broad support to our hypotheses with the exception of the idea that “precarity” forms a new social base for anti-austerity protests.

This chapter traces the history of widening participation (WP) policy from 1992 to 2021, as seen largely from the point of view of a practitioner involved in policy enactment. After a brief overview of the history of widening access to higher education (HE), with its long tradition of outreach to adults, this chapter focuses on the significant shift to WP among young people in 1992. Following attempts to specify the problem and to provide the available evidence about it, a range of initiatives was introduced, designed to test appropriate interventions. This chapter identifies three broad strands of intervention – changes in the funding method, the requirement for institutions to produce WP strategies, and the development of collaborative programmes, all underpinned by a programme of research. Though the balance of these three strands has varied ever since, all have always been present. Underpinning all this intervention was a general assumption, again differentially emphasised, that widening access and participation to HE, though an ambition for the whole sector, would be an activity separate from and subordinate to the existing missions and ‘business’ of institutions and accepting the existing market hierarchy. From 2010 onwards, there was a sharper policy shift, which sought to make the existing market both a market in entry qualifications and a genuine financial market in tuition fees, with students seen as consumers, and a determination to ensure value for money for all and from all institutions. In spite of this, the three strands of intervention remained.