Search results

This chapter draws on findings from a comparative, qualitative research project investigating the decision-making of different groups of English higher education students in central England as they graduated from a Russell group university (46 interviewees) and a Post-92 university (28 interviewees). Half of the students graduated in 2014 (lower tuition fees regime) and the other half graduated in 2015 (higher tuition fees regime). The students interviewed were sampled by socio-economic background, gender, degree subject/discipline and secondary school type. Semi-structured interviews were used to explore students’ future plans and perceptions of their future job prospects. Despite higher debt levels, the 2015 sample of Russell Group graduates from lower socio-economic backgrounds had a positive view of their labour market prospects and a high proportion had achieved either a graduate job or a place on a postgraduate course prior to graduation. This group had saved money whilst studying. The 2015 sample of Post-1992 University graduates (from both lower and average socio-economic backgrounds) were worried about their level of debt, future finances and labour market prospects. This chapter raises questions about whether a fairer university finance system, involving lower levels of debt for graduates from less advantaged backgrounds, might avoid some graduates’ transitions to adulthood being so strongly influenced by financial anxieties.

Senior managers seek to align managerial endeavors with the organization’s objectives. Traditionally, alignment has focused on monitoring and rewarding the achievement of assigned targets. However, there is evidence to suggest that organizations may also seek to align managerial “values” with those of the organization. These attempts to influence managerial mindsets through management control systems raise non-trivial questions regarding the systems involved, the reasons behind them, and the possible consequences of such attempts. These questions form the basis of this research, and this chapter reports on two case studies of Mexican organizations that claim to have a values-based philosophy. This study contributes to the management literature by presenting empirical evidence related to certain philosophical ideas on the development of human potential and senior managers’ attempts to influence their employees’ will. In detailing the implementation process of two specific value systems, this chapter fills a gap identified in the management control literature.

This chapter takes the ‘wakefulness promoting’ drug modafinil as an exemplarity case in the sociology of pharmaceutical enhancement. The chapter draws on empirical data collected through 25 interviews with prospective users of modafinil, focusing on two of the ways in which prospective users of modafinil imagined how the drug might be used in their specific social domains: the use of modafinil as a safety tool in the workplace and its use as a study aid by university students. The data presented in this chapter suggests that although a therapy-enhancement dichotomy is a useful heuristic; it could also be limiting to uphold as it may direct attention away from other ways in which uses for new technologies can be positioned, negotiated, realised and resisted by (potential) users in the context of their daily lives.

This chapter aims to provide a critical analysis of special needs education within the United Kingdom today. Central to such an analysis is an understanding of the rapidly changing social and political milieu within which special needs education is embedded, including the rapidly changing demographics of schooling, and the devolution of political power into four separate but linked countries – England, Wales, Scotland and Northern Ireland. Following a discussion of such wider social, political and educational issues, the authors explore the convergences and divergences in policy and practice across the four devolved administrations. The authors describe a plethora of contemporary policy developments within each of the four administrations that speak to the need for special needs education to change in response to 21st century concerns about the problems of access to, and equity in, education for all children. Despite this, the authors remain extremely circumspect about the potential of many of these developments to lead to successful inclusive practices and developments on the ground – and explain why. The analysis in the concluding section focuses on the issue of teacher education for inclusion and some very innovate UK research and development projects that have been reported to successfully engage teachers with new paradigm thinking and practice in the field of inclusive special needs education.

This chapter takes a critical look at the sociological notion of ‘medicalisation’ in relation to recent trends and developments in neuroscience, neurotechnology and society, taking memory, medicine and the brain as our prime focus and the disease category of mild cognitive impairment (MCI) as our empirical case study. Five relational nexuses in particular are identified as relevant to these developments and debates, namely the bio-psych nexus, the pharma-psych nexus, the selves-subjectivity nexus, the wellness-enhancement nexus, and the neuroculture-neurofuture nexus. We show that developments in memory medicine and the shifting boundaries of cognitive health, as embodied and expressed in the case of MCI, shed further valuable light on these issues and the interconnectivity of these relational nexuses. As an emergent disease and susceptibility category, MCI illuminates not only the fuzzy boundaries between normal and abnormal cognitive functioning, but also the working of neuroscientific, neurocultural and pharmacological interests, which, in this case, are already claiming MCI as the next locus of enhancing the mind and optimising aging. Thinking both within and beyond medicalisation challenges us to find new ways to critically understand the ideas about life and health as they travel, translate or migrate from (neuro)scientific and clinical spheres to cultural life and patient experience.

Purpose – To synthesize the literature on coping among adolescents of color in the U.S., we examine normative and circumstantial stressors, describe coping strategies, and summarize the literature on coping for the promotion of well-being among adolescents of color, including descriptive and intervention studies.

Methods/approach – We conducted an extensive review of the literature in four scientific databases (medline, CINAHL, ERIC, and PyschInfo) between July 2010 and June 2011 (key words: (minority) adolescent(s) (of color), cope/coping, stress (ors), and adaptation/psychological). Studies included in our review were peer-reviewed articles published between 2000 and June 2011 that presented original data on the coping strategies and outcomes of adolescents of color (e.g., studies including a majority from underrepresented racial/ethnic communities) between the ages of 12 and 18.

Findings – We identified a total of 91 articles for inclusion, including 83 descriptive and 8 intervention studies. We use a matrix approach to compare descriptive studies by their purpose, study design, sample, targeted stressors, and outcomes. We then discuss the eight interventions we identified, highlighting the targeted population, intervention protocol/adaptation, feasibility/acceptability, and study outcomes.

Implications – The breadth and depth of research on coping among adolescents of color has improved significantly over the past decade, yet our review reveals several areas where further exploration is needed, including research on intra-group differences, validation of coping measures in diverse groups, measurement of the effectiveness of coping strategies over time, and most importantly, the translation of available knowledge on effective coping into culturally relevant, multifaceted interventions for adolescents and their families.

Neuroscience, with its promise to peer into the brain and explain the sources of human behavior and human consciousness, has captured the scientific, clinical, and public imaginations. Among those in the thrall of neuroscience are a group of ethicists who are carving out a new subspecialty within the field of bioethics: neuroethics. Neuroethics has taken as its task the policing of neuroscience. By virtue of its very existence, neuroethics presents a threat to its parent field bioethics. In its struggle to maintain authority as the guardian of neuroscience, neuroethics must respond to criticisms from bioethicists who see no need for the subspecialty. We describe the social history of neuroethics and use that history to consider several issues of concern to social scientists, including the social contexts that generate ethical questions and shape the way those questions are framed and answered; strategies used by neuroethicists to secure a place in an occupational structure that includes life scientists and other ethics experts; and the impact of the field of neuroethics on both the work of neuroscience and public perceptions of the value and danger of the science of the brain.