Search results

The following materials were presented at a session of the History of Economics Society at its annual meeting, on July 6, 2003, at Duke University. Organized and chaired by Dan Hammond, the principal participants at the Roundtable were also, in order of speaking, Malcolm Rutherford, Ross Emmett, Warren Samuels, Brad Bateman, and Steven Medema.

Concern about special education's future is widespread. Now there are calls for special education's abandonment or its nonexistence in any environment other than general education (i.e., for full inclusion or some form of general education only). Some advocates for reform consider special education obsolete, to be rejected in favor of newer ideas known as inclusionary education, and they advocate abandoning special education.

Now may be the time for a second revolution in thinking about what special education is and does so that it evolves into a service that more consistently realizes its promise. Special education is likely to become extinct if its devolution continues. Its collapse would hasten the abandonment of public education. Alternatively, it could evolve to become a viable part of public education, a distinct entity, a clearly identifiable and viable part of educating all children appropriately in public schools.

Among the many causes of special education's devolution, some stand out prominently: (1) confusing must and may; (2) accepting illogic and imprecision of language; (3) responding to all diversities in the same way; (4) spurning science; (5) confusing attribute and person; (6) putting the worst possible face on special education; and (7) misconstruing least restrictive environment.

Better thinking and clearer communication are required to achieve special education's revitalization. These include calling things what they are and relying on new, younger leaders. Clear and wide understanding – consensus – about what special education is and does and acceptance of the idea that we must have it as a separate and distinct part of universal public education would be revolutionary.

A general global wave of public participation is occurring. Students and researchers as well as civil servants, policy-makers, and NGO representatives are encouraged to study, propose, and engage in public participation. New innovative forms of participation are suggested, and experiments in participation are ongoing locally and nationally. Within the transport sector, most studies of participation focus on road infrastructure and other land use changes. However, for other areas within transport, studies are limited and fragmented. Based on this, we see a need for a volume on public participation in transport, aimed at practitioners, students, and researchers, in what are unarguably times of change. The overall aim of the volume is to provide examples of different forms of public participation in transport, which can work as a setting for further analyses and discussions of public participation in transport. Drawing on different cases, eight empirical chapters are presented covering three main themes: grass-roots participation initiatives, participation in unconventional areas, and public participation that throws up unexpected results. In this introductory chapter, we set the scene for later discussions and analyses of public participation in transport. This chapter also provides an overview of the structure and content of the volume.

More than half of those who are incarcerated have cited a history of drug abuse before or during arrest. Although social science literature has noted the disparate effects of criminal sentencing for drug possession, little research has explored the punitive measures enacted and enforced by the correctional facilities in which prisoners reside.

Using data from the 2004 Survey of Inmates in State and Federal Correctional Facilities, this study estimates a series of logistic regressions to examine the predictors of receiving disciplinary action. Men and women are examined separately to investigate whether these patterns vary across men’s and women’s correctional facilities. The notions of both symbolic and structural violence are used to gain a better understanding of the experiences of drug addicts who are incarcerated.

Findings indicate that net of the effect of demographic characteristics and previous contact with the criminal legal system, men who are punished for rule violations involving drugs in prisons are approximately twice as likely to receive disciplinary action than inmates who are disciplined for all infractions, other than assaulting other inmates. Moreover, black inmates are significantly more likely to receive disciplinary actions or sanctions than whites.

The findings suggest that disciplinary action is more frequently experienced by those who are drug dependent or use drugs within prison with an even greater penalty for black prisoners in men’s facilities.

Consecration is the process by which producers in creative fields become canonized as “greats.” However, is this the end of the story? Research on consecration focuses on the drivers of consecration but pays little attention to the post-consecration period. Furthermore, the research ignores the dynamics of consecration. To address these gaps, we examine the changing fortunes of a consecrated artist – the musician Phil Collins. We identify the ways in which three actors (fans, critics, and peers) assemble for consecration, disassemble for deconsecration, and reassemble for reconsecration. Examining the changing public image and commercial fortunes of Collins as a solo artist between 1980 and 2020, we identify an N-shaped process of rise-fall-rise that we call the Phil Collins Effect. This effect offers a new way of thinking about how cultural producers gain, lose and regain status in their fields.

A social and cultural expectation that Information Communication Technologies (ICT) should be ubiquitous within peoples' daily lives is apparent. Connecting generational groups with a specific set of technological attributes also assumes the ways that particular groups of students should be able/do “naturally” use emergent mobile and social technologies. Moreover, the use of social networking technologies is evident in a number of ways within higher education (HE) pedagogies. As part of the suite of possibilities in Web 2.0, Facebook is used in a number of ways to support communications within and between institutions and their students as well as a mechanism for teaching and learning within specific units of study.

The chapter commences with a broad discussion about social sharing software of Web 2.0, specifically Facebook, as a potential teaching and learning tool in HE contexts. We traverse recent exemplars and discourses surrounding the use of social technologies for the purposes of HE. It is clear from the literature that while there is much excitement at the possibilities that such technologies offer, there are increasing anxieties across institutional and individual practitioners, in regard to possible consequences of their use.

Through autoethnographic methodology, this chapter showcases potentials and challenges of Facebook in HE. Through the use of constructed scenarios, the authors describe occurrences that necessitate increasing professional development and vigilance online. Some of the issues highlighted within this chapter include blurring of professional and personal life world boundaries, issues of identity theft and vandalism, cyberstalking and bullying, working in the public domain, and questions of virtual integrity.