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In this beautifully written and powerful memoir, author Craig K. Collins ushers readers down a remarkable path - one that wends from the American frontier to present-day suburbia. Along the way, he explores the meaning of a history - of his family's and his country's - that is infused with the culture of the gun. Stops include an Indian massacre at Bad Axe, the siege of Vicksburg, the slaughter of buffalo in Montana, and the discovery of gold in a remote Nevada canyon. The story begins on a hunting trip Collins took with his father and brothers in the early '70s, when he was accidental

Participants in this roundtable, organized for the 2001 annual meeting of the International Studies Assoc (ISA) in response to the address at the 2000 meeting by ISA President Craig N. Murphy, offer comments on his "Political Consequences of the New Inequality." Focus is on the applicability of his ideas to teaching undergraduates about these inequalities & their ramifications for both the global system & students' personal lives. In Changing Perspective: Teaching Undergraduates about the New Inequality, James M. Scott outlines an active-learning approach to the subject & suggests some methods of implementing it. In Reflections on Craig Murphy's Presidential Address as an Invitation to Moral Education, B. Welling Hall discusses the possibility of using education on inequality as a means of instilling moral values in undergraduates, & offers some teaching strategies. In Teaching the Political Consequences of Inequality: Theory and Practice, Peter Dombrowski explores the relationship between the practice & teaching of international affairs & outlines some roles for educators. In Teaching International Relations: A Non-American Perspective, Glen Segell draws on experience as a teacher in different countries to examine educators' responsibilities, noting the influence of different political systems & the importance of diversity. In The National Interest, the New Inequality, and Globalization, Dan Caldwell outlines changes in the international system since 1960 & offers some projections to 2040, noting implications for undergraduate international relations instruction. In "Taking Up the Challenge": A Response, Murphy replies to some critical points raised by the commentators, & expresses hope for the future of international relations pedagogy. 4 Tables, 45 References. K. Hyatt Stewart

The culture of an organization shapes much that occurs in that environment. Leaders who are oblivious of their organizational culture are less likely to succeed. Organization members who do not understand the culture may be vulnerable to its more negative influences. Assessing the key attributes of an organizational culture in an agency is a tricky but important enterprise. In this research, we pre-tested an instrument that could be used, in tandem with others, to assess the organizational culture of a criminal justice agency's (in this case a jail). We focused on the perceptions of the 'lower level' workers in this organization.

Research has determined that organizational culture is related to employee turnover, job commitment, and job satisfaction. Assessment of this culture requires an instrument that befits the type of organization under examination. Using exploratory factor analysis, Stohr and her colleagues were able to demonstrate that the Organizational Culture Instrument (OCI) had a solid reliability and validity profile. The current study reanalyzes these data, using confirmatory factor analysis and structural equation modeling. The findings indicate that there is statistical evidence to claim validation of the OCI and its seven theoretically based dimensions.

"The aim of this chapter is to consider how conceptual and investigative trends over the past half-century (i.e., 1970s to 2020s; the "modern era," Collins, 2011) shaped the theoretical and investigative agendas that drive contemporary research on social development. This historical analysis begins by briefly examining some of the ideological and empirical foundations of the modern era. It then proceeds to identify the dominant aims and foci of social development discipline during the past half-century and trace the major research trends and substantive developments that transpired during that epoch. Of particular interest are research agendas that supersede individual substantive areas and thereby exemplify the overarching purposes of the larger scientific enterprise. Finally, this analysis traces some of the conceptual and empirical forces that transformed the discipline, including shifts in explanatory foci and frameworks, the influx of socio-cultural issues and crises, and the introduction of novel research methods and analytic strategies."--

"The aim of this chapter is to consider how conceptual and investigative trends over the past half-century (i.e., 1970s to 2020s; the "modern era," Collins, 2011) shaped the theoretical and investigative agendas that drive contemporary research on social development. This historical analysis begins by briefly examining some of the ideological and empirical foundations of the modern era. It then proceeds to identify the dominant aims and foci of social development discipline during the past half-century and trace the major research trends and substantive developments that transpired during that epoch. Of particular interest are research agendas that supersede individual substantive areas and thereby exemplify the overarching purposes of the larger scientific enterprise. Finally, this analysis traces some of the conceptual and empirical forces that transformed the discipline, including shifts in explanatory foci and frameworks, the influx of socio-cultural issues and crises, and the introduction of novel research methods and analytic strategies."--

In this research, we quantify the difference in correctional officers' ethical standards, as perceived by both officers and inmates. Confirmatory factor analysis (CFA) and higher order modeling were used to validate the correctional ethics instrument. Group invariance tests at first-order level were applied to examine the invariance structure of conceptualized and operationalized ethics across staff and inmates. The evidence indicates the construct validity of the ethic instrument. Furthermore, correctional officers have a higher perception of their ethical practice than inmates on two of five common dimensions ("professional relationship with inmates" and "use of force").

Machine generated contents note: List of Contributors. -- Introduction by the Editors (Peter K. Smith and Craig Hart). -- Part 1 Historical Overview. -- 1. Historical perspectives on contemporary research in social development (W. Andrew Collins). -- Part II Disciplinary Perspectives on Social Development. -- 2. Behavioral genetics (Alice M. Gregory, Harriet A. Ball, Tanya M. M. Button). -- 3. Conceptual development and emotion: A neuropsychological perspective (Steven Woltering, Marc D. Lewis). -- 4. Evolutionary perspectives on social development (David F. Bjorklund, Anthony D. Pellegrini). -- 5. Historical reframing of childhood (Willem Koops). -- 6. Cultural psychological perspectives on social development in childhood (Heidi Fung). -- 7. Sociological perspectives on social development (Gerald Handel). -- Part III Ecological Contexts For Social Development. -- 8. Culture and social development (Xinyin Chen, Janet Chung, Rachel Lechcier-Kimel, and Doran French). -- 9. The social development of immigrant children: A focus on Asian and Hispanic children in the U.S. (Charissa S.L. Cheah and Christy Yeung). -- 10. Children's interpersonal skills and school-based relationships (Gary W. Ladd, Becky Kochenderfer-Ladd, Ann-Margret Rydell). -- 11. Environmental psychology (Christopher Spencer, Kate Gee). -- Part IV Child and Contextual Factors in Social Development. -- 12. Temperament and social development (Ann Sanson, Sheryl A. Hemphill, Bilge Yagmurlu, Sandee McClowry). -- 13. Children's social development within the socialization context of child care and early childhood education (Carollee Howes). -- 14. The interplay between parents and peers as socializing influences in children's development (Stephanie M. Reich and Deborah Lowe Vandell). -- 15. Sex differences in social behavior (Vickie Pasterski, Susan Golombok, and Melissa Hines). -- 16. Ethnicity, race, and children's social development (Stephen M. Quintana). -- Part V Family Context. -- 17. Parent-child attachment in early and middle childhood (Laura E. Brumariu and Kathryn A. Kerns). -- 18. Parent-child relationships and influences (Alan Russell). -- 19. Sibling relationships in early and middle childhood (Nina Howe, Hildy S. Ross, and Holly Recchia). -- Part VI Peer group. -- 20. Social status among peers: From sociometric attraction to peer acceptance to perceived popularity (Shelley Hymel, Leanna M. Closson, Simona C. S. Caravita, and Tracey Vaillancourt). -- 21. Social skills and social competence in interactions with peers (Antonius H. N. Cillessen, Amy D. Bellmore). -- 22. Emotions and social development in childhood (Susanne Denham, Heather Warren, Maria von Salisch, Oana Benga, Jui-Chih Chin, and Elena Geangu). -- 23. Social withdrawal and shyness (Kenneth H. Rubin, Robert J. Coplan, Julie C. Bowker, and Melissa Menzer). -- Part VII Play, cooperation, competition, aggression, bullying. -- 24. Social play (Thomas G. Power). -- 25. Cooperation and competition (Barry H. Schneider, Joyce Benenson, Marta Fulop, Mihaly Berkics, and Monica Sandor). -- 26. Aggression in children (Sarah M. Coyne, David A. Nelson, and Marion Underwood). -- 27. Bullying (Christina Salmivalli, Katlin Peets, and Ernest V. E. Hodges). -- Part VIII Cognition, helping, moral reasoning. -- 28. Social cognition (Charlie Lewis and Jeremy Carpendale). -- 29. Prosocial behavior (Joan E.Grusec, Paul Hastings, and Alisha Almas). -- 30. Children's social and moral reasoning (Charles C. Helwig and Elliot Turiel). -- 31. Children's understanding of society (Martyn Barrett and Eithne Buchanan-Barrow). -- Part IX Intervention and Social Development. -- 32. Intervening in childhood social development (Mary Ellen Voegler-Lee and Janis B. Kupersmidt ). -- 33. The development of social competence in children with disabilities (Karen E. Diamond, Hsin-Hui Huang and Elizabeth Steed). -- 34. Interventions for development of social skills among children in the developing countries (Suman Verma and Rajani Konantambigi)

Chapter 1. Introduction to Fire Ecology across USA Forested Ecosystems: Past, Present, and Future (Cathryn H. Greenberg, Beverly S. Collins, Scott Goodrick, Michael C. Stambaugh, and Gary R. Wein) -- Chapter 2. The Role of Fire in the Dynamics of Piedmont Vegetation (Joanna Spooner, Robert K. Peet, Michael P. Schafale, Alan S. Weakley and Thomas R. Wentworth) -- Chapter 3. Fire Ecology and Fire Management of Southeastern Coastal Plain Pine Ecosystems (Jeff S. Glitzenstein, J. Stephen Brewer, Ronald. E. Masters, J. Morgan Varner, and J. Kevin Hiers) -- Chapter 4. Fire Ecology and Management in Eastern Broadleaf and Appalachian Forests (Mary A. Arthur, J. Morgan Varner, Charles W. Lafon, Heather D. Alexander, Daniel C. Dey, Craig A. Harper, Sally P. Horn, Todd F. Hutchinson, Tara L. Keyser, Marcus A. Lashley, Christopher E. Moorman, and Callie J. Schweitzer) -- Chapter 5. Fire Ecology and Management of Forest Ecosystems in the Western Central Hardwoods and Prairie-Forest Border (Michael C. Stambaugh, Benjamin O. Knapp, and Daniel C. Dey) -- Chapter 6. Fire in Floodplain Forests of the Southeastern USA hy (Paul R. Gagnon, Loretta L. Battaglia, Brice B. Hanberry, William H. Conner, and Sammy L. King) -- Chapter 7. History and Future of Fire in Hardwood and Conifer Forests of the Great Lakes-Northeastern Forest Region, USA(Lee E. Frelich, Craig G. Lorimer, and Michael C. Stambaugh) -- Chapter 8. Fire Ecology of Rocky Mountain Forests(Sharon M. Hood, Brian J. Harvey, Paula J. Fornwalt, Cameron E. Naficy, Winslow D. Hansen, Kimberley T. Davis, Mike A. Battaglia, Camille Stevens-Rumann, Victoria Saab) -- Chapter 9. Fire Ecology of the North American Mediterranean-Climate Zone(Hugh D. Safford, Ramona J. Butz, Gabrielle N. Bohlman, Michelle Coppoletta, Becky L. Estes, Shana E. Gross, Kyle E. Merriam, Marc D. Meyer, Nicole A. Molinari, and Amarina Wuenschel) -- Chapter 10. Fire Ecology and Management in Pacific Northwest Forests(Matthew J. Reilly, Jessica E. Halofsky, Meg A. Krawchuk, Daniel C. Donato, Paul F. Hessburg, James Johnston, Andrew Merschel, Mark E. Swanson, Joshua S. Halofsky, and Thomas A. Spies) -- Chapter 11. Fire Ecology and Management of Southwestern Forests(Peter Z. Fulé, Catrin M. Edgeley, Carol L. Chambers, Serra Hoagland, Blanca Céspedes) -- Chapter 12. Fire and Forests in the 21st Century: Managing Resilience under Changing Climates and Fire Regimes in USA Forests(James M. Vose, David L. Peterson, Christopher J. Fettig, Jessica E. Halofsky, J. Kevin Hiers, Robert E. Keane, Rachel Loehman, and Michael C. Stambaugh).

In countries globally (e.g. UK, Australia) there is intense political interest in fostering effective university-business collaborations, but there has been scant attention devoted to exactly how individual scientists' workload (i.e. specified tasks) and incentive structures (i.e. assessment criteria) may act as a key barrier to this. To investigate this an original, empirical dataset is derived from UK job specifications and promotion criteria, which distil universities' varied drivers into requirements upon academics. This reveals the nature of the severe challenge posed by a heavily time-constrained culture; specifically, a tension exists between opportunities presented by working with industry and non-optional duties (e.g. administration, teaching). Thus, to justify the time to work with industry, such work must inspire curiosity and facilitate future novel science in order to mitigate its conflict with the overriding imperative for academics to publish. It must also provide evidence of real-world changes (i.e. impact), and ideally other reportable outcomes (e.g. official status as a business' advisor), to feed back into the scientist's performance appraisals. Indicatively, amid 20–50 key duties, scientists may be able to free up to 0.5 days/week for work with industry. Thus specific, pragmatic actions, including short-term and time-efficient steps, are proposed in a user guide to help initiate and nurture a long-term collaboration between an early- to mid-career environmental scientist and a practitioner in the insurance industry. These actions are mapped back to a tailored typology of impact and newly-created representative set of appraisal criteria to explain how they may be effective, mutually beneficial, and overcome barriers. Throughout, the focus is on environmental science, with illustrative detail provided through the example of natural hazard risk modelling in the insurance industry. However, a new conceptual model is developed, joining perspectives from literatures on academics' motivations and performance assessment, which we tentatively posit is widely applicable. Sector-specific details (e.g. list of relevant impacts, user guide) may serve as templates globally and across sectors.

In countries globally there is intense political interest in fostering effective university-business collaborations, but there has been scant attention devoted to exactly how individual scientists' workload (i.e. specified tasks) and incentive structures (i.e. assessment criteria) may act as a key barrier to this. To investigate this an original, empirical dataset is derived from UK job specifications and promotion criteria, which distil universities' varied drivers into requirements upon academics. This work reveals the nature of the severe challenge posed by a heavily time-constrained culture; specifically, a tension exists between opportunities presented by working with business and non-optional duties (e.g. administration, teaching). Thus, to justify the time to work with business, such work must inspire curiosity and facilitate future novel science in order to mitigate its conflict with the overriding imperative for academics to publish. It must also provide evidence of real-world changes (i.e. impact), and ideally other reportable outcomes (e.g. official status as a business' advisor), to feed back into the scientist's performance appraisals. Indicatively, amid 20-50 key duties, typical full-time scientists may be able to free up to 0.5 days/week for work with business. Thus specific, pragmatic actions, including short-term and time-efficient steps, are proposed in a 'user guide' to help initiate and nurture a long-term collaboration between an early- to mid-career environmental scientist and a practitioner in the insurance sector. These actions are mapped back to a tailored typology of impact and newly-created representative set of appraisal criteria to explain how they may be effective, mutually beneficial, and overcome barriers. Throughout, the focus is on environmental science, with illustrative detail provided through the example of natural hazard risk modelling in the insurance sector. However, a new conceptual model of academics' behaviour is developed, fusing perspectives from literatures on academics' motivations and performance assessment, which we propose is internationally applicable and transferable between sectors. Sector-specific details (e.g. list of relevant impacts, 'user 10 guide') may serve as templates for how people may act differently to work more effectively together.

Book reviews in this article:GOVERNMENT AND THE GOVERNED (BBC REITH LECTURES 1983) Douglas Wass.MANIPULATING THE MACHINE: CHANGING THE PATTERN OF MINISTERIAL DEPARTMENTS 1960–83 Christopher Pollitt.BUT, CHANCELLOR: AN INQUIRY INTO THE TREASURY Hugo Young and Anne Sloman.LEADERSHIP IN THE BRITISH CIVIL SERVICE Richard A. Chapman.THE COMMONS' SELECT COMMITTEES: CATALYSTS FOR PROGRESS? Dermot Englefield (ed.).PARLIAMENTARY SELECT COMMITTEES IN ACTION Dilys Hill (ed.).ETHICS IN THE PUBLIC SERVICE: COMPARATIVE PERSPECTIVES K. Kernaghan and O. P. Dwivedi.INSIDE LOCAL GOVERNMENT: A CASE FOR RADICAL REFORM Alex Henney.MUNICIPAL EMPIRE: THE TOWN HALLS AND THEIR BENEFICIARIES David Walker.PRESSURE GROUPS AND GOVERNMENT IN GREAT BRITAIN G. Alderman.CORRUPTION AND MISCONDUCT IN CONTEMPORARY BRITISH POLITICS Alan Doig.THE POLITICS OF TRANSPORT Enid Witrich.THE OPERATION OF THE EUROPEAN SOCIAL FUND Doreen Collins.

In countries globally there is intense political interest in fostering effective university–business collaborations, but there has been scant attention devoted to exactly how an individual scientist's workload (i.e. specified tasks) and incentive structures (i.e. assessment criteria) may act as a key barrier to this. To investigate this an original, empirical dataset is derived from UK job specifications and promotion criteria, which distil universities' varied drivers into requirements upon academics. This work reveals the nature of the severe challenge posed by a heavily time-constrained culture; specifically, tension exists between opportunities presented by working with business and non-optional duties (e.g. administration and teaching). Thus, to justify the time to work with business, such work must inspire curiosity and facilitate future novel science in order to mitigate its conflict with the overriding imperative for academics to publish. It must also provide evidence of real-world changes (i.e. impact), and ideally other reportable outcomes (e.g. official status as a business' advisor), to feed back into the scientist's performance appraisals. Indicatively, amid 20–50 key duties, typical full-time scientists may be able to free up to 0.5 day per week for work with business. Thus specific, pragmatic actions, including short-term and time-efficient steps, are proposed in a "user guide" to help initiate and nurture a long-term collaboration between an early- to mid-career environmental scientist and a practitioner in the insurance sector. These actions are mapped back to a tailored typology of impact and a newly created representative set of appraisal criteria to explain how they may be effective, mutually beneficial and overcome barriers. Throughout, the focus is on environmental science, with illustrative detail provided through the example of natural hazard risk modelling in the insurance sector. However, a new conceptual model of academics' behaviour is developed, fusing perspectives from literature on academics' motivations and performance assessment, which we propose is internationally applicable and transferable between sectors. Sector-specific details (e.g. list of relevant impacts and user guide) may serve as templates for how people may act differently to work more effectively together.

This is an Open Access Article. It is published by EGU under the Creative Commons Attribution 4.0 Unported Licence (CC BY). Full details of this licence are available at: http://creativecommons.org/licenses/by/4.0/ ; In countries globally (e.g. UK, Australia) there is intense political interest in fostering effective universitybusiness collaborations, but there has been scant attention devoted to exactly how individual scientists' workload (i.e. specified tasks) and incentive structures (i.e. assessment criteria) may act as a key barrier to this. To investigate this an original, empirical dataset is derived from UK job specifications and promotion criteria, which distil universities' varied drivers into requirements upon academics. This reveals the nature of the severe challenge posed by a heavily timeconstrained culture; specifically, a tension exists between opportunities presented by working with industry and non-optional duties (e.g. administration, teaching). Thus, to justify the time to work with industry, such work must inspire curiosity and facilitate future novel science in order to mitigate its conflict with the overriding imperative for academics to publish. It must also provide evidence of real-world changes (i.e. impact), and ideally other reportable outcomes (e.g. official status as a business' advisor), to feed back into the scientist's performance appraisals. Indicatively, amid 20-50 key duties, scientists may be able to free up to 0.5 days/week for work with industry. Thus specific, pragmatic actions, including short-term and time-efficient steps, are proposed in a 'user guide' to help initiate and nurture a long-term collaboration between an early- to mid-career environmental scientist and a practitioner in the insurance industry. These actions are mapped back to a tailored typology of impact and newly-created representative set of appraisal criteria to explain how they may be effective, mutually beneficial, and overcome barriers. Throughout, the focus is on environmental science, with illustrative detail provided through the example of natural hazard risk modelling in the insurance industry. However, a new conceptual model is developed, joining perspectives from literatures on academics' motivations and performance assessment, which we tentatively posit is widely applicable. Sector-specific details (e.g. list of relevant impacts, 'user guide') may serve as templates globally and across sectors.

In countries globally there is intense political interest in fostering effective university–business collaborations, but there has been scant attention devoted to exactly how an individual scientist's workload (i.e. specified tasks) and incentive structures (i.e. assessment criteria) may act as a key barrier to this. To investigate this an original, empirical dataset is derived from UK job specifications and promotion criteria, which distil universities' varied drivers into requirements upon academics. This work reveals the nature of the severe challenge posed by a heavily time-constrained culture; specifically, tension exists between opportunities presented by working with business and non-optional duties (e.g. administration and teaching). Thus, to justify the time to work with business, such work must inspire curiosity and facilitate future novel science in order to mitigate its conflict with the overriding imperative for academics to publish. It must also provide evidence of real-world changes (i.e. impact), and ideally other reportable outcomes (e.g. official status as a business' advisor), to feed back into the scientist's performance appraisals. Indicatively, amid 20–50 key duties, typical full-time scientists may be able to free up to 0.5 day per week for work with business. Thus specific, pragmatic actions, including short-term and time-efficient steps, are proposed in a "user guide" to help initiate and nurture a long-term collaboration between an early- to mid-career environmental scientist and a practitioner in the insurance sector. These actions are mapped back to a tailored typology of impact and a newly created representative set of appraisal criteria to explain how they may be effective, mutually beneficial and overcome barriers. Throughout, the focus is on environmental science, with illustrative detail provided through the example of natural hazard risk modelling in the insurance sector. However, a new conceptual model of academics' behaviour is developed, fusing perspectives from literature on academics' motivations and performance assessment, which we propose is internationally applicable and transferable between sectors. Sector-specific details (e.g. list of relevant impacts and user guide) may serve as templates for how people may act differently to work more effectively together.