Perspectives in Sociology -5/E.

Perspectives in Sociology provide generations of undergraduates with a clear, reassuring introduction to the complications of sociological theory. New features include : - A thoroughly revised text including particular attention to the linking and cross-referencing of chapters - A new chapter reviewing the rise of British sociology, with particular reference to the political context and the changing role of ‘class’ in sociological thinking - A new chapter describing the attempts of sociological theorists to explain current concerns, problems and issues in the areas of gender, (homo)sexuality and ethnicity in the context of the postcolonial world, and to show the similarities in these approaches. - A completely rewritten chapter on the ‘synthesisers’- Bourdieu, Habermas and Giddens- and their attempts to generate a consensus from the apparently conflicting theories predecessors : Marx, Weber and Durkhei

Qualitative theory testing as mixed-method research

While the concept of mixed-methods research is more usually associated with combining quantitative and qualitative approaches, this paper outlines a study that mixed methods by undertaking qualitative theory testing and derivation when examining the relationship between health promotion theory and hospital nursing practice. Thus, it is concerned with relating the metatheoretical aspects of the debate and not with the pragmatic aspects of the research and concomitant methods. A deductive–inductive–deductive design, based on the theory–research–theory strategy of Meleis (1985), tested, revised and developed for nursing established health promotion theory using theory-testing criteria. To complement the methodological mix, the study also used the theory (i.e. a health-promotion taxonomy) as a framework to contextualise the findings rather than generate theory in the way associated with interpretative inquiry. While inconsistent with the traditional view linking theory testing with quantitative, objective epistemology, the process enabled a theoretically robust health-promotion taxonomy to be synthesised and advanced for use in nursing in relation to a paradigm of social thought

Perspectives in sociology/ Edit.: E.C. Cuff; (G.C.F. Payne)

viii, 205 hal.; 21 cm

The death receptor 3/TL1A pathway is essential for efficient development of antiviral CD4? and CD8? T-cell immunity

Death receptor 3 (DR3, TNFRSF25), the closest family relative to tumor necrosis factor receptor 1, promotes CD4+ T-cell-driven inflammatory disease. We investigated the in vivo role of DR3 and its ligand TL1A in viral infection, by challenging DR3-deficient (DR3KO) mice and their DR3WT littermates with the β-herpesvirus murine cytomegalovirus or the poxvirus vaccinia virus. The phenotype and function of splenic T-cells were analyzed using flow cytometry and molecular biological techniques. We report surface expression of DR3 by naive CD8+ T cells, with TCR activation increasing its levels 4-fold and altering the ratio of DR3 splice variants. T-cell responses were reduced up to 90% in DR3KO mice during acute infection. Adoptive transfer experiments indicated this was dependent on T-cell-restricted expression of DR3. DR3-dependent CD8+ T-cell expansion was NK and CD4 independent and due to proliferation, not decreased cell death. Notably, impaired immunity in DR3KO hosts on a C57BL/6 background was associated with 4- to 7-fold increases in viral loads during the acute phase of infection, and in mice with suboptimal NK responses was essential for survival (37.5%). This is the first description of DR3 regulating virus-specific T-cell function in vivo and uncovers a critical role for DR3 in mediating antiviral immunity.—Twohig, J. P., Marsden, M., Cuff, S. M., Ferdinand, J. R., Gallimore, A. M., Perks, W. V., Al-Shamkhani, A., Humphreys, I. R., Wang, E. C. Y. The death receptor 3/TL1A pathway is essential for efficient development of antiviral CD4+ and CD8+ T-cell immunity

Talk about text during independent writing : what teacher-student interaction suggests for how we understand students' competence

Talk about Text during Independent Writing: what teacher-student interaction suggests for how we understand students' competenceTalk between students and their teachers is central to learning at school, yet students' competence is often understood as the outcome of instructional talk rather than essential to successful participation in instructional talk. Curriculum frameworks used to attribute students with levels of competence reflect these understandings. This article employs Conversation Analysis to consider student-teacher interaction during an independent writing lesson. Discussion of their interaction establishes the link between the student's taken-for-granted knowledge of teacher talk and the teacher's instruction. The finding suggests the importance of locating students’ competence within the context of instructional talk between teachers and students

A Method for Studying Social Representations

analytical suggestions, formal method of study, free associations, innovative questionnaire, research design, social representations,

Leadership as Emotional Labour:the effortful accomplishment of valuing practices

Within the context of an ethnographic study of leadership in the learning and skills sector, this article focuses on the role of leadership in making stafffeel valued (Iszatt-White & Mackenzie-Davey, 2003) and the‘emotional labour’ (Hochschild, 1983) through which leaders’ valuing practices are accomplished. By shadowing college leaders, observation was made of the day-to-day practices through which they sought to give staff a feeling of being valued. The article provides evidence of such‘valuing practices’ before going on to explicate the notion of emotional labour— previously researched largely in the services sector— in the professional context of educational leadership. In doing so, it differentiates professional emotional labour from‘emotional intelligence’ (Goleman, 1995), a more common theme within the management literature. It also explores the role of social identity and value congruence in moderating the‘emotional dissonance’(Ashforth & Humphrey, 1993) which can result from a requirement for prolonged emotion work