The authors conducted a meta-analysis of 150 studies in which the risk-taking tendencies of male and female participants were compared. Studies were coded with respect to type of task (e.g., self-reported behaviors vs. observed behaviors), task content (e.g., smoking vs. sex), and 5 age levels. Results showed that the average effects for 14 out of 16 types of risk taking were significantly larger than 0 (indicating greater risk taking in male participants) and that nearly half of the effects were greater than .20. However, certain topics (e.g., intellectual risk taking and physical skills) produced larger gender differences than others (e.g., smoking). In addition, the authors found that (a) there were significant shifts in the size of the gender gap between successive age levels, and (b) the gender gap seems to be growing smaller over time. The discussion focuses on the meaning of the results for theories of risk taking and the need for additional studies to clarify age trends.

Gender differences in risk taking: A meta-analysis.

BARRIBALL K . L. & WHILE A. (1994) 328-335 Collecting data using a semi-structured interview: a discussion paper This paper discusses some of the measures used by a research team to overcome threats to validity and reliability of a semi-stmctured interview exploring the perceptions and needs of continuing professional education among nurses in practice in two district health authorities. lournal of Advanced Nursing 19,

Collecting data using a semi-structured interview: a discussion paper.

The study of desistance from crime is hampered by definitional, measurement, and theoretical incoherence. A unifying framework can distinguish termination of offending from the process of desistanc...

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Understanding Desistance from Crime

Although vegetation has been positively linked to fear of crime and crime in a number of settings, recent findings in urban residential areas have hinted at a possible negative relationship: Reside...

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Environment and Crime in the Inner City Does Vegetation Reduce Crime

Situational prevention seeks to reduce opportunities for specific categories of crime by increasing the associated risks and difficulties and reducing the rewards. It is composed of three main elements: an articulated theoretical framework, a standard methodology for tackling specific crime problems, and a set of opportunity-reducing techniques. The theoretical framework is informed by a variety of "opportunity" theories, including the routine activity and rational choice perspectives. The standard methodology is a version of the action research paradigm in which researchers work with practitioners to analyze and define the problem, to identify and try out possible solutions, and to evaluate and disseminate the results. The opportunity-reducing techniques range from simple target hardening to more sophisticated methods of deflecting offenders and reducing inducements. Displacement of crime has not proved to be the serious problem once thought, and there is now increasing recognition that situational measu...

Situational Crime Prevention

Environmental Criminology, Rationality and Crime The Burglary Event The Decision Strategy The Rational and the Opportunistic Burglar Drug and Group Effects on Burglars' Decision-Making Marketing Stolen Property Terminating a Criminal Career Implications for Public Policy Reducing the Individual's Vulnerability to Burglary

Breaking and Entering: An Ethnographic Analysis of Burglary

Introductory Statistics for the Behavioral Sciences.@@@Basic Statistics for the Behavioral Sciences.@@@Selltiz, Wrightsman and Cook's Research Methods in Social Relations.

Spirituality, contentment, and stress in recovering alcoholics.

Many residential treatment facilities and child inpatient units in the United States have been structured by way of motivational programming such as the point and/or level systems. On the surface, they appear to be a straightforward contingency management tool that is based on social learning theory and operant principles. In this article, the authors argue that the assumptions upon which point and level systems are based do not hold up to close empirical scrutiny or theoretical validity, and that point and level system programming is actually counterproductive with some children, and at times can precipitate dangerous clinical situations, such as seclusion and restraint. In this article, the authors critique point and level system programming and assert that continuing such programming is antithetical to individualized, culturally, and developmentally appropriate treatment, and the authors explore the resistance and barriers to changing traditional ways of "doing things." Finally, the authors describe a different approach to providing treatment that is based on a collaborative problem-solving approach and upon which other successful models of treatment have been based.

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Beyond point and level systems: moving toward child-centered programming.

This study surveyed the technical staff responsible for facilitating the production of Web-based course materials in the nine academic components of the University of Texas (U.T.) System, focusing on their perceptions of faculty, student, and administrative/institutional preparation and support of Web-based instruction. Analysis of the results revealed that the majority of technical staff are satisfied with Web-based instruction. Several suggestions were offered for improving the quality of Web-based instruction in the U.T. System, including computer safeguard measures to deal with issues of academic dishonesty, more in-depth training for faculty, better student orientation, and precourse measures to screen out students who are underprepared for Web-based courses.

James N. Olson

Papers

Breaking and Entering: An Ethnographic Analysis of Burglary

Introductory Statistics for the Behavioral Sciences.@@@Basic Statistics for the Behavioral Sciences.@@@Selltiz, Wrightsman and Cook's Research Methods in Social Relations.

Spirituality, contentment, and stress in recovering alcoholics.

Beyond point and level systems: moving toward child-centered programming.

Technicians' Perceptions About Web-Based Courses: The University of Texas System Experience