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The sociology of deviance was in its heyday when Prentice-Hall published this book in 1969. John Lofland traces the field from pre-World War II to the late sixties and pioneers the application of "grounded theory" to the study of deviant behavior. In his new prologue, Joel Best writes, "More than thirty years after the book first appeared, we have no better synthesis of the labeling approach."
In the past few years an increasing number of colleges and universities have added courses in biomedical ethics to their curricula. To some extent, these additions serve to satisfy student demands for "relevance. " But it is also true that such changes reflect a deepening desire on the part of the academic community to deal effectively with a host of problems which must be solved if we are to have a health-care delivery system which is efficient, humane, and just. To a large degree, these problems are the unique result of both rapidly changing moral values and dramatic advances in biomedical technology. The past decade has witnessed sudden and conspicuous controversy over the morality and legality of new practices relating to abortion, therapy for the mentally ill, experimentation using human subjects, forms of genetic interven tion, suicide, and euthanasia. Malpractice suits abound and astronomical fees for malpractice insurance threaten the very possibility of medical and health-care practice. Without the backing of a clear moral consensus, the law is frequently forced into resolving these conflicts only to see the moral issues involved still hotly debated and the validity of existing law further questioned. In the case of abortion, for example, the laws have changed radically, and the widely pub licized recent conviction of Dr. Edelin in Boston has done little to foster a moral consensus or even render the exact status of the law beyond reasonable question.
For some, socialism is a potent way of achieving economic, political and social transformations in the twenty-first century, while others find the very term socialism outdated. This book engages readers in a discussion about the viability of socialist views on education and identifies the capacity of some socialist ideas to address a range of widely recognized social ills. It argues that these pervasive social problems, which plague so-called ‘developed’ societies as much as they contribute to the poverty, humiliation and lack of prospects in the rest of the world, fundamentally challenge us to act. In our contemporary world-system, distancing ourselves from the injustices of others is neither viable nor defensible. Rather than waiting for radically new solutions to emerge, this book sees the possibility of transformation in the reconfiguration of existing social logics that comprise our modern societies, including logics of socialism. The book presents case studies that offer a critical examination of education in contemporary socialist contexts, as well as reconsidering examples of education under historical socialism. In charting these alternatives, and retooling past solutions in a nuanced way, it sets out compelling evidence that it is possible to think and act in ways that depart from today’s dominant educational paradigm. It offers contemporary policy makers, researchers, and practitioners a cogent demonstration of the contemporary utility of educational ideas and solutions associated with socialism. A pioneering collection of essays which is central to understanding the historical and contemporary meanings of socialism in the context of neoliberal globalization. It is a most timely contribution to a growing intellectual project that challenges the hegemony of capitalism, while re-thinking and theorizing alternatives. Iveta Silova, Associate Professor of Comparative Education, Lehigh University, Bethlehem, PA, USA In this significant contribution to recent scholarship the authors use the lens of socialist education to offer an original critique of hegemonic capitalism, and present an intellectually rigorous search for alternatives by reconsidering historical socialism and advancing promising educational experiments that challenge the 'global architecture of education'. Anders Breidlid, Professor of International Education and Development, Oslo University College, Norway
How do humans behave when under threat of attack or disaster? How does the social context affect individual behavior? Anthony Mawson provides an illuminating examination of individual and collective behavior under conditions of stress and danger, in response to both natural and manmade threats and disasters. Opening with a question about the interpretation of "mass panic" in combat , the book gradually unfolds into a multidisciplinary analysis of the psychobiological basis of social relationships and the neural organization of motivation and emotion. Mawson provides a comprehensive review and synthesis of the mass panic and disaster literature and offers a social attachment model, that recognizes the fundamentally gregarious nature of human beings and the primacy of attachments. He argues that the typical response to threat and danger is neither fight nor flight, nor social breakdown, but increased affiliation and camaraderie. This book is unique in addressing the behavioral and social aspects of threat and disaster. It will appeal to social scientists across a range of disciplines, to public administrators, and to disaster and public health professionals.
This timely second edition remains essentially the same in overall organization and chapter layout and titles. New to the book is updated data and facts from empirical research and government and agency reports. Some information in some chapters was retained from the first edition if it was deemed still relevant and interesting. The definition of deviance has been modified to be more in line with standard understandings of the term which frequently describe deviance as violations of social norms. The word “differences” remains part of the definition and implies differences in attitudes, lifestyles, values, and choices that exist among individuals and groups in society. The concept of deviance is no longer treated as a label in itself, also placing the definition of the term more in alignment with its standard usage. The title of the book remains the same and “tradition” still implies the book covers areas that have long been addressed in deviance texts such as addictions, crime, and sexual behaviors, to name a few. The term “stigma” is retained for two reasons: it is in honor of Erving Goffman, a giant in the discipline of sociology who offered much to the study of differences, and it is used to accentuate the importance of societal reaction in a heterogeneous society. In this updated edition, every attempt has been made to respond to input from colleagues and students concerning text content and writing style. Chapters still include “In Recognition” or comments that honor scholars whose research and professional interests are related to the chapters under study. Effective case studies are again included in the chapters. Considerable effort went into decisions of what was to be added, changed, maintained, and deleted from the first edition, resulting in meaningful modifications throughout the book.

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