The Impact of U.S. Airline Deregulation on Airport Traffic Patterns

This paper surveys changes in the U.S. National Airway System since the 1960s. The most appropriate measures for summarizing air traffic distributions at airports are investigated, with the Gini Index of Concentration being used extensively to analyze U.S. airport traffic patterns over a twenty-four-year period. The properties of the Gini index and other measures are compared and discussed in detail in the context of analyzing air traffic distributions. It is shown how concentration in the traffic patterns at the larger airports was at a high level prior to deregulation, but since 1978, the patterns have gradually become even more concentrated.     

Arthur's refusal to eat: ritual and control in the romance feast

Arthur's refusal to begin feasting before he has seen a marvel or heard a tale of adventure is a recurring motif in medieval romance. Previous comment on this ritual has suggested that the source for such a taboo on eating may be found in earlier narratives in the Celtic languages. This paper argues that, although the ritual almost certainly originates in pre-chivalric society, romance authors adapted and developed it to reflect the courtly-chivalric preoccupations of their own world. Arthur's ritual gesture may be seen as a means of containing and controlling both interior moral threats and exterior physical peril, and is intimately connected to the courtly conception of the feast. This study draws on the evidence of religious writing and courtesy manuals and explores some highly-developed treatments of the motif in romance in order to suggest that literary engagements with Arthur's refusal to eat have much to say about contemporary ideas of ritual and reality as mediated through the symbolically-charged arena of the medieval feast.     

Biros,Books and Big‐men: Literacy and the Transformation of Leadership in Simbu,Papua New Guinea

This article examines local strategies used to build leadership roles and enlist public support in a newly literate Papua New Guinean highlands rural community. The ethnographic evidence presented shows how the relationship between literacy and local ideas about modernisation and development has facilitated a shift in patterns of local political structures. When literacy is viewed as an unequally distributed and novel resource with inherently modernist connotations it becomes evident why male villagers in a contemporary highlands village endeavour to acquire and exploit it in rivalry with others. And while individual villagers market their reading and writing proficiency as a means to bolster their reputations within the existing socio‐political system, this has significance for traditional leadership and authority patterns, given that village leaders have traditionally been unschooled and therefore do not possess these highly regarded skills. To illustrate these processes I examine the political careers of two prominent villagers with particular attention to their respective claims to head two competing village‐based development projects. An analysis of the agendas they use to legitimate their authority roles in these projects makes clear how the quest to be seen to be literate has become a constitutive component of a prospective leader's repertoire of skills.     

Children’s participation: moving from the performative to the social

The body of work on children’s participation has been valuable in asserting its importance. Nonetheless, participation is a contested concept and key challenges arise relating to its emphasis on age and voice, its focus on socialising the participative responsible citizen, and its failure to sufficiently recognise the range of participatory activities of children in their everyday lives. This article presents findings of a study on children’s experiences of participation in their homes, schools, and communities including the importance of the relational context, how everyday interactions rather than ‘performative’ formal structures for participation are valued by children and how their participation is limited by adult processes based on notions of competence and voice. It concludes with an argument for recognising and facilitating children’s informal and social participation as well as new forms of democratic processes being developed by children to address the possibility of governance and over-responsibilisation of children.     

Book reviews

Mobile phones have invited a number of dystopian understandings, particularly as far as young people are concerned. They have been variously argued to contribute to poor spelling and grammar, disturb attention to school work, facilitate text bullying, lead to brain cancers and promote the destruction of face-to-face relationships. Despite these concerns, text messaging is by far the most common form of mobile communication between young people in New Zealand. Drawing on actor-network theory and qualitative research conducted with New Zealand teenagers, we explore how teenagers, cell phones, socio-spatial relations and discourses exist within a hybrid and interdependent network which we have termed digital sociality. This network seems to facilitate rather than destroy proximal contact. The machine and the human, in a cyborgian sense, meld to develop new and complex workings of space and the social which suggests mobile technologies are not as damaging to young people as many have suggested and calls for preventative approaches to this technology might need therefore to be rethought.     

At home in preschool care? Childcare policy and the negotiated spaces of educational care

Concerns have been raised across a range of discplinary perspectices about the heightened policy expectations which are being placed on the educational outcomes of preschool services leading to suggestions of over formalisation of the preschool space. In light of these concerns, this paper will explore how new socio-economic expectations around educational care are actually shaping the preschool space. By doing so I will argue that concerns over the formalisation of educational care need to be considered with reference to the different contexts and sectors in which educational care is being provided. In offering a more situated analysis, formalisation processes can be seen as highly contingent, as they are articulated within existing social norms around the care of young children.