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Utilizing recent research and monographs from participants and observers, this paper reports on the underanalyzed Vietnam antiwar movement. Key events are placed in a historical context that help to explain the origins of the movement. Particular attention is given to the various responses of the state to the challengers and the complex interrelationships with the media. As the antiwar movement grew and developed, there were multiple factors that contributed to solidarity and factionalism within the movement. Despite state repressive actions and internal factionalism, the movement was successful in helping to end the war. The effects on U.S. policies were more indirect than direct. The antiwar movement mobilized millions of citizens to public protest. The demonstrations helped to shift public opinion away from supporting the war and activated third parties to question and demand an end to war policies. The political system did respond to the antiwar movement’s demands. [ABSTRACT FROM AUTHOR]

This paper offers elaborations on current knowledge about social-movement framing processes and cognitive liberation, especially regarding technical controversies and not-in-my-backyard (NIMBY) protest. The social-constructionist lens of the framing perspective also allows refinements in conventional explanations of NIMBY conflicts. Attention is given to the dynamics of emergence, continuity, and change in framing strategies over time in controversy regarding the U.S. Army's chemical-weapons disposal program. I focus specifically on dynamics involved in the development of cognitive liberation, particularly the framing difficulties that occur in the context of cognitive ambiguities produced by an "information haze." These ambiguities create problems for developing and linking the diagnostic, prognostic, and motivational elements of collective-action frames. I also attend to frame transformation, explaining how transformation may be both animated and constrained by a movement's opponent. I conclude that NIMBY is only one possible framing and can be transformed as the context of the dispute shifts. Moreover, framing activities in technical disputes may be particularly difficult due to the role of scientific rhetoric and experts in interpreting risks and shaping understandings of the situation. [ABSTRACT FROM AUTHOR]

This article explores the life and career of sociology writer Ruth Shonle Cavan. Her career is the tale of an extraordinary person seeking and finding congenial outlets for her talents. Her secret seems to be a blend of sound intuition, a probing, inquiring mind, solid preparation, and strong motivation. She combines a clear sense of what is important with a strong drive to understand key issues, to coordinate her insights with others, and finally to fashion the whole into a well crafted book or paper. As a young girl in Tuscola, Illinois, Cavan wrote incessantly. In high school, she wrote for a school literary magazine. In 1916, she entered Millikin University in Decatur, Illinois to become a teacher, but again she was drawn to writing. She enrolled in courses in fiction and expository writing, entered another essay competition, and won first prize. Sociology was more than an outlet for her talents. It provided as well a new way of viewing human beings. She began to see that everyone is subject to vast structural and cultural forces that offer little opportunity for personal control.