bluuebunny/crossref_metadata_2025_split huggingface dataset:
Harassment of Gay and Lesbian Youth and School Violence in America
Authors: Horn Stacey S. , Nucci Larry 
Published: April 2010

Abstract
This chapter reviews literature on the rates and impact of harassment and violence against gay and lesbian youth in schools across several contexts as a foundation for proposing a new theoretical framework for understanding how high school-aged youth understand sexual identity. From the perspective of domain theory, it presents results of research on young people's reasoning about homosexuality, and their treatment of their gay and lesbian peers. This theory-based analysis reveals intriguing complexities, such as young people's prejudice and intolerance toward gay or lesbian peers when they believe that individuals have control over whether they are gay or lesbian, but more accepting and tolerant attitudes regarding homosexuality when they believe people are born gay or lesbian, thus placing sexual orientation beyond the individual's control or moral culpability. The chapter also suggests future directions for research and practice to promote tolerance and development around issues of sexual identity.
Stories of Conflict and Development in U.S. Public Schools
Authors: Daiute Colette 
Published: April 2010

AbstractThis chapter discusses the significance of narrating conflict in research and practice. It explains how the process of storytelling is implicated in the events of conflict and the course of development related to those events. It also argues that assessing the nature, impact, and treatments of youth conflict requires a new understanding of the role of storytelling because development occurs in social discourse. The significance of this definition of storytelling is that it offers insights about how people live their lives. The chapter shows how these processes come to life for children aged 7 through 11 and their teachers in the context of a violence prevention program in public schools in the United States. After a brief review of the social-historical nature of storytelling and a violence prevention curriculum that uses storytelling as transformative process, the chapter illustrates the intricate mosaic that foregrounds the problems of society when we read stories as social scripts, and the consequences for individuals when we read the same stories as personal. It offers examples to show how the intra- and interpersonal dimensions of conflict are intimately tied to intergroup conflicts.
Building Citizenship in the Face of Violence
Authors: Hart A. , Mojica Rocio 
Published: April 2010

Abstract
In many countries there has recently been a dramatic change in the way children are viewed by many of the agencies that work with them. One major change is the increasing recognition that vulnerable children actively contribute to their own survival and coping, and that protecting children does not imply that we treat them as passive victims. This orientation to children was given an enormous international boost by the passage of the UN Convention on the Rights of the Child (CRC), which includes the rights of children to have a voice on all matters that concern them. Colombia, a country that has long faced extremely high levels of violence, has been creatively developing new ways of building a more participatory culture of citizenship, including many new ways of working with children and youth. This chapter reviews these experiences and asks what potential these initiatives may have both for individual children and more broadly for the building of civil society. Most of the literature on the participation of young people in war-affected countries concerns adolescence, but this chapter deals with the entire age range, because this is an innovative aspect of Colombia's contribution.
Globalism, America’s Ghettos, and Black Youth Development
Authors: Cross William E. 
Published: April 2010

Abstract
Globalism is associated with the movement of jobs and industry from one country to another, and from 1955 to the present, hundreds of thousands of industrial sector jobs were shifted from the United States to various countries across the globe. In theory, globalization works when new jobs become available to replace the old. This chapter describes what happened to inner-city black communities and their youth when promised replacement jobs never materialized. The absence of a mainstream economic presence in the ghetto has given rise to a thriving underground economy anchored by the drug trade. While the trade itself can be analyzed from a rational, business perspective, the violence and community chaos linked to the trade plays havoc with black child and youth development. The chapter reviews how clinical psychologists and psychiatrists have taken the concept of post-traumatic stress disorder (PTSD) — once solely associated with psychological reactions to wars outside the United States — and applied it to the emotional states of inner-city black children and youth who have experienced, witnessed, or possess firsthand knowledge about the violence and chaos linked to the underground economy. In addition, the history of the social struggles of white ethnic groups in the United States is revisited, as a way of gaining insight into what worked to effectuate social mobility for white groups trapped in poverty at earlier points in U.S. history.
Youth Movements and Youth Violence in Nigeria’s Oil Delta Region
Authors: Ukeje Charles 
Published: April 2010

Abstract
Drawing from extensive ethnographic fieldwork in the Niger Delta, this chapter describes ongoing protests of the local community against the practices of the multinational oil companies, and repression and violence of the state. It illustrates how youth movements and violence in the region have been deeply embedded in the historical, economic, and political context of Nigeria by tracing Nigeria's colonial, postcolonial military, and postmilitary civilian phases in history. Analyzing the complexities of the ongoing Nigerian conflict from the perspectives of multinational oil companies, local communities, and young people, the chapter argues that youth movements are integral to relations among diverse stakeholders of national resources in conflict with the multinational companies. It offers ideas for transforming the current inequities and lack of access to social and educational mobility, and for re-engaging youth as leaders in social issues, using nonviolent methods.
The Necessity of Order in Machine Learning: Is Order in Order?
Authors: Cornuéjols A. 
Published: April 2010

Abstract
This chapter provides a detailed introduction to, and overview of, the theories from machine learning, and introduces some of the basic theoretical concepts and models from computational studies of learning from the machine learning area of computer science. It presents ideas and directions of research which can answer questions that arise from order effects, and shows that some of the results of how these models work may have significance for, and counterparts in, related disciplines that have an interest in learning and education. It also notes some interesting new approaches in machine learning, including the concepts of helpful teachers and active learners. The chapter concludes with a discussion of open research avenues, as well as questions designed to be used for class projects related to order-effects in machine learning.
Getting Things in Order: Collecting and Analyzing Data on Learning
Authors: Ritter Frank E. , Nerb Josef , Lehtinen Erno 
Published: April 2010

Abstract
This chapter provides a tutorial on the types of data that have been used to study sequence effects, some of the data collection methodologies that have been and will continue to be used because they are necessary to study order effects, and how to use model output as data. It starts by introducing the basic measurements typically used in experimental psychology, such as reaction times and errors. The chapter also examines the feasibility of using protocol data that, although used infrequently, offer a rich record to study order effects. It looks at how these data can be “cooked down” into theories, which can then be broken down into static and dynamic process models. Static descriptions, such as simple grammars and Markov models, depict the shape of the data. Process models perform the task that a person does in a manner that a person does and so provide a more dynamic description. Process models are inherently not only more powerful but also more difficult to use. The chapter concludes with a brief discussion on using model output as data.
An Example Order for Cognitive Skill Acquisition
Authors: Renkl Alexander , Atkinson Robert K. 
Published: April 2010

Abstract
This chapter first provides an overview of the various stages of cognitive skill acquisition in order to situate learning from worked-out examples in the course of learning a new skill. It then defines more precisely the meaning of learning from worked-out examples, provides reasons for its effectiveness, and discusses the relevance of self-explanations and instructional explanations as factors moderating the effectiveness of studying examples. It discusses the problem of structuring the transition from studying examples to problem solving. It describes a preliminary instructional model of example-based skill acquisition that currently guides our research. Finally, it outlines a set of research questions intended to guide future research, such as adapting the proposed fading procedure to individual learners.
The Effects of Order: A Constraint-Based Explanation
Authors: Ohlsson Stellan 
Published: April 2010

Abstract
This chapter presents a computational model that shows how information migrates from declarative to procedural knowledge and provides a powerful new learning mechanism for machine-learning algorithms. The model is used to examine the effects of learning three different counting tasks. The model predicts order effects that vary in several dimensions, including the number of times the model has to revise its knowledge and how long it will take to learn. Although some of these effects are quite large within a subtask, the overall effect is muted by other aspects of the task, including interaction. This model suggests that the complexity of a task's constraints is important for computing transfer between similar tasks. The model's behavior has been compared to human performance, and a general summary is provided.
Getting Out of Order: Avoiding Lesson Effects Through Instruction
Authors: VanLehn Kurt 
Published: April 2010

Abstract
This chapter describes two experiments that test the felicity-conditions hypothesis that people learn best if a task is taught one subprocedure per lesson. In these experiments, children were taught multiplication skills by a human tutor. Although there was a slight trend that presenting one topic per lesson led to fewer errors than presenting two topics, the more important finding is that there is better transfer to new problems when teaching two subprocedures per lesson: about one-third fewer errors at test. These results suggest that it is crucial to learn when to apply a particular element of knowledge. Lessons that deliberately change the element of knowledge needed from problem to problem are more difficult for learners but can enhance the learner's ability to apply different types of knowledge and to transfer their learning. This effect also suggests why textbooks have evolved to use one disjunct per lesson and is also consistent with good practice in system documentation. The study further suggests not only that teaching multiple items per lesson is safer if there is someone to help remove any confusion but also that some small amount of reordering by a teacher can help the learner to compensate for poor orders.
Order or No Order: System Versus Learner Control in Sequencing Simulation-Based Scientific Discovery Learning
Authors: Swaak Janine , Jong Ton de 
Published: April 2010

Abstract
What does sequencing have to do with scientific discovery or inquiry learning? Can principles of traditional instruction, such as sequencing, even coexist with ideas of self-regulated learning and constructivism? This chapter first shows that sequencing and scientific discovery can combine. Second, it illustrates that when sequencing and discovery are combined, the question of who is in control of the sequence must be addressed. The scientific discovery environment in the reported study, CIRCUIT, simulates the behavior of current and voltage sources in electrical circuits. It includes two main types of instructional support: (a) model progression and (b) assignments ordered according to different levels in the simulation learning environment. Two experimental conditions were created that were similar with respect to the support, but differed with respect to the amount of freedom given to the students. In the first group, students were free to choose their own sequence for going through the environment. In the second group, the sequence was largely controlled by the environment. The evaluation followed a pre-test post-test design. The results showed no gain in definitional knowledge but did reveal a gain in intuitive knowledge. No major differences between the experimental groups were detected in the post-test results, the interaction processes, or subjective ratings of feeling guided or constrained by the environments. The chapter concludes that order does not always have to be “built in” to instruction.
Making Your Own Order: Order Effects in System- and User-Controlled Settings for Learning and Problem Solving
Authors: Scheiter Katharina , Gerjets Peter 
Published: April 2010

Abstract
This chapter addresses the question of how tasks should be ordered to foster learning and the transfer of knowledge. It first reviews the existing findings on simple-to-complex sequencing and sequencing according to the structural variability of tasks. Second, for the explanation of order effects, it outlines a model that supports deriving testable hypotheses for when and why instructional sequences should vary in performance. Third, it describes the results from two experiments that confirm these hypotheses. Fourth, the model of order effects is applied to user-controlled settings (i.e. those in which the students are allowed to determine the order of the problems). The role of rearranging problems is investigated by means of a questionnaire and an experiment. The chapter ends with a discussion of the instructional implications and some suggestions for future research in this area.
Why Do Offenders’ Families Matter?
Authors: Beck Elizabeth , Britto Sarah , Andrews Arlene 
Published: April 2010

AbstractThis chapter explores the following foundational questions: why do capital offenders' families matter and what is the difference between life in prison and death by execution? Some of the arguments include that families matter because their loss can have devastating effects for themselves, their community and family system, and that their involvement in a capital case often results in a loss of confidence in the criminal justice system. It is also suggested that the families matter from a crime prevention perspective. These families often come from difficult, even devastating backgrounds, and as a result they have valuable information about, and insights into, such problems as poverty, racism, incest, domestic violence, drug and alcohol issues, and mental health problems.
Meet the Families
Authors: Beck Elizabeth , Britto Sarah , Andrews Arlene 
Published: April 2010

AbstractThis chapter examines family effects on individual development and the context of the offenders' home life. Using psychosocial histories of 14 capital defendants, it provides an in-depth portrayal of the multigenerational psychosocial histories of offenders and their family members. These histories often illustrate deep intergenerational pain. The chapter is grouped into four themes that are examined in detail. The themes are: excessive violence and neglect, with ineffective protection; lack of education and support about mental health issues, including substance abuse; unprepared caregivers and family disarray; and institutional barriers to equality.
“You Didn’t Punish Him, You Punished Me”
Authors: Beck Elizabeth , Britto Sarah , Andrews Arlene 
Published: April 2010

AbstractThis chapter explores the effects of execution on family members. It is partially based on participant observation as one of the authors accompanied a mother during the days before and after the execution of her son. From the view of family members, the chapter follows the ritual of execution that begins with the issuing of a warrant for execution, which is notification of an impending execution; the death watch, which is what family members called the time from the warrant to the execution; the execution; and the disbursement of personal effects. It also revisited this particular mother a year after her son's execution and explores the many ways in which her life was destroyed following his death. The chapter includes interviews with other family members who experience an execution and discusses what they describe as the “shared punishment” of execution.
Life Is Different
Authors: Beck Elizabeth , Britto Sarah , Andrews Arlene 
Published: April 2010

AbstractThis chapter seeks to answer the question of how is a death sentence is different from life without the possibility of parole. In order to do so, the experiences of loved ones whose family members' sentences were commuted from death to life are examined. Family members describe their relief, and how they have worked with their loved one to make a meaningful life for him or her from behind bars. Family members said that as long as there is life there is hope, and because questions of executing someone who is innocent also arise, the chapter explores the experience of Joseph Amrine, who was found innocent after 16 years on death row. Holding to the title “Life is Different”, the chapter provides an example of restorative justice in action, as convicted murder William Neal Moore describes how the victim's family members in his murder case obtained his release from prison.
Reaching Out
Authors: Beck Elizabeth , Britto Sarah , Andrews Arlene 
Published: April 2010

Abstract
This chapter examines offenders' family members' need to reach out to the victim's family. It provides two examples of relationships formed between an offender's family members and those of the victim. It also provides examples of how restorative justice has been used in death penalty cases. The chapter highlights defense'initiated victim outreach, a pioneering strategy that seeks to engage victims' family members in a restorative response to capital criminal proceedings. It also explores victim—offender mediation. Some of the challenges of providing restorative justice-based initiatives in death penalty cases are presented.
Systems Failure
Authors: Beck Elizabeth , Britto Sarah , Andrews Arlene 
Published: April 2010

AbstractThis chapter explores the role of the community in restorative justice. It provides multiple examples of ways in which community-based organizations and systems have failed offenders and their family members. Specifically explored are: child protective and interpersonal violence services; mental health and drug and alcohol treatment; schools; juvenile justice; and faith communities. Toward remediating the harm caused by a broken system, or to stem systems that continue to fail, the chapter offers several examples of community-based restorative responses. The goal of these responses is to support the development of caring communities that are proactive in preventing crime by addressing systems failure and inequality.
Is Drug Testing in the Workplace Worthwhile?
Authors: Barnwell Sara Smucker , Earleywine Mitch 
Published: April 2010

AbstractDrug testing has emerged as many employers' answer to the problem of employee substance use. Drug-testing programs seek to provide an objective basis for mandatory employee referral to treatment programs, prevent the onset of drug use among abstaining workers, diminish productivity losses and workplace accidents ascribable to substance use, minimize cost increases for employer-paid health care expenses, and decrease drug-related work turnover. In short, drug testing endeavors to identify or prevent the development of problems in order to maintain a healthy and safe workforce. Despite these admirable goals, drug testing programs do not appear to accomplish these aims, and require considerable expense. In order to understand how drug testing promotes worker health and safety, this chapter examines the literature on the effectiveness of drug testing in the identification of workers whose substance-use impairs job performance.
A Cautious Case for Cannabis Depenalization
Authors: Hall Wayne 
Published: April 2010

Abstract
Cannabis possession, use, cultivation, and sale are prohibited in Australia on the assumption that cannabis use presents a serious risk to the health of users and the community. Cannabis is, nonetheless, very widely used, with 59% of young adults between 20 and 29 reporting in 2001 that they had used the drug at some time in their lives. It is, in fact, the most widely used illicit drug in Australia. This chapter evaluates the arguments that have featured prominently in the cannabis policy debate in Australia over the past few decades.
Marijuana and the Media: Science, Propaganda, and Sloppy Reporting in the U.S. News Media
Authors: Mirken Bruce 
Published: April 2010

Abstract
The contentiousness of the marijuana debates has contributed to the way prohibitionists and reformers frame their arguments and present their data. One of the most accessible and persuasive sources of information is the media. This chapter reviews some salient examples of the way reporting can go awry. It questions the idea that alarming events are more newsworthy and therefore more likely to generate more consumers of media. In a sense, it argues that the lay public is more intelligent than many media sources think. Most readers are willing to appreciate nuanced arguments filled with complications and caveats, so there is no need to simplify any difficult literature. These oversimplifications have the potential to backfire if they contradict people's personal experience.
How in God’s Name Do We Reform Our Marijuana Laws?
Authors: Thomas Charles 
Published: April 2010

Abstract
This chapter summarizes the marijuana-related positions that the Interfaith Drug Policy Initiative (IDPI) has located for the following: the 25 largest Christian denominations in the United States; and the four major sects of Judaism, Islam, Buddhism, and several other major Christian and other religious groups and coalitions with significant positions. It presents findings from several major public opinion polls about marijuana policy, delineated by religious affiliation, frequency of worship attendance, and other relevant variables. It details how current positions supporting some degree of policy reform are being used to make changes in our nation's marijuana-related policies, and presents some arguments, likely to be persuasive to religious people, on the need for more substantial marijuana law reform, such as removing criminal penalties for personal-use possession and allowing legally regulated access. Finally, the chapter suggests what people of faith and goodwill, including marijuana consumers and policy-reform advocates, can do to change the current situation so that marijuana users and non-users can ultimately live in peaceful coexistence.