bluuebunny/crossref_metadata_2025_split huggingface dataset:
The (Often Unheard) Case Against Marijuana Leniency
Authors: Sabet Kevin A. 
Published: April 2010

Abstract
This chapter examines arguments for and against marijuana use and concludes that prohibitory laws on marijuana are justified. It presents the case that restrictive laws on marijuana — a harmful drug — have actually kept use levels low compared with levels for alcohol and tobacco, and though the public policy of marijuana prohibition is not perfect, it is far better than a regime of legalization or depenalization. In this case, it is argued that the status quo is about right. It is no open-and-shut case, but a more pertinent question than “Which is better: legalization or prohibition?” would go something like “How can we make restrictive policies work better?” The chapter hopes to establish why we should begin with having restrictive policies in the first place.
Proving the Unprovable
Authors: Slobogin Christopher 
Published: April 2010

Abstract
Culpability and dangerousness are the two central issues raised by any sensible societal attempt to deal with antisocial behavior. For the past century, mental health professionals have been heavily involved in helping the law address these issues. But critics deride clinical testimony about culpability as disguised storytelling and tar expert predictions by comparing them unfavorably to coin flipping. They have been aided in these efforts by a series of decisions from the U.S. Supreme Court that appear to impose a relatively high threshold for expert testimony, one that requires that the testimony’s underlying assumptions be verified as reliable through scientific or other testing. Although many courts have yet to consider the implications of those decisions for behavioral science testimony, an increasing number of lower court decisions suggest that a more restrictive evidentiary regime is in the offing. This book is an effort to sort out whether that development would be a good thing. How we should go about proving culpability and dangerousness depends on a number of variables, including the governing substantive law, our ability to answer the questions that this law generates, the extent to which judges and juries can arrive at sensible conclusions without the help of experts, and whether the testimony proffered is from the government or from the person whose liberty is at stake. The book concludes that culpability and dangerousness are socially constructed concepts that probably cannot, and in any event should not, be determined solely through the scientific method.
Introduction: The Need for Nuance
Authors: Slobogin Christopher 
Published: April 2010

Abstract
This chapter first describes the legal doctrines defining the culpability and dangerousness inquiries and the evidentiary doctrines that govern the admissibility of expert testimony on these issues, in particular focusing on the United States Supreme Court’s opinion in Daubert v. Dow Chemical, which appears to announce a rule that limits the introduction of clinical opinion testimony. It then proposes a framework for analyzing the admissibility of clinical testimony that requires consideration of four issues: materiality, probative value, helpfulness, and prejudicial impact. Materiality analysis requires a determination of whether the testimony logically relates to the relevant substantive law. Probative value is a measure of the accuracy of expert testimony, with respect to both its general principles and its specific application to the case at hand. Helpfulness refers to the extent to which the testimony adds something to what the fact finder can accurately figure out for itself. The prejudicial impact factor permits assessment of whether testimony that is material, probative, and helpful nonetheless should be excluded because it will most likely be misused by the fact finder. The rest of the book applies these factors to expert culpability testimony (in Chapters 2, 3, 4 and 5) and to expert prediction testimony (in Chapters 6 and 7).
The Case for Informed Speculation
Authors: Slobogin Christopher 
Published: April 2010

Abstract
This chapter takes issue with those who argue that clinical culpability testimony should be prohibited or severely circumscribed. It argues that even though this testimony often is, at best, informed speculation, much of it should nonetheless be considered sufficiently reliable, given the lack of viable alternatives and the criminal accused’s right to voice. However, it also makes a distinction between opinions about past mental state (e.g. insanity, diminished capacity, and diminished responsibility) and opinions about the conduct (e.g. character used to prove innocence) because the latter is more amenable to the type of scientific study that Daubert mandates.
Redefining Probative Value
Authors: Slobogin Christopher 
Published: April 2010

Abstract
This chapter proposes that, when the testimony is about past mental state, probative value should be measured in terms of “generally accepted content validity,” which equates Daubert’s reliability test not with accuracy (which is impossible to gauge), but with the extent to which clinical opinion addresses the factors the law considers material. As a possible method of implementing this means of measuring probative value, the chapter discusses the recent suggestion of pragmatic psychologists that forensic specialists maintain a database of reports that the courts have considered useful. This database could be used to identify those clinical factors that courts deem important to assessing culpability and should accelerate the production of structured interview formats designed to address that issue. The chapter also examines the expert’s obligation to assure the reliability of information that forms the basis for clinical opinions, a topic that the courts have neglected despite the amendments to Rules 702 and 703, yet one which is just as important as the limits on inference-drawing that have been the focus of the critics.
The Role of Recess in Primary School
Authors: PELLEGRINI ANTHONY D. , HOLMES ROBYN M. 
Published: April 2010

Abstract
Children's opportunities for free time (in the form of recess) and corresponding opportunities to interact with their peers have been eliminated or diminished in many school systems across the United States, Canada, and the United Kingdom. The movement to minimize recess in schools may be popular because politicians and school superintendents see this as a way in which to “get tough on education, provide more “academic time” for students, and improve academic performance. On the other hand, although many educators and parents recognize the centrality of teaching skills and maximizing the efficient use of relatively scarce classroom time, they also see the necessity of breaks between periods of intense work, when children can both relax and interact with peers, with the hope that they will return to their classrooms after their breaks and work with renewed interest. This chapter discusses the effect of recess on children's cognitive performance, the role of peer interaction at recess in predicting first-grade achievement, and the importance of peer interaction for adjustment to school.
My Magic Story Car: Video-Based Play Intervention to Strengthen Emergent Literacy of At-Risk Preschoolers
Authors: BELLIN HARVEY F. , SINGER DOROTHY G. 
Published: April 2010

Abstract
This chapter focuses on My Magic Story Car, a video-based program that strengthens emergent literacy skills of at-risk preschool children from low-income families through one of the most effective available modalities — make-believe play. Research shows that make-believe play, a natural feature of early childhood development peaking at ages 3 to 5, is an intrinsically motivating modality for engaging preschoolers in activities to enhance a plethora of cognitive, socioemotional, and motor skills. Through play, children practice vocabulary and new ways to express themselves. They verbalize plot sequences with increasingly complex situations that often evoke correcting responses from adults or peers. The narrative sequences of imaginative play can also enhance socioemotional skills such as cause-and-effect thinking, empathy, cooperation, patience, civility, and self-regulation. Singer and Singer (2001) developed a comprehensive set of learning games to strengthen these skills among 3- to 5-year-olds. Several of these games were adapted into My Magic Story Car.
Narrative Play and Emergent Literacy: Storytelling and Story-Acting Meet Journal Writing
Authors: NICOLOPOULOU AGELIKI , MCDOWELL JUDITH , BROCKMEYER CAROLYN 
Published: April 2010

Abstract
Debates about early childhood curricula tend to pit teacher-centered and skill-oriented approaches against child-centered or play-oriented approaches. Increasingly, only lip service is paid to the significance and value of play for young children. Years of developmental research have demonstrated that young children have different interests, cognitive styles, and ways of grasping the world from adults, with important implications for their modes of learning. Thus, we should not be quick to fill up preschool classrooms exclusively with adult-centered skill-based activities that may be foreign to a child's perspective. We need to balance these didactic skill-based activities with more child-centered activities within the preschool curriculum. This chapter shows how teacher-directed and skill-oriented activities themselves can become even more engaging, meaningful, and valuable for children when they are linked to child-centered and play-oriented activities. It advocates a genuine integration between didactic and child-centered approaches in ways that allow them to complement and support each other, focusing on the role of narrative play in emergent literacy and combining storytelling and story-acting with journal writing.
Media Use by Infants and Toddlers: A Potential for Play
Authors: WEBER DEBORAH S. 
Published: April 2010

Abstract
It is widely believed that television and videos take the place of spending time with others and playing. Another concern is that parents use television as a “babysitter”. This may conjure up an image of children spending numerous hours passively watching television or videos with no adult presence or interaction. The amount of time that very young children spend watching television and video programs is increasing, and unfortunately this most likely detracts from the amount of time they spend playing. Many professionals in the early childhood field are opposed to the practice of encouraging children under age 2 years to view television or video programs. Children are particularly vulnerable and influenced by the messages conveyed through television and unable to discriminate between what they see and what is real. This chapter discusses research regarding infant and toddler media and places it in the context of children's play and parent-child interactions. It offers techniques that could help caregivers and very young children get the most out of media-viewing experiences, thus improving their learning and development.
2 Effects of Exposure to Violent Entertainment Media
Authors: Anderson Craig A. , Gentile Douglas A. , Buckley Katherine E. 
Published: April 2010

Abstract
This chapter lays out a host of conceptual viewpoints involving definitions, methodologies, and guiding principles. Aggression is defined as: (a) a behavior that is intended to harm another individual; (b) the behavior is expected by the perpetrator to have some chance of actually harming that individual; and (c) the perpetrator believes that the target individual is motivated to avoid the harm. Subtypes of aggression are discussed, such as the distinction between physical and verbal aggression. The strengths and weaknesses of various types of research designs are considered (e.g. experimental, cross-sectional, and longitudinal), as well as the importance of understanding how to integrate results from multiple studies. The chapter provides a brief review of prior media violence research, with a special emphasis on research involving the effects of violent video games.
10 Reducing Violent Video Game Effects
Authors: Anderson Craig A. , Gentile Douglas A. , Buckley Katherine E. 
Published: April 2010

Abstract
This chapter offers a brief summary of implications for parents and for future public policy debates in this area. At one level, it is obvious that one way to reduce the harmful effects of violent video games is to reduce exposure to this risk factor. There are both politically controversial (e.g. laws prohibiting the sale, rental, or distribution of violent games to children) and non-controversial (e.g. leave it entirely up to parents) ways to accomplish this. Unfortunately, no serious efforts have been made in the U.S. to educate parents about the known harmful effects. Some other countries have taken legislative actions.
Adolescents’ Body Images and the Media
Authors: Levesque Roger J.R. 
Published: April 2010

AbstractThis chapter examines research on the media's impact on adolescents' weight and shape images. It shows that researchers often center on the media's pervasive and largely unattainable standards of weight and beauty in the forms of muscularity and thinness. The argument made by researchers is that those standards tend to complicate and negatively influence adolescents' task of developing and maintaining a positive body image, especially for girls but increasingly for boys. This leads researchers to focus on the internalization of media ideals and on how internalization works during the adolescent period. That focus, however, also means an effort to determine the extent to which adolescents have access to and use media, and the ways by which society can modify the media's negative impact on adolescent development.
Adolescent Smoking and the Media
Authors: Levesque Roger J.R. 
Published: April 2010

AbstractThis chapter first examines the media's smoking images and their potential effects. It then moves to understand how the media affects adolescents' smoking, place smoking in the context of adolescent development, and then examines efforts to limit adolescents' smoking strategies and the media's potential role. Overall, the analysis points to the need to consider the peculiarities of adolescents' development and their social environment to understand the media's influence and to harness media effects in intended ways.
Adolescent Sexuality and the Media
Authors: Levesque Roger J.R. 
Published: April 2010

AbstractThis chapter explores the nature of the media's portrayals of sexuality and its particular influence on adolescents and their sexual development. Although researchers have not embraced this area of research, it seems increasingly clear that the media potentially play an important role in adolescents' sexual development, including a role in shaping sexual dispositions, attitudes, behaviors, and relationships. To understand the media's socializing force, the chapter pays attention to factors that moderate and mediate media effects, although research only recently has turned to these considerations. And, like previous chapters, it focuses on the potential role the media can play in fostering healthier development and relationships. Together, findings reveal the need to reconsider how best to prepare adolescents to respond more effectively to sexualized media as well as to adolescents' broader informational environments.
Conclusions
Authors: Levesque Roger J.R. 
Published: April 2010

AbstractThis chapter examines the implications of social science findings and free speech jurisprudence for the development of a First Amendment jurisprudence for adolescents. It examines why current policies tend to ignore the fullness of adolescent development, including the various ways media and informational environments influence adolescent life. This discussion bolsters the rest of the analyses for it reveals the need for alternative ways to approach adolescents' rights.
Schools that Actualize High Expectations for All Youth: Theory for Setting Change and Setting Creation
Authors: Weinstein Rhona S. 
Published: April 2010

Abstract
Despite a large literature about educational expectancy effects as well as current U.S. policy focused on raising expectations in schooling, intervention research has been relatively rare. Drawing upon an ecological perspective, this chapter describes a setting-level theory about the promotion of high expectations for diverse populations of students. Four exemplars of expectancy interventions (de-tracking a high school, turning around a low-performing elementary school, creating a high-expectation elementary school, and developing an early-college secondary school for the first in the family to attend university) illustrate the levers of change. Expectancy change rests upon the capacity to see youth in a more favorable light, as capable of learning despite difference, and upon increased individual and organizational capacity to challenge and support the talent development of a diversity of students.
Enhancing Representation, Retention, and Achievement of Minority Students in Higher Education: A Social Transformation Theory of Change
Authors: Maton Kenneth I. , Hrabowski Freeman A. , Özdemir Metin , Wimms Harriette 
Published: April 2010

Abstract
A social transformation theory of change is proposed for enhancing representation, retention, and the achievement of minority students in higher education. The central tenet of the theory is the creation of empowering settings that focus on minority student achievement, as part of a larger transformative institutional change-process centered on inclusive excellence. The institutional change-process involves a sustained effort to transform organizational culture and behavior in order to enhance equity for minority students, including development of an affirming campus climate. Key strategic elements for implementation and sustainability include: ensuring senior leadership support and accountability; developing an institutional vision and promoting buy-in, building capacities necessary for transformation; and leveraging resources. The proposed theory of change is based in part upon a long-term, highly successful diversity initiative involving students in science and engineering at the University of Maryland, Baltimore County.
Whole-School Change
Authors: Desimone Laura M. 
Published: April 2010

Abstract
Policy attributes theory posits that the success of whole-school change efforts depends on six attributes: (1) consistency with other reforms, and consistency between the reform's knowledge demands and teacher capacity; (2) specificity in terms of guidance and professional development offered and teaching requirements of the reform, and links between specific implementation levels and effects; (3) authority of the reform operationalized as teacher, principal, and district support and buy-in; (4) power as measured by the actual and perceived rewards and sanctions associated with successful implementation; (5) stability of relevant actors and policies; and (6) the comprehensiveness of the implementation system, conceptualized as the degree to which each of the other five attributes are being implemented. This chapter discusses how each of the six attributes is related to the strength and type of implementation of whole-school reform efforts and how to measure each.
Building the Capacity of Small Community-Based Organizations to Better Serve Youth
Authors: Miller Robin Lin , Kobes Shannon K. E. , Forney Jason C. 
Published: April 2010

Abstract
Community-based organizations (CBOs) are a principal means by which members of American society seek to improve human wellbeing and advocate on behalf of those whose needs are not well met by other types of institutions. This chapter develops a framework for understanding CBO capacity and for guiding efforts to develop it. It focuses specifically on small CBOs, those with limited personnel and non-personnel resources. It describes a range of approaches, including education, technical assistance, coaching, and reorganization, as well as suggesting ways in which the success of these approaches may be evaluated.
The Youth Data Archive: Integrating Data to Assess Social Settings in a Societal Sector Framework
Authors: Mclaughlin Milbrey , O’Brien-Strain Margaret 
Published: April 2010

Abstract
The Youth Data Archive (YDA), a project of the John W. Gardner Center at Stanford University, provides integrated data from public and private youth-serving organizations in order to inform analyses at the individual, program-setting, and community levels. The overarching theory of change behind the YDA posits that different and better information about the social settings and resources available to youth — and their associated outcomes — will foster better choices and decisions about how to improve those individual and collective settings. This chapter reviews the four tenets of the societal sector framework that represent the building blocks of this theory of change, and then discusses the role of data integration to measure settings and contexts, as well as to build relationships across agencies. The progress to date, and challenges in developing the YDA in three communities, are described.
Measuring and Improving Program Quality: Reliability and Statistical Power
Authors: Martinez Andres , Raudenbush Stephen W. 
Published: April 2010

Abstract
Many youth development programs are designed to improve youth outcomes by improving the quality of social interactions occurring in classrooms, athletic teams, therapy groups, after-school programs, recreation centers, or other group settings. In evaluating such programs, it becomes essential to assess the impact of the program on the “group quality,”; that is, the quality of the social interactions that occur in such group settings. It follows that the reliable measurement of group quality becomes important to the success of the evaluation. Low reliability will weaken the statistical power of the evaluation to detect program effects on group quality. This chapter introduces how to assess the reliability of measures of group quality and how to design evaluation studies that have adequate statistical power to detect impacts on group quality.
Chapter 2 Defining Well-Being
Authors: Diener Ed , Lucas Richard E. , Schimmack Ulrich , Helliwell John F. 
Published: April 2010

AbstractThis chapter reviews the various definitions of well-being, and their advantages and disadvantages. Well-being is defined as an overall evaluation that an individual makes of his or her life in all its important aspects, and is often called “subjective well-being.” This definition is contrasted with objective evaluations, which require judgments that are independent of an individual’s values and desires. The definition of well-being advanced in this book is based on an individual’s own interests, needs, preferences, and desires, and is therefore similar to the concept of “utility” in economics. The well-being indicators advocated here include both people’s judgments of their lives and their emotions and moods. The differences in preference realization reflected in economic indicators and subjective reports of well-being are described, and the advantages and disadvantages of each are reviewed.