bluuebunny/crossref_metadata_2025_split huggingface dataset:
Growing Up During the Balkan Wars of the 1990s
Authors: Freedman Sarah Warshauer , Abazovic Dino 
Published: April 2010

Abstract
The youth today in Bosnia and Herzegovina (BiH) and Croatia have grown up during times of war and chronic unrest. Since the youth will determine the future of the countries in the still-unstable Balkan region, it is critical to understand how their experiences of past wars and current, ongoing violence might relate to the role they will play in the reconstruction of their society. This chapter focuses on what was learned about youth and violence from a study of young people aged 14 to 16 enrolled in secondary schools in the still deeply divided towns of Mostar in BiH and Vukovar in Croatia. The chapter shows that many young people in Mostar and Vukovar suffer from a general sense of depression and apathy. These symptoms may not always be clinically significant, and the same youth simultaneously show some resilience, yet their malaise permeates the culture. It also shows that regardless of their national affiliation or where they live, the youth feel abandoned by the adults who are responsible for them, both parents and teachers. Finally, for the most part, the youth do not know how to heal or how to think about a positive future. They are conflicted about whether it would be best to focus on trying to forget the past or on trying to remember it, and also about whether they will ever be able to forgive others for what happened.
Social Hierarchy, Social Conflicts, and Moral Development
Authors: Turiel Elliot 
Published: April 2010

Abstract
This chapter offers a theoretical perspective on social and moral development, relevant to discussions of youth conflict and violence. Rejecting the idea that cultures have singular integrated patterns of moral functioning, it explains that a major source of conflict is social hierarchy characterized by dominant and subordinate positions, such as the positions of women and ethnic minority groups across many societies. The chapter reviews research examining conflicts across social developmental domains, in terms of the development of understandings of morality (harm, justice, and rights), social conventions, and personal prerogatives or entitlements. These categories of moral judgment are psycho-social practices that occur across cultures as sources of conflict, disagreement, and struggle. An example of the utility of this theory is its explanation, for example, of why children who are identified as aggressive make moral judgments similar to those of other children but differ in their justifications about retaliation. Examples of group conflicts are also considered, including acts of violence stemming from social hierarchies and cultural practices, such as acts of conflict and resistance by women in contexts in India and Iran where women's freedom of movement and self-determination are much more restricted than men's.
Collective Ostracism Among Youth in Korea
Authors: Lee In Jae 
Published: April 2010

Abstract
Collective ostracism among Korean youth recently has become a notable social problem. Collective ostracism ranges from trivial conflicts in dissonant human relationships to violent criminal acts. The seriousness of collective ostracism is evident in the lower as well as the upper grades of elementary schools. This chapter describes the concept, causes, effects, and types of collective ostracism. Drawing on various theories and research, it offers a complex conceptualization of collective ostracism as a practice caused by the interaction of social, cultural, and psychological dimensions. It shows that collective ostracism among Korean youth is caused by the interaction of personal, psychological, educational (teacher, students, curriculum, classroom, and school environment, etc.), and sociocultural (family, social climate, youth's value system or youth culture, etc.) factors. The chapter also explains the practice of collective ostracism in terms of roles, contexts, and responsibilities to overcome it, as well as in terms of insights about the psychological orientations of bullies, victims, and bystanders.
Youth Violence in South Africa
Authors: Higson-Smith Craig 
Published: April 2010

Abstract
This chapter analyzes ongoing youth conflict in terms of the situations of fragmentation and disempowerment in apartheid South Africa. It explains that South Africa, like other postcolonial societies, is a fertile context for youth conflict and violence, not solely because of poverty — although societies taken and then abandoned by colonizers are overwhelmingly poor — but also because of social, political, cultural, and economic upheaval that lead many young people into situations of conflict. Drawing on clinical work with young people in group work by the Sinani Programme for Survivors of Violence, the chapter offers insights by interweaving history, statistics, and the personal stories of violence and tragedy, which the author says are most important for understanding the complexity of youth conflict.
Order, First Step to Mastery: An Introduction to Sequencing in Instructional Design
Authors: Reigeluth Charles M. 
Published: April 2010

Abstract
This chapter provides an entry point for interested readers into the instructional design literature and introduces issues from this field. It shows how sequence effects relate to instruction and provides some introduction to an important context where order matters. It reviews several of the major instructional design techniques for ordering instructional material, based on the nature of the content and their interrelationships. The chapter describes and discusses useful approaches to ordering material that fit the needs of instructional design in the field. These approaches support the development of new instructional methods beyond the ones presented here, and help validate, illustrate, and teach these design principles. The chapter gives special focus to the Elaboration Theory of Instruction, which provides holistic alternatives to the parts-to-whole sequencing that are quite typical of both education and training, and synthesizes several recent ideas about sequencing instruction into a single coherent framework. The chapter closes with some general guidelines and principles for sequencing, organized by the order in which decisions need to be made.
Learning in Order: Steps of Acquiring the Concept of the Day/Night Cycle
Authors: Morik Katharina , Mühlenbrock Martin 
Published: April 2010

Abstract
This chapter presents a detailed model of children's explanations of where the sun goes at night. Knowledge of the day/night cycle is one of the first relatively complex sets of knowledge that all people acquire. The model shows how children progress through a lattice of possible explanations (a lattice is a partially but not completely ordered set). The task and data modeled offer an excellent basis for the investigation of order effects, with implications for modeling scientific discovery and for learning in general. It shows that some transitions are particularly difficult, that some transitions require using incomplete or incorrect knowledge, and that not all transitions are possible. It also shows that the order of learning can make a large difference in the amount that has to be learned and, perhaps more importantly, unlearned. Better orders provide about a 30% reduction in facts that have to be learned. These findings make suggestions about the instructional complexity that children, and presumably learners in general, can handle, and about the use and importance of intermediate stages of learning.
Timing Is in Order: Modeling Order Effects in the Learning of Information
Authors: Pavlik Philip I. 
Published: April 2010

Abstract
Simple memorization of information, because it does not have the complexity of more conceptual learning, provides a paradigm for investigating how primitive memory processes may underlie order effects in higher-level tasks. For instance, the superiority of distributed vs. massed practice implies an order effect because it suggests that any learning that has a repetitive memory component must be spaced widely to maximize retention. This chapter examines this effect and discusses recent research in which a mathematical model of both learning and forgetting was applied to optimizing the learning of facts. The model explains why it is always important to consider forgetting functions as well as learning curves for any learning procedure. One important implication of this model is that while learning per trial is generally greater with wider spacing, the increased time necessary to complete widely spaced practices means that it is difficult to fully apply in practice. These results suggest that investigations of order effects in the learning of more complex domains must consider the spacing of practice to the extent that there is a repetitive memory component to the task.
In the Shadow of Death
Authors: Beck Elizabeth , Britto Sarah , Andrews Arlene 
Published: April 2010

AbstractLittle is known about the effects of having a loved one on death row, and alternative visions of punishment that offer the possibility for forgiveness and recovery are also underrepresented in our system of justice and within the academic literature. In the Shadow of Death uses narrative accounts of individuals affected by the death penalty and crime to explore what it means to have a loved one on death row. The in-depth examination of this under-studied population adds to the literature on loss, trauma, grief, and recovery. In addition to theory on trauma and loss, the book also uses restorative justice theory, which holds offenders accountable while searching for ways to mend communities and lives torn apart by crimes, and explores options for the offenders' family members to be brought into the justice equation and the process of healing and recovery. The book uses myriad interviews with offenders' and victims' families, legal teams, and leaders in the abolition and restorative justice movement, as well as court documents that include in-depth psychosocial histories of offenders, in order to help ground a vision of justice rooted in the social fabric of community.
Organizing for Abolition
Authors: Beck Elizabeth , Britto Sarah , Andrews Arlene 
Published: April 2010

Abstract
A key component to restorative justice and trauma-healing involves empowerment. This chapter explores the advocacy efforts of death row family members either in the death penalty abolition movement or in local efforts to extend rights to their loved ones on death row. It explores family members' entrance into activism, often for the first time, and the role it has played in the healing process. For many family members, their activism often resulted in their meeting and forming relationships with individuals who have lost loved ones to homicide. These encounters are highlighted, as are a number of organizations that facilitate dialogue, including Murder Victims' Families for Human Rights, an organization comprised of abolitionists who have lost a loved one to murder.
Shining Light in the Shadows
Authors: Beck Elizabeth , Britto Sarah , Andrews Arlene 
Published: April 2010

AbstractRestorative justice is a response to crime that engages primary stakeholders: victims, offenders, and communities. The following five questions, posed by restorative justice theorist and practitioner Howard Zehr, frame this chapter: Who's been hurt, what are their needs, whose obligations are these, who has a stake in this situation, and what is the appropriate process to involve stakeholders in an effort to put things right? The chapter looks to the future and uses Zehr's questions to explore the many ways that restorative justice policy and initiatives can meet the needs of victims, offenders, and communities.
Marijuana and Driving: Trends, Design Issues, and Future Recommendations
Authors: Liguori Anthony 
Published: April 2010

Abstract
This chapter summarizes the current state of peer-reviewed research on acute marijuana effects on both actual and simulated driving. Most research on the connection between marijuana use and driving may be divided into three major classes of studies that occasionally overlap. These classes are: (1) post-hoc epidemiological surveys examining the extent to which prior marijuana use predicted collision-related injuries; (2) simulated driving studies; and (3) studies of actual on-road driving. While several reviews of the existing literature have drawn comparable conclusions, the available peer-reviewed literature has been marked by several inconsistencies in the methods used and samples recruited. The chapter will focus on identifying the strengths and limitations of the procedural approaches within this area of research. It presents a seven-step plan for improving research on marijuana and driving, and for clarifying the likelihood and nature of marijuana-induced impairment.
Disseminating Accurate and Balanced Marijuana Education: An Opportunity for the Policy Reform Movement
Authors: Roffman Roger A. , Nicoll Anne 
Published: April 2010

Abstract
This chapter argues that the anti-prohibition movement will enhance its effectiveness in promoting liberalized policy and will better serve the public if the movement's mission is expanded to include the dissemination of accurate, thorough, and balanced marijuana educational information, tailored for each of its current and potential constituencies. A number of premises underlie this position, and these are discussed as a prelude to approaching the chapter's central theme. It is argued that many people with varying personal interests in marijuana stand to benefit from an expanded mission of the policy reform movement such as that envisioned here. The chapter identifies each of these groups and briefly considers both their needs and the advantages they might subsequently enjoy if the movement does in fact make a greater investment in marijuana education.
Marijuana’s Perceived Addictiveness: A Survey of Clinicians and Researchers
Authors: Gore Robert , Earleywine Mitch 
Published: April 2010

Abstract
Although experts influence public opinion regarding drug addictiveness, no previous research surveys the opinions of different groups of experts in order to compare their ratings of addictiveness. This chapter reports on a survey of addiction researchers, clinicians specializing in addiction, and generalist psychotherapists. Respondents rated the addiction, tolerance and withdrawal potential of 12 drugs. They gave LSD, 3-4 methylenedioxymethamphetamine (MDMA), and cannabis the lowest ratings of addictiveness, and crack cocaine, nicotine, and heroin the highest. Addiction treatment specialists gave the highest average addictiveness ratings, followed by non-specialist clinicians and then by researchers. Respondents who had more formal education and had written more published articles gave lower ratings; those with more clinical contact gave higher ratings. Findings are explained in terms of the information each professional group routinely encounters, and judgment and decision theory.
Do Marijuana Offenders Deserve Punishment?
Authors: Husak Douglas 
Published: April 2010

Abstract
This chapter attempts a somewhat novel defense of marijuana decriminalization. It begins by identifying some of the factors that may have prevented commentators from recognizing the principled objections to punishing users of marijuana. It then argues that our best understanding of the normative foundations of punishment and sentencing theory supports the conclusion that marijuana use should be decriminalized.
Values and the Marijuana Debate
Authors: Earleywine Mitch 
Published: April 2010

Abstract
This chapter reviews some of the arguments presented in the preceding chapters. It concludes that truly valuing compassion and justice can lead us to legalize medical cannabis and remove penalties for possession of marijuana for personal use. A focus on some other values can lead to more dramatic changes. For example, a taxed, legal market for marijuana is consistent with the value of fiscal responsibility. Alternatively, a completely free market for marijuana is consistent with the value of liberty. But the United States may not be ready for such big steps. For now, we can focus on the fundamental values of compassion and justice; let us legalize medical marijuana and remove penalties for personal use. Religious, moral, and empirical arguments mandate these moves. Precedents from other countries offer further support. If we value justice and compassion, we must change marijuana policy.
Are There Experts on Dangerousness?
Authors: Slobogin Christopher 
Published: April 2010

Abstract
This chapter applies the final three admissibility factors — probative value, helpfulness, and prejudicial impact — to expert prediction testimony. Despite false-positive rates approaching 50 percent, prediction testimony should usually be considered probative because, contrary to critics’ insinuation with their coin-flipping analogy, both clinical and actuarial predictions produce results better than chance selection would. Furthermore, in contrast to culpability testimony, we at least have error rate information about predictions, which provides the fact finder with a way of gauging its worth. Prediction testimony is also generally helpful, at least when it avoids ultimate issue language, because it identifies risk factors that laypeople might not otherwise consider. The chapter concludes that where prediction testimony is most likely to fail in evidentiary terms, is with respect to the fourth factor, prejudicial impact. When the government proffers expert testimony that someone who has just been convicted of charged with an offense is dangerous, it is merely confirming what the fact finder already strongly suspects. When this testimony is presented in clinical, as opposed to actuarial, form, even aggressive rebuttal evidence normally has minimal impact on the fact finder. Thus, the chapter argues that the decision as to whether clinical expert testimony on dangerousness will be presented should be left up to the subject of the prediction. This subject first rule is analogous to the well-known character evidence rule, which bars evidence of bad character, despite its probativeness on the issue of whether the defendant committed an offense, unless and until the defendant opens the door by presenting evidence of good character.
Conclusions: The Structure of Expertise in Criminal Cases
Authors: Slobogin Christopher 
Published: April 2010

Abstract
This chapter concludes the book by reviewing the previous chapters and by offering two key observations about the structure of expertise in criminal and preventive detention cases now that Daubert has been handed down. The first is that a rigid application of Dauberta’s positivist approach will, in the long run, be good for prosecutors, and bad for criminal defendants and those subjected to commitment. The second is that the result of this differential impact will be a justice system that is less just. A more nuanced approach to clinical testimony on culpability and dangerousness is essential if we care about fairness and appropriate outcomes.
The Cognitive Child Versus the Whole Child: Lessons From 40 Years of Head Start
Authors: ZIGLER EDWARD F. , BISHOP-JOSEF SANDRA J. 
Published: April 2010

Abstract
The effect of play on children has become the subject of intense debates in America. Many preschools and elementary schools have reduced or even eliminated play from their schedules. Play is being replaced by lessons focused on cognitive development, particularly literacy and reading, to match the content of standardized testing. The focus on cognition and literacy also found its way into policies and proposals for Head Start. The Bush administration initially wanted to change Head Start from a comprehensive intervention to a literacy program. However, changing the law governing Head Start would have required considerable time. To move the program in the desired direction more quickly, the administration imposed new protocols on how the program should be run (decisions that are within its power). This chapter looks at the lessons learned from Head Start's 40 years of existence, the whole child approach to education, and the theory and practice of children's play and development.
Mathematical Play and Playful Mathematics: A Guide for Early Education
Authors: GINSBURG HERBERT P. 
Published: April 2010

Abstract
This chapter examines the role of mathematics in children's play and the role of play in early mathematics education. The confluence of environment and biology guarantees that virtually all children acquire major aspects of everyday mathematics (EM). Children's EM is ubiquitous, often competent, and more complex than usually assumed. It involves activities as diverse as perceiving which of two plates of cookies has “more” and reflecting on the issue of what is the largest number. It should therefore come as no surprise that EM is a significant aspect of children's play. Children use informal skills and ideas relating to number, shape, and pattern as they play with blocks or read storybooks. Indeed, EM provides the cognitive foundation for a good deal of play, as well as for other aspects of the child's life. Even more remarkably, spontaneous play may entail explicit mathematical content: young children can enjoy explorations of number and pattern as much as messing around with clay.
Adolescent Aggression and the Media
Authors: Levesque Roger J.R. 
Published: April 2010

AbstractThis chapter explores the nature of media violence and its particular influence on adolescents and their development. It shows the immense power the media potentially plays in adolescent development, including the power not only to shape aggressive and violent dispositions but also to address violence and foster non-violent relationships. To introduce the media's socializing force, the chapter also pays attention to factors that moderate and mediate media effects, although research only recently has turned to these considerations. That is, it considers the factors that shape how the media influences adolescents, since the media does not act alone. Together, findings reveal the need to reconsider how best to prepare adolescents to respond to violent media.
Regulating Speech
Authors: Levesque Roger J.R. 
Published: April 2010

AbstractThis chapter begins by examining how the law regulates everyone's speech, speech for adults as well as adolescents. These analyses reveal an expanding protection of free speech rights, much of which directly involves media and informational environments. After detailing the rationales for protecting speech, it examines the key limits the Constitution places on speech. The limits are important to consider given that they provide the ultimate standard on which to judge everyone's free speech. Importantly, the chapter continues and examines often ignored aspects of free speech jurisprudence, such as the right to information.
The School Climate for Lesbian, Gay, Bisexual, and Transgender (LGBT) Students
Authors: Russell Stephen T. , McGuire Jenifer K. 
Published: April 2010

Abstract
Schools are a critical development context for adolescents. Most research focuses on individual students and their development, but a focus on the climate of schools is crucial for analyzing policy innovations as well as student wellbeing. This chapter focuses on the school experiences of lesbian, gay, bisexual, and transgender (LGBT) students, a group for whom school safety is a pressing concern. Drawing from Rogers' (2003) theory of diffusion of innovation, it identifies planned, structural changes in school policies that create positive change in school LGBT climates and for LGBT students. It discusses strategies for measuring individual- and school-level safety and climate, and provides empirical illustrations. The chapter concludes with a discussion of contemporary policy innovations and advocacy efforts that are consistent with an emphasis on improving school climates.