Search results

Social science and media depictions of youth living on our city streets typically focus on their “risk behaviours,” especially illicit drug use and unprotected sex, the social environmental challenges they face, in particular higher likelihood of sexual and physical assault and homicide (Tyler, Hoyt, & Whitbeck, 2000; Auerswald & Eyre, 2002; Pedersen & Hegna, 2003; Brooks, Milburn, Rotheram, & Witkin, 2004; Ensign & Bell, 2004; Raleigh-DuRoff, 2004; Hyde, 2005; Witkin et al., 2005) and their delinquent/criminal behaviour (Hartnagel, 1998). This focus on the multiple “risks” that street youth face has been accompanied by the search for determinants of the risk factors for street involvement, such as parental substance abuse and child neglect. Female street youth have been depicted as particularly vulnerable, partly because once on the street, they come under the control of male recruiters who make the girls drug-dependent and force them into trading sexual favours for money or in-kind goods. According to Bagley and Young (1987, p. 23), “the girl who finally tries prostitution is one who is already degraded and demoralized, in a state of psychological bondage, with grossly diminished self-confidence.” Adults who exploit these female street youth are believed to take advantage of their feelings of disconnectedness and low self-esteem and isolation (Silbert & Pines, 1981, 1982a, 1982b) and addiction to substances (Green & Goldberg, 1993). Yet, many females who were victims of childhood physical and sexual abuse do not end up on the street, nor do all those who were abused and end up on the street (male as well as female) become involved in prostitution, and, finally, many males and females who become involved in prostitution have no history of early abuse (Hagan & McCarthy, 1997).

Child psychiatrist Leo Kanner (pronounced “Konner;” Feinstein, 2010, p. 19) published a ground-breaking paper in 1943 that introduced the world to the present-day concept of autism (Fombonne, 2003; Goldstein & Ozonoff, 2009; Roth, 2010). Prior to Kanner, however, several physicians described the condition of autism without identifying it as such. A textbook published in 1809, titled Observations on Madness and Melancholy, contained a description of a boy whose symptoms fit the modern definition of autism (Feinstein, 2010; Vaillant, 1962). The book's author, Dr. John Haslam, wrote about a 5-year-old male who was admitted to the Bethlem Asylum in 1799 with a medical history that included a case of measles when he was 1 year old. The boy's mother claimed that at age 2 years, her son became harder to control. She also indicated that he did not begin to walk until he was 2½ years of age and did not talk until he was 4 years old. Once hospitalized, the boy cried only briefly upon separation from his mother and was “constantly in action” (Vaillant, 1962, p. 376), suggesting that he was hyperactive. Hyperactivity is a characteristic commonly found in children with ASDs (APA, 2000; Wicks-Nelson & Israel, 2009). Although this child watched other boys at play in the hospital, he never joined them and played intently with toy soldiers by himself. The boy could not learn to read and always referred to himself in the third person (Vaillant, 1962). Grammatical errors in speech can be observed among individuals with ASDs (Roth, 2010; Wicks-Nelson & Israel, 2009).

Critical thinking is a challenging term to describe but considered necessary for academic achievement, success in the global job market, and essential in developing a life-long learner (Dwyer, Hogan, & Stewart, 2012). Many definitions exist, but some of the components include the ability to analyse, reflect, judge, and strategise in a systematic way, to be able to solve problems (Dwyer et al., 2012). Some of the definitions, taxonomies, models, and theories of critical thinking have been built by Western culture, and the United States contributes information towards this Western approach (Nicholas & Raider-Roth, 2016; Wang, 2017). These definitions, taxonomies, models, and theories make a significant contribution to the pedagogical approaches to the teaching of critical thinking in the United States. This chapter details the structures that support the definitions of critical thinking and the history of the connections between critical thinking and classroom instruction in the United States.

Critical thinking is a necessary construct for twenty-first century learning and discussed in scholarly professional literature and popular media (Dwyer, 2017). The term is a part of the twenty-first century four Cs of learning: collaboration, communication, creativity, and critical thinking (Cunningham, 2018). The teaching of critical thinking can be challenging, and this chapter presents an overview of some helpful pedagogical approaches, including project-based learning, project-based design, e-learning, and active learning and descriptions of instructional pedagogy including the general, infusion, immersion, and mixed approaches (Abrami et al., 2008; Dwyer, 2017; Ennis, 1989; Marin & Halpern, 2011; Willingham, 2008). Quality assurance is an essential component in ensuring pedagogical approaches to critical thinking are effective. The contribution of core standards in the teaching of critical thinking in the United States will be discussed.

This chapter examines how citizen journalism affects perceptions of legitimacy among local residents and police officers.

Qualitative data were collected through semi-structured in-depth interviews with residents and police officers.

Local residents are mostly willing to obey police commands, but a lack of trust in the police and fear of retaliation hinder willingness to cooperate with the police. Citizens’ willingness to follow police orders is mostly a way for them to end the encounter as quickly as possible so the contact will not extend for a prolonged period of time and cause even more serious consequences. Citizens have recorded the police in the past when they witnessed officers not following proper procedures. The police view citizens recording them as a form of defiance and while this makes policing challenging, police officers interviewed still hold high levels of self-legitimacy, most likely due to their organizational and occupational culture. Recording the police has emerged as a way for citizens to challenge police authority and legitimacy during encounters.

While recording the police has increased with recent technological advances, little empirical research has examined its impact on policing and police-community relations. This study connects three critical issues in policing – technology, citizen journalism, and police legitimacy – by assessing the impact of recording the police on police legitimacy in the eyes of the public and police officers. Not only does this study fill our gap in knowledge on citizens recording the police, but it also furnishes valuable implications for policy and future study.

The strategic management literature has developed several typologies and taxonomies concerning large, established firms. Yet, to date, no study has attempted to classify newly formed organizations based on their strategic intent. The study of biotechnology firms undergoing an initial public offering presents a rare opportunity to study recently formed organizations within an emerging industry. Drawing from the strategic management and entrepreneurship literature, the present study offers a typology for these firms.

This chapter investigates the difference between ultimatum games over gains and over losses. Although previous research in decision making has found that individuals treat losses and gains differently, losses have not previously been investigated in strategic situations. In the field, however, the problem of negotiating over losses is as unavoidable and problematic as the problem of negotiating over gains. In addition, data on how we bargain over losses can shed some theoretical light on fairness preferences. Two experiments use within-subject designs, the first in the U.S. and the second in the U.S., China and Japan. We find that offers and demands are higher in losses than in gains, and that these results hold across the three countries. We adapt Bolton's (1991) model of fairness to explain the results. Specifically, we extend prospect theory's loss aversion to unfairness, suggesting that unfairness in losses looms larger than unfairness in gains.

This chapter presents performance pedagogy as an interdisciplinary construct and potential bridge between history-based performance and classroom teaching. This chapter proposes Living History in the Classroom: Performance and Pedagogy's central theme: that storytelling and historical interpretation are effective teaching tools. These techniques are integral at many public history settings for on-site and outreach education; Freeman Tilden's foundational 1957 interpretive guidelines for America's national parks paired engagement with education and still influence the public history field. Yet, a review of related literature suggests that limited attention has been paid to translating these techniques for educators' use, whether as performers, as mentors for their students, or in collaborating with historic sites. The pedagogy inherent in storytelling and interpretive performance aligns with their potential instructional value, as has been documented for educator's performance pedagogy in the arts. Similarly, the continuing need to engage current and new audiences impacts how these organizations conduct educational programs and visitor attractions. In the same respect, PK-16 educators and administrators consistently seek best practices for engaging today's Generation Z students (born between 1997 and 2012) and the generation that follows, termed Generation Alpha (McCrindle, 2020). This chapter features a performance pedagogy model that combines historical and instructional objectives that draw from research and observation of first-person interpreters performing in teacher professional development workshops and the author's personal instructional and interpretive experience. This chapter contains a related interview with a noted historian-performer and for educators' use, a worksheet with guiding questions to create or analyze a historical character, educational content, related pedagogy, and key aspects of a performance.