Included? The Status of African American Scholars in the Discipline of Criminology and Criminal Justice Since 2004

This article provides a re-examination of the progress of African Americans in criminology/criminal justice doctoral programs since 2004. It focuses on African-American faculty, their scholarly research, and involvement in professional associations. Recent trends in African Americans enrolled in doctoral programs also are analyzed. Findings indicate that the representation of African-American faculty and doctoral students in criminology and criminal justice programs has increased although both continue to be under-represented in programs at predominantly white institutions. Evidence of increases in their contributions to the body of knowledge and service to professional associations was notable. The article concludes with strategies and recommendations for ensuring that inclusion continues to matter in the next decade.     

Relations between Executive Function and Academic Achievement from Ages 5 to 17 in a Large, Representative National Sample

This study examined age-related changes in complex executive function (EF) in a large, representative sample (N = 2,036) aged 5 to 17 using the Cognitive Assessment System (CAS; Naglieri & Das, 1997a). Relations between complex EF and academic achievement were examined on a sub-sample (N = 1,395) given the Woodcock-Johnson Tests of Achievement-Revised (Woodcock & Johnson, 1989). Performance on the three complex EF tasks improved until at least age 15, although improvement slowed with increasing age and varied some across tasks. Moreover, the different developmental patterns in the correlations between completion time and accuracy provide clues to developmental processes. Examination of individual achievement subtests clarified the specific aspects of academic performance most related to complex EF. Finally, the correlation between complex EF and academic achievement varied across ages, but the developmental pattern of the strength of these correlations was remarkably similar for overall math and reading achievement, suggesting a domain-general relation between complex EF and academic achievement.     

Beyond bad behaving brothers: productive performances of masculinities among college fraternity men

Research on fraternity men focuses almost exclusively on problematic behaviors such as homophobia and sexism, alcohol abuse, violence against women, sexual promiscuity, and the overrepresentation of members among campus judicial offenders. Consequently, little is known about those who perform masculinities in healthy and productive ways. Presented in this article are findings from a qualitative study of productive masculinities and behaviors among 50 undergraduate fraternity men from 44 chapters across the US and Canada. Findings offer insights into participants’ steadfast commitments to the fraternity’s espoused values; their acceptance and appreciation of members from a range of diverse backgrounds; strategies they employed to address bad behaviors (including sexism, racism, and homophobia) among chapter brothers; and the conditions that enabled them to behave in ways that contradict stereotypes concerning men in collegiate fraternities.     

Playing with Moon Sand: a narrative inquiry into a teacher’s experiences teaching alongside a student with a chronic illness

This paper inquires into the experiences of an early childhood educator named Claire who taught a young girl with a chronic illness at East Willows Elementary School, a western Canadian elementary school. Using narrative inquiry as the methodology, Claire’s experiences in her curriculum making alongside Madeline a young girl with Turner syndrome were explored and analyzed. In navigating through this curriculum around chronic illness, Claire negotiated liminal spaces between health and unhealth, sickness and wellness, capability and desire using stories of playful curriculum making. Through these liminal spaces, Claire created forward-looking stories of a new curriculum; a curriculum defined by playfulness, counterstories of play, the lived and planned curriculum, and the sharing of authority. This playful curriculum, this curriculum of play, became the negotiated story to live by for Claire and Madeline at East Willows Elementary School.     

Undistributing Work Through Writing: How Technical Writers Manage Texts in Complex Information Environments

This article presents findings from a recent study of mediated writing in a technical writing firm to examine distributed work conditions and how they affect the practices of individual technical writers. Distribution of labor, texts, and technologies for producing documentation creates complex information environments that writers must negotiate. In doing so, they practice two kinds of expertise central to technical writing as a profession—technological and rhetorical skill. This article examines how those skills are affected by distributed work.     

Teaching Political Theory: Meaning through Metaphor

The last class of the semester is like a goodbye. It can be cold and perfunctory or warm and heartfelt. For many years, I erred on the side of "cold and perfunctory." No more. Now my last classes are a time of celebration and ritual as I invite students to focus on qualities such as acceptance and gratitude.     

Differences in Social Values Between Athletes and Nonathletes

Abstract

The experiment was designed to (a) examine age-related differences in the control of aiming movements, and (b) determine the locus of slowing in movement execution of older adults. Fitts's (1954) index of difficulty (ID) was used to manipulate movement execution demands, and kinematics were used to examine the response characteristics. Twelve young and 12 older adults performed simple aiming movements 10 cm or 20 cm in amplitude to targets of 0.5 cm, 1.0 cm, or 2.0 cm in width, resulting in IDs ranging from 3.32 to 6.32. The results for both young and older subjects support the prediction that movement time (MT) increases as a function of ID and that older adults are significantly slower and more affected by increases in ID than the young adults. Velocity and acceleration profiles of the older adults' movements displayed very different response characteristics than those of the young adults. The results suggest that older adults emphasize accuracy of response and are concerned with the latter phase of the movement in order to contact a target accurately.     

Measurement of active drag during crawl arm stroke swimming

In order to measure active drag during front crawl swimming a system has been designed, built and tested. A tube (23 m long) with grips is fixed under the water surface and the swimmer crawls on this. At one end of the tube, a force transducer is attached to the wall of the swimming pool. It measures the momentary effective propulsive forces of the hands. During the measurements the subjects’ legs are fixed together and supported by a buoy. After filtering and digitizing the electrical force signal, the mean propulsive force over one lane at constant speeds (ranging from about 1 to 2 m s^‐1) was calculated. The regression equation of the force on the speed turned out to be almost quadratic. At a mean speed of 1.55 m s^‐1 the mean force was 66.3 N. The accuracy of this force measured on one subject at different days was 4.1 N. The observed force, which is equal to the mean drag force, fits remarkably well with passive drag force values as well as with values calculated for propulsive forces during actual swimming reported in the literature. The use of the system does not interfere to any large extent with normal front crawl swimming; this conclusion is based on results of observations of film by skilled swim coaches. It was concluded that the system provides a good method of studying active drag and its relation to anthropometric variables and swimming technique.     

Development of Phonological Constancy: 19‐Month‐Olds,but Not 15‐Month‐Olds,Identify Words in a Non‐Native Regional Accent

By 12 months, children grasp that a phonetic change to a word can change its identity (phonological distinctiveness). However, they must also grasp that some phonetic changes do not (phonological constancy). To test development of phonological constancy, sixteen 15‐month‐olds and sixteen 19‐month‐olds completed an eye‐tracking task that tracked their gaze to named versus unnamed images for familiar words spoken in their native (Australian) and an unfamiliar non‐native (Jamaican) regional accent of English. Both groups looked longer at named than unnamed images for Australian pronunciations, but only 19‐month‐olds did so for Jamaican pronunciations, indicating that phonological constancy emerges by 19 months. Vocabulary size predicted 15‐month‐olds' identifications for the Jamaican pronunciations, suggesting vocabulary growth is a viable predictor for phonological constancy development.