366 research outputs found
A Model for Analysing and Grading the Quality of Scientific Authorities Presented to State Legislative Committees
No full textLongitudinal studies have confirmed that human brains continue to mature and restructure throughout adolescence, with the prefrontal cortex – responsible for executive functions – maturing into an individual’s twenties. Studies examining adolescent decision-making demonstrate that young people prioritise rewards when assessing risk, take more risks in ‘hot’ contexts and are more likely to take risks when in the presence of their peers. These findings have motivated arguments that the immaturity of an adolescent brain could impact on culpability for criminal offences; a point recognised by the US Supreme Court in 2005:
From a moral standpoint it would be misguided to equate the failings of a minor with those of an adult, for a greater possibility exists that a minor's character deficiencies will be reformed. Indeed, “[t]he relevance of youth as a mitigating factor derives from the fact that the signature qualities of youth are transient; as individuals mature, the impetuousness and recklessness that may dominate in younger years can subside.”
Since 2007, states have begun to ‘Raise the Age’ and move towards a national consensus of 18 for the upper age limit of juvenile court jurisdiction. Vermont has even gone beyond this, raising the age limit to 20. Little is known, however, about the extent to which, one, the evidential body of adolescent brain science is informing this legislative movement, or, two, robust science is presented to legislative decision-makers and by whom.
We have developed a model for analysing and grading the quality of scientific arguments and authorities presented to legislative committees examining ‘Raise the Age’ legislation and have applied it to four states: Connecticut, Vermont, Michigan and Wisconsin. The former two were selected as states which had already, or were repeatedly attempting, to raise the age of juvenile jurisdiction above 18 and the latter two were states which, as of 2018, had not reached the national consensus of 18. Almost 700 pieces of evidence were examined, assessing criteria including whether studies were peer-reviewed, performed in humans, randomised control trials or whether they were opinion-based. Testimony was also categorised by author and a thematic analysis conducted.
Our research has shown that campaign organisations, academia, religious groups, police chiefs and parents regularly provide testimony in this public process and that the themes of funding, recidivism and serious offences are repeatedly referenced. The model tells us that overall, although detailed scientific arguments about brain science and culpability are made to the legislature, poor quality evidence is provided to support these and, most often, there is a lack of scientific evidence entirely.
This paper provides a summary of the results from Connecticut, Michigan, Vermont and Wisconsin. Part I discusses the methodology and development of the analysis model and Part II offers conclusions about the quality of science referenced, who participates, and the themes discussed in public committee testimony
Lowell Lecture Series: Maxine Hong Kingston (videorecording), 2004
No full textThe Lowell Lecture Series, in conjunction with the Suffolk University English department and the newly created Suffolk University Poetry Center, brought renowned author Maxine Hong Kingston to the C. Walsh Theatre on Tuesday, September 28, 2004 to speak about her experiences growing up as Chinese-American woman, writer and activist.
Kingston, author of “The Woman Warrior,” “China Men” and “The Fifth Book of Peace,” among others, took the stage before a full theatre after being introduced by English professor and Poetry Center director Fred Marchant. I feel honored to help inaugurate the poetry center, Kingston said. Poetry, I feel, is the highest endeavor of civilization. It might be civilization itself .https://dc.suffolk.edu/su-av/1030/thumbnail.jp
John Fowles Literary Forum: Maxine Hong Kingston
No full textMaxine Hong Kingston is a Chinese American author and Professor Emeritus at the University of California, Berkeley, where she graduated with a BA in English in 1962. Kingston has written three novels and several works of non-fiction about the experiences of Chinese immigrants living in the United States. Kingston’s writing is often cited for its melodiousness and poetry – its exploration of myth, legend, history and autobiography that combines to create a genre all to its own. She caught the world’s attention with her 1976 book “The Woman Warrior: Memoirs of a Girlhood Among the Ghosts,” an artful blend of memoir and myth about growing up in two worlds as a first-generation Chinese-American in Stockton, Calif. In this lecture, Kingston reads excerpts from her book and discusses her famous creative non-fiction, about Hua Mulan, the woman warrior. Kingston has received several awards for her contributions to Chinese American Literature including the National Book Award in 1981
Forbes-Robertson (Diana) Collection on Maxine Elliott, 1846-1940
No full textLetters, diaries, notes, articles, photos, clippings, and theater memorabilia surrounding the life of actress, Maxine Elliot by author, Diana Forbes-Robertson, Elliot\u27s niece and biographer.
Maxine Elliott was born Jessie Dermot, in 1868 in Rockland, Maine. She was an actress who appeared in her first play in 1890 and her last in 1920. She owned and played in the Maxine Elliott Theater, in New York which opened in 1908. She died in 1940.https://digitalcommons.library.umaine.edu/findingaids/1300/thumbnail.jp
[[alternative]]The exploration of Maxine Greene's philosophy of freedom and its implications for education
No full text[[abstract]] The primary purpose of this study is to explore Maxine Greene’s philosophy of freedom. Maxine Greene, the past president of the American Educational Research Association, is an educational philosopher in modern America. By using theoretical methodology, the first chapter gives an introduction of motivations and objectives in this study. The second chapter examines the theoretical background of Maxine Greene, including thoughts of John Dewey, Jean-Paul Sartre, and Hannah Arendt on freedom.
The third chapter draws upon the fundamental notions of Maxine Greene’s philosophy, including self-consciousness, lived world, and “doing” philosophy. The fourth chapter focuses particularly on describing Maxine Greene’s thinking of freedom, in which we see how freedom plays a decisive role throughout her life. For Greene, freedom is an ideal, a hope, and an actual challenge. In addition, Greene criticizes the view that regards freedom as an endowment and, on the contrary, claiming that freedom is the capacity to surpass the given and look at things as if they could be otherwise. That is, freedom is to achieve, not to receive. After all, Greene wants to create a space for freedom. The chapter fifth, then, synthesizes the implications of Maxine Greene’s philosophy of freedom in education.
In the ultimate, the last chapter of this dissertation concludes at least three directions for an adequate education for freedom. First, with attempt to improve the education in Taiwan, the government must create dialogical public spaces for educational institutions to make adequate educational policy into practice. Second, Maxine Greene’s thoughts can help educators pay attention to students’ lived world, help them wide-awake their learning obstacles, and motivate them to care for themselves and communities. Third, in order to improve students’ imagination, Greene’s thoughts can help educators create public spaces for art education.
Maxine Kingston\u27s Tripmaster Monkey
No full textThe article looks at the intertextuality elements in the novel Tripmaster Monkey by Maxine Hong Kingston, most notably a reference the book Through the Looking Glass by Lewis Carroll. The author compares the relationship between the characters Wittman and Taña in Kingston\u27s work to that of Humpty Dumpty and Alice in Carroll\u27s novel. Particular attention is given to Taña and Humpty Dumpty\u27s abilities with words and their roles as facilitators of understanding for the other characters
Enquiry into learning and teaching in the social sciences: engaging with ethnographic research
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