Police vehicles as symbols of legitimacy

Journal of Experimental Criminology - To experimentally evaluate the effects of police vehicle types and esthetics on participants’ perceptions of police officers. Using participant data...     

The Most Unique of all Unique Species

This article identifies the shortcomings of “orthodox neo-Darwinians” such as Richard Dawkins, George Williams and Daniel Dennett in their efforts to describe human nature and human pro-social behavior. As an alternative to the views of these thinkers, the efforts of Peter Richerson, Robert Boyd, and other “dual inheritance” theorists to describe the evolution of human nature are also characterized. It is argued that dual inheritance theorists have surpassed the orthodox neo-Darwinians in their explanations for very important and uniquely human features such as our extensive sociability, complex cumulative culture and morality.

Combining autoethnography and multimodal social semiotics: potentials for theory and method

Different methodological approaches allow varying access to the objects of inquiry and enable one to ask different kinds of questions. This paper explores the possibilities that emerge through the combination of multimodal social semiotics and autoethnography. We discuss the epistemological and methodological bases for each approach and show the potentials in combining them. Drawing on an autoethnographic study in civil engineering, we argue that three aspects of research inquiry are enhanced through the combination of these approaches. These three aspects include a greater understanding of social context and its impact on meaning-making; an awareness of the multimodal nature of meaning-making; and an understanding of the ways in which the “interest” of the researcher (as participant) manifests in texts. Overall, we argue that these approaches augment each other in generative ways and allow for an in-depth look at how texts are embedded in particular practices and communities.     

Grand Theft Auto is a “Sandbox” Game,but There are Weapons,Criminals, and Prostitutes in the Sandbox: Response to Ferguson and Donnellan (2017)

In this issue, (Ferguson, C. J., & Donnellan, B. D., Journal of Youth and and Adolescence, published online 21 June 2017) criticize one of our studies (Gabbiadini, A., Riva, P., Andrighetto, L., Volpato, C., & Bushman, B. J., PLoS ONE, 11: 1–14, 2016) that found violent sexist video games can reduce empathy for female violence victims in male players who identify with violent male game characters, and do so by increasing masculine beliefs. Their main criticism is a “straw person” argument built on a claim that we never made (i.e., a direct effect of sexist-violent video games on empathy). They also made several other criticisms of our article. We appreciate the opportunity to respond to their criticisms in this article. We also point out some flaws in their reanalysis. Despite their criticisms, the core contributions of our original article remain intact.     

The growth effects of sport franchises,stadia, and arenas

This paper investigates the relationship between professional sports franchises and venues and real per capita personal income in 37 standard metropolitan statistical areas in the United States over the period 1969 to 1994. Our empirical framework accounts for the entry and departure of professional football, basketball, and baseball franchises; the construction of arenas and stadia; and other sports related factors over this time period. In contrast to other existing studies, we find evidence that some professional sports franchises reduce the level of per capita personal income in metropolitan areas and have no effect on the growth in per capita income, casting doubt on the ability of a new sports franchise or facility to spur economic growth. We also find evidence that results obtained from estimating reduced‐form relationships, a common practice in the literature, are not robust to alternative reduced‐form specifications. © 1999 by the Association for Public Policy Analysis and Management.     

Suicide prevention training outside the mental health service system: evaluation of a state-wide program in Australia for rehabilitation and disability staff in the field of traumatic brain injury

The training needs of staff working in mainstream (i.e., noncrisis) health settings with client groups that have moderate levels of suicide risk have not been extensively addressed. An initiative to train rehabilitation and disability staff working in the field of traumatic brain injury (TBI) is described. A program was adapted from a generic state health department training program, and disseminated by means of established training networks within the brain injury field. Program efficacy was evaluated as the training was provided across the state of Victoria in a series of 1-day workshops. Participants (n = 86) completed two evaluation measures designed for this purpose (objective knowledge test, self-rating of knowledge and skills) on three occasions (pre- and postworkshop, 6-month follow-up). Compared to a control group of rehabilitation and disability workers who did not receive the training (n = 27), the workshop participants made significant gains in objective knowledge and reported skills, and maintained these gains at the 6-month follow-up. The Suicide Interview Response Inventory-2 (Neimeyer & Pfeiffer, 1994) was administered to a subgroup of participants as a validating measure, and correlated significantly with scores from the objective knowledge test. This process may provide a template for developing more fine-grained suicide prevention strategies among other health-related at-risk groups.     

IR Teaching Reloaded: Using Films and Simulations in the Teaching of International Relations

This article reflects some experiences in teaching International Relations (IR) by using films to supplement the use of simulations and role play scenarios. The authors have used simulations and role play scenarios in order to teach complex issues and theories, and to engage the interest of students. By using films to supplement the use of simulations in classrooms, it is suggested that students become more active in their own learning. A number of ways in which simulations and role play can be used in teaching are established here alongside an array of films that can be shown to students to complement such teaching approaches. The use of films to teach IR theory is also listed. It is concluded that the use of simulations, role play, and films in teaching IR can aid student learning especially in terms of IR theory.