SCIENTIFIC FACT AND VALUE IN U.S. OCEAN DUMPING POLICY

Controversy among scientists over appropriate use of the ocean for waste disposal impedes U.S. policy in this area. The problem arises in part because scientific uncertainty over the fate and effects of wastes released into the ocean requires a large element of judgment, and hence value, when the uncertain science is applied to policy. Scientists often supply that judgment and so impose their values, though seldom explicitly, on policy. Further, science often determines policy because many perceive it as an objective basis for decisionmaking and so less subject to the debate that arises from weighing public preferences in policymaking. Thus, scientists' values rather than the public's come to set policy. The resulting policy may elevate one expert's values over another's. Then as values and so interpretation of science shift, policy changes. Or, as in the case now with arguments over the ocean's ability to assimilate many anthropogenic wastes, conflicting science, really conflicting values, results in an agreement and policy inertia. These problems are partially circumvented when scientists make the nonscientific factors behind their reasoning clear. These factors may then be evaluated by the public along with the supporting scientific evidence. Thus, weighing the welfare of society rather than resolving conflicts among scientists becomes the focus of policy.     

The Pendleton Riot: a political sociology

Two unlikely legislative bedfellows have recently defined a new terrain upon which conflicting political approaches to the criminalisation of ‘precarious’ (Lea, 2013) young people are being played out.     

Under construction: Brain formation, culpability, and the criminal justice system

Should adolescents be held as culpable for their behavior as adults? Adolescence is a tumultuous time, full of change and transformation. This paper examines the development of brain functions and cognitive capabilities of teenagers. It explores the effect of alcohol use on brain development and the fundamental cognitive differences between adolescents and adults. This knowledge, coupled with the assessment of developmental perspective, suggests that the adultification of youth (or waiver to adult court) is unduly harsh for youth whose brains have not fully formed.     

Engagement in School and Community Civic Activities Among Rural Adolescents

Involvement in civic and community activities is a core part of positive youth development. Adolescents involved in voluntary civic activities have greater academic engagement, enhanced well-being, less involvement in problem behaviors, and they are more likely to value connections to their community than those who are not involved. The current research examined involvement in school and community civic activities as well as religious youth groups among 8th and 9th graders (N = 679, 61.7% female, 85.9% White) from small, rural schools in the Midwest U.S. and linked involvement to religiosity, well-being, problem behavior, academic engagement, and perceptions of parents and peers. Half of the adolescents in the sample reported involvement in civic activities or, more commonly, in religious youth groups. Adolescents who participated in religious youth groups reported more extracurriculars, less problem behavior, higher grades and motivation, and more support from parents and friends than adolescents who did not. The most frequently reported school civic activities were student council and Future Farmers of America, and 4-H was the most popular community civic activity. Those who were involved in school- and community-based civic activities reported more religiosity, academic engagement, and positive perceptions of parents and peers than uninvolved youth. The results support and extend research on rural youth by documenting civic activities across contexts and examining how involvement is associated with positive youth development.