Do Employers Prefer Workers Who Attend For‐Profit Colleges? Evidence from a Field Experiment

This paper reports results from a resume‐based field experiment designed to examine employer preferences for job applicants who attended for‐profit colleges. For‐profit colleges have seen sharp increases in enrollment in recent years despite alternatives, such as public community colleges, being much cheaper. We sent almost 9,000 fictitious resumes of young job applicants who recently completed their schooling to online job postings in six occupational categories and tracked employer callback rates. We find no evidence that employers prefer applicants with resumes listing a for‐profit college relative to those whose resumes list either a community college or no college at all.     

Implications of Partner Agreement of IPV for the Gender Symmetry Controversy

Because romantic partners frequently disagree on the violence in their relationship, relying on nondyadic data for perpetration and victimization rates, especially to inform the gender symmetry controversy, is problematic. In order to have a more nuanced understanding of gender symmetry, we urge researchers to be cautious when drawing symmetry conclusions from non-dyadic samples. Furthermore, using both partners, we suggest that researchers employ more qualitative approaches to ascertain IPV agreement, note times in which either partner reports IPV as an indicator of the presence of violence, and investigate the extent to which conclusions regarding gender symmetry stem from participant selection bias.     

Development of STR profiles from firearms and fired cartridge cases

Fired cartridge cases are a common type of evidence found at crime scenes. However, due to the high chamber temperatures and touch nature of this evidence, DNA testing is not commonly sought because it is believed DNA is only present in low levels, whether it is due to initial low levels of DNA and/or DNA degradation from the heat or inhibition of the PCR reaction. Moreover, very few laboratories report STR typing success with fired cases. This study focused on obtaining STR profiles from fired cartridge cases using the AmpFℓSTR^® MiniFiler™ kit, which is designed to amplify DNA from low level, inhibited, and degraded samples. Comparisons to other STR amplification kits were also conducted. In attempt to simulate casework, random individuals loaded cartridges into a firearm. DNA was recovered from the fired cartridge cases using the double swab technique and extracted using an automated large volume DNA IQ™ method. Initially, testing focused on known shedders handling cartridges for 30 s prior to firing. A significantly greater number of alleles was obtained following amplification with the MiniFiler™ kit versus the PowerPlex^® 16 BIO kit. No alleles were observed using the Identifiler^® kit. In an attempt to better simulate casework, a random selection of laboratory personnel handled shotshells for as long as needed to load and fire the weapon. In this mock sample study, the MiniFiler™ kit successfully amplified an average of 22% of expected alleles from DNA recovered from shotshell cases versus the PowerPlex^® 16 BIO kit where an average of 7% of alleles were observed. However, the total number of alleles obtained from the two kits was not significantly different. The quality of the DNA obtained from fired cases was studied with evidence of inhibition in at least 11% of shotshell case samples. After swabbing the head and the hull of three shotshell cases separately, a significantly greater number of alleles was obtained from the hull as opposed to the head of the fired shotshell case. In addition, after firing, various internal firearm surfaces were swabbed, including the chamber of barrel, ejection port, and breechface, in an attempt to obtain amplifiable DNA. DNA was obtained from the chamber of the barrel and was amplifiable using the MiniFiler™ kit, although mixtures were obtained with extensive drop-in and drop-out making this analysis unlikely to aid an investigation.     

Classroom Context,School Engagement,and Academic Achievement in Early Adolescence

Classroom context and school engagement are significant predictors of academic achievement. These factors are especially important for academically at-risk students. Grounded in an ecological systems perspective, this study examined links between classroom context, school engagement, and academic achievement among early adolescents. We took a multidimensional approach to the measurement of classroom context and school engagement, incorporating both observational and self-reported assessments of various dimensions of classroom context (instruction quality, social/emotional climate, and student–teacher relationship) and school engagement (psychological and behavioral engagement). Using data from the NICHD Study of Early Child Care and Youth Development, we tested whether school engagement mediated the link between classroom context and academic achievement among 5th grade students, and whether these pathways were the same for students with previous achievement difficulties identified in 3rd grade. Participants included 1,014 children (50% female) in 5th grade (mean age = 11). The majority of the participants were white (77%) and 23% were children of color. Results indicated that psychological and behavioral engagement mediated the link between classroom context and academic achievement for students without previous achievement difficulties. However, for students with previous achievement difficulties psychological and behavioral engagement did not mediate the link between classroom context and academic achievement. These results suggest that improving classroom quality may not be sufficient to improve student engagement and achievement for students with previous achievement difficulties. Additional strategies may be needed for these students.     

Engagement in after-school program activities: quality of experience from the perspective of participants

Middle school students’ experiences at after-school programs were compared as they participated in different types of activities and with different social partners. The students (N = 165) attended eight programs in three Midwestern states. A total of 1,596 experiences were randomly sampled using the Experience Sampling Method (ESM) during 1 week in the fall of 2001 and 1 week in the spring of 2002. Student engagement was conceptualized as the simultaneous experience of concentration, interest, and enjoyment. Students reported high levels of engagement while participating in sports activities and arts enrichment activities at the after-school programs, and low levels of engagement while completing homework at programs. They reported being more engaged in activities involving both adults and peers than activities with peers only. Concentrated effort, intrinsic motivation, and positive and negative mood states were also compared by program activities and social partners. Findings about participants’ subjective experiences and engagement in specific program activities have implications for understanding after-school programs as a context for youth development.

Reformulating the Buddhist Free Will Problem: Why There can be no Definitive Solution

In recent years, scholars have become increasingly interested in reconstructing a Buddhist stance on the free will problem. Since then, Buddhism has been variously described as implicitly hard determinist, paleo-compatibilist, neo-compatibilist and libertarian. Some scholars, however, question the legitimacy of Buddhist free will theorizing, arguing that Buddhism does not share sufficiently many presuppositions required to articulate the problem. This paper argues that, though Buddhist and Western versions of the free will problem are not perfectly isomorphic, a problem analogous to that expressed in Western philosophy emerges within the Buddhist framework. This analogous problem concerns the difficulty of explaining karmic responsibility in a world governed by dependent origination. This paper seeks to reconstruct an approach to free will consistent with Madhyamaka philosophy and, in so doing, to demonstrate that the mutual exclusivity of positions such as hard determinism and libertarianism is, from the Madhyamaka perspective, merely superficial. By building on the perspectivalist theory advanced by Daniel Breyer, it is clear that a Madhyamaka stance on free will demands the wholesale abandonment of perspectives, such that the idea of any one solution as definitive is disavowed. Taken to its logical conclusion, therefore, perspectivalism entails the relative truth of perspectivalism itself.