Daily Archives: October 2, 2017

Bibliography: Gun Control (page 10 of 10)

This bibliography is selected and organized by the Positive Universe website.  Some of the authors featured on this page include Washington Congress of the U.S, Kim Hamrick, Nancy Kober, Daphne Northrop, Washington Center To Prevent Handgun Violence, Kathleen Vail, and William Modzeleski.

Congress of the U.S., Washington, DC. House Committee on the Judiciary. (1995). Caught in the Crossfire: Kids Talk about Guns. Hearing before the Subcommittee on Crime and Criminal Justice of the Committee on the Judiciary. House of Representatives, One Hundred Third Congress, Second Session (February 3, 1994). Each day 13 children are murdered, killed by accident, or take their own lives with guns and at least 30 more are wounded each day. This hearing was held to hear the voices of children on the issue of guns to assist in the creation of a crime bill. Opening statements were made by the following U.S. Representatives (in order): Charles E. Schumer, F. James Sensenbrenner, Jr., John Conyers, Jr., Lamar S. Smith; Dan Glickman, Steven Schiff, George W. Gekas, and Craig A. Washington. Witnesses were: Alicia Brown; Margaret Childers; Tiffany Cruz; Marian Wright Edelman, Children's Defense Fund; Rushon Harrison; Zoe Johnstone; Ruth Leeds; Monique Malloy; Fernando Mateo, Jr.; Megan McGillicuddy; Deseree Troy; and Janea Wells.   [More]  Descriptors: Adolescents, Children, Crime Prevention, Criminal Law

Northrop, Daphne; Hamrick, Kim (1990). Weapons and Minority Youth Violence. Weapons violence is a major public health problem that especially impacts minority youth. Interventions designed to reduce weapon use by youth are categorized as educational/behavioral change, legal, and technological/environmental. Few educational programs currently exist, but those that do largely concern firearm safety courses, public information campaigns, counseling, classroom education, peer education and mentoring, and crisis intervention. Given that legal and technological countermeasures have difficulty in controlling weapons violence, education seems a critical first step toward a comprehensive approach to preventing weapons-related violence. Potential educational interventions include educating students and their communities about the dangers inherent in carrying or possessing firearms. Potential legal interventions include firearm legislation assessment, taxation, stricter licensing and registration policies, and bans on selected types of firearms. Potential technological/environment interventions include designing safer weapons, eliminating ammunition types, and modifying the adverse environment in which weapons are used or carried. A combination of strategies should be used, but before interventions are discussed, professionals must address the inadequacy of current information on which to base firearm policy, ethical and philosophical issues involving metal detector use, and the community's role. The appendix contains a list of 16 associations to contact for additional information.   [More]  Descriptors: Adolescents, Behavior Change, Community Role, Crime Prevention

Congress of the U.S., Washington, DC. Senate Committee on the Judiciary. (1993). Children Carrying Weapons: Why the Recent Increase, Hearing on the Possession of Weapons among Children and the Presence of These Weapons in Our Schools, before the Committee on the Judiciary, United State Senate, One Hundred Second Congress, Second Session (October 1, 1992). These transcripts feature statements and testimony from a Senate hearing on gun-related violence among school children. Opening statements by judiciary committee members Joseph R. Biden, Paul Simon, Herbert Kohl, Strom Thurmond, and John H. Chaffee offer statistics and anecdotes about the increasing presence of guns on school campuses, the incidence of accidental and intentional shootings and suicides by children, and the impact of drugs and gangs. Testimony was presented by panel members: (1) Jack Vinokur from the Brandywine School District in Wilmington, Delaware, who explained the school district's student code of conduct regarding the possession of weapons and the background to the policy's development; (2) Lieutenant Thomas Byrne of the Chicago Police Department School Patrol Unit, who offered information on how children obtain firearms, why they carry guns to school, and how gangs impact children; and (3) Ronald Stephens of the National School Safety Center in California, who offered additional anecdotes about violence involving children, presented statistics on school crime and violence, suggested that children obtain guns primarily from home, provided an essay by a student about weapons at school, and discussed the influence of drugs and gangs on the proliferation of guns in school. In addition, Stephens suggested 15 ways in which Congress and local communities can respond to the problem. An appended statement by Michael K. Beard, president of the Coalition to Stop Gun Violence, proposes that reduced, and eventually banned, access to handguns is the most effective solution to gun violence.   [More]  Descriptors: Accidents, Adolescents, Child Health, Children

Center To Prevent Handgun Violence, Washington, DC. (1992). Straight Talk about Risks: A Pre-K-12 Curriculum for Preventing Gun Violence. Grades Pre-K-5. Straight Talk about Risks (STAR) is a pre-kindergarten through grade 12 curriculum designed to reduce the potential for children and teens to be injured or killed in gunfire. STAR is based on sound prevention practices developed from a pilot project in Dade County (Florida). The flexible format allows activities to fit into a 3-week classroom unit or be taught over a number of weeks. Parents are a vital link to reduce gun violence among children and teens, and their involvement is integral to STAR. This curriculum guide for pre-kindergarten through grade 5 contains the following sections: (1) "Before You Begin–Orientation"; (2) "Suggestions for Parent and Community Involvement"; (3) "Activity Plans and Bibliography for Early Elementary Students, Grades Pre-K-2"; (4) "Activity Plans and Bibliography for Upper Elementary Students, Grades 3-5"; (5) "Academic Bibliography for Educators and Parents"; and (6) "National Directory of Violence Prevention Resources." Included are 75 annotated bibliography items and 73 non-annotated bibliography items. Descriptors: Accident Prevention, At Risk Persons, Bibliographies, Crime

Modzeleski, William (1996). Creating Safe Schools: Roles and Challenges, a Federal Perspective, Education and Urban Society. Presents an overview of the Safe and Drug-Free Schools and Communities Act, a key federal program that provides funding directly to states and local educational agencies to facilitate drug and violence prevention programs. The Gun-Free Schools Act is also examined, and the major challenges communities face in correcting school safety problems are addressed. Descriptors: Conflict Resolution, Delinquency Prevention, Educational Environment, Elementary Secondary Education

Kober, Nancy (1994). Caring Schools, Caring Communities: An Urban Blueprint for Comprehensive School Health and Safety. This report synthesizes the presentations and discussions from a 1993 symposium on comprehensive school health and safety into a blueprint for urban action. The first part of the report summarizes the nature of health and safety problems in urban schools and discusses some of the barriers that hinder integrated solutions. The second part describes some model programs highlighted during the symposium because of the comprehensive strategies they employ to address poor health, youth violence, or both. The third part lays out a working definition of a comprehensive school health and safety effort and its components. Essential elements of the blueprint include: (1) locally developed solutions, (2) community involvement and support, (3) interagency collaboration, (4) public education and awareness, (5) effective administrative structures, (6) true integration of activities, (7) a supportive school environment, (8) school-based services, (9) funding and resources, and (10) Federal support. Descriptors: Agency Cooperation, Community Involvement, Comprehensive Programs, Educational Finance

Vail, Kathleen (1995). Ground Zero, American School Board Journal. In school systems with a zero-tolerance policy, principals must recommend that students who carry weapons on campus be expelled. Some critics say zero-tolerance policies do not allow enough room for exceptions. Describes the Gun-Free Schools Act. Descriptors: Board of Education Policy, Elementary Secondary Education, Expulsion, Gun Control

Center To Prevent Handgun Violence, Washington, DC. (1992). Straight Talk about Risks: A Pre-K-12 Curriculum for Preventing Gun Violence. Grades 6-12. Straight Talk about Risks (STAR) is a pre-kindergarten through grade 12 curriculum designed to reduce the potential for children and teens to be injured or killed in gunfire. STAR is based on sound prevention practice developed from a pilot project in Dade County (Florida). The flexible format allows activities to fit into a 3-week classroom unit or be taught over a number of weeks. Parents are a vital link to reduce gun violence among children and teens, and their involvement is integral to STAR. This curriculum guide for grades 6 through 12 contains the following sections: (1) "Before You Begin–Orientation"; (2) "Suggestions for Parent and Community Involvement"; (3) "Activity Plans and Bibliography for Middle and Junior High School Students, Grades 6-8"; (4) "Activity Plans and Bibliography for Senior High School Students, Grades 9-12"; (5) "Academic Bibliography for Educators and Parents"; and (6) "National Directory of Violence Prevention Resources." Included are 114 annotated bibliography items and 73 non-annotated bibliography items. Descriptors: Accident Prevention, Annotated Bibliographies, At Risk Persons, Crime

Bibliography: Gun Control (page 09 of 10)

This annotated bibliography is curated specifically for the Positive Universe website.  Some of the authors featured on this page include Josh Sugarmann, Susan Glick, Washington Congress of the U. S, James D. Wright, Thomas M. Becker, Ronald Paul Hill, Scott Poland, Alan McEvoy, Catherine Doane, and Mark P. Moore.

Vann, Alan S. (1998). When a Child Brings a Gun to School, Principal. Describes community reaction to an elementary school principal's decision to suspend a boy for brandishing an unloaded pellet gun at a classmate. The aftermath stretched out for six months, and both the unabashed perpetrator and his traumatized victim transferred to other schools. Alternative crisis-management strategies are offered. Descriptors: Crisis Management, Elementary Education, Guidelines, Gun Control

Hill, Ronald Paul (1994). A Consumer Perspective of Handgun Control in the U.S, Advancing the Consumer Interest. Examines the public policy issue of handgun control from a consumer perspective. Summarizes and analyzes research that investigates attitudes toward and use of handguns. Offers recommendations that are consumer based and attempt to balance the needs of gun owners with the interests of society. Descriptors: Consumer Education, Crime, Federal Legislation, Gun Control

Congress of the U.S., Washington, DC. Senate Committee on the Judiciary. (1994). Youth Violence: A Community Resource. Hearing on Experience and Reaction to Trends Regarding Juvenile Violence Within the Jurisdiction of Phoenix and Tucson, AZ, before the Subcommittee on Juvenile Justice of the Committee on the Judiciary. United States Senate, One Hundred Third Congress, First Session (Phoenix and Tucson, AZ, June 1-2, 1993). Data show that gangs, drugs, and random murders are becoming staples in the lives of U.S. children. Every major U.S. city is facing a deadly gang problem, exemplified by drive-by shootings and teenagers brandishing assault weapons. This document presents witness testimony, prepared statements, and panel discussions that examine the problem of gang violence and the use of firearms by young people within the community, as well as what has and has not worked in attempting to eliminate these problems at the local level. Panelists include Stanley G. Feldman, Chief Justice of the Arizona Supreme Court; Sophia Lopez, representing Mothers Against Gangs; Lora Nye, chairperson, Phoenix Blockwatch Commission; Robert K. Corbin, president, National Rifle Association; and several Arizona city mayors, law enforcement officials and judges, school district administrators, and representatives of community anti-gang grass roots organizations. An appendix contains additional submissions that were submitted for the record.   [More]  Descriptors: Adolescents, Crime Prevention, Delinquency Prevention, Gun Control

Mauser, Gary A.; Holmes, Richard A. (1992). An Evaluation of the 1977 Canadian Firearms Legislation, Evaluation Review. A pooled cross-section time series model is used to evaluate the effect of the 1977 Canadian firearms legislation on the provincial homicide rate between 1969 and 1989. Results agree with most studies that indicate no significant effect of this legislation on homicide rates. Descriptors: American Indians, Crime, Economic Factors, Federal Legislation

Glick, Susan; Sugarmann, Josh (1997). Joe Camel with Feathers. How the NRA with Gun and Tobacco Industry Dollars Uses Its Eddie Eagle Program To Market Guns to Kids. The National Rifle Association (NRA) has developed its Eddie Eagle program as a school-based curriculum that claims to teach gun safety to children in preschool through grade six. The program uses a four-part message for children to follow when they see a gun, admonishing them to stop, not touch it, leave the area, and tell an adult. The NRA has credited the program with playing a major role in decreasing the unintentional death toll among children, but it has not conducted an evaluation of the effectiveness of the program. The primary goal of the Eddie Eagle program, this report argues, is to increase the acceptance of guns by children and youth and the development of new customers for the firearms industry and the NRA itself. The NRA funds Eddie Eagle through its NRA Foundation. Research by the Violence Policy Center shows that members of the firearms industry and the tobacco industry have made substantial contributions to the NRA Foundation. Many of the marketing problems the firearms industry faces are similar to those faced by the cigarette and smokeless tobacco industries, and the industry is using similar marketing strategies. The NRA also uses Eddie Eagle as a lobbying tool in its efforts to derail the passage of child access prevention and mandatory trigger lock laws at both state and federal levels. As a thinly disguised marketing tool to "soften up guns," Eddie Eagle is a sort of Joe Camel with feathers. Instead of acknowledging the inherent danger firearms in the home pose to children and the often irresponsible firearms storage behavior of adults, the Eddie Eagle program places the onus of safety and responsibility on the children themselves. Public health researchers have not found programs like Eddie Eagle to be effective in reducing unintentional death and injury from firearms. Six appendixes present additional information about the Eddie Eagle program, including copies of commendations and letters refusing endorsement.   [More]  Descriptors: Child Safety, Curriculum, Elementary Secondary Education, Financial Support

Moore, Mark P. (1994). Life, Liberty, and the Handgun: The Function of Synecdoche in the Brady Bill Debate, Communication Quarterly. Identifies and discusses divergent synecdochal representations of the handgun as vital to both the construction and maintenance of competing social realities (handgun as threatened liberty and handgun as threatened life) in the debate over the Brady Bill. Demonstrates how such representations serve as divergent rhetorical constructs for competing interests. Descriptors: Communication Research, Discourse Analysis, Federal Legislation, Gun Control

Poland, Scott (1998). Congressional Testimony on School Violence: Early Childhood, Youth and Families Subcommittee, Rural Special Education Quarterly. School violence has been linked to youth not recognizing the finality of death, extreme violence portrayed in the media, availability of guns, student reluctance to "tell," and lack of curriculum that teaches children anger management and problem-solving skills. Recommendations include making prevention programs a priority and establishing curriculum objectives that focus on violence prevention. Descriptors: Crisis Intervention, Educational Needs, Elementary Secondary Education, Gun Control

Becker, Thomas M.; And Others (1993). Children and Firearms: A Gunshot Injury Prevention Program in New Mexico, American Journal of Public Health. Describes a statewide childhood gun safety program in New Mexico aimed at reducing the availability of loaded guns at home. Focusing on increasing safety awareness of communities, health care professionals, parents, and gun owners, the program will be continued with a new three-year funding grant. Descriptors: Accidents, Child Health, Child Safety, Children

Russo, Charles J. (1995). United States v. Lopez and the Demise of the Gun-Free School Zones Act: Legislative Over-Reaching or Judicial Nit-Picking?, West's Education Law Quarterly. In "United States v.Lopez," a highly fractured United States Supreme Court, in a five-to-four ruling that generated six different opinions, affirmed that Congress had exceeded its authority in adopting the Gun-Free School Zones Act. Provides an in-depth examination of the Court's ruling and concludes with an analysis of the legal issues surrounding this case. (72 footnotes) Descriptors: Court Role, Elementary Secondary Education, Federal Courts, Federal Legislation

Natale, Jo Anna (1994). Roots of Violence, American School Board Journal. Responses to youth violence include intervention programs to teach children alternative skills for solving problems and to challenge superficial beliefs about the glories of violence. Children on a destructive path need someone they can trust who will guide them. Lists 29 measures in response to school violence and the percentage of school districts reporting using them. Descriptors: Aggression, Behavior Development, Behavior Standards, Child Development

McEvoy, Alan, Ed. (1996). Reducing Youth Gun Violence. Part One–An Overview [and] Part Two–Prevention and Intervention Programs, School Intervention Report. This document contains two issues of a journal on reducing youth gun violence, reprinted from a report by the U.S. Department of Justice. The first issue, part one, provides an overview of programs and initiatives. The second issue, part two, describes prevention and intervention programs. To reduce violence and build healthy communities requires a two-pronged assault on juvenile delinquency and youth gun violence. Legal measures that limit access to firearms are a first step. Recent Federal legislation, including the Youth Handgun Safety Act and the Gun-Free Schools Act, makes a strong statement that guns in the hands of young people will not be tolerated. With a fuller understanding of the factors contributing to gun violence, it is possible to design ways to prevent youth gun use. Part one concludes with "Making Schools Safe: The Importance of Empathy and Service Learning" by Alan McEvoy, which discusses an approach to violence reduction. At the end of part one, a resource bibliography is also included. Part two addresses individual programs that seek to incorporate the information from part one by broadly summarizing the various violence reduction strategies that have been implemented by organizations across the country. Preventative programs discussed include: (1) curriculums; (2) trauma prevention; (3) gun buy-back programs; and (4) public education campaigns. The intervention programs discussed include: (1) community law enforcement; (2) gun market disruption and interception; (3) diversion and treatment programs; (4) gun courts; and (5) alternative schools. A complete resource of youth gun violence reduction programs and prevention organization sis included.   [More]  Descriptors: Community Programs, Delinquency, Disadvantaged Youth, Drug Abuse

Doane, Catherine (1993). Global Issues in 6th Grade? Yes!, Educational Leadership. Suburban Chicago middle school teachers designed a month-long unit to foster global education, guided by research on integrated, self-selected, and collaborative learning strategies. Teachers initiated brainstorming activities, grouped students by interest, and demonstrated how to be investigative researchers, informative writers, effective speakers, good listeners, and critical thinkers. An open house program showcased results. (nine references) Descriptors: Brainstorming, Cooperative Learning, Curriculum Development, Global Approach

Wright, James D.; And Others (1992). Kids, Guns, and Killing Fields, Society. Studies firearms behaviors among 835 criminally active male, mostly urban, youth and 1,653 male and female innercity high school students in 4 states. It is evident that the large urban environment encourages youth to be armed and that enforcement activities alone will not be enough to alleviate the problem. Descriptors: Criminals, Delinquency, Disadvantaged Youth, Females

Congress of the U. S., Washington, DC. Senate Subcommittee on the Constitution. (1995). The Gun Violence Prevention Act of 1994: Public Health and Child Safety. Hearing on S. 1882, A Bill To Amend Title 18, United States Code, To Promote the Safe Use of Guns and To Reduce Gun Violence before the Subcommittee on the Constitution of the Committee on the Judiciary. United States Senate, One Hundred Third Congress, Second Session (March 23, 1994). The first of several hearings on the Gun Violence Prevention Act of 1994 introduced and discussed the Act as comprehensive legislation to address gun violence through six discrete initiatives: (1) handgun licensing; (2) prohibition of firearms possession by persons convicted of violent misdemeanors; (3) regulation of gun dealers; (4) limitation of the secondary gun market; (5) requirement of gun safety courses; and (6) banning certain types of guns. Support for the bill was presented by the presiding senators, Paul Simon (Illinois) and Howard Metzenbaum (Ohio). Reservations about the necessity for the legislation, but not about the need for reduction in violence, were expressed by Senators Hank Brown (Colorado) and Orrin Hatch (Utah). A number of speakers supported the bill, with the Surgeon General Joycelyn Elders speaking first. Panel discussions with educators and physicians followed. The testimony of each witness is followed by his or her prepared statement.   [More]  Descriptors: Child Health, Child Safety, Crime, Federal Legislation

Bibliography: Gun Control (page 08 of 10)

This bibliography is independently curated for the Positive Universe website.  Some of the authors featured on this page include Richard M. Haynes, Jon Hammermeister, Joel Shoemaker, David Hopkins, Karen Gray, Washington Children's Defense Fund, Daniel L. Kain, Beth Sinclair, Randy M. Page, and New York United Nations Children's Fund.

Kain, Daniel L., Ed. (2000). Focus on Middle School (Ages 11-13): A Quarterly Newsletter for the Education Community, 1999-2000, Focus on Middle School. This document consists of four issues of a newsletter for educators at the middle level. The issues each contain a main article, along with shorter articles and regular columns. The Fall 1999 issue focuses on the middle school movement and presents part 1 of an interview with John Lounsbury on the progress of the movement. A sidebar article discusses recommendations of the American Academy of Pediatrics on guns and children. The executive board vice president's column discusses meeting middle grade students' needs with opportunities. The Winter 1999 issue addresses the role of middle school teachers in part 2 of the interview with John Lounsbury. A sidebar article discusses problem-based learning as a model for integrating the middle school curriculum, and the vice president's column discusses student volunteerism. The Spring 2000 issue focuses on teachers' experiences of the transition from a classic junior high model to a middle school model. The vice president's column deals with raising reading expectations. The Summer 2000 issue reflects upon teachers' role in developing and implementing the middle school curriculum, conducting assessments, and creating a classroom environment. The issue also highlights the use of oral history in middle school education, describing a classroom oral history project. The vice president's column discusses museum exhibits as a model for student engagement. Some newsletter issues include listings of new Web resources and conference information. Descriptors: Classroom Environment, Curriculum, Gun Control, Integrated Curriculum

Gray, Karen; Sinclair, Beth (2000). Report on State Implementation of the Gun-Free Schools Act: School Year 1998-99. Final. The Gun Free Schools Act (GFSA) requires states to report information about the implementation of the act annually to the Secretary of Education. This report starts by presenting information on data interpretation and quality. Three sections summarize the 1998-99 data submitted by the states. The first section is a brief summary of the overall findings. The second section presents a summary of the 1998-99 data in bulleted, graphic, and tabular form as well as a comparison between the 1998-99 and 1997-98 data. The tables in this section contain data notes that are critical to the correct interpretation of the data. The third section presents a page for each state, each of which contains the data submitted by the state, as well as any caveats or data notes. Appendix A contains a copy of the Gun-Free Schools Act, and Appendix B is a copy of the 1998-99 GFSA state data-collection instrument. This publication is not designed to report the rate at which students carry firearms to school but instead reports the actions taken in regard to the number of students caught bringing firearms to schools.   [More]  Descriptors: Elementary Secondary Education, Expulsion, Federal State Relationship, Government Publications

Duker, Laurie; And Others (1994). Gun Dealers, USA. In the United States, more than 11,500 adolescents' and young adults' lives are taken each year by firearms. Although Federal law prohibits minors from purchasing handguns, they typically get them by asking someone of legal age (18 years or older) to purchase them from one of the 256,771 Federally licensed gun dealers. This pamphlet answers several frequently asked questions about licensed gun dealers in the United States. Among the questions/answers are: how do adolescents who carry and use guns get them; how many gun dealers are in each state; how can the names, addresses and phone numbes of gun dealers in a city, county or state be obtained; and how can the number and types of guns sold in each state be ascertained, etc. It concludes with an order form for a list of federally licensed gun dealers.   [More]  Descriptors: Adolescents, Aggression, Gun Control, Guns

Page, Randy M.; Hammermeister, Jon (1997). Weapon-Carrying and Youth Violence, Adolescence. Reviews the prevalence of weapon-carrying among adolescents, focusing on the reasons why they carry weapons, ways that firearms are obtained, firearms and violence, and the controlling of weapons in schools. Details weapon-security measures and argues for cooperative action among schools, communities, and government. Descriptors: Adolescents, Delinquency, Gun Control, Guns

Office of Juvenile Justice and Delinquent Prevention (Dept. of Justice), Washington, DC. (1999). Promising Strategies To Reduce Gun Violence. OJJDP Report. In recent years, communities across the country have struggled to develop effective solutions to the problem of gun violence. Many have approached the United States Department of Justice for help in identifying solutions. This publication was developed in response to these requests. It is designed to provide state and local elected officials, school administrators, and law enforcement with the tools for fighting violence in their communities. A survey by the Department of Justice was conducted of 400 gun violence programs in the nation. Additional analysis of the programs yielded the 60 programs and comprehensive strategies that are included in this report. Sections 1 and 2 provide current data on the nature of gun violence and a blueprint for addressing the problem at the community level. Section 3 profiles several successful examples of gun violence reduction plans. Sections 4 through 7 are grouped according to the point of intervention along the three-phase continuum (illegal acquisition of firearms; illegal possession and carrying of firearms; illegal, improper, or careless use of firearms) that each seeks to address. Section 8 provides a range of program resources and contacts for communities to reduce gun violence. Sections 9 and 10 consist of references and appendixes. Appendixes include: "Geographical Index of Promising Gun Violence Reduction Strategies"; "Alphabetical Index of Promising Gun Violence Reduction Strategies"; "Matrix of Participating Key Agencies and Organizations"; "Candidate Programs Identified for the Inventory"; "Organizations and Sources Contacted for the Inventory"; and "Inventory of Promising Gun Violence Reduction Strategies." (Contains 71 references, 2 tables, and 4 figures.)   [More]  Descriptors: Community Action, Crime Prevention, Delinquency Prevention, Gun Control

Haynes, Richard M.; Chalker, Donald M. (1999). A Nation of Violence, American School Board Journal. The United States leads the developed world in youth violence, with the highest homicide and suicide rates among young people. Exposure starts early. To reduce violence in U.S. schools, we must control handguns, abolish television violence, isolate violent students, and change the ways that juvenile offenders are punished. Descriptors: Activism, Child Abuse, Elementary Secondary Education, Gun Control

Springhall, John (1999). Violent Media, Guns and Moral Panics: The Columbine High School Massacre, 20 April 1999, Paedagogica Historica. Attempts to place the shootings at Columbine High School in Littleton, Colorado, in a historical perspective. Describes the shootings in Littleton and the high school shootings since 1996. Interprets the possible reasons for the Columbine shootings, such as the role of the high school, access to guns, and violence in the mass media. Descriptors: Bullying, Educational Environment, Gun Control, Guns

Fernan, Steve; Parman, Mary Jo; White, Doug; Wiltrout, Dan (2001). Offering Educational Opportunities to Expelled Students in Wisconsin. Bulletin No. 02030. The U.S. Congress bolstered the increase in expulsions by passing into law the federal Gun Free School Act of 1994. All states receiving federal funds were to pass laws requiring schools to expel students who brought firearms to school or to school activities. There is evidence that schools are safer, but expulsion rates continue to climb. With this publication, Wisconsin joins the national challenge to reverse the upward trend in school expulsions by encouraging all Wisconsin schools and communities to provide educational services for expelled students. The report identifies key issues in balancing school safety and educational opportunities, reports on a sample of national, state, and local strategies to address the challenge, and acknowledges selected Wisconsin school districts, cooperative educational service agencies, and community based organizations for doing more than current state law requires. Possible next steps are described. Vignettes of several districts' policies and practices for post-expulsion services are detailed. (Contains 32 endnotes, 23 Web resources, and 5 figures.)   [More]  Descriptors: Compensatory Education, Elementary Secondary Education, Expulsion, Federal Legislation

Department of Justice, Washington, DC. Office of Juvenile Justice and Delinquency Prevention. (1996). Reducing Youth Gun Violence: An Overview of Programs and Initiatives. Program Report. This report discusses a wide array of violence prevention strategies used across the United States, ranging from school-based prevention to gun market interception. Relevant research, evaluation, and legislation are included to ground these programs and provide a context for their successful implementation. The first section of the report is an executive summary that describes state-of-the-art approaches to youth gun violence prevention and intervention, reviews the status of prevention programs across the country, and suggests federal and local partnerships to implement youth gun laws and programs. Current legislation is described, and research findings on youth violence are summarized. The second section is a directory of youth gun violence programs that describes currently operating programs and provides contact information. The third section lists organizations working to get guns out of the hands of young people, with contact information and descriptions of current activities. The fourth section summarizes abstracts of 69 research reports dealing with guns and youth.   [More]  Descriptors: Elementary Secondary Education, Gun Control, Guns, Legislation

Shoemaker, Joel (2001). Todd Strasser Takes Aim at School Shootings: An Interview, Voice of Youth Advocates. Includes an interview with Todd Strasser, the young adult book author of "Give a Boy a Gun", as well as an excerpt from one of his speeches. Addresses issues related to school shootings, the easy availability of guns, ridicule and bullying, peer pressure, and violence in media. Descriptors: Adolescent Literature, Authors, Bullying, Gun Control

Congress of the U.S., Washington, DC. Senate Committee on the Judiciary. (1994). Children and Gun Violence. Hearings on S. 1087, a Bill To Amend Title 18, United States Code, To Prohibit the Possession of a Handgun or Ammunition by, or the Private Transfer of a Handgun or Ammunition to, a Juvenile, before the Subcommittee on Juvenile Justice of the Committee on the Judiciary. United States Senate, 103rd Congress, First Session. This transcript contains the following: (1) statements of several Committee Members; (2) text of the proposed legislation; (3) a list of witnesses; and (4) statements, testimony, and supporting documents submitted by the witnesses. Numerous laypersons and professionals have their testimonies recorded, giving statements in support of and in opposition to passage of the bill. Witnesses include politicians, educators, police officials, medical professionals, National Rifle Association representatives, and religious figures. Includes a booklet prepared by the Center to Prevent Handgun Violence, newspaper clippings, and charts (U.S. & Wisconsin Juvenile Weapons and Murder Arrests; Age and Race Specific Arrest Rates for Selected Offenses, 1965-88; etc.).   [More]  Descriptors: Children, Federal Legislation, Gun Control, Guns

Gray, Karen; Sinclair, Beth (2002). Report on the State/Territory Implementation of the Gun-Free Schools Act, School Year 1999-2000. Final Report. The Gun-Free Schools Act (GFSA) requires that each state or territory receiving federal funds under the Elementary and Secondary Education Act (ESEA) have a state law that requires all local educational agencies (LEAs) in the state or territory to expel from school for at least one year any student found bringing a firearm to school. (See Appendix A for a copy of the GFSA.) State laws must also authorize the LEA chief administering officer to modify any such expulsion on a case-by-case basis. In addition, the GFSA states that it must be construed so as to be consistent with the Individuals with Disabilities Education Act (IDEA). The GFSA requires states/territories to report information about the implementation of the GFSA annually to the Secretary of Education. In order to meet this requirement and to monitor compliance with the GFSA, the Department of Education (the Department) requires each state or territory to submit an annual report that provides: (1) The number of students expelled (by type of firearm and school level); (2) The number of expulsions that were modified on a case-by-case basis; (3) The number of modified cases that were not for students with disabilities; and (4) The number of expelled students who were referred to an alternative school or program. Starting with the 1999-00 school year, the reporting form used for this data collection was revised to collect more information regarding LEA compliance and state climate. The new data items can be found in questions 7 through 10 on the data collection form. A copy of this form can be found in Appendix B of this report.   [More]  Descriptors: Elementary Secondary Education, Expulsion, Federal State Relationship, Government Publications

United Nations Children's Fund, New York, NY. (2001). No Guns, Please. We Are Children!. Noting that the spread of small firearms worldwide creates a serious global problem, especially for children, this pamphlet presents information on the physical and emotional damage done to children from small arms and light weapons and describes the work of UNICEF to counteract the damage. Highlighted in the discussion are the use of child soldiers and the development of a culture of violence. The work of UNICEF, as part of the Global Movement for Children, calls for leadership and accountability at every level of society to ensure that children are free to grow to adulthood in health, peace, and dignity. Guiding principles in the campaign against small arms and light weapons are delineated and include implementing laws to protect children from any participation in hostilities, demobilizing and reintegrating child soldiers into society as a matter of priority, and promoting an integrated approach to the issue of the proliferation of small arms and light weapons. Descriptors: Armed Forces, Change Strategies, Children, Developed Nations

Children's Defense Fund, Washington, DC. (2001). Protect Children Instead of Guns, 2001. Noting that firearms outnumber children by a margin of almost three to one in the United States, this report advocates gun safety policies to protect children. The report provides information on trends in youth firearm deaths and finds the statistics alarming, despite recent decline. The first of three tables in the report delineates 1979-1999 statistics on firearm deaths of children and teens ages 0-19 nationwide, differentiating deaths due to homicide, suicide, accident, and unknown intent. The second table delineates 1997-1999 statistics on firearm deaths of children and teens ages 0-19 for each state and nationwide, differentiating deaths due to homicide, suicide, accident, and unknown intent. The final table provides information on firearm deaths in 1999 by age, race, and manner. It is argued that despite recent declines, the number remains one of America's silent tragedies. The report finds that: (1) children and youths in rural states are more likely to be victims of gun suicides and accidents than those in more urban states; (2) children in large urban areas are more likely to be victims of gun homicides; and (3) 1.4 million homes, which house 2.6 million children, had firearms that were stored unlocked and loaded, or unlocked and unloaded but stored with ammunition. The report concludes by asserting that it is time to protect children instead of guns. Descriptors: Accidents, Adolescents, Child Advocacy, Child Safety

Hopkins, David (2000). A Potential for Violent Injury: Guns and Knives in the Schools. Oregon Health Trends, Series No. 56. This report focuses on the causative factors of violence in school children. It summarizes information about the demographic and mental health characteristics of students who carry weapons to school and includes comments from students on the reasons why they carry them, as well as what the research says. Results of the 1999 Youth Risk Behavior Survey, administered to 109 high schools in the state of Oregon who voluntarily participated, are highlighted throughout the report. The influence of television on risky behaviors among youth is considered. Prevention programs are discussed, including family education about gun safety, gun availability, and national legislation to help keep guns away from students. The report includes Table One, "Percentage of Students Who Carried Weapons during the Previous 30 Days, by Demographic and Behavioral Characteristics," and Table Two, "Selected Demographic and Behavioral Characteristics by Hours of Television Watching." (Contains 11 endnotes and 8 figures.)   [More]  Descriptors: Family Involvement, Gun Control, High Risk Students, High School Students

Bibliography: Gun Control (page 07 of 10)

This annotated bibliography is compiled and customized for the Positive Universe website.  Some of the authors featured on this page include Mary O'Connell, Shannon Frattaroli, Siri Thoresen, Lars Mehlum, Susan B. Sorenson, Chris Rasmussen, Steven M. Janosik, Elizabeth Richardson Vigdor, Emily F. Rothman, and David Hemenway.

Langmann, Caillin (2012). Canadian Firearms Legislation and Effects on Homicide 1974 to 2008, Journal of Interpersonal Violence. Canada has implemented legislation covering all firearms since 1977 and presents a model to examine incremental firearms control. The effect of legislation on homicide by firearm and the subcategory, spousal homicide, is controversial and has not been well studied to date. Legislative effects on homicide and spousal homicide were analyzed using data obtained from Statistics Canada from 1974 to 2008. Three statistical methods were applied to search for any associated effects of firearms legislation. Interrupted time series regression, ARIMA, and Joinpoint analysis were performed. Neither were any significant beneficial associations between firearms legislation and homicide or spousal homicide rates found after the passage of three Acts by the Canadian Parliament–Bill C-51 (1977), C-17 (1991), and C-68 (1995)–nor were effects found after the implementation of licensing in 2001 and the registration of rifles and shotguns in 2003. After the passage of C-68, a decrease in the rate of the decline of homicide by firearm was found by interrupted regression. Joinpoint analysis also found an increasing trend in homicide by firearm rate post the enactment of the licensing portion of C-68. Other factors found to be associated with homicide rates were median age, unemployment, immigration rates, percentage of population in low-income bracket, Gini index of income equality, population per police officer, and incarceration rate. This study failed to demonstrate a beneficial association between legislation and firearm homicide rates between 1974 and 2008.   [More]  Descriptors: Certification, Age, Foreign Countries, Weapons

Hayden, Sara (2003). Family Metaphors and the Nation: Promoting a Politics of Care through the Million Mom March, Quarterly Journal of Speech. The causes for which maternity has been invoked are as divergent as they are ubiquitous, yet the popularity of maternal politics among activists is not matched by an equally enthusiastic or unified assessment from scholars. On the contrary, scholars vigorously debate maternal appeals' strategic efficacy as well as their implications for gender norms. In this essay I argue that George Lakoff's discussion of the nation-as-family metaphor illuminates the political potency and the potential effectiveness of maternal appeals as well as their implications for gender norms. I illustrate my argument through an analysis of the Million Mom March.   [More]  Descriptors: Politics, Figurative Language, Norms, Gender Issues

Roberto, Anthony J. (2004). Touchstone Award, Communication Teacher. The extended parallel process model (EPPM) is receiving increasing attention in many undergraduate and graduate persuasion and health communication textbooks and classes. The EPPM is concerned with the effect of four variables on behavior: (1) perceived susceptibility; (2) perceived severity; (3) response-efficacy; and (4) self-efficacy. The first two variables comprise "perceived threat"; the other two variables comprise "perceived efficacy". Three outcomes are possible, depending on an individual's level of perceived threat and perceived efficacy: (1) no response; (2) a fear control response; and (3) a danger control response. If the perceived threat is low, "no response" will occur. That is, if individuals do not believe they are at risk (i.e., low susceptibility) or believe the risk is trivial (i.e., low severity), individuals simply will not be motivated to pay attention or respond to the message. If the perceived threat is high and the perceived efficacy is low, individuals engage in "fear control". That is, when individuals perceive a threat, but are not provided with an effective means to reduce the threat, individuals focus on how to manage their fear (e.g., denying the risk, refusing to think about the risk, ignoring the message) instead of how to manage the danger (e.g., engaging in the recommended response). When "both" the perceived threat and the perceived efficacy are high, individuals engage in "danger control". That is, when individuals perceive a threat and are provided with an effective means to reduce the threat, individuals will focus on potential solutions to the problem, which can lead to attitude or behavior change in the advocated direction. This activity provides students with three relevant and memorable examples that generate a considerable amount of discussion. It reviews numerous persuasion and health communication concepts and theories, and introduces students to a wide variety of social and health issues that affect their daily lives and the lives of those around them. Perhaps most importantly, this activity provides students with several examples of how communication theory can be put into practice. A list of references and suggested readings is included.   [More]  Descriptors: Textbooks, Self Efficacy, Behavior Modification, Behavior Change

O'Connell, Mary (2012). The Joyce Foundation 2011 Annual Report, Joyce Foundation. In a period such as this, marked by extreme political partisanship and apparent gridlock at the federal level, it would be tempting to throw up one's hands in frustration. But this is just the time that a foundation like Joyce can add the most value–because the Joyce team members are non-partisan, not subject to the pressures of political and business cycles, and have the freedom to explore new ideas and support projects that others cannot or will not take on. So, the team is optimistic that it can make a difference, though they do know it is important to pick their battles wisely. This year, they think it paid off to focus their attention on policy at the state and local levels, where they saw some really important progress and where they saw tangible improvements in the quality of life for people in the Great Lakes region. Each of their other programs has seen similar opportunity at the state level. Their efforts to promote a more healthy democracy through campaign finance and redistricting reform, their work with law enforcement and policy makers to reduce gun violence, and their strong support of diversity in the arts, are all well-received at the community level, where individuals are most affected. Thoughtful implementation, careful evaluation, and a sustained effort to promote what is successful, will be the focus of their efforts going forward. Without putting their shoulders to the wheel, they and their grantees cannot expect to see impact–the kind of impact that turns good policy into real practice people can see and experience every day. This paper presents the Foundation's annual report for 2011.   [More]  Descriptors: Philanthropic Foundations, Institutional Mission, Access to Education, Disadvantaged

Vittes, Katherine A.; Sorenson, Susan B. (2006). Are Temporary Restraining Orders More Likely to Be Issued When Applications Mention Firearms?, Evaluation Review. Restraining orders, an important legal intervention for victims of domestic violence, have broad potential for injury prevention. Using data from one of the busiest restraining order clinics in the nation, the authors examined 1,354 applicants' descriptions of abuse. Most (89.2%) applicants were issued a restraining order. A total of 16.0% of applicants mentioned a firearm in their descriptions of abuse; doing so was not associated with restraining order issuance. About 1 in 20 applicants, even if issued a restraining order, would not be protected by the federal firearm purchase and possession prohibitions because they had not lived with or had a child with the defendant. However, the proportion of these individuals who report threatened or actual use of firearms against them is similar to that of other applicants. Federal and, when relevant, state law should be modified to include these persons.   [More]  Descriptors: Family Violence, Gun Control, Federal Legislation, Crime Prevention

Rasmussen, Chris; Johnson, Gina (2008). The Ripple Effect of Virginia Tech: Assessing the Nationwide Impact on Campus Safety and Security Policy and Practice, Midwestern Higher Education Compact. This report is the result of a nationwide survey conducted in March 2008 of student life officers and campus safety directors to assess the impact of the April 2007 shootings at Virginia Tech on campus safety and security policy and practice. Discussion areas include: (1) Student Privacy vs. Need-to-Know; (2) Prevention, Mitigation and Recovery; (3) Notification Systems; (4) Security Monitoring and Enhancement; (5) Recognition and Response to Student Behavior; and (6) Budgetary Impacts. The survey asked respondents to comment on the nature of their relationship with municipal law enforcement, local and regional media, and state-level agencies both before and after the events at Virginia Tech. Without exception respondents indicated that the relationship of their institution with municipal law enforcement and with state-level agencies had remained about the same or improved since the events at Virginia Tech; a similar pattern of responses was seen in describing the relationship with local and regional media outlets. The tragedy at Virginia Tech also raised many questions and renewed debates about gun violence and weapons regulation. The events brought increased exposure to groups such as Students for Concealed Carry on Campus, which argue that the impact of such incidents could be prevented or minimized if students and faculty were allowed to carry guns on campus. In contrast, the Virginia Tech tragedy has emboldened groups and individuals who oppose extending concealed carry rights to college campuses. The focus of others has been on improving efforts to track and screen potential weapons buyers to prevent individuals with mental illness or a history of violent or threatening behavior from accessing guns. Additional resources are listed. (Contains 12 figures and 1 table.) [This initiative was supported by AIG Higher Education Risk Solutions and Lexington Insurance Company.]   [More]  Descriptors: Tragedy, Campuses, Student Behavior, Mental Disorders

Thoresen, Siri; Mehlum, Lars (2006). Suicide in Peacekeepers: Risk Factors for Suicide versus Accidental Death, Suicide and Life-Threatening Behavior. To investigate risk factors for suicide in veterans of peacekeeping, 43 suicides and 41 fatal accidents in Norwegian peacekeepers (1978 to 1995) were compared in a psychological autopsy study. Mental health problems were the most important risk factor for suicide. Both living alone and the break-up of a love relationship contributed uniquely to suicide risk, even when controlling for mental health problems. No peacekeeping-related factor was associated with suicide. Preventive measures should focus on firearms control, improved detection systems for mental health problems in the military, and peer support through veterans' associations.   [More]  Descriptors: Suicide, Death, Comparative Analysis, Psychological Studies

Frattaroli, Shannon; Teret, Stephen P. (2006). Understanding and Informing Policy Implementation: A Case Study of the Domestic Violence Provisions of the Maryland Gun Violence Act, Evaluation Review. The Maryland Gun Violence Act, enacted into law in 1996, explicitly authorized courts to order batterers to surrender their firearms through civil protective orders. It also vested law enforcement with the explicit authority to remove guns when responding to a domestic violence complaint. In order to assess how these laws were implemented, we designed a case study and collected data from in-depth, key informant interviews, court observations, and relevant documents. We present findings from this study and recommend how to increase the likelihood that policies designed to separate batterers and guns are implemented in a way that will result in greater protections for victims of domestic violence.   [More]  Descriptors: Case Studies, Family Violence, Gun Control, State Legislation

Janosik, Steven M. (2005). Anticipating Legal Issues in Higher Education, NASPA Journal. Learning how to recognize and anticipate the legal risks associated with student affairs practice is a crucial skill all successful administrators must develop. This can be done by developing a sense for scanning the broad legal environment and being aware of legal issues in other parts of the education enterprise.   [More]  Descriptors: Higher Education, Student Personnel Services, College Administration, Elementary Secondary Education

Rothman, Emily F.; Johnson, Renee M.; Hemenway, David (2006). Gun Possession among Massachusetts Batterer Intervention Program Enrollees, Evaluation Review. Batterers with access to firearms present a serious lethal threat to their partners. The purpose of this exploratory study is to estimate the prevalence of and risk markers for gun possession among Massachusetts men enrolled in batterer intervention programs. The authors found that 1.8% of the men reported having a gun in or around their home. Those most likely to report having a gun were White, earned $25,000 or more per year, had served in the military, engaged in problem gambling, and had attempted homicide or threatened their partner with a firearm. Recommendations for strengthening relevant gun laws both within and outside of Massachusetts are discussed.   [More]  Descriptors: Males, Weapons, Gun Control, Family Violence

Frattaroli, Shannon; Vernick, Jon S. (2006). Separating Batterers and Guns: A Review and Analysis of Gun Removal Laws in 50 States, Evaluation Review. Firearms play an important role in lethal domestic violence incidents. The authors review state laws regarding two policies to separate batterers from firearms: laws authorizing police to remove firearms when responding to a domestic violence complaint ("police gun removal laws") and laws authorizing courts to order guns removed from batterers through a protective order ("court-ordered removal laws"). As of April 2004, 18 states had police gun removal laws; 16 states had court-ordered removal laws. The authors examine relevant characteristics of the laws and recommend that these laws be mandatory, apply to all guns and ammunition possessed by an abuser, and include clear procedures to enhance implementation.   [More]  Descriptors: Courts, Weapons, Laws, Family Violence

Sorenson, Susan B. (2006). Taking Guns from Batterers: Public Support and Policy Implications, Evaluation Review. Federal law prohibits the purchase or possession of a firearm by persons convicted of misdemeanor domestic violence and those under certain domestic violence restraining orders. The purpose of this investigation is to examine public sentiment about the removal of firearms in the absence of a restraining order or misdemeanor conviction following domestic violence. An experimental vignette design was used in a telephone survey of a cross-sectional statewide sample of 522 community-residing adults in California. Study design and population weights were applied; the findings, thus, are a reasonable approximation for the population of California. In more than 3,500 vignettes, the abusive behavior was judged to be wrong, illegal, or should be illegal (98.7%, 73.1%, and 77.7%, respectively). Although only about one half (56.5%) of the scenarios were thought to merit the issuance of a restraining order, three fourths (77.4%) were thought to merit the removal of firearms. Multivariate analyses indicated greater support for firearms removal when the abuse involved sexual or physical abuse (adjusted odds ratio [AOR] ranged from 2.65 to 5.64) or a gun (AOR = 6.54). Men were the sole population group with significantly lower support for firearm removal following domestic violence (AOR = 0.39). The men who wanted firearms to remain did not differ from other men on any of the measured variables. In sum, there is substantial support, especially when a gun is displayed in a domestic violence incident, for policies requiring the removal of firearms from abusers.   [More]  Descriptors: Federal Legislation, Weapons, Telephone Surveys, Males

Gray-Adams, Karen; Sinclair, Beth (2004). Report on the Implementation of the Gun-Free Schools Act in the States and Outlying Areas: School Year 2001-2002. Final Report, Office of Safe and Drug-Free Schools, US Department of Education. The Gun-Free Schools Act (GFSA) requires that each state or outlying area receiving federal funds under the Elementary and Secondary Education Act (ESEA) have a law that requires all local educational agencies (LEAs) in the state or outlying area to expel from school for at least one year any student found bringing a firearm to school. Their laws must also authorize the LEA chief administering officer to modify any such expulsion on a case-by-case basis. In addition, the GFSA states that it must be construed so as to be consistent with the Individuals with Disabilities Education Act (IDEA). Following information on data interpretation and quality, this report is divided into three sections and summarizes the 2001-2002 data submitted by the states and outlying areas. The first section is a brief summary of the overall findings. The second section presents a summary of the 2001-2002 data in bulleted, graphic, and tabular form as well as a comparison between the 2001-2002 data and data submitted in previous years. The third section presents a pair of pages for each state and outlying area. Each of these pages contains the data submitted by the state and outlying area, as well as any caveats or notes accompanying the data. Finally, there are two appendices to the report: Appendix A contains a copy of the Gun-Free Schools Act and Appendix B contains a copy of the 2001-2002 GFSA states and outlying areas data collection instrument.   [More]  Descriptors: Weapons, Elementary Secondary Education, School Safety, Disabilities

Vigdor, Elizabeth Richardson; Mercy, James A. (2006). Do Laws Restricting Access to Firearms by Domestic Violence Offenders Prevent Intimate Partner Homicide?, Evaluation Review. Domestic violence imposes a large cost on society. The authors exploit state variation in timing to examine the impact of three types of law on intimate partner homicides. These laws restrict access to firearms by individuals who are subject to a restraining order or have been convicted of a domestic violence misdemeanor or allow law enforcement officers to confiscate firearms at a domestic violence scene. The authors find that female intimate partner homicide rates decline 7% after a state passes a restraining order law. They find no effect from the domestic violence misdemeanor or confiscation laws.   [More]  Descriptors: Family Violence, Gun Control, Crime Prevention, Homicide

Seave, Paul L. (2006). Disarming Batterers through Restraining Orders: The Promise and the Reality in California, Evaluation Review. Laws that prohibit persons under a domestic violence restraining order from purchasing or possessing a firearm are a primary way to keep guns out of the hands of batterers. In July 2005, the California Attorney General's Task Force on the Local Criminal Justice Response to Domestic Violence issued a report called Keeping the Promise: Victim Safety and Batterer Accountability. The report focused, in part, on the extent to which California's domestic violence restraining order system succeeds in disarming batterers. Restraining orders are the principal means by which the criminal justice system can accomplish this objective. The Task Force found that criminal justice agencies and the courts performed poorly in this area. The report strongly recommended that a more strategic, collaborative use of laws already on the books could significantly improve performance, without much additional expense. What follows is a summary of those finding and recommendations.   [More]  Descriptors: Family Violence, Gun Control, State Legislation, State Regulation

Bibliography: Gun Control (page 06 of 10)

This bibliography is independently curated for the Positive Universe website.  Some of the authors featured on this page include Kenneth M. Mash, Drug Abuse Higher Education Center for Alcohol, Patricia P. Dahl, Brian A. Sponsler, Richard Spano, Zeke Perez, Diverse: Issues in Higher Education, Gene Bonham, Micah Ann Wixom, and Russell Jacoby.

Higher Education Center for Alcohol, Drug Abuse, and Violence Prevention (2010). Guns on Campus: A Current Debate. E-Fact Sheet. Almost all U.S. college campuses ban concealed weapons. But in the aftermath of the tragic shooting deaths at Virginia Tech in 2007, the debate on whether guns should be permitted at colleges and universities has intensified. Dozens of states have considered proposals to lift bans on concealed weapons at colleges and universities, but so far none have been successful. While there is no research on the effect of allowing guns at colleges and universities when it comes to shooting violence, according to "Violence Prevention: The Evidence" (World Health Organization, 2009) "jurisdictions with restrictive firearms legislation and lower firearms ownership tend to have lower levels of gun violence. Measures include bans, licensing schemes, minimum ages for buyers, background checks and safe storage requirements." Students for Concealed Carry on Campus and other right-to-carry activists argue that college campuses would be safer if students and other private citizens (faculty, staff, and visitors) were allowed to carry concealed weapons in order to protect themselves. However, a growing body of evidence shows that concealed carry permit holders are a threat to public safety. The American Association of State Colleges and Universities and more than 90 colleges and universities from 24 states have signed a resolution by the Campaign to Keep Guns Off Campus that they are opposed to legislation that would mandate that colleges and universities allow students to carry concealed weapons on campus. According to the association, 23 states currently allow public campuses or state systems to decide their own weapons policies, with nearly all choosing to be "gun-free" ("The Denver Post," Dec. 2, 2009).   [More]  Descriptors: Colleges, Weapons, Gun Control, Violence

Mash, Kenneth M. (2013). Guns on Campus: A Chilling Effect, Thought & Action. The author of this article observes that, while much has been written on the overall topic of safety with regard to allowing guns on college campuses, little has been said about how allowing the possession of deadly weapons can create a "chilling effect" on academic discussions. This article considers how some universities have reexamined their policies related to dangerous weapons in the wake of the Supreme Court's decision in "District of Columbia v. Heller," which sought to end speculation over whether the Second Amendment's right to bear arms was an individual right or whether it was a right that pertained only to use in a militia.The author asserts that, while even the First Amendment's freedom of speech protection is subject to regulation, limiting a person's right to exercise their Second Amendment right is unclear, because there has not yet been much litigation on the issue. Furthermore, the author ponders the "chilling affects" of not only guns on campus, but also on faculty, students, and visiting speakers presenting and publishing controversial topics.   [More]  Descriptors: School Safety, Gun Control, Campuses, Civil Rights

Domain, Melinda Willoughby (2014). Decision-Making Processes in Texas School Districts That Arm Personnel, ProQuest LLC. This qualitative phenomenological study employed narrative inquiry to describe the decision-making processes that Texas school districts followed in enacting firearms policies that allow school employees to carry concealed weapons on district property. Exploration of the lived experiences of eight Texas superintendents in such schools contributed to the description. Participants were interviewed and asked what influenced their district's decision to arm employees and what decision-making processes the district followed in enacting their firearms policies. Interview data was analyzed using NVivo 10 for Mac-Beta to code and categorize data into themes as recommended by Creswell (2012). Findings include factors that influence districts' decisions to arm employees such as law enforcement response time, district vulnerability to intrusion, and the school shooting at Sandy Hook Elementary in Newtown, Connecticut. Additional findings support the concept of a common decision-making protocol schools can follow when enacting a firearms policy that allows for armed employees. The findings of this study suggest that the arming of school personnel can be systematically investigated and evaluated for appropriateness in any given school district. The study also finds that a school district's needs should be of primary consideration to superintendents and school boards when determining whether or not to pursue a firearms policy for employees. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: www.proquest.com/en-US/products/dissertations/individuals.shtml.%5D   [More]  Descriptors: Decision Making, School Districts, Weapons, Gun Control

Diverse: Issues in Higher Education (2007). 2007: A Year In Review. The most high-profile story of the year touching the higher education community was undisputedly the killings at Virginia Tech in April when student Seung-Hui Cho opened fire, leaving 33 people dead, including himself. To date, it is the deadliest campus shooting in U.S. history. However, in September, the Delaware State University (DSU) community was also touched by gun violence as a fellow student shot two DSU students. One of the victims later died of her injuries. Other significant events that occurred throughout the year are presented.   [More]  Descriptors: Higher Education, United States History, Gun Control, Violence

Spano, Richard; Pridemore, William Alex; Bolland, John (2012). Specifying the Role of Exposure to Violence and Violent Behavior on Initiation of Gun Carrying: A Longitudinal Test of Three Models of Youth Gun Carrying, Journal of Interpersonal Violence. Two waves of longitudinal data from 1,049 African American youth living in extreme poverty are used to examine the impact of exposure to violence (Time 1) and violent behavior (Time 1) on first time gun carrying (Time 2). Multivariate logistic regression results indicate that (a) violent behavior (Time 1) increased the likelihood of initiation of gun carrying (Time 2) by 76% after controlling for exposure to violence at Time 1, which is consistent with the stepping stone model of youth gun carrying, and (b) youth who were both exposed to violence at Time 1 and engaged in violent behavior at Time 1 were more than 2.5 times more likely to initiate gun carrying at Time 2 compared to youth who had neither of these characteristics, which supports the cumulative risk model of youth gun carrying. The authors discuss the implications of these findings in clarifying the role of violence in the community on youth gun carrying and the primary prevention of youth gun violence.   [More]  Descriptors: Weapons, Gun Control, Longitudinal Studies, Safety

Dahl, Patricia P.; Bonham, Gene, Jr.; Reddington, Frances P. (2016). Community College Faculty: Attitudes toward Guns on Campus, Community College Journal of Research and Practice. This exploratory research surveyed faculty who instruct in community colleges from 18 states about their attitudes toward the concealed carry gun policies that allow appropriately licensed citizens to carry a handgun in public places such as college campuses. Building upon previous research involving 4-year institutions, we surveyed 1,889 community college faculty who work in states that allow some flexibility in determining concealed carry policies and practices. Descriptive statistics, background characteristics, exposure to the use and ownership of firearms, and attitudinal questions about safety concerns, victimization history, and opinions about allowing concealed carry on community college campuses were analyzed. Our analyses revealed that the majority of community college faculty felt safe on their campuses, were not supportive of having students, faculty, or visitors conceal carry on their campuses, and they believed anyone granted a concealed carry permit should have to first pass a firearms training course. Our findings add to the current guns-on-campus discussions by illustrating that there is an across-the-board consensus among different types of postsecondary education institutions and levels of faculty who wish to stave off permitting lawful guns on their campuses. Further, our study suggests that faculty overwhelmingly feel that allowing guns on campuses would change the atmosphere from one that feels safe to one that feels uncharacteristically threatening. The number of American colleges and universities that permit concealed firearms on campus is small, but the number is growing as is the magnitude of the debate regarding guns on campus. Research has been conducted to ascertain the popularity of this policy among the major players: namely students, faculty, staff, and administration. Most of the research has focused on the community members of 4-year colleges and universities. This research, while replicating a study by Thompson, Price, Dake, and Teeple (2013), investigated the attitudes and perceptions of faculty who instruct in community colleges from 18 states. The states were chosen because in these locations the colleges have some flexibility in determining their weapons policy.   [More]  Descriptors: Community Colleges, College Faculty, Teacher Attitudes, Weapons

Hanratty, Laura A.; Miltenberger, Raymond G.; Florentino, Samantha R. (2016). Evaluating the Effectiveness of a Teaching Package Utilizing Behavioral Skills Training and In Situ Training to Teach Gun Safety Skills in a Preschool Classroom, Journal of Behavioral Education. There are a number of different safety threats that children face in their lives. One infrequent, but highly dangerous situation a child can face is finding a firearm. Hundreds of children are injured or killed by firearms each year. Fortunately, behavioral skills training (BST) and in situ training (IST) are effective approaches for teaching a number of different skills, including safety skills. The purpose of this study was to evaluate a teaching package for preschool teachers to learn to conduct BST to teach safety skills. Following teacher-implemented BST, the experimenter completed in situ training and supplemental instructions. A multiple baseline across subjects design was used to evaluate the effectiveness of this teaching package implemented by the teacher and experimenter with five preschoolers. Five children demonstrated the skills following IST and additional reinforcement or time out. The use of additional reinforcement, as well as treatment fidelity are discussed.   [More]  Descriptors: Preschool Children, Weapons, Safety, Gun Control

Wells, William; Chermak, Steven (2011). Individual-Level Risk Factors for Gun Victimization in a Sample of Probationers, Journal of Interpersonal Violence. Interventions aimed at preventing the important problem of gun injuries could be improved with an understanding of whether there are unique factors that place individuals at an increased risk of gun victimization. Much remains to be known about the victims of gun violence. The purpose of this article is to assess whether there are individual-level variables uniquely related to the likelihood of experiencing a gun victimization in a sample of probationers, individuals already at a heightened risk for criminal victimization. Self-report data were collected from 235 felony probationers about, for instance, gun and nongun victimization, gang involvement, and drug sales. Results show different variables are related to nongun victimization and gun victimization. In the current sample, involvement in gun crimes are linked to an increased risk of gun victimization. Violent offending and residential stability are associated with an increased chance of crime victimization.   [More]  Descriptors: Weapons, Risk, Gun Control, Victims of Crime

Morse, Andrew; Sisneros, Lauren; Perez, Zeke; Sponsler, Brian A. (2016). Guns on Campus: The Architecture and Momentum of State Policy Action, NASPA – Student Affairs Administrators in Higher Education. "Guns on Campus: The Architecture and Momentum of State Policy Action" offers a detailed summary of state legislative action and higher education system policy decisions that have occurred in two specific categories: (1) States that have permitted or are seeking to permit guns on campus; and (2) States that have prohibited or are seeking to prohibit guns on campus. Report sections highlight general themes for enacted bills and provides detailed examples of state legislative activity. The theme analysis of the policy areas concludes with considerations designed to inform policymakers and campus leaders as they consider policy action and move toward the implementation of laws, rules, and regulations governing firearms on postsecondary campuses. The following are appended: (1) Guns on Campus Policies: State Legislation; (2) Guns on Campus Policies: System Policies; (3) Guns on Campus Policies: Court Cases; and (4) Guns on Campus Policies: Legislation Introduced in 2015.   [More]  Descriptors: Weapons, Gun Control, Educational Policy, Public Policy

Wixom, Micah Ann (2014). States Respond to School Safety Concerns with 2013 Legislation. School Safety: 2013 Legislative Session, Education Commission of the States. School safety policies are constantly evolving, often in response to fatal events. After several high-profile and tragic shootings over the past 15 years, school safety has become a major focus for parents, school officials, policymakers and the public nationwide. ECS [Education Commission of the States] conducted a scan of school safety-related laws passed in 2013 legislative sessions to better understand trends in policy. This report highlights the ongoing efforts of lawmakers to provide students with safe places to learn.   [More]  Descriptors: School Safety, State Legislation, State Policy, Violence

Massey-Jones, Darla (2013). Perception of School Safety of a Local School, ProQuest LLC. This qualitative case study investigated the perception of school safety, what current policies and procedures were effective, and what policies and procedures should be implemented. Data were collected in two steps, by survey and focus group interview. Analysis determined codes that revealed several themes relevant to the perception of school safety. The findings from the study suggested that some school safety problems existed, but 99% of those surveyed reported they felt safe. The majority of those surveyed, indicated they had received safety training. The interviews revealed that teachers and administrators should not carry guns on campus, awareness training was needed in the mental health area, training with first responders was also needed, and building access should be improved. Conclusions in this study were that a key to safety perception is to make it a priority, develop and implement a regular plan of maintenance, and schedule time to address safety needs. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: www.proquest.com/en-US/products/dissertations/individuals.shtml.%5D   [More]  Descriptors: School Safety, Qualitative Research, Case Studies, Attitudes

Jacoby, Russell (2007). Offensive Words, Lethal Weapons, Chronicle of Higher Education. The old childhood ditty "sticks and stones may break my bones, but words will never hurt me" has proved wiser than the avalanche of commentary provoked by the recent insults by Don Imus and the killings at Virginia Tech. Our society forbids public name-calling but allows sticks and stones. Anyone can acquire a gun, but everyone must be careful about what they say. The Second Amendment–the right to bear arms–trumps the First Amendment, the freedom of speech. By virtue of fact and reason this is bizarre. The Second Amendment remains disputed: Does the right to bear arms refer to state militias or private individuals? But apart from matters of law, how is it that verbal slights provoke widespread condemnation, while a crazed shooting elicits reflections that mainly focus on demented students and failures of security? Why are words treated as more dangerous than lethal weapons? In this article, the author points out that access to guns is the reason behind university killings. Instead of zealously controlling firearms, more resources are poured into improving the response time of SWAT teams, building additional security gates, and fine-tuning surveillance. Already many high schools look like prisons replete with intimidating fences and controlled entrances. He points out that concern should not only be focused on offensive words, but also on lethal weapons.   [More]  Descriptors: Freedom of Speech, Weapons, Gun Control, Constitutional Law

Makarios, Matthew D.; Pratt, Travis C. (2012). The Effectiveness of Policies and Programs that Attempt to Reduce Firearm Violence: A Meta-Analysis, Crime & Delinquency. In response to rising rates of firearms violence that peaked in the mid-1990s, a wide range of policy interventions have been developed in an attempt to reduce violent crimes committed with firearms. Although some of these approaches appear to be effective at reducing gun violence, methodological variations make comparing effects across program evaluations difficult. Accordingly, in this article, the authors use meta-analytic techniques to determine what works in reducing gun violence. The results indicate that comprehensive community-based law enforcement initiatives have performed the best at reducing gun violence.   [More]  Descriptors: Weapons, Violence, Crime, Gun Control

Obeng, Cecilia (2010). Should Gun Safety Be Taught in Schools? Perspectives of Teachers, Journal of School Health. Background: Gun-related injuries and deaths among children occur at disproportionately high rates in the United States. Children who live in homes with guns are the most likely victims. This study describes teachers' views on whether gun safety should be taught to children in the preschool and elementary years. Methods: A total of 150 survey questionnaires were distributed to public and private school teachers in preschools and elementary schools in 2 counties of a Midwestern state. Results: In total, 62% of the 102 respondents indicated that they favored the teaching of gun safety, while 13% disapproved and 25% had no opinion. Overall, 28.4% of the respondents supported the teaching of gun safety in grades pre-K (pre-kindergarten) through first grade. About 54% indicated that police or trained military personnel should do the teaching of this subject in schools, while 6.9% suggested that teachers should do the teaching. Conclusion: With a majority of the teachers in favor of teaching gun safety in the schools, a larger study should be conducted that explores the introduction of gun safety into the curriculum in preschool through grade 6. Such a study should evaluate the efficacy of teaching gun safety as a measure to prevent gun violence and injuries involving guns.   [More]  Descriptors: Weapons, Preschool Teachers, Elementary School Teachers, Teacher Attitudes

Goss, Kristin A. (2007). Good Policy, Not Stories, Can Reduce Violence, Chronicle of Higher Education. When news broke April 16 of the worst mass shooting in U.S. history, the question many horrified Americans most wanted to answer was, "Who was the shooter?" It's an urgent and understandable question, but one that rests on a dangerous assumption: that if everyone only knew more about the killer, then what he did would make sense–and everyone would know what to do to prevent such a thing from happening again. The assumption that everyone can make policy based on individual stories is dangerous because, for a variety of reasons, individual stories call everyone's attention to factors that make those cases unique, not factors that tie them together. What ties these massacres together is guns. In the immediate aftermath of the Virginia Tech killings, before the gunman was publicly named, speculation swirled about his identity and motives. He was rumored to be, alternately, a lone gunman with no known ties to the university; a jealous boyfriend seeking revenge on his girlfriend; a disgruntled former student seeking revenge against the university; or a Chinese national possibly bent on harming America. The following day everyone learned that the gunman was a troubled 23-year-old South Korean national who was also a resident student at Virginia Tech. Important as that information may be to law-enforcement officers piecing together the crime, it's hard to see how these details can help everyone frame meaningful policy to prevent further shootings. Understanding an assailant's motives or place in the social order tells everyone very little about what to do next. In this article, the author points out that individual stories of school violence should lead to framing policies that respond not only to individual events such as school violence but also to broader patterns such as mass shootings or gun violence in general.   [More]  Descriptors: History, Gun Control, Violence, College Students

Bibliography: Gun Control (page 05 of 10)

This annotated bibliography is reformatted and customized for the Positive Universe website.  Some of the authors featured on this page include Silja Kallenbach, Paula Fried, Suellen Fried, Washington Committee for Economic Development, Lois Fennig, Charles Degelman, Frank J. Kopecky, Marshall Carlson, Marshall Croddy, and Northbrook Who's Who among American High School Students.

Carlson, Marshall; Fennig, Lois (1969). Modern Problems: Sociology Units. An Experimental Program for Grade 12. GRADES OR AGES: Grade 12. SUBJECT MATTER: Sociology; modern problems. ORGANIZATION AND PHYSICAL APPEARANCE: The guide contains two units, one on the problems of minority groups and the other on social pathology. Sub-sections of unit 2 include crime and criminals, criminal investigation, gun control, U.S. criminal law, criminal procedure, punishment, juvenile delinquency, drugs, and capital punishment. Each unit has the following sections: introduction, objectives, generalizations and activities, duplicated resources, transparency masters, and bibliography. The guide is lithographed and spiral bound with a soft cover. OBJECTIVES AND ACTIVITIES: Basic objectives are included in the introductory material, while more detailed objectives are set out at the beginning of each unit.  Detailed activities are listed for each unit, together with the resource materials required. INSTRUCTIONAL MATERIALS: Each unit includes extensive duplicated resource material, transparency masters, and lengthy bibliography. STUDENT ASSESSMENT: Suggestions are included in the introductory material for methods of student self-evaluation, teacher-student conference, teacher observation and evaluation, teacher-made tests, and standardized tests.   [More]  Descriptors: Crime, Curriculum Guides, Delinquency, Drug Abuse

Croddy, Marshall; Degelman, Charles; Hayes, Bill (1997). The Challenge of Violence. [Student Text and] Teacher's Guide. This document addresses violence as one of the key challenges facing the democratic and pluralistic republic under the framework of the Constitution and its Bill of Rights. Primary focus is on criminal violence and the factors and behaviors that contribute to violent crime. The text is organized into three chapters: (1) "The Problem of Violence"; (2) "Law and Public Policy"; and (3) "Taking Action Against Violence." Chapter 1 examines the history, costs, and causes of crime. Chapter 2 explores the constitutional context of the political debate over violence and the question of how government works to stem the tide of violence without compromising the individual rights of U.S. citizens. Students are invited to engage in major policy discussions about gun control and youth curfews.  Chapter 3 presents a survey of what citizens around the country are doing to protect themselves from violence and to make their communities and schools safer places. A teacher's guide designed to provide instructional support is included.   [More]  Descriptors: Conflict Resolution, Constitutional Law, Crime, Crime Prevention

Cable News Network, Atlanta, GA. (1998). CNN Newsroom Classroom Guides. July 1998. CNN Newsroom is a daily 15-minute commercial-free news program specifically produced for classroom use and provided free to participating schools. The daily CNN Newsroom broadcast is supported by a Daily Classroom Guide, written by professional educators. These classroom guides are designed to accompany CNN Newsroom broadcasts for a given month, and include suggestions for class discussion for top stories, business, cultural, and world events. Top stories in this July 1998 guide include: U.S. missile strikes a radar site; wildfires continue to threaten rural Florida; Chinese officials call Clinton's visit a full success; a world-famous motor speedway becomes home to those forced out by Florida's fires; tough economic times signal political difficulties for Russia's President Yeltsin; the United Nations grants additional diplomatic rights to the Palestinians; a call for stricter gun control legislation launches a crossfire of debate; the Clinton Administration launches a $2 Billion anti-drug campaign; France wins the World Cup trophy; a controversy over Protestant parades threatens to shatter Northern Ireland's fragile peace; the public seems unconcerned about the threat of the "millennium bug"; Congress's plans for the HMO system; a Secret Service agent fights a subpoena; the government issues its second annual report on the state of America's children; Nigeria takes its first steps on the path to democracy and announces plans for elections in 1999; Texans continue to endure a triple-digit heat wave; Alan Shepard, the first American in space, dies; President Clinton promises relief for those suffering from summer's heat; two Capitol security officers are killed in the line of duty Friday; two slain officers lie in state under the United States Capitol rotunda; the Independent Council grants Monica Lewinsky immunity from prosecution in exchange for her testimony; and Clinton volunteers to become the first sitting U.S. president to testify in a criminal investigation; and Japan's new man in charge chooses a finance minister to tackle the nation's economic woes. Descriptors: Cable Television, Class Activities, Current Events, Discussion (Teaching Technique)

New York City Board of Education, Brooklyn, NY. Div. of Curriculum and Instruction. (1980). Taking Aim At Guns…Gun Control Lessons for Intermediate, Junior and Senior High Schools. A Teacher's Handbook. This guide is intended to assist classroom teachers in developing lessons revolving around New York's 1980 handgun control law. It contains model lesson plans and a section on resource materials designed to provide insight into the law and its ramifications. The guide is designed for use in intermediate, junior and senior high schools. Descriptors: Content Area Reading, Crime, Curriculum Guides, Elementary Secondary Education

Kopecky, Frank J., Ed.; Wilkin, Rebecca S., Ed. (1983). Current Illinois Legal Issues. Second Edition. Designed as supplementary reading in American government or social studies courses, this compilation of articles is intended to help students gain a better understanding of the judiciary's role in the Illinois legal system. The first of three sections contains articles about judges and the court system. The second section examines the criminal justice system, including the grand jury, criminal sentencing, the problem of court backlog, and crowded prisons. The third section is devoted to issues that have recently been debated in the Illinois political system. Articles included are: "Should Judges Be Elected or Appointed?" (Frank Kopecky); "Illinois Judges: Too Much Retention and Too Little Selection" (Paul Lermack); "Illinois Trial Judges: Pragmatic Fact Finders" (Stephen Daniels, Rebecca Wilkin, and James Bowers); "The Illinois Appellate Court: The Wheels of Justice Grind Exceeding Slow" (Janeen Burkholder); "Cameras in the Courtroom: Will Illinois Be Next?" (Mike Strand); "The Grand Jury System" (Ed Nash); "Justice Delayed: Illinois and Its Speedy Trial Act" (Marilyn J. Rice); "Analyzing Class X under the U.S. and Illinois Constitutions" (David F. Schwartz); "An Inequity in Sentencing Law" (James K. Zerkle); "No Room behind Bars" (John F. Boyle); "The Chain Gang and ERA's Bitter End (Diane Ross); "'Scientific Creationism' Challenges Theory of Evolution" (Julie A. Dutton); "Gun Control: Moving to the Home Front" (John J. McCarthy); "New Open Meeting Law: Visions and Revisions" (Dona Gerson); "Remapping: The Decennial Poker Game" (Diane Ross); and "Look-Alike Drugs" (Julie A. Dutton). Descriptors: Constitutional Law, Controversial Issues (Course Content), Court Judges, Courts

Kallenbach, Silja, Ed. (1996). Can We Really Make a Difference?, Change Agent. This issue is intended as a collection of teaching and learning resources. It presents news, issues, information, ideas, activities, and discussion questions on social justice. Articles that focus on learning how to make a difference areas follows: "What Is Civic Participation Anyway?"; "The Hundredth Monkey: When You're Not Sure, Keep Washing Your Sweet Potatoes"; "Who Makes the Decisions that Affect You?"; and "What Is the Right Question Project? What Does It Do for People? How Does It Work?" These articles deal with making a difference in the local community: "Politicians 'Walk-a-Mile' in the Shoes of Welfare Recipients"; "Persistence Pays Off: Enrique Helps Draft a Law in California to Protect Low-Literacy Workers"; "Students Fight for Public Transportation; "Students Speak Out for Adult Education in Vermont"; "Community-Building in an English as a Second Language Classroom"; "Community Garden"; "What Support Do Students Need in Order to Make a Difference?"; "Taking Action against Violence"; and "Controlling Our Economic Destiny: An Update on the Mountain Women Soap Company." Articles on voting and advocacy are as follows: "Voter Power"; "The Long Struggle for Women to Get the Right to Vote"; "Voter Education in the Asian Community"; "Unveiling the Mysteries of Voting"; "What If Rosa Parks Shot the Bus Driver?"; "A Key to Combining Voter Education and Economics"; "An Adult Basic Education Class Moves into the Rhode Island State House"; "Quiz: How Does Your Political Knowledge Compare with that of Other Americans"; "Immigrant Students Advocate for Adult Education"; and "Education Gives Us Wings." The final series of articles deals with selected presidential election issues: "The Economy Is Doing Well, But What about the Average Worker?"; "New Bedford Students Question Decision-Makers About the Economy"; "Is Big Money Doing Away with Real Democracy?"; "Just How Much Does Foreign Aid Cost Us?"; "National Issues Forum: Seeing All Sides of the Issue of Crime"; "Myths and Facts about Gun Control and Crime"; "Students Speak Out on Crime"; "Immigrants under Attack: Is New Legislation Punishing Immigrants Unjustly?"; "The Rights and Responsibilities of Citizenship"; and "Myths and Facts about Immigration."   [More]  Descriptors: Activism, Adult Basic Education, Advocacy, Citizen Participation

Copeland, Gary A.; Davis, Donald M. (1984). Political and Social Issues as Predictors of Attending to Religious Broadcasts. Acknowledging fears of electronic church critics that audiences will adopt the conservative political messages espoused by evangelical broadcasters, a study was conducted to determine the political and social issues that best predict attendance to religious broadcasts. A secondary analysis was conducted of existing data from a statewide telephone survey of residents of Alabama. Interviewees in the survey were questioned about political beliefs, attitudes, and knowledge; race relations; religious orientation; media use; and demographic information. A pool of 20 items dealing with political and social issues, political anomie, and racial attitudes was selected for possible use as predictor variables in the discriminant analysis. The results of the analysis indicated that fundamentalist issues, political distrust, political power, and political knowledge tended to be the areas of distinction between viewers and nonviewers of religious broadcasts. Viewers tended to be more opposed to the Equal Rights Amendment, pornography, and abortion than did nonviewers. Viewers also favored prayer in school and gun control more strongly than did nonviewers. There appeared to be a sense of political estrangement among viewers, who found politics and government more complicated and legislators losing touch with them. At the same time, viewers had a greater sense that political power wielded at the ballot box is the only way of controlling the political process. Nonviewers tended to exhibit greater political knowledge than did viewers. Descriptors: Comparative Analysis, Mass Media Effects, Political Attitudes, Political Issues

Who's Who among American High School Students, Northbrook, IL. (1992). High Achievers: 23rd Annual Survey. Attitudes and Opinions from the Nation's High Achieving Teens. This report presents data from an annual survey of high school student leaders and high achievers. It is noted that of the nearly 700,000 high achievers featured in this edition, 5,000 students were sent the survey and 2,092 questionnaires were completed. Subjects were high school juniors and seniors selected for recognition by their principals or guidance counselors, other faculty members, national youth organizations or the publishing company because of their high achievement in academic activities, community service, athletics or their performance on national scholarship or award contests. It is noted questions were tabulated by total response; breakdowns by sex, race, type of school attended, and type of community are also included. On questions calling for write-in answers, results are shown of the most frequently mentioned answers. These categories of questions are included: (1) participant data/demographics; (2) education; (3) future plans; (4) teenagers and Acquired Immune Deficiency Syndrome (AIDS); (5) sexual behavior; (6) abortion; (7) tobacco, alcohol, and drugs; (8) peer pressure; (9) sexual violence and date rape; (10) violence in society; (11) life priorities; (12) race, religion, and prejudice; (13) personal satisfaction; (14) suicide; (15) social policy/politics; (16) gun control; and (17) most admired people. Descriptors: High Achievement, High School Seniors, High School Students, High Schools

Fried, Suellen; Fried, Paula (1996). Bullies & Victims: Helping Your Child through the Schoolyard Battlefield. The purpose of this book is to encourage children and adults in partnership to mobilize and put the prevention of bullying on the national agenda. Some teasing in childhood is inevitable, and it can be an important preparation for life. However, there is a point when teasing stops being helpful or playful, when it becomes humiliating or emotionally abusive, and when the victim requires protection from the teaser. If a certain level of teasing is inevitable, it is necessary to teach children to deal with it more confidently. The first step is to raise the child's awareness of when he or she is being bullied, when teasing constitutes abuse. A survey of 82 adults showed that 82% felt that they had experienced bullying abuse as children, and 31% of these respondents said the harm had been physical abuse. Forty-two percent of these respondents said that they themselves had treated others in ways that were harmful. The discussion is presented in the following chapters: (1) "The Case of Nathan"; (2) "Understanding the Dimensions of Bullying"; (3) "Physical Abuse"; (4) "Verbal Abuse"; (5) "Emotional Abuse"; (6) "Sexual Abuse"; (7) "Sibling Abuse"; (8) "Bullies and Victims"; (9) "Empowering Children"; (10) "Strategies for Adult Intervention"; (11) "Solutions and Successful Models"; and (12) "Challenges for Prevention." The prevention of violence in our society is inextricably linked to the prevention of child abuse. There are a number of strategies that can be adopted, including conflict resolution training, education to prevent prejudice based on race or ethnicity, and gun control. Five appendixes contain a list of 12 resources, the peer abuse survey form, a sample school board antibullying policy, Minnesota's Multicultural and Gender-Fair Curriculum Rule, and a harassment and violence prevention policy. Descriptors: Bullying, Child Abuse, Elementary Secondary Education, Peer Relationship

Chen, Ann (1998). People v. Brunetti: Issues of Homicide, Conspiracy, Gun Control, and the Right to Bear Arms. Official Materials for the California Mock Trial Program. Each year the Constitutional Rights Foundation creates a mock trial that addresses serious matters facing young people. This year the lesson confronts the recent shootings at U.S. schools and the subsequent criminal trials. The nature of such violence and its causes including unresolved peer conflict, questions of responsibility, peer pressure, easy access to firearms, and drug and alcohol abuse are incorporated in a frank and serious manner. The lessons and resources included in the packet offer supplementary methods to address many of the topics contained in "People v. Brunetti." The packet is divided into the following sections: "Program Objectives" (both for students and schools); "Code of Ethics"; "Introduction to the 1998-99 California Mock Trial Program"; "Classroom Materials"; "Introduction to 1998-99 California Mock Competition"; "Fact Situation" (Charges, Evidence, Stipulations); "Pretrial Motion and Constitutional Issue" (Arguments, Sources, Legal Authorities, The Mock Pretrial Motion Hearing); "Witness Statements" (Official Diagrams); "The Form and Substance of a Trial"; "Team Role Descriptions"; "Procedures for Presenting a Mock Trial Case"; "Diagram: A Typical Courtroom"; "Mock Trial Simplified Rules of Evidence" (Allowable Evidentiary Objections, Summary of Allowable Objections for the 1998-99 Mock Trial); and "Official Judge, Scorer and Teacher Information Packet" (Teacher's Packet Lesson Plans, Rules of Competition, Order of Events, Judge and Attorney Instructions, Judge's Narrative for Trial Instruction, Scoring Materials, Forms).    [More]  Descriptors: Competition, Court Litigation, Gun Control, High Schools

Committee for Economic Development, Washington, DC. (1997). Connecting Inner-City Youth to the World of Work. A Program Statement by the Committee for Economic Development. The United States should provide all young people entering the work force with opportunities to develop productive careers. Despite that fact, the nation's schools fail to equip many young people with appropriate skills, the job market often fails to link them to long-term advancement-oriented employment, and their communities often provide few role models of adult employment success. These problems are particularly acute in the nation's inner cities. The following are among the actions that communities, schools, and employers can take to create a more favorable environment and employment in inner cities: provide prenatal/postnatal health care, parenting education, developmentally oriented preschool programs, and health/social services for students and their families; initiate gun and drug control measures; establish higher educational standards; improve teacher quality; increase schools' use of information technology; strengthen school-based management; expand charter schools and public school choice; increase employee recruiting through inner city schools and other community-based sources of job referrals; provide student internships for inner city job seekers; use school transcripts and teacher recommendations when making hiring decisions; and expand "diversity management" initiatives to enhance the retention and productivity of employees from diverse demographic backgrounds; and redesign career ladders to provide workers with initial access at younger ages.   [More]  Descriptors: Career Education, Cooperative Planning, Economic Development, Education Work Relationship

Flynn, Elizabeth A. (1983). Gender Difference and Student Writing. An exploratory study examined gender differences in writing in the essays of five male and five female freshman composition students. The findings suggest parallels between the writing and speaking behaviors of men and women students and between student writing and the work of male and female professional writers. The male students made few references to women and often wrote on typically "male" topics: gun control, nuclear power, or cars. In contrast, the women revealed worlds in which men were definitely present but they often expressed contradictory attitudes toward both men and traditional sex roles. The women described a more complicated reality than the men in that their conflicts resulted not only from their inexperience but also from their gender conditioning. Their settings were more frequently interior spaces, and their action was less assertive than that of men. Women frequently described accommodation to the environment rather than rebellion against it. This emphasis upon accommodation, forbearance, and caution was, no doubt, a result of the women's intuition that they were not to inherit the world they inhabited. There was evidence in the women's essays, though, of a desire for achievements of a kind not traditionally available to females. This tension between submission and a longing for assertion sometimes produced inconsistencies and ambiquities. As a result of their differing experiences and circumstances, men and women appeared to confront different problems in and adopt different attitudes toward their writings. Descriptors: College Freshmen, Comparative Analysis, Conditioning, Content Analysis

Petelle, John L. (1973). Cue Set Stimulation as a Factor in Human Response Generation. The hypotheses that there will be a significant difference (1) in the number of responses generated according to economic issues, (2) in the number of responses generated according to social issues, (3) in the number of responses generated between the category of economic issues and the category of social issues, (4) in cue ranking by response frequency between economic and social issues, (5) in cue ranking of importance by subjects on economic and social issues, and (6) subject ranking of cue importance and frequency of cue importance on economic and social issues were tested in this study. Three social issues (gun control, student busing, and air pollution) and three economic issues (unemployment, government loans to big business, and wage and price control) were chosen. A total of 45 college freshmen responded to the social issues, and 45 freshmen responded to the economic issues. After the subjects responded to all of the issues, their responses were collected and the subjects were given a list of cues and were asked to rate each cue in terms of its importance in generating responses. The results indicated that cues tend to be topic bound and that there is a correlation between perception of cue importance and actual use of cue in generating responses.   [More]  Descriptors: College Students, Cues, Educational Research, Memory

Cable News Network, Atlanta, GA. (1996). CNN Newsroom Classroom Guides. January 1-31, 1996. These classroom guides, designed to accompany the daily CNN (Cable News Network) Newsroom broadcasts for the month of January, provide program rundowns, suggestions for class activities and discussion, student handouts, and a list of related news terms. Topics covered by the guides include: teen obesity, the Yangtze River Dam and its hydroelectric power potential, NATO's possible involvement in rebuilding Bosnia, marketing a business on the World Wide Web, the high-tech staging of "Miss Saigon," and the opening of the first kosher McDonald's (January 2-5); media literacy, gun control in Canada, California's deaf-education program, the federal budget impasse, teenage parenting and abstinence, telecommuting, the death of Francois Mitterand, the blizzard of 1996, the Chechen hostage crisis, the orbit problems of a Chinese satellite, and author Salman Rushdie (January 8-12); possible female candidates in the Palestinian elections, religion in America, the 5-year anniversary of the Gulf War, the death of Barbara Jordan, and aphids and the citrus crop (January 16-19), the new Palestinian government, thermograms and other new identification and security measures, Hillary Clinton's subpoena to appear before a grand jury in the Whitewater investigations, Japan's relationship with other Asian countries, the State of the Union address, Harley-Davidson lookalike motorcycles, the fat substitute Olestra, and the "wingsail" aircraft (January 22-26); the 10-year anniversary of the Challenger disaster, NATO casualties in Bosnia, cessation of French nuclear testing in the Pacific Rim, and the history of the U.S. presidency (January 29-31). Descriptors: Cable Television, Class Activities, Current Events, Discussion (Teaching Technique)

Broderick, John (1981). Adapting-Sociology to the Changing Demands of General Education: The Use of Debate and Critical Analysis. Suggestions are offered to help college-level teachers of sociology develop and implement programs which are consistent with the recent trend toward traditionalism in general higher education–a renewed interest in the traditional disciplines such as history, economics, and language studies. Suggestions center around two teaching methods–critical analysis and debate. These methods are stressed because the author believes that they can be successful in teaching two skills generally considered essential to the modern conception of the ideal core curriculum–communication skills and skills of critical thinking. Specific skills which this re-emergent core curriculum should stress include knowledge of major ideas which characterize civilization at various points, capacity to ask relevant questions about historical and contemporary political and moral issues, aesthetic sensibility, ability and propensity to analyze arguments, competence to communicate orally and in writing, development of an informed self-consciousness, and a desire to continue learning. Ways in which sociology can contribute to both these general and specific aims of liberal education include offering students an opportunity to read and analyze primary sources from divergent intellectual traditions and debate contemporary issues with reference to these primary sources. A course on criminology and deviance, for example, can help students analyze social structures and social institutions, become familiar with a wide variety of primary source material, and debate topics such as gun control and drinking age. The conclusion is that a major way in which teachers of sociology can incorporate traditional concerns such as the history of ideas into the curriculum and still meet student expectations for relevant subject matter is to combine critical analysis of divergent primary sources with student debates on current issues. Descriptors: Critical Thinking, Curriculum Development, Debate, Educational Assessment

Bibliography: Gun Control (page 04 of 10)

This annotated bibliography is reformatted and customized for the Positive Universe website.  Some of the authors featured on this page include Inc. Turner Educational Services, Jory Post, Northbrook Who's Who among American High School Students, J. Charles Park, Michael H. Romanowski, Judith Bonderman, New York Institute of Life Insurance, Robert K. Miller, Laurie Duker, and Granada Hills Phi Alpha Delta Fraternity International.

Duker, Laurie (1992). Preventing Child and Adolescent Firearm Injuries. Firearm Facts. In an effort to reduce the current epidemic of gun violence among children and adolescents in the United States, this fact sheet presents various approaches to reducing access to and interest in carrying firearms. Suggested approaches to reducing access include: (1) urging parents to turn in their guns to police; (2) repealing anti-gun control legislation; (3) making illegal gun trafficking a priority for local law enforcement; (4) increasing fees for gun licenses; and (5) establishing confidential hotlines to report students carrying guns at school. Methods offered for reducing young peoples' desire to carry and use firearms include: (1) teaching parents and children to channel anger without resorting to violence; (2) teaching at-risk youth effective conflict resolution methods; (3) increasing availability of mental health services; (4) providing safe places for youth to congregate; and (5) reducing the glorification of violence in the media. Includes ways of assessing the true cost of gun violence.   [More]  Descriptors: Accident Prevention, Adolescents, Children, Family Violence

Huber, Robert B. (1976). ERIC First Analysis: 1976-77 National High School Debate Resolutions (How Can the Criminal Justice System in the United States Best Be Improved?). The goal of this booklet is to assist debaters in developing problem-solving skills as represented in the 1976-77 debate topic: How can the criminal justice system in the United States best be improved? The sections of this document focus on the need for criminal justice reform; procedural steps in the criminal justice system; discussing or debating penal reform; lack of uniform codes; and gun control. The sections are geared toward the 1976-77 discussion questions and debate propositions. Such topics are discussed as police detention, prosecution, adjudication, procedures in the Department of Corrections, victimless crimes and prison population, need for new standards, pretrial delay, quality of probation and parole officers, mandatory sentences, and prisoner's rights. A lengthy reading list related to the debate topic is also included.   [More]  Descriptors: Communication (Thought Transfer), Criminal Law, Debate, Justice

Ward, Jill M. (1999). Children and Guns: A Children's Defense Fund Report on Children Dying from Gunfire in America. Asserting that escalating violence against and by children and adolescents is the manifestation of a range of serious and long neglected problems, this report examines the contribution of deadly firearms to the prevalence of violence in American communities, presents statistics on national trends, and describes state actions. Following an executive summary, the report presents trends in child and teen firearm deaths from 1979 to 1997 due to homicide, suicide, accident, and unknown intent. Age and racial differences in deaths due to firearms are also presented. In addition, state statistics for firearm deaths from 1995 to 1997 are presented in a tabular format. The report continues with an examination of actions taken by various states and communities to protect children from guns. Gun safety laws are described, including laws related to trigger locks, child firearm access prevention laws, and transfer/sale/possession restrictions. The type of gun control laws is delineated by state. The report concludes with recommendations for actions to be taken by parents and grandparents, educators, religious leaders, and community leaders. (Contains 26 references.) Descriptors: Accidents, Age Differences, Children, Comparative Analysis

Miller, Robert K. (1995). The Informed Argument: A Multidisciplinary Reader and Guide. Fourth Edition. Reflecting the belief that learning is best fostered by encouraging students to read, reflect, and write about serious issues, this book is designed to help students argue on behalf of their beliefs so that other people will take them seriously. The 85 readings gathered in the book (60 of which are new to the fourth edition) give students adequate information for writing about a variety of topics. Readings in the book are drawn from the fields of biology, business, education, history, journalism, law, literature, political science, psychology, public health, and sociology. Part 1 introduces students to the basic principles of argumentation they need to analyze the arguments they read and to compose arguments of their own. Part 2 discusses the evaluation, annotation, paraphrase, summary, synthesis, and documentation of texts. Part 3 presents sources for arguments on the topics of gun control, AIDS in the workplace, sexual harassment, immigration, culture and curriculum, freedom of expression, and literary criticism. Part 4 presents some classic arguments, including Jonathan Swift's "A Modest Proposal," Karl Marx's and Friedrich Engels'"Communist Manifesto," and Martin Luther King, Jr.'s "Letter from Birmingham Jail." Part 5 discusses how to find sources in a library. The book contains 13 essays written by students which respond to sources reprinted in the book. A glossary of terms is attached. Descriptors: Acquired Immune Deficiency Syndrome, Anthologies, Freedom of Speech, Gun Control

Turner Educational Services, Inc., Newtown, PA. (2000). CNN Newsroom Classroom Guides, May 2000. These classroom guides, designed to accompany the daily CNN (Cable News Network) Newsroom broadcasts for the month of May 2000, provide program rundowns, suggestions for class activities and discussion, student handouts, and a list of related news terms. Top stories include: U.S. Government files a proposal to split up Microsoft, terrorism source shifts from Middle East to South Asia, Lockerbie bombing trial begins, 30th anniversary of the Kent State University shootings, and the "ILOVEYOU" computer virus strikes worldwide (May 1-5); U.N. peacekeepers held hostage by rebel forces in Sierra Leone, investigators trace "ILOVEYOU" computer virus to an apartment in Manila, citizens evacuate to Freetown as rebel forces retreat in Sierra Leone, U.S. Court of Appeals hears the Elian Gonzalez case, and what began as a controlled fire rages uncontrolled in New Mexico (May 8-12); Mothers rally in Washington, D.C. to push for tougher gun control laws, Sierra Leone's RUF rebels release 139 U.N. hostages, Israel and Palestine pursue peace negotiations, rebel leader Foday Sankoh is captured in Sierra Leone, and the space shuttle Atlantis is poised to begin its voyage to the International Space Station (May 15-19); the future of U.S.-China trade, simulation exercises help U.S. authorities determine how to handle a terrorist attack, Israeli troops withdraw from their "security zone" on the Lebanese border, the U.S. House of Representatives approves Permanent Normal Trade Relations with China, and Lebanese declare a national holiday as Israeli troops withdraw from their county (May 22-26); Peru's President Fujimori declares victory in a race some say was fraudulent, and President Clinton begins a weeklong trip to Europe (May 30-31). Descriptors: Cable Television, Class Activities, Current Events, Discussion

Duker, Laurie, Ed. (1994). Youth Suicide and Guns. Firearm Facts. Whether or not a suicide attempt results in death depends in large part on the method chosen. If a teenager attempts suicide with a gun, his or her death is nearly guaranteed. This brief fact sheet presents data on firearms and suicide, the third leading cause of death for adolescents and young adults in the United States. Any number of societal or personal factors could be causing more American youths to attempt suicide, but the use of guns makes these attempts successful. Statistics are given for the lethality of different suicide methods, and a comparison of the youth firearm suicide rate in an American city and a Canadian city with strict gun control laws. Finally, the impact of drinking on suicides among teenagers with access to firearms is touched on.   [More]  Descriptors: Adolescents, Death, Gun Control, Guns

Post, Jory (1991). Into Adolescence: Stopping Violence. A Curriculum for Grades 5-8. Contemporary Health Series. This module presents a curriculum on violence prevention for middle school students. It begins with a discussion of what violence is. The second lesson helps students to examine the portrayal of violence in various media. In the third lesson, students examine their own anger and their own tendencies toward violence. The fourth lesson examines the dangers of fighting or becoming involved in a violent incident. In the fifth lesson, students are introduced to the idea of conflict resolution and learn three basic ways to resolve conflicts. In the sixth lesson, students discuss the issue of gun control, including the second amendment to the Constitution. The seventh lesson looks at the philosophy of nonviolence, using the actions of Mohandas Gandhi and Martin Luther King, Jr. to illustrate the principles of nonviolence. In the final lesson, students work in small groups as task forces to develop violence prevention plans. For each lesson, information is included on the objectives of the lesson, the time required, an overview of the lesson, instructional strategies, a list of teacher materials and preparation, the procedure, evaluation methods, and follow-up suggestions. Necessary worksheet and supplemental materials are included. Descriptors: Adolescents, Conflict Resolution, Intermediate Grades, Junior High School Students

Congress of the U.S., Washington, DC. House Select Committee on Children, Youth, and Families. (1989). Children and Guns. Hearing before the Select Committee on Children, Youth, and Families. House of Representatives, One Hundred First Congress, First Session. Law enforcement officials, experts in public health, criminologists, educators, and youth offered testimony intended to help Congress understand the scope of the threat of guns and firearm violence to young people and the strains of the firearm problem on public and community services. A fact sheet points out that: (1) increasing numbers of youth are killed by firearms; (2) guns in the home are more likely to be used to kill residents than guns of intruders; (3) guns, mostly handguns, are used in the majority of youth homicides; (4) guns are used in most youth suicides; (5) youth bring guns to school with increasing frequency; (6) gunshot injuries of children are increasing and burdening the health care system; and (7) firearms are more deadly than other weapons in assaults and suicides. The report provides data tables on trends in firearm violence among the young and firearm production by U.S. manufacturers 1973-85, and a paper by Gary Kleck, "Policy Lessons from Recent Gun Control Research."   [More]  Descriptors: Accidents, Community Problems, Crime, Federal Government

Phi Alpha Delta Fraternity International, Granada Hills, CA. Public Service Center. (1995). The Lesson Plan of the Month. Series 3. 10 Lesson Series. Focusing on current topics germane to law-related education (LRE), this guide features ten LRE lessons. As part of a series of lesson plans compiled by Phi Alpha Delta, this collection presents a lesson plan on current issues for each month of the school year. Intended for high school and middle school with adaptations for elementary school, the individual lessons focus on school violence, school prayer, gun control, stalking, media influences, balancing the budget, the meaning of character, nuclear proliferation, immigration, and the penal system. Each lesson plan provides a lesson description, objectives, key concepts and vocabulary, detailed steps for implementing the lesson, questions for class discussion, and suggestions for additional activities. The lessons also include handouts and other relevant teaching materials. Descriptors: Citizenship Education, Civics, Civil Liberties, Civil Rights

Park, J. Charles (1977). Education and the New Right. Ultra-conservatives calling themselves the "new right" have made recent gains because of grass-roots interest in issues such as blocking gun control legislation, stopping the Equal Rights Amendment, lowering taxes, and promoting religious fundamentalism. These gains raise serious questions about the future of American education. If a new-right coalition continues to grow, it is likely American education can expect another round of pressure from the ultra-conservatives to restrict funding and curricula. The consequences of eroding public support for education are significant, and unless educators are prepared to become involved in speaking firmly about the importance of education during times of change, diversity, and conflict, it is likely that many of the educational advances of the last few decades will be in jeopardy. Descriptors: Educational Innovation, Political Attitudes, Public Support, School Support

Who's Who among American High School Students, Northbrook, IL. (1991). 22nd Annual Survey of High Achievers: Attitudes and Opinions from the Nation's High Achieving Teens. This study surveyed high school students (N=1,879) who were student leaders or high achievers in the spring of 1991 for the purpose of determining their attitudes. Students were members of the junior or senior high school class during the 1990-91 academic year and were selected for recognition by their principals or guidance counselors, other faculty members, national youth organizations, or the publishing company because of their high achievement in academics, activities, community service, athletics, or their performance in national scholarship or award contests. Statistical results from the study are presented in these areas: demographics; education; employment/spending money; college plans; careers and lifestyles; global economy; environment/politics; hero/heroine for 90s/Persian Gulf War/Armed Forces; suicide; dating/marriage; Acquired Immune Deficiency Syndrome; sexual issues; abortion; drugs/alcohol/tobacco; date rape; death penalty; and gun control. Descriptors: High Achievement, High School Seniors, High School Students, High Schools

Romanowski, Michael H. (1998). What U.S. History Textbooks Fail To Tell Students about Religion and Faith. Current history textbooks include Christianity in their discussion of U.S. history. A study systematically examined the content of secondary U.S. history textbooks to evaluate the portrayal Christianity. The content of 10 of the nation's most widely used secondary U.S. history textbooks was analyzed. All excerpts dealing with Christianity in contemporary U.S. history were initially examined, and passages were then analyzed in search of recurrent themes. After several readings, emergent themes were identified and categories developed. Pertinent excerpts were then coded into appropriate categories. Findings revealed that 9 out of 10 U.S. history textbooks address Christianity. References made about Christianity usually refer to evangelical Christianity which is often linked with the religious right. Regarding most U.S. history textbooks little effort is made to highlight the importance of the relationship among faith, religion, and historical events. For example, textbooks reduce the faith and beliefs of the religious right to political issues such as positions against abortion, drugs, pornography, gun control, and positions in favor of school prayer, free enterprise, and a strong military. In many textbooks Christianity is given shallow treatment, and described as old-fashioned and extreme. Textbooks fail to provide students with any type of in-depth understanding of the basic beliefs of Christianity and religion is not discussed beyond political activism. Contains 30 references and a list of the textbooks surveyed.   [More]  Descriptors: Christianity, Content Analysis, Discourse Analysis, Language Role

Institute of Life Insurance, New York, NY. (1975). Current Social Issues: The Public's View. Findings from a Series of National Surveys, Spring 1975. The findings of this national survey of public attitudes are the second in a series of reports reflecting important trends in American society. The survey is one of a number made on behalf of the life insurance business by the Institute of Life Insurance. Data for the survey were collected in personal interviews with 1,500 to 3,000 adults. Scientific procedures were followed to make the samples representative of the United States population 18 years old and over. Findings report the public's view on new attitudes toward the family, changes in traditional sex roles, people's orientation toward the present versus the future, feelings of personal control or lack of control, consumerism, civil rights, birth control, gun control, marijuana legalization, and communal living. The findings are reported in statistical percentage charts, along with brief narratives which analyze and interpret the data.   [More]  Descriptors: Consumer Economics, Family Life, Futures (of Society), National Surveys

Turner Educational Services, Inc., Newtown, PA. (2000). CNN Newsroom Classroom Guides, October 2000. These classroom guides, designed to accompany the daily CNN (Cable News Network) Newsroom broadcasts for the month of October 2000, provide program rundowns, suggestions for class activities and discussion, student handouts, and a list of related news terms. Top stories include: Chinese authorities detain Falun Gong protesters on Tiananmen Square and Pope John Paul II angers China by canonizing Chinese martyrs, U.S. presidential candidates prepare for the first presidential debate, U.S. presidential candidates debate education issues, Danville, Kentucky prepares for the first U.S. vice presidential debate, and Yugoslav protesters seize parliament (October 2-6); Yugoslavian president Vojislav Kostunica takes office, recent clashes between Arabs and Israelis concern neighboring Arab states, North Korea observes 55 years of communism with celebrations, Al Gore and George W. Bush meet in the second presidential debate, and Violence in the Mideast and an attack on a U.S. ship in Yemen have far-reaching consequences, concern over Mideast tensions threaten tight oil supply, hope of a Mideast peace (October 9-13); investigation of the attack on the USS Cole continues, Jerusalem's Arabs and Jews share a pessimistic outlook on the peace process, Middle East clashes continue despite an Israeli-Palestinian agreement, a memorial service is held for the crew of the USS Cole, and the U.S. Senate to ease Cuban trade sanctions (October 16-20); Israeli Prime Minister Barak calls for a "time out" from the peace process, U.S. Secretary of State Madeleine Albright visits North Korea, AT&T to unveil a breakup plan designed to boost shareholder value, one expert predicts an especially severe flu season, and the Pentagon reviews U.S. warship security procedures (October 23-27); prescription drug coverage is an important issue for U.S. presidential candidates, and U.S. presidential candidates' views on gun control differ (October 30-31). Descriptors: Cable Television, Class Activities, Current Events, Discussion

Bonderman, Judith; And Others (1991). Teaching the Bill of Rights: The Case of the Second Amendment. A Critique of Existing Educational Materials and Suggestions for Change. This report contends that most U.S. history and government textbooks give only cursory attention to the Second Amendment "…the right of the people to keep and bear arms…" to the U.S. Constitution, and most endorse a particular political view of the amendment, rather than providing the necessary background for an informed political discussion of gun control. The report begins by summarizing court decisions on the Second Amendment and then provides examples of what students are being taught about the Second Amendment based on a review of 40 leading U.S. history and civics textbooks. Three appendices are included: (1) Court Decisions Supporting "Militia" Interpretation of the Second Amendment; (2) Review of Textbook Discussions of the Second Amendment; and (3) Excerpts From Textbooks Reviewed.   [More]  Descriptors: Constitutional History, Constitutional Law, Gun Control, History Instruction

Bibliography: Gun Control (page 03 of 10)

This bibliography is independently curated for the Positive Universe website.  Some of the authors featured on this page include Laurie Duker, Curriculum Review, Raymond S. Rodgers, Washington Pew Research Center for the People and the Press, Donna Harrington-Lueker, David Lester, Jeffrey C. Browne, Philadelphia Lutheran Social Mission Society, Terry Grandison, and David McDowall.

Lester, David; Murrell, Mary E. (1982). The Preventive Effect of Strict Gun Control Laws on Suicide and Homicide, Suicide and Life-Threatening Behavior. Examined state gun control laws and used a multidimensional scaling technique to study the relationship of strictness and death rates. Results showed states with stricter laws had lower suicide rates by firearms but higher rates by other means. No effect on homicide was found. Descriptors: Etiology, Gun Control, Laws, Prevention

Duker, Laurie, Ed. (1994). Gun Sales. Firearm Facts. Minimal federal regulations on firearm sales have facilitated the proliferation of guns, gun owners, and gun dealers in the United States. This fact sheet offers data on the growing number of firearm dealers, the relative ease of obtaining and keeping a license to sell guns from the Federal Bureau of Alcohol, Tobacco, and Firearms, the lack of safety standards and effective gun control legislation, and the number of new guns being produced. Also provided is a brief description of the Brady law and its immediate effectiveness.   [More]  Descriptors: Certification, Crime, Federal Legislation, Gun Control

Mertz, Gayle; Mertz, David (1995). Proposed Federal Gun-Control Amendment. Student Forum, Update on Law-Related Education. Presents an outline for a student-run forum on a proposed federal gun control amendment. Procedures include mandatory reading assignments and researching the issue. Students role-play fictional representative characters and later facilitate discussions. Concludes with a vote on the amendment. Descriptors: Citizenship Education, Compliance (Legal), Court Litigation, Court Role

McDowall, David; Loftin, Colin (1983). Collective Security and the Demand for Legal Handguns, American Journal of Sociology. Law confidence in collective security contributes to the need for and the resistance to gun control policies. Time-series data on legal gun demand in Detroit from 1951 to 1977 are consistent with a model in which individuals respond to high violent crime rates, civil disorders, and police strength. Descriptors: Civil Disobedience, Crime, Gun Control, Guns

Anderson, James F.; Dyson, Laronistine; Grandison, Terry (1998). Spinal Cord Injury as a Permanent Consequence of Victimization in Random Violence: A Public Health Perspective, Journal of Offender Rehabilitation. Traumatic spinal cord injuries resulting from criminal violence is a growing public health concern. Citing the criminal justice system's failure to reduce violence and the costs of treating injuries, a public health-education approach is advocated. Approaches to prevention, gun control, and a comprehensive family policy are discussed. Descriptors: Costs, Crime Prevention, Economic Impact, Health Education

Browne, Jeffrey C.; Van Dunk, Emily; Perloff, William H. (2003). Aiming for Safety: A Survey of Public Opinion on Gun Policy in Wisconsin. A Wiskids Count Special Report, 2003. Noting that in Wisconsin, 146 children have died as a result of gunfire in the preceding 5 years [1996-2000], this report provides a detailed look at the issue of handgun safety from the perspective of citizens living in Wisconsin. Participating in the state-wide telephone interviews were 600 adult residents representative of the adult state population with respect to race, gender, education, income, and geography. Survey findings revealed that the majority of Wisconsin citizens are in favor of gun control but are also opposed to measures that would ban handguns entirely or make them easier to obtain. Seventy percent support handgun safety legislative action and most believe there should be laws requiring handguns to have safety features. Most residents do not believe that handguns in homes or in the hands of women deter violence. The most often cited causes of handgun violence were gangs and drugs. Other factors related to handgun violence included improper handgun storage, lack of training in the proper use of handguns, the media, and domestic violence. Most respondents do not believe that gun violence is getting worse in their communities or that handguns can be easily obtained. Gun ownership has increased among Wisconsin residents significantly, with 50 percent of households owning a shotgun, up from 38 percent in the late 1990s. Twenty-six percent of households have handguns, up from 8 percent in 1997. In addition to survey findings, the report includes an essay discussing the effects that violence has on children and focusing on the cognitive, emotional, and developmental harm done by witnessing or being a victim of violence. A description of the survey methodology is appended.   [More]  Descriptors: Child Safety, Children, Gun Control, Guns

Duker, Laurie, Ed. (1994). Unintentional Gun Deaths among Children. Firearm Facts. Children are at risk of being killed or injured by a gun if their parents own a gun because many guns obtained for self-defense are kept loaded and within reach of children. This brief fact sheet presents statistical information relating to accidental deaths involving young people and firearms. Safety measures are suggested for preventing accidental shootings, such as keeping guns locked up and requiring trigger locks or loading indicators. Support is given for stricter gun control legislation affecting gun manufacturers. Includes one graph on unintentional firearm mortality rates by gender and age group.   [More]  Descriptors: Accident Prevention, Adolescents, Children, Gun Control

Rodgers, Raymond S. (1983). The Rhetoric of the NRA: Handgun Control Legislation, Vital Speeches of the Day. A speech communication professor applies his rhetorical training to an analysis of the NRA's opposition to gun control legislation. (Available from City News Publishing Co., Box 606, Southold, NY 11971; sc $1.25.) Descriptors: Federal Legislation, Gun Control, Higher Education, National Organizations

Sembor, Edward C. (1997). Citizenship, Diversity and Distance Learning: Videoconferencing in Connecticut, Social Education. Profiles a videoconference that brought together two seventh-grade classes in Connecticut. Over several days, white, middle-class, rural students discussed topical issues with urban black students. Topics raised included diversity, politics, gun control and local issues. Includes students' responses to the program. Descriptors: Citizen Participation, Citizenship Education, Cultural Pluralism, Democratic Values

Reynolds, Christopher (1997). Issue Management and the Australian Gun Debate, Public Relations Review. Examines the rise and fall of media coverage of the issues of gun control and political conflict in Australia after an incident of mass murder in April 1996. Aims to reveal the issue management process that occurred and the hidden agendas that motivated the political and media activity. Demonstrates the media's role in the creation of issue salience. Descriptors: Agenda Setting, Foreign Countries, Gun Control, Guns

Curriculum Review (1979). Social Studies: Law Education. Reviews 11 series, texts, supplements, kits, and professional references for law instruction, including civil and criminal law, the Bill of Rights, and controversial legal issues: arson, gun control, capital punishment, and euthanasia. While all grade levels are covered, the emphasis is on secondary-level materials. Descriptors: Annotated Bibliographies, Book Reviews, Civics, Criminal Law

Callahan, Tim; Felton, Randall (1980). The Newspaper in the Social Studies Classroom: An Issue Oriented Curriculum. Social studies teachers can involve their students in an issues-oriented curriculum by using the least expensive, least threatening medium available, the newspaper. The newspaper's stock in trade is the relevant, timely issue–just what is missing from all too many social studies classrooms. In dealing with issues in social studies classrooms, teachers are only limited by their imaginations. For example, three specific issues that can be explored through the use of the newspaper are gun control, capital punishment, and societal roles. Each issue can become an activity unit that would be approximately 1 to 2 weeks in length. A collection of news articles, editorials, letters to the editor, syndicated columns, editorial cartoons, and even advertisements would be useful to a discussion of gun control. The controversy surrounding capital punishment can be explored through a study of editorial pages. The advertising media of newspapers is a good place to examine how societal roles are changed or perpetuated. (Discussion questions and sequential activities are suggested for each topic issue.)   [More]  Descriptors: Content Area Reading, Instructional Materials, Learning Activities, Newspapers

Pew Research Center for the People and the Press, Washington, DC. (2000). A Year after Columbine: Public Looks to Parents More than Schools To Prevent Violence. An April 2000 telephone survey queried a nationwide sample of 1,000 adults, including 283 parents of children ages 5 to 17 years, concerning school violence and other issues in the news. The vast majority of those surveyed said they believe it is the responsibility of parents to ensure that school shootings, such as occurred at Columbine High School, are not repeated. Approximately 70 percent of parents said that the Columbine violence has had some impact on their feelings about the safety of their children at school. Eighty-five percent of adults placed the responsibility for preventing future school violence incidents in the hands of parents. Attitudes on gun control remained unchanged from a year earlier, with 66 percent saying that controlling gun ownership was more important than protecting Americans' rights to own guns. Gender and political party differences remain. The majority indicated that more jobs and community programs for young people would reduce violent crime and that it is more important to enforce existing gun laws than to enact new statutes. Sixty percent said they believe that paying more attention to children with antisocial attitudes would be more effective than increasing school security, passing stricter gun control laws, or reducing violence in popular entertainment. Parents are split on what they think is the main reason youth commit violent acts, with about one-third each stating that parental upbringing or media violence is at fault. (A tabulation of survey responses for each question is attached.)   [More]  Descriptors: Child Safety, Elementary Secondary Education, Gun Control, Legislation

Harrington-Lueker, Donna (1992). Blown Away, American School Board Journal. The number of students killed or injured by gunfire while at schools is increasing. The National Rifle Association, the nation's powerful gun lobby, has a gun safety program; however, children's advocates say stricter gun-control laws are necessary. Briefly cites 24 gun incidents and describes 4 semiautomatic pistols that were among the firearms used in this year's incidents. Descriptors: Elementary Secondary Education, Gun Control, Guns, Prevention

Lutheran Social Mission Society, Philadelphia, PA. Lutheran Settlement House. (1994). Women's and Community Issues Magazine. Final Report. General Educational Development (GED), pre-GED, and adult basic education students and teachers in Lutheran Settlement House Women's Program GED classes participated in the production of two magazines focusing on women's and community issues. The process included the following: surveying GED classes to determine which current issues were of paramount interest; distributing survey results to teachers and students with some preliminary student writings; looking for and collecting articles from local newspapers that were relevant to the issues selected; circulating articles for reading and discussion in classrooms; submitting student writings for publication; establishing an editorial review board for selection and preparation of writings; and printing and distribution of the two issues. GED students who participated showed some improvement in essay-writing skills as measured by the Official GED Practice Test and the actual GED Writing Skills test. Appendixes include the women's issues and community issues survey and a women's issues article review. The two magazines produced follow the report. Issue 1 includes the sample survey form and survey results and student responses to these issues: abuse of children, AIDS, domestic violence, the homeless, abortion/fertility, and gun control/violence. Issue 2 contains materials from the New Beginnings graduation and awards ceremony–welcome, agenda, speakers' biographies, lists of graduates and awardees–and student responses to these issues: homelessness, AIDS, domestic violence and gun control/violence, abuse of children, abortion and fertility, and welfare reform.   [More]  Descriptors: Adult Basic Education, High School Equivalency Programs, Periodicals, School Publications

Bibliography: Gun Control (page 02 of 10)

This bibliography is independently curated for the Positive Universe website.  Some of the authors featured on this page include Wayne H. Slater, Glenn H. Utter, Se-Kang Kim, Broeck N. Oder, Christine Watkins, Gary Kleck, Marie Mackay Murphy, Amy N. Edwards, Linda Heath, and Henny H. Kim.

Utter, Glenn H. (2000). Encyclopedia of Gun Control and Gun Rights. This reference volume provides information on gun control and gun rights, including resources on the debate surrounding the Second Amendment and individuals and organizations focused on gun issues, along with statutes, court cases, events, and publications surrounding this current topic. Highlighted are the important organizations and their leaders and their positions and activities. Entries on individuals provide basic career information and a detailed description of the person's stand on gun control. Important cases are presented and both their impact on the law and the strategies of participants are discussed. Some of the features of the book include an introductory essay by the author outlining current problems as well as the historical background of gun control issues; more than 300 alphabetically arranged entries; a brief bibliography and cross-references to related items at the end of individual entries; charts, including a state-by-state listing of constitutional provisions relating to the right to bear arms; tables and photographs; and Web sites. Subjects covered include schools and guns, gun-free schools, and the Littleton, Colorado, school shooting. Descriptors: Civil Liberties, Constitutional History, Constitutional Law, Current Events

Hofmann, Mary (2005). Electing Research: Creating a Research Elective Is a Great Way to Teach In-Depth Skills, School Library Journal. Mary Hoffman, was having a hard time teaching in-depth research skills to her middle school students, due to time limitations. So last fall, she approached her principal with an unprecedented idea: to offer kids a semester-long elective on research. What better way to teach comprehensive, analytical skills to those who really wanted a challenge? The principal liked the idea, and she immediately began planning for the class. This article describes the planning, and implementation, one creative teacher employed as she designed a way to carve out a time slot in order to acquaint students with research techniques as this class progressed through the semester. During the first half of the semester, students worked in pairs to research their chosen controversial topics, such as prison reform, gun control, cloning, and abortion. The students would then debate, give PowerPoint presentations, and hand in well-written and documented research papers based on guidelines in an eight-page research packet that she had developed for them. During the second half of the semester, students worked independently and chose their own research topics and method of presentation, guided by her research packets. By the end of the semester, all of the students were seasoned researchers. Descriptors: Research Methodology, Research Skills, Middle School Students, Student Research

Heath, Linda; Weeks, Kyle; Murphy, Marie Mackay (1997). Gun Attitudes and Fear of Crime, Journal of Offender Rehabilitation. Using three studies, examined the relationship between attitudes toward guns and fear of crime. Findings indicate a connection between fear of crime and attitudes toward guns: people higher in fear of crime favored gun control. Results also established a relationship between stereotypical beliefs about gun victims and support for gun control. Descriptors: Anxiety, Attitude Measures, Attitudes, Crime

Davies, Gordon K. (2008). Connecting the Dots: Lessons from the Virginia Tech Shootings, Change: The Magazine of Higher Learning. The shootings that took place last spring on the campus of Virginia Polytechnic Institute and State University, located in Blacksburg, Virginia, elicited a host of reactions, many deeply emotional. In groups of college and university presidents, the response was generally empathetic. Indeed, they were right to be put on alert by the random and unpredictable nature of a disaster like the loss of 33 lives at this large and generally peaceful landgrant university. In the days following the mass killings, Virginia Governor Tim Kaine quickly established a panel to investigate the events leading up to that day, the incidents themselves, and their immediate aftermath. The author was among the eight members of the panel, which was chaired by Col. Gerald Massengill, former Superintendent of the Virginia State Police. Some of what the panel ultimately reported to Governor Kaine pertains primarily to Virginia and to the university. Many of its recommendations are relevant to all 50 states and to most of the approximately 4,000 colleges and universities in the nation. This article discusses the panel's findings and offers seven crucial lessons learned from the tragedy: (1) States should provide sufficient outpatient mental-health services; (2) States should comply with the Federal Gun Control Act; (3) Congress and the state legislatures should review federal and state privacy laws, and universities should know what they do and do not permit; (4) Colleges and universities should communicate, both within themselves and beyond; (5) Write a plan that fits; (6) Make formal arrangements, and practice; and (7) Develop a way to access students' mental-health records.   [More]  Descriptors: Health Services, Police, Gun Control, School Security

Slater, Wayne H. (1998). The Effects of 11th Graders' Opinions on Their Interpretation of Conflicting Arguments, National Reading Conference Yearbook. Examines how individual differences in epistemological beliefs, strength of beliefs, and need for cognition affected the written conclusions that 11th graders constructed after reading a passage presenting arguments opposing and supporting gun control. Descriptors: Controversial Issues (Course Content), Critical Thinking, Grade 11, Guns

Frisby, Craig L.; Kim, Se-Kang; Wolfmeyer, Mary Anne (2005). Identifying Core Profiles in Attitudes toward School Violence, Journal of School Violence. Focus group methods for studying opinions and perceptions of school violence are effective for understanding differences among individuals, but cannot report these differences in a concise manner. Traditional quantitative methods for analyzing data from school violence perception surveys allow for the concise reporting of data, but cannot effectively provide information on individual differences. Typically, survey studies report group frequencies separately for individual items and/or subscales, which obscures individual differences. The Profile Analysis via Multidimensional Scaling (PAMS) approach provides a means for researchers to study individual differences in the degree to which a person's data on multivariate instruments correspond with a smaller number of "core" profiles that underlie data. An Attitude Toward School Violence inventory, rooted in Q methodology, was developed to assess participants' attitudes toward statements designed to explain the causes of, or appropriate interventions for, school (particularly gun) violence. The inventory was administered to a diverse convenience sample of 456 participants consisting of university students, public school teachers and administrators, school psychologists, and others. After appropriate data analyses, the original 64 item inventory was reduced to 37 items, from which 7 acceptable components were extracted. A PAMS analysis was performed on this data, which extracted two "core" profiles. One core profile reflects attitudes that blame school violence on the media, the lack of religious perspectives in schools and society, and irresponsible parenting. The second core profile reflects a strong endorsement of gun control and increased efforts to get direct help for students with emotional problems. The interpretation of person weights and implications for future research are discussed.   [More]  Descriptors: Weapons, Emotional Problems, Violence, Public School Teachers

Mark, Melvin M.; And Others (1985). Content Validity in Evaluation and Policy-Relevant Research, Evaluation and Program Planning: An International Journal. The role of content validity in policy-relevant research is illustrated in a study contrasting results of surveys concerning public opinion toward gun control. Inadequate content validity threatened inferences about the overall level of support for gun control, but not about opinion difference between sexes or respondents of varying political affiliations. Descriptors: Attitude Measures, Gun Control, Higher Education, Inferences

Lester, David (1988). Gun Control, Gun Ownership, and Suicide Prevention, Suicide and Life-Threatening Behavior. Explored relationship between the extent of gun ownership and the strictness of gun control laws to suicide and homicide rates in the nine major geographic regions of the United States. Found gun ownership, rather than the strictness of gun control laws, was the strongest correlate of the rates of suicide and homicide by guns. Descriptors: Differences, Gun Control, Incidence, Prevention

Kleck, Gary (1996). Crime, Culture Conflict, and the Sources of Support for Gun Control, American Behavioral Scientist. Questions whether attitudes towards gun control are influenced primarily by exposure to high crime rates, prior victimization, and fear of crime, or result from membership in social groups hostile to gun ownership. Maintains that support for gun control is more a product of culture conflict than a response to crime. Descriptors: Crime, Cultural Background, Cultural Influences, Culture Conflict

Caetano, Donald F. (1979). The Domestic Arms Race, Journal of Communication. Discusses the relationship of familial influence, victimization, gun ownership, and attitudes toward gun control. Victims whose parents owned guns are much more likely to own guns and oppose legislation. Descriptors: Crime, Family Attitudes, Family Influence, Family Role

Oder, Broeck N. (1998). Teaching the Meaning of the Second Amendment: A Brief Note on Recent Research, OAH Magazine of History. Provides a brief overview of historical and legal scholarship on gun control and the Second Amendment to the United States Constitution. Limits its scope to works by acknowledged legal and historical scholars, avoiding contemporary pro- and anti-gun-control opinion pieces. Includes a bibliography of further resources for teachers. Descriptors: Civil Liberties, Civil Rights, Constitutional History, Courts

Watkins, Christine (1997). Gun Control: The Debate and Public Policy, Social Education. Provides an overview and background information on the debate over gun control, as well as several teaching ideas. Handouts include a list of related topics drawn from various disciplines (economics, U.S. history), seven arguments for and against gun control, and a set of policy evaluation guidelines. Descriptors: Constitutional Law, Controversial Issues (Course Content), Current Events, Debate

Edwards, Amy N.; Walker, Tim (1994). To Keep and Bear Arms: Gun Control and the Second Amendment. Teacher's Guide. This teacher's guide is designed to accompany the two-part videotape "To Keep and Bear Arms: Gun Control and the Second Amendment." The videotape and teacher's guide should help students to: (1) understand the history of the Second Amendment; (2) examine how guns and gun control laws affect people's lives; (3) compare and contrast the many perspectives and viewpoints Americans have on the Bill of Rights, gun control, and crime in the United States; and (4) develop informed opinions about the issue and discuss the future of gun control. The guide contains four activities that involve class discussions and small-group work. Student handouts are provided. The active learning approach encourages students to go beyond recognition or knowledge of facts to begin analyzing, synthesizing, and evaluating the issues and concepts being studied. Descriptors: Citizenship Education, Civics, Civil Liberties, Constitutional Law

Kim, Henny H., Ed. (1999). Guns and Violence. Current Controversies. This book focuses on gun violence and gun control, presenting both sides of arguments about firearms ownership and gun control. Each of five chapters poses a question about gun control and provides answers for both sides of the question. The following essays are included: (1) "Gun Violence Is Becoming an Epidemic" (Bob Herbert); (2) "Gun Violence Is Increasing among Children" (Sandy Grady); (3) "Gun Violence Is Overwhelming the Nation's Health Care System" (Susan Headden); (4) "Gun Violence Is Killing Many Young People" (Jennifer Weiner); (5) "Guns Can Prevent Violence" (John R. Lott, Jr.); (6) "Guns Should Not Be Blamed for Violence" (Don Feder); (7) "The Public's Fear of Violent Crime Is Excessive" (Beth Shuster); (8) "America's Gun Violence Problem Is Exaggerated" (Ted Drane); (9) "Enforcing Gun Control Laws Can Reduce Murders" (Jeffrey A. Roth); (10) "Supporting Gun Control Legislation Would Reduce Crime" ("Glamour" magazine); (11) "Controlling Legal Gun Ownership Does Not Reduce Crime" (John R. Lott, Jr.); (12) "Increased Gun Control Would Result in More Burglaries" (David Kopel); (13) "Domestic Violence Gun Control Laws Hinder Crime Reduction" (James Bovard); (14) "The Second Amendment and Gun Control: An Overview" (Wendy Kaminer); (15) "Gun Control Is Constitutional" (Melissa Huelsman); (16) "The Second Amendment Does Not Guarantee the Right To Own a Gun" (Join Together); (17) "Supreme Court Decisions Support the Constitutionality of Gun Control" (Roger Simon); (18) "Gun Control Is Not Constitutional" (Stephen P. Halbrook); (19) "A Threatened Second Amendment Threatens Freedom" (Charlton Heston); (20) "Gun Control Denies Citizens' Rights (George Detweiler); (21) "Restrictions on Gun Ownership Are the First Step toward Confiscation" (Brian Puckett); (22) "Gun Ownership and Self-Defense: An Overview" (Fred Guterl); (23) "Gun Ownership Provides Effective Self-Defense" (Sarah Thompson); (24) "Gun Ownership Displays Responsible Behavior" (Tara Powell); (25) "Gun Owners Protect Themselves from Crime" (Stephen Chapman); (26) "Gun Ownership Does Not Increase Personal Safety" (Robin Arquette); (27) "Guns in the House Endanger Innocent Lives" (Jane E. Brody); (28) "Gun Ownership Is Not Effective Self-Defense for Women" (Ann Jones); (29) "Ways To Reduce Gun Violence: An Overview" (Michael D'Antonio); (30) "Spiritual Involvement Would Reduce Gun Violence" (Caleb Rosado); (31) "Controlling Gun Manufacturers Would Reduce Gun Violence" (William Greider); (32) "Holding Gun Manufacturers Accountable Would Reduce Gun-Related Deaths" (Sarah Brady); (33) "Treating Gun Violence as a Public Health Issue Could Reduce the Problem" (George M. Anderson); (34) "Responsible Gun Ownership Would Reduce Gun Violence" (Bart Kendrick); and (35) "Getting Involved Can Help Reduce Gun Violence" (Michigan Partnership To Prevent Gun Violence). (Contains 56 references.) Descriptors: Crime, Elementary Secondary Education, Gun Control, Guns

Spitzer, Robert J. (1999). The Gun Dispute, American Educator. Explores the debate over gun ownership and gun control in the United States, focusing on the historic place of guns in U.S. society. The current national mood is more receptive than ever to restricting and regulating adolescent access to guns in light of recent school shootings. Descriptors: Adolescents, Gun Control, Guns, Prevention

Bibliography: Gun Control (page 01 of 10)

This annotated bibliography is reformatted and customized for the Positive Universe website.  Some of the authors featured on this page include Leslie A. Biastro, Tania Gastao Salies, William R. Tonso, Lisa Leishman, Carol Shaw Austad, Jeffrey M. Jenson, Catherine Hawke, Stella L. Mulberry, Charles F. Williams, and Karen H. Larwin.

Beaudoin-Ryan, Leanne; Goldin-Meadow, Susan (2014). Teaching Moral Reasoning through Gesture, Developmental Science. Stem-cell research. Euthanasia. Personhood. Marriage equality. School shootings. Gun control. Death penalty. Ethical dilemmas regularly spark fierce debate about the underlying moral fabric of societies. How do we prepare today's children to be fully informed and thoughtful citizens, capable of moral and ethical decisions? Current approaches to moral education are controversial, requiring adults to serve as either direct ("top-down") or indirect ("bottom-up") conduits of information about morality. A common thread weaving throughout these two educational initiatives is the ability to take multiple perspectives–increases in perspective taking ability have been found to precede advances in moral reasoning. We propose gesture as a behavior uniquely situated to augment perspective taking ability. Requiring gesture during spatial tasks has been shown to catalyze the production of more sophisticated problem-solving strategies, allowing children to profit from instruction. Our data demonstrate that requiring gesture during moral reasoning tasks has similar effects, resulting in increased perspective taking ability subsequent to instruction. A video abstract of this article can be viewed at www.youtube.com/watch?v/gAcRIClU_GY   [More]  Descriptors: Ethical Instruction, Thinking Skills, Logical Thinking, Nonverbal Communication

Alger, Jonathan (2008). Colleges Must Be Forearmed with Effective Policies on Weapons, Chronicle of Higher Education. By the end of June, the U.S. Supreme Court will issue its first decision in many decades on the meaning of the right to keep and bear arms under the Constitution. The ruling could have a significant impact on federal gun-control regulations. The Second Amendment has historically not been held to apply to state regulations, but a decision by the court could influence the tone and substance of debates at the state level. In light of that impending decision, and in the wake of the shootings at Virginia Tech and Northern Illinois University, those who work at colleges should be reviewing their policies regarding weapons on their campuses. The composition of the Supreme Court and the questions asked during the oral arguments have led many experts to believe that the court will reinforce the notion that the Second Amendment protects an individual's right to own guns, and perhaps will make it more difficult to justify some of the more-stringent prohibitions in gun-control regulations and policies. "Context matters" when applying constitutional standards, as former Justice Sandra Day O'Connor stated in "Grutter v. Bollinger", the affirmative-action case concerning University of Michigan Law School admissions. When it comes to the regulation of weapons, the context of higher education is not the same as that of hunting, or even city or rural life. In academe the context is meant to protect vigorous, open, safe debate about ideas like those at stake in the Supreme Court case itself. Many people, including the author, feel that lethal weapons do not belong in that context, other than in the hands of trained law-enforcement professionals, with limited exceptions for specific purposes as he discusses here.   [More]  Descriptors: Weapons, Court Litigation, Gun Control, Universities

Shelley, Fred M.; Hitt, Ashley M. (2016). Purple States in the 2016 Presidential Election, Geography Teacher. Given the nature of the Electoral College system, the two major political parties concentrate on winning the electoral votes of those states in which the preference of voters are divided evenly. Thus, the parties and their candidates ignore states such as Wyoming and Oklahoma, which are reliably Republican, and they ignore states such as Massachusetts and Maryland, which are reliably Democratic. Rather, they concentrate their resources on states that are likely to go either way. These states are known as purple states, swing states, or battleground states. The term "purple state" comes from the fact that television networks use red to represent Republican victories and blue to represent Democratic victories. Thus, Wyoming and Oklahoma are red states and Massachusetts and Maryland are blue states. Elections are won and lost in purple states; in other words, where votes are cast for candidates is as important as how many popular votes are cast for these candidates (Sabato, Kondik, and Skelley 2016). Which states that have been blue or red previously might become purple states? On the Democratic side, Clinton's strength among urban and minority voters might help her candidacy in parts of the South, especially in large cities. Thus, normally Republican Georgia and Texas, as two of the most urbanized states in the South, could become purple states given large minority and relatively progressive populations in cities such as Atlanta, Houston, Austin, and San Antonio. On the other hand, Trump's support among working-class white voters, as shown in the primaries, may help him in such normally Democratic states in the North such as Pennsylvania, Michigan, and Wisconsin (Kapur 2016). Trump's appeal to working-class voters, especially men, is associated with his opposition to free-trade agreements that are seen as taking away manufacturing jobs, along with his opposition to stronger gun control laws. Overall, it is clear that the conventional wisdom associated with the identification of purple states, along with efforts to win their electoral votes, may disappear in this highly unconventional election year. The states that will win and lose the election may be very different than has been the case in recent elections.   [More]  Descriptors: Presidents, Elections, Voting, Political Campaigns

Jenson, Jeffrey M. (2007). Aggression and Violence in the United States: Reflections on the Virginia Tech Shootings, Social Work Research. Aggression and violence in the United States remain vexing problems that require several key responses. First, universal prevention programs and targeted treatment strategies for people at risk of aggressive behavior are needed to address the established link between mental illness and the potential for violence. Sadly, many perpetrators of gun violence are themselves victims of mental illness who find it all too easy to obtain and use firearms (Freedenthal, 2007). Efficacious interventions that break the potentially dangerous relationship between violence and mental illness should be a public policy priority. Finally, in an effort to find legislative solutions to regulate firearms effectively, lobbying efforts aimed at sane gun control policies must be a public policy priority. Social work's presence in these efforts should be continued and enhanced.   [More]  Descriptors: Public Policy, Prevention, Weapons, Social Work

Mulberry, Stella L. (2010). Political Identity of First-Year College Students: An Analysis of Student Characteristics Using Cooperative Institutional Research Program (CIRP) Data, ProQuest LLC. This quantitative study utilized secondary self-reported data from the 2008 administration of the Cooperative Institutional Research Program (CIRP) Freshman Survey from two Texas public universities to investigate the pre-college demographic, academic, attitude, behavioral, and familial factors that may relate to students' self-reported political identities. The study design was correlational regarding the relationship of the demographic, academic, attitude, behavioral, and familial independent variables to the dependent variable of the students' political identities. ANOVA main effects for the independent variables were calculated, and statistical significance required the p less than 0.05 level.   The statistically significant demographic factors were native English-speaking status; enrollment status; citizenship status; religious preference; and race. The statistically significant academic factor was intended major. The statistically significant attitude factors were opinions regarding social issues such as criminal rights; abortion rights; the death penalty; the legalization of marijuana; homosexual relationships and same-sex marriage; racial discrimination; income taxes; affirmative action; military spending and voluntary military service; gun control; the environment; national health care; immigration; personal success; political dissent; and free speech. Other statistically significant attitude factors related to personal goals of making artistic and scientific contributions; being politically influential and politically knowledgeable; raising a family; participating in environmental programs and community action programs; developing a life purpose; promoting racial understanding; and promoting cultural understanding. The statistically significant behavioral factors were the frequency with which students participated in activities such as attending religious services; smoking; feeling overwhelmed or depressed; playing a musical instrument; discussing politics; and being involved in political campaigns. Other statistically significant behavioral factors were the frequency with which students participated in critical thinking activities such as using logical arguments to support their opinions; seeking alternative solutions to problems; researching scientific articles; exploring topics of personal interest; and accepting mistakes. The statistically significant familial factors were the religious preferences of the students' fathers and mothers.   The results can give insight into the political characteristics of the students with whom student affairs professionals work. They can be used to inform the planning and implementation of educational programs that aid in students' political identity development.   [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: www.proquest.com/en-US/products/dissertations/individuals.shtml.%5D   [More]  Descriptors: Military Service, Race, Institutional Research, Citizenship

Salies, Tania Gastao (2002). Simulation/Gaming in the EAP Writing Class: Benefits and Drawbacks, Simulation & Gaming. Describes an integrated use of simulation/gaming in an English for Academic Purposes (EAP) class, analyzes benefits and drawbacks, and suggest how the technique could apply to other specific contexts. Explains how international students ran a simulation on gun control; discusses the debriefing process; and considers motivation, metacognitive awareness, and topic authority. Descriptors: Educational Games, English for Academic Purposes, Foreign Students, Gun Control

Cargas, Sarita (2016). Honoring Controversy: Using Real-World Problems to Teach Critical Thinking in Honors Courses, Honors in Practice. In this article Sarita Cargas suggests that getting honors students used to analyzing controversies will contribute to their developing a disposition toward critical thinking. She goes on to say that the value of teaching critical-thinking skills complements the movement of many honors programs toward teaching more than just disciplinary content. At the same time, since interdisciplinary honors curricula often focus less on the specific content and methodology required in a disciplinary major, explicit instruction in critical-thinking skills is especially important in interdisciplinary honors programs that intend to serve leaders in all fields. Employer surveys suggest that what they want from college graduates is not people with specific knowledge but rather people who have skills in communication and critical thinking (Hart Research Associates 2). Critical thinking that focuses on controversy adds these skills to the interdisciplinary approach that is often a hallmark of honors teaching, maintaining "a tradition of critical inquiry that transcends disciplinary boundaries" (Carnicom 53). Herein, Cargas defines critical thinking, discusses how to teach critical thinking, and demonstrates how Monsanto's use of genetic engineering (GE) has proven to be an excellent topic for teaching critical thinking to honors students, who are advanced enough to appreciate the complex issues it raises. She concludes by describing how her students present research to the rest of the class on controversial topics such as fracking, the US government's use of drones that kill people, government spying on U.S. citizens, Edward Snowden's leaks, vaccines, gun control, and raising the minimum wage. Through such presentations, students promote awareness among their peers of the deep structure that permeates so many contemporary issues rather than just informing each other about the surface structure of a single issue.   [More]  Descriptors: Higher Education, College Students, Honors Curriculum, Critical Thinking

Tonso, William R. (2004). How Sociology Texts Address Gun Control, Academic Questions. William R. Tonso has chosen an issue that he knows something about to examine how sociology textbooks address controversy. Appealing for gun control is fashionable, but it is at odds with a fondness that ordinary Americans have for their firearms–one that is supported by a growing body of research on deterrence to crime. There are two sides to the issue, but Tonso shows that in a large sample of texts, the sociology establishment predictably shades, omits, and distorts the politically incorrect position that citizens should not be compelled to relinquish responsibility for the security of their families and property.   [More]  Descriptors: Textbook Content, Weapons, Textbooks, Gun Control

Fallahi, Carolyn R.; Austad, Carol Shaw; Fallon, Marianne; Leishman, Lisa (2009). A Survey of Perceptions of the Virginia Tech Tragedy, Journal of School Violence. The recent shootings at the Virginia Polytechnic Institute (Virginia Tech) shocked the nation and brought violence on college campuses to the forefront of the nation's attention. We surveyed college students and faculty/staff three weeks after the incident about their perceptions of the Virginia Tech shooting, subsequent media exposure, and school violence in general. We found that students agreed with faculty/staff that mental illness and a lack of friendship were likely causal factors in the shootings. Students believed that social support, friendship, good mental health, and parenting were important factors in preventing subsequent incidents. We also found that media exposure and time spent discussing the incident with family and friends were associated with increased psychiatric symptoms. Gender differences were observed in the domains of fearing for personal safety, perceptions of increased parental concern, the role of violent media, and the need for gun control.   [More]  Descriptors: Campuses, Violence, School Safety, Mental Disorders

Biastro, Leslie A.; Larwin, Karen H.; Carano, Marla E. (2017). Arming the Academy: How Carry-on-Campus Impact Incidence of Reported Sexual Assault Crimes, Research in Higher Education Journal. Discussions have recently intensified regarding how to curtail the disturbingly high amount of sexual assaults that occur each year on U.S. College and university campuses. One suggestion to assist in the reduction of these crimes would be to allow students to carry concealed weapons as a means of self-protection. Considering the current culture of the gun control debate, and the emotionally charged implications of such potential legislation, it is prudent to analyze existing data that could shed light on whether or not this would be a viable solution. Using "The Campus Safety and Security Data" managed by the federal government, this study investigated trends in reported sexual assault crimes in three states where laws have changed regarding concealed carry on college and university campuses. This general linear model analysis revealed that the frequency of reported sexual assaults consistently increased from pre- to post legislation that permitted concealed weapons on college campuses. While the current investigation looks at the data trends from only three states with available data, the findings indicate that the change in the laws have failed to have a positive impact in reducing the number of reported sexual assault crimes.   [More]  Descriptors: Incidence, Campuses, Disclosure, Trend Analysis

McNeil, Michele (2013). Gun Concerns Personal for Duncan, Education Week. As U.S. Secretary of Education Arne Duncan works with other Obama administration officials on policy responses to the shootings at a Connecticut elementary school, he brings a personal and professional history that has acquainted him with the impact of gun violence. As schools chief in Chicago from 2001 to 2008, he was affected by the gun deaths of a 10-year-old on the eve of her first day of 4th grade, a 16-year-old boy shot in a city bus on his way home from school, and an 18-year-old honor student killed outside his high school, among others. Growing up, he was surrounded by violence on Chicago's South Side. Those experiences have helped turn Mr. Duncan into an outspoken advocate of gun control who has drawn sharp criticism from the National Rifle Association.   [More]  Descriptors: Weapons, Gun Control, Advocacy, Violence

Smith, Emily R.; Gill Lopez, Paula (2016). Collaboration for a Curriculum of Caring: The Zeitgeist Is Right, Psychology in the Schools. Recent catastrophic school shootings have drawn worldwide attention to issues of gun control and mental health. In the wake of these tragedies, more and more schools have begun to adopt school-wide social and emotional learning (SEL) programs. However, we have few examples of what it looks like to integrate SEL skills into content curricula. What's more, teachers and support professionals are ill-equipped to engage in the collaborative work necessary to effectively integrate the teaching of SEL into academic content. The collaboration described herein highlights an interdisciplinary collaboration among university faculty and graduate students from school psychology and English education to collaboratively design and evaluate standards-based secondary English curricula that foreground SEL and themes of care.   [More]  Descriptors: Socialization, Emotional Development, Interdisciplinary Approach, Graduate Study

Williams, Charles F.; Hawke, Catherine (2010). Supreme Court Review, Social Education. Of the three branches of government, the Supreme Court usually receives the least national attention. Not so this year. In addition to another changing of the guard with the retirement of Justice Stevens and the nomination of Elena Kagan, the 2009-2010 term generated a great deal of controversy. And in a number of instances, the public's keen interest in significant cases before the Court was further piqued in less anticipated cases by decisions that will have wide-reaching impact on average citizens. This article discusses recent Supreme Court decisions which generated surprising controversy, from gun control to First Amendment issues. In 2011, the Court will weigh in on cases dealing with the hiring of illegal immigrants, protests at soldiers' funerals, and selling violent video games.   [More]  Descriptors: Federal Courts, Personnel Selection, Retirement, Labor Turnover

Birnbaum, Robert (2013). Ready, Fire, Aim: The College Campus Gun Fight, Change: The Magazine of Higher Learning. The question of whether guns should be permitted on college and university campuses in the United States reflects the tension between two competing perspectives. America has both a robust gun culture and an equally robust (if less well known) gun-control culture. The gun culture is as American as apple pie: There may be as many as 300 million civilian guns in the US, or about one for every person (Winkler, 2011a). The gun-control culture also has a long history in the U.S. The issue of guns on college campuses is presently a subject of vigorous debate, stimulated by newspaper and on-line headlines. This article asks the question: "Does either the MoreGuns or the BanGuns position improve public safety?" Two major national studies have used similar data to examine the relationship between gun ownership and degree of criminal activity–and they reached diametrically opposed conclusions. One found that "allowing citizens without criminal records or histories of significant mental illness to carry concealed handguns deters violent crimes" (Lott & Mustard, 1997). The other concluded that "statistical evidence that these [concealed-carry] laws have reduced crime is limited, sporadic, and extraordinarily fragile," and it suggested that making it easier to get a firearms permit is associated with higher levels of crime (Ayres & Donohue III, 2003). Any successful proposal to either permit or restrict the presence of guns on campus must be consistent with both the U.S. Constitution and the constitutions and laws of the states. Since the ostensible purpose of campus firearms policies is to improve campus safety, describing the actual incidence of crime on campus might help clarify the issues over which the MoreGuns/BanGuns camps are contending. Such data are available because the Student Right to Know and Campus Security Act of 1990 authorizes the Department of Education to collect and analyze incidents of crime on every U.S. college campus. This law, known as the Clery Act, requires each institution to annually report and disclose, among other things, the number of alleged campus incidents of criminal activity reported to the campus or local police agencies. This is the source of the numbers reported in this article, even though Clery Act data have been criticized because institutions may differ in their interpretations of the self-reporting requirements and may fail to report some offenses in order to protect their reputations. In addition, students may be reluctant to report crimes, and campus counseling centers may withhold information based on confidentiality concerns. The data reported in this article are based on all reported on-campus incidents in U.S. degree-granting, not-for-profit campuses. Three analyses are presented. The first is the incidence of specific types of campus crime in 2010; the second, comparative rates of violent criminal behavior on campuses and in the general population; and the third, campus and general-population data related to the two violent crimes of murder and manslaughter. Additional resources are provided.   [More]  Descriptors: Weapons, Colleges, Campuses, School Safety

Salies, Tania Gastao (2007). Reflections on the GUN CONTROL Simulation: Pedagogical Implications for EAP Writing Classes, Simulation & Gaming. This article critically reflects on the GUN CONTROL simulation (Salies, 1994a) by retaking ideas advanced by Salies (2002) and applying them to the context of English for Academic Purposes (EAP) writing classes in Brazil. It examines how controlled practice relates to learners' performance on the first draft in a simulation-based content unit designed for EAP writing courses. Specifically, it describes how fluency and controlled practice were balanced during briefing and debriefing, and it critically discusses the outcomes. Among other issues, it addresses the role of explicit instruction on learners' logical organization of thought, documentation, and use of language.   [More]  Descriptors: Language Usage, Weapons, Gun Control, Foreign Countries