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

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