This document summarizes a study that examines how collective strain and moral/legal neutralization influence violent extremist attitudes in adolescents. The study uses data from Swiss adolescents to test predictions from General Strain Theory. Specifically, it hypothesizes that 1) exposure to collective strain is associated with higher support for violent extremism and 2) the effect of collective strain is amplified when individuals have higher moral disengagement and legal cynicism. The results found that collective strain alone did not predict extremist attitudes, but the interaction of strain and moral/legal neutralization did significantly predict more extremist views.
Optimism as a Mediating Factor in the Relationship between Anxiety and News M...Danielle Hoyt
This survey-design study examined the relationship between degree of news media viewing and state anxiety levels, as well as the potentially moderating role that optimism may play in that relationship. As an independent researcher I was responsible for every aspect of this
study, under the supervision of my faculty advisor, Professor Joseph Trunzo PhD. I conceptualized the area of study, conducted a thorough literature review of existing relevant academic material, and created a research question and hypotheses. I then applied for and obtained approval from both Bryant’s Honors Program and Institutional Review Board. Using similar past studies as a reference, I created the survey format. I then recruited participants through communication with various departments and organizations on Bryant’s campus. I analyzed the data using SPSS software to determine Pearson’s correlation coefficients between several variables, as well as partial correlations when accounting for the optimism variable. I then wrote a paper on the study in addition to giving 2 presentations.
Draft of Final ProjectPsychology of Criminal Behavior .docxjacksnathalie
Draft of Final Project
Psychology of Criminal Behavior | FP6015
October 28, 2015
Running head: DRAFT OF FINAL PROJECT
1
DRAFT OF FINAL PROJECT
9
Draft of Final Project
Description
Substance use is one of the major causes of violent criminal behaviors in United States. In as much as cases of violence stemming from drugs use are overlooked, violent behavior is linked to drugs and alcohol use in almost three-fourths of the incidences of violence. In as much as violence and substance abuse form components of a lifestyle that entails antisocial and delinquent traits, in many situations the violent behavior actually arises prior to the substance use. The drug use is just part of a risky and dangerous lifestyle. While the abuse of drugs does not broadly lead youths and adults to become engaged in violence, those violent individuals who utilize illegal drugs tend to take part in violent behavior more frequently and to go on with violence much longer than those violent people who do not utilize drugs. This suggests the existence of a strong correlation between substance and alcohol abuse and violent criminal behaviors (Mire & Roberson, 2011).
The alcohol-drug-abuse nexus packages itself in various distinctly different facets. This suggests that alcohol and other substances of abuse may act on the brain mechanisms that lead to a high-risk individual to participate in aggressive and violent behavior (Soyka, 2000). People with costly heroin or cocaine habits may commit violent criminal activities with the purpose of securing the resources for further drug purchases. Narcotic drug dealers, except the alcohol vendors, practice their trades within a violent manner. Alcohol, narcotics, hallucinogens, and psychomotor stimulants differ significantly from each other and in the manner that they are related to dissimilar kinds of violent and aggressive behavior. Generalizations concerning the relationships between drugs and alcohol use, and violence can be made to look complex by the many direct and indirect-levels of interactions. They range from drugs activating aggressions-specific brain mechanisms, to drugs acting as licensure for violent and aggressive behavior. In addition, they may take the form of drugs as the commodities within an illegal distribution system that depends upon violent enforcement strategies, as well as violent behaviors that represent one of the means through which a drug habit is maintained (Reiss, 1994).
The consistently overburdening alcohol-violence linkage, coupled with the rising outbreaks of ‘crack’ cocaine and ice methamphetamine epidemics in the country, offers dramatic cases of serious and complicated public health and legal problems that require redress within a careful and comprehensive way (Soyka, 2000). The systematic proofs for alcohol and other drugs of abuse that act on aggression-specific brain mechanisms, stem majorly from researches in animals, though a few neuroendocrine and other neurochemicsl and neuroph ...
This article explains the intricate relationship between violence and health,
aiming to transcend the conventional and restricted perspectives through
which violence is typically perceived and conceptualized. The limitationregarding the conceptualisation of violence, by researchers, when the Sapir-Whorf hypothesis is taken into consideration, leads us to think that those researching violence and health are limited to the WHO definition and conceptualisation of violence due to various historical processes of knowledge production and flows, which leads to a ‘violence of closure’. I follow a reflexive approach and identify several types of violence from which I focus on cognitive violence, epistemic violence, ontological violence, and neoliberal violence. Understanding of violence needs to acknowledge that multiple forms of violence overlap entangle and intersect in a rhizomatic manner. Only sticking to the WHO definition of violence leads to a condition that creates a condition of ‘violence of closure’ that neglects various systemic and structural processes through which violence is experienced at the individual micro-level.
Mass Shootings
JUST300-06
Leslie Garcia
December 3, 2018
STEP 1:
Cabrera, J. F., & Kwon, R. (2018). Income Inequality, Household Income, and Mass Shooting in the United States. Frontiers in Public Health, 6, 294.
The authors hypothesized that there is a positive relationship between income inequality and mass shootings. Furthermore, these authors also hypothesize that mass shootings vary based on regional locations. The authors of these articles aimed at extending the previous research that finds stronger evidence regarding the positive relations between income inequality and mass shootings. Authors of the study employed previous research that finds a strong positive relationship between income inequality and mass shootings through examining the impact of the family's income and the association between inequality and income. In order to perform the analysis regarding the effects of the family’s income and the interaction between inequality and income, authors compiled data from 3,144 nations from 1990 to 2015. The outcome of this study indicates that even though the income inequality and income alone are the predictors of the mass shootings, the impacts of mass shootings are stronger when combining via interaction. The results also show the highest number of shootings are those that combine both high levels of inequality and high levels of income. To handle the epidemic issue of mass shootings, it is important to have a clear understanding of how to tackle the rise in inequality and unstable environments which leads to the existence of inequality.This study is important since it gives some of the reasons why there are high incidences of a mass shooting in some regions as compared to others. Therefore, it gives a direct solution to ensure that there is equal distribution of resources and equal employment opportunities to ensure that the issue of mass shootings is dealt with. This study also indicates that effective solutions to mass shootings need to involve the understanding of the main causes of mass shootings
Lowe, S. R., & Galea, S. (2017). The Mental Health Consequences of Mass Shootings. Trauma, Violence, & Abuse , 18 (1), 62-82.
The authors of this study hypothesized that mass shooting leads to adverse psychological outcomes among the survivors and the members of the community affected. Another hypothesis is that there is little knowledge regarding the adverse psychological impacts of mass shootings on the exposed individuals. A total of 49 peer-reviewed articles which consisted of 27 independent samples following 15 mass shooting cases were used. The author's employed peer-reviewed research methods to select samples. The key findings of the study are that mass shootings are associated with various adverse psychological impacts in the survivors as well as the members of the affected families. Risk factors for the negative psychological outcome include demographic and the pre-incident features related t.
Junxian KuangLaura SinaiENG099101572018In the essay O.docxtawnyataylor528
Junxian Kuang
Laura Sinai
ENG099/101
5/7/2018
In the essay “On Being a Cripple”, Nancy Mairs shares her experiences, attitudes towards life as a multiple sclerosis patient. First, she claims that the diseases she has faced are brain tumor and MS, and those diseases literally changed her fate. The relationships of her family member and the attitude of Nancy’s mother have affected by MS. Also, she writes about her identities in society, her friends who have the same physical issue, thoughts from disabled parents’ children, and her desire to travel. MS affected Nancy Mairs’s family member as well as her thoughts.
Subjective Socioeconomic Status Causes Aggression: A Test of the Theory
of Social Deprivation
Tobias Greitemeyer and Christina Sagioglou
University of Innsbruck
Seven studies (overall N � 3690) addressed the relation between people’s subjective socioeconomic
status (SES) and their aggression levels. Based on relative deprivation theory, we proposed that people
low in subjective SES would feel at a disadvantage, which in turn would elicit aggressive responses. In
3 correlational studies, subjective SES was negatively related to trait aggression. Importantly, this
relation held when controlling for measures that are related to 1 or both subjective SES and trait
aggression, such as the dark tetrad and the Big Five. Four experimental studies then demonstrated that
participants in a low status condition were more aggressive than were participants in a high status
condition. Compared with a medium-SES condition, participants of low subjective SES were more
aggressive rather than participants of high subjective SES being less aggressive. Moreover, low SES
increased aggressive behavior toward targets that were the source for participants’ experience of
disadvantage but also toward neutral targets. Sequential mediation analyses suggest that the experience
of disadvantage underlies the effect of subjective SES on aggressive affect, whereas aggressive affect was
the proximal determinant of aggressive behavior. Taken together, the present research found compre-
hensive support for key predictions derived from the theory of relative deprivation of how the perception
of low SES is related to the person’s judgments, emotional reactions, and actions.
Keywords: aggression, relative deprivation, social class, socioeconomic status
In most Western societies, wealth inequality is at its historic
height. For example, in the United States, the richest 1% possesses
more than 40% of the country’s wealth (Wolff, 2012). In Germany,
the biggest economy in the European Union, the median household
in the top 20% of the income class has 74 times more wealth than
the bottom 20% (European Central Bank, 2013). Although there is
widespread consensus among citizens that wealth inequality
should be reduced (Kiatpongsan & Norton, 2014; Norton & Ari-
ely, 2011), the wealth gap is actually increasing. For example, in
the United States, in 2012 the top 0.1% (including ...
Narcissism, bullying, and social dominance in youth a longitamit657720
This study examines the longitudinal relationship between narcissism and bullying in youth over 3 years. It uses person-centered analysis to identify distinct trajectories of narcissism and two forms of bullying (direct and indirect) and relates these trajectories. The study finds:
1) For girls, higher narcissism was not related to more intense bullying or higher social dominance.
2) For boys, highly narcissistic boys were more likely than peers to show elevated direct and indirect bullying.
3) Among narcissistic youth, only those who engage in high bullying were high in social dominance.
2
Literature Review
Arlenn Campos
Department of forensic psychology
Northcentral University
PSY- 6510 V3 : Capstone in forensic psychology
Dr. John Mitchell
October 20, 2022
Introduction
The Efficacy of Psychological Treatments for Violent Offenders in Correctional.
A.
Who Are the Treatments for In a Correctional Facility?
In terms of its consequences on victims, the life quality for violators, and the financial impact it places on correctional facilities, the healthcare system, and society as a whole, violence is a serious global public health issue. According to research, a very small percentage of habitually aggressive people is liable for a disproportionately large number of violent episodes. These individuals are often jailed or, in the case of those with mental illness, confined in secure facilities for the goal of incapacitating and rehabilitating them. Up to 70% of prison inmates, hospitalized offenders, and felons under supervision in the community in affluent countries are violent offenders, as well as clinical psychologists are frequently depended upon to handle the rehabilitative requirements of those deemed at danger of future violence. In recent years, there has been a global explosion in the creation and execution of programs addressing offender behavior (Bartol & Bartol. 2019). These efforts are the result of comprehensive meta-analytic as well as primary research demonstrating that these programs may significantly lower a criminal's likelihood to commit more offenses. Widely referred to as the "what works" or risk-need-responsivity model to offender rehabilitation, the most effective programs conform to core, empirically proven service delivery criteria (Andrews & Bonta, 2010).
1.
Drug Addictions Definition
"A curable, chronic medical condition involving intricate interactions amongst neural pathways, genetics, the surroundings, and a person's life experiences," is how the American Society of Addiction Medicine describes addiction. Addicts abuse drugs or engage in activities that quickly become obsessive and, most of the time, continue doing so despite the fact that they are having negative effects on their lives. Many individuals, although not all, start taking drugs or participating in activities freely at some point in their lives. On the other hand, addiction has the potential to diminish one's capacity for self-control.
2.
Offenders’ Definition
The criminal justice system labels violent offenders among the most serious criminals because they have been apprehended, found guilty, and even incarcerated for felony crimes like robbery, aggravated battery, sexual violence and spousal abuse, rape, and even murder (Woody, 2019)). Offenders who committed violent crimes either possessed, owned, or utilized a firearm or other potentially lethal weapon, which resulted in the victim's death or significant physical damage. According to the findings of a study (Conis & Delisi, 201.
Optimism as a Mediating Factor in the Relationship between Anxiety and News M...Danielle Hoyt
This survey-design study examined the relationship between degree of news media viewing and state anxiety levels, as well as the potentially moderating role that optimism may play in that relationship. As an independent researcher I was responsible for every aspect of this
study, under the supervision of my faculty advisor, Professor Joseph Trunzo PhD. I conceptualized the area of study, conducted a thorough literature review of existing relevant academic material, and created a research question and hypotheses. I then applied for and obtained approval from both Bryant’s Honors Program and Institutional Review Board. Using similar past studies as a reference, I created the survey format. I then recruited participants through communication with various departments and organizations on Bryant’s campus. I analyzed the data using SPSS software to determine Pearson’s correlation coefficients between several variables, as well as partial correlations when accounting for the optimism variable. I then wrote a paper on the study in addition to giving 2 presentations.
Draft of Final ProjectPsychology of Criminal Behavior .docxjacksnathalie
Draft of Final Project
Psychology of Criminal Behavior | FP6015
October 28, 2015
Running head: DRAFT OF FINAL PROJECT
1
DRAFT OF FINAL PROJECT
9
Draft of Final Project
Description
Substance use is one of the major causes of violent criminal behaviors in United States. In as much as cases of violence stemming from drugs use are overlooked, violent behavior is linked to drugs and alcohol use in almost three-fourths of the incidences of violence. In as much as violence and substance abuse form components of a lifestyle that entails antisocial and delinquent traits, in many situations the violent behavior actually arises prior to the substance use. The drug use is just part of a risky and dangerous lifestyle. While the abuse of drugs does not broadly lead youths and adults to become engaged in violence, those violent individuals who utilize illegal drugs tend to take part in violent behavior more frequently and to go on with violence much longer than those violent people who do not utilize drugs. This suggests the existence of a strong correlation between substance and alcohol abuse and violent criminal behaviors (Mire & Roberson, 2011).
The alcohol-drug-abuse nexus packages itself in various distinctly different facets. This suggests that alcohol and other substances of abuse may act on the brain mechanisms that lead to a high-risk individual to participate in aggressive and violent behavior (Soyka, 2000). People with costly heroin or cocaine habits may commit violent criminal activities with the purpose of securing the resources for further drug purchases. Narcotic drug dealers, except the alcohol vendors, practice their trades within a violent manner. Alcohol, narcotics, hallucinogens, and psychomotor stimulants differ significantly from each other and in the manner that they are related to dissimilar kinds of violent and aggressive behavior. Generalizations concerning the relationships between drugs and alcohol use, and violence can be made to look complex by the many direct and indirect-levels of interactions. They range from drugs activating aggressions-specific brain mechanisms, to drugs acting as licensure for violent and aggressive behavior. In addition, they may take the form of drugs as the commodities within an illegal distribution system that depends upon violent enforcement strategies, as well as violent behaviors that represent one of the means through which a drug habit is maintained (Reiss, 1994).
The consistently overburdening alcohol-violence linkage, coupled with the rising outbreaks of ‘crack’ cocaine and ice methamphetamine epidemics in the country, offers dramatic cases of serious and complicated public health and legal problems that require redress within a careful and comprehensive way (Soyka, 2000). The systematic proofs for alcohol and other drugs of abuse that act on aggression-specific brain mechanisms, stem majorly from researches in animals, though a few neuroendocrine and other neurochemicsl and neuroph ...
This article explains the intricate relationship between violence and health,
aiming to transcend the conventional and restricted perspectives through
which violence is typically perceived and conceptualized. The limitationregarding the conceptualisation of violence, by researchers, when the Sapir-Whorf hypothesis is taken into consideration, leads us to think that those researching violence and health are limited to the WHO definition and conceptualisation of violence due to various historical processes of knowledge production and flows, which leads to a ‘violence of closure’. I follow a reflexive approach and identify several types of violence from which I focus on cognitive violence, epistemic violence, ontological violence, and neoliberal violence. Understanding of violence needs to acknowledge that multiple forms of violence overlap entangle and intersect in a rhizomatic manner. Only sticking to the WHO definition of violence leads to a condition that creates a condition of ‘violence of closure’ that neglects various systemic and structural processes through which violence is experienced at the individual micro-level.
Mass Shootings
JUST300-06
Leslie Garcia
December 3, 2018
STEP 1:
Cabrera, J. F., & Kwon, R. (2018). Income Inequality, Household Income, and Mass Shooting in the United States. Frontiers in Public Health, 6, 294.
The authors hypothesized that there is a positive relationship between income inequality and mass shootings. Furthermore, these authors also hypothesize that mass shootings vary based on regional locations. The authors of these articles aimed at extending the previous research that finds stronger evidence regarding the positive relations between income inequality and mass shootings. Authors of the study employed previous research that finds a strong positive relationship between income inequality and mass shootings through examining the impact of the family's income and the association between inequality and income. In order to perform the analysis regarding the effects of the family’s income and the interaction between inequality and income, authors compiled data from 3,144 nations from 1990 to 2015. The outcome of this study indicates that even though the income inequality and income alone are the predictors of the mass shootings, the impacts of mass shootings are stronger when combining via interaction. The results also show the highest number of shootings are those that combine both high levels of inequality and high levels of income. To handle the epidemic issue of mass shootings, it is important to have a clear understanding of how to tackle the rise in inequality and unstable environments which leads to the existence of inequality.This study is important since it gives some of the reasons why there are high incidences of a mass shooting in some regions as compared to others. Therefore, it gives a direct solution to ensure that there is equal distribution of resources and equal employment opportunities to ensure that the issue of mass shootings is dealt with. This study also indicates that effective solutions to mass shootings need to involve the understanding of the main causes of mass shootings
Lowe, S. R., & Galea, S. (2017). The Mental Health Consequences of Mass Shootings. Trauma, Violence, & Abuse , 18 (1), 62-82.
The authors of this study hypothesized that mass shooting leads to adverse psychological outcomes among the survivors and the members of the community affected. Another hypothesis is that there is little knowledge regarding the adverse psychological impacts of mass shootings on the exposed individuals. A total of 49 peer-reviewed articles which consisted of 27 independent samples following 15 mass shooting cases were used. The author's employed peer-reviewed research methods to select samples. The key findings of the study are that mass shootings are associated with various adverse psychological impacts in the survivors as well as the members of the affected families. Risk factors for the negative psychological outcome include demographic and the pre-incident features related t.
Junxian KuangLaura SinaiENG099101572018In the essay O.docxtawnyataylor528
Junxian Kuang
Laura Sinai
ENG099/101
5/7/2018
In the essay “On Being a Cripple”, Nancy Mairs shares her experiences, attitudes towards life as a multiple sclerosis patient. First, she claims that the diseases she has faced are brain tumor and MS, and those diseases literally changed her fate. The relationships of her family member and the attitude of Nancy’s mother have affected by MS. Also, she writes about her identities in society, her friends who have the same physical issue, thoughts from disabled parents’ children, and her desire to travel. MS affected Nancy Mairs’s family member as well as her thoughts.
Subjective Socioeconomic Status Causes Aggression: A Test of the Theory
of Social Deprivation
Tobias Greitemeyer and Christina Sagioglou
University of Innsbruck
Seven studies (overall N � 3690) addressed the relation between people’s subjective socioeconomic
status (SES) and their aggression levels. Based on relative deprivation theory, we proposed that people
low in subjective SES would feel at a disadvantage, which in turn would elicit aggressive responses. In
3 correlational studies, subjective SES was negatively related to trait aggression. Importantly, this
relation held when controlling for measures that are related to 1 or both subjective SES and trait
aggression, such as the dark tetrad and the Big Five. Four experimental studies then demonstrated that
participants in a low status condition were more aggressive than were participants in a high status
condition. Compared with a medium-SES condition, participants of low subjective SES were more
aggressive rather than participants of high subjective SES being less aggressive. Moreover, low SES
increased aggressive behavior toward targets that were the source for participants’ experience of
disadvantage but also toward neutral targets. Sequential mediation analyses suggest that the experience
of disadvantage underlies the effect of subjective SES on aggressive affect, whereas aggressive affect was
the proximal determinant of aggressive behavior. Taken together, the present research found compre-
hensive support for key predictions derived from the theory of relative deprivation of how the perception
of low SES is related to the person’s judgments, emotional reactions, and actions.
Keywords: aggression, relative deprivation, social class, socioeconomic status
In most Western societies, wealth inequality is at its historic
height. For example, in the United States, the richest 1% possesses
more than 40% of the country’s wealth (Wolff, 2012). In Germany,
the biggest economy in the European Union, the median household
in the top 20% of the income class has 74 times more wealth than
the bottom 20% (European Central Bank, 2013). Although there is
widespread consensus among citizens that wealth inequality
should be reduced (Kiatpongsan & Norton, 2014; Norton & Ari-
ely, 2011), the wealth gap is actually increasing. For example, in
the United States, in 2012 the top 0.1% (including ...
Narcissism, bullying, and social dominance in youth a longitamit657720
This study examines the longitudinal relationship between narcissism and bullying in youth over 3 years. It uses person-centered analysis to identify distinct trajectories of narcissism and two forms of bullying (direct and indirect) and relates these trajectories. The study finds:
1) For girls, higher narcissism was not related to more intense bullying or higher social dominance.
2) For boys, highly narcissistic boys were more likely than peers to show elevated direct and indirect bullying.
3) Among narcissistic youth, only those who engage in high bullying were high in social dominance.
2
Literature Review
Arlenn Campos
Department of forensic psychology
Northcentral University
PSY- 6510 V3 : Capstone in forensic psychology
Dr. John Mitchell
October 20, 2022
Introduction
The Efficacy of Psychological Treatments for Violent Offenders in Correctional.
A.
Who Are the Treatments for In a Correctional Facility?
In terms of its consequences on victims, the life quality for violators, and the financial impact it places on correctional facilities, the healthcare system, and society as a whole, violence is a serious global public health issue. According to research, a very small percentage of habitually aggressive people is liable for a disproportionately large number of violent episodes. These individuals are often jailed or, in the case of those with mental illness, confined in secure facilities for the goal of incapacitating and rehabilitating them. Up to 70% of prison inmates, hospitalized offenders, and felons under supervision in the community in affluent countries are violent offenders, as well as clinical psychologists are frequently depended upon to handle the rehabilitative requirements of those deemed at danger of future violence. In recent years, there has been a global explosion in the creation and execution of programs addressing offender behavior (Bartol & Bartol. 2019). These efforts are the result of comprehensive meta-analytic as well as primary research demonstrating that these programs may significantly lower a criminal's likelihood to commit more offenses. Widely referred to as the "what works" or risk-need-responsivity model to offender rehabilitation, the most effective programs conform to core, empirically proven service delivery criteria (Andrews & Bonta, 2010).
1.
Drug Addictions Definition
"A curable, chronic medical condition involving intricate interactions amongst neural pathways, genetics, the surroundings, and a person's life experiences," is how the American Society of Addiction Medicine describes addiction. Addicts abuse drugs or engage in activities that quickly become obsessive and, most of the time, continue doing so despite the fact that they are having negative effects on their lives. Many individuals, although not all, start taking drugs or participating in activities freely at some point in their lives. On the other hand, addiction has the potential to diminish one's capacity for self-control.
2.
Offenders’ Definition
The criminal justice system labels violent offenders among the most serious criminals because they have been apprehended, found guilty, and even incarcerated for felony crimes like robbery, aggravated battery, sexual violence and spousal abuse, rape, and even murder (Woody, 2019)). Offenders who committed violent crimes either possessed, owned, or utilized a firearm or other potentially lethal weapon, which resulted in the victim's death or significant physical damage. According to the findings of a study (Conis & Delisi, 201.
The relationship between university students’ perceptions ofRula alsawalqa
By conducting a set of quantitative surveys, this study aimed to detecting the correlation between Jordanian
University students’ perceptions of terrorism and a variety of demographic variables. The results revealed that
the majority of students viewed terrorism as the most heinous crime, and is never justified, and that terrorists
are hard-core criminals, separatist groups that want to weaken the unity of the country. Therefore, they should
be treated as traitors and punished as they pose a threat to national interest, and the safety and security of
citizens. While a few of student indicated that there are some terrorist activities’ as a repercussion of repressed
needs and the demands of society, it should however be managed and the violations committed by states
against their nationals be confronted with the aim of eliminating injustices to vulnerable citizens. Most
students believe that poverty and material deprivation are of the most prominent causes of terrorism. They
also stress the necessity of providing food security and optimal life for citizens to limit the spread of the
phenomenon of terrorism and achieve societal solidarity to save human lives and stability of communities.
Furthermore, the results confirmed that there are no academic specializations, age, sex, academic level, and
monthly income statistically significant differences in perceptions of the terrorism among university students.
Social Capital and Fear of Crime: A Test of Organizational Participation Effe...AJHSSR Journal
This document discusses social capital and fear of crime. It begins by providing background on fear of crime research and three main theoretical models that explain fear of crime: the vulnerability model, disorder model, and social integration model. The study is framed within the social integration model, which argues those who are well socially integrated experience lower fear. It then discusses social capital and its potential benefits, including reduced crime and fear. While some studies found social capital elements like collective efficacy lower fear, other research finds little or no impact. The document aims to examine the effect of organizational participation on fear of crime in Nigeria, as previous Nigerian studies have not specifically tested social capital's influence.
This document summarizes a study that used a regression equation to identify at-risk youth for violence and then provided those youth with evidence-based treatments. The regression equation incorporated demographic, behavioral, and test score data from past perpetrators of violent crimes. At-risk youth were identified in several urban Midwestern high schools and received anger management training, job opportunities, and mentoring. After treatment, homicides decreased by 32%, shootings by 46%, and assaults by 77%, saving approximately 104 lives and $492 million, with a return on investment of 6.42. The study showed promise for using a predictive model along with proven interventions to reduce violence and associated costs.
Running head: INTRODUCTION DRAFT 1
INTRODUCTION DRAFT 2
To What Extent Does Mental Illness Influence Family-Based Violence – Introduction Draft
Grecia Cook
SOC 3111-090 Fall 2018 Research Methods
September 28, 2018
Introduction Draft
Family-based violence represents a serious public health concern in the nation. This is because of the detrimental effects that such violence can have on the physical, emotional, psychological and mental wellbeing of the affected individuals. Family-based violence may take the form of physical abuse, emotional abuse, or sexual abuse. Research by Singh, Tolman, Walton, Chermack, & Cunningham (2014) suggests that both men and women are responsible for perpetrating family-based violence, although the rate of perpetration is higher among men as compared to women. Such violence affects their spouses, children, and significant others in some detrimental ways. Hence, identifying and addressing the factors that trigger family-based violence is important for addressing this unbecoming behavior.
The research question for the proposed study is “To what extent does mental illness influence the incidence of family-based violence?”, with specific emphasis being on conditions such as depression, PTSD, and substance use disorders including alcohol use disorder. The research hypothesis is that individuals with mental disorders will have a higher likelihood of perpetrating family-based violence as compared to individuals who do not have mental disorders. On the contrary, the null hypothesis is that individuals with mental disorders will not have a higher likelihood of perpetrating family-based violence as compared to those without mental disorders.
Theoretical and empirical research indicates that one factor that contributes to the incidence of family-based violence is mental illness. According to Sesar, Šimić, & Dodaj (2015), conditions such as depression, substance use disorders including alcohol abuse and posttraumatic stress disorder (PTSD) all have a direct association with the perpetration of family-based violence. The researchers affirm that anger and hyper-arousal symptoms associated with conditions such as PTSD are potential causes for the increased rates of aggressive behaviors demonstrated by perpetrators of family-based violence. Shorey, Febres, Brasfield, & Stuart (2012) from a different dimension contend that aggressive behavior may be an avenue for releasing the tension of unpleasant emotions such as shame, anxiety, or guilt stemming from exposure to a traumatic event.
Another hypothesized mechanism through which mental illnesses influence family-based violence is through affecting thought and cognitive processes, a factor that subsequently causes individuals to become more violent. It is worth mentioning that although m.
Island In the Street: Analyzing the Function of Gang Violence from a Culture ...kshap24
This document summarizes a research paper that analyzes gang violence from a cultural and conflict perspective. The paper examines the components of gang culture that are in conflict with broader society and how gangs, communities, and law enforcement view the gang problem differently. Through an analysis of news articles, the researcher found that gang violence stems more from issues of identity and values within gang culture rather than just environmental factors. Both gangs and law enforcement see the gang problem rigidly, while communities view it more flexibly. Understanding gang culture is important to address the root causes of violence rather than just the behaviors.
10.11770022427803260263ARTICLEJOURNAL OF RESEARCH IN CRIME AN.docxchristiandean12115
This document summarizes competing theories on whether the perceived risk of punishment deters criminally prone individuals from committing crimes. It discusses three main perspectives: 1) that all individuals are equally deterred regardless of criminal propensity, 2) that criminally prone individuals are less deterred due to their impulsivity and focus on immediate gratification, and 3) that criminally prone individuals are more deterred since socialized individuals act based on moral obligations rather than costs/benefits. The article then analyzes data from a longitudinal study in New Zealand to test the relationship between criminal propensity, perceived punishment risks, and criminal behavior.
AGGRESSIVE BEHAVIOR
Volume 30, pages 273–283 (2004)
The Influence of Perceived Prison Crowding on
Male Inmates’ Perception of Aggressive
Events
Claire Lawrencen and Kathryn Andrews
School of Psychology, University of Nottingham, Nottingham, NG7 2RD, England
: : : : : : : : : : : : : : : : : : : : : : : : : : : : : : : : :
This study examines whether, in a male prison, the subjective experience of crowding increases the
likelihood that events are perceived as aggressive in nature, and whether the protagonists involved are
viewed as more hostile, malevolent, and aggressive. In addition, this paper also examines the possible
mediating effects of stress, arousal, and psychological well-being on two hypothesised relationships.
First, these mediating factors are examined for the link between individuals’ personal space preferences
and their perceived level of crowding. Second, these factors are examined for the link between perceived
crowding and interpretations of an aggressive event. Such associations may help to explain why
crowding and aggression are linked within a social interactionist perspective. The results confirmed
previous findings that crowding is linked to increases in arousal and stress, and a reduction in
psychological well-being. This study also found, however, that those inmates who experienced crowding
were also more likely to interpret behaviour as aggressive and violent. This relationship was not
mediated by arousal, stress, or psychological well-being. However, these factors were found to partially
operate in the relationship between personal space preferences and the experience of subjective
crowding. The implications of this study for social interactionist explanations of the link between
crowding and prison violence are offered. Aggr. Behav. 30:273–283, 2004. r 2004 Wiley-Liss, Inc.
: : : : : : : : : : : : : : : : : : : : : : : : : : : : : : : : :
Keywords: prison crowding; arousal; stress; personal space; perceived aggression
INTRODUCTION
Aggressive and violent behaviour in prisons is a significant problem for penal systems
around the world [Logan et al., 2001; Useem and Goldstone, 2002; Wood and Adler, 2001].
The current research examines whether in such crowded and problematic environments, the
subjective experience of crowding increases the likelihood that events will be perceived as
more aggressive in nature, and whether the protagonists involved will be viewed as more
hostile, malevolent, and aggressive. Such an association may help to explain why crowding
and aggression are linked within a social interactionist perspective. This paper also examines
the possible mediating effects of stress, arousal, and psychological well-being.
n
Correspondence to: Dr. Claire Lawrence, School of Psychology, University of Nottingham, NG7 2RD.
E-mail: [email protected]
Received 25 February 2003; amended version accepted 15 May 2003
Published online in Wiley InterScience (www.interscience.wiley.com). DOI: 10.1002/ab.20024
r.
Running head RESEARCH PAPER TEMPLATE1RESEARCH PAPER TEMPLATE.docxcharisellington63520
Running head: RESEARCH PAPER TEMPLATE 1
RESEARCH PAPER TEMPLATE 2
Research Paper Template
Firstname Lastname
Argosy University Online
Research Paper Template
Introduction
Methods
Participants
Instruments
Procedure
Ethical Issues
References
Early Methods Section 2
Early Methods Section
Research Methods | PSY302 A01
Dr. Yvonne Bustamante
Argosy University
Tony Williams
27 May 2015
Good work Tony, Please find your feedback attached. Please open this attachment for very detailed feedback on how you can revise and improve subsequent assignments. Kind regards, Yvonne B.
Assignment 2 Grading Criteria
Maximum Points
1) Explanation and justification of research question.
12/12
2) Presentation of hypothesis and null hypothesis.
11/16
3) Analysis of participants exclusion/inclusion factors.
16/16
4) Explanation of sampling technique and characterization of population that sample generalized.
12/12
5) Identification of study's variables.
7/12
6) Operational definitions for each variable are defined.
6/16
7) Development of methods to measure each variable, and the reliability and validity of these measures are evaluated.
11/16
8) Description of technique(s) used for data collection.
12/12
9) Description of the research design being used.
12/12
10) Identification of the research procedure.
12/12
11) Prediction of POTENTIAL ethical issues; POTENTIAL ethical issues are evaluated in terms of how they would be addressed.
20/20
Organization:
· Introduction
· Thesis
· Transitions
· Conclusion
12/12
Usage and Mechanics:
· Grammar
· Spelling
· Sentence Structure
12/12
APA Elements:
· Attribution
· Paraphrasing
· Quotations
16/16
Style:
· Audience
· Word Choice
4/4
Total:
175/200
Introduction
Aggression among the children and the adult is the primary cause of wrong and unethical activity. Children are getting violent and the peers are victimized by the aggressive behaviour among the peer group. Most of the ill will causes are somehow linked with or related with the level of aggression and therefore it becomes important that the factors impacting the aggression in adult and children are studied and examined, so as to address the related issues. Aggressiveness can be classified in short term or long term run. Short behaviour can also be referred as mimicry and the long term aggressiveness is linked with the problem of the brain and can be dangerous for both short and long term (Nauert, 2008).
Explanation and justification of research question
The topic of research is media’s inf.
Robert Agnew proposed a general strain theory in 1992 that focuses on three types of strain: the failure to achieve positively valued goals, the removal of positively valued stimuli, and the presence of negative stimuli. Agnew's theory focuses on negative relationships that do not treat individuals as they expect or want to be treated, which can lead to negative emotions like anger and pressure to engage in criminal acts. While other strain theories focus on goal blockage experienced by lower classes, Agnew argues strain theory can explain crime if revised to focus on an individual's social environment, particularly for adolescents. He also suggests criminologists consider the magnitude, recency, duration, and clustering of strainful events, as well as cognitive, emotional and behavioral adaptations to
Dissertation FINAL (Autosaved)FINAINFINALRyan Cockrell
This document is a dissertation submitted by Ryan William Cockrell in partial fulfillment of the requirements for a degree in Forensic Psychology and Criminal Justice. The dissertation explores attitudes of students towards the reintegration of sex offenders in light of increased media coverage of sexual offenses, known as the "Yewtree Effect". The literature review discusses legislative responses to sex offending, the impact of media on public attitudes, gender differences in attitudes, and the role of training and experience. The study aims to investigate how gender, program of study, and attitudes towards media representation influence attitudes towards sex offender reintegration.
Abstract.docxAbstractWith scientific knowledge of youth deve.docxaryan532920
Abstract.docx
Abstract
With scientific knowledge of youth development programs that have grown dramatically over the last couple of decades, theoretical frameworks for translating research into more supportive environments for youth have lagged. Most articles proposes a risk/protective theoretical perspective grounded in ecological and developmental only in theories, but the principles taken from the theory are documented with little success. Most young adults involved in crime because of the environment where they have grown makes them more attracted to criminal activities from a young age. If the policy and procedures along with follow up was adhere to, there could be a higher success rate of these programs to deter adolescents from crime and promote positive youth development and prevent problem behaviors. Community crime prevention programs or strategies target changes in community infrastructure, culture, or the physical environment in order to reduce crime. The diversity of approaches include neighborhood watch, community policing, urban or physical design, and comprehensive or multi-disciplinary efforts. These strategies may seek to engage residents, community and faith-based organizations, and local government agencies in addressing the factors that contribute to the community’s crime, delinquency, and disorder.
REFERENCES
Bogenschneider, K. (1996). An Ecological Risk/Protective Theory for Building Prevention Programs, Policies, and Community Capacity to Support Youth. Family Relations,45(2), 127-138. doi:10.2307/585283
Chp 1 Intro.docx
Chapter 1: Introduction
With homicide as the second leading cause of death for young people between the ages of 10 and 24 (Centers for Disease Control, Prevention [CDC], 2009a). In 2009, 650,843 assault-related non-fatal injuries in youth age 10 to 24 were treated at emergency departments across the United States. The term youth violence is used to encompass many forms of violence among young people, including more serious forms (e.g., homicide) and behaviors that are less serious in nature (e.g., fighting). Youth violence is thus defined as “the intentional use of force–whether threatened or real–against a person, group, or community that results in or has a high likelihood of resulting in injury, death, psychological harm or deprivation by persons between the ages of 10 and 24 ( Dahlberg & Krug, 2002).
Many individuals, family members, peers, and community factors have been found to increase the likelihood of an individual's violent offending. Such risk factors have been empirically identified through multiple studies and predict violent behavior longitudinally (Hawkins et al., 2000; Murray & Farrington, 2010). A relatively new area of research in youth violence prevention involves examining protective factors (i.e., variables that have a moderating effect on risk factors) related to violence perpetration. This research can also inform prevention efforts, in tha.
crime and society.docx-thus is a pdf based on the factors of crime affecting ...eveanchalvaj2206
A crime is defined as 'an act that breaks the law in a particular society'. Crimes occur when social control fails within a society. We can also explore the idea of a 'deviant act'. This is different to a crime, as it's not illegal, but it still breaks the norms of society.
A Critique Of Hall And Hirschman S Quadripartite Model Of Child Sexual AbuseAshley Carter
This document provides a critique of Hall and Hirschman's quadripartite model of child sexual abuse. The critique examines the model's core assumptions and highlights both its strengths and weaknesses. The quadripartite model is an influential multi-factorial theory that was originally developed to explain rape and later extended to child sexual abuse. However, the adequacy of its underlying ideas have never been systematically evaluated, despite its prominent status.
This document discusses the evolution of domestic violence control measures and techniques. It outlines how views of domestic violence have shifted from considering it a private matter to recognizing it as a serious social issue and criminal offense. Early approaches focused on legal reforms and victim advocacy groups, while more recent strategies emphasize treatment programs and alternative sentencing to reduce incarceration costs and facilitate rehabilitation. The document examines different theories around domestic violence and analyzes how policies and societal views have progressed in recognizing and addressing this issue over time.
The General Aggression Model Theoretical Extensions to Violen.docxrtodd194
The General Aggression Model: Theoretical Extensions to Violence
C. Nathan DeWall
University of Kentucky
Craig A. Anderson
Iowa State University
Brad J. Bushman
The Ohio State University and VU University, Amsterdam
This article discusses the General Aggression Model (GAM), which provides a com-
prehensive and integrative social– cognitive framework for understanding aggression
and violence. After providing a brief description of the basic components of GAM, we
discuss how it can be used to better understand 4 topics related to phenomena that occur
primarily outside the laboratory and apply to a broad range of people. Specifically, we
apply GAM to better understand intimate partner violence, intergroup violence, global
climate change effects on violence, and suicide. We also explain how the tenets of
GAM can be used to inform interventions aimed at reducing these forms of violence.
Finally, we show how GAM can explain why people do not behave violently, such as
in societies where violence is exceedingly rare. Applying GAM to violent behavior that
occurs outside the laboratory adds to its explanatory power and enhances the external
validity of its predictions. Because the 4 topics apply to such a broad range of people,
GAM may have broader influence in fostering understanding of aggression in these
domains. By increasing our understanding of the causes of violent behavior, GAM may
help reduce it.
Keywords: General Aggression Model, climate change, intergroup violence, intimate partner
violence, suicide
Nonviolence leads to the highest ethics, which is the
goal of all evolution. Until we stop harming all other
living beings, we are still savages.
—Thomas A. Edison, American inventor
In the distant past, aggression often was an
adaptive behavior for our ancient ancestors who
lived in small groups. Aggression and related
threat displays played an important role in mate
selection, protection of offspring and other kin,
and survival of the group. As humans became
more social and developed culture, however,
aggression became less adaptive, especially at
the group level. Although one can reasonably
argue that even today, minor forms of aggres-
sion play an adaptive role in socialization and
social control (e.g., Tedeschi & Felson, 1994),
more serious forms of aggression are more mal-
adaptive than adaptive. Aggression breeds ag-
gression, and it seems to cause more problems
than it solves. Even when it works in the short
run, aggression frequently fails in the long run.
So, why are people aggressive today? We could
blame it on our genes, but that is only part of the
story. The purpose of this is article is to explain
how an overarching framework for understanding
aggression and violence —the General Aggres-
sion Model, or GAM for short (see Figure 1)—
can be applied to violence outside the labora-
tory: intimate partner violence, aggression be-
tween groups, global warming effects on vio-
lence, and suicide. We also discuss how GAM
can be ap.
Australians in 2010 were more likely to believe a terrorist attack would occur in Australia but felt less concerned about being directly affected. Those with higher perceived risk and concern about terrorism included women, middle-aged individuals, those with lower education levels, and those with higher psychological distress. Australians with a migrant background reported lower likelihood of terrorism occurring but higher concern of being personally affected and having made lifestyle changes due to the threat. Willingness to evacuate homes and public places increased between 2007 and 2010. Key subgroups remained disproportionately concerned, including those with lower education and migrant groups.
Case Study RubricCriterionStrongAverageWeakInt.docxdrennanmicah
Case Study Rubric
Criterion
Strong
Average
Weak
Introduction / Primary Problem, Issue or Question Identification
States the case objective and clearly defines the problem, issue or question
Minimally describes the case, includes only the problem, issue or question
Bypasses the introduction and moves directly to commentary on the case
Understanding of Primary Problem, Issue or Question
Identifies and demonstrates a sophisticated understanding of the primary issues and or problems in the case study
Identifies and demonstrates an accomplished understanding of most of the issues/problems
Identifies and demonstrates acceptable understanding of some of the issues/problems in the case study
Analysis and Evaluation of Issues/Problems
Presents an insightful and thorough analysis of all identified problems, issues or questions; includes all necessary calculations
Presents a thorough analysis of most of the problems, issues or questions identified; missing some necessary calculations
Presents a superficial or incomplete analysis of some of the identified problems, issues or questions; omits necessary calculations
Recommendations on Effective
Solution
s/Strategies
Supports diagnosis and opinions with convincing arguments and evidence; presents a balanced and critical view; interpretation is both reasonable and objective
. Recommendations logically supported
Supports diagnosis and opinions with limited reasoning and evidence; presents a one‐sided argument; demonstrates little engagement with ideas presented. Illogical recommendations
Little or no action suggested, and/or ineffective or disconnected solutions proposed to the issues in the case study. No attempt at logical support for recommendations
Links to Course Readings and Additional Research
Makes appropriate and powerful connections between identified issues/problems and the strategic concepts studied in the course readings and lectures; supplements case study with relevant and thoughtful research and identifies all sources of information
Makes appropriate but vague connections between identified issues/problems and concepts studied in readings and lectures; demonstrates limited command of the analytical tools studied; supplements case study with limited sources
Makes ineffective connections or shows no connection between issues identified and the concepts studied in the readings; supplements case study, if at all, with incomplete information and sources
Writing Mechanics and Formatting Guidelines
Demonstrates a clear understanding of the audience for the case. Utilizes formatting, clarity and structure to enable the audience to readily see and understand recommended actions. Writing is logical, grammatically correct, spelling is error free
Demonstrates a limited understanding of the audience for the case. Ineffective structuring of response making it difficult to readily see and understand recommended actions. Writing shows poor logic, grammatical and spelli.
Case Study Rubric Directly respond to each questi.docxdrennanmicah
Case Study Rubric
Directly respond to each question providing background to support your
response. (2 points)
Apply at least 2 concepts from the chapter material in the class text,
“Leadership; theory. Application and Skill Development.” Reference to,
“The Handbook of Leaders,” is a welcome addition. (2 points)
Apply your critical thinking skills. (2 points)
o A well cultivated critical thinker:
Raises vital questions and problems, formulating them
clearly and precisely;
Gathers and assesses relevant information, using abstract
ideas to interpret it effectively comes to well-reasoned
conclusions and solutions, testing them against relevant
criteria and standards;
Thinks open-mindedly within alternative systems of thought,
recognizing and assessing, as need be, their assumptions,
implications, and practical consequences; and
Communicates effectively with others in figuring out
solutions to complex problems.
o Taken from Richard Paul and Linda Elder, The Miniature Guide to
Critical Thinking Concepts and Tools, Foundation for Critical
Thinking Press, 2008
Case Studies must be submitted in the following format:
o Clearly title each in a word document with name, date, week etc.
o Must include clearly written and thoughtful narrative
o Post as a response in Blackboard
66352_FM_ptg01_i-xxviii.indd 4 10/21/14 12:16 AM
Australia • Brazil • Mexico • Singapore • United Kingdom • United States
Robert N. Lussier, Ph.D.
Spring field College
Christopher F. Achua, D.B.A.
University of Virginia’s College at Wise
S I X T H E D I T I O N
Leadership
THEORY, APPLICATION,
& SKILL DE VELOPMENT
66352_FM_ptg01_i-xxviii.indd 1 10/21/14 12:16 AM
Copyright 2016 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
66352_FM_ptg01_i-xxviii.indd 4 10/21/14 12:16 AM
This is an electronic version of the print textbook. Due to electronic rights restrictions,
some third party content may be suppressed. Editorial review has deemed that any suppressed
content does not materially affect the overall learning experience. The publisher reserves the right
to remove content from this title at any time if subsequent rights restrictions require it. For
valuable information on pricing, previous editions, changes to current editions, and alternate
formats, please visit www.cengage.com/highered to search by ISBN#, author, title, or keyword for
materials in your areas of interest.
Important Notice: Media content referenced within the product description or the product
text may not be a.
More Related Content
Similar to 1Developmental Predictors of Violent Extremist Attitud.docx
The relationship between university students’ perceptions ofRula alsawalqa
By conducting a set of quantitative surveys, this study aimed to detecting the correlation between Jordanian
University students’ perceptions of terrorism and a variety of demographic variables. The results revealed that
the majority of students viewed terrorism as the most heinous crime, and is never justified, and that terrorists
are hard-core criminals, separatist groups that want to weaken the unity of the country. Therefore, they should
be treated as traitors and punished as they pose a threat to national interest, and the safety and security of
citizens. While a few of student indicated that there are some terrorist activities’ as a repercussion of repressed
needs and the demands of society, it should however be managed and the violations committed by states
against their nationals be confronted with the aim of eliminating injustices to vulnerable citizens. Most
students believe that poverty and material deprivation are of the most prominent causes of terrorism. They
also stress the necessity of providing food security and optimal life for citizens to limit the spread of the
phenomenon of terrorism and achieve societal solidarity to save human lives and stability of communities.
Furthermore, the results confirmed that there are no academic specializations, age, sex, academic level, and
monthly income statistically significant differences in perceptions of the terrorism among university students.
Social Capital and Fear of Crime: A Test of Organizational Participation Effe...AJHSSR Journal
This document discusses social capital and fear of crime. It begins by providing background on fear of crime research and three main theoretical models that explain fear of crime: the vulnerability model, disorder model, and social integration model. The study is framed within the social integration model, which argues those who are well socially integrated experience lower fear. It then discusses social capital and its potential benefits, including reduced crime and fear. While some studies found social capital elements like collective efficacy lower fear, other research finds little or no impact. The document aims to examine the effect of organizational participation on fear of crime in Nigeria, as previous Nigerian studies have not specifically tested social capital's influence.
This document summarizes a study that used a regression equation to identify at-risk youth for violence and then provided those youth with evidence-based treatments. The regression equation incorporated demographic, behavioral, and test score data from past perpetrators of violent crimes. At-risk youth were identified in several urban Midwestern high schools and received anger management training, job opportunities, and mentoring. After treatment, homicides decreased by 32%, shootings by 46%, and assaults by 77%, saving approximately 104 lives and $492 million, with a return on investment of 6.42. The study showed promise for using a predictive model along with proven interventions to reduce violence and associated costs.
Running head: INTRODUCTION DRAFT 1
INTRODUCTION DRAFT 2
To What Extent Does Mental Illness Influence Family-Based Violence – Introduction Draft
Grecia Cook
SOC 3111-090 Fall 2018 Research Methods
September 28, 2018
Introduction Draft
Family-based violence represents a serious public health concern in the nation. This is because of the detrimental effects that such violence can have on the physical, emotional, psychological and mental wellbeing of the affected individuals. Family-based violence may take the form of physical abuse, emotional abuse, or sexual abuse. Research by Singh, Tolman, Walton, Chermack, & Cunningham (2014) suggests that both men and women are responsible for perpetrating family-based violence, although the rate of perpetration is higher among men as compared to women. Such violence affects their spouses, children, and significant others in some detrimental ways. Hence, identifying and addressing the factors that trigger family-based violence is important for addressing this unbecoming behavior.
The research question for the proposed study is “To what extent does mental illness influence the incidence of family-based violence?”, with specific emphasis being on conditions such as depression, PTSD, and substance use disorders including alcohol use disorder. The research hypothesis is that individuals with mental disorders will have a higher likelihood of perpetrating family-based violence as compared to individuals who do not have mental disorders. On the contrary, the null hypothesis is that individuals with mental disorders will not have a higher likelihood of perpetrating family-based violence as compared to those without mental disorders.
Theoretical and empirical research indicates that one factor that contributes to the incidence of family-based violence is mental illness. According to Sesar, Šimić, & Dodaj (2015), conditions such as depression, substance use disorders including alcohol abuse and posttraumatic stress disorder (PTSD) all have a direct association with the perpetration of family-based violence. The researchers affirm that anger and hyper-arousal symptoms associated with conditions such as PTSD are potential causes for the increased rates of aggressive behaviors demonstrated by perpetrators of family-based violence. Shorey, Febres, Brasfield, & Stuart (2012) from a different dimension contend that aggressive behavior may be an avenue for releasing the tension of unpleasant emotions such as shame, anxiety, or guilt stemming from exposure to a traumatic event.
Another hypothesized mechanism through which mental illnesses influence family-based violence is through affecting thought and cognitive processes, a factor that subsequently causes individuals to become more violent. It is worth mentioning that although m.
Island In the Street: Analyzing the Function of Gang Violence from a Culture ...kshap24
This document summarizes a research paper that analyzes gang violence from a cultural and conflict perspective. The paper examines the components of gang culture that are in conflict with broader society and how gangs, communities, and law enforcement view the gang problem differently. Through an analysis of news articles, the researcher found that gang violence stems more from issues of identity and values within gang culture rather than just environmental factors. Both gangs and law enforcement see the gang problem rigidly, while communities view it more flexibly. Understanding gang culture is important to address the root causes of violence rather than just the behaviors.
10.11770022427803260263ARTICLEJOURNAL OF RESEARCH IN CRIME AN.docxchristiandean12115
This document summarizes competing theories on whether the perceived risk of punishment deters criminally prone individuals from committing crimes. It discusses three main perspectives: 1) that all individuals are equally deterred regardless of criminal propensity, 2) that criminally prone individuals are less deterred due to their impulsivity and focus on immediate gratification, and 3) that criminally prone individuals are more deterred since socialized individuals act based on moral obligations rather than costs/benefits. The article then analyzes data from a longitudinal study in New Zealand to test the relationship between criminal propensity, perceived punishment risks, and criminal behavior.
AGGRESSIVE BEHAVIOR
Volume 30, pages 273–283 (2004)
The Influence of Perceived Prison Crowding on
Male Inmates’ Perception of Aggressive
Events
Claire Lawrencen and Kathryn Andrews
School of Psychology, University of Nottingham, Nottingham, NG7 2RD, England
: : : : : : : : : : : : : : : : : : : : : : : : : : : : : : : : :
This study examines whether, in a male prison, the subjective experience of crowding increases the
likelihood that events are perceived as aggressive in nature, and whether the protagonists involved are
viewed as more hostile, malevolent, and aggressive. In addition, this paper also examines the possible
mediating effects of stress, arousal, and psychological well-being on two hypothesised relationships.
First, these mediating factors are examined for the link between individuals’ personal space preferences
and their perceived level of crowding. Second, these factors are examined for the link between perceived
crowding and interpretations of an aggressive event. Such associations may help to explain why
crowding and aggression are linked within a social interactionist perspective. The results confirmed
previous findings that crowding is linked to increases in arousal and stress, and a reduction in
psychological well-being. This study also found, however, that those inmates who experienced crowding
were also more likely to interpret behaviour as aggressive and violent. This relationship was not
mediated by arousal, stress, or psychological well-being. However, these factors were found to partially
operate in the relationship between personal space preferences and the experience of subjective
crowding. The implications of this study for social interactionist explanations of the link between
crowding and prison violence are offered. Aggr. Behav. 30:273–283, 2004. r 2004 Wiley-Liss, Inc.
: : : : : : : : : : : : : : : : : : : : : : : : : : : : : : : : :
Keywords: prison crowding; arousal; stress; personal space; perceived aggression
INTRODUCTION
Aggressive and violent behaviour in prisons is a significant problem for penal systems
around the world [Logan et al., 2001; Useem and Goldstone, 2002; Wood and Adler, 2001].
The current research examines whether in such crowded and problematic environments, the
subjective experience of crowding increases the likelihood that events will be perceived as
more aggressive in nature, and whether the protagonists involved will be viewed as more
hostile, malevolent, and aggressive. Such an association may help to explain why crowding
and aggression are linked within a social interactionist perspective. This paper also examines
the possible mediating effects of stress, arousal, and psychological well-being.
n
Correspondence to: Dr. Claire Lawrence, School of Psychology, University of Nottingham, NG7 2RD.
E-mail: [email protected]
Received 25 February 2003; amended version accepted 15 May 2003
Published online in Wiley InterScience (www.interscience.wiley.com). DOI: 10.1002/ab.20024
r.
Running head RESEARCH PAPER TEMPLATE1RESEARCH PAPER TEMPLATE.docxcharisellington63520
Running head: RESEARCH PAPER TEMPLATE 1
RESEARCH PAPER TEMPLATE 2
Research Paper Template
Firstname Lastname
Argosy University Online
Research Paper Template
Introduction
Methods
Participants
Instruments
Procedure
Ethical Issues
References
Early Methods Section 2
Early Methods Section
Research Methods | PSY302 A01
Dr. Yvonne Bustamante
Argosy University
Tony Williams
27 May 2015
Good work Tony, Please find your feedback attached. Please open this attachment for very detailed feedback on how you can revise and improve subsequent assignments. Kind regards, Yvonne B.
Assignment 2 Grading Criteria
Maximum Points
1) Explanation and justification of research question.
12/12
2) Presentation of hypothesis and null hypothesis.
11/16
3) Analysis of participants exclusion/inclusion factors.
16/16
4) Explanation of sampling technique and characterization of population that sample generalized.
12/12
5) Identification of study's variables.
7/12
6) Operational definitions for each variable are defined.
6/16
7) Development of methods to measure each variable, and the reliability and validity of these measures are evaluated.
11/16
8) Description of technique(s) used for data collection.
12/12
9) Description of the research design being used.
12/12
10) Identification of the research procedure.
12/12
11) Prediction of POTENTIAL ethical issues; POTENTIAL ethical issues are evaluated in terms of how they would be addressed.
20/20
Organization:
· Introduction
· Thesis
· Transitions
· Conclusion
12/12
Usage and Mechanics:
· Grammar
· Spelling
· Sentence Structure
12/12
APA Elements:
· Attribution
· Paraphrasing
· Quotations
16/16
Style:
· Audience
· Word Choice
4/4
Total:
175/200
Introduction
Aggression among the children and the adult is the primary cause of wrong and unethical activity. Children are getting violent and the peers are victimized by the aggressive behaviour among the peer group. Most of the ill will causes are somehow linked with or related with the level of aggression and therefore it becomes important that the factors impacting the aggression in adult and children are studied and examined, so as to address the related issues. Aggressiveness can be classified in short term or long term run. Short behaviour can also be referred as mimicry and the long term aggressiveness is linked with the problem of the brain and can be dangerous for both short and long term (Nauert, 2008).
Explanation and justification of research question
The topic of research is media’s inf.
Robert Agnew proposed a general strain theory in 1992 that focuses on three types of strain: the failure to achieve positively valued goals, the removal of positively valued stimuli, and the presence of negative stimuli. Agnew's theory focuses on negative relationships that do not treat individuals as they expect or want to be treated, which can lead to negative emotions like anger and pressure to engage in criminal acts. While other strain theories focus on goal blockage experienced by lower classes, Agnew argues strain theory can explain crime if revised to focus on an individual's social environment, particularly for adolescents. He also suggests criminologists consider the magnitude, recency, duration, and clustering of strainful events, as well as cognitive, emotional and behavioral adaptations to
Dissertation FINAL (Autosaved)FINAINFINALRyan Cockrell
This document is a dissertation submitted by Ryan William Cockrell in partial fulfillment of the requirements for a degree in Forensic Psychology and Criminal Justice. The dissertation explores attitudes of students towards the reintegration of sex offenders in light of increased media coverage of sexual offenses, known as the "Yewtree Effect". The literature review discusses legislative responses to sex offending, the impact of media on public attitudes, gender differences in attitudes, and the role of training and experience. The study aims to investigate how gender, program of study, and attitudes towards media representation influence attitudes towards sex offender reintegration.
Abstract.docxAbstractWith scientific knowledge of youth deve.docxaryan532920
Abstract.docx
Abstract
With scientific knowledge of youth development programs that have grown dramatically over the last couple of decades, theoretical frameworks for translating research into more supportive environments for youth have lagged. Most articles proposes a risk/protective theoretical perspective grounded in ecological and developmental only in theories, but the principles taken from the theory are documented with little success. Most young adults involved in crime because of the environment where they have grown makes them more attracted to criminal activities from a young age. If the policy and procedures along with follow up was adhere to, there could be a higher success rate of these programs to deter adolescents from crime and promote positive youth development and prevent problem behaviors. Community crime prevention programs or strategies target changes in community infrastructure, culture, or the physical environment in order to reduce crime. The diversity of approaches include neighborhood watch, community policing, urban or physical design, and comprehensive or multi-disciplinary efforts. These strategies may seek to engage residents, community and faith-based organizations, and local government agencies in addressing the factors that contribute to the community’s crime, delinquency, and disorder.
REFERENCES
Bogenschneider, K. (1996). An Ecological Risk/Protective Theory for Building Prevention Programs, Policies, and Community Capacity to Support Youth. Family Relations,45(2), 127-138. doi:10.2307/585283
Chp 1 Intro.docx
Chapter 1: Introduction
With homicide as the second leading cause of death for young people between the ages of 10 and 24 (Centers for Disease Control, Prevention [CDC], 2009a). In 2009, 650,843 assault-related non-fatal injuries in youth age 10 to 24 were treated at emergency departments across the United States. The term youth violence is used to encompass many forms of violence among young people, including more serious forms (e.g., homicide) and behaviors that are less serious in nature (e.g., fighting). Youth violence is thus defined as “the intentional use of force–whether threatened or real–against a person, group, or community that results in or has a high likelihood of resulting in injury, death, psychological harm or deprivation by persons between the ages of 10 and 24 ( Dahlberg & Krug, 2002).
Many individuals, family members, peers, and community factors have been found to increase the likelihood of an individual's violent offending. Such risk factors have been empirically identified through multiple studies and predict violent behavior longitudinally (Hawkins et al., 2000; Murray & Farrington, 2010). A relatively new area of research in youth violence prevention involves examining protective factors (i.e., variables that have a moderating effect on risk factors) related to violence perpetration. This research can also inform prevention efforts, in tha.
crime and society.docx-thus is a pdf based on the factors of crime affecting ...eveanchalvaj2206
A crime is defined as 'an act that breaks the law in a particular society'. Crimes occur when social control fails within a society. We can also explore the idea of a 'deviant act'. This is different to a crime, as it's not illegal, but it still breaks the norms of society.
A Critique Of Hall And Hirschman S Quadripartite Model Of Child Sexual AbuseAshley Carter
This document provides a critique of Hall and Hirschman's quadripartite model of child sexual abuse. The critique examines the model's core assumptions and highlights both its strengths and weaknesses. The quadripartite model is an influential multi-factorial theory that was originally developed to explain rape and later extended to child sexual abuse. However, the adequacy of its underlying ideas have never been systematically evaluated, despite its prominent status.
This document discusses the evolution of domestic violence control measures and techniques. It outlines how views of domestic violence have shifted from considering it a private matter to recognizing it as a serious social issue and criminal offense. Early approaches focused on legal reforms and victim advocacy groups, while more recent strategies emphasize treatment programs and alternative sentencing to reduce incarceration costs and facilitate rehabilitation. The document examines different theories around domestic violence and analyzes how policies and societal views have progressed in recognizing and addressing this issue over time.
The General Aggression Model Theoretical Extensions to Violen.docxrtodd194
The General Aggression Model: Theoretical Extensions to Violence
C. Nathan DeWall
University of Kentucky
Craig A. Anderson
Iowa State University
Brad J. Bushman
The Ohio State University and VU University, Amsterdam
This article discusses the General Aggression Model (GAM), which provides a com-
prehensive and integrative social– cognitive framework for understanding aggression
and violence. After providing a brief description of the basic components of GAM, we
discuss how it can be used to better understand 4 topics related to phenomena that occur
primarily outside the laboratory and apply to a broad range of people. Specifically, we
apply GAM to better understand intimate partner violence, intergroup violence, global
climate change effects on violence, and suicide. We also explain how the tenets of
GAM can be used to inform interventions aimed at reducing these forms of violence.
Finally, we show how GAM can explain why people do not behave violently, such as
in societies where violence is exceedingly rare. Applying GAM to violent behavior that
occurs outside the laboratory adds to its explanatory power and enhances the external
validity of its predictions. Because the 4 topics apply to such a broad range of people,
GAM may have broader influence in fostering understanding of aggression in these
domains. By increasing our understanding of the causes of violent behavior, GAM may
help reduce it.
Keywords: General Aggression Model, climate change, intergroup violence, intimate partner
violence, suicide
Nonviolence leads to the highest ethics, which is the
goal of all evolution. Until we stop harming all other
living beings, we are still savages.
—Thomas A. Edison, American inventor
In the distant past, aggression often was an
adaptive behavior for our ancient ancestors who
lived in small groups. Aggression and related
threat displays played an important role in mate
selection, protection of offspring and other kin,
and survival of the group. As humans became
more social and developed culture, however,
aggression became less adaptive, especially at
the group level. Although one can reasonably
argue that even today, minor forms of aggres-
sion play an adaptive role in socialization and
social control (e.g., Tedeschi & Felson, 1994),
more serious forms of aggression are more mal-
adaptive than adaptive. Aggression breeds ag-
gression, and it seems to cause more problems
than it solves. Even when it works in the short
run, aggression frequently fails in the long run.
So, why are people aggressive today? We could
blame it on our genes, but that is only part of the
story. The purpose of this is article is to explain
how an overarching framework for understanding
aggression and violence —the General Aggres-
sion Model, or GAM for short (see Figure 1)—
can be applied to violence outside the labora-
tory: intimate partner violence, aggression be-
tween groups, global warming effects on vio-
lence, and suicide. We also discuss how GAM
can be ap.
Australians in 2010 were more likely to believe a terrorist attack would occur in Australia but felt less concerned about being directly affected. Those with higher perceived risk and concern about terrorism included women, middle-aged individuals, those with lower education levels, and those with higher psychological distress. Australians with a migrant background reported lower likelihood of terrorism occurring but higher concern of being personally affected and having made lifestyle changes due to the threat. Willingness to evacuate homes and public places increased between 2007 and 2010. Key subgroups remained disproportionately concerned, including those with lower education and migrant groups.
Case Study RubricCriterionStrongAverageWeakInt.docxdrennanmicah
Case Study Rubric
Criterion
Strong
Average
Weak
Introduction / Primary Problem, Issue or Question Identification
States the case objective and clearly defines the problem, issue or question
Minimally describes the case, includes only the problem, issue or question
Bypasses the introduction and moves directly to commentary on the case
Understanding of Primary Problem, Issue or Question
Identifies and demonstrates a sophisticated understanding of the primary issues and or problems in the case study
Identifies and demonstrates an accomplished understanding of most of the issues/problems
Identifies and demonstrates acceptable understanding of some of the issues/problems in the case study
Analysis and Evaluation of Issues/Problems
Presents an insightful and thorough analysis of all identified problems, issues or questions; includes all necessary calculations
Presents a thorough analysis of most of the problems, issues or questions identified; missing some necessary calculations
Presents a superficial or incomplete analysis of some of the identified problems, issues or questions; omits necessary calculations
Recommendations on Effective
Solution
s/Strategies
Supports diagnosis and opinions with convincing arguments and evidence; presents a balanced and critical view; interpretation is both reasonable and objective
. Recommendations logically supported
Supports diagnosis and opinions with limited reasoning and evidence; presents a one‐sided argument; demonstrates little engagement with ideas presented. Illogical recommendations
Little or no action suggested, and/or ineffective or disconnected solutions proposed to the issues in the case study. No attempt at logical support for recommendations
Links to Course Readings and Additional Research
Makes appropriate and powerful connections between identified issues/problems and the strategic concepts studied in the course readings and lectures; supplements case study with relevant and thoughtful research and identifies all sources of information
Makes appropriate but vague connections between identified issues/problems and concepts studied in readings and lectures; demonstrates limited command of the analytical tools studied; supplements case study with limited sources
Makes ineffective connections or shows no connection between issues identified and the concepts studied in the readings; supplements case study, if at all, with incomplete information and sources
Writing Mechanics and Formatting Guidelines
Demonstrates a clear understanding of the audience for the case. Utilizes formatting, clarity and structure to enable the audience to readily see and understand recommended actions. Writing is logical, grammatically correct, spelling is error free
Demonstrates a limited understanding of the audience for the case. Ineffective structuring of response making it difficult to readily see and understand recommended actions. Writing shows poor logic, grammatical and spelli.
Case Study Rubric Directly respond to each questi.docxdrennanmicah
Case Study Rubric
Directly respond to each question providing background to support your
response. (2 points)
Apply at least 2 concepts from the chapter material in the class text,
“Leadership; theory. Application and Skill Development.” Reference to,
“The Handbook of Leaders,” is a welcome addition. (2 points)
Apply your critical thinking skills. (2 points)
o A well cultivated critical thinker:
Raises vital questions and problems, formulating them
clearly and precisely;
Gathers and assesses relevant information, using abstract
ideas to interpret it effectively comes to well-reasoned
conclusions and solutions, testing them against relevant
criteria and standards;
Thinks open-mindedly within alternative systems of thought,
recognizing and assessing, as need be, their assumptions,
implications, and practical consequences; and
Communicates effectively with others in figuring out
solutions to complex problems.
o Taken from Richard Paul and Linda Elder, The Miniature Guide to
Critical Thinking Concepts and Tools, Foundation for Critical
Thinking Press, 2008
Case Studies must be submitted in the following format:
o Clearly title each in a word document with name, date, week etc.
o Must include clearly written and thoughtful narrative
o Post as a response in Blackboard
66352_FM_ptg01_i-xxviii.indd 4 10/21/14 12:16 AM
Australia • Brazil • Mexico • Singapore • United Kingdom • United States
Robert N. Lussier, Ph.D.
Spring field College
Christopher F. Achua, D.B.A.
University of Virginia’s College at Wise
S I X T H E D I T I O N
Leadership
THEORY, APPLICATION,
& SKILL DE VELOPMENT
66352_FM_ptg01_i-xxviii.indd 1 10/21/14 12:16 AM
Copyright 2016 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
66352_FM_ptg01_i-xxviii.indd 4 10/21/14 12:16 AM
This is an electronic version of the print textbook. Due to electronic rights restrictions,
some third party content may be suppressed. Editorial review has deemed that any suppressed
content does not materially affect the overall learning experience. The publisher reserves the right
to remove content from this title at any time if subsequent rights restrictions require it. For
valuable information on pricing, previous editions, changes to current editions, and alternate
formats, please visit www.cengage.com/highered to search by ISBN#, author, title, or keyword for
materials in your areas of interest.
Important Notice: Media content referenced within the product description or the product
text may not be a.
Case Study Scenario Part 3IntroductionThis media piece exp.docxdrennanmicah
Case Study Scenario Part 3
Introduction
This media piece explains four ethical theories in order to prepare you for the Unit 3 assignment,
Case Study Resolution
. This media piece also includes parts 1 and 2 of the case study videos for your review.
Part 3
Deontology
The ethical position to do what is right out of duty or obligation. It is often called rule-based ethics.
Deontology has been described as "absolutist," "universal," and "impersonal" (Kant, 1785/1959). It prioritizes absolute obligations over consequences. In this moral framework, ethical decision making is the rational act of applying universal principles to all situations irrespective of specific relations, contexts, or consequences. This reflects Immanuel Kant's conviction that ethical decisions cannot vary or be influenced by special circumstances or relationships. Rather, a decision is "moral" only if a rational person believes the act resulting from the decision should be universally followed in all situations. For Kant, respect for the worth of all persons was one such universal principle. A course of action that results in a person being used simply as a means for others' gains would ethically unacceptable.
With respect to deception in research, from a deontological perspective, since we would not believe it moral to intentionally deceive individuals in some other context, neither potential benefits to society nor the effectiveness of participant debriefing for a particular deception study can morally justify intentionally deceiving persons about the purpose or nature of a research study. Further, deception in research would not be ethically permissible since intentionally disguising the nature of the study for the goals of research violates the moral obligation to respect each participant's intrinsic worth by undermining individuals' right to make rational and autonomous decisions regarding participation (Fisher & Fyrberg, 1994).
Utilitarianism
The ethical position depends on the consequences of the action with the goal being producing the most good.
Utilitarian theory prioritizes the consequences (or utility) of an act over the application of universal principles (Mill, 1861/1957). From this perspective, an ethical decision is situation specific and must be governed by a risk-benefit calculus that determines which act will produce the greatest possible balance of good over bad consequences. An "act utilitarian" makes an ethical decision by evaluating the consequences of an act for a given situation. A "rule utilitarian" makes an ethical decision by evaluating whether following a general rule in all similar situation would create the greater good. Like deontology, utilitarianism is impersonal: It does not take into account interpersonal and relational features of ethical responsibility. From this perspective, psychologists' obligations to those with whom they work can be superseded by an action that would produce a greater good for others (Fisher, 1999).
A ps.
Case Study RubricYour case study will be assessed as follows•.docxdrennanmicah
The document discusses Chevron Corporation's evolution of IT infrastructure to better support its global energy operations. It describes how Chevron uses Supervisory Control and Data Acquisition (SCADA) systems and sensors to monitor and optimize operations at its refineries. It also discusses Chevron's use of enterprise applications like SAP ERP and its move to cloud computing and business-focused web services. Finally, it outlines Chevron's vision for future infrastructure including increased use of mobility, analytics, and social media.
Case study RubricCriterionOutstanding 3.75Very Good 3 .docxdrennanmicah
Case study Rubric
Criterion
Outstanding 3.75
Very Good 3
Good 2.5
Unacceptable 1
Score
Completeness
Complete in all respects; reflects all requirements
Complete in most respects; reflects most requirements
Incomplete many respects; reflects few requirements
Incomplete in most respects; does not reflect requirements
Understanding
Demonstrates excellent understanding of the topic(s) and issue(s)
Demonstrates an accomplished understanding of the topic(s) and issue(s)
Demonstrates an acceptable understanding of the topic(s) and issue(s)
Demonstrates an inadequate understanding of the topic(s) and issue(s)
Analysis
Presents an insightful and through analysis of the issue (s) identified
Presents a thorough analysis of most of the issue(s) identified
Presents a superficial analysis of some of the issue(s) identified
Presents an incomplete analysis of the issue(s) identified.
Evaluation
Makes appropriate and powerful connections between the issue(s) identified and the concept(s) studied
Makes appropriate connections between the issue(s) identified and the concept(s) studied
Makes appropriate but somewhat vague connections between the issue(s) identified and the concept(s) studied
Makes little or no connection between the issue(s) identified and the concept(s) studied.
Opinion
Supports opinion with strong arguments and evidence; presents a balanced and critical view; interpretation is both reasonable and objective
Supports opinion with reasons and evidence; presents a fairly balanced view; interpretation is both reasonable and objective
Supports opinion with limited reasons and evidence; presents a somewhat one-sided argument
Supports opinion with few reasons and little evidence; argument is one-sided and not objective.
Recommendations
Presents detailed, realistic, and appropriate recommendations clearly supported by the information presented and concepts studied
Presents specific, realistic and appropriate recommendation supported by the information presented and the concepts studied
Presents realistic or appropriate recommendation supported by the information presented and the concepts studied
Presents realistic or appropriate recommendation with little, if any, support from the information and the concepts studied.
Grammar and Spelling
Minimal spelling and grammar errors
Some spelling and grammar errors
Noticeable spelling and grammar errors
Unacceptable number of spelling and grammar errors
APA guidelines
Uses APA guidelines accurately and consistently to cite sources
Uses APA guidelines with minor violations to cite sources
Reflects incomplete knowledge of APA guidelines
Does not use APA guidelines
Total
.
CASE STUDY RUBRIC MICROBIOLOGY For the Case Study assig.docxdrennanmicah
CASE STUDY RUBRIC MICROBIOLOGY
For the Case Study assignment the current pathogen selections may be requested by sending
an email to your instructor!
Assigned Case Study Problem:
You will create a case study for a microbial infection selected from the current pathogen list. Your case
study will be assembled using a detailed rubric (see below). Upon completion, you will submit your
case study to the Blackboard gradebook in Unit 5 and to SafeAssign.
How to create a case study
The case studies are meant to be an enjoyable, interesting, and informative assignment. This is your
chance to show that you understand the key teaching points about a microbe and to communicate
these points in a written format.
What information belongs in my case study?
Have at least 3-4 key referenced points in each of the five areas shown in the Case Study Information
Chart (see below). The left-hand heading in the chart suggests the type of information requested for the
pathogen. Outlines can be in whatever form you prefer (bullets/charts/outlines/diagrams or a mix). Be
sure to include two discussion questions (and provide complete answers) that you can incorporate
into your case study (place them at the end of your write-up). These questions should help connect your
case to other material in the course. For example, what other microbes have an A-B toxin? What other
viruses are transmitted by fecal-oral spread?
How much information should I provide for my case study?
For the Case Study, you are asked to provide at least the information requested in the chart below. The
boxed questions are suggestions for the minimum amount of information within each category. The
more detailed the information, the better the study. You may consult your textbook, CDC, WHO, Access
Medicine, Google Scholar, NCBI, WebMD, etc. to find the information. For example, if you perform a
Google search using the name of the pathogen and the word ‘vaccine’, you will find information on
current vaccines (if any), those in clinical trials, vaccines used only in animals, etc.
Case Study Information Chart
Typical Case What does a typical case look like? Use the standard format for a
patient presentation with chief complaint (CC), history of present illness
(HPI), key physical exam details (PE), lab findings, signature signs, and
any other important findings.
Description of the infectious
agent
If it is a bacterium, how is it classified? If it is a virus, what kind of
nucleic acid does it have? Does it target specific cellular types
(tropism)? Does it form a spore? Is it aerobic? Is it intracellular? Can it
only be grown in a specific type of media? How is it distinguished from
other members of the species? Does the pathogen have a significant
history with humans or animals?
Epidemiology What do you feel are the most important points about the
epidemiology of the disease? Incidence? Portal of entry? Source? Is it a
normal microb.
Case Study Rubric Criteria / Score
Distinguished
Competent
Basic/Pass
Poor
Failing
Content Knowledge
20
18
15
13
0
Case is addressed expansively in reference to assignment instructions, and demonstrates mastery of the subject matter appropriate to the assignment.
Case is addressed according to assignment instructions, and demonstrates mastery of the subject matter appropriate to the assignment.
Case is addressed according to assignment instructions but does not demonstrate mastery of the subject matter appropriate to the assignment.
Case is addressed but does not adhere to assignment instructions and does not demonstrate mastery of the subject matter appropriate to the assignment.
Case is not addressed and/or does not adhere to assignment instructions and does not demonstrate mastery of the subject matter appropriate to the assignment.
Use of Evidence
10
9
8
6
0
Ideas are supported with evidence and demonstrate a clear understanding of the research and theory behind the topic.
Ideas are somewhat supported with evidence to demonstrate a basic understanding of the research and theory behind the topic.
Ideas are not fully supported with evidence and demonstrate some confusion about the research and theory that support the case study topic.
Ideas are not fully supported with evidence and lack understanding of the research and theory behind the topic.
Ideas are not supported with evidence.
Writing
10
9
8
6
0
Assignment is well written and well organized. Mechanics (spelling and punctuation) and grammar are excellent.
Assignment is well written and well organized and contains few minor errors in mechanics and/or grammar.
Assignment is well written and well organized but contains some minor errors in mechanics and/or grammar.
Assignment is not clear and/or lacks organization and/or contains several errors in mechanics and/or grammar.
Assignment lacks evidence of clear, organized scholarly writing and needs extensive additional work to meet assignment needs.
Standard Writing Style
6
5
4.5
4
0
Assignment demonstrates appropriate in-text citations of sources (where appropriate) and references in proper formatting style.
Assignment demonstrates appropriate in-text citations of sources (where appropriate) and references in proper formatting style and contains few minor formatting errors.
Assignment demonstrates appropriate in-text citations of sources (where appropriate) and references in proper formatting style but contains some minor formatting errors.
Assignment does not provide either in-text citations (where appropriate) or reference sources and/or contains several formatting errors.
Timeliness
4
3.5
3
2.5
0
*Students who initiate communication regarding individual circumstances for lateness will be graded at instructor’s discretion.
Assignment submitted on time.
Assignment submitted one day late.
Assignment submitted two days late.
Assignment submitted three days late.
Assig.
Case Study ReflectionWrite a 4-5 page paper. Your written assi.docxdrennanmicah
Case Study Reflection
Write a 4-5 page paper. Your written assignments must follow APA guidelines. Be sure to support your work with specific citations from this week’s Learning Resources and additional scholarly sources as appropriate. Refer to the Pocket Guide to APA Style to ensure that in- text citations and reference list are correct. Submit your assignment to the Dropbox by the end of this Unit.
In 2007 San Francisco began its Healthy San Francisco Plan designed to provide health care for all San Francisco citizens. In 2007, it was estimated that San Francisco had 82,000 uninsured citizens. Under the plan, all uninsured citizens residing in San Francisco can seek care at the city's public and private clinics and hospitals. The basic coverage includes lab work, x-rays, surgery, and preventative care. The city plans to pay for this $203 million coverage by rerouting the $104 million the city currently spends treating the uninsured in the emergency rooms, mandating business contributions, and requiring income-adjusted enrollment fees. The plan requires all businesses with more than 20 employees to contribute a percentage toward the plan. Many business owners consider this a burden and warn they will not stay in the city. The Mayor sees universal health access a moral obligation for the city.
Take one of the following positions.
San Francisco has an obligation to provide its citizens with health access.-OR-
San Francisco does not have an obligation to provide its citizens with health access.
Discuss the following in your assignment
:
What is the government's role in regulating healthy and unhealthy behavior?
Has the balance between personal freedom and the government's responsibility to provide health and welfare of its citizens been eroded? Why or why not?
.
Case Study Questions (Each question is worth 6 marks)1. Defi.docxdrennanmicah
Case Study Questions (Each question is worth 6 marks)
1. Define the term ‘gastronomy’ and provide some examples to demonstrate your understanding.
2. What benefits and opportunities exist for the local indigenous community of the Dja Dja Wurrung Clans with Bendigo newly designated as a creative city of gastronomy?
3. How may the regional city of Bendigo incorporate gastronomy into its destination branding? Provide some examples.
4. Discuss some potential issues and considerations associated with using gastronomy in destination branding activities.
5. Outline some potential creative network collaborations which may result from Bendigo now being admitted to the Creative Cities Network.
.
Case Study Reorganizing Human Resources at ASP SoftwareRead the.docxdrennanmicah
Case Study: Reorganizing Human Resources at ASP Software
Read the ASP Software case (Anderson, 2005a) and consider the following questions:
How does the client feel about how the change has been managed at this point?
How do you think the management team or employees feel?
What has McNulty done well in managing the change to this point?
What could she have done differently?
What intervention strategy and intervention activities would you recommend to McNulty?
How would you structure these activities?
What roles would McNulty, the management team, and the consultant play?
.
Case Study Report Rubric CriterionWeakAverageStrongIdent.docxdrennanmicah
Case Study Report Rubric
Criterion
Weak
Average
Strong
Identification of Main Issues/Problems
Identifies and demonstrates acceptable understanding of some of the issues/problems in the case study.
Identifies and demonstrates an accomplished understanding of most of the issues/problems.
Identifies and demonstrates a sophisticated understanding of the main issues/problems in the case study.
Analysis and Evaluation of Issues/Problems
Presents a superficial or incomplete analysis of some of the identified issues; omits necessary calculations.
Presents a thorough analysis of most of the issues identified; missing some necessary calculations.
Presents an insightful and thorough analysis of all identified issues/problems; includes all necessary calculations.
Recommendations on Effective
Solution
s/Strategies
Little or no action suggested and/or inappropriate solutions proposed to the issues in the case study.
Supports diagnosis and opinions with limited reasoning and evidence; presents a somewhat one-sided argument; demonstrates little engagement with ideas presented.
Supports diagnosis and opinions with strong arguments and well-documented evidence; presents a balanced and critical view; interpretation is both reasonable and objective.
Links to Course Readings and Additional Research
Makes inappropriate or little connection between issues identified and the concepts studied in the readings; supplements case study, if at all, with incomplete research and documentation.
Makes appropriate but somewhat vague connections between identified issues/problems and concepts studied in readings and lectures; demonstrates limited command of the analytical tools studied; supplements case study with limited research.
Makes appropriate and powerful connections between identified issues/ problems and the strategic concepts studied in the course readings and lectures; supplements case study with relevant and thoughtful research and documents all sources of information.
Writing Mechanics and Formatting Guidelines
Writing is unfocused, rambling, or contains serious errors; poorly organized and does not follow specified guidelines.
Occasional grammar or spelling errors, but still a clear presentation of ideas; lacks organization.
Demonstrates clarity, conciseness and correctness; formatting is appropriate and writing is free of grammar and spelling errors.
Staffing at The King Company
Kevin Tu has managed staffing at King since the early years when the company had less than 100 employees. Tu runs a tight ship and manages the department with only one other recruiter and an administrative assistant, who maintains all job postings, including a telephone employment hotline and the company’s job line web site. Tu is well-respected across the organization for his strict adherence to ensuring equity in hiring and job placement that goes well beyond equal opportunity requirements.
Tu recently completed an aggressive hiring drive at major universities, hiring several new en.
Case Study Project (A) Hefty Hardware - Be sure to address each .docxdrennanmicah
Case Study Project (A) Hefty Hardware - Be sure to address each question in the Case study, and explain your rationale thoroughly. Be sure you saved your file with your full name, and title of this project. Example:
Jason Karp Case Studies A. Details
: You will be given a case study to solve from the textbook. While your responses will vary, properly documenting your response from valid resources is a requirement. This assignment requires you to use proper citations and references from the textbook and alternate sources. Thoughtful opinions/research based on the literature, and from the textbook are necessary, so be sure to review the chapter prior to completing these activities. This task is like a research paper, so please take your time when preparing your responses. Separating each case study with a title and proper formatting is
essential
so that I can read and follow your paper. A one (1) page response is NOT - NOT going to earn you maximum points. The Case Study response will be submitted on the assigned due date from the past weeks (s
ee submission due dates and rubric
)
. The Dropbox will close after the due date and late submission will not be accepted.
Case study projects are NOT posted on the discussion board, they are submitted as an assignment.
Case study text from text book :
MINI CASE
Delivering Business Value with IT at Hefty Hardware2
"IT is a pain in the neck," groused cheryl O'Shea, VP of retail marketing, as she
slipped into a seat at the table in the Hefty Hardware executive dining room, next to her colleagues. “It’s all technical mumbo-jumbo when they talk to you and I still don’t know if they have any idea about what we’re trying to accomplish with our Savvy Store program. I keep explaining that we have to improve the customer experience and that we need IT’s help to do this, but they keep talking about infrastructure and bandwidth and technical architecture, which is all their internal stuff and doesn’t relate to what we’re trying to do at all! They have so many processes and reviews that I’m not sure we’ll ever get this project off the ground unless we go outside the company.”"You have got that right", agreed Glen vogel, the COO. " I really like my IT account manager, Jenny Henderson. She sits in on all our strategy meetings and seems to really understand our business, but that’s about as far as it goes. By the time we get a project going, my staff are all complaining that the IT people don’t even know some of our basic business functions, like how our warehouses operate. It takes so long to deliver any sort of technology to the field, and when it doesn’t work the way we want it to, they just shrug and tell us to add it to the list for the next release! Are we really getting value for all of the millions that we pour into IT?”
“Well, I don’t think it’s as bad as you both seem to believe,” added Michelle Wright, the CFO. “My EA sings the praises of the help desk and the new ERP system we put in last y.
Case Study Proposing a Data Gathering Approach at TLG Solutions (.docxdrennanmicah
TLG is looking to improve their data gathering approach. A proposed solution is to survey customers about their product and service experiences to gather feedback. They could also analyze online customer reviews and implement a customer relationship management system to track interactions over time to better understand customer needs.
Case Study Project Part I Declared JurisdictionTemplate Sta.docxdrennanmicah
Case Study Project Part I: Declared Jurisdiction
Template Statement of Action Research Intent
The (Memphis Shelby County, Tennessee United States) will be examined to determine the current status of economic development. The resources for this study initially will come from public administrator generated information. The data will be assessed using S.W.O. T. Analysis. “Smart” Action Research will then be conducted to determine what specific economic development strategies may be employed to address areas of concern required for enhancing economic development prospects in the above jurisdiction. Using published scholarly resources and pertinent analytics, the action research efforts will turn to identifying options available to decision makers. This action research will result in a final report that provides both the criteria by which economic developments strategies may be weighed and a discussion of recommended actions, each uniquely assembled to improve the economic prospects for (Memphis Shelby County, Tennessee United States).
PADM 530
Case Study Project Part 2: Economic Development Analysis and Proposal Instructions
You will submit an Economic Development Analysis and Proposal Plan, consisting of 15-20 pages, not including the title page, abstract, or reference page. In order to complete this assignment, you must choose a specific locale that you want to use for your case study. You may wish to select the community in which you currently live or a hometown as the focus of this report. A case must be a “bounded system” with definable parameters (Stake, 1995). Thus, you must choose a locale that you can define and limit. For example, you should not use New York City. Its size is far beyond what you will be able to accomplish in this course. Likewise, you would not want to choose Huston, Idaho, as it is far too small to have a need for a cohesive economic development plan. In this assignment, you will target the specific situations found in an American city, town, or county. This assignment will require that you address the following six specific areas:
Locale
When choosing your locale, make sure that you will be able to find demographic and economic information. You will want to choose an area with which you are familiar or an area where there is obvious need. Attempt to pick a city or a town that is not extremely large (i.e., New York City, however, Staten Island could be a viable project). Choosing wisely will make your research more focused so that you can complete the research by the time the course has finished.
Economic Situation
You must detail the specific economic situation facing this location. For example, if you were to choose Flint, MI, you would have to discuss the impact of the auto industry moving away from the city and the subsequent economic and social conditions of the city. How has the economic shift impacted the city and how has the city responded in the last 30 years? Additionally, what initiatives.
Case Study Proposing a Data Gathering Approach at TLG Solutions.docxdrennanmicah
TLG is looking to improve their data gathering approach. A proposed solution is to survey customers about their product and service experiences to gather feedback. They could also analyze online customer reviews and implement a customer relationship management system to track interactions over time to better understand customer needs.
Case Study Peer Comments In each case study, you are expected.docxdrennanmicah
Case Study Peer Comments:
In each case study, you are expected to respond to at least two peers’ postings in the classroom. Comments should add new information to the discussion or provide an assessment of your peer's posting. Peer comments are due by Sunday midnight
Mary Post:
#2: To obtain the necessary transportation capabilities in a short timeframe, what type of software purchase option should myIoT pursue? Explain.
The software purchase option that myIoT, Inc. should pursue would be a SaaS application. This is an Internet based service where the software is accessed online and there is no need to have it installed on site. This is a less expensive option than purchasing software and licenses, and it allows access to the outside vendors. It is also cheaper than hosted software. Based on the cloud location, the setup time is faster, which is what myIoT needs for a two-month turnaround.
#3: What types of technology implementation challenges might myIoT face? How can these risks be minimized?
Application integration would pose a challenge. Since there is a short time-frame, ensuring all partners are “up and running” could be their biggest issue. There will need to be a training period for all that access the data. Should any of their vendors not have the same capabilities, this could throw off their entire operation. Also, due to the variety of systems organizing and sharing information might be a problem. MyIot would need to work with its supply chain partners and vendors to ensure they are all capable using the chosen TMS and begin to implement it right away. This will allow extra time to make changes and enforce training sessions.
Desmond Post
2. To obtain the necessary transportation capabilities in a short timeframe, what type of software purchase option should myIoT pursue? Explain.
My Iot should pursue a well designed TMS software system. This system specializes in planning the flow of materials across the supply chain. It's the core of routing, rating, and, executing shipments across multiple modes tracking, load tracing, and freight settlement. The capabilities and scope of TMS expands the software to a much more integrative system. It provides support for transportation strategic, tactical, and operational planning, as well as delivery execution, in transit visibility and performance evaluation. TMS also supports appointment scheduling, metrics monitoring, and freight bill auditing.
3. Whats types of technology implemenation challenges might my iot face? How can these risks be minized?
My Iot could potentially loose time in wages, delay of shipment, and possibly loose business with customers, but these risks could be minimized by implementing better planning, develop training within your team, create effective structure and monitor the technology program by following these simple steps below to correct system and human error as they occur:
· Secure the commitment of senior management
· Remember .
Case Study ProblemLeadership appears as a popular agenda it.docxdrennanmicah
Case Study Problem:
Leadership appears as a popular agenda item in police executive training. Go to Google and search “police executive training courses.” Other than the Covey program discussed in this chapter, what are the other programs that are offered for police chiefs? What are the topic areas assigned under the heading of “leadership”? Be sure to use the graduate case study format.
attached is graduate study case analysis format
.
Case Study Planning for GrowthKelly’s Sandwich Stop is one of t.docxdrennanmicah
Case Study: Planning for Growth
Kelly’s Sandwich Stop
is one of the best-known and most loved sandwich concessions in town. In business for about five years, she sells sandwiches and other lunch items made from locally produced food from her mobile food trailer. Kelly’s passion and talent for creating reliably fresh, tasty lunch fare popular among a business clientele (largely employees and shoppers) has made her small enterprise a booming success.
In the last year, Kelly added a bicycle-towed concession that travels to different strategic locations in town, selling her popular sandwiches to customers who work beyond walking distance of
Kelly’s Sandwich
Stop
. She now has a total of four employees, all part-time, working both concessions. Because she caters to urban customers, her concessions operate on week days from 10 am to 2 pm. To promote word-of-mouth advertising, Kelly uses Facebook to publish her daily menus and the locations of the bicycle concession.
As a sole proprietor, Kelly has been pleased with her lunch business success. Now it’s time to get serious about the future of her business. In the short and medium term, she wants to see it grow into a potentially more lucrative enterprise, implementing a greater variety of food products and services, and increasing her competitive edge in the region. Ever the ardent entrepreneur, Kelly’s long-term dream is to develop her creative, health-conscious culinary skills and services into a wider clientele outside the region.
An opportunity has arisen to lease restaurant space about 10 miles away from her trailer concession location, close to a mall and the suburbs and nearer to her local food producers. Kelly has jumped at the chance. While she has hired professional business consultants to help her set up the space, design the menu, and implement the opening of the restaurant, she must also consider the short- and long-term financial, HR, and management needs of such an expansion. Kelly is particularly sensitive to her relationship to her customers, employees, and the community.
Directions for paper below:
In this paper, students will analyze and discuss small business growth in terms of growth strategy, business forms, short and medium term goals, financing assistance, organizational structure and staffing needs, customers and promotion, and ethics and social responsibility. Students are expected to apply business and management concepts learned in our course.
By completing this assignment, students will meet the outcome(s):
identify the critical business functions and how they interact in order to position the organization to be effective in the current business environment;
explain the importance of the integration of individuals and systems to organizational effectiveness;
describe the ethical and social responsibilities that confront a business.
Required Elements of the Final Project:
Read critically and analyze the case below,
Planning for Growth
;
Review the project descripti.
Case Study People v. Smith, 470 NW2d 70, Michigan Supreme Court (19.docxdrennanmicah
The document discusses the case of People v. Smith, where the Michigan Supreme Court ruled on whether a juvenile defendant's prior convictions could be used to sentence them as an adult. It asks for a summary of the case facts, issue, and ruling, as well as an overview of the importance of expunging juvenile records. Finally, it inquires about a state's juvenile expungement laws and criteria for transferring juveniles to adult court.
Case Study OneBMGT 464 Portfolio Activity TwoPurposeIn thi.docxdrennanmicah
Case Study One:
BMGT 464 Portfolio Activity Two
Purpose:
In this case the committee is looking to see how you can apply communication skills to obtain the maximum job performance of the employee in each of the short scenarios. After reading each short case, prepare answers to the questions for the upcoming search committee interview to review.
Outcomes:
The students will demonstrate understanding of the following outcomes:
· How to manage, organize, and lead employees;
· To identify the organizational theory related to increasing job performance to raise company effectiveness;
· How to communicate effectively to affect change or motivation; and
· Writing for persuasiveness.
Scenarios and Questions:
After reading each short case, prepare answers to the questions for the upcoming search committee interview to review.
1) “RLI Home Builds a Castle on Communication”
Since the outset the owner Ralph Lorean has prided himself on focusing the culture of the company on excellent customer service. Managers know that a culture like this would only work if the company’s employees enjoyed their work and the company. He wanted to build a company where every employee felt they owned the castle. Ralph believed that communication was essential to making an employee feel a part of the group, so he often said that he never wanted employees to “read about their company in the media and learn something new.”
Because RLI is international in scope it is possible that on any given day or time two thirds of its 2,000 employees are outside an office. To conquer the communication this problem imposes Ralph is surveying his managers to see if they think a new, but very expensive, “dashboard” intranet system would be worth the expenditure. The system would ensure optimal communication strategies allowing every employee remote access from wherever they are. Regardless, of location every employee can share information on the dashboard from their cell phone. However, it does not offer a “SKYPE” feature. Management has sent a short questionnaire to you asking the following questions:
A) How would the new tool influence job performance positively in RLI?
B) Could dependence on a program which does not permit access to verbal or face to face communications hinder job performance in a global setting? If so why?
C) If the dashboard was only presented in English would this be a factor in its intracompany success?
D) One of the biggest reasons suggested for purchasing the system is that it allows information to flow both from top down to bottom up. Do you see this as possible if the company is not structured in a similar way? If so why, if not why not?
2) Email Over All! Richard Burton is one of the production supervisors at Lighting R Us a branch of RLI. Richard supervises 25 employees and has been performing well in this same job for 5 years. Burton wants a promotion in the foreseeable future but feels it unlikely. Burton is always “on”. He has 24/7 email access, texts al.
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
Thinking of getting a dog? Be aware that breeds like Pit Bulls, Rottweilers, and German Shepherds can be loyal and dangerous. Proper training and socialization are crucial to preventing aggressive behaviors. Ensure safety by understanding their needs and always supervising interactions. Stay safe, and enjoy your furry friends!
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
-------------------------------------------------------------------------------
Find out more about ISO training and certification services
Training: ISO/IEC 27001 Information Security Management System - EN | PECB
ISO/IEC 42001 Artificial Intelligence Management System - EN | PECB
General Data Protection Regulation (GDPR) - Training Courses - EN | PECB
Webinars: https://pecb.com/webinars
Article: https://pecb.com/article
-------------------------------------------------------------------------------
For more information about PECB:
Website: https://pecb.com/
LinkedIn: https://www.linkedin.com/company/pecb/
Facebook: https://www.facebook.com/PECBInternational/
Slideshare: http://www.slideshare.net/PECBCERTIFICATION
हिंदी वर्णमाला पीपीटी, hindi alphabet PPT presentation, hindi varnamala PPT, Hindi Varnamala pdf, हिंदी स्वर, हिंदी व्यंजन, sikhiye hindi varnmala, dr. mulla adam ali, hindi language and literature, hindi alphabet with drawing, hindi alphabet pdf, hindi varnamala for childrens, hindi language, hindi varnamala practice for kids, https://www.drmullaadamali.com
Physiology and chemistry of skin and pigmentation, hairs, scalp, lips and nail, Cleansing cream, Lotions, Face powders, Face packs, Lipsticks, Bath products, soaps and baby product,
Preparation and standardization of the following : Tonic, Bleaches, Dentifrices and Mouth washes & Tooth Pastes, Cosmetics for Nails.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
How to Build a Module in Odoo 17 Using the Scaffold Method
1Developmental Predictors of Violent Extremist Attitud.docx
1. 1
Developmental Predictors of Violent Extremist Attitudes – A
test of General Strain
Theory*
Amy Nivette
Griffith University
Manuel Eisner
University of Cambridge
Denis Ribeaud
ETH Zurich
2
2. ABSTRACT
Objectives: This study examines the influence of collective
strain on support for violent
extremism among an ethnically and religiously mixed sample of
Swiss adolescents. This
study explores two claims derived from General Strain Theory:
(1) exposure to collective
strain is associated with higher support for violent extremism
and (2) the effect of
collective strain is conditional on perceptions of moral and legal
constraints.
Methods: This study examines the effects of collective strain
using data from two waves
of the Zurich Project on the Social Development of Children
and Youth. This study uses
ordinary least squares procedures to regress violent extremist
attitudes at age 17 on strain,
moral and legal constraints, and control variables measured at
ages 15-17. Conditional
effects were examined using an interaction term for collective
strain and moral
disengagement and legal cynicism, respectively.
3. Results: The results show that vicarious collective strain does
not have a direct effect on
violent extremist attitudes once other variables are controlled.
However, the degree to
which individuals neutralize moral and legal constraints
amplifies the impact of collective
strain on violent extremist attitudes.
Conclusions: This study shows that those who already espouse
justifications for violence
and rule-breaking are more vulnerable to extremist violent
pathways, particularly when
exposed to conditions of collective social and economic strife,
conflict, and repression.
3
Research on violent extremism has produced a wide array of
risk factors in psychological,
social, and political domains (Bhui, Warfa, and Jones 2014;
Borum 2011a, 2011b;
Dalgaard-Nielsen 2010; Gill, Horgan, and Deckert 2014; LaFree
4. and Ackerman 2009;
McGilloway, Ghosh, and Bhui 2015). These include
psychological characteristics (e.g. low
self-control), social context features (e.g. alienation) and
political processes (e.g. exclusion
from politics). LaFree and Ackerman (2009) argue that part of
the difficulty in
synthesizing information on extremist violence is due to the
breadth of attitudinal,
behavioral, and group-based outcomes examined under one
conceptual umbrella. In
addition, studies differ in their analytical approach, including
for instance analyses of risk
factors using survey samples and individual interviews (Doosje,
Loseman, and van den
Bos 2013; Goli and Rezaei 2010; Pauwels and De Waele 2014),
or retrospective life
history analyses of known terrorists (Gill et al. 2014). As a
result of this diversity in
theoretical domains, outcomes, and analytical approaches,
empirical findings on the
causes and correlates of violent extremist beliefs and behaviors
are understandably mixed.
In light of this, Freilich and LaFree (2015) call for a better
5. integration of terrorism
and extremism research into broader criminological theory and
analysis (see also Agnew
2010; Schils and Pauwels 2014). Following this call the present
paper examines the
interplay between two potentially fruitful theoretical approaches
to violent extremism,
namely strain theories and neutralization theories. Strain
theories such as Agnew’s
General Strain Theory predict that support for violent
extremism is more likely when
collective strain is experienced, such as perceived
discrimination against a group one
identifies with, feelings of injustice, or vicarious or direct
trauma from war and civil strife
(Agnew 2010; Bhui et al. 2014; Dalgaard-Nielsen 2010; Hagan,
Merkens, and Boehnke
1995; LaFree and Ackerman 2009; Pauwels and De Waele 2014;
Weine et al. 2009).
Neutralization theories predict that support for violent
extremism is higher when actors
morally disengage from ethical standards that prohibit violence
or when they legally
disengage from the obligation to comply with the law (Bandura
6. 1986; Ribeaud and Eisner
2010; Nivette et al. 2015; Rattner and Yagil 2004). These
theories are not mutually
exclusive. Rather, collective strain as a structural feature and
neutralization as a
psychological process may mutually reinforce each other
(Mazerolle and Maahs 2000).
This paper therefore examines a core prediction of strain theory,
namely that support for
4
violent extremism should be particularly high when experiences
of collective strain are
coupled with psychological mechanisms of moral and legal
neutralization.
We investigate these hypotheses with data from the Zurich
Project on the Social
Development of Children and Youth (z-proso). This is a cohort
study of an ethnically and
religiously mixed sample of adolescents in Zurich, Switzerland,
where support for violent
extremism was measured at age 17. A large proportion of study
participants’ parents
7. immigrated from fragile and conflict-torn societies, making the
sample particularly
relevant for examining the stipulated mechanisms. Also, it is
one of very few studies
worldwide that can prospectively examine the developmental
mechanisms associated with
the formation of violent extremist attitudes during late
adolescence
Violent extremist attitudes are defined here as beliefs and
attitudes that condone
the use of violence to achieve collective goals on behalf of a
national, ethnic, political or
religious group. This is close the definition used, for example,
by the International
Association of Chiefs of Police [IACP], which defines violent
extremists as “those who
encourage, endorse, condone, justify, or support the commission
of a violent criminal act
to achieve political, ideological, religious, social, or economic
goals” (IACP 2014). We
note that the relationship between extremist beliefs and actual
terrorist activities is poorly
understood. A number of conceptualizations of the extremist
value-acquisition process
8. portray the pathways to violent extremist behaviors in a
stepwise fashion (see Borum’s
[2011a] review). In these models, pro-extremist attitudes are
typically acquired in the
“early” stages among a wider sample of the population, whereas
engaging in extremist
acts occurs among a much smaller proportion of those with
favorable attitudes at a
“later” stage (McCauley and Moskalenko 2008). However, the
relationship is complex as
some violent extremists and terrorists have been found to have
limited “radical beliefs”
(e.g. Simi, Sporer, and Bubolz 2016), and actors with high
levels of support for violent
political strategies may never engage in violence themselves
(Wikström and Bouhana in
press). Therefore it is likely that the development of beliefs and
attitudes that justify
violent political action and involvement in terrorist activities
are partly influenced by
different mechanisms. In this paper we focus exclusively on risk
factors for individual
differences in extremist, violence-condoning attitudes.
9. 5
THEORETICAL BACKGROUND
General Strain Theory
Generally, strain theories explain criminal attitudes and
behaviors as manifestations of
negative coping in response to adverse events, conditions, or
treatment (Agnew 1992,
2006; Merton 1938). Agnew’s (1992) revised General Strain
Theory [GST] aimed to
improve upon earlier versions of strain theory by expanding the
types of negative
relationships that produce strain, explicating the social-
psychological mechanisms that
underlie the relationship between strain and crime, and
examining the conditions under
which effects of strain may be buffered or amplified (Agnew et
al. 2002).
Agnew (1992) outlined three types of strain resulting from
negative relationships
with others. First, strain can result when individuals are
10. prevented from achieving their
goals, which includes relationships or interactions that are
perceived as unjust or
inequitable (Agnew 1992). The second type arises when
positively valued stimuli are
removed, such as the loss of a parent, romantic partner, or
employment. Third, strain can
result from noxious stimuli such as victimization, child abuse,
and negative experiences
with parents, peers, police, and employers (Agnew 1992;
Kalmakis and Chandler 2015).
Exposure to these strains can produce negative emotions like
anger and frustration, which
demand corrective action (Agnew et al. 2002). According to
GST, crime is a type of
corrective action that seeks to injure, damage, or seek revenge
on the presumed sources
of the strain.
General strain theory offers a theoretical framework to
conceptualize the effects
of strain on support for violent extremism. In particular, it
outlines the types of strain that
are most relevant for extremist violence, and conditional
influences likely to amplify or
11. buffer the effects of strain (Agnew 2010). Thus, Agnew (2010)
criticizes the broad
conceptualization of strain used in much terrorism and
extremism research. Such
approaches fail to account for the specific motivations for
violent extremism as opposed
to ordinary crime or deviance. Specifically, he argues that
extremist violence is typically
inflicted on behalf of a social, religious, or political group or
ideology. In order to endorse
violence on behalf of a group or ideology, one must experience
collective strain (Agnew
2010; Piazza 2012). Types of collective strain likely to
facilitate the adoption of violent
6
extremist beliefs are high in magnitude, considered highly
unjust, and caused by more
powerful political, social, or religious groups (Agnew 2010:
136).
Prior studies have highlighted a range of strains as potential
sources of extremist
12. beliefs and behaviors, including adverse childhood experiences
(Simi et al. 2016),
discrimination and feelings of injustice (Goli and Rezaei 2010;
Pauwels and De Waele;
Pauwels and Schils 2016; Piazza 2012), vicarious or direct
trauma from war (Bhui et al.
2014; Weine et al. 2009), and relative deprivation (Freilich et
al. 2015). More specifically,
one key source of collective strain that is often high in
magnitude, considered unjust, and
inflicted by powerful “others” is exposure to political violence,
such as conflict, terrorism,
and war (Canetti et al. 2013; Gill et al. 2014; Hirsch-Hoefler et
al. 2014; Muldoon 2013;
Pedersen 2002; Simi et al. 2016). Prolonged exposure to
political violence can act as a
stressor that leads to anger, anxiety, and depression (Garbarino
and Kostelny 1996).
Studies examining the effect of the Israeli-Palestinian conflict
on support for extremism
find that both direct and indirect exposure to conflict increases
negative emotions and
feelings that an individual or group is under threat from the
“other” or out-group (Heath
13. et al. 2013; Hirsch-Hoefler et al. 2014; Hobfoll et al. 2009;
Huesmann et al., in press).
Hirsch-Hoefler et al. (2014) found that Israelis and Palestinians
exposed to political
violence were more likely to report psychological distress,
perceive group threat, and less
likely to support peaceful means of political conflict resolution.
Exposure to collective strain need not be direct in order to
induce negative
emotions and corrective action (Agnew 2002; Comer et al.
2007). Agnew (2002: 609)
argues that vicarious strains can cause distress, increasing the
likelihood that individuals
will seek to “prevent further harm to those they care about, to
seek revenge against those
they believe are responsible for the harm, and/or to alleviate
their negative feelings.”
According to Agnew, vicarious collective strains are more
likely to lead to negative coping
strategies when they are high in magnitude and considered
unjust, when they affect
closely related others, when they are directly witnessed or
experienced by the individual,
when they are unresolved, and seen to be likely to affect the
14. individual. Vicarious
collective strains may be particularly salient for second
generation immigrant adolescents,
who may feel “culturally homeless” during a key stage in
identity discovery and formation
and consequently seek out groups that offer a clear identity and
a sense of significance
7
(Lyons-Padilla et al. 2015: 2). In a review of research on violent
radicalization among
Muslims in Europe, Dalgaard-Nielson (2010) finds that identity-
seeking and lack of
societal trust increase susceptibility to radical or extremist
beliefs (see also Doosje,
Loseman, and van den Bos 2013; LaFree and Ackerman 2009;
cf. McGilloway et al.
2015).
Moral and Legal Neutralization of Violence
Scholarship on violent extremism has documented extensively
how those who support or
15. engage in violent extremism and terrorism disengage from
moral, legal, and religious
standards in order to justify the use of violence against civilians
(Aly, Taylor, and
Karnovsky 2014; Kruglanski and Fishman 2006; LaFree and
Ackerman 2009; Pauwels
and De Waele 2014; Schils and Pauwels 2014; Slootman and
Tille 2006). Psychologically
these mechanisms serve to overcome barriers to harming others
and present an internal
moral justification for violence. In criminology, such
mechanisms are known as
neutralization processes or cognitive distortions (Ribeaud and
Eisner 2010; Sykes and
Matza, 1957).
Two such neutralization mechanisms are particularly relevant
here, namely moral
neutralization and legal neutralization. The best-known version
of moral neutralization
theory is moral disengagement theory by Albert Bandura.
Bandura (1986, 1999)
developed a theory to explain engagement in and support for
atrocities and violence on
behalf of a group. The theory predicts that engagement in
16. harmful behavior requires
disengagement from moral self-sanctions against harmful
behavior against others.
Disengagement processes may “center on redefining harmful
conduct as honourable by
moral justification, exonerating social comparison and
sanitising language” (Bandura
2002: 102). Substantial empirical evidence supports the link
between moral
disengagement and aggressive behavior more generally
(Fritsche 2005; Gini, Pozzoli, and
Hymel 2014; Ribeaud and Eisner 2015), as well as between
moral disengagement and
support for political extremism (see Aly et al. 2014; Hafez
2006; Pauwels and De Waele
2014; Schils and Pauwels 2014; Slootman and Tille 2006).
8
A related but conceptually distinct mechanism refers to the
disengagement from
the inner obligation to comply with the law, or what Sampson
and Bartusch (1998) called
17. “legal cynicism.” Legal cynicism refers to attitudes that deny
the binding nature of laws
and that ratify acting in ways that are “outside” of law and
social norms (Sampson and
Bartusch 1998; Nivette et al. 2015). Legal cynicism researchers
argue that these attitudes
arise as an adaptation to persistent experiences of injustice,
disadvantage, and alienation
(Kirk and Papachristos 2011; Sampson and Bartusch 1998). This
cynicism “frames” the
way individuals interpret the law (Kirk and Papachristos 2011)
and on the individual level
can act as a justification for rule-breaking behavior, or legal
neutralization (Nivette et al.
2015). Similar to moral disengagement processes, legal
cynicism thus serves as a
mechanism to delegitimize legal sanctions against violent
behaviors. Indeed, there is
evidence to suggest that legal cynicism is correlated with crime
and violence (Fagan and
Piquero 2007; Jackson et al. 2012; Kirk and Papachristos 2011;
Nivette et al. 2015;
Sampson and Bartusch 1998; Reisig, Wolfe, and Holtfreter
2011).
18. Legal cynicism has also been linked to the use of extra-legal
violence to support
political and ideological goals (Hagan, Kaiser, and Hanson
2016; Rattner and Yagil 2004).
Hagan et al. (2016) explored the role of legal cynicism in
justifying the use of violent
attacks against state and U.S./Coalition forces in post-invasion
Iraq. They argue that
“cynicism can amplify group experiences and beliefs” which
“can lead groups to form
violent responses to the dilemmas imposed by defeats –
whether, for example, these
defeats follow from concentrated poverty, state repression, or
both” (Hagan et al. 2016:
319). Controlling for other forms of violence, they find that
legal cynicism was directly
related to the use of violence among Arab Sunnis against
U.S./Coalition and Iraqi state
forces.
The interaction between strain and the moral and legal
neutralization of violence
Not all who experience strain cope with crime. Rather, GST
specifies several factors that
19. condition the effect of strain on criminal coping. This includes,
amongst others,
mechanisms of inner control such as perceived moral and legal
restraints or personality
characteristics such as self-control (Agnew et al. 2002; Hagan
et al. 1995; Hobfoll et al.
2009; Mazerolle and Maahs 2000). For example, Mazerolle and
Maahs (2000) found that
9
the effects of strain were stronger among individuals with more
delinquent peers, high
propensity to commit crime, and low moral beliefs (see also
Agnew and White 1992).
Similarly, Agnew et al. (2002: 64) found support for the notion
that negative emotionality
and low constraint condition the impact of strain on criminal
behavior. An individual’s
moral constraints and perceptions of legal boundaries and
legitimacy can act as internal
controls to buffer the effects of collective strain and prevent the
adoption of extremist
attitudes. Conversely, mechanisms of moral and legal
20. neutralization may work to
minimize internal controls and amplify the effects of strain.
THE CURRENT STUDY
This paper seeks to examine the effects of vicarious exposure to
collective strain on
support for violent extremism. Research suggests that collective
strain generates negative
emotions, such as anger, which in turn fosters support for
violence used to alleviate the
strain or “right” the perceived wrong. Although Agnew (2010)
has outlined a clear
theoretical framework, no study has yet empirically tested the
direct and conditional
effects of collective strain on support for violent extremism.
This study begins to fill this
gap by investigating the impact of vicarious collective strain on
adolescents’ violent
extremist attitudes in Zurich, Switzerland. Specifically, we
explore two theoretical claims
made by Agnew (2010): first, we examine the proposition that
exposure to collective
strain is associated with higher support for violent extremism.
Given our current sample
21. of native and second-generation immigrant adolescents in
Zurich, we focus on the impact
of vicarious collective strain on extremist beliefs. Second, we
test the extent to which the
effect of collective strain is conditional on inner controls,
namely one’s perceptions of
moral and legal constraints. While there are other possible
conditional factors (e.g.
disposition, personality, delinquent peers), we focus our study
on moral and legal
conditional effects based on the apparent importance of these
factors in prior research on
both crime and extremism (Aly et al. 2014; Bandura 1999;
Hafez 2009; Hagan et al. 2016;
Mazerolle and Maahs 2000; Rattner and Yagil 2004; Slootman
and Tille 2006).
DATA AND METHODS
10
This study examines the direct and conditional effects of
collective strain on adolescent
22. support for violent extremism using data from two waves of the
Zurich Project on the
Social Development of Children and Youths (z-proso), an
ongoing prospective
longitudinal study of a cohort of children that entered 1 of 56
primary schools in the City
of Zurich in 2004 (see Eisner, Malti, and Ribeaud 2011). The
initial sample of schools was
randomly selected using a stratified random sampling procedure
that over-sampled
disadvantaged school districts, resulting in 1,675 children from
56 primary schools
(Eisner and Ribeaud 2005). This study comprises seven waves
of child interviews at ages
7, 8, 9, 11, 13, 15, and 17. In wave 5 (age 13), the participating
youths were legally old
enough to give the active consent to participate on their own,
while their parents received
an information letter that allowed them to proscribe their child’s
participation (passive
consent procedure).
Support for violent extremism was measured in wave 7 (age
17), whereas
23. explanatory variables are drawn from wave 6 (age 15) or are
retrospectively measured in
wave 7 (ages 16-17) to distinguish the temporal order between
predictors and outcome.
The sample was restricted to all who participated in waves 6
and 7 (n=1,288), and for
whom complete information was available, resulting in 1214
respondents.
Measures
Violent extremist attitudes scale
There is no consensus on how to best measure attitudes in
support for violent extremism.
Some studies have attempted to measure support for violent
extremism with one single
item, while other scales are developed to measure support for a
particular extremist
ideology or group. For example, In the 2009/10 UK Citizenship
Survey, attitudes towards
violent extremism were measured with four items, wherein each
item measured approval
of the use of violence for one specific political motivation such
as “using violence to
protect animals,” “encourage violence towards different ethnic
24. groups,” or use “violent
extremism, in the name of religion, to protest or achieve a goal”
(Department for
Communities and Local Government and Ipsos MORI 2011). In
our view, the selective
11
presentation of some, but not other motivations to use violence
as well as the use of the
term “violent extremism” in two out of the four questions limit
the utility of the
instrument.
In light of these limitations, a new scale was developed for this
study. The
instrument aims to measure generic support for violent
extremism defined as attitudes
that “encourage, endorse, condone, justify, or support the
commission of a violent
criminal act to achieve political, ideological, religious, social,
or economic goals” (ICAP
2014) . Four items were constructed so that each measures a
different aspect of using
25. violence for collective goals. This includes using violence to
fight against injustice, to
defend the values, convictions, or religious beliefs of a group,
to support groups that use
violence, and to fight for a better world by using violence,
committing attacks or
kidnapping people.
Responses were given on a 4-point Likert scale that ranged from
“fully untrue”
(1) to “fully true” (4). The reliability was good with a
Cronbach’s alpha of .80. The scale
has a positive skew (.618) reflecting that a minority of young
people endorse violent
extremist attitudes. Table 1 reports the breakdown of responses
on the Likert scale for
each item.
[Table 1 about here]
Independent variables
Collective strain. There are many potential sources of collective
strain, including political,
cultural, and economic discrimination, systematic exclusion,
and exposure to war and
26. conflict. Notably, Agnew (2006, 2010) argues that strain
(collective or individual) is likely
to have the highest impact when it is high in magnitude, unjust,
and chronic or persistent.
Thus we operationalized collective strain in a way that aims to
capture all of these
characteristics, so as to maximize the likelihood of detecting an
effect. An adolescent’s
experience of collective strain was measured using an average
of the 2010 to 2015 Fragile
State Index (Fund for Peace [FFP], 2016), a composite score
reflecting a country’s
stability on 12 political, social, and economic indicators. The
average index covers events
and data for the years 2009 to 2014. To construct each
indicator, a “mixed method”
12
approach is used to collect, triangulate, and integrate data from
online documents,
quantitative databases, as well as qualitative input (Messner et
al. 2015: 16). Social
27. indicators include demographic pressures (e.g. natural disasters,
population growth, water
scarcity), refugees and internally displaced persons (e.g.
displacement, refugee camps),
group grievances (e.g. discrimination, powerlessness, ethnic,
communal, or religious
violence), and human flight and brain drain (e.g. migration per
capita, emigration).
Economic indicators include uneven economic development
(e.g. GINI coefficient, slum
population) and poverty and economic decline (e.g. economic
deficit, unemployment,
inflation). Political and military indicators include state
legitimacy (e.g. corruption,
government effectiveness, political participation), public
services (e.g. provision of
policing, education, and healthcare, criminality, literacy),
human rights and rule of law
(e.g. civil liberties, political freedoms, religious persecution,
torture), security apparatus
(e.g. internal conflict, riots and protests, coups, fatalities from
conflict), factionalized elites
(e.g. power struggles, flawed elections), and external
intervention (e.g. presence of
28. peacekeepers, foreign military intervention, sanctions). Taken
together, the overall index
reflects the degree to which residents of a country are exposed
to significant collective
strain, including discrimination, repression, exclusion, and
conflict.
Second generation immigrants may experience vicarious strain
due to ongoing
strife in their parent’s country of birth due to the magnitude,
unjust nature, and often
protracted length of the conflict or instability (Agnew 2002). In
addition, collective strains
are likely to affect these adolescents through their sense of
shared identity with their
national or ethnic background. As such, we assigned the
relevant Fragile States Index
score according to adolescents’ parents’ country of origin. In
cases where participants had
parents from two different countries, we kept the highest score.
Scores ranged from 22.6
(Switzerland) to 113.9 (Somalia). Figure 1 displays the
distribution of Fragile States Index
scores according to parental background. Given that the index is
highly positively skewed,
29. we constructed a binary variable to distinguish adolescents
experiencing high levels of
collective strain. Adolescents with a score equaling the median
(55.1) or above are
exposed to high levels of collective strain and are coded as 1.
All others are coded as 0.
Countries with scores over the median reflect a range of
countries with histories of
protracted conflict and civil war (e.g. Bosnia and Herzegovina,
Serbia and Montenegro,
Sri Lanka), as well as countries vulnerable to instability, group
conflicts, or insecurity (e.g.
13
Turkey, Angola, Morocco). We expect that a higher score on the
Fragile States Index
indicates greater and more varied vicarious exposure to
collective strain.
[Figure 1 – distribution of FSI scores]
Personal strain. In addition to collective strain, we include a
composite measure of personal
30. strain. In contrast to collective strain, personal strains are
experienced on the individual
level. According to Agnew (2006), these strains can include
negative school experiences,
negative encounters with the criminal justice system, violent
victimization, death in the
family, or family instability. Personal strain was measured
using a summary score of
negative life events measured retrospectively at wave 7,
covering ages 15-17. The scale
includes 10 events similar to those identified by Agnew as
significant individual stressors
(2006): received censure or punishment at school, repeated a
grade, broke up with a
significant other, parent lost their job, parent died, sibling died,
stayed at a mental
hospital, violent victimization, and negative encounter with
police. The scale ranged from
0 to 6 events.
Moral neutralization/disengagement. Moral disengagement or
neutralization reflects cognitive
processes and distortions by which deviant beliefs and
behaviors become justifiable
31. within one’s moral landscape (Ribeaud and Eisner, 2010). Moral
disengagement is
measured using a 18-item scale derived from overlapping
theoretical sources, including
moral disengagement (Bandura et al., 1996), neutralization
theory (Sykes and Matza 1957;
Huizinga et al. 2003), and self-serving cognitive distortions
(Barriga and Gibbs 1996).
Four mechanisms of moral disengagement and neutralization are
included in the scale:
cognitive restructuring (8 items), blaming the victim (3 items),
distorting negative impact
(3 items), assuming the worst (2 items) and minimizing own
agency (2 items). Agreement
with each item is measured using a 4 point Likert scale. Moral
neutralization was
measured in wave 6 (age 15; alpha=.89)
14
Legal cynicism. Legal cynicism is measured using six items
derived from Karstedt and
32. Farrall (2006) and Sampson and Bartusch’s (1998) original
scale. Items include “It is okay
to do whatever you want as long as you don’t hurt anyone,”
“Laws were made to be
broken,” and “Sometimes it’s necessary to ignore rules and laws
to do what you want.”
Agreement with each item is measured using a 4 point Likert
scale. Legal cynicism was
measured in wave 6 (age 15) and is reliable (alpha = .72).
Generalized trust. Generalized trust refers to the perception that
unfamiliar others in society
can be relied upon (Delhey et al. 2011; Smith 2010). An
adolescent who generally trusts
others is expected to be more attached and embedded in wider
societal norms and
relations. Generalized trust is measured using three items
adapted from the World Values
Survey Questionnaires.1 Participants were asked whether they
agreed with the statements,
“most people can be trusted,” “people usually try to help other
people,” and “most
people try to be fair” using a 4 point Likert-type scale. The
scale was measured at wave 6
33. (age 15). The reliability was good with a Cronbach’s alpha of
.78.
Parental involvement. Parental involvement reflects the extent
to which parents are involved
in an adolescent’s everyday life. Parenting items were adapted
from the Alabama
Parenting Questionnaire (Shelton, Frick, and Wootton 1996) and
the Parenting Scale
from the Criminological Research Institute of Lower Saxony
(KFN). The scale consists of
six items measuring how often a child’s parents engage with
them and help with their
problems on a scale from 1 “never” to 5 “very often”. Items
include e.g. “your parents
show interest in what you do” and “when you have problems,
you can go to your
parents.” Parental involvement was measured in wave 6 (age 15)
and is reliable (alpha =
.76).
Conflict coping skills. Individuals who are able to competently
cope with conflict and
negative encounters or situations are less likely to be affected
by collective or personal
34. strain (Agnew 2006, 2010). Conflict coping skills is measured
using 4 items. Agreement is
1 Available online at
http://www.worldvaluessurvey.org/index_html.
15
measured on a 5-point Likert scale ranging from “never” to
“very often.” Items include
“I listen very carefully so that there are no misunderstandings,”
“I try to put myself in the
position of the other person, to try and understand him/her,” and
“I try to control my
anger.” Conflict coping skills were measured in wave 6 (age 15,
alpha = .71).
Additional Measures
We include a range of additional variables that bear on
theoretically relevant domains,
35. including personality and dispositional characteristics and
social learning perspectives.
Personality and dispositional characteristics, such as low self-
control and prior aggression,
reflect latent tendencies to support rule-breaking and antisocial
behavior, including
violent extremism (Gottfredson and Hirschi 1990; Simi et al.
2016). Social learning
perspectives contend that support for violent extremism and
related behaviors must be
learned from peers, family, or the media (Akers and Silverman
2004). Thus we include
two sources from which adolescents can be exposed to crime
and violence for imitation
and adoption of beliefs: belonging to a deviant peer group and
consumption of violent
media. In addition, we control for three key socio-demographic
characteristics: gender,
socio-economic status, and religious denomination.
Low self-control. Low self-control is measured using 10 items
adapted from Grasmick et al.
(1993), incorporating five subdimensions of self-control:
impulsivity, self-centeredness,
36. risk-seeking, preference for physical activities, and short
temper. Agreement was coded
on a 4-point Likert scale, and is reliable (alpha = .75). Low
self-control was measured in
wave 6 (age 15).
Aggression. Aggression was measured using the relevant
subscales of the Social Behavior
Questionnaire [SBQ] (Tremblay et al. 1991). Three items refer
to physical aggression (e.g.,
“you kicked, bit, or hit other people”), three items refer to
proactive/instrumental
aggression (e.g., “you threatened other people to get something
from them”), and three
items refer to reactive aggression (e.g., “you got very angry
when someone teased or
16
irritated you”). Item response were provided on a five point
Likert scale from never to
very often. The reliability and validity of the SBQ has been
supported in previous
research (e.g., Tremblay et al. 1991; Tremblay et al., 1992).
37. Overall aggression was
measured at age 15, and has good reliability with a Cronbach’s
alpha of .83.
Deviant peer group. An adolescent’s exposure to deviant norms
and delinquent peers was
measured using a binary variable indicating whether or not an
individual is a member of a
deviant peer group in wave 6 (age 15). Those who identified as
part of a deviant peer
group were coded as 1, whereas those who identified as part of
a non-deviant peer group
or were not part of a group were coded as 0 (Mean=.21).
Violent media consumption. Participants’ violent media
consumption was measured with five
items, including “watching horror movies suitable for ages 18
and older (18+)”,
“watching thriller or action movies 18+”, “searching for, and
watching violent content on
the internet, watching videos with violent content on your cell
phone, and sharing them
with friends”, and “playing action-packed 18+ computer or
video games, which contain
intense and/or realistic portrayals of violence and killing (e.g.
first person shooters)”.
38. These items were derived from a scale developed by the KFN
(Mössle et al. 2007)
Questions were answered on a 7-point Likert scale ranging from
1 (never) to 7 (daily).
Violent media consumption was measured at age 15, and has
good reliability
(Chronbach’s alpha=.80).
Sociodemographic background. Three sociodemographic
variables were included: gender, SES,
and religious denomination. Gender was coded 0 for females
and 1 for males
(Mean=.50). SES was measured based on the primary
caregiver’s current occupation, and
the codes were transformed into an International Socioeconomic
Index of occupational
status (ISEI) score (Ganzenboom, de Graaf, and Treiman 1992).
The ISEI scores reflect
the relationship between education and income, with higher
scores indicating higher SES.
An adolescent’s SES score was based on the highest ISEI
recorded for each household. If
information from wave 6 was missing, we used the most recent
high score from previous
39. 17
waves (Mean=49.82). Given the attention on Islamic violent
extremism in recent years,
we created a dummy variable for adolescents who identify as
Muslim to examine whether
this particular religious background is associated with higher
support for violent
extremism compared to other religious or non-religious
backgrounds. Individuals who
identified as Muslim (Sunni, Shiite, Alevi, Alawi) in wave 5 or
6 (age 13/15) were coded as
1, whereas all other religious or non-religious backgrounds (i.e.
Christian (Protestant,
Catholic, or Orthodox), Jewish, Buddhist, Hindu, None) were
coded as 0 (Mean=.19).
Analytical Procedure
This study uses ordinary least squares regression to examine the
direct and conditional
effects of collective strain on support for violent extremism.
The analysis was conducted
40. in two parts. First, we examined direct effects by regressing
support for violent extremism
on strain, moral and legal restraint variables, as well as
additional and control measures.
Second, conditional effects were tested by creating an
interaction term for collective strain
and moral disengagement and legal cynicism, respectively.
Interactions were estimated
and reported separately. Continuous interaction variables were
centered at their means in
order to facilitate the interpretation of the main effects. Due to
heteroscedasticity, all
models were estimated using robust standard errors.
The percentage of missing values among the variables was low,
with the highest
number of missing values found for SES (3%, n=40). As such,
all primary analyses were
conducted using listwise deletion. As a robustness check, full
models were reestimated
using multiple imputation (see Results section).
RESULTS
41. Tables 2 and 3 present the descriptive characteristics and
bivariate correlations for all
study variables, respectively. The bivariate relationship between
collective strain and
support for violent extremism is moderate (r = .13, p<.001). The
strongest correlates of
18
support for violent extremism is moral disengagement (r = .43,
p<.001), consumption of
violent media (r = .34, p<.001), and aggressive behavior (r =
.31, p<.001). Exposure to
collective strain is, albeit weakly, associated with higher moral
disengagement (r = .18,
p<.001), lower generalized trust (r = -.10, p<.001), lower
parental involvement (r = -.22,
p<.001), lower coping skills (r = -.09, p<.01), and higher levels
of aggressive behavior (r =
.17, p<.001).
[Tables 2 and 3 here]
In order to examine direct effects, we estimated three
42. regression models. Table 4
presents the standardized coefficients (β), t values, and
significance levels for each
coefficient. The first model estimates the relationship between
personal and collective
strain and support for violent extremism, excluding all other
study variables. Model 2
incorporates moral and legal neutralization variables, and
Model 3 estimates the effects of
key variables independent of social, dispositional, and socio-
demographic factors.
Model 1 shows that both personal (β=.13, p<.001) and
collective strain (β =.12,
p<.001) are associated with significantly higher support for
violent extremism. However
the proportion of variance explained is small at 3 percent. In
Model 2, adolescents who
espouse high levels of moral disengagement (β =.36, p<.001)
and legal cynicism (β =.09,
p<.01) were significantly more likely to support violent
extremism. With the addition of
moral and legal neutralization, the model explained 19 percent
of the variance in violent
extremist attitudes. When controls were added in Model 3, the
43. relationship between
collective strain and violent extremist attitudes dropped to non-
significance, whereas the
strongest predictor remained moral disengagement (β =.25,
p<.001). However, most
social, dispositional, and socio-demographic characteristics
were not significantly related
to violent extremist attitudes. Notably, those who reported
competent coping skills were
less likely to support violent extremism (β =-.09, p<.01) and, in
line with broader research
on violence, males were more likely than females to support
violent extremism (β = .15,
p<.001). The full model explained 24 percent of the variance.
19
[Table 4 here]
Next, we examined the conditioning influences of moral and
legal constraints on
the relationship between collective strain and support for
44. violent extremism. Table 5
presents the results separately for each interaction term. Model
4 tests the conditional
influence of moral disengagement on collective strain. The
significant interaction term
indicates that the effect of collective strain depends on the
degree to which adolescents
employ cognitive techniques to neutralize moral constraints
against the use of violence (β
=.07, p<.05). To interpret the effect, we estimated the marginal
means for support for
violent extremism by exposure to collective strain and level of
moral neutralization
holding all other variables at their means, and plotted the values
(see Figure 2). Figure 2
illustrates that the effect of collective strain is highest at high
levels of moral
neutralization: the estimate of the slope under conditions of
high collective strain is .39
(p<.001), and .26 (p<.001) under conditions of low collective
strain.
[Table 5 here]
[Figure 2 here]
45. Model 5 shows that legal cynicism conditions the effect of
collective strain on
violent extremist attitudes (β = .09, p<.05). Again, we explored
the marginal means for
support for violent extremism by the interaction variables while
holding all other variables
at their means. Figure 3 shows that at low levels of legal
cynicism, there is little difference
in attitudes about violent extremism between adolescents
exposed to high or low levels of
collective strain. However, high levels of legal cynicism
amplify the effect of collective
strain on support for violent extremism. That is, adolescents
exposed to high collective
strain and who hold cynical attitudes towards the law are more
susceptible to violent
extremist attitudes than those who have not experienced such
strain, but who are
comparably cynical. The estimate of the slope under conditions
of high collective strain is
significant and positive at .21 (p<.001), whereas the slope for
low collective strain is non-
significant at .06 (p=.28).
46. 20
[Figure 3 here]
In order to assess whether the results were affected by listwise
deletion, values for
SES were imputed using the remaining variables in the analysis
and the regression-based
multiple imputation technique. The full models (models 3, 4,
and 5) were reestimated
using imputed values for SES (n=1,249). Substantive results
(not shown, but available
from the authors by request) for Models 3 (direct effects) and 5
(conditional effects of
legal cynicism) remained the same. However, upon reestimation
using imputed values for
Model 4 (conditional effects of moral disengagement), the
coefficient for the interaction
term dropped to non-significance (b = .13, p = .057). This
suggests that results for
conditional effects regarding moral disengagement were
sensitive to the inclusion of cases
47. for which SES information was missing.
DISCUSSION
Strain perspectives have long been considered important to our
understanding of violent
extremism and terrorism, yet few studies have empirically
examined this relationship.
Drawing on research by Agnew (2010) as well as terrorism and
extremism research more
broadly, this study aimed to examine the direct and conditional
influences of strain on
support for violent extremism among an ethnically and
religiously mixed sample of Swiss
adolescents. According to Agnew (2010), the type of strain most
likely to influence
support for collective violence is collective strain, particularly
if it is high in magnitude,
considered unjust, and inflicted by more powerful “others.”
Collective strain is expected
to foster negative emotions, such as anger, which in turn
encourage corrective action to
reduce, escape, or seek revenge on the source of the strain. In
order to capture vicarious
48. exposure to collective strain, we used an average of the 2010-
2015 Fragile States Index
scores which reflects the degree to which residents of a country
are exposed to social,
political, and economic strife, including discrimination,
repression, exclusion, and conflict.
Children whose parents are from countries with high levels of
ongoing strife were
21
expected to be experiencing vicarious collective strain. The
results show that collective
strain is associated with a marginal increase in support for
violent extremism, however
this effect disappears when other social and individual variables
are included in the model.
Males, those with high levels of moral and legal disengagement
or neutralization, and
those with poor coping skills are more likely to support violent
extremism. The results for
conditioning influences suggest that the degree to which
individuals neutralize moral and
49. legal constraints amplifies the impact of collective strain on
violent extremist attitudes.
However, the results for the conditioning influence of moral
disengagement were not
robust.
Specifically, our results shed light on the direct, indirect, and
conditional effects of
strain on support for violent extremism among adolescents, as
well as predictors of
support more broadly. First, vicarious collective strain does not
have a direct effect on
support for violent extremism once other variables are
controlled. This is generally in line
with previous research that has found small direct or only
indirect effects of strain on
crime (see Agnew, 2006). Agnew (2006) argues that, in addition
to generating negative
emotions, exposure to strain can impact social, developmental,
and situational variables
that in turn affect deviant attitudes and behaviors. In line with
this, we find that at age 15,
exposure to collective strain was associated with higher moral
disengagement, lower trust
and parental involvement, and poor coping skills. High levels of
50. collective strain may
therefore weaken internal moral controls, social bonds, and
attachments and encourage
adolescents to seek out negative peer relations or media. Prior
research on radicalization
processes and extremism has documented how collective,
external experiences can affect
family and social bonds and motivate extremist sympathy and
activity (Pape 2005; Weine
et al. 2009, but see Bhui et al. 2014).
It is important to note that the impact of vicarious strain on
negative emotions
and coping responses depends on several factors, including
proximity to the source of the
strain, whether or not the strain has been resolved, and
perceived contagiousness of the
strain (Agnew 2002). In relation to collective strain, the most
important factor is perhaps
the degree to which individuals identify with the affected
collectivity. In other words,
adolescents who do not readily identify with their parents’
ethnic or national background
are unlikely to be adversely affected by the ongoing civil strife.
Given that we were not
51. 22
able to include a measure of self-perceived ethnic or national
identity, the average effect
of collective strain may be underestimated. Further research is
needed to determine the
extent to which self-identification moderates the relationship
between collective strain
and support for violent extremism.
In addition, the results revealed that support for violent
extremism is strongly
associated with low moral and legal constraints. Adolescents
who justify the use of
violence more generally and who dismiss the “bindingness” and
legitimacy of the law are
more likely to support the use of violence to achieve political,
social, or other ideological
goals. This finding contributes to the growing body of
theoretical and empirical research
suggesting that disengagement from moral and legal norms is an
important social-
psychological process that precedes and facilitates the adoption
52. of extremist beliefs (Aly
et al. 2014; Bandura 1986; Kruglanski and Fishman 2006;
LaFree and Ackerman 2009;
Pauwels and De Waele 2014; Schils and Pauwels 2014;
Slootman and Tille 2006). We
argue that such processes are cognitive “tools” used by actors to
overcome conventional
moral standards on the use of violence and legitimacy of legal
institutions. As such,
criminological knowledge on moral and legal disengagement
more generally as part of a
process of moral and legal socialization can contribute to our
understanding of support
for violent extremism (Fagan and Tyler 2005).
For example, social learning perspectives can shed light on the
mechanisms by
which individuals acquire deviant and violent extremist beliefs
(Akers and Silverman
2004; Hagan et al. 1995; Huesmann et al. in press). Applying
social learning theory to
terrorism, Akers and Silverman (2004: 27) state:
As part of their subcultural identities, terrorists learn an
ideology that the ends
53. justify the means; violence for political ends is accepted and
rewarded. These
function as definitions favorable to violence. […] In essence,
the “framing” of the
conflict teaches the terrorists definitions of the situation and
when, where, and
how often, it is morally right or justified to engage in political
violence.
23
In addition, social media is considered to be a source in which
these learning mechanisms
operate in regard to both traditional crime and violent
extremism (Decker and Pyrooz
2011; Pauwels and Schils 2016). Notably, research on
radicalization and pathways into
violent extremism reveal that political or ideological
motivations are not necessarily
prerequisites for differential association with extremist groups
and the adoption of pro-
violent beliefs (Gill et al. 2014; Simi et al. 2016). Simi and
54. colleagues (2016: 15) found that
“the importance of ideology primarily follows rather than
precedes entry” into violent
extremist groups, and that initial contact and involvement was
based on existing informal
(nonideological) criminal networks (see also Freilich et al.
1999; Horgan 2009;
McGilloway et al. 2015; Schafer et al. 2014: 176). Thus, while
we did not find a direct
effect of belonging to a deviant peer group or violent media
consumption on support for
violent extremism, it is likely that these factors work indirectly
to influence the
justification of violence and neutralization of legal norms more
generally.
Finally, a key tenant of GST states that not all of those who
experience strain
respond with anger and violence, and that there are certain
conditions under which
violence is more likely to result from experiences of strain
(Mazerolle and Piquero 1997).
In particular, an individual’s internal controls are important to
regulating responses to
strain and shaping the pathways with which to cope (Wikström
55. and Bouhana in press).
Consistent with this perspective (Angew et al. 2002; Mazerolle
and Maahs 2000;
Mazerolle and Piquero 1997), we find that low moral and legal
constraints, as
operationalized here by moral disengagement and legal
cynicism, condition the effect of
collective strain on support for violent extremism. In other
words, adolescents who
employed cognitive distortions to neutralize their moral beliefs
and deny the
“bindingness” of the law were more likely to respond to
collective strain with violent
extremist attitudes. Those who already espouse justifications for
violence and rule-
breaking are more vulnerable to extremist violent pathways,
particularly when vicariously
exposed to conditions of collective social and economic strife,
conflict, and repression.
Furthermore, Kirk and Matsuda (2011; see also Kirk and
Papachristos 2011)
argue that legal cynicism stems from social alienation,
perceived injustice, and experiences
of misconduct and harassment by criminal justice agents. Thus
56. we may interpret the
result as an indication that an individual’s perceived
embeddedness and attachment to
24
social and legal institutions can buffer the negative effects of
collective strain and prevent
the adoption of violent extremist attitudes. As adolescents
encounter persistent injustices
their cynicism increases and perceptions of the legitimacy of the
law diminish,
subsequently increasing susceptibility to violent extremist
attitudes. This risk is
particularly heightened for those experiencing collective strain.
Limitations and Future Research
There are notable strengths to this study. First, it is one of few
studies on violent
extremism that examines theoretically relevant putative
mechanisms predictive of
extremist pro-violence attitudes using a representative sample
of adolescents. This study
57. includes a wide range of indicators from relevant theoretical
frameworks such as social
bonds and control, personality characteristics and
predispositions, and social learning
perspectives. Second, to our best knowledge this is currently the
only study that uses
prospective longitudinal data to examine support for violent
extremism, allowing for the
plausible distinction of temporal order between predictors and
the outcome.
This study also has several limitations. First, while the Fragile
States Index is a
reflection of the cumulative exposure to ongoing collective
strife in a parent’s country of
birth and therefore a plausible proxy for vicarious strain, the
validity of this claim relies
on the assumptions that adolescents are first knowledgeable
about the presence of
collective strain and second identify with their affected ethnic
or national background. In
order to address these limitations, future studies should include
a measure of self-
identification, and adapt Agnew’s (2002) measures of
experienced, vicarious, and
58. anticipated victimization to capture subjective and objective
exposure to collective strains,
such as group discrimination, repression, injustice, and physical
victimization.
Second, this study did not formally analyze the mediating
mechanisms according
to GST (Agnew 2006), and therefore provides only suggestive
evidence that collective
strain indirectly affects support for violent extremism. Most
notably, we were not able to
assess the mediating role of negative emotions, in particular
anger, in generating support
for extremist violence. Previous research suggests that anger is
a strong justification and
25
motivator for violence (Agnew 1992; Mazerolle and Piquero
1997; Mazerolle et al. 2003).
Collective strain may affect negative emotions like anger on
two dimensions: prolonged
exposure to collective strain can lead to the development of
negative emotional traits,
59. which reflect one’s propensity to react to stressful situations in
a negative way, and/or
exposure to collective strain can generate negative emotional
states, which reflects the
experience of an emotion (Agnew 2006). For example,
collective strain such as exposure
to conflict has been shown to adversely affect a child’s
emotional traits and coping skills
both directly (e.g. by increasing anxiety, stress, and normalizing
violence) and indirectly
(e.g. by generating family stress and poor maternal health,
increasing the risk of child
psychological and behavioral problems) (Merrilees et al. 2011;
Muldoon 2013). In order to
distinguish the mediating effects of negative emotional traits
compared to emotional
states, Agnew (2006) recommends the use of vignettes.
Vignettes can portray a range of
potential situations and sources of collective strain while
measuring respondents’
emotional reactions and subsequent responses to cope with the
strain.
Finally, the measure of support for violent extremism used here
was designed to
60. measure a general support for violence to achieve political,
ideological, religious, social, or
economic goals. It did not measure support for specific violent
ideologies or the extent to
which subjects may personally consider engaging in extremist
activities. Future studies
should incorporate items that measure support for specific
extremist movements as well
as measures of action intent.
26
REFERENCES
Agnew, Robert. 2010. “A General Strain Theory of Terrorism.”
Theoretical Criminology 14: 131-153.
Agnew, Robert. 2006. “General Strain Theory: Current Status
and Directions for Further
Research.” Pp. 101-123 in Taking Stock: The Status of
Criminological Theory, Advances in
Criminological Theory, Vol. 15, edited by F.T. Cullen, J.P.
Wright, and M. Coleman. New
Brunswick, NJ: Transaction.
61. Agnew, Robert. 2002. “Experienced, Vicarious, and Anticipated
Strain: An Exploratory Study on
Victimization and Delinquency.” Justice Quarterly 19: 603-632.
Agnew, Robert. 1992. “Foundation for a General Strain Theory
of Crime and Delinquency.”
Criminology 30: 47–87.
Agnew, Robert, Timothy Brezina, John Paul Wright, and
Francis T. Cullen. 2002. “Strain,
Personality Traits, and Delinquency: Extending General Strain
Theory.” Criminology 40:
43-72.
Agnew, Robert and Helene Raskin White. 1992. “An Empirical
Test of General Strain Theory.”
Criminology 30: 475-500.
Akers, Ronald L. and Adam L. Silverman. 2004. “Toward a
Social Learning Theory of Violence
and Terrorism.” Pp. 19-35 in Violence: From Theory to
Research, edited by M.A. Zahn, H.H.
Brownstein, and S.L. Jackson. Dayton, OH: Anderson
Publishing.
Aly, Anne, Elisabeth Taylor, and Saul Karnovsky. 2014. “Moral
Disengagement and Building
Resilience to Violent Extremism: An Education Intervention.”
Studies in Conflict &
Terrorism 37: 369-385.
Bandura, Albert. 2002. “Selective Moral Disengagement in the
Exercise of Moral Agency.” Journal
of Moral Education 31: 101-119.
62. Bandura, Albert. 1999. “Moral Disengagement in the
Perpetration of Inhumanities.” Personality
and Social Psychology Review 3: 193-209.
Bandura, Albert. 1986. Social Foundations of Thought and
Action: A Social Cognitive Theory. Englewood
Cliffs, NJ: Prentice Hall.
Bandura, Albert, Claudio Barbaranelli, Gian Vittorio Caprara,
and Concetta Pastorelli. 1996.
“Mechanisms of Moral Disengagement in the Exercise of Moral
Agency.” Journal of
Personality and Social Psychology 71: 364-374.
Barriga, Alvaro Q. and John C. Gibbs. 1996. ‘‘Measuring
Cognitive Distortion in Antisocial
Youth: Development and Preliminary Validation of the ‘‘How I
Think’’ Questionnaire.’’
Aggressive Behavior 22:333-43.
Bhui, Kamaldeep, Nasir Warfa, and Edgar Jones. 2014. “Is
Violent Radicalisation Associated with
Poverty, Migration, Poor Self-Reported Health and Common
Mental Disorders?” PLOS
One 9: e90718. doi:10.1371/journal.pone.0090718.
Borum, Randy. 2011a. “Radicalization into Violent Extremism
I: A Review of Social Science
Theories.” Journal of Strategic Security 4: 7-36.
Borum, Randy. 2011b. “Radicalization into Violent Extremism
II: A Review of Conceptual
Models and Empirical Research.” Journal of Strategic Security
4: 37-62.
Canetti-Nisim, Daphna, Brian J. Hall, Carmit Rapaport, and
63. Carly Wayne. “Exposure to Political
Violence and Political Extremism: A Stress-Based Process.”
European Psychologist 18: 263-
272.
Comer, Jonathan S. and Philip C. Kendall. “Terrorism: The
Psychological Impact on Youth.”
Clinical Psychology: Science and Practice 14: 179–212.
Dalgaard-Nielsen, Anja. 2010. “Violent Radicalization in
Europe: What we Know and What we
do not Know. Studies in Conflict & Terrorism 33: 797-814.
27
Decker, Scott and David Pyrooz. 2011. “Gangs, Terrorism, and
Radicalization.” Journal of Strategic
Security 4: 151-166.
Delhey, Jan, Kenneth Newton, and Christian Welzel. 2011.
“How General is Trust in ‘Most
People’? Solving the Radius of Trust Problem.” American
Sociological Review 76: 786-807.
Department for Communities and Local Government and Ipsos
MORI. 2011. Citizenship Survey,
2009-2010, [data collection]. UK Data Service, Accessed 01
July 2016. SN:
6733, http://dx.doi.org/10.5255/UKDA-SN-6733-1.
Doosje, Bertjan, Annemarie Loseman, and Kees van den Bos.
2013. “Determinants of
Radicalization of Islamic Youth in the Netherlands: Personal
64. Uncertainty, Perceived
Injustice, and Perceived Group Threat. Journal of Social Issues
69: 586-604.
Eisner, Manuel, Tina Malti, and Denis Ribeaud. 2011. ‘‘Large-
scale Criminological Field
Experiments: The Zurich Project on the Social Development of
Children.’’ Pp. 410-24 in
The SAGE Handbook of Criminological Research Methods,
edited by D. Gadd, S. Karstedt, and
S. Messner. London, UK: Sage.
Eisner, Manuel and Denis Ribeaud. 2005. ‘‘A Randomised Field
Experiment to Prevent Violence:
The Zurich Intervention and Prevention Project at Schools,
ZIPPS.’’ European Journal of
Crime, Criminal Law and Criminal Justice 13:27-43.
Fagan, Jeffrey and Alex R. Piquero. 2007. ‘‘Rational Choice
and Developmental Influences on
Recidivism among Adolescent Felony Offenders.’’ Journal of
Empirical Legal Studies 4:715-
48.
Fagan, Jeffrey and Tom R. Tyler. 2005. ‘‘Legal Socialization of
Children and Adolescents.’’ Social
Justice Research 18: 217-41
Freilich, Joshua D., Adamczyk, Amy, Chermak, Steven M.,
Boyd, Katharine A., and William S.
Parkin. 2015. “Investigating the Applicability of Macro-Level
Criminology Theory to
Terrorism: A Country-Level Analysis.” Journal of Quantitative
Criminology 31: 383-411.
Freilich, Joshua D. and Gary LaFree. 2015. “Criminology
65. Theory and Terrorism: Introduction to
the Special Issue.” Terrorism and Political Violence 27: 1-8.
Fritsche, Immo. 2005. “Predicting Deviant Behavior by
Neutralization: Myths and Findings.”
Deviant Behavior 26: 483-510.
Fund for Peace. 2016. “Fragile States Index.” Washington,
D.C.: The Fund for Peace. Accessed
01 March 2015. http://fsi.fundforpeace.org/.
Ganzeboom, Harry, Paul De Graaf, and Donald Treiman. 1992.
‘‘A Standard International Socio-
economic Index of Occupational Status.’’ Social Science
Research 21:1-56.
Garbarino, James and Kathleen Kostelny. 1996. “The Effects of
Political Violence on Palestinian
Children’s Behavior Problems: A Risk Accumulation Model.”
Child Development 67: 33-45.
Gill, Paul, John Horgan, and Paige Deckert. 2014. “Bombing
Alone: Tracing the Motivations and
Antecedent Behaviors of Lone-Actor Terrorists.” Journal of
Forensic Sciences 59: 425-435.
Gini, Gianluca, Tiziana Pozzoli, and Shelley Hymel. 2014.
“Moral Disengagement among
Children and Youth: A Meta-Analytic Review of Links to
Aggressive Behavior.” Aggressive
Behavior 40: 56-68.
Goli, Marco and Shahamak Rezaei. 2010. “House of War:
Islamic Radicalization in Denmark.”
Centre for Studies in Islamism and Radicalisation. Denmark:
Aarhus University.
66. Gottfredson, Michael R. and Travis Hirschi. 1990. A General
Theory of Crime. Stanford, CA:
Stanford University Press.
Grasmick, Harold G., Charles R. Tittle, Robert J. Bursik, Jr.,
and Bruce J. Arneklev. 1993.
‘‘Testing the Core Empirical Implications of Gottfredson and
Hirschi’s General Theory
of Crime.’’ Journal of Research in Crime and Delinquency 30:5-
29.
28
Hafez, Mohammed. M 2006. “Moral Agents, Immoral Violence:
Mechanisms of Moral
Disengagement in Palestinian Suicide Terrorism.” Pp. 292-307,
in Tangled Roots: Social and
Psychological Factors in the Origins of Terrorism, edited by J.
Victoroff. Washington, D.C.: IOS
Press.
Hagan, John, Joshua Kaiser, and Anna Hanson. 2016. “The
Theory of Legal Cynicism and Sunni
Insurgent Violence in Post-Invasion Iraq.” American
Sociological Review 81:316-346.
Hagan, John, Hans Merkens, and Klaus Boehnke. 1995.
“Delinquency and Disdain: Social Capital
and the Control of Right-Wing Extremism among East and West
Berlin Youth.” American
Journal of Sociology 100: 1028-1052.
67. Heath, Nicole M., Daphna Canetti, Brian J. Hall, and Stevan E.
Hobfoll. 2013. “Exposure to
Political Violence, Psychological Distress, Resource Loss, and
Benefit Finding as
Predictors of Domestic Violence among Palestinians.”
Psychological Trauma: Theory,
Research, Practice, and Policy 5: 366-376.
Hirsch-Hoefler, Sivan, Daphna Canetti, Carmit Rapaport, and
Stevan E. Hobfoll. 2014. “Conflict
will Harden your Heart: Exposure to Violence, Psychological
Distress, and Peace Barriers
in Israel and Palestine.” British Journal of Political Science 46:
845-859.
Hobfoll, Stevan E., Patrick A. Palmieri, Robert J. Johnson,
Daphna Canetti-Nisim, Brian J. Hall,
and Sandro Galea. 2009. “Trajectories of Resilience,
Resistance, and Distress During
Ongoing Terrorism: The Case of Jews and Arabs in Israel.”
Journal of Consulting and Clinical
Psychology 77: 138-148.
Horgan, John. 2008. “From Profiles to Pathways and Roots to
Routes: Perspectives from
Psychology on Radicalization into Terrorism.” Annals of the
American Academy of Political
and Social Science 618: 80-94.
Huesmann, L. Rowell, Eric F. Dubow, Paul Boxer, Simha F.
Landau, Shira Dvir-Gvirsman,
Khalil Shikaki, and Jeremy Ginges. In press. “Children's
Exposure to Violent Political
Conflict Simulates their Subsequent Aggression at Peers by
Increasing their Normative
Beliefs Favoring Aggression.” Development and
68. Psychopathology.
Huizinga, David, Anne Wylie Weiher, Rachele Espiritu, and
Finn Esbensen. 2003. “Delinquency
and Crime: Some Highlights from the Denver Youth Survey.”
Pp. 47-91, in Taking Stock
of Delinquency, edited by T.P. Thornberry and M.D. Krohn.
New York: Kluwer Academic
and Plenum.
International Association of Chiefs of Police. 2014.
“Homegrown Violent Extremism. Awareness
Brief.” Washington, DC: Office of Community Oriented
Policing Services.
Jackson, Jonathan, Ben Bradford, Mike Hough, Andy Myhill,
Paul Quinton, and Tom R. Tyler.
2012. ‘‘Why Do People Comply with the Law? Legitimacy and
the Influence of Legal
Institutions.’’ British Journal of Criminology 52:1051-71.
Kalmakis, Karen A. and Genevieve E. Chandler. 2015. “Health
Consequences of Adverse
Childhood Experiences: A Systematic Review.” Journal of the
American Association of Nurse
Practitioners 27: 457-465.
Karstedt, Susanne and Stephen Farrall. 2006. ‘‘The Moral
Economy of Everyday Crime: Markets,
Consumers and Citizens.’’ British Journal of Criminology 46:
1011-36.
Kirk, David S. and Mauri Matsuda. 2011. ‘‘Legal Cynicism,
Collective Efficacy, and the Ecology
of Arrest.’’ Criminology 49:443-72.
69. Kirk, David S. and Andrew V. Papachristos. 2011. ‘‘Cultural
Mechanisms and the Persistence of
Neighborhood Violence.’’ American Journal of Sociology 116:
1190-233.
Kruglanski, Arie W. and Shira Fishman. 2006. “The Psychology
of Terrorism: ‘Syndrome’ versus
‘Tool’ Perspectives.” Terrorism and Political Violence 18: 193-
215.
29
LaFree, Gary and Gary Ackerman. 2009. “The Empirical Study
of Terrorism: Social and Legal
Research.” Annual Review of Law and Social Science 5: 347-
374.
Lyons-Padilla, Sarah, Michele J. Gelfand, Hedieh Mirahmadi,
Mehreen Farooq, and Marieke van
Egmond. 2015. “Belonging Nowhere: Marginalization and
Radicalization Risk among
Muslim Immigrants.” Behavioral Science and Policy 1: 1-12.
Mazerolle, Paul and Jeff Maahs. 2000. “General Strain and
Delinquency: An Alternative
Examination of Conditioning Influences." Justice Quarterly 17:
753-778.
Mazerolle, Paul and Alex Piquero. 1997. “Violent Responses to
Strain: An Examination of
Conditioning Influences.” Violence and Victims 12: 323-343.
Mazerolle, Paul, Velmer S. Burton, Jr., Francis T. Cullen, T.
70. David Evans, Gary L. Payne. 2000.
“Strain, Anger, and Delinquent Adaptations: Specifying General
Strain Theory.” Journal of
Criminal Justice 28: 89-101.
McCauley, Clark and Sophia Moskalenko. 2008. “Mechanisms
of Political Radicalization:
Pathways Toward Terrorism.” Terrorism and Political Violence
20: 415-433.
McGilloway, Angela, Priyo Ghosh, and Kamaldeep Bhui. 2015.
“A Systematic Review of
Pathways to and Processes Associated with Radicalization and
Extremism amongst
Muslims in Western Societies.” International Review of
Psychiatry 27: 39-50.
Merton, Robert. 1968. Social Theory and Social Structure. New
York: Free Press.
Merrilees, Christine E., Ed Cairns, Marcie C. Goeke-Morey,
Alice Cl. Schermerhorn, Peter
Shirlow, and E. Mark Cummings. 2011. “Associations between
Mothers’ Experience with
The Troubles in Northern Ireland and Mothers’ and Children’s
Psychological
Functioning: The Moderating Role of Social Identity.” Journal
of Community Psychology 39:
60-75.
Messner, J.J., Nate Haken, Patricia Taft, Hannah Blyth, Kendall
Lawrence, Sebastian Pavlou,
Felipe Umaña. 2015. “Fragile States Index 2015.” Washington,
D.C.: Fund for Peace.
Mössle, Thomas, Matthias Kleimann, and Florian Rehbein.
71. 2007. Bildschirmmedien im Alltag
von Kindern und Jugendlichen: Problematische
Mediennutzungsmuster und ihr
Zusammenhang mit Schulleistungen und Aggressivität.
Interdisziplinäre Beiträge zur
kriminologischen Forschung. Vol. 33. Baden-Baden: Nomos.
Muldoon, Orla T. 2013. “Understanding the Impact of Political
Violence in Childhood: A
Theoretical Review Using a Social Identity Approach.” Clinical
Psychology Review 33: 929-
939.
Nivette, Amy E., Manuel Eisner, Tina Malti, and Denis
Ribeaud. 2015. “The Social and
Developmental Antecedents of Legal Cynicism.” Journal of
Research in Crime and Delinquency
52: 270-298.
Pape, Robert A. 2005. Dying to Win: The Strategic Logic of
Suicide Terrorism. New York: Random
House.
Pauwels, Lieven and Nele Schils. 2016. “Differential Online
Exposure to Extremist Content and
Political Violence: Testing the Relative Strength of Social
Learning and Competing
Perspectives.” Terrorism and Political Violence 28: 1-29.
Pauwels, Lieven and Maarten de Waele. 2014. “Youth
Involvement in Politically Motivated
Violence: Why do Social Integration, Perceived Legitimacy, and
Perceived Discrimination
Matter?” International Journal of Conflict and Violence 8: 134-
153.
72. Pedersen, Duncan. 2002. “Political Violence, Ethnic Conflict,
and Contemporary Wars: Broad
Implications for Health and Social Well-Being.” Social Science
& Medicine 55: 175-190.
Piazza, James A. 2012. “Types of Minority Discrimination and
Terrorism.” Conflict Management and
Peace Science 29: 521-546.
30
Rattner, Arye and Dana Yagil. 2004. “Taking the Law into
One’s Own Hands on Ideological
Grounds.” International Journal of Sociology of Law 32: 85-
102.
Reisig, Michael D., Scott E. Wolfe, and Kristy Holtfreter. 2011.
‘‘Legal Cynicism, Legitimacy, and
Criminal Offending: The Nonconfounding Effect of Low Self-
control.’’ Criminal Justice
and Behavior 38:1265-79.
Ribeaud, Denis and Manuel Eisner. 2015. “The Nature of the
Association between Moral
Neutralization and Aggression: A Systematic Test of Causality
in Early Adolescence.”
Merrill-Palmer Quarterly 61: 68-84.
Ribeaud, Denis and Manuel Eisner. 2010. ‘‘Are Moral
Disengagement, Neutralization
Techniques, and Self-serving Cognitive Distortions the Same?
Developing a Unified Scale
of Moral Neutralization of Aggression.’’ International Journal
73. of Conflict and Violence 4:298-
315.
Sampson, Robert J. and Dawn Jeglum Bartusch. 1998. ‘‘Legal
Cynicism and (Subcultural?)
Tolerance of Deviance: The Neighborhood Context of Racial
Differences.’’ Law and
Society Review 32:777-804.
Schafer, Joseph A., Christopher W. Mullins, and Stephanie Box.
2014. “Awakenings: The
Emergence of White Supremacist Ideologies.” Deviant Behavior
35: 173-196.
Schils, Nele and Lieven Pauwels. 2014. “Explaining Violent
Extremism for Subgroups by Gender
and Immigrant Background, Using SAT as a Framework.”
Journal of Strategic Security 7: 27-
47.
Shelton, Karen K., Paul J. Frick, and Jane Wootton. 1996.
“Assessment of Parenting Practices in
Families of Elementary School-Age Children.” Journal of
Clinical Child Psychology 25: 317-
329.
Simi, Pete, Karyn Sporer, and Bryan F. Bubolz. 2016.
“Narratives of Childhood Adversity and
Adolescent Misconduct as Precursors to Violent Extremism: A
Life-Course
Criminological Approach.” Journal of Research in Crime and
Delinquency 53: 536-563.
Slootman, Marieke and Jean Tille. 2006. “Processes of
Radicalisation: Why Some Amsterdam
Muslims become Radicals.” Institute for Migration and Ethnic
74. Studies. Amsterdam, the
Netherlands: University of Amsterdam.
Smith, Sandra Susan. 2010. “Race and Trust.” Annual Review
of Sociology 36: 453-475.
Sykes, Gresham and David Matza. 1957. ‘‘Techniques of
Neutralization: A Theory of
Delinquency.’’ American Journal of Sociology 22:664-70.
Tremblay, Richard E., Benoit Mâsse, D Perron, Matt LeBlanc,
Alex E. Schwartzman, Jane E.
Ledingham. 1992. “Early Disruptive Behavior, Poor School
Achievement, Delinquent
Behavior and Delinquent Personality: Longitudinal Analyses.”
Journal of Consulting and
Clinical Psychology 60: 64–72.
Tremblay, Richard E., Rolf Loeber, Claude Gagnon, Pierre
Charlebois, Serge Larivée, and Marc
LeBlanc. 1991. “Disruptive Boys with Stable and Unstable High
Fighting Behavior
Patterns During Junior Elementary School.” Journal of
Abnormal Child Psychology 19: 285–
300.
Weine, Stevan, John Horgan, Cheryl Robertson, Sana Loue,
Amin Mohamed, and Sahra Noor.
2009. “Community and Family Approaches to Combating the
Radicalization and
Recruitment of Somali-American Youth and Young Adults: A
Psychosocial Perspective.”
Dynamics of Asymmetric Conflict: Pathways Toward Terrorism
and Genocide 2: 181-200.
Wikström, Per-Olaf H. and Noemie Bouhana. In press.
75. "Analyzing Radicalization and Terrorism:
A Situational Action Theory." In Handbook of the Criminology
of Terrorism, edited by G.
LaFree and J.D. Freilich. Oxford, UK: Wiley Blackwell.
31
Table 1 – Percentage of respondents agreeing with statements
supporting violent extremism
Item
Fully
untrue
Somewhat
untrue
Somewhat
true
Fully
true
It’s sometimes necessary to use
violence to fight against things
that are very unjust
29.5% 36.3% 27.8% 6.3%
76. Sometimes people have to resort
to violence to defend their
values, convictions, or religious
beliefs.
44.0% 31.5% 19.8% 4.8%
It's OK to support groups that
use violence to fight injustices.
43.0% 33.1% 19.7% 4.2%
It's sometimes necessary to
use violence, commit attacks or
kidnap people to fight for a
better world.
65.2% 22.8% 9.7% 2.3%
32
Table 2 – Means and standard deviations for all variables in the
analysis (n=1,214).
Variables Mean SD
1 Violent extremist attitudes 1.81 0.67
2 Personal strain 0.83 0.99
3 Collective strain 0.48 0.50