Advances in Experimental Social Psychology continues to be one of the most sought after and most often cited series in this field. Containing contributions of major empirical and theoretical interest, this series represents the best and the brightest in new research, theory, and practice in social psychology.
Urban violence still has a peculiar standing within social and urban research. This book works to unpack the link between urban, violence, and security with three main arguments. The first is that urban violence is under-theorized because long-term theoretical problems with both of its elements (‘urban’ and ‘violence’). The second is to answer these questions: (1) how can violence be conceptualized in a way that opens to an understanding of the specificity of urban violence? (2) What is the urban in urban violence? And (3) How can ‘urban’ and ‘violence’ be articulated in a way that makes urban violence a category with both analytical and strategic power? The third, and central, argument of this book is that, through a genealogy that articulates political economic and vital materialism, urban violence can ultimately be framed as a precise category shaped by three interlocking trajectories: the process of (capitalist) urbanization, the spatio-political project of the urban, and the concrete urban atmospheres in and through which the process and the project materialize, often violently so, in the urban.
Government study prompted by acts of extraordinary violence in this country since the 1960s. Included in the appendices is a chronology of terrorist episodes in the U.S. from Jan. 1959-March 1976 and a bibliography prepared by staff members of the New York University Law School Staff.
Fifty-three selections deal with social learning, normative behavior, language, leadership, interpersonal perception, and other topics pertinent to present-day social psychology.
In A Is for Arson, Campbell F. Scribner sifts through two centuries of debris to uncover the conditions that have prompted school vandalism and to explain why attempts at prevention have inevitably failed. Vandalism costs taxpayers hundreds of millions of dollars every year, as students, parents, and even teachers wreak havoc on school buildings. Why do they do it? Can anything stop them? Who should pay for the damage? Underlying these questions are long-standing tensions between freedom and authority, and between wantonness and reason. Property destruction is not simply a moral failing, to be addressed with harsher punishments, nor can the problem be solved through more restrictive architecture or policing. Scribner argues that education itself is a source of intractable struggle, and that vandalism is often the result of an unruly humanity. To understand schooling in the United States, one must first confront the all-too-human emotions that have led to fires, broken windows, and graffiti. A Is for Arson captures those emotions through new historical evidence and diverse theoretical perspectives, helping readers understand vandalism variously as a form of political conflict, as self-education, and as sheer chaos. By analyzing physical artifacts as well as archival sources, Scribner offers new perspectives on children's misbehavior and adults' reactions and allows readers to see the complexities of education—the built environment of teaching and learning, evolving approaches to youth psychology and student discipline—through the eyes of its often resistant subjects.
This book guides policing students through the areas of Criminology and crime prevention required for their course and help them apply this knowledge into their work. It uses crime prevention theory alongside current practice and evidence-based policing research that students can apply in their practice. It explores what criminology is, its helpfulness in policing, and examines key topics such as offenders and offending, victims and victimology, and principles and theories of crime prevention. A range of models of policing which can be applied to various crime prevention scenarios are discussed, with details on specific initiatives already in place. The content is specifically designed to meet the requirements of the PEQF (Police Education Qualifications Framework) and module six in the policing curriculum on criminology and crime prevention. Case studies and evidence-based examples are used to provide clear links between theory and practice, while critical thinking and review activities embed understanding and promote critical thinking. As part of the series, care has been taken into this book to make sure that it reflects challenges faced by new students, linking theory to real-life operational practice. Part of the Professional Policing Curriculum in Practice series.