Using Criminal Punishment to Serve Both Victim and Social Needs

In recent decades, the criminal-justice pendulum has swung to the opposite extreme. Criminal law is often described as covering disputes between the offender and the state. Victims are not direct parties to criminal proceedings, they have no formal right to either initiate or terminate a criminal action, and they have no control over the punishment meted out to offenders. In this state-centric system, victim needs have been left unsatisfied, giving rise to a politically powerful victims\u27 rights movement that has had success in giving victims rights of access to prosecutors and rights to be heard in the courtroom. Here, O\u27Hara and Robbins propose changing the manner in which control rights over criminal sanctions are distributed

Forgiveness takes place on an attitudinal continuum from hostility to friendliness: Toward a closer union of forgiveness theory and measurement.

Researchers commonly conceptualize forgiveness as a rich complex of psychological changes involving attitudes, emotions, and behaviors. Psychometric work with the measures developed to capture this conceptual richness, however, often points to a simpler picture of the psychological dimensions in which forgiveness takes place. In an effort to better unite forgiveness theory and measurement, we evaluate several psychometric models for common measures of forgiveness. In doing so, we study people from the United States and Japan to understand forgiveness in both nonclose and close relationships. In addition, we assess the predictive utility of these models for several behavioral outcomes that traditionally have been linked to forgiveness motives. Finally, we use the methods of item response theory, which place person abilities and item responses on the same metric and, thus, help us draw psychological inferences from the ordering of item difficulties. Our results highlight models based on correlated factors models and bifactor (S-1) models. The bifactor (S-1) model evinced particular utility: Its general factor consistently predicts variation in relevant criterion measures, including 4 different experimental economic games (when played with a transgressor), and also suffuses a second self-report measure of forgiveness. Moreover, the general factor of the bifactor (S-1) model identifies a single psychological dimension that runs from hostility to friendliness while also pointing to other sources of variance that may be conceived of as method factors. Taken together, these results suggest that forgiveness can be usefully conceptualized as prosocial change along a single attitudinal continuum that ranges from hostility to friendliness. (PsycInfo Database Record (c) 2020 APA, all rights reserved)

"100 per cent, Body and Soul”:The Ability of an Agent to Act for a Competitor of his Principal

No abstract available

Dorothy Day’s Pursuit of Public Peace through Word and Action

A co-founder of the Catholic Worker Movement, its newspaper, and hospitality houses, the writer Dorothy Day promoted public peace nationally and internationally as a journalist, an organizer of public protests, and a builder of associational communities. Drawing upon Hannah Arendt’s conceptions of the role of speech and action in creating the public realm, this paper focuses on several of Day’s most controversial public positions: her leadership of non-cooperation against Civil Defense drills intended to prepare New York City residents to survive a nuclear war; her urging of Catholics to find common cause with the Cuban revolutionary government; and her support for interracial farming communities in the Southern United States. As Arendt asserts about Rahel Varnhagen’s salon in Berlin, by being public meeting spaces hosted in private houses, Catholic Worker communities fostered egalitarian rather than “agonal” politics. Like Gandhi’s newspapers and ashrams as well as “Occupy” communities such as Zuccotti Park, Day’s newspaper was a center for incubating and implementing social reform. The Catholic Worker provided a place where writers could question the official rhetoric of such conflicts as World War II and the Cold War, put forward different interpretations of unfolding events, and chart possible alternatives to establishment agendas

Developing Cross-cultural Understanding through Sociolinguistic Dissemination: A Practice in Multicultural Education

The use of language cannot be separated from the culture of its speakers. Most experts agree that language is the cultural reflection of social community. Therefore, the language learning must involve the learning of related culture with the language being learnt. This paper describes my personal experience in teaching Sociolinguistics II for the students of the English Language and Literature Study Program, Yogyakarta State University through sociolinguistic dissemination to develop their cross-cultural understanding. One of the main issues in the teaching of sociolinguistics is to see how cultural aspects are reflected in the use of language. Realizing the importance of this course toward the understanding of the relationship between language and culture, English Language and Literature Study Program, Yogyakarta State University provides its students with this course in two semesters, sociolinguistics I and II. Unlike the teaching of sociolinguistics I which is more theoretical, sociolinguistics II is more practical. The students are expected to have an overview and experience in conducting a mini research that will be beneficial for them in writing thesis. In my experiences in teaching this subject, the students were assigned to conduct mini research on the issue of cross-cultural understanding. In this case, they were proposed to observe multicultural films from different points of view; namely language and society, bilingualism, language variation, choosing code, language and sex, and politeness and solidarity. In the end, they had to disseminate their observation result. The teaching of this course prioritized the process approach. The students were given a chance to consult their observation, present the research report, and revise it. In fact, the implementation of sociolinguistic dissemination not only shows the students on the significance of cross-cultural understanding in the process of communication but also gives them the experience of doing mini research, group work, writing a paper, consultation, and reporting the result.. Key words: developing, cross cultural understanding, sociolinguistic disseminatio

POLITENESS STRATEGIES

People usually tend to use some politeness strategies in order to make the communication process between speaker and hearer going smoothly without any sense hurting each others. This paper is only focused on describing about Brown and Levinson’s politeness strategies. According to Brown and Levinson, there are four politeness strategies, namely: bald on record, positive politeness, negative politeness, and off record and fifteen substrategies of positive politeness and ten substrategies of negative politeness. It is important that during the communication which happens among the participants use a polite language. Being polite to the hearer is generally more important to do than being polite toward the speaker itself, because if the speaker uses the polite language to the hearer in fact he does not only respect the hearer but also he maintains his own dignity

Spartan Daily, January 17, 1944

Volume 32, Issue 59https://scholarworks.sjsu.edu/spartandaily/10865/thumbnail.jp

Spartan Daily, January 17, 1944

Volume 32, Issue 59https://scholarworks.sjsu.edu/spartandaily/10865/thumbnail.jp