Stigmatization of Psychological and Neurodevelopmental Disorders: Effects of Diagnostic Labeling in a Legal Context

Over 50% of inmates have mental health problems (James & Glaze, 2006) and specific diagnostic labels have been shown to adversely affect sentencing outcomes (e.g., Edens, Desforges, Fernandez, & Palac, 2004). We applied social categorization, attribution theory, and psychological essentialism to clarify the ways diagnostic labels perpetuate stigmatization of defendants by assessing sentencing and facility recommendations, future dangerousness predictions, and defendant controllability and stability attributions. These measures were administered after participants read a vignette describing a crime where the perpetrator varied according to the diagnostic labels: Antisocial Personality Disorder (ASPD), Schizophrenia, Autism Spectrum Disorder (ASD), and Attention-Deficit/Hyperactivity Disorder (ADHD). These labels were associated with more psychiatric facility recommendations compared to a no-label control condition, and ADHD was associated with more prison recommendations compared to the other labels. Controllability attributions were significantly different when ADHD and no-label were compared to ASPD, Schizophrenia, and ASD, and when Schizophrenia was compared to ASD. Stability attributions were significantly different between the no-label condition and each of the diagnostic labels. These findings suggest that jurors may consider certain labels as mitigating evidence when making legal decisions, whereas other labels may be less mitigating

School Librarians Fully Online: Preparing the Twenty-First Century Professional

Online learning, already an essential component of the higher-education and professional landscape, has now developed a more ubiquitous presence in K–12 learning due to educational trends such as flipped education and use of tools such as Google Classroom. Despite the increasingly important role of online learning in K–12 education, little evidence indicates that graduates of school library preparation programs enter the profession with the knowledge, skills, and dispositions required to design and deliver online learning experiences for K–12 students, experiences that take advantage of available resources and platforms. A mixed-method national survey of programs in the United States was conducted to examine the ways that school library preparation programs prepare candidates to design digital learning spaces that include fully online courses for K–12 students. Results indicate that preparation of future school librarians for the design and delivery of online instruction to K–12 students is not yet seen as an integral component of these graduate programs

Online Learners And Technology: A Gap In Higher Education And Student Affairs Professional Preparation

Online learning, an essential component of the higher education landscape on a global scale, has become a lucrative operation for colleges and universities. Enrollment in online programs continues to outpace enrollment in higher education overall, particularly in the North American market. Even so, there is little evidence that graduates of North American higher education and student affairs preparation programs enter the workforce with the knowledge, skills, and competencies required to support undergraduate and graduate online learners. A mixed-method national survey of programs in the United States was conducted to develop a picture of the ways higher education and student affairs graduate preparation programs currently prepare future professionals to address the needs of online learners. Results indicate that preparation of higher education and student affairs professionals for the delivery of services to online students is not yet seen as an integral component of these graduate programs

Motion Doodles: An Interface for Sketching Character Motion

In this paper we present a novel system for sketching the motion of a character. The process begins by sketching a character to be animated. An animated motion is then created for the character by drawing a continuous sequence of lines, arcs, and loops. These are parsed and mapped to a parameterized set of output motions that further reflect the location and timing of the input sketch. The current system supports a repertoire of 18 different types of motions in 2D and a subset of these in 3D. The system is unique in its use of a cursive motion specification, its ability to allow for fast experimentation, and its ease of use for non-experts