Habeas Corpus and State Sentencing Reform: A Story of Unintended Consequences

This Article tells the story of how fundamental shifts in state sentencing policy collided with fundamental shifts in federal habeas policy to produce a tangled and costly doctrinal wreck. The conventional assumption is that state prisoners seeking habeas relief allege constitutional errors in their state court convictions and sentences. But almost 20 percent of federal habeas petitions filed by noncapital state prisoners do not challenge state court judgments. They instead attack administrative actions by state prison officials or parole boards, actions taken long after the petitioner's conviction and sentencing. Challenges to these administrative decisions create serious problems for federal habeas law, which is designed to structure federal review of state court judgments and is ill suited to review administrators' actions. Courts find themselves trying to squeeze square pegs into round holes, and the confusion is particularly intolerable given the stakes for prisoners, state prison systems, and federal courts. This Article is the first to identify this significant problem, to analyze its disparate and complicated causes, and to propose a simple and rational way for Congress to respond

A Study of the Relationship between CBT Developers\u27 Multiple Intelligences Dispositions and the Design of Computer-based Training

This study assessed the relationship between CBT developers\u27 multiple intelligences (MI) dispositions and their designs for computer-based training programs (CBTs). This study was based on the theoretical framework of the Theory of Multiple Intelligences (MI) and theories about instructional design (ID). Student developers in a class were surveyed using Shearer\u27s Multiple Intelligences Development Assessment Scales (MIDAS), a screening instrument that is designed to determine the students\u27 MIDAS profiles, or their intelligences. The students received instruction in using MI in their CBT design; and, after they had designed their CBTs, four professionals assessed their CBTs for inclusion of MI. Both quantitative and qualitative tests and analyses were performed on the association between students\u27 MIDAS profiles and the CBT reviewer ratings. While the findings of the correlation analysis of the quantitative data were refuted, some of the correlation and regression analyses of the observations of the qualitative data were conclusive regarding the hypothesis. CBT design was influenced by the student CBT designers MI as indicated by the MIDAS profiles, particularly in the qualitative analysis. Positive significant outcomes were reported for the linguistic spatial, intrapersonal, and kinesthetic intelligences. These findings show that knowledge of MI was influential on a few of the design variables, as the students were successful in designing CBTs that reflected inclusion of MI for tailoring to learners\u27 needs rather than to designers\u27 preferences. The information gathered in this study will make a significant contribution to the e-learning field because it sheds light on the association of MI with the development of CBTs

A Proposed Model for the Implementation of Play Therapy in Elementary Schools

Play therapy is based upon the belief that the natural medium of self-expression for a child is play. Through his play he can express himself\u27 fully, play out his feelings and problems and try out different roles and theories of getting along in his world. In this paper, various approaches to play therapy will be explored. The objectives of this study were to determine the applicability of\u27 p1ay therapy in the elementary school, how it is being implemented in South Dakota schools, and to suggest a workable program that could be implemented in an elementary school counseling situation. Specifically, the purposes were: 1. To analyze the theoretical and research literature related to play therapy. 2. To analyze stated opinions of counselor educators in South Dakota concerning the needs of counselor preparation and the value of play therapy in elementary school counseling programs. 3. To analyze attitudes and experiences of elementary counselors in South Dakota concerning elementary school play therapy. On the basis of these methods of investigation, an organizational model for implementing play therapy was devised