Developmental and Life-Course Models of Crime

2019 ◽  
pp. 124-145
Author(s):  
David M. Day ◽  
Margit Wiesner
Keyword(s):  
Life Course ◽  
Life Span ◽  
Self Regulation ◽  
Human Agency ◽  
Process Models ◽  
Great Promise ◽  
Developmental Context ◽  
Interactional Theory ◽  
Developmental Science ◽  
Systems Framework

This chapter provides an overview of theoretical process models for the explanation of crime in developmental context. It introduces key propositions from leading developmental and life-course theories of offending, including the dual taxonomy of antisocial behavior, coercion theory, interactional theory, and age-graded theory of informal social control, and stresses the need for further elaboration of the role of human agency in criminal trajectories across the life span. The chapter also describes the core tenets of the relational developmental systems framework, which serves as a major metamodel that undergirds contemporary developmental science. It is argued that developmental science theories of intentional self-regulation across the life span hold great promise to enrich criminological theorizing on human agency.

Introduction

2019 ◽  
pp. 1-36
Author(s):  
David M. Day ◽  
Margit Wiesner
Keyword(s):  
Longitudinal Data ◽  
Life Span ◽  
Criminal Behavior ◽  
Heterogeneous Population ◽  
Process Models ◽  
Developmental Processes ◽  
Developmental Context ◽  
Nuanced Understanding ◽  
The Individual ◽  
Criminal Trajectories

This chapter develops the thesis that a developmental perspective is essential to advancing knowledge about criminal trajectories and to gaining a deeper, more nuanced understanding of criminal behavior across the life span. In discussing criminal trajectories, an emphasis is placed on the importance of longitudinal data, person-oriented analyses, developmental processes, a life-span approach, and dynamic transactions between the individual and the environment. Last, the chapter details three premises on which the book is based (a) crime is a product of developmental processes, (b) criminals compose a heterogeneous population, and (c) process models are essential to understand criminal behavior in a developmental context.

Evolving views of Ageing and Longevity from Homer to Hippocrates: Emergence of Natural Factors, Persistence of the Supernatural

2010 ◽  
Vol 57 (2) ◽  
pp. 355-377 ◽  
Author(s):  
CALEB ELLICOTT FINCH
Keyword(s):  
Life Course ◽  
Life Span ◽  
Natural Factors ◽  
Biomedical Scientist ◽  
Human Ageing ◽  
Ancient Literature ◽  
Course Outcomes

During the three centuries from Homer to Hippocrates, views of human ageing and longevity evolved in a socio-cultural sense, with relationships to Greek medicine and science. I, as a biomedical scientist, examine ancient literature for roots of the idea that life-course outcomes can be influenced by tangible ‘natural’ factors, whether these are environmental or the result of lifestyle. The concept that an individual has any choice in health and ageing departs radically from ancient, persistent beliefs in the primacy of the supernatural, that the gods could predestine one's life span by birth or could alter it at any time.

scholarly journals Active learning of medical students in Taiwan: A realist evaluation

2020 ◽  
Author(s):  
Chien-Da Huang ◽  
Hsu-Min Tseng ◽  
Chang-Chyi Jenq ◽  
Liang-Shiou Ou
Keyword(s):  
Medical Students ◽  
Active Learning ◽  
Professional Identity ◽  
Learning Outcomes ◽  
Cultural Context ◽  
Early Stage ◽  
Self Regulation ◽  
Realist Evaluation ◽  
Evaluation Framework ◽  
Process Models

Abstract Background: Active learning is defined as any instructional method that engages students in the learning process. Cultural differences in learning patterns can play an important role in engagement with active learning. We aimed to examine process models of active learning to understand what works, for whom and why. Methods: Forty-eight sixth- and seventh-year medical students with experience of active learning methods were purposively selected to participate in ten group interviews. Interactions around active learning were analysed using a realist evaluation framework to unpack the ‘context-mechanism-outcome’ (CMO) configurations. Results: Three core CMO configurations, including cultural, training and individual domains, were identified. In the cultural context of a strong hierarchical culture, the mechanisms of fear prompted students to be silent (outcome) and dare not give their opinions. In the training context of teacher-student familiarity alongside teachers’ guidance, the mechanisms of learning motivation, self-regulation and enthusiasm were triggered, prompting positive learning outcomes and competencies (outcome). In the individual context of learning how to learn actively at an early stage within the medical learning environment, the mechanisms of internalisation, professional identity and stress resulted in recognising active learning and advanced preparation (outcomes). Conclusions: We identified three CMO configurations of Taiwanese medical students’ active learning. The connections among hierarchical culture, fear, teachers’ guidance, motivation, the medical environment and professional identity have been shown to affect the complex interactions of learning outcomes. Fear derived from a hierarchical culture is a concern as it is a significant and specific contextual factor, often sparking fear with negative outcomes.

Transformative Self-Regulation and the Quiet Ego

2021 ◽  
pp. 263-285
Author(s):  
Jack Bauer
Keyword(s):  
Life Stories ◽  
Meaning Making ◽  
Self Regulation ◽  
Process Models ◽  
Dual Process ◽  
Dual Processes ◽  
Quiet Ego ◽  
Self Development ◽  
Over Time

This chapter examines how the transformative self facilitates long-term self-regulation. Most research on self-regulation targets the immediate moment (referred to here as micro self-regulation) or personal events that last weeks or months (meso self-regulation). In contrast, the transformative self functions as a tool for macro self-regulation in one’s attempt to shape one’s life over time (for which evolving life stories are especially well suited). Hedonic, transformative self-regulation comes in the forms of realistic optimism, self-improvement motivation, cybernetic feedback motives, intentional self-development, and the flexible pursuit of goals. Eudaimonic, transformative self-regulation is especially helpful for adaptation to life’s difficulties and is found in dual-process models of adaptation to loss and potential trauma. These dual processes aim to regulate and balance both affect and meaning-making. The quiet ego represents a synthesis of these forms of self-regulation, balancing detached awareness (e.g., mindfulness), inclusive identity (e.g., interdependence, compassion), perspective-taking (e.g., value perspectivity), and growth-mindedness.

Modelling interwall interactions in carbon nanotubes: fundamentals and device applications

2007 ◽  
Vol 365 (1861) ◽  
pp. 2893-2906 ◽  
Author(s):  
Elena Bichoutskaia
Keyword(s):  
Carbon Nanotubes ◽  
Relative Motion ◽  
Recent Progress ◽  
Self Regulation ◽  
Building Blocks ◽  
Great Promise ◽  
Low Friction ◽  
Fundamental Understanding ◽  
Device Applications ◽  
Physical Manipulation

Carbon nanotubes are the most commonly used ‘building blocks’ of modern nanotechnology. Their unique mechanical and electronic properties, stability and functionality show great promise in creating functional devices on the nanometre scale. One of the great challenges in using this scale is the ability of physical manipulation of the components, such as their positioning and assembling. Strong correlation between the structure and mechanical interactions of the walls of carbon nanotubes provides self-regulation of their relative motion. This can be further exploited in low-friction and high-stiffness devices. In this paper, we present a condensed overview of the recent progress in fundamental understanding of nanomechanical and nanoelectromechanical behaviour of carbon nanotubes and their applications in nanodevices.

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