In Gregg v. Georgia in 1976, the U.S. Supreme Court declared that public opinion, including the public's presumed desire for retribution, can be a legitimate basis for penal policy. Subsequently, the retributive doctrine has guided sentencing reform across the nation. But variation among the public in support for retribution as the goal of punishment and the effects of religion in shaping public sentiments about punishment have received little attention from researchers. Drawing from recent work on attribution theory and religion, this paper proposes and reports evidence that public support for the retributive doctrine is closely linked to affiliation with fundamentalist Protestant denominations and fundamentalist religious beliefs. The normative implications of such a connection are addressed.
Historically Black Colleges and Universities (HBCUs) are effective in graduating African American students who are poised to be competitive in the corporate, research, academic, governmental and military arenas. Specifically, over half of all African American professionals are graduates of HBCUs. Nine of the top ten colleges that graduate the most African Americans who go on to earn PhDs are from HBCUs.More than 50% of the nation’s African American public school teachers and 70% of African American dentists earned degrees at HBCUs.Finally, both Spelman and Bennett Colleges produce over half of the nation’s African American female doctorates in all science fields.This article discusses the importance of HBCUs in today’s higher education landscape.
Many educators believe that unless a determined effort is made to include cultural relevance in publicschool curriculums, public education will continue to fail African-American students. In fact, the quality ofone's experience in education and in the community is often identified as a critical determinant for gaining afoundation for higher intellectual pursuits. This article examines the beliefs of an African-centered educatoras she uses her own African-centered model to empower African-American students and solve this seriousproblem in her community.
Abstract. The ever growing number of textual historical collections calls for methods that can meaningfully connect and explore these. Different collections offer different perspectives, expressing views at the time of writing or even a subjective view of the author. We propose to connect heterogeneous digital collections through temporal references found in documents as well as their textual content. We evaluate our approach and find that it works very well on digitalnative collections. Digitized collections pose interesting challenges and with improved preprocessing our approach performs well. We introduce a novel search interface to explore and analyze the connected collections that highlights different perspectives and requires little domain knowledge. In our approach, perspectives are expressed as complex queries. Our approach supports humanity scholars in exploring collections in a novel way and allows for digital collections to be more accessible by adding new connections and new means to access collections.
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