Criticisms of mass media productions often include a discussion of how women and minorities are systematicall y excluded and=or relegated to minor roles, or roles that match traditional stereotypes. These types of portrayals are important factors in the social construction of reality among the general public, and therefore may perpetuate racism and sexism on a larger scale. Using a content analysis of fifty popular films in 1996 the present study explores the demographic composition of the leading actresses and actors. The goal is to gauge the strength of female and minority presence and to provide an assessment of character representations through an analysis of labor force participation , sex-roles of occupation, prestige of occupation, and gender. Findings indicate that although both women and minorities have made some advancement in their film portrayals, compared to earlier studies, they still are under-represented in leading roles in Hollywood, and their portrayals are often consistent with traditional stereotypes.

With the availability of new functional and structural neuroimaging techniques, researchers have begun to localize brain areas that may be dysfunctional in offenders who are aggressive and violent. Our review of 17 neuroimaging studies reveals that the areas associated with aggressive and/or violent behavioral histories, particularly impulsive acts, are located in the prefrontal cortex and the medial temporal regions. These findings are explained in the context of negative emotion regulation, and suggestions are provided concerning how such findings may affect future theoretical frameworks in criminology, crime prevention efforts, and the functioning of the criminal justice system.

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The Publication Manual of the American Psychological Association (American Psychological Association [APA], 2010) provides a widely utilized template for preparing research reports in the behavioral sciences. Because learning APA style is integral to disciplinary socialization, our department recently implemented a 1-hr course in scientific writing. Using a pre-and posttest factorial design, we compare changes in APA knowledge over an academic semester and quality of final papers in 2 groups of students: those enrolled in scientific writing (n = 20) and others who were expected to master APA basics on their own (n = 18). Results suggest that intensive instruction in APA style is beneficial for student learning outcomes.

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