Time for "justice" : Research to inform the development of a human rights framework for the design and implementation of an "acknowledgement and accountability forum" on historic abuse of children in Scotland

In 2002, Chris Daly raised a petition to the Scottish Executive (PE535) calling for an independent inquiry into the historic abuse of children in Scotland. This led to the setting up of a reference group in 2003, in order to explore the role of a truth and reconciliation process that was identified as an important step in dealing with historic abuse. In 2004, there was an apology for such abuse by the then First Minister, Jack McConnell. In 2005, Tom Shaw led the Historic Abuse Systemic Review. This covered the period 1950 – 1995 and was completed in 2007. In 2006, a sub-group of the reference group that was set up in 2003 identified the need for a service for survivors. This led to the funding of ‘In Care Survivor Scotland’ in 2008, under the umbrella of ‘Open Secret’. It is important to see this current report in this context. Eight years on from the initial petition, it is clear that this process has been seen by many as a long road to acknowledging the need to address outstanding human rights issues in relation to the historic abuse of children in care in Scotland

Stressing out? An exploration of stress in students in years 7 through 13.

Recent research by those working with young people has noted rising levels of stress and anxiety in children and adolescents. This study aimed to investigate the levels and sources of stress reported by students at an urban, multi-ethnic secondary school in New Zealand. Six hundred and ninety-seven students completed the Adolescent Stress Questionnaire (ASQ; Byrne, Davenport, and Mazanov, 2007). Students in this study were as stressed or more stressed than those in comparable studies in other countries, with girls significantly more stressed than boys. Analysis of subscale scores revealed the main sources of stress to be "school performance," "school/leisure conflict," and "future uncertainty." With regard to ethnicity, Asian students' scores were significantly lower than those of any other ethnic grouping. Results have implications for policy and practice in a variety of contexts, but especially in the school setting where reducing stressors and increasing support to stressed students is recommended. [ABSTRACT FROM AUTHOR] Copyright of New Zealand Journal of Counselling is the property of New Zealand Association of Counsellors and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.

The Impact of Dual Credit on Student Success: A Mixed Methods Study at a Texas University

In 2015, the number of students enrolled in dual credit coursework in United States (U.S.) schools had reached over 1.4 million, a 68% increase over the previous few years (Field, 2021). By this year, 88% of U.S. high schools offered dual credit programs, and 34% of students enrolled in dual credit coursework, indicating a steady growth in dual credit programming (Rhine, 2022). Furthermore, 27% of public high school students in Texas earned credit for dual credit coursework (Villarreal, 2017). Despite significant growth in dual credit coursework offerings, limited knowledge of the effectiveness of these programs in preparing students for post-secondary success remains limited (Struhl & Vargas, 2012). This mixed methods study explored the relationships between various components of dual credit programs and the experiences of first-time undergraduate students. Specifically, the study explored the relationships between the setting and modality of dual credit coursework, student demographic factors, and the number of dual credit transfer hours and first-year undergraduate grade point average (GPA). A qualitative follow-up explored student perceptions regarding the influence of dual credit coursework on their choice of institution and major, as well as their adaptability to the college experience. The results of a multiple regression indicated that there were no statistically significant relationships between the number of transfer hours, the modality of dual credit coursework, or the setting of dual credit coursework and students’ first-year undergraduate GPAs. Furthermore, these results did not indicate statistically significant differences in the mean GPAs of students based on student demographic factors, including gender, race, and first-generation college student status. A thematic analysis of a virtual focus group interview transcript using inductive coding revealed several themes related to students’ perspectives on the influence of dual credit course enrollment on their college experience. Among these themes were academic preparation, academic support and guidance, burnout, non-academic support and guidance, access, affordability, academic and career choices, and college transition

Pedestrian Observation and Data Collection Curriculum Guide

This is a final report, NITC-ED-999, from the NITC program of TREC at Portland State University, and can be found online at: https://nitc.trec.pdx.edu/research/project/999 The project brief associated with this research can be found at: https://archives.pdx.edu/ds/psu/25833This guidebook provides a comprehensive set of class exercises suitable for students in courses related to travel behavior, traffic safety, urban planning and design, community health, or civil engineering. Exercises include activities developed through this project as well as an extensive set of educational materials drawn from online resources. The exercises developed as part of this project focus on pedestrians. They include elements of both traditional traffic counts and behavioral components, the latter of which are often lacking from current data collections efforts. By encouraging students to consider behavioral interactions of roadway users, these exercises can provide students with field experience that collects data that underlie behavioral traffic theory and agent-based traffic models. The materials are organized to provide helpful guidance to instructors and provide insights gathered through the pilot testing of classroom materials. Activities drawn from existing resources provide a comprehensive set of educational materials that address different facets of pedestrian and bicycle planning. The educational curricula and resources outlined in this guide allow instructors with little or no experience to integrate pedestrian-related curriculum into their teaching. The guide may also prove useful for organizations interested in pedestrian and bicycle planning and provide additional resources for experienced instructors. Included curricula are aimed at undergraduate or graduate university students, but can be easily adaptable to high school students or community college classes interested in exploring these issues. Specific outcomes include the following: • Readings, curriculum, data collections tools, and general research design that instructors can adapt to their needs, while standardizing the data collection method. This can enrich classroom learning and facilitate fieldwork experience. • The data collected from the exercise may provide a benefit to local agencies. Local jurisdictions are often interested in partnering with local university classes on data collection, but time constraints, particularly in the quarter system, can make planning and execution of projects time-prohibitive.This project was funded by the National Institute for Transportation and Communities (NITC) under grant number 999. Additional resources in the guide are public documents courtesy of the Federal Highway Administration (FHWA), the Pedestrian & Bicycle Information Center (PBIC), the Initiative for Bicycle and Pedestrian Innovation (IBPI), Ryan Snyder at the UCLA Department of Urban Planning, and Krista Nordback of the University of North Carolina Highway Safety Research Center (UNC-HSRC)

Pedestrian Observation and Data Collection Curriculum Guide

This guidebook provides a comprehensive set of class exercises suitable for students in courses related to travel behavior, traffic safety, urban planning and design, community health, or civil engineering. Exercises include activities developed through this project as well as an extensive set of educational materials drawn from online resources. The exercises developed as part of this project focus on pedestrians. They include elements of both traditional traffic counts and behavioral components, the latter of which are often lacking from current data collections efforts. By encouraging students to consider behavioral interactions of roadway users, these exercises can provide students with field experience that collects data that underlie behavioral traffic theory and agent-based traffic models. The materials are organized to provide helpful guidance to instructors and provide insights gathered through the pilot testing of classroom materials. Activities drawn from existing resources provide a comprehensive set of educational materials that address different facets of pedestrian and bicycle planning. The educational curricula and resources outlined in this guide allow instructors with little or no experience to integrate pedestrian-related curriculum into their teaching. The guide may also prove useful for organizations interested in pedestrian and bicycle planning and provide additional resources for experienced instructors. Included curricula are aimed at undergraduate or graduate university students, but can be easily adaptable to high school students or community college classes interested in exploring these issues. Specific outcomes include the following: • Readings, curriculum, data collections tools, and general research design that instructors can adapt to their needs, while standardizing the data collection method. This can enrich classroom learning and facilitate fieldwork experience. • The data collected from the exercise may provide a benefit to local agencies. Local jurisdictions are often interested in partnering with local university classes on data collection, but time constraints, particularly in the quarter system, can make planning and execution of projects time-prohibitive

An Unusual Rash in an Infant: Expanding the Differential Diagnosis for Sepsis in an Infant Younger than 3 Months

Introduction: We present a case of Lyme disease in an infant younger than 3 months. Although Maine is a Lyme disease endemic area, infants younger than 1 year rarely present with Lyme disease. Clinical Findings: The infant was evaluated due to rash and a history of fever and irritability, with a history of tick bite 1 week earlier. Laboratory findings were normal. Clinical Course: The infant was evaluated for sepsis as recommended for young infants with fever. Because of the presence of erythema migrans rash and negative bacterial cultures, the infant was treated with ceftriaxone parenterally for 7 days and amoxicillin for an additional 7 days. There were no complications after treatment. Conclusions: Lyme disease in young infants has been rarely reported, with limited evidence about duration and route of treatment. The medical literature describes 3 cases of infant Lyme disease, with treatment durations ranging from several days of parenteral therapy followed by oral therapy to 14 days of parenteral therapy. These infants must be evaluated for typical systemic bacterial infections as well. However, in Lyme disease endemic areas, Lyme disease should also be considered, even in very young infants