The Best Interest Standard: How Broad Judicial Discretion and Influences of Social and Political Suggestion Have Led to an Abandonment of the Rule’s Primary Purpose in Child Custody Decisions

The vital questions in child custody disputes all concern that which is in the best interest of the child. Historically, interpretations of the “best interest” standard have been founded upon presumptions steeped in the notion of natural rights and duties based largely upon a mix of scientific and subjective conclusions regarding gender-based parenting roles and the need to sustain them. My research demonstrates that, as courts attempt to avoid the decisions of the past and submit to the societal will of the present, the modern application of the “best interest of the child” standard has led unexpectedly to an abandonment of the principle’s primary purpose, which is to provide for the child‘s best interest, and should, therefore, be changed with the adoption of specific suggestions that consider both the natural and social interests of the child and, ultimately, places the child’s interest above those of parents and politics

Strengthening Family Members of Incarcerated Youth: A Productive Role for Extension

The challenge to provide incarcerated youth the skills needed to succeed and avoid recidivism has prompted the use of family-systems approaches in juvenile detention centers. A quasi-experimental study was conducted in northern Alabama to determine the impact of a conflict resolution workshop on the family members of incarcerated youth. Results indicated a significant difference in participants\u27 knowledge and anticipated behavior after attending the workshop. It is important to note that this research further supports the use of family-systems approaches in juvenile detention centers

Language Variation in the Writing of African American Students: 6 Factors Predicting Reading Achievement

Purpose This study aims to examine the predictive relation between measures obtained from African American students\u27 written narrative language samples and reading achievement, as measured by standardized academic assessments. Method Written language samples were elicited from 207 African American students in Grades 1–8. The samples were examined for morphosyntactic variations from standardized written Generalized American English (GAE). These variations were categorized as either (a) specific to African American English (AAE) or (b) neutral across AAE and standardized written GAE (i.e., considered ungrammatical both in AAE and in standardized written GAE). Structural equation modeling was employed to then examine the predictive relation between the density of AAE-specific forms in students\u27 writing and their performance on standardized assessments of literacy and reading vocabulary. This relation was examined while accounting for the density of dialect-neutral morphosyntactic forms, reported family income, age, and written sample length. Results The written samples were highly variable in terms of morphosyntax. Younger students and those from lower income homes tended to use AAE-specific forms at higher rates. However, the density of AAE-specific forms did not significantly predict standardized literacy scores or reading vocabulary after accounting for dialect-neutral variations, income, and sample length. Conclusions These results support the ongoing need to better understand the language, literacy, and overall academic development of students from all backgrounds. It may be essential to focus on dialect-neutral language forms (i.e., morphosyntactic forms that are consistent across both AAE and standardized written GAE) in written samples to maximize assessment validity across students who speak varying dialects of English

Genetic Variations Strongly Influence Phenotypic Outcome in the Mouse Retina

Variation in genetic background can significantly influence the phenotypic outcome of both disease and non-disease associated traits. Additionally, differences in temporal and strain specific gene expression can also contribute to phenotypes in the mammalian retina. This is the first report of microarray based cross-strain analysis of gene expression in the retina investigating genetic background effects. Microarray analyses were performed on retinas from the following mouse strains: C57BL6/J, AKR/J, CAST/EiJ, and NOD.NON-H2-nb1 at embryonic day 18.5 (E18.5) and postnatal day 30.5 (P30.5). Over 3000 differentially expressed genes were identified between strains and developmental stages. Differential gene expression was confirmed by qRT-PCR, Western blot, and immunohistochemistry. Three major gene networks were identified that function to regulate retinal or photoreceptor development, visual perception, cellular transport, and signal transduction. Many of the genes in these networks are implicated in retinal diseases such as bradyopsia, night-blindness, and cone-rod dystrophy. Our analysis revealed strain specific variations in cone photoreceptor cell patterning and retinal function. This study highlights the substantial impact of genetic background on both development and function of the retina and the level of gene expression differences tolerated for normal retinal function. These strain specific genetic variations may also be present in other tissues. In addition, this study will provide valuable insight for the development of more accurate models for human retinal diseases

The effects of dialect awareness instruction on nonmainstream American English speakers

The achievement gaps between poor and more affluent students are persistent and chronic, as many students living in poverty are also members of more isolated communities where dialects such as African American English and Southern Vernacular English are often spoken. Non-mainstream dialect use is associated with weaker literacy achievement. The principal aims of the two experiments described in this paper were to examine whether second through fourth graders, who use home English in contexts where more formal school English is expected, can be taught to dialect shift between home and school English depending on context; and whether this leads to stronger writing and literacy outcomes. The results of two randomized controlled trials with students within classrooms randomly assigned to DAWS (Dialect Awareness, a program to explicitly teach dialect shifting), editing instruction, or a business as usual group revealed (1) that DAWS was more effective in promoting dialect shifting than instruction that did not explicitly contrast home and school English; and (2) that students in both studies who participated in DAWS were significantly more likely to use school English in contexts where it was expected on proximal and distal outcomes including narrative writing, morphosyntactic awareness, and reading comprehension. Implications for theory and practice are discussed

Building a framework to understand and address vulnerability to reading difficulties among children in schools in the United States

This paper presents a vulnerability framework as a means to contextualize inequities in reading achievement among children who are vulnerable to poor reading outcomes. Models to understand vulnerability have been applied in the social sciences and public health to identify population disparities and design interventions to improve outcomes. Vulnerability is multifaceted and governed by context. Using a vulnerability framework for the science of reading provides an innovative approach for acknowledging multilevel factors contributing to disparities. The ecological considerations of both individual differences in learners and conditions within and outside of schools ensures that scientific advances are realized for learners who are more vulnerable to experiencing reading difficulty in school.Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/175133/1/cad20473.pdfhttp://deepblue.lib.umich.edu/bitstream/2027.42/175133/2/cad20473_am.pd

Slow-sustained delivery of naloxone reduces typical naloxone-induced precipitated opioid withdrawal effects in male morphine-dependent mice

Thousands of individuals die each year from opioid-related overdoses. While naloxone (Narcan®) is currently the most widely employed treatment to reverse opioid toxicity, high or repeated doses of this antidote often lead to precipitated opioid withdrawal (POW). We hypothesized that a slow linear release of naloxone from a nanoparticle would induce fewer POW symptoms compared to high-dose free naloxone. First, we measured the acute impact of covalent naloxone nanoparticles (Nal-cNPs) on morphine-induced antinociception in the hotplate test. We found that Nal-cNP treatment blocked the antinociceptive effect of morphine within 15 min of administration. Next, we tested the impact of Nal-cNPs on POW symptoms in male morphine-dependent mice. To induce morphine dependence, mice were treated with 5 mg/kg morphine (or saline) twice-daily for six consecutive days. On day 7 mice received 5 mg/kg morphine (or saline) injections 2 hr prior to receiving treatment of either unmodified free naloxone, a high or low dose of Nal-cNP, empty nanoparticle (cNP-empty), or saline. Behavior was analyzed for 0-6 hr followed by 24 and 48 hr time points after treatment. As expected, free naloxone induced a significant increase in POW behavior in morphine-dependent mice compared to saline-treated mice upon free naloxone administration. In comparison, reduced POW behavior was observed with both doses of Nal-cNP. Side effects of Nal-cNP on locomotion and fecal boli production were measured and no significant side-effects were observed. Overall, our data show that sustained release of naloxone from a covalent nanoparticle does not induce severe POW symptoms in morphine-dependent mice

Once Upon a Triage: A Thoracic Tale

https://openworks.mdanderson.org/acif23/1020/thumbnail.jp

Comprehension tools for teachers: Reading for understanding from prekindergarten through fourth grade

This paper describes the theoretical framework, as well as the development and testing of the intervention, Comprehension Tools for Teachers (CTT), which is composed of eight component interventions targeting malleable language and reading comprehension skills that emerging research indicates contribute to proficient reading for understanding for prekindergarteners through fourth graders. Component interventions target processes considered largely automatic as well as more reflective processes, with interacting and reciprocal effects. Specifically, we present component interventions targeting cognitive, linguistic, and text-specific processes, including morphological awareness, syntax, mental-state verbs, comprehension monitoring, narrative and expository text structure, enacted comprehension, academic knowledge, and reading to learn from informational text. Our aim was to develop a tool set composed of intensive meaningful individualized small group interventions. We improved feasibility in regular classrooms through the use of design-based iterative research methods including careful lesson planning, targeted scripting, pre- and postintervention proximal assessments, and technology. In addition to the overall framework, we discuss seven of the component interventions and general results of design and efficacy studies