It\u27s Not World Peace, but ... Restorative Justice: Analysis of Recidivism Rates in Campbell Law School\u27s Juvenile Justice Project

This Comment explores victim-offender mediation and specifically the recidivism rates of the juveniles who participated in Campbell\u27s Juvenile Justice Project (JJP). Part II gives a brief background on the different theories of justice and the move towards restorative justice. Part III explains how the JJP came to be and how it currently functions. Part IV outlines the methods used to determine the recidivism rates of the program. Part V displays the results of the study and illustrates the differences with charts. Part VI discusses the possible explanations for the differences in the recidivism rates. Part VII concludes with closing remarks and recommendations

It\u27s Not World Peace, but ... Restorative Justice: Analysis of Recidivism Rates in Campbell Law School\u27s Juvenile Justice Project

This Comment explores victim-offender mediation and specifically the recidivism rates of the juveniles who participated in Campbell\u27s Juvenile Justice Project (JJP). Part II gives a brief background on the different theories of justice and the move towards restorative justice. Part III explains how the JJP came to be and how it currently functions. Part IV outlines the methods used to determine the recidivism rates of the program. Part V displays the results of the study and illustrates the differences with charts. Part VI discusses the possible explanations for the differences in the recidivism rates. Part VII concludes with closing remarks and recommendations

Cross-culturally adapted psychological interventions for the treatment of depression and/or anxiety among young people: A scoping review

BACKGROUND: Mental health problems among young people are a major global public health challenge. Psychological interventions may improve mental health, yet most are developed in western cultures, and it is unclear whether they are applicable to other geographical settings and can be delivered successfully to diverse populations. We identified empirical studies focusing upon cross-culturally adapted psychological interventions and examined the cultural adaptation process used and the effectiveness of the interventions in the treatment of depression and/or anxiety disorders among young people (defined here as children and adolescents aged between 8-18 years). METHOD: We conducted a scoping review aligning to the guidelines reported in the Preferred Reporting Items for Systematic Reviews and Meta-Analysis Extension for Scoping Reviews (PRISMA-ScR) Statement. Stakeholder engagement enabled us to discuss the findings of the review and obtain feedback. RESULTS: We identified 17 studies of cross-culturally adapted psychological interventions that considered the appropriate language, metaphors, culturally appropriate terms, and cultural values of young people. Most studies (n = 11) adopted a randomised control trial (RCT) methodology. Six studies used the ecological validity and cultural sensitivity framework. Planned adaptation, cultural adaptation of content, and surface and deep structure level adaptations were used in other studies. Apart from one pilot study, all studies reported that culturally adapted interventions resulted in improvements in depression and/or anxiety symptoms in young people. The results suggest the potential effectiveness of cross-culturally adapted interventions within this context. Our stakeholder consultations demonstrated that engaging different community-level stakeholders in the adaptation process was highly recommended. CONCLUSIONS: Whilst most included studies indicated improvements in depression and/or anxiety symptoms in young people following a cross-culturally adapted intervention, more work is needed in this area. In particular, focus should be placed upon identifying the dimensions of interventions that should be culturally adapted to make them acceptable, engaging and effective

In Their Own Voices: Assessing Student Learning Through Analysis of Reflective Writing

In order to assess students\u27 experiences of their service-learning Capstone, researchers used a qualitative design to study 50 students\u27 reflections from seven distinctly different Senior Capstone courses. In these reflections, students demonstrated integrative learning while deepening their understanding of communication, critical thinking, diversity, and social responsibility

Evidence of an advantage in visuo-spatial memory for bilingual compared to monolingual speakers

Previous research has indicated that bilinguals outperform monolinguals in cognitive tasks involving spatial working memory. The present study examines evidence for this claim using a different and arguably more ecologically valid method (the change blindness task). Bilingual and monolingual participants were presented with two versions of the same scenes and required to press a key as soon as they identified the alteration. They also completed the word and alpha span tasks, and the Corsi blocks task. The results in the change blindness task, controlled for group differences in non-verbal reasoning, indicated that bilinguals were faster and more accurate than monolinguals at detecting visual changes. Similar group differences were found on the Corsi block task. Unlike previous findings, no group differences were found on the verbal memory tasks. The results are discussed with reference to mechanisms of cognitive control as a locus of transfer between bilingualism and spatial working memory tasks

Capstone Assessment as Faculty Development

Portland State University (PSU) is a public institution in Portland, Oregon, serving 28,000 students, including 23,000 undergraduates. PSU implemented Capstone courses in 1995 as the culminating experience in the revised general education program, University Studies (UNST). Capstones at PSU are community‐based courses composed of interdisciplinary teams of students actively engaged with community partners, designed to address the UNST learning goals (inquiry and critical thinking; communication; ethics and social responsibility; and diversity, equity, and social justice). Each Capstone course creates one or more collaboratively developed final products intended to serve the community partner. In this article, we describe the evolution of our Capstone assessment practice and highlight the current process we designed to assess these courses. Through this process—which is the latest and most successful iteration of an assessment protocol for these highly contextual courses—we recognized that conceptualizing an assessment process as simultaneously a forum for peer‐driven faculty support increases faculty ownership over assessment and investment in using assessment results to make change in their own courses

Solving optimal control problems with non-smooth solutions using an integrated residual method and flexible mesh

Solutions to optimal control problems can be discontinuous, even if all the functionals defining the problem are smooth. This can cause difficulties when numerically computing solutions to these problems. While conventional numerical methods assume state and input trajectories are continuous and differentiable or smooth, our method is able to capture discontinuities in the solution by introducing time-mesh nodes as decision variables. This allows one to obtain a higher accuracy solution for the same number of mesh nodes compared to a fixed time-mesh approach. Furthermore, we propose to first solve a sequence of suitably-defined least-squares problems to ensure that the error in the dynamic equation is below a given tolerance. The cost functional is then minimized subject to an inequality constraint on the dynamic equation residual. We demonstrate our implementation on an optimal control problem that has a chattering solution. Solving such a problem is difficult, since the solution involves infinitely many switches of decreasing duration. This simulation shows how the flexible mesh is able to capture discontinuities present in the solution and achieve superlinear convergence as the number of mesh intervals is increased

Identity and disease cycle of a smut fungus on wiregrass in a longleaf pine-grassland ecosystem in the southeastern USA

Abstracts from the April 12-14, 2019 MASC Conferenc