The association of sexual orientation with allostatic load and cardiovascular health: An analysis of the National Health and Nutrition Examination Survey (NHANES)

Background: Cardiovascular disease (CVD) is an important health problem among sexual minorities given increased stress, according to minority stress theory. Allostatic load (AL), a measure of chronic wear and tear on the body's systems physiological regulation, may be higher among sexual minorities, who also exhibit increased risk factors for cardiovascular disease. We examined the relationship between AL and cardiovascular health (CVH) according to sexual orientation. Methods: We used data from the National Health and Nutrition Examination Survey (NHANES) 2001-2008 cycles to examine the relationship between sexual orientation, AL, and CVH. We categorized participants as straight/heterosexual, gay/lesbian, bisexual, or homosexually experienced, according to their sexual orientation. AL was defined based on ten biomarkers and CVH was quantified using the American Heart Association's (AHA) Life's Simple 7 ideal health score in addition to the use of self-reported medical diagnoses. Logistic regressions were used to estimate odds ratios and 95% CIs for associations between sexual orientation and AL, CVH, and self-reported CVD. Results: Sexual identity was not associated with AL or self-reported CVD among the population included in the analysis but was significantly associated with worse American Heart Association Simple 7 CVH scores among sexual minority females. Conclusion: Sexual minority females have elevated CVD risk factors, yet do not have increased rates of CVD diagnoses, which is not fully understood. The findings indicate the importance of continued research of health behaviors, biomarkers, and sociocultural stressors among sexual minority individuals. More research is needed to fully illuminate the mechanism between sexual minority status and the development of chronic disease.The Ohio State University College of Public HealthThe Ohio State University College of Arts and Sciences Undergraduate Research GrantNo embargoAcademic Major: Public HealthAcademic Major: Spanis

POLICING POST-9/11

This paper therefore is an attempt to consider post-September 11 law enforcement activities in the context of organized policing in America. Many concepts and procedures used as illustrations have been undertaken by various police agencies. This demonstrates how previously accepted police practices may be changed in part by reaction to crisis legislation or other influences. New York City programs may or may not serve as benchmarks for other agencies. In these times of threat and response some important factors about preparing police for role change became apparent. First, there is a need to specify the new reality and determine what is to be done about it. Next, a review of legal and administrative directives would be appropriate. These two items should identify (1) the nature of the problem, (2) the legislated parties responsible for response, (3) the actual parties involved in attempts at resolution, and (4) suggested changes in mandate or practice which would provide an improved conclusion. Another basic factor for any role change in policing is to specify appropriate organizational change, if any, and delineate the nature of resources needed and of training required. Adequate and appropriate funding is a must

Sustainable Homeownership: Market and Policy Implications for Communities

The Congressional Hispanic Caucus Institute (CHCI), in partnership with NeighborWorks America, conducted a series of focus groups to gather information from Latino-serving institutions nationwide about best practices to prevent Latino foreclosure. The principal objective of this project was to identify the causes of foreclosure among Latinos and to present potential proactive solutions to the problem. Special emphasis was placed on identifying specific lending products and underwriting guidelines that best meet the needs of Latino borrowers.Focus group participants consistently expressed the need for flexible loan underwriting and products to meet the unique needs of the Latino community, such as nonstandard means for determining income, alternative credit use, down-payment assistance and verified cash income.The tightening of credit in response to increased foreclosures threatens the availability of loan products that are particularly useful to Latino borrowers.The abuse of flexible products, not the products themselves, was cited by participants as the cause of problems. Abusive practices mentioned included overstating income to qualify for a home rather than verifying undocumented earned income or placing borrowers in products whose future payments they cannot afford.Among other circumstances, the unique needs of Latino borrowers are caused by cultural factors. Latino communities depend on social networks and referrals to gain information and often identify real estate agents as their first point of contact and trusted advisor for all matters relating to homeownership. The reliance in Latino communities on informal networks makes them more vulnerable to unethical and predatory behavior, and oftentimes means that the client does not get adequate or appropriate assistance. Trained housing counseling professionals can objectively meet the needs of the Latino borrower.To ensure that the needs of Latino clients are met and the integrity of the homebuying industry is upheld, collaborative solutions to foreclosure must be sought. Partnership among housing counseling agencies and real estate agents, mortgage brokers and lenders is essential to support sustainable homeownership in Latino communities.Recommendations:- Lenders should be encouraged to continue the use of flexible underwriting methods coupled with homeownership education provided by a trained professional.- Leaders in the Latino housing community should facilitate communication between real estate professionals and housing counseling organizations to discuss how counseling can help homebuyers obtain and maintain homeownership.- The development of a system that allows professionals and consumers to anonymously report unethical acts is necessary to protect consumers

Using cases for school principal performance standards: Australian and New Zealand experiences.

This article reports an international validation of a framework for performance standards for school principals. The framework, generated in Australia in 1996-1997, was applied in New Zealand in 2000. The framework involved an innovative method of establishing standards for principals' performance, based on a combination of qualitative and quantitative methods of making judgements about the quality of principals' work. Using cases of critical incidents in which principals made decisions in their everyday work, the essential elements of quality performance, together with a set of dimensions on which performance varied, were identified. This study explored the application of these essential elements and dimensions in a context in which similar school system restructuring is in progress. Three questions were addressed: How valid are the Australian cases in the New Zealand setting? How applicable to the New Zealand setting are the three continua—ditties, interpersonal skills, moral dispositions—that comprise the framework? And finally, How applicable to the New Zealand setting are the particular duties, interpersonal skills and moral dispositions? This study supports three conclusions. First, cases generated in one context are not applicable in a different cultural setting. However, the method of developing cases is readily applied cross culturally. Second, the values underpinning the framework developed in Australia are similar to, but not the same as, those about which principals in New Zealand assess principal performance. Third, there are similarities, but also important subtle differences, in the particular dimensions on which the framework is grounded. The study indicates the validity of using cases to generate performance standards for school principals

Catholic and charismatic : a study in personality theory within Catholic congregations

This study set out to conceptualise and measure Charismatic orientation (openness to charismatic experience) and traditional Catholic orientation (Catholic identity) among a sample of 670 Catholic churchgoers in order to test whether attachment to Catholic Charismatic Renewal strengthened or weakened the sense of traditional Catholic identity among churchgoing Catholics. This research question was set within the broader consideration of the location of Charismatic orientation and Catholic orientation within Eysenck's three dimensional model of personality. The data revealed a strong positive association between Charismatic experience and Catholic identity. Higher scores on the index of Charismatic orientation were associated with higher extraversion scores, with higher neuroticism scores, and with higher levels of mass attendance and personal prayer. Higher scores on the index of Catholic orientation were associated with being female, being older, higher neuroticism scores, and higher levels of mass attendance and personal prayer

A narrative technique in Beowulf and Homeric epic

In this essay I demonstrate the presence in Beowulf of a narrative technique that involves the manipulation of a specific form of syntax, a technique common in Homeric epic and which has recently received close study. I proceed to note that though both epic traditions, Homeric and Old English, apply the technique in a number of parallel contexts and type-scenes, the syntactic pattern is particularly used in one crucial context, the hero's encounter with a deadly opponent and life-threatening circumstances./

Deconstructing the Mock Trial

Can juror bias be predicted after a thorough voir dire is conducted by a trained forensic psychologist? Most cases involve complex laws that require jurors to be more critical and thoughtful about their decisions and ultimately their verdicts. It is not enough to observe a jury pool and assess non-verbal cues. A trained trial consultant must have the psychological background to completely predict behavior of jurors based not only on non-verbal behaviors but also on socioeconomic, racial and gender factors as well as experience. All jurors are biased, but it is the trial consultant\u27s duty to filter through those biases and choose jurors that are most helpful to the side of the case they are representing. The bias and prejudice that exist within the minds of jurors are learned attitudes about others that affect thoughts and actions and ultimately judgments. The human condition is a vital part of understanding how jurors make decisions. Passion, intention, relationship, intellect and emotion all collide during the trial process and the juror cannot be expected to leave her own human take on the human condition at the courtroom door. The mock trial is used as a test run for trial consultants and defense attorneys to assess the how jurors will respond to the case, its themes, the defendant and even the prosecution\u27s arguments. The mock trial allows a glimpse into the jury deliberation room and into the jurors\u27 minds. A good forensic psychologist focused on choosing a jury will filter through the demographic data, non-verbal cues and other communications to select the most favorable jury for her client

Novice Teachers\u27 Perspectives of Learner-Centered Reading Instruction

Learner-centered reading instruction was underrepresented in novice K to 5 teachers\u27 classrooms despite a district mandated requirement to use them. When learner-centered reading instruction is not used, students are less motivated to learn and less likely to become proficient readers. The purpose of this bounded qualitative case study was to explore novice K to 5 reading teachers\u27 perspectives of learner-centered reading instruction and how they taught a comprehensive reading curriculum in their classrooms. The conceptual framework was based on the Arkansas Department of Education\u27s science of reading and Weimer\u27s learner-centered teaching. The research questions focused on exploring novice K to 5 teachers\u27 perspectives of learner-centered reading instruction and how they taught a comprehensive reading curriculum in their classrooms. Purposeful sampling was used to select 10 novice K to 5 reading teachers. Data were collected through semistructured interviews and classroom observations. Data were analyzed using thematic analysis and open and axial coding strategies, which led to themes. Participants identified that they were unprepared to implement learner-centered reading instruction and did not feel they had time to collaborate and plan learner-centered instructional lessons. Based on these findings, a professional development series was designed to support novice teachers\u27 implementation of learner-centered reading instruction. The findings from this study and the resulting project may lead to positive social change when novice teachers implement learner-centered reading instruction leading to increased student motivation and reading achievement