Lonely Too Long: Redefining and Reforming Juvenile Solitary Confinement

Solitary confinement is a frequently used penal tool in all fifty states against all types of offenders. However, since its development in the 1800s, solitary confinement has been found to have damaging psychological effects. Juvenile inmates in particular suffer the greatest psychological damage from solitary confinement because their brains are still in a developmental state. This has led many to propose various reforms that would either end or limit the use of solitary confinement for those under the age of eighteen. However, new neurological studies on brain development show that inmates between the ages of eighteen and twenty-five also suffer similar psychological harms and therefore should be included in these reforms. Pulling from these new neurological studies, this Note proposes federal legislation that would limit the use of solitary confinement for inmates under the age of twenty-five

New Wisconsin Record for \u3ci\u3ePterostichus Punctatissimus\u3c/i\u3e (Coleoptera: Carabidae)

A single specimen of Pterostichus punctatissimus (Randall) (Coleoptera: Carabidae) was recovered from an unbaited pitfall trap in northern Wisconsin in late May, 2013. This is the first recorded extant specimen of the species collected in Wisconsin

Problem Solving Skills Training with At-Risk Nicaraguan Children and Adolescents

Problem solving skills have been used to effectively improve behavioral, psychological, and social functioning in a number of clinical and nonclinical settings, but there is need for additional research in cross-cultural settings. Dissemination research focuses on increasing our knowledge on how to effectively deliver evidence-based health care interventions to diverse communities. In this study, 23 Nicaraguan females, ages 9-19, from a girls’ home in Managua, Nicaragua received problem solving skills training, and a token economy system was implemented to measure behavior change. A significant improvement was found in the girls’ problem solving ability, externalizing problems, conduct problems, and adaptive skills. Additionally, staff reported that they were satisfied with the intervention and confident in their ability to continue assessing problem solving skills

Assessment of the Intake and Knowledge of Folate/Folic Acid Among UNH Students

There are 3,000 U.S. pregnancies affected by spina bifida and anencephaly annually. If women consume adequate amounts of folic acid (400 mcg/day) one month before pregnancy and through the first trimester, then the risk of their infant developing a neural tube defect (NTD) is reduced by 50-70%. However, approximately 50% of pregnancies are unplanned, with some of the highest rates among 18-24 year olds. The purpose of this study was to evaluate the knowledge source, knowledge level, and intake of folic acid among college-aged students. Qualtrics surveys from 96 subjects (87.5% female, aged 18-24) were used for analysis. In the female sample, 16% were taking a multivitamin containing folic acid and 7% a folic acid supplement. Three questions assessed the sample’s level of folic acid knowledge. Seventy-six percent knew adequate amounts are needed to prevent NTDs, 71% knew it is most important to start consuming it before pregnancy, and 54% answered at least half of the correct food sources. There were 19 females who took an introductory nutrition course, and 63.2% correctly answered NTDs, before pregnancy, and at least half the food sources. Subjects who got folic acid knowledge from a college course were significantly more likely to answer the three questions correctly compared to those who never received information on the vitamin. Findings suggested that among college students, the best source of information about folic acid is college courses. Future research may study the correlation between folic acid knowledge and knowledge source among a larger, more diverse college population

An Exploration of Managers’ Perspectives on their Role in Managing Community Early Years Services : Influences and Insights

This exploration into theperspectives of managers of community Early Years services stems from the absence of a requirement of a qualification for supernumerary managers in Early Years services in Ireland and the resulting ambiguity of definedfunctions of such managers and contextually specific requirements. The aim of the study is to gain a deep insight into the perspectives ofthe participants on their roles in leading and managing their services. The objectives are to understand what internal and external factors have shaped their roles, to locate the dichotomies and harmonies between what iscontextuallyrequired of managersand what the true reality of a manager’s role is, and to understand howmanagers perspectivesinfluencethe quality of their services. Grounded theory and social constructivism form the theoretical framework for the research, which is qualitative in its design. In-depth semi-structured interviews were conducted with six managers of community Early Years services in Dublin, Ireland. The findings highlight the key roles and functions of the participants, the factors that influence this, the degree to which each factor is influential, and how thisimpacts on their service. Additionally, the findings outline the participants’ perspectives on networking, staff and change management, advocacy and the impact that these functions haveon their emotions. A key implication of the findings is the significant impact that the participants’ roles had on theiremotions, and in turn, the impact of these emotions on their service and how they carry out their roles. Recommendations for the future include development of trainingfor managers in emotional intelligence, the need for provision of networking supports at policy level and further research from the perspectives of managers across the private and community EY sector in Ireland, particularly relating to emotional intelligence and its impact on managers roles, perspectives and quality of their services

Take Action: Give A Hope to Minimize Inequality!

From equality to inequality, the equilibrium point fluctuates all the time. How to balance and minimize the negative impact of inequality on the individual’s socioeconomic, educational, psychological, and overall health is critical. Even it is of extremely difficult to realize the real equality, it is still worthwhile to take action to minimize the inequality