Detained and at Risk: Sexual Abuse and Harassment in United States Immigration Detention

In May 2010, reports surfaced that the United States Immigration and Customs Enforcement agency (ICE) was investigating allegations that a guard at a Texas immigration detention center had sexually assaulted several female detainees. The guard, who was arrested on August 19, 2010, on suspicion of official oppression and unlawful restraint, allegedly groped women while transporting them to an airport and a bus station where they were being released.While largely covered in the media as an isolated incident, this was only the latest in a series of assaults, abuses, and episodes of harassment that have quietly emerged as a pattern across the rapidly expanding immigration detention system. Due to a shortage of publicly available data and the closed nature of the detention system, the extent to which ICE detainees are subject to sexual abuse nationwide is unclear, but the known incidents are too serious and numerous to ignore.ICE has recently proposed policy changes to address sexual abuse, and these show promise. They include prohibitions on guards searching detainees of a different gender and restrictions on when guards may transport detainees of a different gender. ICE plans to publish a revised detention standard that includes new requirements for facilities to develop medical and investigation procedures and to collect data on incidents of abuse. However, more changes are needed, as well as greater oversight and accountability."Detained and at Risk" is based on the examination of allegations of sexual assault, abuse, and harassment in ICE detention from a range of sources, including press reports, governmental and nongovernmental studies, a public hearing, court documents, and Human Rights Watch interviews. The report shows evidence of a disturbing pattern of abuse, and points to an urgent need for investigation and action to correct glaring gaps in detention policy and practice

Here and Elsewhere: Phenomenological Reflections on the Time and Space of Mass Street Protests

This paper pursues a phenomenological clarification of the spatial and temporal constitution of the mass street protest experience. To bring into view its unique structure and meaning, I consider how a mass street protest is comparable to but importantly unlike other forms of resistant collective action that take place in public spaces: in particular, scenes of violent revolt (I draw on Sartre’s analysis of the storming of the Bastille in the Critique of Dialectical Reason) and Arendtian “spaces of appearance” that emerge in the context of revolutionary activity. I then argue that a crucial feature of the mass protest experience is that the protest always also takes place elsewhere and that it is an experience of what I call “the middle.” I conclude with reflections on what it might mean for a democratic politics to speak to and out of this feature of the experience. Drawing on Arendt, I propose an art of storytelling and historical comprehension. This paper pursues a phenomenological clarification of the spatial and temporal constitution of the mass protest experience. I argue that important features of its unique structure can guide an exploration of its significance and potential. I begin by bringing some of these into relief by considering how a mass street protest is unlike other forms of resistant collective action that take place in public spaces: in particular, scenes of violent revolt (I draw on Sartre’s analysis of the storming of the Bastille in The Critique of Dialectical Reason) and Arendtian “spaces of appearance” that emerge in the context of revolutionary activity. I then argue that a crucial feature of the mass protest is that it always also takes place elsewhere. This can be understood both spatially (it happens in other neighborhoods, in other cities, perhaps in other countries; it may be broadcasted to spectators all over) and temporally (mass protests inevitably recall and seem to participate in past protests and portend future ones). This is not simply a matter of resemblance, but part of their internal sense. They should therefore not be understood as beginnings but as experiences of what I call “the middle.” One is always in the middle of a crowd and in the middle of an arc of political time. I conclude with reflections on what it might mean for a democratic politics to speak to and out of this feature of the mass protest experience. Drawing on Arendt, I propose an art of storytelling and historical comprehension. What requires illumination and expression, I contend, are modes of co-belonging and solidarity with distant others, in time and space, and the massiveness of the problems that define our contemporary situation

The Relationship Among Subtest Scores on the Structure of Intellect-Learning Abilities Test, Teacher Assigned Grades & Standardized Measures of Achievement for a Population of Gifted Students

The purpose of this study was to investigate the relationship, among gifted students, between scores obtained on the Structure of Intellect-Learning Abilities (SOI-LA) test and two measures of achievement: teacher assigned grades and scores obtained on the Comprehensive Test of Basic Skills (CTBS). This study was based on the assertion that academic abilities should be linked to specific cognitive abilities measured by the SOI-LA subtests. Significant, positive relationships between academic abilities and SOI-LA subtest scores would imply that curricula based on the Structure of Intellect theory, in areas identified as deficient by the SOI-LA tests, may increase achievement among the gifted population. One hundred fifty-seven academically gifted students enrolled in grades 5 through 7 during the 1984-1985 school year were selected for this study. All of the participants qualified for admittance into the Gifted and Talented (GAT) program in a south central Kentucky school district. The SOI-LA and CTBS were administered between November 1984 and April 1985 by one of two GAT teachers; classroom teachers additionally provided grades in reading, language arts, and mathematics. Stepwise multiple regression analyses indicated that: Convergent Production of Semantic Systems (NSS) alone was the best predictor model for teacher assigned math grades. Cognition of Semantic Relations (CMR) and Divergent Production of Semantic Units (DMU) together provided the best predictor model for teacher assigned reading grades. None of the SOI-LA test variables proved significant predictors of teacher assigned language arts grades. The combination of Evaluation of Symbolic Classes (ESC), Cognition of Semantic Relations (CMR), Convergent Production of Figural Units (NFU), Memory of Symbolic Implications (MSI), Convergent Production of Symbolic Systems (NSS), and Cognition of Symbolic Relations (CSR) provided the best predictor model for CTBS math scores. The combination of CMR and CMU was shown to be the best predictor model for CTBS reading scores. The best predictor model for CTBS language scores was Convergent Production of Symbolic Transformations (NST), ESC, Memory of Symbolic Units-Visual (MSU-V), DMU, MSI, CMR, and NFU. Pearson product-moment coefficients were additionally calculated to facilitate the interpretation of the multiple regression analyses. An explanation for the SOI-LA test\u27s relatively poor predictive power for teacher assigned grades, compared to standardized test scores, may be the subjective nature of the assigned grades rather than the validity of the SOI-LA test

Study of the administration of juvenile probation and parole in the Boston area

Thesis (M.S.)--Boston University, 1936. This item was digitized by the Internet Archive

A Systematic Review: The impacts of non-pharmacological therapy interventions, such as exercise, on postpartum depressive symptoms in postpartum women?

Abstract Title: A Systematic Review: The impacts of non-pharmacological therapy interventions, such as exercise, on postpartum depressive symptoms in postpartum women? Background: Postpartum depression is a psychological condition most often seen within six weeks after birth. Often confused with short-term “baby blues”, postpartum depression can be debilitating including excessive crying, insomnia, fatigue, feelings of hopelessness and worthlessness, and other disruptive symptoms that can impede the new mother’s ability to care for herself and her baby. Postpartum depression often goes unrecognized by new mothers; however, when diagnosed, treatment regimens frequently include pharmacological interventions. Objectives: This systematic review aimed to determine the effectiveness of nonpharmacological therapies, such as exercise regimens, in the treatment of postpartum depression. Method: An electronic search on the nursing and allied health databases PubMed and CINAHL were used to identify eligible studies. Studies were systematically retrieved using a search strategy with specific inclusion and exclusion criteria and combined phrases such as “postpartum depression” and “treatment” and “exercise”. After full analysis and appraisal of the research, five studies were included in the final review. Results: The Edinburgh Postnatal Depression Scale (EPDS) was commonly used to measure the level of depression in postpartum mothers. Findings suggested that pregnant mothers who were not exercising prior to pregnancy but initiated an exercise regimen after birth had improved EPDS scores, or lower levels of depression. However, EPDS scores did not change for women who participated in exercise regimens both before and after pregnancy. Conclusion: Overall, this systematic review demonstrates that initiating non-pharmacological interventions, such as exercise regimens, may improve levels of postpartum depression in postpartum women. Keywords: Postpartum Depression; Non-Pharmacological Interventions; Postpartu

Student Reflections on Capstone Design: Experiences with Industry-Sponsored Projects

Students are a primary stakeholder in engineering Capstone Design courses, but the student voice risks being overlooked in discussions of Capstone Design pedagogy and development. While many engineering programs collect student feedback and performance data for accreditation purposes, the engineering education and engineering design literature provide few resources that capture student perspectives on Capstone Design, especially across multiple institutions. The 2012 Capstone Design Conference hosted two well-attended panel sessions called ‘‘Student Reflections on Capstone Design’’ specifically to highlight student experiences in Capstone Design courses with industry-sponsored projects. Each panel featured four different panelists who had recently completed their Capstone Design courses, had worked with different industrial sponsors, and represented different institutions and engineering disciplines. The facilitator of each panel asked the same initial questions of the respective panelists and then opened the conversation to questions from the audience. Although the trajectory of the two panels varied, content analysis of the transcribed discussions revealed similar themes from both groups. This paper addresses the analysis methodology, emerging themes, and sample reflections/suggestions from the student panelists. Discussion of the themes and student comments provides a foundation of student perspectives to aid faculty and industry liaisons in strengthening the Capstone Design experience

Polymorphisms in the bovine HSP90AB1 gene are associated with heat tolerance in Thai indigenous cattle

Heat shock proteins act as molecular chaperones that have preferentially been transcribed in response to severe perturbations of the cellular homeostasis such as heat stress. Here the traits respiration rate (RR), rectal temperature (RT), pack cell volume (PCV) and the individual heat tolerance coefficient (HTC) were recorded as physiological responses on heat stress (environmental temperatures) in Bos taurus (crossbred Holstein Friesian; HF) and B. indicus (Thai native cattle: White Lamphun; WL and Mountain cattle; MT) animals (n = 47) in Thailand. Polymorphisms of the heat shock protein 90-kDa beta gene (HSP90AB1) were evaluated by comparative sequencing. Nine single nucleotide polymorphisms (SNP) were identified, i.e. three in exons 10 and 11, five in introns 8, 9, 10 and 11, and one in the 3′UTR. The exon 11 SNP g.5082C>T led to a missense mutation (alanine to valine). During the period of extreme heat (in the afternoon) RR and RT were elevated in each of the three breeds, whereas the PCV decreased. Mountain cattle and White Lamphun heifers recorded significantly better physiologic parameters (p < 0.05) in all traits considered, including or particularly HTC than Holstein Friesian heifers. The association analysis revealed that the T allele at SNP g.4338T>C within intron 3 improved the heat tolerance (p < 0.05). Allele T was exclusively found in White Lamphun animals and to 84% in Mountain cattle. Holstein Friesian heifers revealed an allele frequency of only 18%. Polymorphisms within HSP90AB1 were not causative for the physiological responses; however, we propose that they should at least be used as genetic markers to select appropriate breeds for hot climates

Mapping inequalities in school attendance:The relationship between dimensions of socioeconomic status and forms of school absence

In this article, we investigated whether and to what extent various dimensions of socioeconomic background (parental education, parental class, free school meal registration, housing status, and neighborhood deprivation) predict overall school absences and different reasons for absenteeism (truancy, sickness, family holidays and temporary exclusion) among 4,620 secondary school pupils in Scotland. Students were drawn from a sample of the Scottish Longitudinal Study comprising linked Census data and administrative school records. Using fractional logit models and logistic regressions, we found that all dimensions of socioeconomic background were uniquely linked to overall absences. Multiple measures of socioeconomic background were also associated with truancy, sickness-related absence, and temporary exclusion. Social housing and parental education had the most pervasive associations with school absences across all forms of absenteeism. Our findings highlight the need to consider the multidimensionality of socioeconomic background in policy and research decisions on school absenteeism. A more explicit focus on narrowing the socioeconomic gap in absenteeism is required to close the inequality gap in educational and post-school outcomes