Arguments in Support of A Constitutional Right to Atmospheric Integrity

As used in this paper, “atmospheric integrity” refers to the interrelated physical, chemical, and biological processes on planet Earth that enable human and non-human life now and in the future and recognizes that modern civilization has developed within the relatively stable, current geologic period known as the Holocene. I chose to focus on atmospheric integrity, rather than more broadly on environmental integrity, because the health of terrestrial and aquatic habitats is inextricably tied to atmospheric stability. This assertion is not meant to minimize the multitude of harms impacting land and water. It is just that the magnitude of the climate crisis overwhelms all other environmental threats and will have obvious, detrimental impacts on humanity. Also, the determination of what constitutes a decent environment is a value judgment over which reasonable people will differ. Conversely, focusing on a goal that can be measured with scientific accuracy will enable courts and policy makers to confidently measure progress toward (or away from) the goal. In this paper I explore the establishment of a federal constitutional right to atmospheric integrity. I begin, in Part II, with a review of the threat presented by global climate change. In Part III, I discuss various conceptions of rights: constitutional, basic, natural, and human. I then review modes of constitutional analysis and presently-recognized state and national constitutional environmental rights in Part IV. In Part V, I review Robinson Township v. Commonwealth of Pennsylvania in which the Pennsylvania Supreme Court, for the first time, provided substantive interpretation of the environmental rights contained in the Commonwealth\u27s constitution. Finally, in Part VI, I conclude that the Supreme Court may recognize a constitutional right to atmospheric integrity based on historical, doctrinal, prudential, ethical, and structural analysis

A Comprehensive Case Report for the University of Montana Forensic Anthropology Laboratory Case #18-188

This report consists of the skeletal remains, assessment of the minimum number of individuals, a biological profile analysis and a literature review on pathology analyses for forensic anthropology case reporting. The human remains are consistent with a MNI of one. The individual is likely an adult male of European ancestry with an estimated age range of 30 to 50 years at time of death. This individual has a probable forensic stature of 5’3’’ to 5’4’’. This individual may be identified by the burr hole or trepanation located on the frontal bone as there are likely medical records for this procedure

Exploring ATCP science teachers' inquiry-based and learner-centered practices through the lens of teacher, program, and school context configurations

Title from PDF of title page (University of Missouri--Columbia, viewed on July 29, 2013).The entire thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file; a non-technical public abstract appears in the public.pdf file.Dissertation advisors: Peggy Placier, Jay P. ScribnerIncludes bibliographical references.Vita.Ph. D. University of Missouri-Columbia 2012."July 2012"This study focused on the inquiry-based and learner-centered instructional practices of alternatively certified science teachers through the exploration of configurations of teacher, program, and school contextual characteristics that are believed to contribute to instructional decisions. Inquiry-based and learner-centered continuums were used to look at the level of teachers' instructional practices. Growth trends in inquiry-based and learner-centered practices were created, displayed, and discussed. Cluster analysis was used to determine how, if at all, teachers' group by teacher, program, and school context characteristics. All of these were used to summarize alternatively certified teachers' use of inquiry-based and learner-centered instructional practices seeking possible configurations associated with levels of outcomes. My study found that there were clusters of teachers present whose practices were associated with several different configurations consisting of the presence or absence of teacher, program, and school context characteristics.Includes bibliographical reference

A Millenial Little Pieces: Selected Writings from a Gen-Y

This is an anthology of my favorite pieces written during my time at SUNY Albany. The subject matter of each piece differs wildly from the next, but they do share one thing in common, and that is my focus on character and cultural studies. Exploring and dissecting the works of Truman Capote, Tom Wolfe, Martha Gellhorn, and various other literary journalists throughout my undergraduate career has inspired the style of all the creative non-fiction included in A Millenial Little Pieces: Selected Writings from a Gen-Y

Reconstructing cosmological density and velocity fields

I present a new quasi-linear method for reconstructing cosmological density and velocity fields from all-sky redshift surveys. The method is used to reconstruct the velocity field, dipole, bulk flows and distortion parameter (ß = Ω⁰.⁶/b from the PSCz survey.Analytic expressions for the cosmic variance and shot noise uncertainties on the reconstructed velocity field are presented. It is found that the uncertainties are reduced if reconstruction is carried out in the Local Group frame. The uncertainty on the dipole is also found.A generalized version of the Path Interchange Zel'dovich Approximation (PIZA ) is presented. PIZA is a simple Lagrangian reconstruction method based on the Zel’dovich Approximation and the Least Action Principle, which reconstructs cosmological fields given the present day real space positions of galaxies. The generalizations take account of redshift space distortions, incomplete sky coverage, and the selection function. The method can be used to estimate ß from radial velocities, bulk flows and the dipole.Generalized PIZA has been tested using a set of PSCz-like simulations. The reconstructed radial peculiar velocity field is com pared with that o f the simulation and that reconstructed by linear theory.The generalized PIZA is applied to the IRAS PSCz Survey. The dipole, bulk velocities and peculiar velocity field, and the derived value of ß are presented. The Local Group is found to have an average displacement of 1225kms⁻¹ in the direction of (l,b) = (264°,42°). From this it is found that (ß = 0.512 ± 0.141

Developing clinical leadership: a co-operative inquiry approach to evaluate the benefits of an action learning set with nursing consultants in England.

Background: As three new Consultant nurses joined two established consultants on the staff of one District General Hospital in the south of England, it was believed that an action learning set (ALS) would offer peer support to enable them to succeed. The aim is to evaluate the lessons learned from the ALS focusing on their leadership. Methodology: Co-operative inquiry is a way of researching with rather than on people, of working with those who have similar interests and who wish to collectively understand their world and create new ways of exploring it. This approach helps also to learn how to change and enhance our working practices. With all active subjects fully involved as co-researchers in all research decisions, three cycles were completed of four phases of discussion, reflection, analysis and action. The process is planned to last for 18 months. Data were analysed thematically. Findings: Four themes began to emerge from the data: development of scholarship, responding to changing need, extending networks and empowerment in role. Whilst they had grown considerably in confidence in their leadership role, they did not feel that collectively they fully embraced the four dimensions prescribed by the Department of Health for the role. Nevertheless, the co-operative inquiry helped them realise how much they had gained from their collective learning in the group (ALS) and how, from the group they feel empowered to lead. Their reflections helped them value the importance of the role for the organisation, their credibility within the organisation and were keen to retain their peer support to ensure its sustainability. Conclusion: The outcomes of the co-operative inquiry included an enhanced understanding of the importance of openness and trust of each other and a willingness to share and learn from each other in a respectful and confidential environment with a receptiveness to change. References: Department of Health (1999) Making a Difference. Strengthening the Nursing, Midwifery and Health Visiting Contribution to Health and Healthcare. Department of Health, London. Drennan V. and Goodman C. (2011) Sustaining innovation in the healthcare workforce: A case study of community nurse consultant posts in England. BMC Health Services Research, 11:200 accessed from http://www.biomedcentral.com/1472-6963/11/200 on 23.1.15 Heron J. and Reason P. (2001) The Practice of Co-operative Inquiry: Research ‘with’ rather than ‘on’ People. In: Reason P. & Bradbury H. (2001) (Editors) Handbook of Action Research: Participative Inquiry & Practice. Chapter 16, Sage Publications, London Learning objectives: The learner will be able to : Understand the importance of action learning sets in supporting and empowering self and others in their clinical leadership. Recognise the value of a co-operative inquiry methodology to learn collaboratively from peers as clinical leaders to enhance their practice. Purpose of the presentation; The purpose of the presentation is to share the lessons learned from using a co-operative inquiry methodology to understand collaboratively and more fully the lessons learned from a year’s Action Learning Set focused on the leadership development for five non-medical consultants and nursing professor. Target audience for the presentation: The target audience is anticipated to be educationalists, senior nurses and nurse researchers. Key Words: Nurse leadership, co-operative inquiry, nurse consultant

Clinical leadership: evaluating the benefits of action learning using co-operative inquiry

Background: Developing clinical leadership, to ensure the culture of care is strengthened, is the thrust of the ‘leading with compassion’ campaign by the English National Health Service (NHS) (NHS England, 2014). Senior clinicians are charged with invigorating compassionate leadership yet the roles of nurse and therapist consultants the most senior clinical role in the UK healthcare system, are often solitary ones, in which they are expected to embrace a myriad of responsibilities and where there continues to be ambiguity about their role and scope of practice. In such exposed positions in any healthcare system from a global perspective, consultant nurses and therapists are vulnerable to the vagaries of the demands made upon them and the need to strive ever harder to improve the quality of services and patient care (McIntosh & Tolson 2008). Mentorship can be seen as a way of supporting clinicians, even on a global exchange system but a system (Buckner et al 2015) where the consultants can support themselves through action learning (McGill & Beaty 2001) reinforces their commitment to each other and to the potential benefit of their organisation. The aim is to evaluate the effectiveness of an action learning set (ALS) to enhance clinical leadership and extend their scope and confidence more strategically Methodology: Using an approach advocated by Heron & Reason (2001), co-operative inquiry is a way of researching with rather than on people, of working with those who have similar interests and who wish to collectively understand their world and create new ways of exploring it. This approach helps also to learn how to change and enhance our working practices. With all active subjects fully involved as co-researchers in all research decisions, three cycles have been completed of four phases of discussion of reflection, analysis and action. The process is planned to last for 18 months. Data were analysed thematically. Findings: Four themes began to emerge from the data: development of scholarship, responding to changing need, extending networks and empowerment in role. Whilst the consultants had grown considerably in confidence in their leadership role, they did not feel that collectively they fully embraced the four dimensions prescribed by the Department of Health for the role. Nevertheless, the co-operative inquiry helped them realise how much they had gained from their collective learning in the group (ALS) and how, from the group they feel empowered to lead. The ALS has enabled them to remain focused and reflect critically both personally and within the group. Their reflections helped them value the importance of the role for the organisation, their credibility within the organisation and they have been keen to retain their peer support to ensure its sustainability. Conclusion: Whilst their motivation to ‘make a difference’ remains palpable, the outcomes of the co-operative inquiry included an enhanced understanding of the importance of openness and trust of each other and a willingness to share and learn from each other in a respectful and confidential environment with a receptiveness to change. They believe that they are more aware of their influence on others and feel more able to challenge their medical colleagues with greater conviction and now have a recognised voice within the organisation. Clinical relevance: Time away from their clinical responsibilities to consider improvement of issues challenging these autonomous practitioners has proved invaluable to the improvement of their specialist services and enhanced the confidence of those new to role. Additionally, this collaboration has improved communication across the organisation, enhanced their strategic leadership capability and given confidence to disseminate externally. Key words: leadership, action learning, co-operative inquiry, Words: 569 3 Bullet points as to how your work contributes to knowledge development in the selected theme: • The value of action learning sets for consultant therapists using a co-operative inquiry approach can lead to further empower individuals to address the complex problems in practice and lead to change. • Co-operative inquiry has been a powerful tool to engage these senior consultants in a number of cycles of reflection and evaluation, researching with each other and experiencing first hand the value of the ALS to each of them individually. • Action learning sets can help senior clinicians, early on in their leadership role, take ownership of their complex problems and commit to each other by supporting their development of creative thinking and problem solving. References: Bell M., Coen E., Coyne-Nevin A., Egenton R., Ellis A. and Moran L. (2007) Experience of an action learning set. Practice Development in Health Care 6(4) 232-241. Buckner, E.B., Anderson D.J., Garzon, N., Hafsteinsdottir, T.B., Lai, C. and Roshan, R. (2014) Perspectives on global nursing leadership: international experiences from the field. International Nursing Review, 61, 463-471. Heron, J. & Reason, P. (2001) The Practice of Co-operative Inquiry: Research ‘with’ rather than ‘on’ People. In Reason, P. & Bradbury, H. (editor) Handbook of Action Research: Participative Inquiry & Practice, pp179 -188. Sage, London Jackson C. and Thurgate C. (2011) Action learning: maximising learning in the workplace. British Journal of Healthcare Assistants, 5(9), 454-456. McGill I. And Beaty L. (2001) Action Learning: A Guide for Professional, Management and Educational Development (2nd edition). London, Kogan Page. McIntosh J. and Tolson D. (2008) Leadership as part of the nurse consultant role; banging the drum for patient care. Journal of Clinical Nursing 18, 219-227. NHS England (2014) Building and Strengthening Leadership: Leading with Compassion. NHS England, Accessed at https://www.england.nhs.uk/wp-content/uploads/2014/12/london-nursing-accessible.pdf on 22.1.16 Young S., Nixon E., Hinge D., McFadyen J., Wright V., Lambert P., Pilkington C. and Newsome C. (2009) Action learning: a tool for the development of strategic skills for Nurse Consultants? Journal of Nursing Management, 18, 105-110