Giving Vulnerable Students Their Due: Implementing Due Process Protections for Students Referred from Schools to the Justice System

There are two primary ways that schools can funnel children into the “school-to-prison pipeline.” The first is by simply removing children from school via expulsions and suspensions, which increase students’ chances of dropping out and getting in trouble with the law. The Supreme Court, recognizing the serious consequences of being forced out of school, has held that expulsions and long-term suspensions constitute deprivations of students’ property interest in their educations and liberty interest in their reputations. Thus, schools seeking to expel or suspend students must provide them with basic due process protections. But schools can also refer students directly to the justice system by having police officers arrest students or issue citations at school. Under current law, these students are not entitled to any due process protections at the point of arrest or referral. This Note argues that the absence of due process protections for students who are arrested or referred to the justice system at school is incompatible with the Supreme Court’s procedural due process jurisprudence in general and its decision in Goss v. Lopez in particular. The same property and liberty interests that the Court identified as worthy of protection in Goss are implicated by in-school arrests and referrals. Therefore, school administrators who intend to have a child arrested or referred to the justice system should be required to provide students with oral notice of the accusation against them and an opportunity to respond. After an arrest or referral, the school should provide students and their parents with written notice of the arrest or referral and the rationale for the action. These measures will not unduly burden administrators or schools, but they will provide meaningful protections for students

The Overlap Package

Camera traps - cameras linked to detectors so that they fire when an animal is present - are a major source of information on the abundance and habitat preferences of rare or shy forest animals. Modern cameras record the time of the photo, and the use of this to investigate diel activity patterns was immediately recognised (Gri?ffiths and van Schaik, 1993). Initially this resulted in broad classfication of taxa as diurnal, nocturnal, crepuscular, or cathemeral (van Schaik and Gri?ths, 1996). More recently, researchers have compared activity patterns among species to see how overlapping patterns may relate to competition or predation (Linkie and Ridout, 2011; Carver et al., 2011; Ramesh et al., 2012; Carter et al., 2012; Kamler et al., 2012; Ross et al., 2013). Ridout and Linkie (2009) presented methods to fit kernel density functions to times of observations of animals and to estimate the coe?cient of overlapping, a quantitative measure ranging from 0 (no overlap) to 1 (identical activity patterns). The code they used forms the basis of the overlap package. Although motivated by the analysis of camera trap data, overlap could be applied to data from other sources such as data loggers, provided data collection is carried out around the clock. Nor is it limited to diel cycles: tidal cycles or seasonal cycles, such as plant flowering or fruiting or animal breeding seasons could also be investigated

Imaging slow failure in triaxially deformed Etna basalt using 3D acoustic-emission location and X-ray computed tomography

We have deformed basalt from Mount Etna (Italy) in triaxial compression tests under an effective confining pressure representative of conditions under a volcanic edifice (40 MPa), and at a constant strain rate of 5 similar to 10(-6) s(-1). Despite containing a high level of pre-existing microcrack damage, Etna basalt retains a high strength of 475 MPa. We have monitored the complete deformation cycle through contemporaneous measurements of axial strain, pore volume change, compressional wave velocity change and acoustic emission (AE) output. We have been able to follow the complete evolution of the throughgoing shear fault without recourse to any artificial means of slowing the deformation. Locations of AE events over time yields an estimate of the fault propagation velocity of between 2 and 4 mm. s(-1). We also find excellent agreement between AE locations and post-test images from X-ray microtomography scanning that delineates deformation zone architecture

Strategies to improve retention in randomised trials: a Cochrane systematic review and meta-analysis

Objective: To quantify the effect of strategies to improve retention in randomised trials.<p></p> Design: Systematic review and meta-analysis.<p></p> Data sources Sources searched: MEDLINE, EMBASE, PsycINFO, DARE, CENTRAL, CINAHL, C2-SPECTR, ERIC, PreMEDLINE, Cochrane Methodology Register, Current Controlled Trials metaRegister, WHO trials platform, Society for Clinical Trials (SCT) conference proceedings and a survey of all UK clinical trial research units.<p></p> Review: methods Included trials were randomised evaluations of strategies to improve retention embedded within host randomised trials. The primary outcome was retention of trial participants. Data from trials were pooled using the fixed-effect model. Subgroup analyses were used to explore the heterogeneity and to determine whether there were any differences in effect by the type of strategy.<p></p> Results: 38 retention trials were identified. Six broad types of strategies were evaluated. Strategies that increased postal questionnaire responses were: adding, that is, giving a monetary incentive (RR 1.18; 95% CI 1.09 to 1.28) and higher valued incentives (RR 1.12; 95% CI 1.04 to 1.22). Offering a monetary incentive, that is, an incentive given on receipt of a completed questionnaire, also increased electronic questionnaire response (RR 1.25; 95% CI 1.14 to 1.38). The evidence for shorter questionnaires (RR 1.04; 95% CI 1.00 to 1.08) and questionnaires relevant to the disease/condition (RR 1.07; 95% CI 1.01 to 1.14) is less clear. On the basis of the results of single trials, the following strategies appeared effective at increasing questionnaire response: recorded delivery of questionnaires (RR 2.08; 95% CI 1.11 to 3.87); a ‘package’ of postal communication strategies (RR 1.43; 95% CI 1.22 to 1.67) and an open trial design (RR 1.37; 95% CI 1.16 to 1.63). There is no good evidence that the following strategies impact on trial response/retention: adding a non-monetary incentive (RR=1.00; 95% CI 0.98 to 1.02); offering a non-monetary incentive (RR=0.99; 95% CI 0.95 to 1.03); ‘enhanced’ letters (RR=1.01; 95% CI 0.97 to 1.05); monetary incentives compared with offering prize draw entry (RR=1.04; 95% CI 0.91 to 1.19); priority postal delivery (RR=1.02; 95% CI 0.95 to 1.09); behavioural motivational strategies (RR=1.08; 95% CI 0.93 to 1.24); additional reminders to participants (RR=1.03; 95% CI 0.99 to 1.06) and questionnaire question order (RR=1.00, 0.97 to 1.02). Also based on single trials, these strategies do not appear effective: a telephone survey compared with a monetary incentive plus questionnaire (RR=1.08; 95% CI 0.94 to 1.24); offering a charity donation (RR=1.02, 95% CI 0.78 to 1.32); sending sites reminders (RR=0.96; 95% CI 0.83 to 1.11); sending questionnaires early (RR=1.10; 95% CI 0.96 to 1.26); longer and clearer questionnaires (RR=1.01, 0.95 to 1.07) and participant case management by trial assistants (RR=1.00; 95% CI 0.97 to 1.04).<p></p> Conclusions: Most of the trials evaluated questionnaire response rather than ways to improve participants return to site for follow-up. Monetary incentives and offers of monetary incentives increase postal and electronic questionnaire response. Some strategies need further evaluation. Application of these results would depend on trial context and follow-up procedures.<p></p&gt

Gender Spectrum : exploring gender diversity in schools : a project based upon an investigation at schools that received Gender Spectrum training on the topics of gender and gender diversity

The world is witnessing a major shift in the way individuals in the helping professions and Western society understand gender outside the historical binary of male/female. In response to the limited literature that examines how gender and gender diversity is understood, taught, and integrated into educational institutions, the researcher provides an overview of a selected literature which informs the specific topics of gender and gender diversity in schools. This study explored how the information presented in Gender Spectrum trainings was utilized and integrated into four identified natural entry points (personal, structural, interpersonal, and instructional) for creating gender inclusive schools and promoting gender as a prioritized area of diversity. The study asked teachers, administrators, and other school staff members to indicate their level of understanding and reflection related to gender and gender diversity, and to provide feedback about specific changes in school policy, organizational structure, and educational forms that may demonstrate a school\u27s commitment to gender inclusivity. In addition, the study aimed to capture the extent to which participants incorporate Gender Spectrum strategies into curriculum as well as interpersonal interactions with colleagues and students. A discussion of the implications of findings for the field of social work, the strengths and limitations of the study, and recommendations for future research on gender diversity in schools are included in this investigation

Impact of Montessori-Based Dementia Programming on Engagement and Affect of Older Adults with Dementia

The COVID-19 pandemic has profoundly impacted the Adult Day Services program and Adult Day programs across the country. As the Adult Day Services program transitions to an in-person format, goals within the organization include developing appropriate programming, increasing group size, and keeping clients entertained. The framework guiding this quality improvement project is Montessori-Based Dementia Programming ® (MBDP). This project aims to increase client engagement, decrease client anxiety, and decrease staff workload. This will be measured by a self-developed staff workload survey, the Menorah-Park Engagement, and the Affect rating scale. Implementation of MBDP at the Adult Day Center did not meet all projected goals, however benefits of MBDP were observed. The benefits of MBDP include improved affect and engagement of clients when participating in MBDP

The Relation of ADHD Characteristics to Positive Illusory Bias Among Gifted Elementary Students: IQ as a Possible Moderator

The current study examined the relation between Attention-Deficit/Hyperactivity Disorder (ADHD) characteristics and Positive Illusory Bias (PIB) in gifted elementary students. Children with ADHD have a propensity toward a PIB—or seeing themselves in a more positive light than other standards would indicate—even among domains in which they struggle (Owens, Goldfine, Evangelista, Hoza, & Kaiser, 2007). This tendency toward a PIB may be linked with their encounters of a great number of setbacks and could be a way to create hope and positivity. In comparison, gifted students frequently meet and surpass goals, often with few setbacks. Thus, twice-exceptional students (e.g., gifted students with ADHD) are a unique population that create a potential conflict in PIB research. Several questions remain unanswered regarding this population. Do gifted students with high levels of ADHD symptoms also have the PIB characteristics of individuals with ADHD symptoms in general? How does IQ level impact this relation? The current study tested gifted students on their ADHD characteristics, IQ, academic functioning, and social functioning to study the relation of ADHD characteristics to PIB levels among gifted students. It was hypothesized that PIB would positively relate to ADHD symptoms among gifted students but that, as IQ increased, the relation between PIB and ADHD would weaken. Although the findings did not generally support the hypotheses, there was some partial support and some large effect sizes that may yield more interpretable results with a larger sample size. Thus, future work in this area is recommended to fully understand the relation of ADHD and PIB in the context of giftedness

An in vivo and in vitro study of a new orthodontic bonding agent

The in vitro study utilized 90 extracted premolars. The teeth were divided into six groups. In the first three groups brackets were bonded with Concise, Transbond XT, or APC Plus and debonded 30 minutes after bonding. In the second three groups, brackets were bonded with Concise, Transbond XT, or Concise and debonded after thermocycling. The in vivo study consisted of 31 patients and a split arch technique was utilized. Adhesives used were APC Plus and Transbond XT. Bond strengths for thermocycled Concise and Transbond XT were significantly greater than the other in vitro groups. Concise debonded after 30 minutes left significantly more adhesive on the teeth than the other in vitro groups, indicating that the failure occurred at the adhesive bracket interface. There was no significant difference in the bracket survival rate between APC Plus and Transbond XT in vivo