Jurisfiction

Review of JURISFICTION by J. Stanley McQuade

Living with Ghosts

I. Introduction II. Law and Morality III. A Psychological Jurisprudence of Everyday Experience: Some Puzzles ... A. Reflection and Existence ... B. Contradiction ... C. Dreams ... D. Morality and Law and Greed IV. Conclusio

Jurisfiction

Review of JURISFICTION by J. Stanley McQuade

Second Degree Murder, Malice, and Manslaughter in Nebraska: New Juice for an Old Cup

Malice is almost as old as the common law of homicide. But, its meaning and function has changed over time with the law itself. Part II of this article presents a brief history of malice and murder. Malice began as a general criminal intent, an evil mind or bad attitude. It became tied to the idea of prior planning of a killing and today is almost everywhere understood as (1) an intent to kill, (2) an intent to do grievous bodily harm, or (3) an intent to act with a “depraved heart” conscious disregard of an extreme risk to human life. Part III traces the statutory history of murder, malice, and manslaughter in Nebraska and then discusses the case law dealing with malice. By the time Nebraska became a state, the statutes had dropped any definition of malice. Yet, from the first appearance of malice in the Nebraska Supreme Court opinions until the present, malice consistently has been defined as the intentional doing of a wrongful act without just cause or excuse. This definition comes from the early days of the common law. It is the ancient idea of a general criminal intent, which distinguishes the criminal from the merely wrongful. Until very recently, the function of malice in Nebraska homicide law was minimal at best. But today its hoary visage is matched by the electric Kool-aid elixir the concept carries. Part IV considers four recent homicide cases and the puzzles they create for Nebraska law. What is the mens rea for second degree murder? May an intentional homicide be manslaughter? Must the State prove beyond a reasonable doubt that the accused did not act from an adequate provocation? May excuses or justifications, although not recognized and mandated by law, negate malice

Promoting oral health in adults with learning disability: community and clinical interventions

Introduction: It is complex to define learning disabilities, there is no single universal definition used; there are different interpretations and definitions used for learning disabilities in different countries and communities. Primarily, the term “learning disability” sometimes used as “learning difficulties” is a term widely used in UK. There are various types and degree of severity of learning disabilities depending upon the extent of disorder. Though different definitions used all over the world, its types and classification coupled with their health and oral health needs are discussed in this review. Objectives: To review the background literature on definitions of learning disabilities and health needs of this population. To review literature on individual clinical preventive intervention to determine the effectiveness in promoting oral health amongst adults in learning disabilities. To review literature in relation to community based preventive dental measures. To determine the interventions in this areas are appropriate to support policy and practice and if these interventions establish good evidence to suggest that the oral health needs of adults with learning disabilities are met or not. To make recommendations in implementing future preventive oral health interventions for adults with learning disabilities. Methodology: It was develop a comprehensive narrative synthesis of previously published literature from different sources and summarizes the whole research in a particular area identifying gap of knowledge. It provides a broad perspective of a subject and supports continuing education. It also is directed to inform policy and further research. It is a qualitative type of research with a broad question and critical analysis of literature published in books, article and journals. The research question evaluated on PICOS criteria is: Effectiveness of preventive dental interventions in adults with learning disabilities. The research question clearly defines the PICOS i.e. participants, interventions, comparison, outcome and study design. The Cochrane database of systematic reviews (CDSR), Database of Abstracts of Reviews of effects (DARE) through York University and National institute of Health and Clinical Excellence (NICE) was searched to identify need of this review. There was no literature review found on the preventive dental interventions found hence, justifying this review. The guidance used in this review is from York University and methods opted for search of literature is based on the following: Type of participants, interventions, outcome measure, studies and search. The review of literature; author search; systematic and narrative reviews, through the following electronic databases via UFP library services: Pub-Med, Medline, EMBASE, CINHAL, Google scholar; Science Direct; Social and Medicine. A comprehensive search of all available literature from 1990-2015, including systematic reviews, policy documents and some guideline documents was done. Internet resource used to access; Department of Health, World Health Organization, Disability World, Disability Rights Commission, the Stationery office, MENCAP, Australian Learning Disability Association. The literature search was carried out with single word, combined words and phrases, authors' names and the title of literature search. Results: It is primarily looking at the oral health interventions available for adults with learning disabilities in clinical settings and the community measures observed over a period of 25 years 1990-2015. There were 7of the clinical intervention studies and one community based intervention study was added in this review. Conclusion: There is a gap of knowledge identified in not having ample research in the area of preventive dental interventions in adults with learning or intellectual disabilities and there is a need of more research, studies need to be of a better quality and a special consideration is required in the community settings where maintenance of oral hygiene for this vulnerable group of society is hugely dependent on their caregivers. Though, the policy and guideline directs on the preventive dental interventions of adults with LD there still a gap evident in understanding and implication of the guidance in practice by the dental and care support team. Understanding learning disabilities and to identify their behavior, compliance and oral health needs is paramount for all professionals working with or for them at each level.Introdução: É complexa a definição de dificuldades de aprendizagem, não existe uma única definição que possa ser utilizada de forma universal; existem diferentes interpretações e definições utilizadas para deficiência na aprendizagem em diferentes países e comunidades. Em primeiro lugar, a terminologia "deficiência mental" usada às vezes como sinónimo de "dificuldades de aprendizagem" é uma designação amplamente utilizada no Reino Unido. Existem vários graus e tipos de distúrbios de aprendizagem em função da gravidade do tipo de distúrbio. Embora as diferentes definições utilizadas no mundo, os diferentes tipos e respectiva classificação são discutidos nesta revisão em conjunto com as necessidades de saúde e de saúde oral. Objectivos: • Rever a literatura sobre definições de distúrbios de aprendizagem e necessidades de saúde desta população. • Rever a literatura sobre a intervenção preventiva individual clínica para determinar a eficácia na promoção da saúde bucal entre adultos com distúrbios de aprendizagem. • Rever a literatura em relação às medidas preventivas saúde oral com base na comunidade. • Determinar quais as intervenções nesta área que são apropriadas para apoiar as políticas e práticas bem como, se essas intervenções estabelecem boas evidências sugestivas de que as necessidades de saúde oral em adultos com distúrbios de aprendizagem são efectivas ou não. • Realizar recomendações sobre a implementação de futuras intervenções de saúde oral preventivas para adultos com distúrbios de aprendizagem. Metodologia: Foi desenvolvida uma revisão narrativa e abrangente da literatura publicada, com origem em diferentes fontes sendo resumida a pesquisa encontrada, nesta área particular, identificou-se uma lacuna de conhecimento e com pertinência Com esta perspectiva do assunto e no apoio a uma educação contínua foram analisadas as políticas instituídas e as mais recentes pesquisas. Realizou-se uma pesquisa de tipo qualitativo assente numa ampla análise crítica da literatura publicada em livros, artigos e revistas. A questão de pesquisa que foi avaliada sob critérios PICOS foi: Qual a eficácia das intervenções preventivas em adultos com distúrbios de aprendizagem". A pesquisa caracteriza claramente os critérios PICOS, ou seja: quais os participantes, quais as intervenções, que tipo de comparação, quais os resultado e o desenho do estudo. Foram consultados para esta revisão: o banco de dados da Cochrane - revisões sistemáticas (CDSR), banco de dados de resumos de revisões de efeitos (DARE) através de Universidade de York e Instituto Nacional de Saúde e Excelência Clínica (NICE). Não foram encontradas publicações na revisão da literatura encontrada sobre as intervenções dentárias preventivas e, portanto, justificando esta revisão. A orientação utilizada nesta avaliação é de Universidade de York e os métodos usados na pesquisa da literatura baseia-se no seguinte: Tipo de participantes, o tipo de intervenções, o tipo de medida de resultado, o tipo de estudos, tipo de pesquisa. A revisão da literatura; foi ainda realizada com pesquisa por: autor; revisões sistemáticas e narrativas, através das seguintes bases de dados eletrónicas: UFP (serviços de biblioteca): Pub-Med, Medline, Embase, CINHAL, Google scholar; Science Direct; Social e Medicine. A pesquisa abrangeu de toda a literatura disponível entre 1990-2015, incluindo revisões sistemáticas, documentos políticos e alguns documentos de orientação clínica e foram ainda consultados outros sites para o efeito:Departamento de Saúde USA, Organização Mundial da Saúde, Associação de Mundial de Incapacidade, Comissão de Direitos na Deficiência,MENCAP, Associação Australiana de Distúrbios da Aprendizagem. A pesquisa bibliográfica foi realizada com uma única palavra-chave, ou palavras-chave combinadas, nomes dos autores ou por título bibliográfico. Resultados: Focados principalmente para as intervenções de saúde oral disponíveis para adultos com distúrbios de aprendizagem em ambientes clínicos e/ou através de medidas comunitárias, observados durante um período de 25 anos 1990-2015. Havia 7 de estudos de intervenção clínica e um estudo de intervenção com base numa comunidade que foram considerados para esta revisão. Conclusão: Verificou-se que há uma lacuna de conhecimento devido a ausência de uma ampla pesquisa na área das intervenções odontológicas preventivas em adultos com dificuldades de aprendizagem ou com deficiências intelectuais e por isso há necessidade de mais pesquisas, bem como, os estudos precisam de ser de melhor qualidade e requerentes de uma atenção especial é necessária face às características desta comunidade, onde a manutenção da higiene oral para este grupo vulnerável da sociedade é extremamente dependente dos seus cuidadores. No entanto, as políticas e orientações dirigidas às intervenções odontológicas preventivas de adultos com dificuldades de aprendizagem apresentam uma lacuna evidente na compreensão e implementação das práticas por parte da equipe de cuidados dentários. Compreender as dificuldades de aprendizagem e identificar os respectivos comportamentos e adesão na de saúde oral é fundamental para todos os profissionais que trabalham com, ou para eles, em cada nível

The influence of stratification and nonlocal turbulent production on estuarine turbulence : an assessment of turbulence closure with field observations

Author Posting. © American Meteorological Society, 2011. This article is posted here by permission of American Meteorological Society for personal use, not for redistribution. The definitive version was published in Journal of Physical Oceanography 41 (2011): 166-185, doi:10.1175/2010JPO4470.1.Field observations of turbulent kinetic energy (TKE), dissipation rate ε, and turbulent length scale demonstrate the impact of both density stratification and nonlocal turbulent production on turbulent momentum flux. The data were collected in a highly stratified salt wedge estuary using the Mobile Array for Sensing Turbulence (MAST). Estimates of the dominant length scale of turbulent motions obtained from the vertical velocity spectra provide field confirmation of the theoretical limitation imposed by either the distance to the boundary or the Ozmidov scale, whichever is smaller. Under boundary-limited conditions, anisotropy generally increases with increasing shear and decreased distance to the boundary. Under Ozmidov-limited conditions, anisotropy increases rapidly when the gradient Richardson number exceeds 0.25. Both boundary-limited and Ozmidov-limited conditions demonstrate significant deviations from a local production–dissipation balance that are largely consistent with simple scaling relationships for the vertical divergence in TKE flux. Both the impact of stratification and deviation from equilibrium turbulence observed in the data are largely consistent with commonly used turbulence closure models that employ “nonequilibrium” stability functions. The data compare most favorably with the nonequilibrium version of the L. H. Kantha and C. A. Clayson stability functions. Not only is this approach more consistent with the observed critical gradient Richardson number of 0.25, but it also accounts for the large deviations from equilibrium turbulence in a manner consistent with the observations.The funding for this research was obtained from ONR Grant N00014-06-1-0292 and NSF Grants and OCE-08-25226 and OCE-08-24871

Bathymetric controls on sediment transport in the Hudson River estuary : lateral asymmetry and frontal trapping

Author Posting. © American Geophysical Union, 2012. This article is posted here by permission of American Geophysical Union for personal use, not for redistribution. The definitive version was published in Journal of Geophysical Research 117 (2012): C10013, doi:10.1029/2012JC008124.Analyses of field observations and numerical model results have identified that sediment transport in the Hudson River estuary is laterally segregated between channel and shoals, features frontal trapping at multiple locations along the estuary, and varies significantly over the spring-neap tidal cycle. Lateral gradients in depth, and therefore baroclinic pressure gradient and stratification, control the lateral distribution of sediment transport. Within the saline estuary, sediment fluxes are strongly landward in the channel and seaward on the shoals. At multiple locations, bottom salinity fronts form at bathymetric transitions in width or depth. Sediment convergences near the fronts create local maxima in suspended-sediment concentration and deposition, providing a general mechanism for creation of secondary estuarine turbidity maxima at bathymetric transitions. The lateral bathymetry also affects the spring-neap cycle of sediment suspension and deposition. In regions with broad, shallow shoals, the shoals are erosional and the channel is depositional during neap tides, with the opposite pattern during spring tides. Narrower, deeper shoals are depositional during neaps and erosional during springs. In each case, the lateral transfer is from regions of higher to lower bed stress, and depends on the elevation of the pycnocline relative to the bed. Collectively, the results indicate that lateral and along-channel gradients in bathymetry and thus stratification, bed stress, and sediment flux lead to an unsteady, heterogeneous distribution of sediment transport and trapping along the estuary rather than trapping solely at a turbidity maximum at the limit of the salinity intrusion.This research was funded by a grant from the Hudson River Foundation (#002/07A). D.R. was partially supported by the Office of Naval Research (N00014-08-1-0846).2013-04-1

Sediment transport due to extreme events : the Hudson River estuary after tropical storms Irene and Lee

Author Posting. © American Geophysical Union, 2013. This article is posted here by permission of American Geophysical Union for personal use, not for redistribution. The definitive version was published in Geophysical Research Letters 40 (2013): 5451–5455, doi:10.1002/2013GL057906.Tropical Storms Irene and Lee in 2011 produced intense precipitation and flooding in the U.S. Northeast, including the Hudson River watershed. Sediment input to the Hudson River was approximately 2.7 megaton, about 5 times the long-term annual average. Rather than the common assumption that sediment is predominantly trapped in the estuary, observations and model results indicate that approximately two thirds of the new sediment remained trapped in the tidal freshwater river more than 1 month after the storms and only about one fifth of the new sediment reached the saline estuary. High sediment concentrations were observed in the estuary, but the model results suggest that this was predominantly due to remobilization of bed sediment. Spatially localized deposits of new and remobilized sediment were consistent with longer term depositional records. The results indicate that tidal rivers can intercept (at least temporarily) delivery of terrigenous sediment to the marine environment during major flow events.This research was supported by grants from the Hudson Research Foundation (002/07A) and the National Science Foundation (1232928).2014-04-1

Using tracer variance decay to quantify variability of salinity mixing in the Hudson River Estuary

© The Author(s), 2020. This article is distributed under the terms of the Creative Commons Attribution License. The definitive version was published in Warner, J. C., Geyer, W. R., Ralston, D. K., & Kalra, T. Using tracer variance decay to quantify variability of salinity mixing in the Hudson River Estuary. Journal of Geophysical Research: Oceans, 125(12), (2020): e2020JC016096, https://doi.org/10.1029/2020JC016096.The salinity structure in an estuary is controlled by time‐dependent mixing processes. However, the locations and temporal variability of where significant mixing occurs is not well‐understood. Here we utilize a tracer variance approach to demonstrate the spatial and temporal structure of salinity mixing in the Hudson River Estuary. We run a 4‐month hydrodynamic simulation of the tides, currents, and salinity that captures the spring‐neap tidal variability as well as wind‐driven and freshwater flow events. On a spring‐neap time scale, salinity variance dissipation (mixing) occurs predominantly during the transition from neap to spring tides. On a tidal time scale, 60% of the salinity variance dissipation occurs during ebb tides and 40% during flood tides. Spatially, mixing during ebbs occurs primarily where lateral bottom salinity fronts intersect the bed at the transition from the main channel to adjacent shoals. During ebbs, these lateral fronts form seaward of constrictions located at multiple locations along the estuary. During floods, mixing is generated by a shear layer elevated in the water column at the top of the mixed bottom boundary layer, where variations in the along channel density gradients locally enhance the baroclinic pressure gradient leading to stronger vertical shear and more mixing. For both ebb and flood, the mixing occurs at the location of overlap of strong vertical stratification and eddy diffusivity, not at the maximum of either of those quantities. This understanding lends a new insight to the spatial and time dependence of the estuarine salinity structure.This study was funded through the Coastal Model Applications and Field Measurements Project and the Cross‐shore and Inlets Project, US Geological Survey Coastal Marine Hazards and Resources Program. Any use of trade, firm, or product names is for descriptive purposes only and does not imply endorsement by the US Government