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Green Crimes in the Empire State: Analyzing the Criminal Enforcement of Environmental Law in New York
Get PDFEnsuring compliance with federal and state environmental laws and deterring future offenses can require the application of criminal enforcement tools. Yet we have a limited understanding of how the criminal enforcement of environmental laws has progressed historically in The Empire State. To explore this phenomenon, we undertake content analysis of federal prosecution summaries for all environmental crime prosecutions stemming from U.S. Environmental Protection Agency criminal investigations from 1983 to 2019. We explore which federal environmental laws were violated, determine which charging statutes were used, analyze sentencing patterns, and illustrate the broader themes that emerge in such prosecutions over 37 years. Our findings show that total penalties assessed to all defendants included some $264 million in monetary penalties, almost 7,000 months of probation, and 4,757 months of incarceration. We find that 26 percent of prosecutions center on air pollution crimes, 18 percent on water pollution crimes, 12 percent on hazardous waste crimes, and 18 percent on state-level offenses. We conclude with forward-looking ways to improve the criminal enforcement of environmental laws, including enhancing resources, community policing, and public salience
White Saviorism zine
Get PDFI am interested in the topic of dominant caste, Savarna, saviorism toward Dalit women and White saviorism towards Black women.
I am going to explain what saviorism looks like for Black women and then what saviorism looks like for Dalit women. I will then compare the two and show the similarities between them. I am also going to provide the reasons why saviorism is bad and how to detect it.
I want you, readers, to understand that these two communities may seem very different, because one is about race and one is about caste, but they are actually very similar when you learn about them.https://digitalcommons.pace.edu/student_zines/1005/thumbnail.jp
Exploring the Relationships of Realism, Engagement, and Competency in Undergraduate High-Fidelity Nursing Simulation
No full textObjective: To examine the relationship between nursing students’ perceived realism, level of engagement, and competency in simulation to inform educators in competency-promoting simulation design.Design: Quantitative, correlational.Setting: One private, midsized university in the northeast part of the United States.Participants: Forty -six undergraduate students enrolled in a second-degree nursing program.Methods: Participants completed two Likert-style surveys after participating in a high-fidelity simulation. The researcher used audiovisual recorded simulations and an observational participant competency assessment.Results: Key findings included a positive correlation between the levels of perceived realism and engagement in a high-fidelity nursing simulation and a positive correlation between hospital experience and competency demonstrated in a high-fidelity simulation. Perceived realism and level of engagement were not predictors of competency in a simulation.Conclusion: Results of this study illustrate that when students’ perception of realism of a simulated experience increases their engagement in the simulation tends to increase. Engagement is considered valuable as an antecedent to learning, yet the level of engagement was not a predictor of competency. Health-care experience is correlated with higher levels of competency; however, the amount and exact nature were beyond this study\u27s scope. Competency in nursing, essential to patient safety, is complex and related to many variables, including healthcare experience. Therefore, understanding how individual and simulation design variables relate to competency is valuable in nursing education
“Breathe and Be Ready to Learn”: The Issue with Social-Emotional Learning Programs as Classroom Management
Get PDFAs social-emotional learning (SEL) has become a more acknowledged and central part of early schooling in the last two decades, many schools and educators, particularly those in progressive spaces, have adopted SEL programs to supplement or substitute other systems of classroom management. While research demonstrates that children’s social, emotional, and cultural practices and experiences are central to inclusive, humanizing, and culturally relevant learning, SEL programs are often implemented to more closely resemble behaviorist systems of classroom management. This article presents findings from a progressive first-grade classroom of Latinx children from immigrant families led by a white teacher. Examples from ethnographic observations of the classroom illustrate the ways that the teacher used an SEL program alongside a discourse of “readiness to learn” to manage and control children’s behavior. These classroom experiences proved to be closely connected to the ideas about learning that children in Mr. Walsh’s class shared in video-cued interviews, namely that students need to be calm, quiet, focused, and “ready” in order to learn. The article considers the ways that larger systems of whiteness, individualism, and control weaving through SEL programming and progressive schooling create, foster, and perpetuate discourses of control and “readiness” that ultimately prevent children from meaningfully contributing and engaging in the type of deep learning that results from focused, structured agency and relationships of mutual trust and respect
The Role of Professional Development in Bridging High-Quality Social-Emotional Learning in Laboratory and Community Preschools
Get PDFThe current study presents an exploratory model of comprehensive professional development that provides early childhood education and care teachers with opportunities to enhance their skills in social-emotional learning (SEL). Skills development strategies include a combination of workshops, observations of high-quality university laboratory preschool classrooms, consultation with master educators, on-site coaching, and communities of practice. The study found statistically significant improvements in content knowledge, knowledge of evidence-based strategies, and self-efficacy to implement new strategies in the classroom for participants of the Promoting Prosocial Behavior workshop. Teachers and administrators who participated in observations, coaching, and/or communities of practice reported value in each component of professional development. Results of this project suggest that a multipronged approach of supporting SEL in the classroom has a positive impact on teachers’ self-regulation and modeling skills
Educando a Nuestros Hijos: Examining Latinx Parental Stress Factors and Parental Engagement in Head Start Preschools
Get PDFThis study sought to understand Latinx parental stress factors as they relate to three types of parental engagement (PE; foundational education, school participation, and supplemental education) in preschool. Stress was examined in the form of global stress and acculturative stress (English competence pressure and pressure to acculturate). Spanish- and English-speaking Latinx parents (N = 189) of children enrolled in Head Start completed self-report surveys. Hierarchical linear regression results demonstrated that global stress significantly predicted foundational education and supplemental education, but not school participation behaviors. English competence pressure did not significantly predict any type of PE and pressure to acculturate only significantly predicted supplemental education behaviors. Findings have implications for developing family-school partnerships with Latinx parents of preschool children
Can Social Media Corporations be held Liable Under International Law for Human Rights Atrocities?
Get PDFThis article examines the relevant international law associated with genocide and hate speech and examines whether there are any legal grounds to hold a corporation liable for how people chose to use its product or service in relation to human rights violations. The analysis begins with a brief overview of international criminal and human rights law, relevant treaties, jurisdictional issues, and the legal theories of corporate criminal liability and complicity. Because current international law provides no clear answer, this article proposes that international courts use a balancing test which evaluates a non-exclusive list of ten main factors
Criminal Acts and Basic Moral Equality
Get PDFModern criminal justice presupposes that persons are not morally equal. On the contrary, those who do wrong are viewed by the law as less worthy of respect, concern and decent treatment: Offenders, it is said, “deserve” to suffer for their misdeeds. Yet, there is scant logical or empirical basis for the law\u27s supposition that offenders are morally inferior. The usual reasoning is that persons who intentionally or knowingly do wrong are the authors and initiators of their acts and, as such, are morally responsible for them. But this reasoning rests on the assumption that a person\u27s mental states, such as intentions, can cause physical effects (bodily movements) --a factual assumption that is at odds with the evidence of neuroscience and whose only empirical support rests on a fallacious logical inference (post hoc ergo propter hoc). There is, in fact, no evidence that mental states like intentions have anything to do with causing the bodily movements that constitute behavior. Nonetheless, the mental-cause basis for moral responsibility, though it rests on a false factual inference, has enormous implications for criminal justice policy.
While society must obviously protect itself from dangerous people, it does not have to torment them. The imperative to punish, a dominant theme of criminal justice policy, is not supported by evidence or logic, and it violates basic moral equality
