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Combatting Internalized Racism: An Analysis of the Sociological and Psychological Effects of the Lack of Latine Diversity in Children\u27s Books.
No full textConceptualization and Instrumentation of Maturity of Responsible AI (MRAI): An Empirical Analysis of the US Banking Industry Credit Lending Practices
No full textWidespread use of Artificial Intelligence (AI) and Machine Learning (ML) have been employed ubiquitously in the competitive banking industry raising red flags with regulators and social groups due to potential risk of data and algorithms rendering unfair credit lending decisions. The absence of a valid and reliable measure Responsible AI (RAI) has stunted organizational research explaining the motivation and manipulation of RAI (i.e., the organizational balancing act to optimize efficiency and equity). To address this void, we develop a novel measurement instrument to assess the maturity of RAI programs. A review of the nascent literature reveals that there is a wide distribution of RAI capabilities. Our instrument to measure RAI tested favorably for construct validity and reliability. Advancement of this new instrument will enable banks to highlight investments and capabilities in their RAI programs for customer acquisition marketing as well as provide a communication tool for banks and regulators to align on maturity assessments and action plans to enhance fairness in credit lending
The Implications of Childhood Parental Loss on Attachment Within Adult Romantic Relationships
No full textThe purpose of this study was to understand the impact of childhood parental loss on attachment patterns within romantic and parental relationships. Whereas much of the existing research has focused on the impact of loss on attachment relationships overall, there is minimal research specifically examining the impact of childhood parental loss on adult romantic relationships. This study assessed differences in attachment relationships, both parental and romantic, between adults who experienced the loss of a parent in childhood/adolescence (i.e., before age 18) and those who had not experienced such loss. All participants reported on romantic attachment, parental attachment, and relationship satisfaction. As hypothesized, it was found that individuals who experienced early parental loss, when compared to those who did not experience such loss, were more likely to experience anxious and avoidant attachments with their romantic partner, as well with their respective surviving parent. Contrary to prediction, there were no significant difference in reports of relationship satisfaction between the two groups. Within the parental loss group, further analysis found stronger effects for those who identified the deceased parent as the primary caregiver, but found no significant effects for the age at which the loss took place. The findings indicated that there is some evidence to suggest experiencing parental death in childhood puts one at a greater risk of forming insecure attachment relationships in the future. These findings have important implications for future research on adult attachment, as well as for clinicians working with individuals who have experienced early parental loss
Layered Pedagogies of Instruction and Restorative Justice: A Kindergarten Case Study of Community and Belonging
Get PDFThe current climate of education often results in surveillance of outcomes and accountability in early childhood learning and management, especially in schools serving Black, Indigenous, and Children of Color. Historically, classroom management has been about controlling students, the environment, and ultimately what and how learning takes place. In response, centering restorative justice as a humanizing approach to classroom management is necessary to focus on equity. However, this focus can be filled with tensions and conflicting philosophies against the status quo in schools. Likewise, classroom community practices, including punitive and restorative discipline, are typically looked at separately from academic learning, without consideration of the interconnected pedagogical decisions that undergird experiences for students. Positioning an either/or mentality can result in a dichotomy of what is good and bad in education that obscures the complexities and nuance of teachers’ work. This interpretive case study examines intersections of academics and community building to understand a sense of belonging in an early childhood classroom. This study illustrates how one kindergarten community navigated opposing perspectives and pedagogies. Discourse analysis revealed findings of how the class traversed the complexity of languaging to build community in a context self-identified as restorative, while also implementing highly structured literacy curricula, and a mix of discipline philosophies. This study humanizes tensions experienced within the constraints of the current educational system as teachers and young children build towards restorative justice as a way of being
Preliminary Examination of the Reliability and Validity of the Teacher Rating Scale of Social Competence and School Adjustment for Preschool and Kindergarten Children
Get PDFProsocial behaviors in preschool and kindergarten are associated with student well-being and positive school outcomes. A teacher rating scale focused on young children’s social strengths can provide educators with important information for supporting children in their classroom with social instruction and intervention. The purpose of this study was to examine the technical adequacy of a teacher rating scale developed expressly to measure prosocial development in young children, the Scale of Social Competence and School Adjustment (SSCSA). Using data from a sample of preschool- and kindergarten-aged children in inclusive classrooms, analyses examined the reliability and validity of the SSCSA. Results provided evidence of internal consistency and strong test-retest reliability over two weeks. Analyses of concurrent validity with criterion measures showed strong positive correlations with subscales of social skills and moderate to strong negative correlations with subscales of problem behaviors. Overall, findings provided initial evidence that supports ongoing evaluation of the technical adequacy of the SSCSA
The Economic Impact of U.S. Drone Strikes on Pakistan
Get PDFDrone strikes have a detrimental impact on the region of a nation, especially when the contact is not the targeted threat. When drone strikes are sent out, they result in consequences such as death, infrastructure damage, and consequently, unemployment increases. While proponents of drone strikes say they are precise weapons with little disruption to civilian life, this paper shows that in Pakistan, U.S. drone strikes have had an economic impact, particularly by increasing unemployment. Using an OLS model, the drone data from the Bureau of Investigative Journalism and individual survey data from the Pakistan Bureau of Statistics were used to find the effect of drone strikes on employment in Pakistan
Retroactive Application and its Setbacks to Addressing Housing Concerns in New York City: An Analysis of the Regina Metro Holding and its Implications to Part K MCI Changes Pursuant to the HSTPA
Get PDFWhat Law Schools Must Change to Train Transactional Lawyers
Get PDFNot all lawyers litigate, but you would not know that from the first-year curriculum at most law schools. Despite 50% of lawyers working in transactional practices, schools do not incorporate its legal doctrines or skills in the foundational first year. That the Progressives pushed through antitrust laws and the New Dealers founded the modern administrative state reframed how people use the law, particularly in transactional practices, and should be given equal weight as the appellate-based common law in any legal introduction. Nevertheless, the law school model created by Christopher Columbus Langdell in the 1870s remains dominant. As this review of fifty-four law schools’ required curricula shows, law schools have largely retained Langdell’s curriculum. This negatively affects young transactional lawyers because their critical first year does not show them the law as a preventative, problem-solving practice. This Article proposes fundamental changes to the way law schools prepare students to be transactional and other types of attorneys by reframing the first year from various common law topics to a focus on practice areas. This Article argues that it is faculty, fear, and funding that prevent fundamental change to the first year and other required curriculum even as change is necessary for the health of law schools and the legal profession. This Article concludes that, in the face of curriculum stagnation, the ABA accrediting body and bar examiners should recognize these changes by requiring and testing these “new” areas of law
