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Did Print Media’s Coverage of White-Collar Crime Change After the ‘Bernie Madoff Scandal’?
Get PDFThe question guiding this research is: What are the meanings associated with white-collar crime in the media, and how, if at all, have those meanings changed in the wake of the ‘Bernie Madoff scandal’? This analysis explores how the newspaper article was framed (either episodic or thematic) and what labels were used to describe the crime and actors involved. Articles between 2007 and 2011 were analyzed, covering the year before the scandal to two years after Madoff was convicted in 2009. For framing, this analysis found that, unlike stories on poverty or street crimes which focus more on episodic themes, newspapers used a combination of thematic and episodic frames. However, after the Madoff scandal, there was a slight turn towards specific crimes and criminals – suggesting that newspapers were moving more towards episodic framing. For labels, the newspaper articles suggest at least two major types of labels. One is the fairly consistent association of white-collar crime with complexity. A second is the omission of working and middle class victims when discussing white-collar crime. Further, the use of labels connoting complexity intensified after the Madoff scandal
The Globalization of Childhood
Get PDFInternational law on children_s rights, in important ways, usurps state authority over the ideology of childhood, establishing complicated and exacting standards that all states should adopt. The international community_s enshrinement of children as rights holders and consolidation of power over the boundaries and standards of childhood mirrors international consolidation of authority over human rights in general after World War II, as the international community increasingly became the arbiter of acceptable treatment of citizens by states. In this paper, I argue that a globalized model of childhood that emerged after World War II was important to the development of the international system, serving to consolidate power and legitimize international institutions and order. I further examine the growth of this globalized model of childhood, one codified today in international law and developed primarily in Europe and the United States in the late 19th and early 20th centuries and diffused from these points of origin throughout the world. The paper uses the development of domestic and international law forbidding the death penalty for child offenders as a point of entry into the study of childhood, children\u27s rights and the international system. It investigates the mechanisms of diffusion for the norm against the child death penalty and identifies three principal mechanisms of norm diffusion based on the findings of case studies and their types of law; colonial influence; temporal period of abolition; and participation in international legal regimes and institutions
Distance and Online Social Work Education: Novel Ethical Challenges
Get PDFDigital technology has transformed social work education. Today’s students can take individual courses and earn an entire degree without ever meeting their faculty members in person. Technological innovations such as videoconferencing, live online chat, asynchronous podcasts, and webinars enable social work educators to reach students whose personal circumstances and geographical locations make it difficult for them to attend school in person. This paper highlights complex ethical issues associated with the proliferation of digital and online social work education. Key ethical issues concern student access; course and degree program quality and integrity; academic honesty and gatekeeping; and privacy and surveillance
An Exploration of the Barriers to Diabetes Management Among West African Immigrants in the United States
Get PDFPurpose: To explore the barriers to diabetes management among West African immigrants living in Rhode Island. Study Design and Methods: Semi-structured interviews with adults (N=5); men (n=2), women (n=3), Nigerian (n=3), Liberian (n=1), and Ghanaian (n=1) ages ≥18 with Type 1 or Type 2 diabetes, living in Rhode Island. Demographic information of the participants was obtained using a questionnaire. Interviews were conducted by the researcher and lasted approximately 50 minutes, and were scheduled to accommodate participants’ needs. Interviews were audio-taped and statements of the study participants were recorded. Subjects were redirected to clarify responses when necessary. Content analysis and coding, as proposed by Miles and Huberman (1994), were completed. Eight pertinent themes were identified. Results: All participants had Type 2 diabetes and reported various barriers to diabetes management: (1) financial difficulties, (2) poor dietary habits, (3) non adherence to daily maintenance, (4) cultural attachment to traditional management of diabetes, (5) cultural beliefs, (6) negative relationship with primary care doctor, (7) non-adherence to medication regimen, and (8) their practitioner’s inadequate knowledge of cultural care. Clinical Implications: These findings revealed that barriers exist for suitable diabetes management by some West African immigrants living in RI. Reducing the risk for complications, morbidity, and mortality can only occur with reduction of identified barriers
Prevention Management of Postoperative Nausea and Vomiting in Ambulatory Setting: How Well are We Identifying Patients with Motion Sickness?
Get PDFPostoperative nausea and vomiting (PONV) and postdischarge nausea and vomiting (PDNV) continue to be a serious problem in the ambulatory setting. These symptoms are among the most undesired complications following surgery and can adversely affect the quality of recovery for many patients. Previous research has concluded that the identification of risk factors for PONV/PDNV is a first step in developing effective prevention strategies. The purpose of this study was to examine the incidence of PONV/ PDNV in the ambulatory setting in female clients who were treated with transdermal scopolamine (TDS) for motion sickness as compared to those patients who were not treated with TDS. The study design was a two-group retrospective chart review. Of the group identified with a positive history and not treated with TDS, 54% (n=6) developed PONV /PDNV as compared to 26% (n=3) that were treated. This pilot study provided preliminary support that preoperative identification of PONV/PDNV risk factors and treatment with TDS reduces PONV/PDNV. Standardized, comprehensive risk factor identification in the preoperative period is indicated
Predictive Behavioral Cues of Patient Violence in the Emergency Department
Get PDFNurses are often subject to violence at the hands of their patients. The Emergency Department (ED) has become the area most vulnerable in the hospital setting, with contributing factors including the rise of polysubstance drug abuse, the increasing psychiatric population, and overall stressors related to the economy. The ED is the “gateway” to the availability of shelter, medications, and resources for many people that pass through every year. Accurate and timely identification of the most common and easily identifiable precursors of violence is essential in order to develop and implement effective de-escalation techniques that have the potential to reduce actual events. The purpose of this research project was to demonstrate the usefulness of a behavioral cue assessment tool in providing a simple predictor for potential violence in the ED setting. The methodology included a behavioral assessment checklist containing 17 cues developed by Wilkes, Mohan, Luck and Jackson (2010). Nurses completed the 17 item behavioral assessment on all patients being treated in the ED during a three-week time period. All 17 behavioral cues demonstrated a positive predictive factor for violence based on statistical analysis. Given the simplicity, cost effective nature, and predictability, the checklist appears to be feasible to use to potentially reduce healthcare costs related to injuries and emotional distress of nurses at the hands of violent patients. Further research is indicated. This study further exemplifies the qualities of an advanced practice registered nurse (APRN), including research, education, cost containment, and improved patient care
Professional Development in Historical Inquiry
Get PDFEducators in the social studies content area have struggled for over a century with how to best instruct their students in critical thinking. A growing group of researchers in the discipline of history, one of the major components of social studies education, support teaching the domain-specific skills of historical thinking through the process of historical inquiry. Nevertheless, many social studies teachers lack the pedagogical content knowledge to instruct their students in historical thinking skills through historical inquiry. This multiple case study sought to examine how two social studies teachers might change their knowledge, beliefs and practices after engaging in eight historical inquiry professional development sessions. The professional development in historical inquiry incorporated many characteristics shown to be effective based on research studies. The theoretical frameworks for the study included social constructivist learning theory, expert/novice learning theory, and teacher change theory. Analysis of data from teacher and student interviews, teacher surveys, classroom observations, teacher reflective journals, artifact review, and audio recordings of the professional development sessions revealed significant patterns within and across the two case study participants. Changes observed in the teachers’ knowledge, beliefs and practices indicated they were able to instruct their students in historical thinking skills through historical inquiry within their respective curriculums. However, both teachers faced the challenges of curriculum design and time constraints, and students’ varied developmental and motivation levels. Findings from this study have implications for how to support social studies teachers as they develop pedagogical content knowledge in historical inquiry in order to teach their students historical thinking skills
General Discussion #1
No full textThis video includes general discussion and questions from the attendees at the Querying the Library: Digitization and Its Impact conference hosted by the James P. Adams Library at Rhode Island College on May 31, 2013. Questions are posed to the panelists from the morning session of the conference which included: Mark Caprio, Head of Digital Publishing Services at Providence College, with the Digital Services Publishing team: Christiana Marie Landry, Commons Digital Publishing Services Specialist and Marc Mestre; Brendan Ryan, Digital Initiatives Librarian at Rhode Island College and Juli Lovett, Digital Initiatives Librarian with Andrée Rathemacher, Head of Acquisitions, both from the University of Rhode Island. See the accompanying videos in this playlist to view their presentations
Blackstone River: South View from Court St. Bridge
No full textEven before it was officially incorporated as a town in 1867, Woonsocket was home to numerous textile industries because of the water power provided by the Blackstone River. However, the industry ended after the Great Depression and the city had to adapt to retail and light manufacturing. This photograph shows some of the remaining factories in the late 20th, some of which have since been demolished. The Court Street Bridge was dedicated in 1895, at the time Woonsocket was a booming economy and the celebration included an electric light show and a speech by Mayor Aram J. Pothier which catalogued Woonsocket’s assets.https://digitalcommons.ric.edu/smolski_images/1952/thumbnail.jp
Lentils in the Ashes: Excavating the Fragments of Ancestral Feminism
Get PDFIn this paper, I have argued that the family can sow the seeds of feminism through the lived feminism of its members, even when tho se members are not activists . I also argue that it is essential for us to tell our mother line stories if we are to fully comprehend where we wish to stand as feminists. Narrative is always political, and narratives of the past-our individual pasts and our collective pasts-require a theoretically grounded reader in order to be fully understood. Fredric Jameson put s it thus: Only a genuine philosophy of history is capable of respecting the specificity and radical difference of the social and cultural past while disclosing the solidarity of its polemics and passions, its forms, structures, experiences, and struggles, with those of the present day . Jameson contends that only Marxist philosophy is adequate to the task of excavating the political unconscious in order to uncover its socially symbolic acts . He emphasizes that the public/private distinction is important in such an analysis, as any analysis that maintains a public/private distinction in fact clouds the underlying politics that shape and produce behaviors in the private realm. But I would suggest that feminists have long understood a similar logic by virtue of the recognition that the personal is political. For Black women this knowledge was always present due to their lived experience (Collins 9). For many white Second Wavers, this critical reading ability was developed via consciousness-raising groups-they learned to decolonize their consciousnesses and frame their stories in a way that would be most beneficial to themselves and the women who shared their political aims.
The earned result of such excavatory work is clarity about who we are, where we stand, and what strengths we may draw upon. In my case, the ashes covering my great-grandmother\u27s life are thick and have yielded but a few lentils for me to find. But they have been fruitful lentils nevertheless. The lived feminisms of my mother, grandmother, and great-grandmother cleared the ground for me to stand upon. I\u27m standing on that ground, from which I\u27ve swept away as much ash as I can, and I can feel the lentils like pebbles beneath my feet