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Proportionality and Theft
No full textCriminal law can serve a variety of utilitarian purposes including deterrence, incapacitation, and rehabilitation. Nevertheless, there is broad agreement among criminal justice scholars that the pursuit of these purposes should be constrained by a requirement that punishment not be disproportionately severe relative to the offense charged. The proportionality constraint is likely to be especially important when considering the less heinous predatory crimes such as nonviolent thefts. Recent years have seen experiments by progressive prosecutors who deemphasize theft offenses as well as statutory schemes that treat many thefts as misdemeanors. With some empirical support, critics charge that these experiments have increased the level of theft in many cities, with harmful indirect effects as individuals and businesses take costly actions to try to minimize thefts. These critics observe that theft involves appreciable gain to the offender and a relatively low probability of being caught for a given offense. The worry is that society might be forced to choose between giving up on proportionality constraints or tolerating the high levels of theft that could result if those constraints are observed. This Article argues that a proper concept of proportionality need not be inconsistent with reasonable efforts to control theft. The important step is to view the severity of a sanction in terms of the expected costs being imposed compared with the expected benefits of the activity. With sanctions defined in that way, one can take a minimally retributive attitude toward nonviolent theft sanctions, one that is designed not to cause the offender to suffer but only to cancel the expected gains from the activity
Roundtable: In Between Worlds: Multicultural Learning and Cultural Retention among Early Childhood Immigrants (Ages 5–7) with Non-English Backgrounds
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Poster Presentation: Language and Educational Equity: Understanding the Unequal Opportunities of Minority Language Learners in Multilingual Societies
No full textThe Voices of Educators and Elders: Examining a Supplemental Educational Program Through a Culturally Responsive Lens in Gullah Geechee and African American Communities
No full textAfrican American students in South Carolina experience historical educational suppression (Anderson, 1988; Bowers et al., 2018; Fabel, 2019). This qualitative case study investigated how the use of African Diaspora and Gullah Geechee culture in supplemental education programs supported the academic success of youth. Using a culturally and historically responsive literacy and critical race theoretical framing (Gay, 2013; Hammond, 2015; Ladson-Billings, 2014; Ladson-Billings & Tate, 1997; Mills, 1997; Muhammad, 2020), this study captured the voices and insights of community elders and program directors of The Village Group, that makes use of Gullah Geechee cultural, academic, and vocational practices to engage and educate youth in the Lowcountry. It used observations (Paley, 1986), interviews, a deep immersion into the culture (Bhattacharya, 2017; Creswell & Creswell, 2017), and photography of learning sessions. The study found that the program and community elders focused on resilience to maintain its community’s values through education, and when culturally sustaining pedagogy is implemented, students of the African Diaspora thrive in this scholastic environment. This is the power of collective action, a utilization of resistance to deficit mindsets and stereotypes of Black youth within restrictive social structures in the rural south. This resistance is restorative, stemming from years of knowing from elders’ personal experiences that African Diaspora students need to be seen as beautiful, accepted and loved as family, and heard as an equal participant in their education
Process and Outcome Disparities in NICUs: A Grounded-Theory Study
No full textPurpose: This dissertation explored the process of care within neonatal intensive care units (NICUs) that may be impacting neonatal health outcomes, as perceived by NICU registered nurses (RNs).
Background: NICUs are one of healthcare’s most demanding environments. Persistent neonatal outcome disparities exist in birthweight, mortality, and care quality. Recent studies highlight internal factors—staffing, workflows, policies—and external factors—social determinants of health, prenatal health—influencing neonatal outcome disparities.
Methods: A constructivist grounded theory design was used to explore the complex processes and relationships within NICU settings. This inductive approach used constant comparative analysis through initial, focused, and theoretical coding. Iterative coding, theoretical sampling, and member checking refined emerging concepts.
Findings: Eleven active NICU RNs were interviewed individually until saturation was achieved. Initial and focused coding was performed. Theoretical coding yielded three codes: shaping perinatal influences on neonatal outcomes, performing relational-technical caring for neonates, and guiding neonates along the struggling–to–thriving continuum. The core category, navigating NICU caring dynamics, emerged to explain how participants believed the process of care within NICUs may be affecting neonatal health outcomes. Navigating NICU caring dynamics represented the grounded theory of this study.
Significance of Study: Navigating NICU caring dynamics integrates relational, technical, and ethical care to address inequities in neonatal practice. It informs nursing education, theory, practice, and policy by promoting adaptive, compassionate, and evidence-based care while guiding future research on equity-centered clinical processes
Cite Right: How a Pop-Up Help Desk Addresses Service Gaps
No full textDuring the middle of the 2025 spring semester, we noticed two intertwined problems that required addressing: students were unaware of the full range of our services, and our lack of a reference desk reduced organic interactions with students. This lack of understanding and excess of physical distance, combined with other issues such as an individual\u27s hesitation in approaching a librarian for help, presented us with obstacles to providing high-touch service. To overcome these obstacles, we launched a citation help desk the week before final exams. This alternative reference model created an approachable format where students could receive citation assistance and feedback in the high-traffic library common area. Students not only felt more comfortable approaching us in this setting, but the connections we made continued even after the program ended. In this session, we’ll share what our approach taught us about student needs, outreach gaps, and reducing library anxiety. We’ll discuss how we plan to continue the program, expand student outreach to freshmen through different channels, and build potential partnerships with the Writing Center, Student Success Center, and First-Year Seminar courses. This demonstrates how a small, informal program can influence student success through their interactions with library services and personnel
Disinformation Detox: Media Literacy as a Tool for Student Empowerment
No full textBackground
In an era of deepfakes, algorithmic manipulation, and viral misinformation, students face increasing challenges in discerning credible information. Media literacy has become a critical skill for academic success and informed citizenship. Module Overview
Media Literacy Essentials is a newly launched pilot module designed to help students detox from disinformation by equipping them with foundational skills in evaluating sources, identifying bias, and understanding media production. The module is part of a first-year experience course and encourages active engagement with real-world media. Preliminary Observations
Now in its first semester, the module has shown encouraging signs of student engagement and curiosity. While formal results are not yet available, early feedback and classroom interactions suggest that students are beginning to approach media with greater skepticism and awareness. Implications for Student Success
By fostering critical thinking and information resilience, Media Literacy Essentials supports broader student success outcomes. These include improved academic confidence, stronger research habits, and enhanced digital citizenship. These skills are essential for navigating today’s complex media landscape