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Essay on the penal law of Pennsylvania [electronic resource] / by Job R. Tyson

Catalog: Law Library New Titles - Fri, 05/30/2014 - 18:07
Tyson, Job R. (Job Roberts), 1803-1858
Categories: Books

Remarks upon the law of bailment [electronic resource] / by John B. Wallace

Catalog: Law Library New Titles - Fri, 05/30/2014 - 18:07
Wallace, John B. (John Bradford), 1778-1837
Categories: Books

Lessons from a Lawyer’s Life

The author, scholar-in-residence at Pace Law School, received the 2013 ABA Award for Distinguished Achievement in Environmental Law and Policy. A pioneer in the early years of environmental protection, she expands in this space on her remarks in accepting the honor, drawing insights for today’s environmental professionals.

Categories: Books

Configuring Google Scholar to link to full text

The Library Minute - Wed, 05/28/2014 - 08:07
Configuring Google Scholar to link to full text
This video shows how to configure Google Scholar to show links to full text articles available from the Pace library. From: Pace University Library Views: 19 0 ratings Time: 01:02 More in Education

Examining the Relationship between Parenting Perceptions and Online Gaming

The purpose of this current study was to contribute to the existing parenting and online gaming literature by investigating the relationship between the perceptions of parenting (in both parents and non-parents), as outlined by the Parent Development Theory (PDT) and online gaming behaviors, as measured by the Online Gaming Use Questionnaire (OGUQ) and the Game Addiction Scale (GAS). The influences of gender, ethnic/racial background, age, and parental status were also considered to explore the relationship between parenting perceptions and online game behaviors. The final sample consisted of 334 online participants from the United States (83.2%) and other international countries (16.8%). Participants completed three online measures via Qualtrics: the Online Gaming Use Questionnaire (OGUQ), the Game Addiction Scale (GAS), and the Parenting Behavior Importance Questionnaire -- Revised (PBIQ-R). The results indicate that online gaming use is best measured by considering individuals' current level of gaming, dedication to gaming, as well as time spent on games daily and weekly. The results also demonstrate that participants' level of online gaming behaviors, as measured by the GAS, influences their perceptions of parenting, as assessed by the PBIQ-R. For example, the lowered importance of parenting behaviors, such as bonding, education, responsivity, sensitivity, negativity, and positivity were predicted by the conflict subscale (GASC) of the GAS. The GAS scores were associated with problematic online gaming behaviors such as salience, tolerance, mood modification, relapse, withdrawal, conflict, and problems. Significant group differences in demographic variables such as gender, ethnic/racial background, and parental status were found with regard to online gaming behaviors and parenting perceptions.^

Categories: Books

Program Evaluation of CHAMPS- School-Wide Positive Behavioral Interventions and Supports (PBIS) at a Therapeutic School

The contemporary approach of teaching adaptive behavior in educational settings is called Positive Behavioral Interventions and Supports (PBIS). School professionals expect an 80% response rate based on previous research of the PBIS framework studied in public schools using a mixed population of special education and typical students (Colvin, Kame'enui, & Sugai, 1993; Lewis, Sugai, & Colvin, 1998; Sprague et al., 2001). Limited research is available on the effectiveness of PBIS in non-public school settings, or with specific special education student populations. This study reviewed the efficacy of PBIS CHAMPS (Sprick, 2012) at a therapeutic school to determine whether a response to intervention rate similar to what has been reported with other student populations would be achieved. More specifically, students' gender and therapeutic treatment setting (non-residential vs. residential) were examined in relation to the frequency of incidents (out-of-program and aggression) and restraints prior to and during the 1st year of implementation of PBIS CHAMPS. Participants included 108 students in a therapeutic school in a suburban setting. There were 84 males and 24 females, of which 50 students were in the residential and 58 students were in the non-residential treatment setting. This was a quasi-experimental study utilizing an existing database. Results revealed that the frequency of incidents during the first year of CHAMPS implementation was significantly lower (p = .015) than the frequency of incidents a year before CHAMPS implementation. Results revealed that the change in frequency of incidents at the therapeutic school decreased significantly (p=.017), for students in residential treatment. Females in the residential treatment program were most likely to respond (p=.053) to PBIS CHAMPS as measured by the larger change in frequency of incidents. There were no significant decreases observed in the rate of restraints. CHAMPS was found to be a partially effective PBIS framework for students, particularly for female students in a NYS suburban residential therapeutic setting. The findings emphasize the importance of examining differences in how students respond to PBIS Tier One interventions based on their gender and treatment setting.^

Categories: Books

School Psychologists' and Upper-level Graduate School Psychology Students' Knowledge and Attitudes Regarding Lesbians, Gays and Bisexuals

After several nationally publicized tragic incidents involving the suicides of students that were victims of bullying, the federal government, as of 2010, has undertaken the task of understanding bullying, its repercussions, how to stop it, and has encouraged states to address this problem seriously or face possible legal consequences (Bornstein, 2010). In 2012 New York State implemented The Dignity Act (also known as Dignity for All Students Act, or DASA). DASA emphasizes a holistic creation of environments of tolerance and respect for others by students and staff alike. DASA amended New York State Education Law requiring instruction in civility, citizenship, and character education, to increase sensitivity in the relations of people, including but not limited to, different races, weights, national origins, ethnic groups, religions, religious practices, mental or physical abilities, sexual orientations, gender identity, and sexes. DASA also requires yearly reports from every school in the state regarding material incidents of bullying, and the inclusion of language addressing The Dignity Act in each board of educations' code of conduct. The purpose of this study was to investigate school psychologists' and school psychology graduate students' knowledge of LGB (Lesbian, Gay, Bisexual) history, symbols and community as measured by The Lesbian, Gay, and Bisexual Knowledge and Attitudes Scale for Heterosexuals (LGB-KASH), as an indicator of LGB-affirmativeness and preparedness for implementation of DASA, specifically on behalf of LGBT students. The attitudes and self-perceived proficiencies of practicing school psychologists and graduate students to work with LGBT students were explored in relation to their education/training about sexual minorities, and the presence of a Gay-Straight Alliance (GSA) in their school(s). The listsery for the New York Association of School Psychologist (NYASP), the state affiliation of the National Association of School Psychologists (NASP), was used to recruit practicing New York State school psychologists (n = 162, 58.1%) for participation in an online survey. Likewise, upper-level school psychology students (n = 117, 41.9%) enrolled in Master's, Specialist and Doctoral level school psychology training programs in New York were recruited via the NASP online directory of approved programs. The participants in this study included 242 (86.7%) women, 34 (12.3%) men, and 3 participants who did not identify (1.1%). Overall both graduate students and practicing school psychologists participants held positive attitudes regarding LGB individuals and issues as measured by the Lesbian, Gay, and Bisexual Knowledge and Attitudes Scale for Heterosexuals (LGB-KASH), but lacked knowledge about LGB history, symbols and community. Education was shown to increase Knowledge scores for both students and practicing school psychologists. School psychologists in schools with Gay Straight Alliances (GSAs) did not differentiate in terms of Knowledge scores from those who did not have a GSA, however the presence of a GSA did increase school psychologists' self-perceptions for working effectively with bullying that involved LGBT students, and appropriately providing interventions for a student coming out. This result is an area for further inquiry. Similarly, another area for additional research is building resilience so students have the social skills or assertiveness training, which they may not be learning at home, and as a result make them even more vulnerable when bullied. Finally, research can be expanded to include school psychologists and graduate student knowledge and attitudes towards students that identify as transgender. Limitations of this study are explored.^

Categories: Books

Check out the library summer hours

Current Library News & Events - Tue, 05/27/2014 - 12:25

Taking summer classes or still in the neigborhood for the summer?  Stop by the library as we will be open on a modified schedule for the summer.  Take a look here for all of our hours:

http://www.pace.edu/library/about-the-library/locations-hours

Faculty Research Workshop – June 3-4, 2014

Current Library News & Events - Thu, 04/10/2014 - 15:08

Faculty Research Workshop – June 3-4, 2014
Pleasantville and New York City campus

You are invited to apply for the Summer 2014 Faculty Research Workshop.  Registration will be limited. The workshop is a two-day, hands-on session for faculty members conducting research who are interested in learning more about the resources and services available to them from the Pace Library and other local and regional libraries.

CLICK HERE TO REGISTER

Workshop Agenda

Tuesday, June 3rd (Day one)

8:30 – 9:00am: Break-out room – Light breakfast (provided)

9:00 – 12:00pm: Electronic Classroom

  • Introductions
  • Librarian facilitated  hands-on session covering:
    • Research tools
    • Searching techniques
    • ILLiad interlibrary loan
    • Resources outside of Pace

Wednesday, June 4th (Day two)

10:00-12:00pm: Electronic Classroom

  • Participants conduct research in their own areas of interest, with librarians present to assist

12:00-1:00pm: Break-out room – Lunch (provided)

1:00-2:00pm:Videoconference rooms

  • Faculty participants from both campuses will give a 2 to 3 minute summary of the research they worked on and what they were able to accomplish.

 

 

 

Mortola Library Courtyard now open!

Current Library News & Events - Wed, 04/09/2014 - 10:58

Have a seat in the new Mortola Library Courtyard!  New furniture for the courtyard and the meditation garden has arrived and now awaits you to come and enjoy the spring weather!

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