Northampton Community College

About: Northampton Community College is a education organization based out in Bethlehem, Pennsylvania, United States. It is known for research contribution in the topics: Population & Poison control. The organization has 3410 authors who have published 4582 publications receiving 130398 citations. The organization is also known as: Northampton County Area Community College.

Employment and Caring in British and Norwegian banking: an exploration through individual careers.

Abstract: The continuing expansion of women's employment has increasingly focused attention on the question of how the caring work traditionally carried out by unpaid women will be accomplished. In particular, how can caring responsibilities be combined with a long-term career? In this paper, we assess the significance of the national context through a comparison of the biographies of career bank managers, male and female, in Britain and Norway. We find that although the (considerably) more family-friendly policies of the Norwegian state do have a positive impact, particularly in somewhat exceptional cases, nevertheless in general in both countries, individuals have difficulties in combining employment with caring and no examples of a `two career' household were found in either country. These findings emphasise the continuing tension between market forces and social reproduction, which has been exacerbated by the erosion of the `male breadwinner' model of family caring and has yet to be resolved in a satisfactory m...

Recidivism and dangerousness in arsonists

Abstract: Psychiatric morbidity is high among arsonists compared to those guilty of other serious offences, and the courts are anyway inclined to refer those convicted of arson for psychiatric assessment. There is, however, very little research that informs the assessment of future arson risk and, sometimes, the concepts of recidivism and dangerousness appear to be treated interchangeably. The current study aimed to examine dangerousness in terms of both recidivism and offence severity. The case notes of N = 167 adult arsonists referred for forensic psychiatric assessment over a 24-year period were examined for differences between (i) one-time only and multiple firesetters, and (ii) for characteristics of those who had set serious fires causing serious injury, loss of life or extensive damage. Findings largely support those in the literature with repeat arsonists being younger, single and having a number of attributes suggesting childhood disturbance. Personality disorder and previous time in prison were also associated with repeat firesetting. Recidivism was not associated with the setting of serious fires. Very few variables were able to predict whether subjects had set a serious fire although intentional behaviours such as multiple-point firesetting and the use of fuel and accelerants appear to indicate highly dangerous firesetting behaviour. These indicators differ from those previously reported by psychiatrists as most indicative of future dangerousness.

Evaluation of e-Bug, an educational pack, teaching about prudent antibiotic use and hygiene, in the Czech Republic, France and England

Abstract: OBJECTIVES: e-Bug, a junior and senior school educational programme to decrease the spread of infection and unnecessary antibiotic use, was developed and consisted of eight sections providing information on the spread, treatment and prevention of infection as well as basic information on microbes, both useful and harmful. Each section comprised teacher background information, lesson plans and an interactive student activity, and extension activities were also available for more able students. This study aimed to evaluate the effectiveness of the e-Bug pack in improving children's knowledge in these key areas, when used within the National Curriculum in England, France and the Czech Republic. METHODS: Junior (9-11 years) and senior (12-15 years) school classes were divided into either control or intervention groups for evaluation of the resource. Students were required to complete identical knowledge questionnaires at three timepoints (before, immediately after and 6 weeks after teaching), to assess knowledge change and retention. Teaching, using the e-Bug pack, was given by junior and senior school teachers. RESULTS: The junior e-Bug teaching pack demonstrated a significant improvement in student's knowledge in all sections and there was no significant decrease in student knowledge observed after a 6 week period. Knowledge improvement with the senior e-Bug pack varied between regions, although consistent improvement was observed for Gloucestershire (England) and Ostrava (Czech Republic). CONCLUSIONS: Although a success, modifications are required in both packs to further improve student knowledge and make the packs more appealing.