Many opportunities to learn from the 2013 Boston Marathon bombing have not been capitalized on. The terrorist attack was launched in the heart of Boston, a densely populated urban area with a population of approximately 670,000. Those numbers are amplified by the hundreds of thousands of spectators that line the streets along the Marathon route, with most at the finish line on Boylston Street. Two pressure cooker bombs were detonated in the finish line area, killing three and injuring 264. Among the injured were 16 who suffered traumatic amputations. Numerous reviews of the response and investigation identified positive aspects to be expanded upon and others needing improvement. This monograph presents lessons learned within the context of the National Incident Management System. Individuals that responded to and investigated the attack provide insights into what went well and, more importantly, what didn’t, in the days and weeks following the attack. How would the proper implementation of Unified Command have improved outcomes? Find out from those who were there, have separated from service, and are now free to speak. The lessons presented provide critical guidance for the proper preparation for and response to terrorist attacks in urban environments.

Introduction:The local, national, and global disasters have increased the demand for Emergency Management professionals. Institutions of higher education can play a key role to support and respond to this demand. One institution of higher education responding to this demand is Anna Maria College (AMC). AMC is a four-year, independent, Catholic institution accredited by the New England Commission of Higher Education, which was formerly known as the New England Association of Schools and Colleges. Established in 1946 by the Sisters of Saint Anne, the College was founded to increase access to quality education, educational innovation, and respect for service to others through development of the total human being. AMC offers exceptional professional programs at all degree levels, especially in community-oriented professions, propelling students to lives of civic, spiritual, and personal consequence. Based on the number of public safety majors and their networks, an area of interest has become how the college could contribute and respond to the demand for emergency managers.Method:These search resources were used: Chronicle, HigherEd jobs, Indeed, GoogleScholar Emergency Management majors curriculum, with searches from 2012 onward. Keywords used included emergency management jobs, higher education emergency management curriculum, public safety and community networking, disaster, and emergency preparedness, and filling the emergency management pipeline.Results:Data collection and analysis planned for completion by February 2023.Conclusion:Higher education can support the pipeline to narrow the gap and respond to the demands for trained and educated community members in disaster and emergency preparedness. Higher education responses include strategies such as, creative emergency management curriculum and community networking.

A review of Lincoln Rice, ed., The Forgotten Radical Peter Maurin: Easy Essays from the Catholic Worker.

Skeletal indicators of child abuse have been recognized for several decades yet remain problematic in their consistent recognition and interpretation. Several studies have endeavored to develop a reliable suite of diagnostic skeletal indicators of non-accidental skeletal trauma, and several types of injury are recognized as variously specific for physical abuse of infants and children at different stages of development. Some skeletal features are strongly suggestive of child abuse, such as multiple injuries in different stages of healing, are widely accepted but may not be effective using standard investigative protocols and classifications. Moreover, methodological concerns with the diagnosis and interpretation of child mistreatment are evident. These issues are compounded by the challenges of collecting valid and reliable data in clinical and medicolegal contexts.

The psychedelic drug psilocybin has been successfully explored as a novel treatment for a range of psychiatric disorders. Administration of psilocybin requires careful attention to psychological support and the setting in which the drug is administered. The use of music to support the acute psychoactive effects of psilocybin is recommended in current guidelines, but descriptions of how to compile music programs for the 4-6 h long sessions are still scarce. This article describes the procedural steps and considerations behind the curation of a new music program, the Copenhagen Music Program, tailored to the intensity profile of a medium/high dose psilocybin. The method of Guided Imagery and Music is presented as a music therapeutic framework for choosing and sequencing music in music programming and the Taxonomi of Therapeutic Music is presented as a rating tool to evaluate the music-psychological intensity of music pieces. Practical examples of how to organize the process of music programming are provided along with a full description of the Copenhagen Music Program and its structure. The aim of the article is to inspire others in their endeavours to create music programs for psychedelic interventions, while proposing that an informed music choice may support the therapeutic dynamics during acute effects of psilocybin.

The senior year in college is a pivotal time for emerging adults as they plan and make career decisions for their post-college lives. During this challenging transition, parents may be a safeguard; however, little research identifies how parents are involved in their emerging adult’s career development. The present study examined career-related parental involvement (CRPI; for mothers and fathers separately) from the perspective of graduating seniors in India and the US to develop and validate a new CRPI scale. Participants (India n = 1544; US n = 247) completed the CRPI scale and other related measures. Findings suggest that the 20-item CRPI scale represents three dimensions of career involvement across cultures and parents: Support, Interference, and Disengagement. Results supported the scale’s convergent and concurrent validity (e.g., negative association between disengagement and parent-emerging adult relationships). Notable role differences between parents were observed across cultures. Implications include the use of this scale across diverse cultures.

One of the demands facing the church is the call for unity with Christians with profound intellectual and physical impairments. As the church becomes a community of justice with and for people with impairments, she is an instrument of God's shalom. However, too many of our sisters and brothers with impairments find themselves on the outside looking in. How can the church continue to move toward a more complete welcome and participation? Responding to this theological question precedes clinical or legal concerns. The best the world has to offer is not what the church needs, though she can learn from reasonable professional approaches. The message and peace of Christ can undo the walls of separation that keep Christians with impairments out. Such a transformation would be a sign that the church is being built up in peace, and would offer a model of true communion among a diversity of people.