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Carl E. Fisher Ziv E. Cohen Steven K. Hoge Paul S. Appelbaum 《Behavioral sciences & the law》2015,33(2-3):334-345
The National Instant Criminal Background Check System (NICS) Improvement Amendments Act of 2007 encouraged states to create processes by which individuals who have lost their rights to firearm possession for mental-illness-related reasons could receive relief from restrictions. Over 20 states have created relief processes for this sub-group, but there still exists considerable state-by-state heterogeneity. The spectrum ranges from states that require a physician's opinion regarding appropriateness for restoration to those that rely solely on judicial proceedings without input from psychiatrists or other mental health professionals. This article reviews the restoration process in New York State, a model in which psychiatrists participate in the process of assessing whether an individual's firearm rights can be restored. It discusses the legislative background of these regulations, the specific policies and procedures governing the restoration process, and clinical considerations for the forensic evaluation. Copyright © 2015 John Wiley & Sons, Ltd. 相似文献
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R L Fisher 《Perceptual and motor skills》1968,26(3):825-826
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Lynne G.Duncan Philip H. K. Seymour Shirley Hill 《The Quarterly Journal of Experimental Psychology Section A: Human Experimental Psychology》2000,53(4):1081-1104
The paper reports a series of studies of reading and metaphonological processing by children in their second year in primary school(aged 6 years). An earlier study had established that, in the first year of learning, performance was characterized by a small-unit approach in which graphemes and phonemes were emphasized. In the second year, reading became more sensitiveto the frequencies of rime structures in the lexicon. Capacity to generate word analogies for nonwords also showed increasing commitment to rime-based responses, and this trend was strongly linked to reading age. The present results suggest that a small-unit approach to reading is augmented by a large-unit approach as development proceeds. This trend was reflected in performance on a test of explicit phonological awareness. When asked to report the segment of sound shared by two spoken words, Primary 1 children were poor in reporting shared rimes but relatively adept in reporting shared phonemes. During Primary 2 there was an improvement in ability to report shared rimes, and this trend was also related to reading age. These results are discussed in relation to the influence of instruction and the nature of the orthography in determining the course of reading development. 相似文献