100 Years of Women at Fordham: A Foreword and Reflection

As we reflect back on 100 Years of Women at Fordham Law School, we have much to celebrate. In contrast to the eight women who joined 312 men at the Law School in 1918—or 2.6 percent of the class—women have constituted approximately 50 percent of our matriculants for decades. Life for women at the Law School has come a long way in more than just numbers. For example, in 1932, the Law School recorded the first known practice of “Ladies’ Day,” a day on which some professors would call on women, who otherwise were expected to be silent in their classes. In this context, one can only imagine the experience of Mildred Fischer, the first woman to serve as Editor-in-Chief of the Fordham Law Review, in 1936. We have come a long way and, thankfully, it is no longer unusual to see a woman voted Editor-in-Chief of the Law Review and our other scholarly journals. Women also have rightly claimed their place at the head of the Student Bar Association and countless student organizations. From the very start, however, women have succeeded as scholars and advocates at the Law School and in their careers. It is in this context that I express my gratitude to the Fordham Law Review Online for creating this space for women—faculty, alumnae, and students— to share their scholarship. Delightfully, there is no umbrella theme or limitation on the scope of their contributions; rather, they have followed their own intellectual curiosity and passions to create this terrific collection of Essays. The short precis that follow are designed to lure the reader to discover more about their keen ideas and brilliant minds

100 Years of Women at Fordham: A Foreword and Reflection

As we reflect back on 100 Years of Women at Fordham Law School, we have much to celebrate. In contrast to the eight women who joined 312 men at the Law School in 1918—or 2.6 percent of the class—women have constituted approximately 50 percent of our matriculants for decades. Life for women at the Law School has come a long way in more than just numbers. For example, in 1932, the Law School recorded the first known practice of “Ladies’ Day,” a day on which some professors would call on women, who otherwise were expected to be silent in their classes. In this context, one can only imagine the experience of Mildred Fischer, the first woman to serve as Editor-in-Chief of the Fordham Law Review, in 1936. We have come a long way and, thankfully, it is no longer unusual to see a woman voted Editor-in-Chief of the Law Review and our other scholarly journals. Women also have rightly claimed their place at the head of the Student Bar Association and countless student organizations. From the very start, however, women have succeeded as scholars and advocates at the Law School and in their careers. It is in this context that I express my gratitude to the Fordham Law Review Online for creating this space for women—faculty, alumnae, and students— to share their scholarship. Delightfully, there is no umbrella theme or limitation on the scope of their contributions; rather, they have followed their own intellectual curiosity and passions to create this terrific collection of Essays. The short precis that follow are designed to lure the reader to discover more about their keen ideas and brilliant minds

Global Collaboration in Law Schools: Lessons to Learn

This Introduction to the Symposium, Global Alliance for Justice Education (“GAJE”) North American Regional Conference, discusses four articles in the Fordham International Law Journal that advance a growing goal of the GAJE: developing scholarship to facilitate justice education and increasing awareness of the global justice movement. Each of the following four articles identifies ways in which collaborating law professors in significantly different contexts--China, South Africa, Nicaragua, and the United States--can learn from each other to develop vital programs of legal education and to strive for social justice

Indigenous Students and Mathematics: Teachers' Perceptions of the role of Teacher Aides

This study examined teachers' perceptions of the role of teacher aides in mathematics classrooms in rural and remote Indigenous communities. Twelve teachers from three schools in rural and remote Queensland participated in the study. The results from the first year of the project indicated that there were differences in how these teachers worked with their teacher aides, particularly the specific roles assigned to them in the mathematics classroom, with non-Indigenous teacher aides being given greater responsibilities for student learning and Indigenous teacher aides for behavioural management. As a result of teacher aide in-service on mathematics learning, teachers' perception of the Indigenous teacher aides changed, resulting in each being given greater responsibility for student learning

Foreword: Urban Bioethics

On February 26, 1997, the Fordham University School of Law hosted the Sixth Annual Stein Center Symposium on Contemporary Urban Challenges, entitled Urban Bioethics: A Symposium on Health Care, Poverty, and Autonomy. The Foreword introduces Articles in this Symposium issue and discusses two central themes of the various Articles: socioeconomic framing of bioethical and healthcare issues, and the challenge of the moral consensus

Hunger in America: Suffering We All Pay For

Estimates the recession's impact on food insecurity and the national and state-by-state cost of hunger from hunger-induced illnesses, including depression; poor educational outcomes and reduced lifetime earnings, and private charity to help feed families

Exploring Young Students' Functional Thinking

The Early Years Generalising Project (EYGP) involves Australian Years 1-4 (age 5-9) students and investigates how they grasp and express generalisations. This paper focuses on data collected from six Year 1 students in an exploratory study within a clinical interview setting that required students to identify function rules. Preliminary findings suggest that the use of gestures (both by students and interviewers), self-talk (by students), and concrete acting out, assisted students to reach generalisations and to begin to express these generalities. It also appears that as students become aware of the structure, their use of gestures and self- talk tended to decrease

AROMATASE PROTEIN CONTENT IN GLUTEAL AND ABDOMINAL SUBCUTANEOUS ADIPOSE TISSUE IN PREMENOPAUSAL CAUCASIAN AND AFRICAN AMERICAN WOMEN

OBJECTIVE: To determine if aromatase protein content differs in abdominal and gluteal adipose tissue and to determine if there are racial differences in aromatase protein content that might influence racial differences in regional body fat distribution in overweight to obese premenopausal women. MATERIALS/METHODS: Biopsies of the subcutaneous abdominal and gluteal adipose tissue were performed in 15 premenopausal women (7 C/8 AA, 25.1 + 1.8 years, BMI 29.5 + 0.5kg/m(2)). Adipose tissue protein content was measure by western blot analysis. Independent sample t-tests were used to determine racial differences in subject characteristics and sex hormones. Two-way repeated measure ANOVA (race x region) was used to determine racial differences (C versus AA) in estrogen receptor expression in the abdominal and gluteal SAT. RESULTS: Aromatase protein content was not different between races or regions: C abdominal 0.25±0.06, C gluteal 0.25±0.12, AA abdominal 0.35±0.08, AA gluteal 0.32±0.09 arbitrary units (2-way ANOVA; race x region p=0.73, race p=0.46, region p=0.71). CONCLUSIONS: This study showed no significant differences in aromatase protein content between regions or races in the observed group. No regional or racial differences in aromatase protein content were detected in this study

A phenomenological exploration of nursing students’ experience of raising a care concern in clinical practice

UK pre-registration healthcare students are expected to raise a care concern about unsafe situations whilst in clinical practice. The UK’s NHS is in the midst of a change to an open, honest and transparent culture which responds to a professional’s concern about patient care, to improve safety and prevent harm. Central to this change is improving the experience of registered healthcare professionals whose decision to raise a care concern is influenced by the organisational culture; this can create a difficult moral choice. The experience of nursing students who decide to raise a care concern has received little attention, and this study sought to explore this under-researched area. A literature review was undertaken which identified that the experience of nursing students who had raised a care concern had not been previously examined. To guide this study, Clarke Moustakas’ (1994) transcendental phenomenological methodology was used to explore nursing students’ lived experience of raising a care concern. Ten nursing students with experience of raising a care concern in clinical practice voluntarily participated in the study. Open interviews conducted between December 2016 and October 2017 were audio recorded and transcribed, exposing individual narratives of raising a care concern in clinical practice. The transcripts were analysed to produce a composite description which summarises nursing students’ lived experience, reflecting four themes or essences: 1) patient centred concern; 2) deciding how to act; 3) having emotional strength; and 4) feedback and support. These typify what it is like for nursing students to raise a care concern whilst in clinical practice. The findings were critically examined and suggest that compassion may motivate nursing students to act when faced with an unsafe situation, seeking to stop patient harm and suffering. Recognising this moral motivation, students described the relevance of emotional strength when dealing with the emotionally complex experience of facing difficult situations, with feedback and support providing comfort plus moral and emotional satisfaction. This study also explores the implications for professional practice, specifically the impact upon future teaching and learning approaches to facilitate nursing students’ ability to detect and act upon unsafe situations; providing listening opportunities to support students in clinical practice; and valuing nursing students who raise a care concern as role models and local clinical leaders. Recommendations include a new national campaign to improve the likelihood of nursing students raising care concerns and updating UK professional guidance