REGIONAL ACREAGE RESPONSE FOR U.S. CORN AND WHEAT: THE EFFECTS OF GOVERNMENT PROGRAMS

This paper presents findings from an analytical scheme that offers a promising alternative to traditional procedures of modeling acreage response. The scheme addresses the two-step decision process in which program and nonprogram planting decisions are modeled separately, conditional on the decision to participate. This provides a more realistic and intuitive portrayal of producersÂ’ decision making process. The model is applied at the regional level to assess the impact of farm programs on acreage response for corn in the Cornbelt and Lake States, and for wheat in the Northern Plains. The impacts of policy variable changes on participation and planted acreage are also analyzed.Agricultural and Food Policy,

Alien Registration- Starkey, Abner M. (Auburn, Androscoggin County)

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Learning Professionalism in Practice

This paper describes exploratory research into learning professionalism, ethics and civility in the legal workplace. We begin by setting out the issue as described by scholars, regulators, insurers, courts, and practicing lawyers, then examine the literature on developing a professional identity through learning at work. We employed a focus group method to gather data on the issues that practicing lawyers experience during their working day, as well as how they learn to define, identify, and manage these professionalism and ethical issues

A Preliminary Exploration of the Elements of Expert Performance in Legal Writing

This paper describes results of focus group research conducted with senior advocacy lawyers in relation to the lawyers\u27 characterization of expert legal writing. The results suggest an important interplay between product and process, and are consistent with general theoretical models of expertise that characterize the writing process as exploratory, recursive, reflective and responsive. The results may also be linked with existing studies of school to work transitions. The authors also describe how the research results tie into a longer term research project aimed at developing a description of increasingly sophisticated writing competencies that can be expected of lawyers as they progress through their careers

Learning Professionalism in Practice

This paper describes exploratory research into learning professionalism, ethics and civility in the legal workplace. We begin by setting out the issue as described by scholars, regulators, insurers, courts, and practicing lawyers, then examine the literature on developing a professional identity through learning at work. We employed a focus group method to gather data on the issues that practicing lawyers experience during their working day, as well as how they learn to define, identify, and manage these professionalism and ethical issues

Text Work as Identity Work for Legal Writers: How Writing Texts Contribute to the Construction of a Professional Identity

The authors conduct an analysis of a number of first year and practitioner legal writing texts in order to examine whether and how these texts focus on the development of a legal identity: in particular, through the creation of a personal, professional, or discoursal voice. The question of creation of a legal identity is significant, in part, because of the increased focus on teaching and learning professionalism and professional behaviors, both within law schools and in practice. The authors conclude that there is a limited focus within the texts on the identity work inherent in learning to write with authority under conditions of uncertainty. The social practice of writing tends to be under-emphasized

Text Work as Identity Work for Legal Writers: How Writing Texts Contribute to the Construction of a Professional Identity

The authors conduct an analysis of a number of first year and practitioner legal writing texts in order to examine whether and how these texts focus on the development of a legal identity: in particular, through the creation of a personal, professional, or discoursal voice. The question of creation of a legal identity is significant, in part, because of the increased focus on teaching and learning professionalism and professional behaviors, both within law schools and in practice. The authors conclude that there is a limited focus within the texts on the identity work inherent in learning to write with authority under conditions of uncertainty. The social practice of writing tends to be under-emphasized