Another Alternative: The Use of Moderated Settlement Conferences to Resolve ADA Disputes Involving Persons with Mental Disabilities

Published in cooperation with the American Bar Association Section of Dispute Resolutio

Dancing with the One That Brung Us - Why the Texas ADR Community Has Declined to Embrace the UMA

I readily acknowledge that the UMA is a bold and noble project, and it is certainly the result of substantial effort and compromise. Indeed, I largely concur with the sentiment of Philip Harter that [tihe UMA is the product of heroic effort that brought together many interests and perspectives to thrash out a workable framework for mediation. That being said, however, much of the Texas mediation community, of which I am a part, has largely opposed enactment of the UMA\u27s framework for our state. As I have written previously, the Alternative Dispute Resolution Section of the State Bar of Texas (Texas ADR Section) has publicly stated its opposition. Similarly, the Association of Attorney-Mediators (AAM) and the Texas Association of Mediators have registered their strong opposition. The primary concerns of these organizations relate to two principal areas: (1) the UMA drafters\u27 approach to confidentiality in comparison to the long established legislative approach set forth in the Texas ADR Act, and (2) the relative complexity of the UMA\u27s provisions. In this essay I will first address these two major areas of opposition. Then, I will turn to several ancillary concerns, followed by a brief discussion of certain other entities\u27 objections. I then encourage the reader to consider the other contributors\u27 responses to my viewpoints

Descriptive Bibliography of Imprints in the House of David Collection

This article represents the first phase of a new descriptive bibliography of imprints from the Israelite House of David. It is intended to supplement the comprehensive and monumental work of Henry M. Yaple, whose Descriptive Bibliography of the Israelite House of David and Mary’s City of David, 1902-2010 was published in 2014 by the Richard W. Couper Press. This partial supplement to Yaple’s work features some of the most significant finds from among the imprints newly discovered at Shiloh, but a small percentage of what is yet to be discovered and cataloged. The imprints enumerated here are those Yaple had not seen because he had no access to them at the time. As we have not yet fully sorted through our holdings, it is nowhere near comprehensive

Comparing Grounded Theory and Phenomenology as Methods to Understand Lived Experience of Engineering Educators Implementing Problem-based Learning

Convincing teachers to implement pedagogical innovations is notoriously hard. This research project investigated the shift in pedagogical approach among a small group of faculty as they replaced traditional lecture-based methods with problem-based learning projects. Interviews were conducted with eight drivers of this change, around the question: What was it like to be part of a learning group focused on tangible change toward student-centred learning? Objectives were to understand how pedagogical change happened in an electrical engineering programme at a post-secondary institution in Ireland; analyse data using two different research methods; describe the processes, results, and findings, determining: To what extents do the research methods of grounded theory and phenomenology fit our data and yield relevant and useful findings? Results of this multiple-methods approach indicate enjoyment, camaraderie, and grassroots ownership were essential to driving transformation. With this specific dataset, grounded theory produced valuable findings (including a graphic model of change). Phenomenological methodologies seeking to understanding raw, pre-reflective experience were not as effective, because interviews occurred two years after the events and thus interview comments were inherently reflective. This report should be of particular use to teachers and administrators strategising change and engineering education researchers assessing the applicability of various methods

An argument for incorporating sociological approaches into phenomenological analyses in engineering education research

Despite numerous research studies that have examined why women are underrepresented in engineering education programmes, the phenomenon is still not fully understood, and no effective general solutions have been found. In this context, analysing women’s experiences in engineering education can provide insights regarding the evolution of the students’ learning strategies and socialization processes as well as contextual factors that influence their choice to persist in or leave their courses. This paper explores the pertinence of enhancing phenomenological analyses conducted in engineering education research by incorporating sociological perspectives, drawing on sociological studies that explore the relationship between gender, STEM education and persistence in STEM courses. The aim is to contribute to building a conceptual framework that, on the one hand, captures lived experience in engineering education and, on the other hand, analyses the social settings around engineering itself, i.e., the objectively significant circumstances, that condition female students’ attitudes, behaviours, and expectations towards persisting or not in engineering courses. Conclusions suggest the conceptual framework around subjectively meaningful experiences, proposed by Alfred Schutz, who followed the phenomenological school of thought initiated by Edmund Husserl, might be useful in understanding not only (a) the representations of the subjective social world for women in engineering education (that induces feelings of identification, security, symbolic values, and ultimately social actions), but also (b) the intersubjective social system that structures daily life, legitimizes behavioural patterns, assigns roles, and defines group membership along education in engineering. Expanding engineering education researchers’ conceptions of phenomenology, to consider more of the structural issues that influence women’s experiences and choices, can help generate increasingly meaningful research findings

Building Entry Flood Barrier

The purpose of this project is to develop a flood barrier that would resist flood water from entering through the doorways of a building. The goal is to mitigate extensive flooding within a structure. After the disastrous weather events that impacted American citizens late in the year of 2017, the team was inspired to develop a project to help disaster victims. Through extensive preliminary and market research, it was discovered that flooding is a serious issue that affects people all over the world. A product to stop flooding could benefit people in developed countries, but it could also help citizens of developing countries. After this research, the group was able to strategize and develop a plan to help fight against flooding and lessen the struggle victims endure. After brainstorming multiple solutions to this important problem, the group refined their ideas and settled on a point source flood barrier. This product would fit in doorways and be relatively easy and quick to employ. The team then developed a design, created a 3D model, and built a proof-of-concept prototype. Then testing was done on the prototype to reveal changes that could be made to improve the design. Overall, the team partook in many stages in the design process of a product that could meet the goal of aiding disaster victims