Nutrition and frailty:Opportunities for prevention and treatment

Frailty is a syndrome of growing importance given the global ageing population. While frailty is a multifactorial process, poor nutritional status is considered a key contributor to its pathophysiology. As nutrition is a modifiable risk factor for frailty, strategies to prevent and treat frailty should consider dietary change. Observational evidence linking nutrition with frailty appears most robust for dietary quality: for example, dietary patterns such as the Mediterranean diet appear to be protective. In addition, research on specific foods, such as a higher consumption of fruit and vegetables and lower consumption of ultra-processed foods are consistent, with healthier profiles linked to lower frailty risk. Few dietary intervention studies have been conducted to date, although a growing number of trials that combine supplementation with exercise training suggest a multi-domain approach may be more effective. This review is based on an interdisciplinary workshop, held in November 2020, and synthesises current understanding of dietary influences on frailty, focusing on opportunities for prevention and treatment. Longer term prospective studies and well-designed trials are needed to determine the causal effects of nutrition on frailty risk and progression and how dietary change can be used to prevent and/or treat frailty in the future

Mercer Law Review Symposium Luncheon Remarks: Conversations with Jack Sammons

While this Symposium is about Jack Sammons\u27s teaching and scholarship, I am going to exercise a speaker\u27s privilege to focus on the personal. However, I am going to do so by borrowing from Jack\u27s scholarly work because I, too, am going to talk about conversation. Not in the way that Jack and others have so provocatively used the word to characterize lawyers\u27 work. But, rather I use it in a more literal way. When I think of memories of Jack, many of them are around significant conversations. I first met Jack in 1996, when my husband Tim Floyd was invited to be a speaker at the Texas Tech Law Review banquet, where I was on the faculty. As Tim mentioned, he and Jack met each other through a shared interest in Law and Religion topics. Jack wrote an essay for a special Faith and the Law issue of the Texas Tech Law Review, which Tim coedited. Out of that relationship, Tim suggested to our law review students that Jack would be a wonderful speaker for the end of the year banquet, and indeed he was. The presentation included baseball, legal ethics, and a number of the other topics that we have been learning about today

Pedagogy and Purpose: Teaching for Practical Wisdom

This year marks my thirtieth as a legal educator. During that time, I have taught a variety of courses and served in several administrative roles, including seven years as Associate Dean for Academic Affairs and six years as Dean. I am now newly returned to full-time teaching after a post-deanship sabbatical. I have served on numerous law school, university, professional, and civic committees and boards, and have attended untold number of professional meetings. From these various perspectives, I have followed closely the debates about what we are and are not doing well in legal education, including such developments as the professionalism movement and its influence on law schools, the MacCrate Report, and the publication of and ensuing conversations around Best Practices and Educating Lawyers. More recent debates focus on justifying the purposes of legal education in the face of a poor economy and uncertain job market. I have sometimes felt empowered by these discussions and by the richness of thought, debate, and experience that legal educators bring to bear on the best ways to prepare our students. At other times, I have felt weighed down by the challenges of turning a battleship or whatever current metaphor is being used to describe the many institutional and psychological barriers to changing a culture as tradition- and rule-bound as American legal education. As I ponder how to use my time and energy for the remainder of my career as a law professor, with the goal of preparing students for the demands of a changing world and a complex and difficult professional life, I find myself more and more focused on pedagogy. But, pedagogy for what purpose? In this Essay, I want to suggest that we should conceive of our purpose as educating towards the exercise of practical wisdom and that we think about this purpose at the level of pedagogy

Transcript—Afternoon Session

Reflections on Legal Education ..... Roy T. Stucky 859 Are We Committing Malpractice? Toward a Code of Professional Ethics for Legal Educators ..... Alice Thomas 866 Forming Professionals: A Journey of Identify and Purpose ..... Daisy Hurst Floyd 882 Afternoon Question & Answer Period 89

Learning From Clergy Education: Externships Through the Lens of Formation

Educating Lawyers, the 2007 Carnegie Foundation study of legal education, challenges law schools to become more intentional about educating students for formation of professional identity. Noting that clergy education has focused more on the formative aspects of professional education than have other professional schools, the study suggests that legal educators could learn a great deal from clergy education about teaching for professional identity formation. Taking that suggestion to heart, the authors undertook an examination of clergy education, with a particular focus on the role of field education in students’ personal and professional formation. This article reports on that examination of clergy field education, finding that in clergy education the primary educational goal of field education is reflection toward professional and personal formation. After reviewing various approaches to field education in clergy education, the authors suggest how legal externship teachers may learn from clergy education in making formation of personal and professional identity a central goal of the law school externship course, and offer suggestions of specific pedagogical and curricular approaches that may be adapted to externships in legal education