5,241 research outputs found
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 1918âor 2.6 percent of the classâwomen 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 âLadiesâ Day,â 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 womenâfaculty, alumnae, and studentsâ 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 (âGAJEâ) 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 0.25ñ0.06, C gluteal 0.25ñ0.12, AA abdominal 0.35ñ0.08, AA gluteal 0.32ñ0.09 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
"Aim High - Beat Yourself": Effective Mathematics Teaching in a Remote Indigenous Community
In 2004, a young, non-Indigenous, second-year teacher in a remote Queensland Indigenous community developed a mathematics Unit based on an "Aim High - Beat Yourself" theme he developed to overcome the perceived unwillingness of his students to achieve in both sport and school. This paper investigates the apparent effectiveness of this Unit and draws inferences for mathematics teaching and learning in Indigenous communities. It describes the research and teaching contexts in which the Unit was developed and the studentsâ responses to the Unit. The paper provides further evidence for the efficacy of integrating mathematics learning with more generic programs that build pride, confidence and self worth in Indigenous students and challenge them to perform (Sarra, 2003)
A phenomenological exploration of nursing studentsâ 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 UKâs NHS is in the midst of a
change to an open, honest and transparent culture which responds to a
professionalâs 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 Moustakasâ (1994) transcendental phenomenological
methodology was used to explore nursing studentsâ 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 studentsâ 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 studentsâ
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
Strategies to Retain Nurses and Prevent Turnover
This quality improvement project is an assessment of burnout on one acute care nursing unit and an analysis of an opportunity for nurse retention work. The project required the analysis of best practices, exploring burnout with one nursing staff, and assessing best practices in order to recommend strategies to retain nurses long term. Significant collaboration was required with a nurse manager and staff nurses to propose a few tangible strategies for nurse support, including the intentional use of stress management techniques and the addition of a new role, the nurse retentionist.
A video recording of this presentation is available here
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