Exploring Programmatic Issues which Affect Continuing Legal Education in Kansas

This mixed methods research study identified common mandatory continuing legal education (MCLE) practices by Kansas providers and evaluated these against established adult and continuing education best practices

Exploring programmatic issues which affect continuing legal education practice in Kansas

Doctor of EducationDepartment of Educational LeadershipW. Franklin SpikesAs individuals, we rely on the expertise of professionals to help us navigate the complex problems of modern life in areas such as medicine, accounting, social work, teaching, and the law. Although each profession has its own unique knowledge base, lexicon, and culture, they all share the need to keep members’ knowledge and skills current through continuing professional education. Driven by concerns like frequent law change, increasingly complex clients, and eroding public opinion, 46 states have instituted mandatory continuing legal education (MCLE) requirements for attorneys. The Kansas Continuing Legal Education (CLE) Commission administers MCLE in the state of Kansas by monitoring attorney compliance and accrediting CLE programs. In this study, the researcher used a mixed-methods approach to evaluate two existing data sets--survey outputs and focus groups transcripts--that were captured during the Kansas CLE Commission’s Education Initiative. The 260 CLE providers completing the survey and 22 focus group members varied demographically by structure (for-profit, nonprofit) and size (number of employees or course offerings). Using quantitative statistical tools and qualitative grounded theory methods, the researcher identified the current program planning and design, delivery, and evaluation practices of CLE providers in Kansas and evaluated these practices against best practices for any learning effort, as established by CPE research and theory. Study findings indicated that most Kansas providers plan, deliver, and evaluate CLE programs using more traditional, didactic, update-oriented approaches. Most participants reported CLE curricula that were focused on keeping attorneys up-to-date, delivering classes in traditional formats using speaker presentations, and evaluating programs with Level 1 reaction methods. Only some evidence existed of providers determining attorney needs using methods such as competency models or performance evaluations, refining course delivery according to learning styles, or evaluating programs at higher levels. Still, evidence was found of providers using creative ways to incorporate some best practices into their programs, such as partnering with the other stakeholders in the Kansas MCLE space (attendees, employers, and regulators) to plan and evaluate programs. Similarly, some providers are finding new ways to incorporate more interactive learning methods into their classrooms such as discussion groups, Q&A sessions, panels, mock trials, and networking. This research also provided important insights into the contextual realities and limitations that influence MCLE provider capabilities, priorities, or choices. Cultural norms of the legal profession such as a preference for traditional educational experiences, fierce opposition to any form of testing, and a focus on billable hours affect which best practices the providers are able to implement. Likewise, the diversity that exists across learning events, law practices, and providers in this space creates challenges to implementing new practices consistently across all programs. Finally, the fragmented, multistakeholder ownership of all Kansas MCLE processes means that providers alone are not able to implement fully the recommended best practices without the help of employer partners. This study added to the general body of knowledge concerning CLE programs with contemporary research, a new focus on providers as the source of data, and a context-specific assessment of current best practices application

Site-specific mutagenesis of Drosophila proliferating cell nuclear antigen enhances its effects on calf thymus DNA polymerase δ

BACKGROUND: We and others have shown four distinct and presumably related effects of mammalian proliferating cell nuclear antigen (PCNA) on DNA synthesis catalyzed by mammalian DNA polymerase δ(pol δ). In the presence of homologous PCNA, pol δ exhibits 1) increased absolute activity; 2) increased processivity of DNA synthesis; 3) stable binding of synthetic oligonucleotide template-primers (t(1/2 )of the pol δ•PCNA•template-primer complex ≥2.5 h); and 4) enhanced synthesis of DNA opposite and beyond template base lesions. This last effect is potentially mutagenic in vivo. Biochemical studies performed in parallel with in vivo genetic analyses, would represent an extremely powerful approach to investigate further, both DNA replication and repair in eukaryotes. RESULTS: Drosophila PCNA, although highly similar in structure to mammalian PCNA (e.g., it is >70% identical to human PCNA in amino acid sequence), can only substitute poorly for either calf thymus or human PCNA (~10% as well) in affecting calf thymus pol δ. However, by mutating one or only a few amino acids in the region of Drosophila PCNA thought to interact with pol δ, all four effects can be enhanced dramatically. CONCLUSIONS: Our results therefore suggest that all four above effects depend at least in part on the PCNA-pol δ interaction. Moreover unlike mammals, Drosophila offers the potential for immediate in vivo genetic analyses. Although it has proven difficult to obtain sufficient amounts of homologous pol δ for parallel in vitro biochemical studies, by altering Drosophila PCNA using site-directed mutagenesis as suggested by our results, in vitro biochemical studies may now be performed using human and/or calf thymus pol δ preparations

Effects of Resistance Training Status on Exercise Patterns and Body Composition Among Younger and Older Adults

As individuals age, percent body fat tends to increase and lean muscle mass decreases, which may limit the ability to engage in higher intensity exercise. Moderate to vigorous physical activity has been shown to improve body composition, but it is unclear whether exercise patterns, such as amount of moderate and high intensity exercise performed, are impacted by resistance training status in younger and older adults. PURPOSE: To examine whether resistance trained and untrained younger and older adults differ on duration of high, moderate, and low intensity exercise and percent body fat (%BF). METHODS: Younger (23.8 ± 0.4 years) and older (68.5 ± 1.2 years) healthy adults were categorized into 4 groups based on resistance training status: young resistance trained (YT: n = 22), young not resistance trained (YNT: n = 16), old resistance trained (OT: n = 17), and old not resistance trained (ONT: n = 20). Resistance trained participants had been training ≥ 2X per week, for the past ≥ 6 months. Participants completed a survey to assess the intensity and duration of exercise, and a dual x-ray absorptiometry (DEXA) scan was used to determine %BF. The survey asked how many minutes/hours per week participants engaged in high intensity exercise (e.g., jogging, hiking), moderate intensity exercise (e.g., light bicycling, walking briskly), and low intensity exercise (e.g., slow walking, easy yoga). Responses were coded as 1 = none, 2 = 30-60 minutes, 3 = 1-2 hours, 4 = 2-3 hours, 5 = 3-5 hours, and 6 = more than 5 hours. ANOVAs were used to determine group differences for each variable, p ≤ 0.05. Data are reported as mean ± SE. RESULTS: Group differences emerged for high and moderate intensity exercise (p \u3c 0.05), but not for low intensity (p \u3e 0.05). For high intensity, YT (3.64 ± 0.31) was significantly higher than YNT and ONT (YNT: 1.63 ± 0.37, p \u3c 0.001; ONT: 1.55 ± 0.33, p \u3c 0.001), and OT (2.82 ± 0.36) was significantly higher than YNT and ONT (YNT: p = 0.022; ONT: p = 0.010). For moderate intensity, YT (4.91 ± 0.31) was significantly higher than YNT and ONT (YNT: 2.40 ± 0.38, p \u3c 0.001; ONT: 3.52 ± 0.32, p = 0.003), and OT (4.77 ± 0.35) was significantly greater than YNT and ONT (YNT: p \u3c 0.001; ONT: p = 0.011). Also for moderate intensity, ONT was significantly greater than YNT (p = 0.025). For %BF, YT (25.06 ± 2.1%) was significantly lower than YNT and ONT (YNT: 33.55 ± 1.87%, p = 0.001; ONT: 36.47 ± 1.28%, p \u3c 0.001), and OT (29.37 ± 1.11%) was significantly lower than ONT (p = 0.003). All other group comparisons were not different (p \u3e 0.05). CONCLUSION: The older resistance trained individuals did not differ from the younger trained participants on exercise patterns or percent body fat, suggesting the enduring positive effects of resistance training as individuals age. These resistance trained individuals also performed more moderate and high intensity exercise than non-resistance trained groups, likely contributing to their favorable body composition. Funded by Texas American College of Sports Medicine Student Research Development Award to H. Kendall, J. Mettler, and L. Kipp, and Thesis Fellowship Award to H. Kendall

Thinking and acting both globally and locally : The Field School in intercultural education as a model for action-research training and civic learning.

We present the Field School model of intercultural civic education, service-learning, action research training, and collaboration (with local academic and community partners) based on field work in applied anthropology. Theoretical and methodological foundations of the Field School also include experiential learning and immersive pedagogy, multiculturalism and cross-cultural communication, international education and study abroad programs, collaborative international development, participatory research, and in-depth knowledge in one’s own specific discipline. The primary goals of these intensive, short-term action research projects in other, less-developed countries or regions are benefits for community partners that are as sustainable as possible and to foster and assess learning experiences of students. The Peabody-Vanderbilt Field School in Intercultural Education began in Ecuador and Argentina, but we focus on Field Schools in China, rural New Mexico, and South Africa. In Guangxi, P.R.C., U.S. and Chinese students learned to navigate political and cultural complexities to study migration, community needs and assets assessment, and health effects of changing diet on children, and assisted English language learning in schools, a university and a factory. Native American students from Gallup, NM, and students from Nashville, TN, travelled to each other’s locale to study the impact of diabetes in each culture and develop health education and other prevention strategies. In Cape Town, SA, students worked on health and education projects in three townships; we focus here on a collaboration with high school staff to study and reduce the high dropout rate. We analyze Field School impacts on local community partners and student-researchers

Cancer-related Disparities among Residents of Appalachia Ohio

The authors sought to identify cancer-related disparities in Appalachia Ohio and better understand reasons for the disparities. Data from the Ohio Cancer Incidence Surveillance System, among other sources, were used to examine potential cancer disparities among residents of Appalachia Ohio. Using Ohio census data, the authors examined contributions of household income, educational attainment and population density to disparities in cancer incidence. Results suggest the following disparities in Appalachia Ohio (compared to non-Appalachia Ohio): greater cancer incidence and mortality rates for cancers of the cervix, colon and rectum, lung and bronchus and melanoma of the skin; a later stage at diagnosis of melanoma of the skin; lower prevalence of cancer screening behaviors of mammography, Pap smears, and sigmoidoscopy/colonoscopy; and less favorable cancer-related behaviors of obesity, physical activity, diet and especially tobacco smoking. Disparities in Appalachia Ohio may be associated with differences in household income, educational attainment and population density

Interdisciplinary working relationships of health care staff in late 20th century Britain: A cultural study of practices from the past and implications for the present

Interdisciplinary working is a common phenomenon in health care in many countries throughout the world, yet the United Kingdom cultural history of this employment model appears to be under-researched. A pilot study was therefore undertaken that sought to obtain insights into this form of working in clinical environments during the latter part of the 20th century in Britain. The participants were all retired British National Health Service (NHS) professionals. An oral history approach was used, and in addition participants were also encouraged to handle old historical medical objects dated to the time period under review. Three of the themes that emerged from the narrative data analysis, ‘hierarchy’ ‘altered hierarchy’ and ‘the family’, are discussed, and the authors review how these concepts acted as enablers, and sometimes barriers, within interdisciplinary working. The authors also question whether, in recent times, there has been a change to the sense of ‘belongingness’ that some of these ideas seemed to nurture. It is asked if, in the modern setting, some health care staff feel insecure as they no longer believe they are as supported, or as accepted by their interdisciplinary colleagues. The paper concludes by considering if the ideology of a ‘health care family’ could speak to those currently engaged in clinical work today