Opening Up The In-House: A Model for Collaborative Holistic Services and Education in Law School Clinical Programs

Individual in-house clinics too commonly operate autonomously behind separate walls. These barriers impair the meaningful holistic representation of clients and the educational opportunities of clinic students. This article provides an argument and framework for opening the doors between clinics to enrich clinic student education and enhance client representation. Part I identifies the benefits of holistic inter-clinic collaboration for both clinic students and the clients they serve. Part II shares a model for how to integrate education and client service across practice areas of clinical programs. A forthcoming article, published separately, will further describe how clinical programs can be improved by removing silos in evaluation and creating unified programmatic-level clinical student and course assessment tools, which can in turn also illustrate the essential value of clinic to legal education

The School-to-Prison Pipeline Tragedy on Montana\u27s American Indian Reservations

American Indian adolescents in Montana are caught in a school-to-prison pipeline. They are plagued with low academic achievement, high dropout, suspension and expulsion rates, and disproportionate contact with the juvenile and criminal justice systems. This phenomenon has been well documented in poor, minority communities throughout the country. But it has received little attention with respect to the American Indian population in Montana, for whom the problem is particularly acute. Indeed, the pipeline is uniquely disturbing for American Indian youth in Montana because this same population has been affected by another heartbreaking and related trend: alarming levels of adolescent suicides and self-harm. This article presents previously unexamined regional data and provides exclusive personal narratives that demonstrate the shocking educational inequities American Indian children suffer in Montana. It also makes recommendations for addressing the problem. Following this Introduction, Part II lays out the theory of the school-to-prison pipeline and introduces the tribes of the Fort Peck and Rocky Boy’s reservations. Part III provides some background on American Indian education and describes the article’s “critical race theory” approach to the problem. Part IV presents data illustrating the existence of the school-to-prison pipeline for American Indians in Montana by demonstrating school funding inequalities, racial imbalances in academic achievement among public school students, and racially disproportionate school discipline. Part V describes the youth suicide crisis on the Fort Peck Reservation and its relationship to school practices. Part VI examines the disproportionate involvement of American Indian youth with the state’s juvenile justice system. Part VII suggests that, in part, the school-to-prison pipeline problem can be addressed through charter school legislation. Part VIII proposes legal challenges to combat the pipeline and posits that the limited number of legal avenues available for reversing the pipeline illustrates a more general nationwide dilemma in education law, requiring lawyers and advocates to develop innovative strategies to solve this critical problem

Montana\u27s Rural Version of the School-to-Prison Pipeline School Discipline and Tragedy on American Indian Reservations

American Indian1 adolescents in Montana are caught in a school-toprison pipeline. They are plagued with low academic achievement, high dropout, suspension and expulsion rates, and disproportionate contact with the juvenile and criminal justice systems. While these are typical of the school-to-prison phenomenon as it also appears in poor minority communities across the country, the rates and the disproportion for American Indians in Montana are particularly acute.2 Even more disturbing, many American Indian students in Montana are also the victims of another heartbreaking trend related to the school-to-prison pipeline—alarming levels of adolescent suicides and self-harm. The tragic situation of these children on remote reservations in the Northeast corner of Montana has received far too little attention

Montana\u27s Rural Version of the School-to-Prison Pipeline School Discipline and Tragedy on American Indian Reservations

American Indian1 adolescents in Montana are caught in a school-toprison pipeline. They are plagued with low academic achievement, high dropout, suspension and expulsion rates, and disproportionate contact with the juvenile and criminal justice systems. While these are typical of the school-to-prison phenomenon as it also appears in poor minority communities across the country, the rates and the disproportion for American Indians in Montana are particularly acute.2 Even more disturbing, many American Indian students in Montana are also the victims of another heartbreaking trend related to the school-to-prison pipeline—alarming levels of adolescent suicides and self-harm. The tragic situation of these children on remote reservations in the Northeast corner of Montana has received far too little attention

Ultrafast Microscopy Imaging of Acoustic Cluster Therapy Bubbles: Activation and Oscillation

Acoustic Cluster Therapy (ACT®) is a platform for improving drug delivery and has had promising pre-clinical results. A clinical trial is ongoing. ACT® is based on microclusters of microbubbles–microdroplets that, when sonicated, form a large ACT® bubble. The aim of this study was to obtain new knowledge on the dynamic formation and oscillations of ACT® bubbles by ultrafast optical imaging in a microchannel. The high-speed recordings revealed the microbubble–microdroplet fusion, and the gas in the microbubble acted as a vaporization seed for the microdroplet. Subsequently, the bubble grew by gas diffusion from the surrounding medium and became a large ACT® bubble with a diameter of 5–50 μm. A second ultrasound exposure at lower frequency caused the ACT® bubble to oscillate. The recorded oscillations were compared with simulations using the modified Rayleigh–Plesset equation. A term accounting for the physical boundary imposed by the microchannel wall was included. The recorded oscillation amplitudes were approximately 1–2 µm, hence similar to oscillations of smaller contrast agent microbubbles. These findings, together with our previously reported promising pre-clinical therapeutic results, suggest that these oscillations covering a large part of the vessel wall because of the large bubble volume can substantially improve therapeutic outcome.publishedVersio

The Primary PE and School Sport Premium

Central to London’s successful bid to host the 2012 Olympic and Paralympic Games, was the Government’s commitment to improve competitive sport and the sporting habits of young people (Ofsted, 2014). On the 12th March 2013, the then Prime Minister, David Cameron, announced that Primary Schools in England would receive funding worth £150 million per year to create a sustainable infrastructure for long-lasting change and improve the provision of physical education (PE) and sport across all state maintained primary schools. Speaking at the time, he said: ‘We can create a culture in our schools that encourages all children to be active and enjoy sport.’ He added: ‘The Olympic and Paralympic Games marked an incredible year for this country and I will always be proud that we showed the world what Britain can do. I want to ensure the Games count for the future too and that means capitalising on the inspiration young people took from what they saw during those summer months.’: https://www.bbc.co.uk/sport/21808982 Six years on, and with a total investment now of over £1.2 billion, the Primary PE and Sport Premium (here onwards referred to as the PESS Premium) has been a defining feature of the London 2012 legacy. Invariably funding streams at this level do not last forever or in the same format, which raises significant questions about what impact the funding has had on young people since 2013. We believe that a significant investment from Government merits debate and accountability at the highest possible level and that it should acknowledge where the opportunities and shortcomings of such a policy have left us. During the years of austerity, mounting concerns have arisen over the present and long term state of children’s health and the need for the debate to be heard is now imperative. To date there has been little critical appraisal of the PESS Premium funding. This report aims to begin a necessary process and in doing so, brings together evidence from across the sector to consider the future of the PESS Premium post 2018. During the course of the report, we outline and underpin the holistic value and importance of PE for every child. We examine the historic status and funding of PE and Sport and the nature and increasing diversity of the workforce. How has the PESS Premium funding impacted the way in which the subject is regarded and the ability of those tasked with delivering it to discharge their responsibilities? We have uncovered an abiding uncertainty about the nature of the PESS Premium itself; the ways in which it may be spent and its effect on an increasing divide between PE specialists, generalists and externally contracted coaches. Will its legacy be to have established a secure foundation for lifelong physical activity, sport and education – or is it, in effect, another temporarily seductive mirage, leaving PE precisely where it has become accustomed to be; regularly sidelined, delivered largely by those who are not qualified teachers and perpetuating the status quo for the children who already belong to groups that are perceived to be at a disadvantage? The PESS Premium funding is a significant sum and these questions deserve answers. This report is therefore our contribution to an essential debate, containing practical suggestions that we hope will be of use to policy makers. We invite all who care about the physical and mental health and emotional wellbeing of children to join the discussion

Montana\u27s Rural Version of the School-to-Prison Pipeline: School Discipline and Tragedy on American Indian Reservations

American Indian adolescents in Montana are caught in a school-to prison pipeline. They are plagued with low academic achievement, high dropout, suspension and expulsion rates, and disproportionate contact with the juvenile and criminal justice systems. While these are typical of the school-to-prison phenomenon as it also appears in poor minority communities across the country, the rates and the disproportion for American Indians in Montana are particularly acute. Even more disturbing, many American Indian students in Montana are also the victims of another heartbreaking trend related to the school-to-prison pipeline — alarming levels of adolescent suicides and self-harm. The tragic situation of these children on remote reservations in the Northeast corner of Montana has received far too little attention. This article presents relevant regional data, heretofore largely unexamined, and provides some personal narratives that demonstrate the shocking educational inequities American Indian children suffer in Montana. It also makes recommendations for addressing the problem. Part I lays out the theory of the school-to-prison pipeline and introduces the tribes of the Fort Peck and Rocky Boy’s reservations. Part II provides some background and history on American Indian public education. Part III presents data which demonstrate the existence of the school-to-prison pipeline for American Indians in Montana, including characteristic features of the pipeline such as school funding inequalities, racial imbalances in academic achievement among public school students, and racially disproportional school discipline. Part IV describes the youth suicide crisis on the Fort Peck Reservation and its relationship to school practices. Part V examines the disproportionate involvement of American Indian youth with the State’s juvenile justice system. Part VI provides recommendations for how to alleviate the school-to-prison pipeline problem through changes in policy or practice. Part VII proposes legal challenges to combat the pipeline and posits that the limited number of legal avenues available for reversing the pipeline is illustrative of a more general nationwide dilemma in education law for which lawyers and advocates will need to develop innovative strategies

The School-to-Prison Pipeline Tragedy on Montana\u27s American Indian Reservations

American Indian adolescents in Montana are caught in a school-to-prison pipeline. They are plagued with low academic achievement, high dropout, suspension and expulsion rates, and disproportionate contact with the juvenile and criminal justice systems. This phenomenon has been well documented in poor, minority communities throughout the country. But it has received little attention with respect to the American Indian population in Montana, for whom the problem is particularly acute. Indeed, the pipeline is uniquely disturbing for American Indian youth in Montana because this same population has been affected by another heartbreaking and related trend: alarming levels of adolescent suicides and self-harm. This article presents previously unexamined regional data and provides exclusive personal narratives that demonstrate the shocking educational inequities American Indian children suffer in Montana. It also makes recommendations for addressing the problem. Following this Introduction, Part II lays out the theory of the school-to-prison pipeline and introduces the tribes of the Fort Peck and Rocky Boy’s reservations. Part III provides some background on American Indian education and describes the article’s “critical race theory” approach to the problem. Part IV presents data illustrating the existence of the school-to-prison pipeline for American Indians in Montana by demonstrating school funding inequalities, racial imbalances in academic achievement among public school students, and racially disproportionate school discipline. Part V describes the youth suicide crisis on the Fort Peck Reservation and its relationship to school practices. Part VI examines the disproportionate involvement of American Indian youth with the state’s juvenile justice system. Part VII suggests that, in part, the school-to-prison pipeline problem can be addressed through charter school legislation. Part VIII proposes legal challenges to combat the pipeline and posits that the limited number of legal avenues available for reversing the pipeline illustrates a more general nationwide dilemma in education law, requiring lawyers and advocates to develop innovative strategies to solve this critical problem