New York City\u27s Pothole Law: In Need of Repair

In 1979, New York City enacted a local law requiring prior written notice of a defect before the city may be found liable for injuries resulting from potholes. But a prior written notice statute interferes with the traditional negligence doctrine of constructive notice. This Note examines traditional common law negligence as it relates to municipal liability. The procedural requirements and legislative history of the Pothole Law are analyzed. In addition, the legal and policy considerations surrounding its enactment are discussed. This Note recommends an alternative solution to the statute which takes into account both the procedural inequities of the law and the city\u27s financial problems. A balance must be struck between the rights of injured parties and the need of the city to have a reasonable opportunity to effect repairs

State Welfare-to-Work Policies for People with Disabilities

This study represents a first attempt to provide a nationwide overview of welfare-to-work policies for individuals with disabilities and caregivers. The major findings of this report are: (c) The majority of states have changed their work participation policies to require participation among some individuals with disabilities and caregivers who were previously exempt. (c) States are in the early stages of making decisions about who should be required to participate in welfare-to-work services, who should be expected to move off welfare within 60 months, and what services will best help recipients achieve this objective

Terri Nelson CD Summer 2014

Supports faculty to redesign or develop a course in ways that implement high-impact, evidence-based, and/or innovative teaching strategies to improve student learning

ELEMENTARY TEACHERS’ PERCEPTIONS OF CHILDREN LIVING IN CONDITIONS OF POVERTY

This study analyzed elementary teachers’ perceptions of their challenges working with children who live in conditions of poverty. This study found that teachers often work with children from very difficult situations, including exposure to alcohol, drugs, violence, and abandonment. This study found that no matter the challenges teachers encounter daily, they remain motivated, dedicated and determined to take the necessary steps to meet the needs of their students. One way they do this is by using Culturally Responsive Pedagogy, which attempts to include various aspects of their students’ daily lives and interests in the curriculum. The teachers in this study were concerned about the number and frequency of mandated tests, which can take away from instructional time. However, this study also found that teachers valued formative assessments to help them meet their students where they are academically. All the teachers reported that establishing partnerships with stakeholders was important to obtain community support for their schools. Although children from a background of poverty will always present challenges, the teachers in this study remained committed to working with their students with respect and appreciation and to meet their personal and academic needs in moving these children towards academic success