Waiting for the White Man to Fix Things: Rebuilding Black Poverty in New Orleans

This paper revisits William Julius Wilson\u27s thesis that class has surpassed race in significance of impact on African Americans. Our study uses qualitative data from a three-year ethnographic study of 40 largely low-income families in New Orleans following Hurricane Katrina. We also include a review of the recent U.S. Census study assessing New Orleans\u27s current economic state. Participants in our study viewed race and class as major factors in four areas: (1) immediately following the devastation; (2) during relocation to other communities; (3) during the rebuilding process; and (4) historically and structurally throughout New Orleans. Our analysis concludes that racism is still a major factor in the lives of people of color. Further, for the poorest African Americans, race and class are inextricably linked and function as a structural barrier to accessing wealth, resources, and opportunities. The results have been a reproduction of the economic disparities that have historically plagued New Orleans

Addressing Problems of Power and Supervision in Field Placements

Power dynamics play a role in all workplace relationships and are of particular significance in field placement programs where such dynamics can have an impact on the learning opportunities for law students. This article examines power issues in relation to supervision of law students. The article begins by exploring the parameters of the problem through examples, and then examines the potential consequences of failing to address such issues in field placement programs, including ethical ramifications. Faculty in field placement programs, who generally are not responsible for client work product, have a unique opportunity to address power and supervision issues with students and supervising attorneys. The goal of field placements is to equip students to fully exploit opportunities in the programs, and to prepare them for workplace issues they may face in the legal workplace. The article contains extensive suggestions for teaching about power in each phase of field placement programs, in hopes of enabling students, faculty and supervisors to identify and address problems of power and supervision and to maximize student learning

Addressing Problems of Power and Supervision in Field Placements

Power dynamics play a role in all workplace relationships and are of particular significance in field placement programs where such dynamics can have an impact on the learning opportunities for law students. This article examines power issues in relation to supervision of law students. The article begins by exploring the parameters of the problem through examples, and then examines the potential consequences of failing to address such issues in field placement programs, including ethical ramifications. Faculty in field placement programs, who generally are not responsible for client work product, have a unique opportunity to address power and supervision issues with students and supervising attorneys. The goal of field placements is to equip students to fully exploit opportunities in the programs, and to prepare them for workplace issues they may face in the legal workplace. The article contains extensive suggestions for teaching about power in each phase of field placement programs, in hopes of enabling students, faculty and supervisors to identify and address problems of power and supervision and to maximize student learning

Multiple Knowledge Acquisition Strategies in MOLTKE

In this paper we will present a design model (in the sense of KADS) for the domain of technical diagnosis. Based on this we will describe the fully implemented expert system shell MOLTKE 3.0, which integrates common knowledge acquisition methods with techniques developed in the fields of Model-Based Diagnosis and Machine Learning, especially Case-Based Reasoning