What’s So Great About a Trial Anyway? A Reply to Judge Higginbotham’s Eldon B. Mahon Lecture of October 27, 2004

United States Circuit Judge Patrick E. Higginbotham, in his October 2004 Eldon B. Mahon lecture at the Bass Hall in Fort Worth, once again identified and criticized a phenomenon in American jurisprudence that has been of great concern to him for several years. Judge Higginbotham\u27s identification of and take on this development can be fairly summarized by referring to the title of a similar lecture he delivered at Loyola University School of Law, which was published in the Fall 2002 SMU Law Review: So Why Do We Call Them Trial Courts? My reply today, entitled What\u27s So Great About a Trial Anyway?, is an effort, and a risky one on my part given his status as compared to mine, to join issue with my friend and colleague on the bench on whether the decline in trials in America, and especially in federal district court, is a positive or a negative development, or, perhaps something in between

Electrolytic removal of rust from iron and steel

Project (B.S.)--University of Kansas, Chemical Engineering, 1921. ; Includes bibliographic references

Calcium/Calmodulin-Dependent ProteinKinase Kinase 2: Roles in Signaling and Pathophysiology

minireview on functions of CaMKK2 and its potential as a target for therapeutic intervention

Central control of feeding

The rising rate of obesity in Western countries has led to intensified efforts to understand the molecular mechanisms underlying the central control of appetite and feeding behavior. This report highlights studies published from 2006 to 2008 revealing novel centrally acting anorexigenic hormones, the continued unraveling of complex hypothalamic intracellular signaling pathways that regulate feeding, and insights into leptin resistance

Research in Brief - Pushing Education: Parental Engagement, Educational Aspirations and College Access

This qualitative study explores the counterstories of educational engagement experiences for five parents who have a high school student in a college access program that is designed for students with a financial need and/or no family history of college. This study uses the ecologies of parental engagement (EPE) framework to explore family engagement in traditional academic settings but also nonacademic settings. Data were collected through semi-structured interviews and one focus group. Their counterstories challenge the notion that parents from lower socioeconomic backgrounds and/or no to little family history of college are disinterested or disengaged in their student’s education. The data reveal that the family members are highly engaged in their student’s educational experiences in academic settings, nonacademic settings (home, community organizations, and neighborhoods), and in the college access program. Furthermore, the findings reveal that the college access program serves as an alternative space for family engagement