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

Field Placement Programs: Practices, Problems and Possibilities

This article presents empirical data on externship programs in hopes of creating a nationwide clearinghouse for those engaging in and evaluating such programs. The authors analyze the implications of their data, both to better understand and support the pedagogical value of externship programs, as well as to evaluate the effect of the more recent ABA regulations imposed on these programs

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

Caracterização sensorial e rendimento de extrato hidrossolúvel em cultivares de soja especiais para a alimentação humana.

Estudos realizados a partir dos anos 90, evidenciando a funcionalidade da soja, vêm despertando o interesse aumentar o consumo, tanto do grão in natura como de seus derivados. O extrato hidrossolúvel de soja (EHS) ou leite de soja é um dos derivados da soja mais conhecidos pelos brasileiros. O presente trabalho teve por objetivo diferenciar sensorialmente os EHS das cultivares de sojas especiais para a alimentação humana: Embrapa 48, BRS 213, BRS 216, BRS 257, BRS 258, BRS 267 e BRS 282; e da cultivar convencional BRS 232, todas desenvolvidas pela Embrapa Soja e cultivadas na safra 2009/10, comparando seus rendimentos durante o processamento. Com os extratos padronizados a 3,4% de proteína, os maiores rendimentos foram obtidos pelas cultivares BRS 232, BRS 257 e BRS 282, diferenciando-se das demais cultivares testadas em relação ao potencial para a produção de extrato de soja. Todos os EHS foram muito semelhantes em relação à análise sensorial, entretanto a BRS 213 se destacou por apresentar o menor gosto residual. Amostras com características sensoriais mais próximas às características habituais de consumo (extrato com adição de açúcar e de aromatizante), possivelmente teriam resultado em maior discriminação sensorial entre as cultivares

The metabolic response of pteropods to acidification reflects natural CO2-exposure in oxygen minimum zones

© The Author(s), 2012. This article is distributed under the terms of the Creative Commons Attribution License. The definitive version was published in Biogeosciences 9 (2012): 747-757, doi:10.5194/bg-9-747-2012.Shelled pteropods (Thecosomata) are a group of holoplanktonic mollusks that are believed to be especially sensitive to ocean acidification because their aragonitic shells are highly soluble. Despite this concern, there is very little known about the physiological response of these animals to conditions of elevated carbon dioxide. This study examines the oxygen consumption and ammonia excretion of five pteropod species, collected from tropical regions of the Pacific Ocean, to elevated levels of carbon dioxide (0.10%, 1000 ppm). Our results show that pteropods that naturally migrate into oxygen minimum zones, such as Hyalocylis striata, Clio pyramidata, Cavolinia longirostris and Creseis virgula, were not affected by carbon dioxide at the levels and duration tested. Diacria quadridentata, which does not migrate, responds to high carbon dioxide conditions with reduced oxygen consumption and ammonia excretion. This indicates that the natural chemical environment of individual species may influence their resilience to ocean acidification.Funding of the National Science Foundation (grant OCE-0526502 to Wishner and Seibel, OCE – 0526545 to Daly, and OCE – 0851043 to Seibel), the University of Rhode Island, and the Rhode Island Experimental Program to Stimulate Competitive Research Fellowship Program

Legal Education at a Crossroads: Innovation, Integration, and Pluralism Required!

We conclude in this Article that expanded practice-based, experiential education will provide foundational learning for the successful transition from law student to law practice, and that clinical education (in-house clinics, hybrid clinics, and externships) is crucial to the preparation of competent, ethical law graduates who are ready to become professionals. We urge law schools to require each graduate complete a minimum of twenty-one experiential course credits over the three years of law school, including at least five credits in law clinics or externships. Twenty-one required credits (or roughly 25 percent of the eighty-three required credits for graduation from an American Bar Association (ABA)-approved law school) would bring legal education closer to, although still below, the experiential and clinical education course requirements of other professions

Legal Education at a Crossroads: Innovation, Integration, and Pluralism Required!

We conclude in this Article that expanded practice-based, experiential education will provide foundational learning for the successful transition from law student to law practice, and that clinical education (in-house clinics, hybrid clinics, and externships) is crucial to the preparation of competent, ethical law graduates who are ready to become professionals. We urge law schools to require each graduate complete a minimum of twenty-one experiential course credits over the three years of law school, including at least five credits in law clinics or externships. Twenty-one required credits (or roughly 25 percent of the eighty-three required credits for graduation from an American Bar Association (ABA)-approved law school) would bring legal education closer to, although still below, the experiential and clinical education course requirements of other professions