Moving Beyond the Client Role: Helping Human Service Organizations Identify Program Participant’s Assets

Human service agencies have traditionally provided services to a population considered in need of those services. Program participants are often seen solely as passive recipients of food, housing, health care, case management, etc. However, community developers, program evaluators, human service/development staff and administrators, as well as researchers are finding that involving program participants in the planning and administration of programs and research results in better programs, program utilization, and empowerment of program participants (Nichols 2002; Papineau and Kiely 1996)

State v. Nelson: Determining Reasonable Suspicion for Investigatory Stops in Maine

In 1994 the Maine Supreme Judicial Court, sitting as the Law Court, held in State v. Nelson that a police officer\u27s observation of motorist Theodore Nelson consuming a single can of beer over a one-hour time period did not, by itself, give rise to a reasonable suspicion that Nelson thereafter illegally operated the vehicle under the influence of alcohol. This Note analyzes the Law Court\u27s decision in Nelson. In its analysis, this Note compares Nelson to several other Maine opinions and recommends that, if the Maine Law Court is to continue to adhere to both objective and subjective standards in its determination of reasonable suspicion, it must take care to apply the “totality of the circumstances” doctrine appropriately

State v. Nelson: Determining Reasonable Suspicion for Investigatory Stops in Maine

In 1994 the Maine Supreme Judicial Court, sitting as the Law Court, held in State v. Nelson that a police officer\u27s observation of motorist Theodore Nelson consuming a single can of beer over a one-hour time period did not, by itself, give rise to a reasonable suspicion that Nelson thereafter illegally operated the vehicle under the influence of alcohol. This Note analyzes the Law Court\u27s decision in Nelson. In its analysis, this Note compares Nelson to several other Maine opinions and recommends that, if the Maine Law Court is to continue to adhere to both objective and subjective standards in its determination of reasonable suspicion, it must take care to apply the “totality of the circumstances” doctrine appropriately

Shannon Newborn and Sandra Mills in a Joint Senior Recital

This is the program for the joint senior recital of pianist Shannon Newborn and mezzo-soprano Sandra Mills. John Briggs assisted them on piano. The recital was held on December 5, 1985, in the Mabee Fine Arts Recital Hall

Classrooms and Minefields

Graduate school is a time of personal and professional challenges and changes. Engaging in personal reflection about your identity and your goals can help you make sense of these changes. Set and enforce your own personal and professional boundaries to protect all the parts of your identity; learn to recognize your own triggers and prioritize your own self-care. Create a set of lifelines—people and resources you can be vulnerable with and can turn to for both personal and professional challenges. You will need different lifelines to help with different problems such as identity whiplash or the many landmines you may hit. Recognize that each lifeline person will offer you a different set of responses

An argument for incorporating sociological approaches into phenomenological analyses in engineering education research

Despite numerous research studies that have examined why women are underrepresented in engineering education programmes, the phenomenon is still not fully understood, and no effective general solutions have been found. In this context, analysing women’s experiences in engineering education can provide insights regarding the evolution of the students’ learning strategies and socialization processes as well as contextual factors that influence their choice to persist in or leave their courses. This paper explores the pertinence of enhancing phenomenological analyses conducted in engineering education research by incorporating sociological perspectives, drawing on sociological studies that explore the relationship between gender, STEM education and persistence in STEM courses. The aim is to contribute to building a conceptual framework that, on the one hand, captures lived experience in engineering education and, on the other hand, analyses the social settings around engineering itself, i.e., the objectively significant circumstances, that condition female students’ attitudes, behaviours, and expectations towards persisting or not in engineering courses. Conclusions suggest the conceptual framework around subjectively meaningful experiences, proposed by Alfred Schutz, who followed the phenomenological school of thought initiated by Edmund Husserl, might be useful in understanding not only (a) the representations of the subjective social world for women in engineering education (that induces feelings of identification, security, symbolic values, and ultimately social actions), but also (b) the intersubjective social system that structures daily life, legitimizes behavioural patterns, assigns roles, and defines group membership along education in engineering. Expanding engineering education researchers’ conceptions of phenomenology, to consider more of the structural issues that influence women’s experiences and choices, can help generate increasingly meaningful research findings

An argument for incorporating sociological approaches into phenomenological analyses in engineering education research

Despite numerous research studies that have examined why women are underrepresented in engineering education programmes, the phenomenon is still not fully understood, and no effective general solutions have been found. In this context, analysing women’s experiences in engineering education can provide insights regarding the evolution of the students’ learning strategies and socialization processes as well as contextual factors that influence their choice to persist in or leave their courses. This paper explores the pertinence of enhancing phenomenological analyses conducted in engineering education research by incorporating sociological perspectives, drawing on sociological studies that explore the relationship between gender, STEM education and persistence in STEM courses. The aim is to contribute to building a conceptual framework that, on the one hand, captures lived experience in engineering education and, on the other hand, analyses the social settings around engineering itself, i.e., the objectively significant circumstances, that condition female students’ attitudes, behaviours, and expectations towards persisting or not in engineering courses. Conclusions suggest the conceptual framework around subjectively meaningful experiences, proposed by Alfred Schutz, who followed the phenomenological school of thought initiated by Edmund Husserl, might be useful in understanding not only (a) the representations of the subjective social world for women in engineering education (that induces feelings of identification, security, symbolic values, and ultimately social actions), but also (b) the intersubjective social system that structures daily life, legitimizes behavioural patterns, assigns roles, and defines group membership along education in engineering. Expanding engineering education researchers’ conceptions of phenomenology, to consider more of the structural issues that influence women’s experiences and choices, can help generate increasingly meaningful research findings