100 Years of Women at Fordham: A Foreword and Reflection

As we reflect back on 100 Years of Women at Fordham Law School, we have much to celebrate. In contrast to the eight women who joined 312 men at the Law School in 1918—or 2.6 percent of the class—women have constituted approximately 50 percent of our matriculants for decades. Life for women at the Law School has come a long way in more than just numbers. For example, in 1932, the Law School recorded the first known practice of “Ladies’ Day,” a day on which some professors would call on women, who otherwise were expected to be silent in their classes. In this context, one can only imagine the experience of Mildred Fischer, the first woman to serve as Editor-in-Chief of the Fordham Law Review, in 1936. We have come a long way and, thankfully, it is no longer unusual to see a woman voted Editor-in-Chief of the Law Review and our other scholarly journals. Women also have rightly claimed their place at the head of the Student Bar Association and countless student organizations. From the very start, however, women have succeeded as scholars and advocates at the Law School and in their careers. It is in this context that I express my gratitude to the Fordham Law Review Online for creating this space for women—faculty, alumnae, and students— to share their scholarship. Delightfully, there is no umbrella theme or limitation on the scope of their contributions; rather, they have followed their own intellectual curiosity and passions to create this terrific collection of Essays. The short precis that follow are designed to lure the reader to discover more about their keen ideas and brilliant minds

100 Years of Women at Fordham: A Foreword and Reflection

As we reflect back on 100 Years of Women at Fordham Law School, we have much to celebrate. In contrast to the eight women who joined 312 men at the Law School in 1918—or 2.6 percent of the class—women have constituted approximately 50 percent of our matriculants for decades. Life for women at the Law School has come a long way in more than just numbers. For example, in 1932, the Law School recorded the first known practice of “Ladies’ Day,” a day on which some professors would call on women, who otherwise were expected to be silent in their classes. In this context, one can only imagine the experience of Mildred Fischer, the first woman to serve as Editor-in-Chief of the Fordham Law Review, in 1936. We have come a long way and, thankfully, it is no longer unusual to see a woman voted Editor-in-Chief of the Law Review and our other scholarly journals. Women also have rightly claimed their place at the head of the Student Bar Association and countless student organizations. From the very start, however, women have succeeded as scholars and advocates at the Law School and in their careers. It is in this context that I express my gratitude to the Fordham Law Review Online for creating this space for women—faculty, alumnae, and students— to share their scholarship. Delightfully, there is no umbrella theme or limitation on the scope of their contributions; rather, they have followed their own intellectual curiosity and passions to create this terrific collection of Essays. The short precis that follow are designed to lure the reader to discover more about their keen ideas and brilliant minds

Global Collaboration in Law Schools: Lessons to Learn

This Introduction to the Symposium, Global Alliance for Justice Education (“GAJE”) North American Regional Conference, discusses four articles in the Fordham International Law Journal that advance a growing goal of the GAJE: developing scholarship to facilitate justice education and increasing awareness of the global justice movement. Each of the following four articles identifies ways in which collaborating law professors in significantly different contexts--China, South Africa, Nicaragua, and the United States--can learn from each other to develop vital programs of legal education and to strive for social justice

Less but Better? Teaching Maths in Further Education and Collateral Growth

The paper presents and explores the experience of maths students studying in a context shaped by a core concept maths curriculum. The three vignettes that illuminate experience are drawn from a larger research project that worked with five teachers and 630 learners aged 16−18 in Further Education classrooms in England. Analysis involved distinguishing different understandings of being good at maths, different views of a good maths curriculum and identifying enablers and barriers to being a ‘successful’ maths student. Dewey’s ideas about focused experience and collateral learning were used to deepen this analysis. The paper reports a surprising finding. In some cases, students recognize the positive impact learning maths had on developing their wider human capabilities. Maths teachers in England, working in the context of ‘new public management’, may find reasons to take heart from the accounts of teaching and learning presented. For the international reader who is grappling with the challenge of reengaging maths students, the accounts of what matters to students could spur a reconsideration of priorities and practice

Operation of a forced circulation, haynes alloy no. 25, mercury loop to study corrosion product separation techniques

Forced circulation, Haynes alloy 25, mercury loop to study corrosion product separatio

Ligand Substitution Dynamics

Substitution of a ligand in an inner sphere complex by an outside group is the most fundamental reaction in metal ion chemistr

The Virginia Sickle Cell Anemia Awareness Program: Education, Screening, and Counseling

In 1968, a program of screening for sickle trait carriers was begun as part of the work of the Hematology Division, Department of Medicine, at the Medical College of Virginia. It was felt that sickle cell anemia was more of a public health problem than was generally recognized, and in addition to instituting screening and education programs, data were collected to document the relative neglect of the problem

Exact Groundstates of Rotating Bose Gases close to a Feshbach Resonance

We study the groundstates of rotating Bose gases when interactions are affected by a nearby Feshbach resonance. We show that exact groundstates at high angular momentum can be found analytically for a general and realistic model for the resonant interactions. We identify parameter regimes where the exact groundstates are exotic fractional quantum Hall states, the excitations of which obey non-abelian exchange statistics.Comment: 4 page

Foreword: Urban Bioethics

On February 26, 1997, the Fordham University School of Law hosted the Sixth Annual Stein Center Symposium on Contemporary Urban Challenges, entitled Urban Bioethics: A Symposium on Health Care, Poverty, and Autonomy. The Foreword introduces Articles in this Symposium issue and discusses two central themes of the various Articles: socioeconomic framing of bioethical and healthcare issues, and the challenge of the moral consensus

Observation of narrow-band noise accompanying the breakdown of insulating states in high Landau levels

Recent magnetotransport experiments on high mobility two-dimensional electron systems have revealed many-body electron states unique to high Landau levels. Among these are re-entrant integer quantum Hall states which undergo sharp transitions to conduction above some threshold field. Here we report that these transitions are often accompanied by narrow- and broad-band noise with frequencies which are strongly dependent on the magnitude of the applied dc current.Comment: 4 pages, 3 figure