Mentoring for the Retention and Promotion of Diverse Talent

Many companies employ mentoring as a tool for investing in employee development and for retention and promotion. However, women and marginalized groups often experience barriers to accessing mentors and to experiencing the benefits of mentoring. Companies can take measures to mitigate these barriers and help women or people from marginalized groups benefit from mentoring. Mentoring can become a tool for investing in diverse talent if companies are willing to consider alternatives to traditional mentoring approaches, provide the necessary training, and develop a supportive culture. This project draws on best practices from feminist perspective and critical race theory scholarship to evaluate the mentoring resources and practices at a design corporation. The researcher summarizes the current state of mentoring at the corporation, makes tangible recommendations for improvement, and develops training for mentors and mentees that can be implemented at the corporatio

Alien Registration- Hetherington, William M. (Farmingdale, Kennebec County)

https://digitalmaine.com/alien_docs/29134/thumbnail.jp

Constitutional Purpose and Inter-clause Conflict: The Constraints Imposed on Congress by the Copyright Clause

The argument that the preamble of the Copyright Clause provides a strict constraint on congressional intellectual property legislation has met with broad support among legal academics, but it is viewed with some skepticism by the judiciary. The Supreme Court did acknowledge in Eldred that intellectual property legislation must, in at least some sense, promote the progress of science, but stressed that it is for Congress, not the courts, to decide what does and does not promote progress. The Court specifically rejected a stringent form of rational basis review for Copyright Clause enactments proposed in Justice Breyer\u27s dissent, noting that the Court will defer substantially to congressional findings that a particular measure will promote progress. This Article examines the wisdom of the preambular argument, but it also addresses a more important question that has likewise been the subject of a divergence of opinion between academics and the judiciary: are all the arguments about the Copyright Clause preamble actually moot? Even in the event that the preamble of the Copyright Clause is found to sharply limit congressional action under that clause, Congress might simply enact intellectual property legislation under its commerce power. Who, after all, could deny that intellectual property rights implicate interstate commerce? The prevailing view among legal academics is reflected by William Patry\u27s argument that Congress may not ignore the restrictions on its power contained in one clause merely by legislating under another clause such as the Commerce Clause. But the Eleventh Circuit reached just the opposite conclusion in Moghadam, finding that as a general matter, the fact that legislation reaches beyond the limits of one grant of legislative power has no bearing on whether it can be sustained under another. As such, the Moghadam court held that in some circumstances the Commerce Clause indeed may be used to accomplish that which may not have been permissible under the Copyright Clause In Part I, I examine the text and historical origins of the Copyright Clause itself, and consider arguments that the promote progress requirement is not really a purposive preamble at all. I argue that the opening text of the clause does constitute a purposive limitation on congressional action that courts must take seriously, whether we actually use the term preamble or not. In Part II, I examine the practical import of this limitation in light of constitutional case law and doctrine. I conclude that although a reading of the progress requirement as a purposive preamble suggests that courts ought to be less deferential to congressional assurances of compliance than would normally be required by limiting language in the Constitution, any consequent scrutiny would be meaningless if, as the Moghadam court held, Congress may simply bypass the constraints of the Copyright Clause by legislating under the Commerce Clause. In Part III, I consider four different ways to assess whether action under one constitutional clause impermissibly conflicts with the limitations imposed by a different clause and, if a conflict is found, determine which should take precedence. I argue that one must consider the relationship between the constitutional purposes of the respective clauses in order to successfully analyze such conflicts. Finally, in Part IV, I use the purposive analysis just described to examine potential conflicts between the Copyright Clause and intellectual property legislation passed under the auspices of the Commerce Clause. I suggest that although there is no necessary conflict between the two, legislation could nonetheless run afoul of the Copyright Clause preamble while passing muster under the commerce power. In those cases, I argue, judicial weighing of the rival purposive goals involved will be aided by employing the anti-monopolistic and pro-free expression goals of the copyright preamble. Thus, courts should not only ensure that Commerce Clause intellectual property legislation has the purpose of promoting the progress of science and the useful arts, but also should employ exacting scrutiny when reviewing congressional assertions that this is the case

SLOPE STABILITY ANALYSIS OF MOUNT MEAGER, SOUTH-WESTERN BRITISH COLUMBIA, CANADA

The Mount Meager Volcanic Complex (MMVC) in south-western British Columbia is a potentially active, hydrothermally altered massif comprising a series of steep, glaciated peaks. Climatic conditions and glacial retreat has led to the further weathering, exposure and de-buttressing of steep slopes composed of weak, unconsolidated material. This has resulted in an increased frequency of landslide events over the past few decades, many of which have dammed the rivers bordering the Complex. The breach of these debris dams presents a risk of flooding to the downstream communities. Preliminary mapping showed there are numerous sites around the Complex where future failure could occur. Some of these areas are currently undergoing progressive slope movement and display features to support this such as anti-scarps and tension cracks. The effect of water infiltration on stability was modelled using the Rocscience program Slide 6.0. The main site of focus was Mount Meager in the south- east of the Complex where the most recent landslide took place. Two profiles through Mount Meager were analysed along with one other location in the northern section of the MMVC, where instability had been detected. The lowest Factor of Safety (FOS) for each profile was displayed and an estimate of the volume which could be generated was deduced. A hazard map showing the inundation zones for various volumes of debris flows was created from simulations using LAHARZ. Results showed the massif is unstable, even before infiltration. Varying the amount of infiltration appears to have no significant impact on the FOS annually implying that small changes of any kind could also trigger failure. Further modelling could be done to assess the impact of infiltration over shorter time scales. The Slide models show the volume of material that could be delivered to the Lillooet River Valley to be of the order of 109 m3 which, based on the LAHARZ simulations, would completely inundate the valley and communities downstream. A major hazard of this is that the removal of such a large amount of material has the potential to trigger an explosive eruption of the geothermal system and renew volcanic activity. Although events of this size are infrequent, there is a significant risk to the communities downstream of the complex

The effectiveness of a social media intervention for reducing portion sizes in young adults and adolescents

open access journalAbstract Objective: Adolescents and young adults select larger portions of energy-dense food than recommended. The majority of young people have a social media profile, and peer influence on social media may moderate the size of portions selected. Methods: Two pilot-interventions examined whether exposure to images of peers’ portions of high-energy-dense (HED) snacks and sugar-sweetened-beverages (SSBs) on social media (Instagram) would influence reported desired portions selected on a survey. Confederate peers posted ‘their’ portions of HED snacks and SSBs on Instagram. At baseline and intervention end participants completed surveys that assessed desired portion sizes. Results: In intervention 1, Undergraduate students (N=20, Mean age=19.0y, SD=0.65y) participated in a two-week intervention in a within-subjects design. Participants reported smaller desired portions of HED snacks and SSBs following the intervention, and smaller desired portions of HED snacks for their peers. In intervention 2, adolescents (N=44, Mean age=14.4y, SD=1.06y) participated in a four-week intervention (n=23) or control condition (n=21) in a between-subjects design. Intervention 2 did not influence adolescents to reduce their desired reported portion sizes of HED snacks or SSBs relative to control. Conclusions: These preliminary studies demonstrated that social media is a feasible way to communicate with young people. However, while the intervention influenced young adults’ reported desired portions and social norms regarding their peers’ portions, no significant impact on desired reported portion sizes was found for HED snacks and SSBs in adolescents. Desired portion sizes of some foods and beverages may be resistant to change via a social media intervention in this age group

A material-dialogic perspective on powerful knowledge and matter within a science classroom

“Powerful” disciplinary knowledge has the potential to enrich students’ lives by providing access to understanding beyond everyday experience (Young 2011). Learning science or any other school subject requires understanding of the core body of content within an academic discipline. However, contemporary discussion of disciplinary knowledge remains at the sociological level, offering little clarity around how such knowledge manifests in the complex and unique contexts in which people learn. The framing of powerful knowledge inherits a dualist philosophical assumption that a curriculum concept is a universal phenomenon, acquired through a myriad of activities and applied in new situations, but nevertheless something which is acquired (or not) (Hardman, 2019). The question then becomes how these universal concepts are acquired through the unique context of a specific classroom. Gericke et al. (2018) begin to address this question by highlighting the transformations made as disciplinary knowledge is taught in schools. These transformations occur at the societal, institutional and classroom levels. The term ‘transformation’ is an umbrella term reflected in both the tradition of didactics, for example, ‘didactic transposition’ (Chevallard 2007), ‘omstilling’ (Ongstad 2006) and ‘reconstruction’ (Duit 2013), as well as within the curriculum tradition in Bernstein’s (1973) notion of ‘re-contextualization’. As well as considering transformations, the term epistemic quality moves us towards conceptualizing how classroom activities have differing qualities in conveying the epistemology of disciplines (Hudson, 2018). In this chapter, we focus on the classroom, and seek to address the overarching question of: How can the transformation processes related to powerful knowledge and epistemic quality be described? Our contention is that the notions of transformation and epistemic quality hold the potential to frame the ways in which disciplinary knowledge and epistemology manifest in the classroom. However, as these notions are being developed, in this book and elsewhere, we wish to guard against any simplistic framing whereby idealised disciplinary understandings are in some way represented in classrooms. In our view, a learner does not receive a reduced, simplified form of some universal understanding. Understanding of a subject discipline, in terms of both knowledge and the epistemology of the discipline, emerge from the dynamic, messy and material contexts of classrooms. In this chapter, we consider how a material-dialogic frame (Hetherington et al. 2018; Hetherington and Wegerif, 2018) might contribute to this discussion. We first briefly lay out the material-dialogic frame and our reasons for proposing it. After that, we use a case study of a science classroom to support the usefulness of the frame in considering transformations of disciplinary knowledge in classrooms

Access to the Civil Court System for Survivors of Child Sexual Abuse in Georgia: Observations and Recommendations from the Clinical Legal Education Experience

Founded in January 2016, the Wilbanks Child Endangerment and Sexual Exploitation Clinic (the CEASE Clinic) represents survivors of child sexual abuse in juvenile court dependency matters and civil litigation and is the first of its kind in the nation. The CEASE Clinic was established through a generous donation by Georgia Law alumnus Marlan Wilbanks (JD ‘84) in response to a new Georgia law known as the Hidden Predator Act (the HPA) that went into effect on July 1, 2015. The HPA extended the statute of limitations for civil claims arising out of acts of child sexual abuse by providing a two-year retroactive window under which survivors who were previously barred from filing lawsuits could bring claims against their abusers. The CEASE Clinic’s mission is to provide direct legal services to survivors of child sexual abuse in a supportive, professional environment as well as to educate and prepare the next generation of lawyers and social workers to represent survivors. The clinic not only provides direct representation to survivors, but it also serves as a teaching center as part of the University of Georgia School of Law