NO MORE CASEBOOKS: USING SIMULATION‐BASED LEARNING TO EDUCATE FUTURE FAMILY LAW PRACTITIONERS

Teaching family law using the traditional casebook method provides students with marginal knowledge and skills. To practice family law, one needs to know how to interview and counsel clients, negotiate with opposing counsel, file pleadings and supporting documents, draft agreements, and understand tax consequences. Moreover, ethical issues abound in the practice of family law, such as confidentiality, conflict of interest, and fee arrangements. Critics of traditional pedagogies in legal academia have included the MacCrate Report, the Carnegie Report, and Best Practices for Legal Education. The Family Law Education Reform Project has focused its attention on the failure of law schools to keep pace with the ever‐evolving nature and requirements of family law practice. This article offers one answer to those who seek to educate law students in a manner that will better prepare them for the practice of family law. The author, who is the director of Vermont Law School's General Practice Program, describes a family law course she has developed and taught for many years. The course is taught in an integrative fashion, and includes substantive law, practice skills, and ethical and professionalism issues. She offers the course as a response and antidote to the ongoing criticisms of tradition a methods of teaching law.     

Community-level HIV prevention for persons with severe mental illness living in supportive housing programs: a pilot intervention study

Individuals with severe mental illness (SMI) are at risk for HIV/AIDS. Despite the availability of supportive community programs for those with SMI, there have been no published evaluations of community-level HIV prevention trials among this population. A pilot intervention trial was conducted to determine the feasibility of such an intervention in supportive housing programs (SHPs). A multi-component community-level trial was implemented in two SHPs with a total of 28 residents. Participants completed assessments at three time points: prior to the intervention (baseline), following skills training (post-assessment), and following the 4-month community intervention (follow- up). Results demonstrated significant improvements in psychosocial risk factors at both post- and follow-up assessments, with indications of sexual behavior change at follow-up. The community-level intervention appeared to reduce the risk of HIV among persons with SMI living in SHPs, and supports the importance of conducting larger scale intervention trials.     

The discourses of incidents: cougars on Mt. Elden and in Sabino Canyon, Arizona

Incidents are relatively short periods of intensified discourse that arise from public responses to symbolically important actions by public officials, and an important part of the conflict that increasingly surrounds state wildlife management in the West. In an effort to better understand incidents as a facet of this conflict, we analyzed the discourses of two incidents in Arizona that were precipitated by the intended removal of cougars by managers in response to public safety concerns. We used newspaper content, 1999?C2007, to elucidate seminal patterns of public discourses and discourse coalitions as well as differences in discursive focus between incident periods and background periods. Cougars were mentioned in newspaper articles 13?C33 times more often during incidents compared with background periods. State wildlife agency commissioners and hunters were part of a discourse coalition that advocated killing cougars to solve problems, blamed cougars and those who promoted the animals?? intrinsic value and sought to retain power to define and solve cougar-related problems. Personnel from affected state and federal agencies expressed a similar discourse. Environmentalists, animal protection activists, and some elected officials were of a coalition that defined ??the problem?? primarily in terms of people??s behaviors, including behaviors associated with current institutional arrangements. This discourse advocated decentralizing power over cougar management. The discourses reflected different preferences for the allocations of power and use of lethal versus non-lethal methods, which aligned with apparent core beliefs and participants?? enfranchisement or disenfranchisement by current state-level management power arrangements.     

The complications of controlling agency time discretion: FDA review deadlines and postmarket drug safety

Public agencies have discretion on the time domain, and politicians deploy numerous policy instruments to constrain it. Yet little is known about how administrative procedures that affect timing also affect the quality of agency decisions. We examine whether administrative deadlines shape decision timing and the observed quality of decisions. Using a unique and rich dataset of FDA drug approvals that allows us to examine decision timing and quality, we find that this administrative tool induces a piling of decisions before deadlines, and that these “just-before-deadline” approvals are linked with higher rates of postmarket safety problems (market withdrawals, severe safety warnings, safety alerts). Examination of data from FDA advisory committees suggests that the deadlines may impede quality by impairing late-stage deliberation and agency risk communication. Our results both support and challenge reigning theories about administrative procedures, suggesting they embody expected control-expertise trade-offs, but may also create unanticipated constituency losses.     

Who Benefits from KIPP?

The nation's largest charter management organization is the Knowledge is Power Program (KIPP). KIPP schools are emblematic of the No Excuses approach to public education, a highly standardized and widely replicated charter model that features a long school day, an extended school year, selective teacher hiring, strict behavior norms, and emphasizes traditional reading and math skills. No Excuses charter schools are sometimes said to target relatively motivated high achievers at the expense of students who are more difficult to teach, including limited English proficiency (LEP) and special education (SPED) students, as well as students with low baseline achievement levels. We use applicant lotteries to evaluate the impact of KIPP Academy Lynn, a KIPP school in Lynn, Massachusetts that typifies the KIPP approach. Our analysis focuses on special needs students that may be underserved. The results show average achievement gains of 0.36 standard deviations in math and 0.12 standard deviations in reading for each year spent at KIPP Lynn, with the largest gains coming from the LEP, SPED, and low‐achievement groups. Average reading gains are driven almost entirely by SPED and LEP students, whose reading scores rise by roughly 0.35 standard deviations for each year spent at KIPP Lynn.     

Differentiating cause-of-death terminology for deaths coded as sudden infant death syndrome, accidental suffocation, and unknown cause: an investigation using US death certificates, 2003-2004

We compared written text on infant death certificates for deaths coded as sudden infant death syndrome (R95), unknown cause (R99), and accidental suffocation (W75). Using US mortality files supplemented with the death certifiers' written text for all infant deaths with International Classification of Diseases (ICD)-10 assigned codes R95, R99, and W75, we formed cause-of-death subcategories from common themes identified from the written text. Among all infant deaths in 2003-2004, the underlying cause of death was listed as R99 for 2128 deaths, R95 for 4408 deaths, and W75 for 931 deaths. Among the postneonatal deaths, the differences in subcategories varied between assigned ICD-10 codes: for R99-coded deaths, 45.8% were categorized as "Unknown" and 48.6% as "Pending"; for R95-coded deaths, 67.7% were categorized as "sudden infant death syndrome (SIDS)"; and for W75-coded deaths, 76.4% were categorized as "Suffocation." Examination of the written text on the death certificates demonstrates variability in the assigned ICD-10 codes which could have an important effect on the estimates of SIDS cases in the United States.     

A mixed methods study of participant reaction to domestic violence research in Jordan

Research on domestic violence against women has increased considerably over the past few decades. Most participants in such studies find the exercise worthwhile and of greater benefit than emotional cost; however, systematic examination of participant reaction to research on violence is considerably lacking, especially in the Middle East region. This study begins to fill this gap by examining women's reactions to domestic violence research in Jordan and whether a personal history of violence is associated with unfavorable experiences. This sequential exploratory mixed methods study included 17 focus group discussions (FGD) with women in Amman followed by a survey conducted in reproductive health clinics throughout the country (pilot n = 30; survey n = 517). Open coding was used to identify the theme related to participant reaction in the FGD data. This construct was further examined by the subsequent survey that included dichotomous questions inquiring whether the respondent thought the study questions were important and whether they were angry or felt resentment as a result of the survey. One open-ended question on the survey provided additional qualitative data on the theme that was combined with the FGD data. Themes identified in the qualitative data pertained to expressions of gratitude and comments on the survey's value. Findings of this study indicate that Jordanian women's responses to the research process are similar to women currently represented by the extant literature in that a vast majority of its participants felt that the study was important (95%) and it did not evoke anger or resentment (96%). Many even found the study to be useful to them personally or to society. Among those who had a negative emotional reaction, most still found the research to be important. This study's findings highlight the safety and potential benefits of ethically conducted violence research.