Linking parental incarceration and family dynamics associated with intergenerational transmission: A life‐course perspective*

Children experiencing parental incarceration face numerous additional disadvantages, but researchers have often relied on these other co‐occurring factors primarily as controls. In this article, we focus on the intimate links between crime and incarceration, as well as on the broader family context within which parental incarceration often unfolds. Thus, parents’ drug use and criminal behavior that precedes and may follow incarceration periods may be ongoing stressors that directly affect child well‐being. We also use our analyses to foreground mechanisms associated with social learning theories, including observations and communications that increase the child's risk for criminal involvement and other problem outcomes. These related family experiences often channel the child's own developing network ties (peers, romantic partners) that then serve as proximal influences. We explore these processes by drawing on qualitative and quantitative data from a study of the lives of a sample of respondents followed from adolescence to young adulthood, as well as on records searches of parents’ incarceration histories. Through our analyses, we find evidence that 1) some effects attributed to parental incarceration likely connect to unmeasured features of the broader family context, and b) together parental incarceration and the broader climate often constitute a tightly coupled package of family‐related risks linked to intergenerational continuities in criminal behavior and other forms of social disadvantage.     

Marriage,Cohabitation, and Crime: Differentiating Associations by Partnership Stage

A wealth of scholarship generally finds that marriage protects against crime, but there is less consistent evidence for cohabitation. In this article, we contribute to scholarship on marriage and put forward new evidence about cohabitation by examining marital and cohabiting partnerships as transitions with distinct stages of entry, stability, and dissolution. We use within-person change models with contemporary data from the National Longitudinal Survey of Youth 1997 to analyze these stages for the full sample and separately for men and women. The findings show differential protective associations of marriage and cohabitation depending on the stage of the partnership. Both recently formed cohabiting partnerships and stable cohabiting partnerships are associated with reductions in the level of offending, although to a lesser degree than marital relationships. Cohabiting partnerships that are stable, in that they have lasted at least a year, are associated with larger decreases in offending, particularly among women.     

Professionalizing Arts Management in Healthcare Facilities

An urgent need exists for trained specialists to manage organizational policies and practices involving arts programs and activities in healthcare facilities. This article introduces the field of arts in health and argues for what is currently needed within the academic and professional field of arts management to advance this emerging arena of arts management theory and practice. The authors integrate key references from existing scholarship alongside additional survey data to offer recommendations for developing professional management of the arts in healthcare facilities like hospitals, hospices, and long-term care centers. The article provides an overview of the responsibilities of arts managers in healthcare institutions, as well as insight into the knowledge, competencies, and skills that arts managers require to effectively work in these settings. The article concludes with articulating a conceptual framework for a long-term research trajectory to inform further advancement of this distinct sub-field of arts management.     

探索创新扎实做好应用型人才培养——安徽警官职业学院现代学徒制试点建设总结与反思

现代学徒制是在吸收传统学徒培训模式精髓的基础上,结合现代高等教育和职业教育特点而逐步形成的一种人才培养模式。现代学徒制试点必然是职业教育提升人才培养质量、提升人才职业技术技能的有效途径。学徒制试点建设的总结与反思表明,职业教育学徒制试点建设已取得可喜成绩,但也存在亟需解决的问题。     

Wrong about Rights: Public Knowledge of Key Areas of Consumer,Housing and Employment Law in England and Wales

Over many decades, processes of juridification have brought about huge growth in legal rights, responsibilities and protections, yet citizens appear to poorly understand this ‘law thick’ world. This impacts citizens’ capacity to ‘name, blame and claim’ in the legal domain at a time of retreat from public funding of civil legal services. This article examines public knowledge of rights in key areas relating to consumer, housing and employment law. Drawing on data from the 2010–2012 English and Welsh Civil and Social Justice Survey, the article uses responses to a series of hypothetical scenarios to explore public knowledge of rights and characteristics associated with knowledge. Our findings highlight a substantial deficit in individuals’ understanding of legal rights and responsibilities – even among those for whom particular rights and responsibilities have specific bearing. We also consider what these findings mean for public legal education and the efficiency, efficacy and legitimacy of the law.     

Getting the fish to see the water: an investigation into students’ perceptions of learning writing skills in academic modules and in a final year real client legal clinic module

In 2010 Tonya Kowalski described the problems faced by students entering clinic for the first time as a one step backward, two step forward phenomenon. Students appeared initially unable to transfer skills and knowledge learned in earlier academic and other settings to clinic but once they were immersed in clinic their skills development improved rapidly. Clinic is often presented as a “bridge to practice” and delivered as the capstone to more traditional elements of an undergraduate degree. However, even with an integrated approach like that at Northumbria Law School, a seamless transition to the skills required for clinic is challenging and gives rise to a constant review of how best to prepare students. Our research focused on legal writing and used focus groups to find out how students participating in the year four clinic at Northumbria University perceived and adapted their previous experiences of writing for use in the clinical context. It identifies strategies which should be considered for integration into non-clinical modules and in the clinical module itself to facilitate this transition from academic orientated writing to practice orientated writing.     

The impact of student-generated digital flashcards on student learning of constitutional law

This article describes, evaluates and reflects upon student creation of cloud-based digital flashcards as an authentic formative and summative assessment task designed for the deep learning of constitutional law. The usefulness of digital flashcards in online legal education is explored. The undergraduate law student participants in the study responded differently to the assessment task depending upon the constitutional law topic they were assigned, the perceived relevance of constructing digital flashcards to professional practice and how they reacted to this creative task. Building digital flashcards provides a potentially powerful authentic assessment task for the study of constitutional law provided it is designed to support semester long creation, validation and sharing of digital flashcards that students perceive as professionally relevant and educationally useful. Student recommendations for designing an assessment task involving the creation of digital flashcards are evaluated.     

Law’s not hard; it’s just hard to get into: a study of alternative entry students to law school

Widening access to higher education is a challenge currently under discussion in Australia and the United Kingdom. The increasing number of alternative entry programs offered by universities has made tertiary study, including law study, more accessible. One concern with widening access to legal education is the ability of students entering law school through means other than very high academic scores to undertake a law degree successfully. Students who enter law school are generally referred to as “high achievers”, having qualified through an admission policy based on competitive rankings. The implementation of equitable access programs in some Australian universities has resulted in a number of places being made available to final year high school students who meet the eligibility criteria. Lowering the entry requirements to some courses provides opportunities for students whose circumstances have affected their ability to attain competitive ranking scores. The Principals’ Recommendation Scheme (PRS) is one of these programs. The University of Technology Sydney in New South Wales, Australia commenced the PRS in 2012. UTS:Law was one of the first Faculties to develop a strategy to support these students. The Faculty is committed to resourcing all students in their study and, as a result, is engaged in the ongoing evaluation of the academic and co-curricular programs provided to students. This paper explains the implementation of the PRS and the relevant support infrastructure available to students. It also considers the research into student retention and academic success and makes a preliminary assessment that, to date, the PRS students are succeeding in the transition from secondary education to law school, and that the existing infrastructure is accommodating the needs of these students. The PRS is an alternative entry scheme that provides a model for consideration by other law schools, committed to widening access to legal education.     

A common law fly on the transsystemic wall: observing the integrated method at McGill Faculty of Law

Law schools attempting to prepare students for a more global practice are generally advised to tailor a law curriculum to their individual resources. When offering comparative perspectives, some law school programmes have pedagogical advantages arising out of a mixed legal heritage, such as McGill Faculty of Law’s transsystemic approach. What does the transsystemic approach entail, and can aspects of the transsystemic approach, which is grounded in Québec’s bijural and bilingual context, be practised at national-focus law schools? In order to consider this question, the author observed classroom dynamics in first year transsystemic courses. The McGill experience cannot be imported, but its pedagogy offers key lessons for common law national-focus law schools, including the need to make alternative visions of law necessary for understanding.