SELF-Advocacy education for Youth: The Role of Law School Communities in expanding opportunities for System-Involved Youth

2013 ◽  
Vol 51 (4) ◽  
pp. 698-711 ◽  
Author(s):  
Betsy Krebs ◽  
Paul Pitcoff ◽  
Ann L. Shalof
Keyword(s):  
Law School ◽  
Self Advocacy ◽  
School Communities

Ultimate conversation: Fitzpatrick at Warwick, February 2020

2021 ◽  
Vol 17 (1) ◽  
pp. 51-57
Author(s):  
Abdul Paliwala
Keyword(s):  
Law School ◽  
Public Performance ◽  
Online Participation ◽  
The Relationship ◽  
Seriously Ill

AbstractThis is the edited transcript of a seminar on 27 February 2020 organised at Warwick Law School in appreciation of the work of Peter Fitzpatrick. Peter was seriously ill at the time but was desirous of online participation. Sadly, the seminar was the last public performance by Peter prior to his death. A variety of themes in Peter's work are discussed, including his critique of H.L.A. Hart, his notion of ‘slow reading’, the relationship between theory and grounded engagement with people, the idea of community and relationality, the role of the critic, self-criticism, the impossibility of law, decoloniality, occidentalism, mythologies and governmentality, and the significance of narratives.

Advocacy for The Mentally Impaired Elderly: A Case Study Analysis

1989 ◽  
Vol 14 (4) ◽  
pp. 353-376 ◽  
Author(s):  
Jeanie Kayser-Jones ◽  
Marshall B. Kapp
Keyword(s):  
Nursing Home ◽  
Nursing Home Residents ◽  
Self Advocacy ◽  
State Laws ◽  
Case Study Analysis ◽  
Appropriate Treatment ◽  
Mentally Impaired ◽  
And Training

The authors present a case study to illustrate how a mentally impaired but socially intact nursing home resident, who had no one to act as an advocate for her, was denied appropriate treatment for an acute illness which ultimately resulted in her death. The case raises important questions about advocacy for the mentally-impaired, acutely-ill institutionalized patient. This Article explores the role of the advocate, how advocates are selected, what qualities and talents they should possess, and what responsibilities should be assigned to them. The authors suggest that nursing home residents should be encouraged to engage in self-advocacy to the greatest extent possible. The competent elderly should be urged to name their preferred advocates. Individuals who serve in advocacy roles should be advised to seek information regarding the patient's wishes from those who know the patient well. Furthermore, there is a need for quality education and training of those who serve in advocacy roles on behalf of nursing home residents, and state laws need to specify the responsibilities of persons who serve as advocates.

scholarly journals Mentoring partnerships for success : the role of mentoring in reconstructing professional identities and in creating a sense of belonging for internationally-educated teachers from visible minority groups in greater Toronto area school communities

2021 ◽  
Author(s):  
Patricia Robertson
Keyword(s):  
Minority Groups ◽  
Mentoring Programs ◽  
Mentoring Relationships ◽  
Visible Minority ◽  
Professional Identities ◽  
Collaborative Relationships ◽  
School Communities ◽  
Educational Stakeholders ◽  
Greater Toronto Area

This study explores and analyses mentoring relationships between unemployed and underemployed internationally-educated teachers (IETs) from visible minority groups and Canadian-experienced educators, and their influence on the re-establishment of migrant teachers' professional identities and perceptions of inclusion in Greater Toronto Area (GTA) school communities. A detailed literature review summarizes previously identified issues in this area while, nine in-depth interviews conducted with mentees, mentors and mentoring pairs in this study identify prior and newly emergent themes. Primary themes that transpired include: the presence of varying forms of resistance from the dominant community towards IETs; the role of mentoring relationships in meeting IETs' needs; and the importance of consistency, trust and honesty in building collaborative relationships that foster IETs' successful integration into the teaching field. Recommendations include: the delivery of equity-oriented programming through educational bodies; the development of sustainable occupation-specific teacher mentoring programs; and the promotion of IETs to the greater community by educational stakeholders.

scholarly journals Mentoring partnerships for success : the role of mentoring in reconstructing professional identities and in creating a sense of belonging for internationally-educated teachers from visible minority groups in greater Toronto area school communities

2021 ◽  
Author(s):  
Patricia Robertson
Keyword(s):  
Minority Groups ◽  
Mentoring Programs ◽  
Mentoring Relationships ◽  
Visible Minority ◽  
Professional Identities ◽  
Collaborative Relationships ◽  
School Communities ◽  
Educational Stakeholders ◽  
Greater Toronto Area

This study explores and analyses mentoring relationships between unemployed and underemployed internationally-educated teachers (IETs) from visible minority groups and Canadian-experienced educators, and their influence on the re-establishment of migrant teachers' professional identities and perceptions of inclusion in Greater Toronto Area (GTA) school communities. A detailed literature review summarizes previously identified issues in this area while, nine in-depth interviews conducted with mentees, mentors and mentoring pairs in this study identify prior and newly emergent themes. Primary themes that transpired include: the presence of varying forms of resistance from the dominant community towards IETs; the role of mentoring relationships in meeting IETs' needs; and the importance of consistency, trust and honesty in building collaborative relationships that foster IETs' successful integration into the teaching field. Recommendations include: the delivery of equity-oriented programming through educational bodies; the development of sustainable occupation-specific teacher mentoring programs; and the promotion of IETs to the greater community by educational stakeholders.

Developing the Role of ‘Values’ Within Information and Communication Technology

2011 ◽  
pp. 329-338
Author(s):  
John Patterson
Keyword(s):  
Service Learning ◽  
Student Teachers ◽  
Information And Communication Technology ◽  
Communication Technology ◽  
Values Education ◽  
School Communities ◽  
The United Kingdom ◽  
Information And Communication ◽  
Reciprocal Value

This chapter investigates the Schools Intergenerational Nurturing and Learning (SIGNAL) project at Liverpool Hope University and its impact on communities of learning within some of the most deprived areas of the United Kingdom. Embracing the wide aims of Citizenship Education in England, SIGNAL encompasses intergenerational and partnership activities, volunteerism, values education, and entrepreneurial learning shaped to assist with the unique issues faced by diverse school communities. Central to the project is the engagement of service-learning (SL) focussed student teachers, and their use of Information and Communication Technology (ICT). Whereas the majority of research about SL investigates its value to participating students (Eyler & Giles, 1999, 2002), less documentation can be found demonstrating its value to recipients. This chapter will look at the reciprocal value of SL projects utilising ICT for school communities, drawing its research from past projects delivered across Liverpool since 1999 and celebrated at www.schoolsinteractive.co.uk.

Aboriginal Studies Training and Development Does it Change Attitudes?

1992 ◽  
Vol 20 (5) ◽  
pp. 32-44
Author(s):  
Vince Mulkerin
Keyword(s):  
Training And Development ◽  
Aboriginal Education ◽  
Education Department ◽  
Eastern Area ◽  
School Communities

Since mid 1990 I have been part of the Eastern Area Aboriginal Studies team. The “team” comprises two people, myself and an Aboriginal Education Worker (AEW), Mrs. Shirley Gollan. The role of the Aboriginal Studies team is to provide training and development in Aboriginal Studies for school communities across the Education Department Eastern Area.

scholarly journals Innocence and Federal Habeas after AEDPA: Time for the Supreme Court to Act

2012 ◽  
Vol 24 (4) ◽  
pp. 300-307 ◽  
Author(s):  
Joseph L. Hoffmann
Keyword(s):  
Supreme Court ◽  
Empirical Research ◽  
Law School ◽  
Habeas Corpus ◽  
Wrongful Conviction ◽  
Proper Role ◽  
The Supreme Court ◽  
The Media ◽  
New Evidence

New empirical research shows that, since AEDPA, the likelihood of success in non-capital federal habeas corpus has dropped to less than one percent. Federal habeas courts continue to be concerned about the wrongful conviction of innocent defendants, but their role in such cases must be redefined. Habeas courts are structurally incapable of effectively screening and investigating claims of wrongful conviction; these responsibilities are better performed by extrajudicial actors such as innocence projects, innocence commissions, law school clinics, volunteer lawyers, and the media. The proper role of habeas is to provide a clear path to relief, unencumbered by procedural restrictions, for petitioners who can produce clear and convincing new evidence of innocence. The Supreme Court should help to create such a path by finally acknowledging the constitutional status of “bare innocence” claims based on new evidence.

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