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“The Winner Takes It All:” The Public Use Doctrine’s Disparate Impact on Impoverished Communities in Natural Gas Production
Get PDFThe interpretation of the public use doctrine in Takings jurisprudence has evolved on both the federal and state level, and this evolution has had a disparate impact on impoverished communities. This note proposes that the persistent poverty and economic decline plaguing northeastern Pennsylvania on the microcosmic level are a product of distributive injustice, which is exacerbated and perpetuated by the expansion of the Takings Clause’s public use doctrine. This note links these exacerbations to the continuance of the boom-and-bust economies set up in regions like northeastern Pennsylvania, finding that the Takings Clause, which was enshrined in the U.S. Constitution as a means of protecting private property ownership, has instead been warped into a means of denying distributive justice to those least equipped to seek it due to the evolution and expansion of the public use doctrine. This is done by exploring the evolution of the public use doctrine on both the federal and Pennsylvania-state levels, analyzing the ability of public utilities to harness these powers of condemnation, and reviewing the impact the fracking industry and its condemnation powers have had on northeastern Pennsylvania and Pennsylvania as a whole. Finally, remedies found in environmental justice, just compensation findings, and access to justice initiatives are proposed
Expungement: Access to Justice or Just More Bureaucracy? A Comparison Among the States
Get PDFA large percentage of the population have some sort of criminal record, whether felony or misdemeanor; however, only a small portion of Americans are aware that expungement of that record is an option. Expungement is the process of erasing a person’s criminal record from public records, such as that it is like the person was never arrested or convicted. However, there are universal limitations on this process, for example not all crimes are eligible for expungement. This Note discusses the vast array of expungement laws across the United States and the importance of these laws in providing convicted persons with a clean slate. The States are categorized according to their progressive expungement laws, and the differences are analyzed. This Note advocates for an expansion of the expungement laws to provide adequate considerations to those rehabilitated while also protecting the public’s interest in safety
Principal Support of Alternatively Licensed Teachers In Rural North Carolina Schools
Get PDFSchools across the nation faced a teacher shortage, and North Carolina was no exception. North Carolina leaders used alternatively licensed teachers to fill vacancies. The purpose of this qualitative, interpretive study was to compare beginning alternatively licensed teachers’ perceptions to principals’ perceptions of the needed and implemented supports for beginning alternatively licensed teachers and how these supports may have improved beginning alternatively licensed teachers’ self-efficacy in K-12, rural, North Carolina schools. This study included 14 beginning alternatively licensed teachers who participated in a questionnaire and six principals who participated in semi-structured interviews. I found beginning alternatively licensed teachers benefited from their principals establishing respectful relationships, providing quality feedback, assigning them mentors and instructional coaches, allowing them to have modified workloads to allow them to observe veteran teachers, and communicating expectations. Principals believed that alternatively licensed teachers benefited from being assigned a mentor, working with instructional coaches, being allowed to observe other teachers, and having protected professional learning community time with colleagues. Beginning alternatively licensed teachers reported the need for support with classroom management, time management, and prioritizing tasks when developing lesson plans, instructional practices, standard courses of study, more communication from principals, and differentiation. Principals believe beginning alternatively licensed teachers need support in understanding school specific procedures, classroom management, and having parent conversations
Effects of Thoracic Spine Mobilization on the Lumbar Spine Rotation Angle during Trunk Rotation
Get PDFObjectives: Limitations in the thoracic spine movement can cause excessive lumbar rotation and back pain; however, it is unclear whether increasing thoracic rotation reduces excessive lumbar rotation. This study aimed to examine the effect of thoracic spine mobilization on the rotation angle of the lumbar spine during trunk rotation. Methods: Twenty healthy volunteers participated in this study. We identified and then mobilized three restricted vertebrae in the thoracic spine through a physical examination using a facet joint traction mobilization technique. Rotational movements of both the thoracic and lumbar spine were assessed pre- and post-intervention. Measurement items included: (1) lumbar rotational angle measured via magnetic resonance imaging taken in the lateral position with 45° of trunk rotation; and (2) thoracolumbar rotation range of motion in the sitting position. In a posthoc analysis, paired t-tests or Wilcoxon tests were used to examine the mean differences in these measurements, and statistical analysis was performed using SPSS version 26.0. Results: The thoracic rotation range significantly increased after intervention (pre-intervention: 50.0 ± 15.7°; post-intervention: 54.6 ± 17.4°), and the rotational angle of the lumbar spine significantly decreased after intervention (pre-intervention: 7.07 ± 1.65°; post-intervention: 5.90 ± 1.87°). Conclusions: Our study demonstrated that increasing thoracic spine rotation using joint mobilization could reduce lumbar rotation
Anticipating the Needs of Future Law Students Based on Current Post-Pandemic National Reading Comprehension Test Scores
Get PDFThe current state of education in the elementary, middle, and high school levels regarding students’ reading comprehension skills is bleak. Post-pandemic scores are showing up to a thirty-year backslide in reading comprehension testing scores. These concerning decreases do not bode well for students who may enter law schools one day. Let’s anticipate those needs by thinking ahead of ways to remedy potential shortcomings. Reading comprehension is tied closely to the skills of critical reading and thinking. Other scholars have written extensively in the legal academia field about critical reading and thinking. In fact, no one likely would dispute that critical reading and thinking are necessary skills for law students and lawyers. However, this article ties reading comprehension to these other skills and discusses the ramifications of current national testing for reading comprehension to potential deficits in those skills in future years.I have had the opportunity to teach a remedial upper-level course that has experimented with the teaching methodologies of modeling, scaffolding, and assessments to help students needing additional help with critical reading, critical thinking, and writing after the first year of law school. The article discusses how the remedial instruction could be implemented broadly across the first-year curriculum, which importantly would address more systemic deficiencies with reading comprehension, critical reading, and critical thinking earlier in law students’ experiences. This article, therefore, is a call to action for law schools to begin to plan ahead and provides some feasible techniques to address future students’ needs in regard to reading and thinking
Using Faculty Needs Assessment to Guide Faculty Development Programming
Get PDFDeveloping relevant and engaging faculty development (FD) is a difficult but essential task in medical education. Through FD, faculty are aided in adapting their teaching styles and strategies to meet changing educational environments and student needs.
The Lincoln Memorial University DeBusk College of Osteopathic Medicine (LMU-DCOM) is home to Osteopathic Medicine, Physical Therapy, Occupational Therapy, Anatomy PhD, and Master of Science programs. The Office of Assessment and Faculty Development is challenged to create FD relevant to multiple programs and accessible to multiple campus locations. Annual needs assessments developed after a review of literature to determine best practices, strong lines of communication, and session evaluations are key to developing well attended, applicable, and engaging programing
The Perceptions of Tennessee Public School Case Managers on Individualized Education Program Transition Planning and Their Role in Preparing 12th Grade Students for Postsecondary Education Disability Services
Get PDFFew students with disabilities applied for postsecondary education disability services and, as a result, had lower graduation rates from four-year colleges than their non-disabled peers. The purpose of this qualitative, interpretive study was to discover the perceptions of Tennessee public high school case managers regarding IEP transition planning and to discover their role in preparing 12th grade students with disabilities for postsecondary education disability services as minimal literature existed on the topic. I discovered four themes from coding questionnaire responses of 13 study participants. Most case managers (85%) relied on direct student input to create transition goals and perceived IEP transition planning was helpful. Few case managers (23%) believed they received any recent, beneficial training on IEP transition planning, but most (85%) wanted training, guided documents, or information on college disability services. Most case managers (92%) helped their students meet transition goals by building self-advocacy skills, facilitating postsecondary education transition experiences, or discussing goal progress with students. Despite most case managers (62%) perceiving most students needed postsecondary education disability services, and all case managers (100%) believing few students applied for those services due to lack of knowledge, lack of self-advocacy skills, or disability stigma, very few case managers (15%) directly helped their students complete the disability services application. This study was important to the education field as it provided 12th grade case managers’ perceptions on IEP transition planning and strategies to improve related practices. Any party responsible for helping students with disabilities transition to postsecondary education would benefit from this study
ORGSP Quarterly: An ORGSP Newsletter from Lincoln Memorial University, Vol 9.2
Get PDFThis quarter\u27s issue focuses on spring research. Learn about the excellent work of LMU\u27s faculty, staff, and students
An Evidence-Based Preceptor Development Program for Nurse Anesthetists
Get PDFAbstract
Problem Statement: The success of the student registered nurse anesthetists (SRNA) is heavily influenced by experiences in the clinical setting, often encompassing a variety of preceptors throughout their respective anesthesia programs. Despite the importance of the preceptor role, many preceptors feel unprepared, and it is estimated most certified registered nurse anesthetists (CRNAs) who precept students have received no formal training in the preceptor role.
Purpose: The purpose of this project is to develop and evaluate an evidence-based preceptor education program for CRNA preceptors, utilizing evidence from literature and input from practicing nurse anesthetists. This program helps provide support by clarifying the preceptor role in the education of SRNAs, identifying effective teaching strategies, and imparting critical knowledge relevant to the preceptor role.
Project Design and Methods: This quality improvement project utilized the Iowa Model’s concise guidelines from inception through implementation and evaluation. This professional development pilot project was provided to ten experienced CRNAs with at least six months of experience serving as a clinical preceptor who completed a pretest prior to participating in the education program and a post-test following program completion.
Analysis: CRNAs completed a pre and post-test on the program content material along with program feedback questions using a Likert scale that was emailed along with the voiced over presentation. These answers were compiled and analyzed using a Wilcoxon rank test, that determined a difference existed between the pre and post test results for all five questions included.
Results/Conclusion: Data collected from the pre, and posttest were compared using a Wilcoxon rank test. Analysis determined that the increased positive results noted when comparing the pre and posttest were not by chance and suggest the program had a positive effect on the 10 pilot participant preceptors
Releasing the Separation of Church and State: The Constitutionality of Released Time Programs in Public Education
Get PDFIn Knoxville, Tennessee, the Knox County Public School Board instituted a policy allowing high school students to earn academic credit for attending and completing religious released time programs off campus. These released time programs would be used to educate and guide students in religious and faith-based topics. Over the last decade we have seen a rise of these types of programs across the United States. With the recent Supreme Court case Kennedy v. Bremerton, the constitutional basis for released time programs established in Zorach could potentially be further expanded creating a deeper chasm between church and state