Duty bound? Court Possession Schemes and Clinical Education

The opportunity to take part in the local County Court hearings of repossession cases arose around 3 years ago, the same time as I joined the University of Northumbria as a solicitor/ tutor working in the Student Law Office. I wanted to keep up my own hands-on skills as a solicitor, and so grasped this opportunity with enthusiasm. It has been an invaluable teaching tool as part of student’s experiences within the student law office, but only recently have I stopped to take stock of the nature and value of this experience, and to consider more carefully the aims and objectives, from the Student Law Office point of view, in taking part in this.This paper looks at experiences with students at court repossession days, and the messages we are giving students when we expose them to this type of work – are we moving closer towards clinical legal education with a social justice agenda? And what do we get out of these court days as a student learning experience

The Payoff: Returns to University, College and Trades Education in Canada, 1980 to 2005

Among OECD countries, Canada has the highest percentage of postsecondary graduates in the population 25-64 years old, which is due to having a large proportion of nonuniversity postsecondary graduates from colleges and trade schools. By considering the financial returns to types of postsecondary education, which reflect demand and supply, this paper examines whether Canada has produced too many postsecondary graduates in general, or too many graduates from colleges or trade schools in particular. The answers to both questions is no. There are high rates of return to higher education, with the exception of women graduates of trade schools.Education Papers, postsecondary education, OECD countries

The Divided Self: The Double Consciousness of Faculty of Color in Community Colleges

Through qualitative field methods research addressing faculty of color in four California community colleges, this investigation examines and explains faculty experiences and professional sense making. By combining critical race theory with social identity theory, our perspective underlines the potential social and ethnic identity conflicts inherent in the daily lives of faculty of color. The professional and social identities of faculty of color are not necessarily compatible, leading to a condition of "double consciousness," or what we refer to as "the divided self." © The Author(s) 2013

Community College Culture and Faculty of Color

This investigation examines and explains the ways in which community college faculty of color construct their understandings of institutional culture. We investigate four community colleges in California through interviews with 31 full-time faculty of color. This faculty group expresses identity conflicts between their professional roles and their cultural identities. Their understandings of their institutions suggest that the culture of the community college is more complex and multi-faceted than that portrayed in the scholarly literature, which often portrays the institution as homogeneous and the faculty body as uniform. © The Author(s) 2013

“Dangerous Work”: Improving Conditions for Faculty of Color in the Community College

This qualitative investigation of the experiences of faculty of color at community colleges identifies current conditions for this population and suggests potentials for ameliorating conditions that inhibit their job satisfaction. We argue that the current conditions for faculty of color, based upon their expressed experiences at the community colleges, are deleterious to their professional performance, to their positive self-image, and to their contributions to their institutions. Alterations to these current conditions are unlikely without systemic institutional change. Indeed, without improvement to these conditions, the job satisfaction of faculty of color is not likely to change

Diversity in the Heartland of America: The Impact on Human Development in Indiana

This article is the third in a series of studies measuring the impact of cultural diversity on human development. We disaggregate cultural diversity into three components: ethnicity, language, and religion. The first study examined the impact of diversity internationally. We found that countries are worse off with greater diversity, especially religious diversity; however, we found that more-prosperous countries with strong institutions benefited from increased diversity. We concluded that strong institutions are essential to maximize the benefits of diversity while mitigating the associated costs. The second study examined the impact of diversity within the United States, where institutional strength was assumed to be relatively great and similar between states. We found an overall negative impact from diversity. Ethnic diversity was negatively associated with human development, while religious and language diversity had a positive impact. We concluded that in the United States, there is more tolerance for religious and language differences compared to ethnic differences. In this third study, we examine the impact of diversity within the state of Indiana. As with our national results, we find a generally negative relationship between human development and diversity. Ethnic diversity has a negative impact, while religious and language diversity are generally positive influences. Strong political and legal institutions may not be sufficient to extract net benefits from diversity if social attitudes that guide behavior are not supportive. The results suggest that net benefits from diversity in Indiana may depend on improvement of social attitudes and in commitment to social services that support historically disadvantaged minority groups

On the Existence of a Kazantzis-Kravaris/Luenberger Observer

We state sufficient conditions for the existence, on a given open set, of the extension, to nonlinear systems, of the Luenberger observer as it has been proposed by Kazantzis and Kravaris. We prove it is sufficient to choose the dimension of the system, giving the observer, less than or equal to 2 + twice the dimension of the state to be observed. We show that it is sufficient to know only an approximation of the solution of a PDE, needed for the implementation. We establish a link with high gain observers. Finally we extend our results to systems satisfying an unboundedness observability property