Capstones : transitions and professional identity

The literature identifies transition as a key objective for capstone experiences. Capstones should take account of the particular needs of final year students by assisting them to transition from their student to their professional identity. The authors are currently completing an Australian Learning and Teaching Council (ALTC) funded project, “Curriculum Renewal in Legal Education: articulating final year curriculum design principles and a final year program”, which seeks to achieve curriculum renewal for legal education in the Australian context through the articulation of a set of curriculum design principles for the final year and the design of a transferable model for an effective final year program. The project has investigated the contemporary role of capstones in assisting transition out by reviewing the relevant literature and considering feedback from a project reference group, a final year student focus group and a recent graduate’s focus group. Analysis of this extensive research- and evidence-base suggests that capstone experiences should support transition through: • Assisting students to develop a sense of professional identity; • Consolidating students’ lifelong learning skills; • Providing opportunities for consolidation of career development and planning processes; • Enabling students to enhance professional skills and competencies; and • Preparing students as ethical citizens and leaders. This paper will examine the role of capstones in assisting students to transition to their professional identity and will propose learning and teaching approaches and assessment of learning methods that support transition out.

Designing a capstone experience for Australian legal education

Literature suggests that universities, and law schools in particular, are not engaging final year students in a genuine capstone experience which supports the development of their professional identity and their transition out of university. Students in their final year also face significant transition issues which are just as challenging as those facing first year students entering the tertiary environment (Jervis & Hartley, 2005, 314)...

The capstone experience in law

An effective capstone experience provides closure through: Supporting students to synthesise their learning in the program by building upon the knowledge, skills and capability development that has taken place over the entirety of the curriculum; Providing enhanced opportunities for students to reflect on their personal and professional development over the course of their legal education experience and how that prepares them for their future professional and personal lives; Assisting students to attain an understanding of what it means to be a graduate of the discipline and begin to develop a professional identity.

Work-integrated learning as a component of the capstone experience in undergraduate law

There is currently little guidance in the Australian literature in relation to how to design an effective capstone experience. As a result, universities often fail to provide students with a genuine culminating experience in the final year of their degree. This paper will consider the key objectives of capstone experiences – closure and transition – and will examine how these objectives can be met by a work-integrated learning (WIL) experience. This paper presents an argument for the inclusion of WIL as a component of a capstone experience. WIL is consistent with capstone objectives in focusing on the transition to professional practice. However, the capacity of WIL to meet all of the objectives of capstones may be limited. The paper posits that while WIL should be considered as a potential component of a capstone experience, educators should ensure that WIL is not equated with a capstone experience unless it is carefully designed to ensure that all the objectives of capstones are met.

Curriculum renewal in legal education

This project investigated ways in which the learning experience for students in Australian law schools could be enhanced by renewing final year legal curriculum through the design of effective capstone experiences to close the loop on tertiary legal studies and better prepare students for a smooth transition into the world of work and professional practice. Key project outcomes are a set of final year curriculum design principles and a transferable model for an effective final year program – a final year Toolkit comprising a range of templates, models and specific capstone examples for adoption or adaptation by legal educators. The project found that the efficacy of capstone experiences is affected by the curriculum context within which they are offered. For this reason, a number of ‘favourable conditions’, which promote the effectiveness of capstone experiences, have also been identified. The project’s final year principles and Toolkit promote program coherence and integration, should increase student satisfaction and levels of engagement with their experience of legal education and make a valuable contribution to assurance of learning in the new Tertiary Education Quality and Standards Agency (TEQSA) environment. From the point of view of the student experience, the final year principles and models address the current fragmented approach to final year legal curricula design and delivery. The knowledge and research base acquired under the auspices of this project is of both discipline and national importance as the project’s outcomes are transferable and have the potential to significantly influence the quality and coherence of the program experience of final year students in other tertiary disciplines, both within Australia and beyond. Project outcomes and deliverables are available on both the project’s website http://wiki.qut.edu.au/display/capstone/Home and on the Law Capstone Experience Forum website http://www.lawcapstoneexperience.com/. In the course of developing its deliverables, the project found that the design of capstone experiences varies significantly within and across disciplines; different frameworks may be used (for example, a disciplinary or inter-disciplinary focus, or to satisfy professional accreditation requirements), rationales and objectives may differ, and a variety of models utilised (for example, an integrated final year program, a single subject, a suite of subjects, or modules within several subjects). Broadly however, capstone experiences should provide final year students with an opportunity both to look back over their academic learning, in an effort to make sense of what they have accomplished, and to look forward to their professional and personal futures that build on that foundational learning.

Membership cards of Judith Rosenthal, Elma Rosenthal and Arthur Rosenthal to the Jüdischer Kulturbund Berlin Portraits Family

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Reproduction of oil painting portrait of Judith Danziger nee Nathan Portraits Women

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Sukupuolen rakentuminen väkivaltakertomuksissa

Tutkielmassa tarkasteltiin sukupuolen sosiaalista rakentumista väkivaltaa käsittelevissä kertomuksissa. Aineistona oli 31 lehti-ilmoituksella kerättyä väkivaltakertomusta, joissa väkivallasta kirjoitettiin sekä väkivallan uhrin että tekijän positiosta käsin. Tarkoituksena oli tutkia, millä tavoin väkivaltaa konstruoidaan kertomuksissa ja miten tämä yhdistyy kirjoittajien sukupuolen suorittamiseen. Analyysimenetelmänä oli diskurssianalyysi, jossa sovellettiin sekä poststrukturalistisen diskurssianalyysin että diskursiivisen psykologian lähestymistapaa. Aineistosta oli löydettävissä yhteensä yhdeksän erilaista väkivaltakonstruktiota. Miehen toiseen mieheen kohdistaman väkivallan kontekstissa väkivaltaa konstruoitiin kolmessa konstruktiossa oikeutetuksi ja kahdessa paheksuttavaksi. Parisuhdeväkivallan ja perheessä lapsiin kohdistuvan väkivallan kontekstissa väkivalta näyttäytyi joko väkivallan tekijään liittyvänä, valta-aseman vahvistamisena tai osapuolten vuorovaikutukseen liittyvänä. Tämän lisäksi kaikissa konteksteissa väkivaltaa konstruoitiin toisinaan väkivallan tekijän ulkoisista syistä aiheutuvaksi. Sukupuolen suorittaminen käsitettiin tutkielmassa asemointipyrkimyksinä sukupuolen mukaisiin subjektipositioihin. Kirjoittajien katsottiin kohtaavan väkivaltaan ja sukupuoleen liittyviä diskursiivisia ristiriitoja, joita he pyrkivät neuvottelemaan käyttäen erilaisia neuvottelustrategioita. Väkivaltaan ja maskuliinisuuteen liittyviä diskursiivisia ristiriitoja pyrittiin neuvottelemaan sosiaalisen paheksunnan välttämiseen ja maskuliinisuuden todistamiseen käytetyillä neuvottelustrategioilla. Uhriuteen ja feminiinisyyteen liittyviä diskursiivisia ristiriitoja neuvoteltiin uhriuden todistamiseen sekä sille vastakohtaisesti uhriuden välttelyyn käytetyillä neuvottelustrategioilla, joiden tulkittiin liittyvän pyrkimyksiin asemoitua vahvan naisen positioon. Keskeisinä neuvottelustrategioina olivat erilaiset eronteot, esimerkiksi oikeutetun ja paheksuttavan väkivallan välille, uhrin ja tekijän välille sekä itsen välille ennen ja nyt. Tärkeimmät tutkielmassa käytetyt lähteet olivat: Burr, Vivien (1995): An Introduction to Social Constructionism; Butler, Judith (1990): Gender Trouble. Feminism and the Subversion of Identity; Harré, Rom & van Langenhove, Luk (toim.) (1999): Positioning Theory: Moral Contexts of Intentional Action; Hearn, Jeff (1998): The Violences of Men. How Men Talk about and How Agencies Respond to Men’s Violence to Women; Jokinen, Arto (2000): Panssaroitu maskuliinisuus. Mies, väkivalta ja kulttuuri; Keskinen, Suvi (2005): Perheammattilaiset ja väkivaltatyön ristiriidat; Ronkainen, Suvi & Näre, Sari (toim.) (2008): Paljastettu Intiimi. Sukupuolistuneen väkivallan dynamiikka; Wetherell, Margaret (1998): Positioning and Interpretative Repertoires: Conversation Analysis and Post-Structuralism in Dialogue. Avainsanat – Nyckelord – Keywords sukupuolen rakentuminen, väkivalta, subjektipositiot, diskurssianalyysi, diskurssit

Applicability of Butler's equation in interpreting the thermodynamic behavior of surfaces and adsorption in Fe-S-O melts

Expressions for various second-order derivatives of surface tension with respect to composition at infinite dilution in terms of the interaction parameters of the surface and those of the bulk phases of dilute ternary melts have been presented. A method of deducing the parameters, which consists of repeated differentiation of Butler's equations with subsequent application of the appropriate boundary conditions, has been developed. The present investigation calculates the surface tension and adsorption functions of the Fe-S-O melts at 1873 and 1923 K using the modified form of Butler's equations and the derived values for the surface interaction parameters of the system. The calculated values are found to be in good agreement with those of the experimental data of the system. The present analysis indicates that the energetics of the surface phase are considerably different from those of the bulk phase. The present research investigates a critical compositional range beyond which the surface tension increases with temperature. The observed increase in adsorption of sulfur with consequent desorption of oxygen as a function of temperature above the critical compositional range has been ascribed to the increase of activity ratios of oxygen to sulfur in the surface relative to those in the bulk phase of the system.

On linear series and a conjecture of D. C. Butler

Let C be a smooth irreducible projective curve of genus g and L a line bundle of degree d generated by a linear subspace V of H-0 (L) of dimension n+1. We prove a conjecture of D. C. Butler on the semistability of the kernel of the evaluation map V circle times O-C -> L and obtain new results on the stability of this kernel. The natural context for this problem is the theory of coherent systems on curves and our techniques involve wall crossing formulae in this theory.

An Address delivered in the Mercer Street Church at the funeral of the Hon. Benjamin Franklin Butler

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The differences in the social competence of children who attend integrated junior infant classes and children who attend segregated learning environments

There are a number of reasons why this researcher has decided to undertake this study into the differences in the social competence of children who attend integrated Junior Infant classes and children who attend segregated learning environments. Theses reasons are both personal and professional. My personal reasons stem from having grown up in a family which included both an aunt who presented with Down Syndrome and an uncle who presented with hearing impairment. Both of these relatives' experiences in our education system are interesting. My aunt was considered ineducable while her brother - my uncle - was sent to Dublin (from Cork) at six years of age to be educated by a religious order. My professional reasons, on the other hand, stemmed from my teaching experience. Having taught in both special and integrated classrooms it became evident to me that there was somewhat 'suspicion' attached to integration. Parents of children without disabilities questioned whether this process would have a negative impact on their children's education. While parents of children with disabilities debated whether integrated settings met the specific needs of their children. On the other hand, I always questioned whether integration and inclusiveness meant the same thing. My research has enabled me to find many answers. Increasingly, children with special educational needs (SEN) are attending a variety of integrated and inclusive childcare and education settings. This contemporary practice of educating children who present with disabilities in mainstream classrooms has stimulated vast interest on the impact of such practices on children with identified disabilities. Indeed, children who present with disabilities "fare far better in mainstream education than in special schools" (Buckley, cited in Siggins, 2001,p.25). However, educators and practitioners in the field of early years education and care are concerned with meeting the needs of all children in their learning environments, while also upholding high academic standards (Putman, 1993). Fundamentally, therefore, integrated education must also produce questions about the impact of this practice on children without identified special educational needs. While these questions can be addressed from the various areas of child development (i.e. cognitive, physical, linguistic, emotional, moral, spiritual and creative), this research focused on the social domain. It investigates the development of social competence in junior infant class children without identified disabilities as they experience different educational settings.