194,758 research outputs found
Teaching Substantive Environmental Law and Practice Skills Through Interest Group Role-Playing
Most law students take their first introductory course in environmental law during their second year of law school. The traditional first-year curriculum does little to prepare students for the complex statutory and regulatory models for most environmental regulation. Law students at the end of their first year often have had little exposure to statutory interpretation. Further, they often have no exposure to administrative law and regulatory implementation. These students may expect statutes to provide clear statements of rules rather than guidelines for administrative rulemaking. They also tend to view the lawmaking and interpretive process through the traditional lens of congressional legislation and common-law-style judicial interpretation in a bipolar scheme of implementation--where the regulatory agencies and the regulated industries are the only players.
In fact, environmental regulatory programs constantly evolve through a complex interaction of legislative amendment, administrative rulemaking, and judicial interpretation. Influencing these programs are the multipolar interaction of regulated industries, environmental groups, state agencies, and federal regulators. Law students accustomed to the bipolar model of common-law legal development and who expect statutory law to consist of a simple reading of clear statutory texts can find this interest group pluralist model of law development bewildering. One way to help give context to this complex interaction is to place students in the roles of the various advocates and decision-makers in the environmental law processes. Assigning students to adopt the perspective of various distinct players in the regulatory process, such as agency lawyer, industry lawyer, and environmental NGO lawyer, helps make this complex interaction more accessible to students. This also provides an introduction into the skills of statutory interpretation and regulatory implementation.
At Pace Law School, we have had considerable success integrating this approach into an Environmental Law Skills course. This course combines a comprehensive study of the Clean Water Act (CWA) regulatory program with skills-based exercises in administrative rulemaking, judicial review, regulatory permitting, negotiation, and enforcement. The course was added to the curriculum in the 1990s in response to the growing recognition by the legal academy that the traditional case-oriented method of instruction failed to result in law graduates with basic competencies expected of lawyers. The course has been refined over the years to incorporate the Carnegie Report\u27s more recent critiques: the legal education\u27s failure to foster students\u27 development of their professional identities and their understanding of lawyers\u27 role in representing clients. By integrating role-playing, problem solving, and doctrinal instruction, the course seeks to engage students in active learning and professional identity development. The course also seeks to implement recommendations for the improvement of legal instruction contained in Professor Stuckey\u27s influential 2007 report, Best Practices for Legal Education. In particular, the course seeks to âteach doctrine, theory, and practice as part of a unified, coordinated program of instructionâ as recommended in that report
Regional development expectations in the Ăresund region - travel patterns and cross border mobility
The opening of the Oresund bridge is the ultimate break through in cutting travel time between, East-Denmark and Scania, Sweden. The final implementing of the TEN project makes it finally possible to commute on a daily basis in the region between the two countries. The new link either has enlarged the Copenhagen region as a northern hub or created a new Scandinavian hub with Copenhagen and Malmö as core centres. This new common Oresund region provides an optimal location for central European and international firms that try to penetrate the Nordic markets from a location close to the European centre but close to the majority of customers due to its economy of scale. One of the questions for the future development of the region is if travel patterns at the two sides of the strait can adapt to the new circumstances. In relation to that it can be asked if the abilities already exist today to cope with the demands of the changed regions structure for work commuting. Going one step further increased regional identity will foster a change of moving patterns. An overview over the living and housing situation in the region try to analyse if it is today favourable reconsidering permanently the place of residence to come closer to the economical centre of the region, to reduce unproductive commuting or increase quality of life. The paper tries to give answers to these and other questions related to willingness and ability to commute in the region, using the results of a household survey that has been performed in the Oresund region. The survey bases on a random sample Danes and Swedes living in the new region that have been asked about their relation to the region and future expectation and willingness to commute. Starting from the assumption that individual total average travel time does not increase but accessible area this paper tries to summarize the preferences of different peergroups and their adapting ability for fostering a common region.
Spartan Daily, January 9, 1948
Volume 36, Issue 58https://scholarworks.sjsu.edu/spartandaily/11018/thumbnail.jp
Spartan Daily, January 9, 1948
Volume 36, Issue 58https://scholarworks.sjsu.edu/spartandaily/11018/thumbnail.jp
Secondary Sources: Top Ten
Secondary sources are a legal researcher\u27s best friend. They are a great place to begin researching a new topic as they provide a framework for understanding the subject. Not only will a good secondary source provide researchers with a way of approaching the topic, but it will also introduce beginning researchers to the language of the subject. Secondary sources also contain expert analysis, references to primary law such as cases, statutes, and regulations, and will also include such other resources as governmental reports, statistics, and other secondary sources. While secondary sources are an incredibly valuable research tool, they can offer such a wide array of options that researchers become overwhelmed with the sheer number of choices. This can strike anyone, even a fairly experienced researcher. Librarians, too, can become overwhelmed, especially when faced with teaching law students about the value of secondary sources and how to harness their power
Relational pedagogy for student engagement and success at university
The Australian Government's policy to transform higher education by 2020 includes plans to significantly raise the levels of undergraduate enrolment by people of low socio-economic status. In light of this policy direction, this article examines how a group of undergraduate students of low socio-economic status work to maintain their desire for learning and to remain included in the university system despite experiencing cultural processes of exclusion. As the students reflect on the cultural and pedagogical conditions that promote, support and enhance their participation and engagement in higher education, a picture emerges of the importance of students' relationships with academics. Whilst positive relationships help students to remain engaged, negative experiences work against continuing participation and engagement. Given the desire of the Australian government to increase participation in higher education by students from under-represented groups, this research identifies some challenges and possibilities for both universities and academics
An Evening Spent with Bill van Zwet
Willem Rutger van Zwet was born in Leiden, the Netherlands, on March 31,
1934. He received his high school education at the Gymnasium Haganum in The
Hague and obtained his Masters degree in Mathematics at the University of
Leiden in 1959. After serving in the army for almost two years, he obtained his
Ph.D. at the University of Amsterdam in 1964, with Jan Hemelrijk as advisor. In
1965, he was appointed Associate Professor of Statistics at the University of
Leiden and promoted to Full Professor in 1968. He remained in Leiden until his
retirement in 1999, while also serving as Associate Professor at the University
of Oregon (1965), William Newman Professor at the University of North Carolina
at Chapel Hill (1990--1996), frequent visitor and Miller Professor (1997) at
the University of California at Berkeley, director of the Thomas Stieltjes
Institute of Mathematics in the Netherlands (1992--1999), and founding director
of the European research institute EURANDOM (1997--2000). At Leiden, he was
Dean of the School of Mathematics and Natural Sciences (1982--1984). He served
as chair of the scientific council and member of the board of the Mathematics
Centre at Amsterdam (1983--1996) and the Leiden University Fund (1993--2005).Comment: Published in at http://dx.doi.org/10.1214/08-STS261 the Statistical
Science (http://www.imstat.org/sts/) by the Institute of Mathematical
Statistics (http://www.imstat.org
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