Commencement Remarks of FBI Director James Comey to University of Richmond School of Law Class of 2016

The text of a speech James Comey gave at the University of Richmond School of Law Commencement Ceremony on May 7, 2016

Reinhold Niebuhr and Jerry Falwell: the Christian in politics

The purpose of this thesis is to give full hearing to the theology and political philosophy of each [Jerry Falwell and Reinhold Niebuhr], allowing both men to answer the question -- Why should the Christian be involved in politics? An analysis of the way in which Falwell and Niebuhr use the scriptural tradition they both contend is foundational for their theories will provide a sound basis to be followed by elaboration of their thought. The fourth and final chapter will be a comparison and contrast of Niebuhr and Falwell focusing on the issue of nationalism which plays a major role in Falwell\u27s thought

A Conversation with Director James B. Comey, Jr.

Director Comey began the discussion by addressing what leadership means to him and what leadership qualities he seeks when recruiting new talent to the FBI. Comey stressed that under his leadership, the FBI has become more focused on the person as a whole rather than bullet points on a resume. Comey continued to discuss the mark of a good leader is possessing sound judgment. He told the students in the audience that they are in the process of learning the basics of good judgment and this should be cultivated over time.He concluded his talk on leadership by encouraging students to consider a career in public service and pursuing a life that helps people.During the second half of the discussion, Dean Attridge asked Director Comey a series of pertinent questions regarding his personal leadership abilities, the recent Apple litigation cases in California and New York, cyber-security threats, wiretapping, overcoming unconscious bias, and career advice for students

Three Moons Till Tomorrow: An examination of the interactions, transactions, and the construction and co-construction of meaning by elementary school students, teachers, and theatre professionals with an original children\u27s musical play

Little has been written about the intersection of elementary children, their teachers, professional children\u27s theatre, literary theory, and teacher research. As a full-time teacher with 22 years experience, as a writer, and as a researcher, I describe the process that evolved during this study as I examined children and teachers, and their responses to my original, issues-oriented, children\u27s musical play, THREE MOONS TILL TOMORROW. Shifting from a linear author- and text-centered perspective to Rosenblatt\u27s transactional approach to a literary experience, I explain how I came to recognize, understand, and respect the dynamic relationship between the reader/viewer, the enacted text, the author, and the multi-layered contextual nature of learning experiences. Five teacher collaborators and a student-teacher, and their kindergarten through fourth grade students in a suburban, independent, and inner-city school, assisted me to hear the real-time conversations that occurred within their lived-in classrooms. Through excerpts from auditapes, interviews, and classroom visitations, I present the manner in which meaning was constructed and often co-constructed within these rooms. Additionally, I applied micro and macro frameworks of analysis to a triangulation of data sources, including teacher and student interviews, teacher responses to two questionnaires, responses from a teacher focus group on student artifacts, and interviews with theatre professionals. I conclude that, when teachers participate in a literary experience with a professionally presented children\u27s play, they are offering their students a text quite different from anything that they will experience within their classrooms. Within this literary experience, teachers join together as equals with their students, and each, as audience members within the darkened space of the performance, create their own poems to hold within themselves or share with others. Academic, social, and emotional issues may be incorporated into this dramatic experience, and teachers and students can discover a liberating sense of interpretative freedom that is not available within traditional print and present electronic mediums

Panel One

As part of the Washington and Lee University School of Law\u27s commemoration of the 100th birthday of Supreme Court Justice Lewis F. Powell, legal scholars and journalists gathered at the School of Law for a symposium addressing National Security and the First Amendment. Panel One, moderated by Professor Brian Murchison, includes Dean Rod Smolla, Professor Kathleen Sullivan from Stanford, and former Deputy Attorney General James Comey