The Administrative Law of Regulatory Slop and Strategy

Judicial review of agency behavior is often criticized as either interfering too much with agencies’ domains or doing too little to ensure fidelity to statutory directives and the rule of law. But the Trump administration has produced an unprecedented volume of agency actions that blatantly flout settled administrative-law doctrine. This phenomenon, which we term “regulatory slop,” requires courts to reinforce the norms of administrative law by adhering to established doctrine and paying careful attention to remedial options. In this Article, we document numerous examples of regulatory slop and canvass how the Trump agencies have fared in court thus far. We contend that traditional critiques of judicial review carry little force in such circumstances. Further, regulatory slop should be of concern regardless of one’s political leanings because it threatens the rule of law. Rather than argue for a change to substantive administrative-law doctrine, therefore, we take a close look at courts’ remedial options in such circumstances. We conclude that a strong approach to remedies can send corrective signals to agencies that reinforce both administrative-law values and the rule of law

Challenging Pre-Service Students\u27 Teaching Perspectives in an Inquiry-Focused Program

Inquiry teaching based on constructivist learning theory has been an emphasis in pre-service education for over a decade. In general, a developmental teaching perspective supports inquiry-based instruction where teachers view learners as constructors of knowledge and teaching as providing questions, problems, and challenges that form a bridge from the learners\u27 prior knowledge to a new, more sophisticated form of reasoning. Since teaching perspectives influence student learning, teacher effectiveness, and teacher attrition, challenging pre-service teachers to overcome experience-based convictions of a transmission perspective is necessary in teacher education. In this study, we examined the teaching perspectives of secondary, pre-service methods students at the midpoint of an inquiry-focused program. Our findings suggest that, despite being introduced to a variety of teaching perspectives, overcoming preconceptions of good teaching and considering a perspective counter to one\u27s disciplinary major presents a dilemma for pre-service teachers

Ghost writing: the work of Muriel Spark

No abstract available

Faculty Recital: Pavel Nersessian, piano, October 11, 2018

This is the concert program of the Faculty Recital: Pavel Nersessian, piano on Thursday, October 11, 2018 at 8:00 p.m., at the Tsai Performance Center, 685 Commonwealth Avenue. Works performed were Chants du Rhin (Songs of the Rhine) by Georges Bizet, Drei Klavierstücke D. 946 by Franz Schubert, Kinderszenen Op. 15 by Robert Schumann, and Sonata No. 3 Op. 58 by Frédéric Chopin. Digitization for Boston University Concert Programs was supported by the Boston University Humanities Library Endowed Fund

14th annual Fall Fringe Festival, October 7 - 30, 2010

This is the concert program of the Fall Fringe Festival 2010 performances on Thursday, October 7, 2010 at 8:00 p.m., at the Boston University Theater, 264 Huntington Avenue, Boston, Massachusetts. Works performed were In the Summer House by Jane Bowles and Yerma by Paul Bowles. Digitization for Boston University Concert Programs was supported by the Boston University Center for the Humanities Library Endowed Fund

Incite 2012: Angels and Demons, March 10-12, 2012

This is the concert program of the Incite 2012: Angels and Demons performance on Saturday, March 10, 2012 at 8:00 p.m., at the BMCC Tribeca Performing Arts Center, 199 Chambers St, New York. New York. Works performed were Peer Gynt by Henrik Ibsen and Bluebeard's Castle by Béla Bartók. Digitization for Boston University Concert Programs was supported by the Boston University Humanities Library Endowed Fund

Spartan Daily, May 27, 1938

Volume 26, Issue 144https://scholarworks.sjsu.edu/spartandaily/2781/thumbnail.jp

Therapeutic leave from secure mental health inpatient services::a review

I am delighted to have been invited to contribute a paper to this liber amicorum for Prof. dr. Frans Koenraadt in honour of his lifetime’s contribution to clinical and theoretical advances in forensic psychology, law, mental health, and education. I first had the pleasure of meeting Frans in Toronto when both he, I, and Lydia Dalhuisen, Frans’ then PhD student, were all presenting work on firesetters and firesetting. Our mutual interest led to further contact and an invitation was extended to me to join the examination panel for Dr Dalhuisen’s PhD thesis defence in Utrecht, a fascinating experience for me since it is not our tradition in the UK to conduct such a public defence. Since then, I have read with great interest and admiration the outputs of the PhD. It was my impression that Prof. Koenraadt provided a highly constructive and flexible educational experience which allowed the PhD room to breathe and grow. My acquaintance with Frans has been short, but I can say with sincerity that his natural curiosity, intellectual openness, and willingness to share his vast accumulated knowledge should serve as a model for us all. In this spirit of sharing, my colleague, EmilyMay Barlow, and I have chosen to address an issue which we feel passionate about. It is also an issue that lies firmly in those intersections between law, criminality, psychology, risk, and clinical practice in which Prof. Koenraadt excels. That issue is the use of therapeutic leave by patients in secure, forensic mental health care