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Relevant bibliographies by topics / Cardozo School of Law

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Academic literature on the topic 'Cardozo School of Law'

Author: Grafiati

Published: 4 June 2021

Last updated: 3 February 2022

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Journal articles on the topic "Cardozo School of Law"

1

Chu, Michelle K. "The Use of Non-Confidential and Limited Confidential Information Obtained by Metadata Mining Outside the Context of Discovery Should Be Ethically Permissible." Pittsburgh Journal of Technology Law and Policy 16, no. 1 (April 1, 2016): 6–22. http://dx.doi.org/10.5195/tlp.2015.176.

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Simonsen, Karen Margrethe, and Ditlev Tamm. "Lög og bókmenntir í dönsku samhengi." Lög og bókmenntir 18, no. 1 (June 13, 2018): 95–118. http://dx.doi.org/10.33112/ritid.18.1.5.

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Grein sú sem hér er þýdd birtist í bandaríska tímaritinu Law and Literature á liðnu ári. Hún ber vott um vaxandi þátttöku norrænna fræðimanna á alþjóðlegu rannsóknarsviði laga og bókmennta á síðari árum en er einnig til marks um forvitnilegt og frjótt samstarf tveggja einstaklinga sem tilheyra ólíkum rannsóknarhefðum bókmenntafræði og lögfræði. Birt með leyfi höfunda og Taylor & Francis Ltd. © Cardozo School of Law.

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3

Litowitz, Douglas. "Derrida on Law and Justice: Borrowing (Illicitly?) From Plato and Kant." Canadian Journal of Law & Jurisprudence 8, no. 2 (July 1995): 325–46. http://dx.doi.org/10.1017/s0841820900003234.

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In 1989, Jacques Derrida was the keynote speaker at a Cardozo Law School symposium entitled “Deconstruction and the Possibility of Justice.” Derrida’s speech was entitled “Force of Law: The ‘Mystical Foundation of Authority’” (hereinafter, “Force of Law”). As the title of the symposium indicated, the conference was organized to address, and perhaps quell, the widely-held impression that deconstruction lacks a coherent conception of justice. Derrida’s lecture is a bold response to those critics who have charged deconstruction with political nihilism, irrationalism, and conservatism. Surprisingly, in “Force of Law,” Derrida comes very close to setting up a full-scale theory of justice and an accompanying account of law. And because Derrida’s recent work affirms the account of justice set forth in “Force of Law,” his lecture merits a close reading.

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Cohn, Haim H. "Arthur J. Goldberg — In Memoriam." Israel Law Review 24, no. 1 (1990): 6–27. http://dx.doi.org/10.1017/s0021223700009778.

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The “Jewish Seat” on the Supreme Court of the United States of America, which had been occupied by Justices Brandeis, Cardozo and Frankfurter, was after the tatter's retirement in 1962 offered to Arthur Joseph Goldberg. He was not the only Jewish candidate whom President Kennedy considered for nomination: the other was Paul Freund, Frankfurter's successor on the faculty of Harvard Law School and his intimate friend. Opinions were divided whether Freund's candidature was eliminated because of Goldberg's superior merit, or because the President nourished a grudge against him for having twice refused appointment as solicitor-general, or perhaps because there were already two many Harvard men in high office — a fact which had aroused criticism in some quarters. Goldberg had, for about one year, been Secretary of Labor in Kennedy's cabinet: though his actual successes in ameliorating strike-ridden labor relations were (to say the least) doubtful, the President and his aides at any rate had ample opportunity to acquaint themselves with his personal and professional qualities; and if an assumption of mutuality is in order, Goldberg on his part admired and revered the President well nigh unreservedly. Goldberg's reputation also outside the White House must have been well established: he was the only Jewish candidate for the Supreme Court whose nomination was unopposed and approved after a perfunctory hearing. The opposition to previous Jewish nominations, even to that of Cardozo who was otherwise uncontested, had always had antisemitic undertones which were absent (or suppressed) in Goldberg's case. It was suggested that had Kennedy survived there might have been yet another Jewish appointment to the Supreme Court: not so much because being himself the first Catholic to be elected President, he was particularly sensitive to religious discrimination, as because of his celebrated meritocracy, determined to recruit the best man available for every office.

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Rosenthal, Adam R. "Introduction." Poetics Today 42, no. 1 (March 1, 2021): 1–8. http://dx.doi.org/10.1215/03335372-8752573.

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Beginning in 2008, with the French publication of volume 1 of The Beast and the Sovereign, Éditions Galilée, the University of Chicago Press, and an international editorial team initiated the process of editing, publishing, and translating, in reverse chronological order, the complete seminars of Jacques Derrida. These seminars, given variously at the Sorbonne, the École normale supérieure, the École des hautes études en sciences sociales, Johns Hopkins University, Yale University, the University of California, Irvine, the New School for Social Research, the Cardozo Law School, and New York University, encompass material presented as early as 1959 and as late as 2003.With Derrida’s death in 2004, the seminar publications —projected to continue well into the 2050s — became the principal source of all Derrida’s future, posthumous publications, now under the direction of Katie Chenoweth, director of the Bibliothèque Derrida series at the French publishing house Éditions du Seuil. This special issue of Poetics Today addresses two questions that are raised by this enterprise: First, how does the publication, mediatization, and mass dissemination of Derrida’s teaching transform his corpus? Second, how does this corpus already speak to, anticipate, and preprogram the virtualization, translation, and transmission of the space of “the seminar”？

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SELIGMAN, MARTIN E. P., PAUL R. VERKUIL, and TERRY H. KANG. "WHY LAWYERS ARE UNHAPPY." Deakin Law Review 10, no. 1 (April 1, 2005): 49. http://dx.doi.org/10.21153/dlr2005vol10no1art268.

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<div class="page" title="Page 1"><div class="layoutArea"><div class="column"><p><span>[</span><span>According to the authors of this article, the growing unhappiness of law- yers, particularly young lawyers, stems from three causes: (1) Lawyers are selected for their pessimism (or “prudence”) and this generalizes to the rest of their lives; (2) Young associates hold jobs that are characterized by high pressure and low decision latitude, exactly the conditions that promote poor health and poor morale; and (3) American law is to some extent a zero-sum game, and negative emotions flow from zero-sum games. .. </span></p><p><span>This article has been shared with practitioners as well as academics. It grows out of faculty seminars held at the Benjamin N. Cardozo School of Law in the fall of 1999, which included managing partners of several major New York Law firms, and in spring 2001, as well as a meeting of the New York Chapter of the American Bar Foundation in the spring of 2000. The theory of positive psychology framed the discussion.</span><span>] </span></p></div></div></div>

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7

Douzinas, Costas. "Violence, Justice, Deconstruction." German Law Journal 6, no. 1 (January 1, 2005): 171–78. http://dx.doi.org/10.1017/s2071832200013535.

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In his famous talk “The Force of Law,” given at Cardozo Law School in 1989, Derrida linked his work with the Critical Legal Studies movement. This lecture signposted a change of direction in deconstruction. Early deconstruction had been criticized for formalism, aestheticism and scant recognition of political realities. Derrida's (in)famous statement that “there is nothing outside of the text,” was a rare philosophical sound-bite meaning that language, communication and social interaction cannot avoid, as commonly assumed, the uncertainties and ambiguities of the written text. But the aphorism was often misinterpreted to signify extreme idealism, disregard for the real world and literary and philosophical reductionism. But the “Force of Law” signified a clear turn towards political and ethical engagement, symbolized by the discussion of law and justice. After that talk, deconstruction became obsessed with questions of ethical responsibility, the meaning of friendship and the complex relationship with the other. Before his death, Derrida wrote a number of essays on contemporary political events. He denounced the Kosovo and Iraq wars and devoted a book to ‘rogue’ elements and states, in which he attacked the United States as the greatest rogue. Just before his untimely death in 2004, Derrida had become preoccupied with the concept of sovereignty at the basis of the tragedies and abuses of modernity. It is this political and ethical turn of deconstruction that I would like to address in the context of critical legal theory.

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Barbosa, Ledyane Lopes, and Maria Lília Imbiriba Sousa Colares. "REFORMA DO ENSINO MÉDIO: desafios e possibilidades da educação integral." Cadernos de Pesquisa 26, no. 2 (July 22, 2019): 295. http://dx.doi.org/10.18764/2178-2229.v26n2p295-316.

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A reforma do ensino médio sancionada no ano de 2017 apresenta alterações e acréscimos de artigos nos dispositivos educacionais, como a LDB/1996 e na Lei do Fundeb, que impactam diretamente no currículo e alteram os recursos públicos destinados à educação básica, além de apresentar um forte apelo à melhoria da educação no ensino médio. Nesse contexto, o presente trabalho teve por objetivo geral analisar os desafios e as possibilidades da educação integral a partir da referida reforma. O percurso metodológico amparou-se em estudos bibliográficos que versam sobre a temática, tendo como embasamento teórico Cardozo (2009); Ferreti e Silva (2017); Saviani (2011); Gadotti (2009); Gomes e Colares (2018), entre outros, além da análise documental dos dispositivos legais, como a LDB (Lei nº 9.394/96) e a Lei da reforma do ensino médio (nº 13. 415/2017). Os resultados da pesquisa apontaram o total de nove artigos alterados e/ou acrescentados na LDB/1996, no Fundeb e na CLT. As alterações fazem referência à ampliação da carga horária, à flexibilização curricular, à jornada de trabalho do professor e ao financiamento da reforma por meio de recursos públicos do FUNDEB e do FNDE. A reforma representa uma transição para o ensino médio em tempo integral. Em relação à educação integral os desafios são evidentes, tendo em vista que não há uma concepção clara no documento preliminar da base, além de priorizar aspectos cognitivos em detrimento de outras dimensões, contrapondo-se, assim, à formação integral. Adotamos a educação omnilateral como concepção emancipatória de formação humana.Palavras-chave: Reforma do Ensino Médio. Flexibilização curricular. Educação integral.REFORM OF MIDDLE SCHOOL: challenges and possibilities of integral educationAbstractThe reform of secondary education sanctioned in 2017 presents changes and additions of articles in educational devices such as LDB / 1996 and in the Fundeb Law, which have a direct impact on the high school curriculum and alter public resources destined to basic education, besides present a strong appeal for the improvement of high school education. In this context, the main objective of the present study was to analyze the challenges and possibilities of integral education through the reform of secondary education. The methodological course was based on bibliographical studies that deal with the thematic, having as theoretical background Cardozo (2009); Ferreti e Silva (2017); Saviani (2011); Gadotti (2009); Gomes and Colares (2018), among others, in addition to documentary analysis of legal provisions such as LDB (Law 9,394 / 96) and the Law on the reform of secondary education (nº 13 415/2017). The results of the research indicated the total of nine articles altered and / or added in LDB / 1996, Fundeb and CLT. The changes refer to increasing workload, curriculum flexibilization, teacher's working hours and funding of the reform through public resources of FUNDEB and FNDE. Reform represents a transition to full-time high school. In relation to integral education the challenges are evident, since there is no clear conception in the preliminary document of the base, besides prioritizing cognitive aspects to the detriment of other dimensions, opposing integral formation. We have adopted omnilateral education as an emancipatory conception of human formation.Keywords: High School Reform. Curricular flexibility. Integral Education.REFORMA DE LA ENSEÑANZA MEDIO: desafíos y posibilidades de la educación integralResumenLa reforma de la enseñanza media sancionada en el año 2017 presenta cambios y añadidos de artículos en los dispositivos educativos como la LDB / 1996 y en la Ley del Fundeb, que impactan directamente en el currículo de la enseñanza media y alteran los recursos públicos destinados a la educación básica, además de presentar un fuerte llamamiento por la mejora de la educación en la enseñanza media. En este contexto, el presente trabajo tuvo por objetivo general analizar los desafíos y las posibilidades de la educación integral a partir de la reforma de la enseñanza media. El recorrido metodológico se amparó en estudios bibliográficos que versan sobre la temática, teniendo como base teórico Cardozo (2009); Ferreti e Silva (2017); Saviani (2011); Gadotti (2009); Gomes e Colares (2018), entre otros, además del análisis documental de los dispositivos legales, como la LDB (Ley nº 9.394 / 96) y la Ley de la reforma de la enseñanza media (nº 13. 415/2017). Los resultados de la encuesta apuntaron el total de nueve artículos alterados y / o añadidos en la LDB / 1996, en el Fundeb y en la CLT. Las modificaciones hacen referencia a la ampliación de la carga horaria, la flexibilización curricular, la jornada de trabajo del profesor y la financiación de la reforma a través de recursos públicos del FUNDEB y del FNDE. La reforma representa una transición a la enseñanza media a tiempo integral. En relación a la educación integral los desafíos son evidentes, teniendo en vista que no hay una concepción clara en el documento preliminar de la base, además de priorizar aspectos cognitivos en detrimento de otras dimensiones contraponiendo la formación integral. Adoptamos la educación omnilateral como concepción emancipatoria de formación humana.Palabras clave: Reforma de la Enseñanza Media. Flexibilización curricular. Educación Integral.

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9

Parrish, Michael E. "Cardozo." American Journal of Legal History 43, no. 2 (April 1999): 216–18. http://dx.doi.org/10.1093/ajlh/43.2.216.

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Parrish, Michael E., and Andrew L. Kaufman. "Cardozo." American Journal of Legal History 43, no. 2 (April 1999): 216. http://dx.doi.org/10.2307/846289.

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Dissertations / Theses on the topic "Cardozo School of Law"

1

Rawls, Richard K. "Virginia high school counselors and school law." Diss., Virginia Tech, 1997. http://hdl.handle.net/10919/40335.

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Topadzhikyan, Tigran. "School shootings: law enforcement and school district networking." Thesis, Monterey, California: Naval Postgraduate School, 2013. http://hdl.handle.net/10945/39025.

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CHDS State/Local
School shootings have happened in the past and will happen again. The history of school shootings prompts all stakeholders to look at ways to prevent them from happening, and if they do happen, to be resilient. Change is needed in the prevention of school shootings. The case studies of Virginia Tech, Sandy Hook, E. O. Green Junior High, and Beslan school shootings reveal that the lack of information sharing and lack of communication were flaws; and the incidents might have been preventable. Prevention is a key element that both schools and law enforcement need to improve upon. In order to make strides in prevention, there needs to be advanced planning, continuous information sharing amongst stakeholders regarding those individuals that conduct themselves in ways that cause concern, a change in organizational culture with law enforcement and schools regarding sharing information, legal solutions, as well as resiliency if a shooting does occur. School shootings can never be completely preventable; however, it is feasible to have systems that prevent school shootings and increase the safety of the students and the community.

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Brabrand, Scott Sorensen. "Virginia Principals and School Law." Diss., Virginia Tech, 2003. http://hdl.handle.net/10919/27548.

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This study sought to determine Virginia Public School principals' knowledge of school law as it related to the type, length/quantity, and recency of law preparation they received. Other variables measured included how their level of knowledge was associated with their length of administrative experience and with their description of the school community in which they worked.An on-line survey instrument was designed to collect demographic and professional information and to test knowledge of court cases and federal and state statutes. Three hundred and twelve principals completed the survey, representing all grade levels and all regions in the State of Virginia. The principals' knowledge of school law was measured by a forty item true-false test that addressed four key areas of school law selected by a panel of experts: student issues, teacher/administrator issues, tort liability, and church/state relations.The data were analyzed using analysis of variance and post hoc tests. The findings of this study indicated a significant difference of the means, ά =.05, between the principals' knowledge of school law in the category of tort liability and the recency of legal preparation. Principals who received their legal preparation over 10 years ago scored significantly lower on the tort section of the test than those who received their legal preparation only 5-10 years ago. Findings also indicated that principals across all categories of school law displayed only a fair knowledge of school law, earning a mean score of 29.359 out of 40 or 73.3%. The principals' weakest area of school law was in the category of church/state relations. These findings would provide valuable information for the design of principal preparation programs. They would also encourage state educational policymakers and local school divisions to strengthen the professional development of principals on legal matters.
Ed. D.

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Dumminger, James C. "Virginia teachers and school law." Diss., Virginia Polytechnic Institute and State University, 1989. http://hdl.handle.net/10919/54348.

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This study sought to assess the level of school law knowledge possessed by Virginia public school teachers in the areas of tort liability, the teacher and his/her employment, and legal responsibilities regarding students. This knowledge was studied as it related to the type and recency of school law training, membership and activity in professional teachers' associations, the highest degree obtained, the grade level taught, the type of degree obtained (education/not-education), and the number of years of teaching experience. A questionnaire was developed to collect demographic information and to assess the level of knowledge possessed by Virginia teachers. A 30 item test, consisting of 15 true-false and 15 multiple choice questions, was sent to 401 teachers throughout Virginia. Of the 401 questionnaires sent, 314 or 78.3% were returned. The average total score on the test was 41.08%.The means for the subareas were as follows: tort liability was 24.7%, the teacher and his/her rights was 43.7%, and legal responsibilities regarding students was 54.8%. Analysis of variance or t-tests were used as appropriate to see if a relationship existed between knowledge of school law and each of the demographic variables. A significant difference was indicated at the .05 level or better between knowledge of school law and each of the following variables: 1. school law training, 2. grade level taught, 3. whether the undergraduate degree was earned in education or not. A significant difference was not indicated between knowledge of school law and any of the other demographic variables. As reported earlier the average percent correct on the test was 41.08% which is lower than the lowest score of any of the Virginia principals studied by Caldwell. This level of knowledge was considered adequate or average; therefore, the level of knowledge of school law possessed by teachers in Virginia is less than adequate.
Ed. D.

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Patrick, James Michael. "Virginia Athletic Directors and School Law." Diss., Virginia Tech, 2017. http://hdl.handle.net/10919/74383.

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A review of the literature indicates that there has been no previous studies on Virginia Athletic Directors (ADs) and their knowledge of school law. Several researchers have studied other educators' knowledge of school law. In general, previous studies on educators' knowledge of school law demonstrates that educators do not have a comprehensive working knowledge of school law. ADs differ from those studied previously due to the lack of unified certification requirements for ADs in the Commonwealth of Virginia. This study was designed to measure Virginia interscholastic ADs' knowledge of job related school law. In addition, the study analyzed the data for any significant relationships between ADs' knowledge of school law and other variables. Such variables include age, experience, size of school district, level of education, administration and supervision endorsement, type of legal training, methods for obtaining current school law information and/or updates, membership in professional organizations, national certification level. Of the 315 Virginia public high school Ads, 305 were surveyed and 140 responded, for a response rate of 45.9%. Results were analyzed using descriptive statistics, t-tests, and ANOVA analysis. Statistical analysis revealed that ADs in larger schools scored significantly higher than ADs in smaller schools. Also, ADs with that possessed the 'Certified Athletic Administrator' (CAA) credential scored significantly higher than ADs that have not attained the CAA certification. Lastly, ADs that are members of both the state and national ADs association (VIAAA and NIAAA, respectively) scored significantly higher than ADs who are not members of both associations.
Ed. D.

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Lee, Jenifer Ann. "Judging the hate crime victim law school student perceptions and the effects of individual and law school factors /." Connect to this title online, 2005. http://hdl.handle.net/2069/32.

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Miller, Amy L. "LAW SCHOOL PERSONAL STATEMENTS: AN ANALYSIS OF RACE AND GENDER VARIATIONS IN “IMPRESSION MANAGEMENT” AMONG LAW SCHOOL APPLICANTS." Cleveland State University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=csu1400252865.

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Gooden, Mark A. "Ohio School Administrators' attitudes toward students' First Amendment Rights regarding the internet and school violence /." The Ohio State University, 2001. http://rave.ohiolink.edu/etdc/view?acc_num=osu1486399160106972.

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Czarnecki, David Andrew. "A Study of Virginia's Public Secondary School Counselors and School Law." Diss., Virginia Tech, 2010. http://hdl.handle.net/10919/26882.

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The purpose of this study was to assess the knowledge base of Virginia's public secondary school counselors in specific areas of school law that are directly related to the issues they encounter within their job responsibilities. A sample size of 416 was selected from a list of 1,892 Virginia public secondary school counselors. These 416 school counselors were sent a secure, online assessment that focused on specific school law areas related to their job responsibilities. To obtain the 66.8% response rate, four sets of emails were sent out once a week for a total of four weeks reminding school counselors to respond. Phone calls also were made attempting to gather responses. Descriptive statistics were used to summarize the data from the assessment. Then one-way analysis of variances, independent t-tests, and Pearson correlations were used, when appropriate, to determine the relationship between the independent variables and the counselors' knowledge of school law. The mean score correct on the assessment was 29.42/40 (74%). A significantly positive statistical relationship was found at the .05 level with school law knowledge and years of experience. It was discovered that there was a statistically significant difference between counselors' knowledge of school law and having been issued a subpoena, appearing as a witness or defendant in a court of law, and having earned a teaching certificate. The study also surveyed the 16 university/college school counseling preparation programs in Virginia in order to assess if and how students were being taught school law. Of the 11 programs that responded, the survey revealed that only one school, Norfolk State University, offers a class specifically on school law. Seven of the 11 programs (64%) did report covering school law as part of other courses such as legal and ethical issues in counseling. The goal for this study was to identify gaps in school counselors' understanding of school law. This identification could assist principals, school systems, and graduate school counseling programs in developing additional training opportunities for counselors. By doing this, the very real threat and fear of being held liable in court could be reduced.
Ed. D.

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Werling, Mark. "Knowledge of Indiana school law possessed by Indiana public secondary school teachers." Virtual Press, 1985. http://liblink.bsu.edu/uhtbin/catkey/458831.

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The purpose of the study was to assess the general knowledge of Indiana school law possessed by Indiana public secondary school teachers. The population consisted of three hundred and thirty randomly selected Indiana public secondary school teachers.A researcher developed assessment instrument comprised of thirty items from Indiana school law in the areas of teacher tenure, pupil control, and tort liability was utilized. One statistical hypothesis and six statistical subhypotheses were analyzed with a Z test. The five percent level of significance was established as the probability level for non-acceptance of the hypothesis and subhypotheses.Conclusions1. The percentage of Indiana public secondary school teachers who possess a fair or better level of knowledge of pupil control, and tort liability is likely between seven and fifteen.2. There is no significant difference in the level of knowledge of Indiana school law possessed by Indiana public Indiana school law in the combined areas of teacher tenure, secondary school teachers when grouped according to years of teaching experience, location of their teacher education training, and inclusion of instructional units on school law in their teacher education training.3. The percentage of Indiana public secondary teachers who possess a fair or better level of knowledge of Indiana school law in the area of teacher tenure is likely between four and twelve.4. The percentage of Indiana public secondary school teachers who possess a fair or better level of knowledge of Indiana school law in the area of pupil control is likely between twenty-two and thirty-four.5. The percentage of Indiana public secondary school teachers who possess a fair or better level of knowledge of Indiana school law in the area of tort liability is likely between seventeen and twenty-seven.

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Books on the topic "Cardozo School of Law"

1

Cardozo, Benjamin N. Law is justice: Notable opinions of Mr. Justice Cardozo. Union, N.J: Lawbook Exchange, 1999.

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New York State Bar Association, ed. School law. 3rd ed. Latham, NY: New York State School Board Association, 2008.

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Russo, Charles J., and Allan G. Osborne. School law. Thousand Oaks, Calif: SAGE Publications, 2012.

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Hutchinson, Allan C. The law school book: Succeeding at law school. 3rd ed. Toronto: Irwin Law, 2009.

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Hutchinson, Allan C. The law school book: Succeeding at law school. Concord, Ont: Irwin Law, 1996.

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The law school book: Succeeding at law school. 3rd ed. Toronto: Irwin Law, 2009.

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Persons and masks of the law: Cardozo, Holmes, Jefferson, and Wythe as makers of the masks. Berkeley: University of California Press, 2002.

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Graham, Kenneth W. Understanding law school. [Beverly Hills, Calif.]: Casenotes Pub. Co., 1990.

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Ganguly, Anjan. School law guidebook. 2nd ed. [Eagan, MN]: Thomson West/Quinlan, 2008.

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Hricik, David. Law School Basics. Los Angeles: Nova Press, 2006.

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Book chapters on the topic "Cardozo School of Law"

1

Miraut Martín, Laura. "Cardozo, Benjamin." In Encyclopedia of the Philosophy of Law and Social Philosophy, 1–5. Dordrecht: Springer Netherlands, 2019. http://dx.doi.org/10.1007/978-94-007-6730-0_417-1.

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Watson, Edward, and Sophie Ryan. "Inside Law School." In Careers in Law: A Guide for Students, Graduates and Professionals, 15–61. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-3627-4_2.

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Reding, Colleen. "Harvard Law School." In Grad's Guide to Graduate Admissions Essays, 47–49. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003235361-13.

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Aligica, Paul Dragos. "Bloomington School." In Encyclopedia of Law and Economics, 133–37. New York, NY: Springer New York, 2019. http://dx.doi.org/10.1007/978-1-4614-7753-2_752.

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Aligica, Paul Dragos. "Bloomington School." In Encyclopedia of Law and Economics, 1–4. New York, NY: Springer New York, 2018. http://dx.doi.org/10.1007/978-1-4614-7883-6_752-1.

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Aligica, Paul Dragos. "Bloomington School." In Encyclopedia of Law and Economics, 1–4. New York, NY: Springer New York, 2020. http://dx.doi.org/10.1007/978-1-4614-7883-6_752-2.

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Adams, James H., and Natalie Adams. "Implementing the “Law of the Land”." In School Desegregation, 179–93. Rotterdam: SensePublishers, 2015. http://dx.doi.org/10.1007/978-94-6209-965-4_13.

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Eriksson, Maria, Linnéa Bruno, and Elisabet Näsman. "Pre-School and School Staff Strategies." In Domestic Violence, Family Law and School, 107–26. London: Palgrave Macmillan UK, 2013. http://dx.doi.org/10.1057/9781137283054_8.

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Beyleveld, Deryck. "Sheffield Natural Law School." In Encyclopedia of the Philosophy of Law and Social Philosophy, 1–8. Dordrecht: Springer Netherlands, 2017. http://dx.doi.org/10.1007/978-94-007-6730-0_58-1.

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Reding, Colleen. "Boston College Law School." In Grad's Guide to Graduate Admissions Essays, 27–29. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003235361-8.

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Conference papers on the topic "Cardozo School of Law"

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Khyzhniak, Inna, and Iryna Viktorenko. "Primary School Teachers’ Attitude to the New Ukrainian School Reform." In International Conference on Economics, Law and Education Research (ELER 2021). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/aebmr.k.210320.051.

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Adinugroho, Abednego. "Law, Religious Freedom and National Development in Indonesia." In 2nd International Conference Postgraduate School. SCITEPRESS - Science and Technology Publications, 2018. http://dx.doi.org/10.5220/0007548506360640.

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Saputra, Hendra Eka, Irham Zaki, and Muhammad Ubaidillah Al Mustofa. "Constitutional Court Decision Number 46 / Puu-Viii / 2010 Reviewed from the Perspective of Adat Law, Burgerlijk Wetboek (Bw) and Islamic Law." In 2nd International Conference Postgraduate School. SCITEPRESS - Science and Technology Publications, 2018. http://dx.doi.org/10.5220/0007549006600663.

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Yuanita, Dwi Rosdian, Lilik Pujiastuti, and Agung Sujatmiko. "Legal Law on Optical Consumer in Maintaining Visual Health." In 2nd International Conference Postgraduate School. SCITEPRESS - Science and Technology Publications, 2018. http://dx.doi.org/10.5220/0007545304750478.

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Chalkidis, Ilias, Manos Fergadiotis, Prodromos Malakasiotis, Nikolaos Aletras, and Ion Androutsopoulos. "LEGAL-BERT: The Muppets straight out of Law School." In Findings of the Association for Computational Linguistics: EMNLP 2020. Stroudsburg, PA, USA: Association for Computational Linguistics, 2020. http://dx.doi.org/10.18653/v1/2020.findings-emnlp.261.

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Zeng, Chen. "Determination of Schools' Responsibility in School Accidents From the Prospective of Comparative Law Between Chinese Law and Korean Law." In Proceedings of the 4th International Conference on Economy, Judicature, Administration and Humanitarian Projects (JAHP 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/jahp-19.2019.46.

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Prasetiawan, Eno, Eka Widi Astuti, Helmi Amnijar, and Febryan Topo Ruru Artha. "Distinction Principle in International Humanitarian Law Related to Civilian Objects and Military Objects." In 2nd International Conference Postgraduate School. SCITEPRESS - Science and Technology Publications, 2018. http://dx.doi.org/10.5220/0007548806490652.

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Hidayatulloh, M. Haris, Ridan Muhtadi, Moh Nafik H. R., Sri Herianingrum, Sri Iswati, Irham Zaki, and Tika Widiastuti. "The Politics of Law in Islamic Regional Regulation to Improve Regional Economy Competitiveness." In 2nd International Conference Postgraduate School. SCITEPRESS - Science and Technology Publications, 2018. http://dx.doi.org/10.5220/0007551908100814.

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Üskül Engin, Zeynep Özlem. "Recognizing the Dating Violence: A Sociological Research in Law School." In 7th International Conference on Gender Studies: Gender, Space, Place & Culture. Eastern Mediterranean University, 2019. http://dx.doi.org/10.33831/gspc19/701-723/43.

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Hajdaraj, Yzedin. "Harmonized School Management: a Product of Law-based Communication Behavior." In The 3rd Virtual Multidisciplinary Conference. Publishing Society, 2015. http://dx.doi.org/10.18638/quaesti.2015.3.1.217.

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Reports on the topic "Cardozo School of Law"

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Rothstein, Jesse, and Albert Yoon. Mismatch in Law School. Cambridge, MA: National Bureau of Economic Research, August 2008. http://dx.doi.org/10.3386/w14275.

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Ehrenberg, Ronald. An Economic Analysis of the Market for Law School Students. Cambridge, MA: National Bureau of Economic Research, May 1988. http://dx.doi.org/10.3386/w2602.

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Rothstein, Jesse, and Albert Yoon. Affirmative Action in Law School Admissions: What Do Racial Preferences Do? Cambridge, MA: National Bureau of Economic Research, August 2008. http://dx.doi.org/10.3386/w14276.

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Field, Erica. Educational Debt Burden and Career Choice: Evidence from a Financial Aid Experiment at NYU Law School. Cambridge, MA: National Bureau of Economic Research, June 2006. http://dx.doi.org/10.3386/w12282.

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Huffman, Robin. An Analysis of the Interrelationship Between the Oregon School Law of 1922, the Press of Oregon, the Election of Walter Pierce and the Ku Klux Klan. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.2042.

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Bennett, Alexander, Contessa Gay, Ashley Graves, Thomas Long, Erin Milliken, Margaret Reed, Laura Smith, and Lauren Thomas. Groundwater Laws and Regulations: A Preliminary Survey of Thirteen U.S. States (Second Edition). Edited by Gabriel Eckstein. Texas A&M University School of Law Program in Natural Resources Systems, April 2020. http://dx.doi.org/10.37419/eenrs.usstategroundwaterlaws.2020.

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This report presents results of a study investigating the groundwater laws and regulations of thirteen U.S. states. The report is actually the second edition of the study following amendments made to the first edition in response to extensive feedback and reviews solicited from practitioners, academics, and other professionals working in the field of water law from across the country. The purpose of the project is to compile and present the groundwater laws and regulations of every state in the United States that could then be used in a series of comparisons of groundwater governance principles, strategies, issues, and challenges. Professor Gabriel Eckstein at Texas A&M University School of Law and Professor Amy Hardberger at Saint Mary’s University Law School developed a matrix to ascertain chief components and characteristics of the groundwater legal regime of each state. Student researchers then used the matrix to respond to a standardized set of questions about the groundwater laws and regulations of a selection of states. In the near future, additional volumes with surveys of other U.S. states will be issued.

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Cain, Rachel Louise, Marcus Goll, Tyler Hood, Colton Lauer, Matthew McDonough, Brett Miller, Shea Pearson, Scott Rodriguez, and Travis Riley. Groundwater Laws and Regulations: A Preliminary Survey of Thirteen U.S. States (First Edition). Edited by Gabriel Eckstein. Texas A&M University School of Law Program in Natural Resources Systems, August 2017. http://dx.doi.org/10.37419/eenrs.usstategroundwaterlaws.2017.

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This report presents preliminary results of a study investigating the groundwater laws and regulations of thirteen U.S. states. The purpose of the project is eventually to compile and present the groundwater laws and regulations of every state in the United States that could then be used in a series of comparisons of groundwater governance principles, strategies, issues, and challenges. Professor Gabriel Eckstein at Texas A&M University School of Law and Professor Amy Hardberger at Saint Mary’s University Law School developed a matrix to ascertain chief components and characteristics of the groundwater legal regime of each state. Student researchers then used the matrix to respond to a standardized set of questions about the groundwater laws and regulations of a selection of states. Before continuing with assessments of the remaining states, Professors Eckstein and Hardberger present in this report the results developed thus far, and now seek feedback about the overall project, including its objectives, methodology, and preliminary results.

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Foster, Jessica. Survey of Legal Mechanisms Relating to Groundwater Along the Texas-Mexico Border. Edited by Gabriel Eckstein. Texas A&M University School of Law Program in Natural Resources Systems, April 2018. http://dx.doi.org/10.37419/eenrs.groundwateralongborder.

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The purpose of this study is to present a factual picture of the multiple groundwater governance frameworks that cover the same transboundary aquifers on the Texas-Mexico border. The study can then serve as a foundation to support future research and as a reference for those sharing groundwater resources on the border to use in considering whether and how to coordinate management. Currently, Texas A&M School of Law, the Bush School of Government and Public Service at Texas A&M University, and the Texas Water Resources Institute are collaboratively pursuing a larger interdisciplinary project, and the study presented in this report is part of that concerted endeavor. First, the project establishes a study area, then identifies who are the stakeholders in the area, and finally summarizes the various rules each entity applies to groundwater. The study area selected is based on the aquifers identified in the 2016 study noted above (see Figure 1). Although there is currently no formal agreement between governments or users in Mexico and Texas for managing the reservoirs that cross underneath the international border, this survey represents a preliminary step in addressing the larger problems that the absence of a cooperative groundwater management framework presents. All of the institutional approaches employed in the various jurisdictions surveyed here model features from which developing management approaches could draw. Equally, noting gaps in the institutional approaches themselves and the ad hoc groundwater withdrawals occurring outside the reach of those institutions illustrates potential value in engaging local users in Texas’ and Mexico’s respective groundwater governance arrangements.

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Boettcher, Seth J., Courtney Gately, Alexandra L. Lizano, Alexis Long, and Alexis Yelvington. Part 2: Water Recycling Technical Report for Direct Non-Potable Use. Edited by Gabriel Eckstein. Texas A&M University School of Law Program in Natural Resources Systems, May 2020. http://dx.doi.org/10.37419/eenrs.brackishgroundwater.p2.

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This Water Recycling Technical Report examines the legal frameworks that affect water recycling in Texas. The goal of this report is to provide insight into the legal and regulatory barriers, challenges, and opportunities for these technologies to go online. Each water recycling implementation site has to find ways of complying with various laws and regulations. The information in this Report comes from the study of water recycling facilities currently operating in Texas, as well as extensive research into available literature and documents from various agencies. While there is no updated “one-stop-shop” resource that provides detailed information on all the necessary permits to build, operate, and maintain such facilities, this Technical Report aims to compile the existing, available information in an organized and accessible fashion. The Water Recycling Technical Report is the second of three reports that make up the work product of a project undertaken by students at Texas A&M University School of Law in a select capstone seminar. These reports examine regulations surrounding desalination and water recycling. The companion report entitled Brackish Groundwater Desalination Technical Report highlights building, operating, and monitoring requirements for desalination facilities in Texas. Finally, the Case Study Report expands on regulations in San Antonio and El Paso where these water alternatives are in place.

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Boettcher, Seth J., Courtney Gately, Alexandra L. Lizano, Alexis Long, and Alexis Yelvington. Part 1: Brackish Groundwater Desalination Technical Report. Edited by Gabriel Eckstein. Texas A&M University School of Law Program in Natural Resources Systems, May 2020. http://dx.doi.org/10.37419/eenrs.brackishgroundwater.p1.

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This Brackish Groundwater Desalination Technical Report examines the legal frameworks that affect desalination in Texas. The goal of this report is to provide insight into the legal and regulatory barriers, challenges, and opportunities for these technologies to go online. Each desalination implementation site has to find ways of complying with various laws and regulations. The information in this Report comes from the study of brackish groundwater desalination facilities currently operating in Texas, as well as extensive research into available literature and documents from various agencies. While there is no updated “one-stop-shop” resource that provides detailed information on all the necessary permits to build, operate, and maintain such facilities, this Technical Report aims to compile the existing, available information in an organized and accessible fashion. The Brackish Groundwater Desalination Technical Report is the first of three reports that make up the work product of a project undertaken by students at Texas A&M University School of Law in a select capstone seminar. These reports examine regulations surrounding desalination and water recycling. The companion report entitled Water Recycling Technical Report highlights building, operating, and monitoring requirements for water recycling facilities in Texas. Finally, the Case Study Report expands on regulations in San Antonio and El Paso where these water alternatives are in place.

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