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Journal articles on the topic 'Cardozo School of Law'

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Published: 4 June 2021

Last updated: 3 February 2022

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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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2

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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4

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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5

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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6

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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8

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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10

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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11

Kaye, Judith S., and Andrew L. Kaufman. "Cardozo: A Law Classic." Harvard Law Review 112, no. 5 (March 1999): 1026. http://dx.doi.org/10.2307/1342274.

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12

Hurezanu, Daniela, and Eric Freedman. "Cardozo Studies in Law and Literature." South Atlantic Review 60, no. 2 (May 1995): 191. http://dx.doi.org/10.2307/3201321.

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13

Friedman, Richard D., and Andrew L. Kaufman. "Cardozo the [Small r] rEalist." Michigan Law Review 98, no. 6 (May 2000): 1738. http://dx.doi.org/10.2307/1290262.

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14

Johnson, John W., and Richard A. Posner. "Cardozo: A Study in Reputation." American Journal of Legal History 35, no. 3 (July 1991): 323. http://dx.doi.org/10.2307/845976.

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15

Freedman, Eric. "Richard Weisberg from Cornell to Cardozo: A Memoir." Law & Literature 29, no. 1 (December 20, 2016): 5–9. http://dx.doi.org/10.1080/1535685x.2016.1250364.

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16

Polenberg, Richard. "Cardozo and the Criminal Law: Palko v. Connecticut Reconsidered*." Journal of Supreme Court History 21, no. 2 (December 1996): 92–105. http://dx.doi.org/10.1111/j.1540-5818.1996.tb00051.x.

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17

Petrov, Roman Evgenyevich. "Sustainable Sport: Cardio-Differentiated Planning of Fitness Programs for High School Boys Engaged in Speed Skiing." Sustainability 11, no. 21 (November 1, 2019): 6077. http://dx.doi.org/10.3390/su11216077.

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In speed skiing, an athlete’s functional readiness is tested by means of a bicycle ergometer (EGM). The purpose of this research is to make various mesocycle plans for high school boys, engaged in speed skiing, with due account for their cardio-functional indicators obtained by means of the EGM. The study was attended by the 16–17 years old, first-category and sub-master racing skiers, included in the junior regional teams of the Russian Federation (Republic of Tatarstan and Udmurtia). The total number of subjects included eight men. In training young racing skiers, a differentiated approach combined with leg muscle testing will allow an improvement in sports results more effectively at different stages, as well as monitoring the young athlete’s response to the cardiovascular load. Low cardiac capacity indices have a negative impact on the racing skier’s performance. EGM testing allows determining the maximum cardiac capacity by measuring the amount of oxygen delivered to the working muscles at the HR of 190 beats per minute. Therefore, case-specific aerobic load was planned for each mesocycle according to these data. Based on the cardiac capacity growth, such means of physical training as interval, high-speed, and tempo training were planned.

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18

Kaufman, Andrew L. "The First Judge Cardozo: Albert, Father of Benjamin." Journal of Law and Religion 11, no. 1 (1994): 271. http://dx.doi.org/10.2307/1051635.

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19

Прошляков, В. Д., П. В. Левин, and В. М. Ериков. "On Some Strategies of Implementing the Demography Project, Federal Project No. 1." Психолого-педагогический поиск, no. 2(54) (October 23, 2020): 202–9. http://dx.doi.org/10.37724/rsu.2020.54.2.021.

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В статье раскрыты пути реализации национального проекта № 1 «Демография» (паспорт был утвержден 24 декабря 2018 года), основными целями которого являются увеличение ожидаемой продолжительности здоровой жизни до 67 лет, а также доли граждан, ведущих здоровый образ жизни. Представлена попытка анализа текущего состояния здоровья учащейся молодежи с целью дальнейшей выработки конструктивных решений по реализации данного проекта. Обращено внимание на актуальные проблемы современного общества — ежегодный рост заболеваемости школьников, неудовлетворительную деятельность школьной медицины, низкий уровень физической подготовленности выпускников школ, что приводит к ухудшению здоровья молодежи в целом, снижению рождаемости в России и является реальной угрозой национальной безопасности страны. Описаны направления работы, необходимые, по мнению авторов, для оптимизации и улучшения системы школьного физического воспитания детей и подростков, а также предполагающие повышение ответственности системы образования за здоровье обучающихся в соответствии с Федеральным законом «Об образовании в Российской Федерации». Сегодня становится необходимым усиление внимания к вопросам школьной медицины в совокупности с оптимизацией двигательного режима школьников. Важно также проводить занятия физической культурой в учебной и внеучебной форме и развивать общую выносливость, лежащую в основе оптимального функционирования главных физиологических систем организма; сохранять и укреплять здоровье школьников в процессе обучения в школе основам здорового образа жизни, включающего здоровое питание и отказ от вредных привычек; создавать ведомственную медицинскую службу в системе образования с целью формирования полноценной школьной медицины. The article discusses some ways of implementing the Demography Project (Federal project no. 1 of December 24, 2018) whose main aims are the increase of healthy life expectancy to 67 years and the enlargement of the number of citizens leading a healthy life style. The article makes an attempt to analyze learners’ health to further elaborate some efficient solutions aimed at the implementation of the project. The article highlights some urgent problems ailing modern society, such as annual increase of morbidity rates among children, unsatisfactory quality of school medicine, the low level of school leavers’ physical fitness. All this leads to a continuous decline in schoolchildren’s health, provokes a decrease of birth rates, and presents a serious threat to national security. The article focuses on what can be done to optimize and improve the system of physical education in schools, to ensure that in accordance with the federal law On Education in the Russian Federation, schools should be held responsible for securing children’s and adolescents’ health and physical fitness. Nowadays, it is obvious that the issues of school medicine as well as the optimization of schoolchildren’s motor activities should be given proper attention, It is essential that there should be curriculum and extra-curriculum physical activities aimed at improving children’s stamina and cardio endurance, which is an essential prerequisite for the maintenance of good health. It is essential that school health services should fully contribute to the goals of both the system of education and healthcare system. It is essential that schools should do everything possible to improve children’s and adolescents’ health, to ensure that children and adolescents lead a healthy lifestyle, eat healthy food, have no bad habits.

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20

Osborn,, John Jay. "On the Tenth Anniversary of "Cardozo Studies in Law and Literature"." Cardozo Studies in Law and Literature 10, no. 2 (December 1998): 129–30. http://dx.doi.org/10.2307/743417.

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Tiefenbrun, Susan W. "On the Tenth Anniversary of "Cardozo Studies in Law and Literature"." Cardozo Studies in Law and Literature 10, no. 2 (December 1998): 139–41. http://dx.doi.org/10.2307/743420.

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Jr., John Jay Osborn,. "On the Tenth Anniversary of "Cardozo Studies in Law and Literature"." Cardozo Studies in Law and Literature 10, no. 2 (December 1998): 129–30. http://dx.doi.org/10.1525/lal.1998.10.2.02a00070.

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Tiefenbrun, Susan W. "On the Tenth Anniversary of "Cardozo Studies in Law and Literature"." Cardozo Studies in Law and Literature 10, no. 2 (December 1998): 139–41. http://dx.doi.org/10.1525/lal.1998.10.2.02a00100.

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24

De Castro Halis, Denis. "A problematização do processo decisório dos juízes: A contribuição de Benjamin Nathan Cardozo." Confluências | Revista Interdisciplinar de Sociologia e Direito 8, no. 1 (November 29, 2006): 12. http://dx.doi.org/10.22409/conflu8i1.p20137.

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Benjamin Cardozo (1870-1938) foi um dos expoentes da “jurisprudência sociológica'” e foi o sucessor de Oliver Wendell Holmes Jr, na Suprema Corte "Norte Americana. Este estudo tem como objeto a análise do contexto e das idéias centrais de Cardozo. Tais idéias, reunidas em livros ou consignadas em seus votos, provocaram verdadeiro questionamento crítico acerca das representações e práticas jurídicas que eram então hegemônicas. Cardozo foi um dos primeiros ju rista s norteamericanos a colocar em xeque os paradigmas de objetividade e pureza no processo de aplicação do direito pelos juizes. Baseou-se, para tanto, em suas próprias experiências, e foi influenciado pelo “pragmatismo filosófico”. Preliminarmente, traçase um panorama da “jurisprudência sociológica” e do “realismo jurídico norte-americano”, visando entender melhor a atmosfera que influenciou o seu pensamento e a sua atuação. Esses movimentos problematizaram a prática decisória dos juizes, negando, parcialmente, as doutrinas oficiais do common law. Busca-se, pois, entenderas doutrinas de sua época, pensando sua contribuição para a filosofia do direito, em especial, acerca dos fins e funções a que o direito serve, adaptando suas normas às tarefas aserem realizadas.

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25

Hackney, James R. "The World of Benjamin Cardozo: Personal Values and the Judicial Process." American Journal of Legal History 43, no. 2 (April 1999): 218–20. http://dx.doi.org/10.1093/ajlh/43.2.218.

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26

Hackney, James R., and Richard Polenberg. "The World of Benjamin Cardozo: Personal Values and the Judicial Process." American Journal of Legal History 43, no. 2 (April 1999): 218. http://dx.doi.org/10.2307/846290.

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27

Stoner, James R. "Common Law and Constitutionalism in the Abortion Case." Review of Politics 55, no. 3 (1993): 421–41. http://dx.doi.org/10.1017/s0034670500017617.

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The Supreme Court's 1992 abortion decision, Planned Parenthood v. Casey, an the Due Process liberty cases of which it is among the most recent, can be fully understood only by attention to the often-neglected common law dimension of American constitutionalism. The fracture on the Court in this line of cases follows a severing of two elements of common law adjudication: the rule of precedent, on the one hand, and the authority of tradition, on the other. The authors of the joint opinion in Casey craft a rationalized rule of precedent in the manner of the modern reinterpreters of the common law, such as Justices Holmes and Cardozo. The dissenters, by contrast, here and in related cases, seek to recover the legal status of tradition in constitutional interpretation.

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28

Murphy, John. "Expectation Losses, Negligent Omissions and the Tortious Duty of Care." Cambridge Law Journal 55, no. 1 (March 1996): 43–55. http://dx.doi.org/10.1017/s0008197300097725.

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In English law, the recovery of pure economic loss falls mainly within the province of the law of contract. Only in very limited circumstances does the law of tort provide for the recovery of such losses. As Cardozo C.J. explained in Ultramares Corporation v. Touched, tort is concerned not to permit “liability in an indeterminate amount, for an indeterminate time to an indeterminate class”. Notwithstanding this reticence, their Lordships' speeches, though not the final decision, in the seminal case of Hedley Byrne & Co. Ltd. v. Heller and Partners Ltd. provided a notable inroad into the rigidity of this stance. Since Hedley Byrne, the question has become, instead, how far, not if, pure economic loss is and should be recoverable in the law of negligence.

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29

Munday, R. J. C. "Reflections on the Criminal Evidence Act 1898." Cambridge Law Journal 44, no. 1 (March 1985): 62–86. http://dx.doi.org/10.1017/s0008197300114448.

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“The law is no stranger to the philosophy of ‘As if’. It has built up many of its doctrines by a make-believe that things are other than they are.” In writing these words, Benjamin Cardozo could easily have had in mind the English law of evidence. For a number of its rules can be seen to proceed upon postulates about human nature and about the structure of the world which are unverified and, one has reason to suspect, all too seldom accurate. This paper will examine one of the more arresting examples of this phenomenon, section 1(f) of the Criminal Evidence Act 1898, where English law adheres to a doctrine which, it is feared, derives from a blend of misconceptions and wishful thinking.

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Guentert, Carolin E., and Ryan H. Gerber. "Judge Weinstein's Contributions to Sentencing Law." Federal Sentencing Reporter 33, no. 3 (February 1, 2021): 153–54. http://dx.doi.org/10.1525/fsr.2021.33.3.153.

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This article examines how Judge Jack B. Weinstein, who served as a federal district judge in the Eastern District of New York for 53 years, approached the issue of consistency in sentencing after the Federal Sentencing Guidelines were rendered advisory in United States v. Booker. It was Judge Weinstein’s practice to publish a statement of reasons for each sentence he imposed, and the article relies on these statements of reason – as well as articles and speeches published by the Judge – to demonstrate how he attempted to ensure that each defendant before him received an individualized sentencing determination, and that comparable cases and sentencing factors were treated consistently. It examines how Judge Weinstein developed a specific sentencing procedure, took into account the personal history and characteristics of each defendant, and considered the need for the sentence in order to avoid unwanted sentencing disparities. It is a condensed version of an article that was originally published in the Cardozo Law Review in 2019.

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Barreto, Raylane Andreza Dias Navarro. "A educação em nível primário da professora Isabel Doraci Cardoso (1940-1944): uma história da educação vista de baixo." Cadernos de História da Educação 17, no. 2 (August 1, 2018): 309. http://dx.doi.org/10.14393/che-v17n2-2018-3.

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Em Sergipe, as Escolas Isoladas eram instituições escolares onde a maioria dos sertanejos sergipanos cursava a educação primária. A professora Isabel Doraci Cardoso (86 anos), representando bem a tradição interiorana, fez o seu curso primário entre o final dos anos de 1930 e meados de 1940 nesse tipo de escola. Este trabalho – com base no conceito de experiência de Edward Palmer Thompson (1981), na noção de cultura escolar de Dominique Julia (2001) e a partir de uma abordagem da história vista de baixo, de Jim Sharpe (1992) – propõe-se tratar sobre o processo de formação escolar da referida professora, estabelecendo as fronteiras entre as condições materiais e educacionais experienciadas e reveladas por sua narrativa, que se constituiu fonte e objeto de análise. Os dados revelam, em termos conclusivos, que esse tipo de narrativa contribui para o entendimento de uma pluralidade de circunstâncias que configuram e colaboram com a escrita da história.Palavras-chave: Educação primária. Educação de mulheres. Experiência formativa e (auto)formativa.AbstractIn Sergipe, the Isolated Schools were school institutions where most Sergipean inlander attended elementary education. Professor Isabel Doraci Cardoso (86 years old), well representing the interior tradition, did her elementary course between the late 1930s and the mid-1940s in this type of school. This work – based on the concept of experience of Edward Palmer Thompson (1981), in the notion of school culture of Dominique Julia (2001) and from an approach of history seen from below, of Jim Sharpe (1992) – proposes to deal with the educational process of the said teacher, establishing the boundaries between the material and educational conditions experienced and revealed by her narrative, which was the source and object of analysis. The data reveal, in conclusive terms, that this type of narrative contributes to the understanding of a plurality of circumstances that shape and collaborate with the writing of history.Keywords: Elementary education. Education of women. Formative and (self) formative experience. ResumenEn Sergipe, las Escuelas Aisladas eran instituciones escolares donde la mayoría de los campesinos de Sergipe cursaban la educación primaria. La profesora Isabel Doraci Cardoso (86 años), representando bien la tradición interiorana, hizo su curso primario entre el final de los años 1930 y mediados de 1940 en ese tipo de escuela. Este trabajo – basado en el concepto de experiencia de Edward Palmer Thompson (1981), en la noción de cultura escolar de Dominique Julia (2001) ya partir de un abordaje de la historia vista desde abajo, de Jim Sharpe (1992) – propone tratar sobre el proceso de formación escolar de dicha profesora, estableciendo las fronteras entre las condiciones materiales y educativas experimentadas y reveladas por su narrativa, que se constituyó fuente y objeto de análisis. Los datos revelan, en términos concluyentes, que ese tipo de narrativa contribuye al entendimiento de una pluralidad de circunstancias que configuran y colaboran con la escritura de la historia.Palabras clave: Educación primaria. Educación de las mujeres. Experiencia formativa y (auto) formativa.

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Abel, Richard. "Law School." International Journal of the Legal Profession 16, no. 1 (March 2009): 49–58. http://dx.doi.org/10.1080/09695950903354881.

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Munday, Roderick. "The wilder permutations of section 1 (f) of the Criminal Evidence Act 1898." Legal Studies 7, no. 2 (July 1987): 137–48. http://dx.doi.org/10.1111/j.1748-121x.1987.tb00357.x.

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As Sir Richard Eggleston has justly observed, ‘The whole subject of character evidence in criminal cases is complex and difficult and much has been written about it. Although this rings true for section l(f) of the Criminal Evidence Act 1898, the remoter areas of that provision still remain comparatively unexplored. This paper will concentrate upon the abnormal operation of sub-provisos (ii) and (iii).Section 1 (f) provides that, if he elects to give evidence, an accused shall neither beasked nor required to answer ‘any question tending to show that he has committed or been convicted of or been charged with any offence other than that wherewith he is then charged, or is of bad character.’ The effect of this general prohibition is, in Cardozo CJ’s words, that ‘in a very real sense a defendant starts his life afresh when he stands before a jury.

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Vagts, Detlev F. "The Proposed Expatriation Tax—A Human Rights Violation?" American Journal of International Law 89, no. 3 (July 1995): 578–80. http://dx.doi.org/10.2307/2204174.

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Income tax law and human rights law operate in quite separate worlds, but a proposal recently presented to Congress brings them together. The Clinton administration has advocated a tax on certain unrealized capital gains of expatriates and some of its opponents have claimed that it constitutes a violation of human rights law. They evoke the hardships visited on those who fled from Nazi Germany in the 1930s and from the Soviet Union and the German Democratic Republic more recently. They assert that a similar wrong would be inflicted by this proposed tax on those who surrender United States citizenship. The reaction of this writer is that of Justice Cardozo to the charge that twentieth-century administrative practices are “Star Chamber” procedures: “Historians may find hyperbole in the sanguinary simile.”

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Thackaberry, Joan M. "School Health Law." NASNewsletter 18, no. 3 (May 2003): 21–22. http://dx.doi.org/10.1177/104747570301800310.

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Macdonald, Roderick A., and Thomas B. McMorrow. "Decolonizing Law School." Alberta Law Review 51, no. 4 (August 18, 2014): 717. http://dx.doi.org/10.29173/alr34.

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This article provides an examination of the future of law school in Canada through the framework of colonization and decolonization. The authors identify five interconnected forms of contemporary colonization in law school, namely intellectual, professional, market, consumerist, and herd colonization, all of which are impacted by the catalyst of technology. The process of decolonizing law school identified by the authors is fundamentally a process of moving the role of human agency to the foreground in designing, building, and renovating institutional orders that foster human flourishing.

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McIntyre, Frank, and Michael Simkovic. "Timing Law School." Journal of Empirical Legal Studies 14, no. 2 (April 25, 2017): 258–300. http://dx.doi.org/10.1111/jels.12147.

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Carter, Nancy Carol. "Law School Abroad." Legal Reference Services Quarterly 18, no. 3 (March 15, 2001): 15–24. http://dx.doi.org/10.1300/j113v18n03_03.

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Handsley, Elizabeth, Gary Davis, and Mark Israel. "Law School Lemonade." Griffith Law Review 14, no. 1 (January 2005): 108–33. http://dx.doi.org/10.1080/10383441.2005.10854550.

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Widdison, Robin. "Virtual law school." International Review of Law, Computers & Technology 8, no. 1 (January 1994): 185–92. http://dx.doi.org/10.1080/13600869.1994.9966388.

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Rodgers, Daniel T. "Living without Labels." Law and History Review 24, no. 1 (2006): 173–78. http://dx.doi.org/10.1017/s0738248000002297.

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Charles Evans Hughes's career ran along the fault lines of most of the major political events of his lifetime. Muckraking catapulted him to fame. He governed New York during four key years of the Progressive era as an effective administrator and earnest reformer. He stayed with the Republican Party when the Progressives bolted in 1912. He ran for the presidency in 1916 but missed the prize, albeit by a narrower electoral college margin than any other contender until the very end of the century. He was instrumental in negotiating the international naval disarmament accords of 1921–22, landmarks of progressive internationalism in their day that fell under sharp criticism a decade later. He presided over the U.S. Supreme Court during the key years of the New Deal, though in most histories of the 1930s Court he comes across as something of an also-ran behind its more memorable shapers: Brandeis, Cardozo, Sutherland, Black, even Roberts. Hard to pin to any achievement or distinct idea, slipping in and out of the dramatic movements of his day, he was the kind of man who makes history but easily falls out of the history books.

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Heriot, Gail. "Law school admissions reform." Academic Questions 15, no. 1 (December 2001): 18. http://dx.doi.org/10.1007/s12129-001-1050-3.

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McQuillan, Deanna Boyd, and Carrie Elizabeth Foote. "Law School and Marriage." Marriage & Family Review 42, no. 4 (January 14, 2008): 7–34. http://dx.doi.org/10.1300/j002v42n04_02.

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Goode, Roy. "The European law school." Legal Studies 13, no. 1 (March 1993): 1–15. http://dx.doi.org/10.1111/j.1748-121x.1993.tb00470.x.

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The impending arrival of the Single European Market and the consequent drive towards European legal integration raise in stark form the future role of the national law school. Should we continue to have national law schools at all, in the sense of law schools with a predominantly national focus? Or should we move towards a system in which the typical law school, though located in a particular country within Europe, encompasses a structure, a body of staff and students and a curriculum which are a national and which focus on European laws and institutions rather than on those of the particular home State? I-f law schools are to retain their essentially national character, how should the growing influence of European law in general and Community law in particular affect their role, organisation and activities?

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O'shea, Paul. "The Complete Law School." Alternative Law Journal 29, no. 6 (December 2004): 272–308. http://dx.doi.org/10.1177/1037969x0402900602.

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Williams, Melanie. "On leaving law school." Law and Critique 4, no. 2 (1993): 187. http://dx.doi.org/10.1007/bf01129694.

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Loui, R. "Comment on the Cardozo conference on graphic and visual representations of evidence and inference in legal settings." Law, Probability and Risk 6, no. 1-4 (October 10, 2007): 319–26. http://dx.doi.org/10.1093/lpr/mgm028.

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Shin Yangkyun. "Teaching Criminal Procedure Law in Law School." Journal of Criminal Law 20, no. 3 (September 2008): 27–48. http://dx.doi.org/10.21795/kcla.2008.20.3.27.

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Ноздрачев, Александр, Alyeksandr Nozdrachyev, Влада Лукьянова, and Vlada Lukyanova. "SCHOOL OF ADMINISTRATIVE LAW: COMPARATIVE LAW ASPECT." Journal of Foreign Legislation and Comparative Law 1, no. 5 (December 2, 2015): 0. http://dx.doi.org/10.12737/16121.

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Scientific life at the Institute of Legislation and Comparative Law under the Government of the Russian Federation, which will celebrate its 90th anniversary in 2015, is developing in various ways. Special place is occupied by scientific schools — sustainable community of scientists, developing concepts’ principles and systems, legal regulation mechanisms that ensure consistency and continuity of scientific research results. This article examines the impact of scientific analysis of foreign law and acts of international law on the development of the administrative law science at different development stages of one of the Institute’s oldest scientific schools — the School of Administrative Law. The article demonstrates the possibility of perception of positive scientific results, ideas, views and positions of leading scientists of the School through theory and practice of modern public administration in the process of finding legal solutions for regulation of new phenomena that require streamlining.

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Moral Moreno, Luis, Vicente Martínez de Haro, and Francisco Miguel Tobal. "Esfuerzo cardiosaludable en la jornada escolar. Implicaciones para las escuelas (Heart-healthy effort in the school day. Implications for schools)." Retos, no. 37 (August 9, 2019): 70–77. http://dx.doi.org/10.47197/retos.v37i37.70032.

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Introducción. El estudio analizó los niveles de actividad física cardiosaludable (AFCS) de los escolares de primaria en la jornada escolar y la jerarquía de factores predictores de dicha conducta activa. Metodología. Estudio transversal, prospectivo, correlacional e inferencial. Se recabaron datos de diferente naturaleza (fenotipo sexual, tipología ponderal, resistencia cardiaca, capacidad aeróbica, expresividad emocional y social, ansiedad-rasgo, tipología sociométrica, nivel de sedentarismo, tipo de centro y jornada) en un total de 58 sujetos (32 niños y 26 niñas) (12 años) de 24 centros. Tras registrar la FC durante 5 jornadas escolares, se analizó el tiempo invertido en AFCS en FC ≥50% FC de reserva. Posteriormente, se aplicó análisis correlacional y técnica árbol de decisiones determinando la relación jerárquica de rasgos predictores de AFCS (α= 0,05). Resultados y conclusiones. Los varones alcanzarían en el recreo más AFCS que las niñas (p min/sem =0,03; p% tiempo/sem =0,02). Los chicos populares acumularían más AFCS que el resto (R2=38,85). Los escolares con una resistencia aeróbica inferior a la media acumularían más AFCS en Ed. Física que el resto (R2=8,39). Quienes muestran índices intermedios de expresividad emocional alcanzarían más AFCS que el resto en Ed. Artística y otras actividades escolares minoritarias, donde los introvertidos “activos y muy activos” alcanzarían más AFCS que los introvertidos “poco activos y sedentarios” (R2=30,09). El supuesto ecológico es insuficiente para explicar el nivel de AFCS de los escolares durante la jornada escolar.Abstract. Introduction. The study analyzed the levels of cardio-healthy physical activity (CHPA) of elementary school children in the school day and the hierarchy of predictive factors. Methodology. A cross-sectional, prospective, correlational, and inferential study. Fifty-eight children (32 boys and 26 girls) (11.88 ± 0.32 years) enrolled in 24 schools provided data of sexual phenotype, weight type, cardiac endurance, aerobic capacity, social and emotional expressiveness, anxiety, sociometric type, sedentary level, type of center, and school day. After registering the subjects’ heart rate with Polar® monitors for 5 consecutive school days, the CHPA was analyzed (time spent in an effort of ≥50% HR reserve). Subsequently, correlational analysis and decision tree technique were carried out to determine the hierarchical relationship of CHPA predictive factors (α = 0.05). Results and conclusions. Boys would reach more CHPA than girls at recess (pmin/sem = 0.03; p% time/sem = 0.02). Among the former, the popular ones would accumulate more CHPA than the rest (R2= 38.85). Schoolchildren with lower aerobic endurance would accumulate more CHPA in Physical Education than the rest (R2= 8.39). Those who show intermediate rates of emotional expressiveness would achieve more CHPA than the rest in Artistic and other minority school activities, where active and very active introverts would achieve more CHPA than little active and sedentary introverts (R2= 30.09). The ecological model is insufficient to explain the level of CHPA of school children during the school day.

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