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Relevant bibliographies by topics / University of Virginia. School of Law

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Academic literature on the topic 'University of Virginia. School of Law'

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Published: 4 June 2021

Last updated: 12 February 2022

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Journal articles on the topic "University of Virginia. School of Law"

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Mason, Sir Anthony. "The Role of a Constitutional Court in a Federation a Comparison of the Australian and the United States Experience." Federal Law Review 16, no. 1 (1986): 1–28. http://dx.doi.org/10.1177/0067205x8601600101.

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The Australian National University, the Sir Robert Menzies Memorial Trust and the University of Virginia Law School have established an annual Menzies Lecture Series. The Lectures are held in honour of Sir Robert Menzies and mark his contribution to the law and public life. The Lectures are given in alternate years at the Law Schools of the University of Virginia and the Australian National University. The Lectures will be published in the “Federal Law Review”. The first Menzies Lecturer was The Honourable Sir Anthony Mason of the High Court of Australia who visited the University of Virginia in October 1985. The following article is based on Sir Anthony's lecture.

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Reich, Michael R., Jody Henry Hershey, George E. Hardy, James F. Childress, and Ruth Gaare Bernheim. "Workshop on Public Health Law and Ethics I & II: The Challenge of Public/Private Partnerships (PPPs)." Journal of Law, Medicine & Ethics 31, S4 (2003): 90–93. http://dx.doi.org/10.1111/j.1748-720x.2003.tb00766.x.

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The issue of public health ethics has received much attention in recent years and is seen as a new field, distinct from medical ethics. Faculty from the University of Virginia, Johns Hopkins School of Public Health, Georgetown University, the University of Minnesota, and others received a grant from the Greenwall Foundation to examine this new field of public health ethics and identify the unique principles that distinguish it from the study of medical ethics. In the course of that study, which included exploring the field with public health practitioners, a number of distinguishing ethical principles emerged. The moral principles appropriate for public health officials included producing benefits; avoiding, preventing and removing harms; producing a maximum balance of benefits over harms; and distributing benefits and burdens fairly.

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Oudiz, Ronald J., Robert Naeije, Virginia D. Steen, Hunter C. Champion, and David Systrom. "Controversies and Consensus: Identifying the Key Issues in Exercise Testing." Advances in Pulmonary Hypertension 7, no. 4 (2008): 412–17. http://dx.doi.org/10.21693/1933-088x-7.4.412.

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This discussion was moderated by Ronald J. Oudiz, MD, Associate Professor of Medicine, UCLA School of Medicine and Director, Liu Center for Pulmonary Hypertension, Division of Cardiology, Los Angeles Biomedical Research Institute at Harbor-UCLA Medical Center, Torrance, California. Participants included: Hunter C. Champion, MD, PhD, Assistant Professor, Department of Medicine, Division of Cardiology, Johns Hopkins University School of Medicine, Baltimore, Maryland; Robert Naeije, MD, PhD, Professor and Chairman of the Department of Physiology and Pathophysiology at Erasme University Hospital, Brussels, Belgium; Virginia D. Steen, MD, Professor of Medicine and Director of the Rheumatology Fellowship Program, Georgetown University School of Medicine, Washington, DC; and David Systrom, MD, Director, Cardiopulmonary Exercise Lab, Department of Medicine, Pulmonary Critical Care, Massachusetts General Hospital, Boston, Massachusetts.

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Faccion, Debora. "Review – New Media Caucus Showcase A perspective on consciousness within digital practices." Media-N 15, no. 2 (2019): 20–26. http://dx.doi.org/10.21900/j.median.v15i2.207.

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Presentations by the following NMC members:  Sophia Brueckner, Assistant Professor, University of Michigan Martin Calvino, Artist-in-residence at Rutgers University Zach Duer, Assistant Professor, Creative Technologies, Virginia Tech Carter Eggleston, MFA candidate in Creative Technologies, Virginia Tech Elizabeth Flyntz, Artist, Writer, and curator Jeffrey Gangwisch, strikeWare co-founder and Adjunct Professor, Anne Arundel Community College Chelsea Heikes, candidate at European Graduate School Laura Hyunjhee Kim, Ph.D. candidate, University of Colorado Boulder George Legrady, Distinguished Professor of Interactive Media and director of Experimental Visualization Lab, UC Santa Barbara Maya Livio, Ph.D Candidate, University of Colorado Boulder, Curator of Media Archaeology Lab, Curator of MediaLive at BMoCA Eric Souther, Associate Professor of New Media, Indiana University South Bend Deirtra Thompson, Independent artist, practitioner, and researcher Masha Vlasova, Lecturer and Lead Faculty, University of North Texas Michelle Hernandez, MFA alumna, Hunter College, CUNY Dominika Ksel, Adjunct Assistant Professor of New Media, Baruch College, CUNY.

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Sun, Zhen. "Experts Meetings on Biodiversity beyond National Jurisdiction." Asia-Pacific Journal of Ocean Law and Policy 4, no. 2 (2019): 300–313. http://dx.doi.org/10.1163/24519391-00402016.

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This article summarizes and discusses the main issues addressed at two events hosted at the World Maritime University–Sasakawa Global Ocean Institute in Malmö, Sweden in the first half of 2019. The first event was the International Workshop on bbnj: Toward Development of a Balanced, Effective and Universal International Agreement on 7 February, co-sponsored by the Ministry of Foreign Affairs Japan, and the second event was the 43rd colp Annual Conference on Biodiversity Beyond National Jurisdiction: Intractable Challenges & Potential Solutions co-hosted with the Center for Oceans Law and Policy (colp), University of Virginia School of Law and The Nippon Foundation. The two events covered topics including marine genetic resources – access and benefit sharing, area-based management tools including marine protected areas, environmental impact assessments, capacity building and transfer of technology, cross-cutting issues, and Arctic concerns.

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Mahoney, Paul G. "The stock pools and the Securities Exchange Act1I thank two anonymous referees, the editor, William Schwert, and George Benston, Mary Anne Case, Robert Conroy, Mike Dooley, Stuart Gilson, Bruce Johnsen, Ed Kitch, Julia Mahoney, Ed McCafferey, Roberta Romano, Jeff Strnad, Steve Thel, Mark Weinstein, and workshop participants at the University of Virginia School of Law, the University of Southern California Law School, Stanford Law School, New York University Law School, and the American Law and Economics Association for helpful comments and discussion. The University of Virginia Bankard Fund for Political Economy provided financial assistance.1." Journal of Financial Economics 51, no. 3 (1999): 343–69. http://dx.doi.org/10.1016/s0304-405x(98)00057-9.

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Drexler, Madeline. "Interview with David S. Fedson, MD, Former Professor of Medicine, University of Virginia School of Medicine, and Director of Medical Affairs, Aventis Pasteur MSD." Biosecurity and Bioterrorism: Biodefense Strategy, Practice, and Science 3, no. 1 (2005): 9–15. http://dx.doi.org/10.1089/bsp.2005.3.9.

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Saboe, Daniel John, and Rodrigo Sarlo. "Finding Sustainable Solutions to the Digital Divide in Semi-Urban Honduras." International Journal for Service Learning in Engineering, Humanitarian Engineering and Social Entrepreneurship 5, no. 1 (2010): 170–88. http://dx.doi.org/10.24908/ijsle.v5i1.2343.

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Throughout the developing world, unequal levels of access to technology have created a social gap called the digital divide; a considerable disparity in technological opportunities that reinforces social and economic division. Concerned with this development, a five person student research team from the University of Virginia was assembled in order to investigate the technological gaps in poor, semi-urban areas of Honduras and to implement a cost-effective, sustainable way to address them. The team used a flexible engineering-based approach to gather and analyze information about community, government, and economic factors relevant to the project, documenting its methodology along the way. The results of the investigation were then tested through the installation of a computer lab for a local school in the community of Las Brisas de la Libertad, in the district of Yoro, Honduras. This paper documents this installation process and describes in detail the considerations needed for its successful and sustainable implementation including community interests, political instability, hardware options, and weather. By analyzing these aspects from their respective advantages and disadvantages, it hopes to serve as a guide for future engineering-oriented service-learning endeavors in international settings.

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Solak, Necva. "Revisioning Modernity." American Journal of Islam and Society 22, no. 1 (2005): 140–43. http://dx.doi.org/10.35632/ajis.v22i1.1745.

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The 33rd Annual Conference of the Association of Muslim SocialScientists (AMSS) was held on September 24-26, 2004, at George MasonUniversity Law School in Arlington, Virginia. It was cosponsored byGeorge Mason University, the Center for Global Studies (CGS), and theIslamic Studies Program. Under the seamless directorship of PeterMandaville, program chair and CGS director, the timely subject of revisioningmodernity for and by Muslims in a post-9/11, post-Afghanistan,and post-Iraq world was addressed in 10 panels. With the theme“Revisioning Modernity: Challenges and Possibilities for Islam,” these sessionsfocused primarily on identity formation, human rights, interfaith dialogueand peacemaking, institutional development, methodological reform,and knowledge paradigms. The conference featured a remarkable array ofscholars and graduate students who raised thought-provoking questionsand offered clear, yet nuanced, solutions based on studied field and academicresearch.For example, Saadia Yacoob’s (Huntington Learning Center, VA)“Developing Identities: What Is Progressive Islam and Who AreProgressive Muslims?” elicited an impassioned and contentious reactionfrom the audience about this somewhat elusive term and whether it was acontradiction of terms or a logical redundancy. She identified five commonelements of self-identified “progressive” Muslim: an anti-imperialiststance, a belief that action and faith must go hand in hand, a championingof the oppressed and poor, a return to core principles, and a belief in a pluralisticand humanistic society.Kamran A. Bokahri (Howard University, DC) used his “ModerateIslam, Progressive Muslims, Democracy, and Post-Islamism” to discussthemes related to identity formation among moderate Islamists, traditionalMuslims, liberal Muslims and regimes, all of which claim to represent ...

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Douglas, Davison M. "David J. Armor, Forced Justice: School Desegregation and the Law, New York: Oxford University Press, 1995. Pp. xii + 271. $35.00 (ISBN 0-19-509012-8). - Stephen L. Wasby, Race Relations Litigation in an Age of Complexity, Charlottesville: University Press of Virginia, 1995. Pp. xxii + 421. $65.00 cloth; $22.50 paper (ISBN 0-8139-1572-4; ISBN 0-8139-1573-2)." Law and History Review 16, no. 3 (1998): 628–31. http://dx.doi.org/10.2307/744265.

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Dissertations / Theses on the topic "University of Virginia. School of Law"

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Van, Zwaluwenburg Pamela Joy. "WIDE AWAKE OR SOUND ASLEEP? UNIVERSITIES AND THE IMPLEMENTATION OF ROSENBERGER V. UNIVERSITY OF VIRGINIA." Oxford, Ohio : Miami University, 2004. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=miami1101827877.

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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.<br>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.<br>Ed. D.

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

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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.<br>Ed. D.

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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.<br>Ed. D.

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Newman, Kevin Darnell. "Virginia Principals' Characteristics in Virginia School Divisions with high or no Incidences of Special Education Complaints." Diss., Virginia Tech, 2015. http://hdl.handle.net/10919/73218.

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School administrators are responsible for ensuring state and federal special education laws and regulations are being implemented properly. This study examined the amount of training a Virginia school principal receives while attending principal preparation programs as well as professional development offered by their school division on how to handle any legal issues that may arise pertaining to special education. In 1975 Congress enacted the Education for All Handicapped Children Act (Public Law 94-142) and amended in 1997 as the Individuals with Disabilities Education Act. Education for All Handicapped Children Act was introduced in Congress to ensure that students with disabilities were provided the same opportunities as general education students. This legislation was later renamed IDEIA, Individuals with Disabilities Education Improvement Act, in 2004. A web-based survey was used to obtain information from principals in school divisions with high or no incidences of special education complaints. The survey was sent to 12 school divisions with 189 schools and 21 divisions with 189 schools respectively. The data collected from participants was analyzed with JMP software to determine patterns in principal responses based on their employment in divisions with high or no incidences of special education complaints. Statistical analysis included measures of central tendency (mean, median, and mode), frequencies, and percentages of the data collected at the state and regional level, by high or no incidence groups to determine if better prepared, more experienced, more informed principals that have had on-going training are able to administer special education programs effectively and therefore have fewer parent complaints. The results of the study indicated a need for higher education institutions (colleges and universities) to increase course offerings at the principal preparation level in the area of special education. Additionally there is a need for superintendents and division leadership to continue to develop and seek partnerships to deliver relevant ongoing professional development, as well as for principals to explore special education networking opportunities external to the division.<br>Ed. D.

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Bampton, Betsy A. "Nursing in the university : an historical analysis of nursing education at the Virginia Commonwealth University/Medical College of Virginia School of Nursing." W&M ScholarWorks, 1987. https://scholarworks.wm.edu/etd/1539618638.

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The purpose of this study was to trace the development of nursing education at Virginia Commonwealth University/Medical College of Virginia School of Nursing from its inception in 1893 through 1981. The primary focus was on the basic nursing programs which included the diploma, associate degree and baccalaureate programs. Other programs offered by the school were presented briefly in order to provide a more complete picture.;Major trends in selected elements of faculty qualifications, curriculum, admission and graduation requirements, accreditation, and relationships to local hospitals and higher education in nursing education at the school were identified and compared to national standards and trends that were divided into specific time frames. The national standards and trends were established from published reports and guidelines of the nursing organizations. Selected economic, political, and social issues that have affected nursing were discussed.;Methods used to collect data included review of related literature, interviews and correspondence, Faculty and Curriculum Committee minutes, and review of material relevant to the school housed in the archives of the university and Virginia State Library. Catalogues and other official publications of the school and university also were used.;The most significant finding was that VCU/MCV School of Nursing met or exceeded national trends in the selected elements from 1893 to 1981 but did not completely meet national standards until after 1960. The nursing school was a leader in Virginia, considered a pioneer in many areas, and obtained several firsts in nursing education in the state.

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Bampton, Betsy Ann. "Nursing in the University: An historical analysis of nursing education at the Virginia Commonwealth University/Medical College of Virginia School of Nursing." VCU Scholars Compass, 1987. http://scholarscompass.vcu.edu/etd/3896.

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The purpose of this study was to trace the development of nursing education at Virginia Commonwealth University/Medical College of Virginia School of Nursing from its inception in 1893 through 1981. The primary focus was on the basic nursing programs which included the diploma, associate degree and baccalaureate programs. Other programs offered by the school were presented briefly in order to provide a more complete picture. Major trends in selected elements of faculty qualifications, curriculum, admission and graduation requirements, accreditation, and relationships to local hospitals and higher education in nursing education at the school were identified and compared to national standards and trends that were divided into specific time frames. The national standards and trends were established from published reports and guidelines of the nursing organizations. Selected economic, political, and social issues that have affected nursing were discussed. Methods used to collect data included review of related literature, interviews and correspondence, Faculty and Curriculum Committee minutes, and review of material relevant to the school housed in the archives of the university and Virginia State Library. Catalogs and other official publications of the school and university also were used. The most significant finding was that VCU/MCV School of Nursing met or exceeded national trends in the selected elements from 1893 to 1981 but did not completely meet national standards until after 1960. The nursing school was a leader in Virginia, considered a pioneer in many areas, and obtained several firsts in nursing education in the state.

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Power, Donna M. "A Study of Selected Virginia Principals' Knowledge of Special Education Law." Diss., Virginia Tech, 2007. http://hdl.handle.net/10919/26036.

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With the re-authorization of the Individuals with Disabilities Education Act (IDEA) and the federal mandates of No Child Left Behind (NCLB), the role of the principal has new implications regarding the free and appropriate education of students with disabilities. As a result of the inclusion model of special education instruction being supported as the most effective learning environment for students with disabilities, principals now need to know the definitions of types of disabilities, appropriate placements, how to provide correct feedback for parents and at a minimum, the basics of special education law. The literature review focused on principals’ attitudes and concerns for special education placements and how knowledgeable school principals are with regard to issues of special education law and the possibility of litigation when planning for the free and appropriate education of special education students. Few U.S. studies have focused exclusively on the actual principals’ knowledge of special education law. This study researched the knowledge of Virginia principals on special education. A geographical random sample of 462 principals from the state of Virginia were asked to complete an on-line survey of 24 hypothetical scenarios based on the following components of IDEA: free and appropriate public education, due process, individualized education plans, least restrictive environment, related services, student discipline and liability for reimbursement of parents.. Experts, practitioners, and researchers in the field reviewed these scenarios. The survey was e-mailed to the principals from October 1st to November 1st, 2006. A follow up e-mail was sent two weeks after the initial contact as a reminder to complete the survey. From November 2nd to November 15th 10% of the respondents who did not respond were contacted by phone and asked why they did not respond. Out of 49 phone calls, 12 principals responded. The instrument was anonymous and color coded according to the eight Superintendents’ Study Groups across the state of Virginia in order to identify the number of schools that participated. A total of 236 principals responded resulting in a 51% response rate. Upon completion of the questionnaire principals were provided correct responses. Using the Statistical Package for the Social Sciences (SPSS), an analysis of variance (ANOVA) was performed on all demographic variables and the principals’ test score. An item analysis of each of the hypothetical scenarios determined the areas of deficiencies in the principals’ knowledge base. Results of this study show that there is no significant difference between principals’ test scores and each of the demographic variables. Seven areas of special education law were tested: free and appropriate public education (FAPE), individualized education plan (IEP), least restrictive environment (LRE), student discipline, related services, due process and liability for reimbursement of parents This study identified two significant areas of weakness: related services and FAPE. The information from this study will be beneficial in determining school districts’ professional development needs and coursework in university education programs that addresses special education law.<br>Ph. D.

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Books on the topic "University of Virginia. School of Law"

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Virginia. Virginia school laws. State Dept. of Education, 1988.

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Urgent matters: Designing the School of Architecture at Jefferson's university. University of Virginia School of Architecture, 2009.

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Welch, Don. Vanderbilt law school: Aspirations and realities. Vanderbilt University Press, 2008.

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Fordham University. School of Law, ed. Fordham University School of Law: A history. Fordham University Press, 2012.

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Jackson, James G. Law for educators: School and university law in Australia. LexisNexis Butterworths, 2007.

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Widener University. Trial Advocacy Institute. Evidence for advocates: Widener University School of Law. Trial Advocacy Institute of Widener University School of Law, 2003.

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Doyle, Barry, and John O'Regan. UCD Sutherland School of Law, University College Dublin. Gandon Editions, 2013.

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Llewellyn, Robert. Jefferson's legacy to health. University of Virginia, School of Medicine, 1992.

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Frank Gehry's Loyola Law School. Robert Benson, 2010.

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Library, Columbia University Law. Catalog of the Roman law collection of the Columbia Law School Library. G.K. Hall, 1989.

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Book chapters on the topic "University of Virginia. School of Law"

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Candela, Rosolino A. "Public Choice: The Virginia School." In Encyclopedia of Law and Economics. Springer New York, 2018. http://dx.doi.org/10.1007/978-1-4614-7883-6_390-1.

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Candela, Rosolino A. "Public Choice: The Virginia School." In Encyclopedia of Law and Economics. Springer New York, 2019. http://dx.doi.org/10.1007/978-1-4614-7753-2_390.

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Reding, Colleen. "University of Chicago Law School." In Grad's Guide to Graduate Admissions Essays. Routledge, 2021. http://dx.doi.org/10.4324/9781003235361-4.

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Reding, Colleen. "Emory University School of Law." In Grad's Guide to Graduate Admissions Essays. Routledge, 2021. http://dx.doi.org/10.4324/9781003235361-6.

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Reding, Colleen. "Fordham University School of Law." In Grad's Guide to Graduate Admissions Essays. Routledge, 2021. http://dx.doi.org/10.4324/9781003235361-3.

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Reding, Colleen. "George Mason University School of Law." In Grad's Guide to Graduate Admissions Essays. Routledge, 2021. http://dx.doi.org/10.4324/9781003235361-9.

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Reding, Colleen. "University of Texas School of Law." In Grad's Guide to Graduate Admissions Essays. Routledge, 2021. http://dx.doi.org/10.4324/9781003235361-10.

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Ginsburg, Jane C., and Laura Moscati. "The Agreement Between Columbia Law School of New York and the Faculty of Law of Sapienza University of Rome." In Inter-University Cooperation. Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-17608-6_11.

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Ginsburg, Jane C., and Laura Moscati. "Erratum to: The Agreement Between Columbia Law School of New York and the Faculty of Law of Sapienza University of Rome." In Inter-University Cooperation. Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-17608-6_18.

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Miles, Edward W. "Lessons from University-Based Journalism Schools and Law Schools." In The Past, Present, and Future of the Business School. Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-33639-8_13.

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Conference papers on the topic "University of Virginia. School of Law"

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Danilova, Oksana Viktorovna, Liliya Zakarievna Samigullina, and Elmira Raisovna Vasilyeva. "Olympiad Movement in the Partnership “School – University – Enterprise”." In International Scientific Conference on Philosophy of Education, Law and Science in the Era of Globalization (PELSEG 2020). Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200723.018.

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Feng, Jingbo. "The Characteristics and Trend of Power Allocation Policy at the Two Levels of University and School Since the Expansion of University Enrollment." In 2020 International Conference on Management, Economy and Law (ICMEL 2020). Atlantis Press, 2020. http://dx.doi.org/10.2991/aebmr.k.201111.055.

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Seidina, Moldir, Dina Arkhabayeva, Inobat Erina, et al. "Metasubject competences of University students as a reflection of psychological and pedagogical innovations in higher school." In Proceedings of the International Conference on Man-Power-Law-Governance: Interdisciplinary Approaches (MPLG-IA 2019). Atlantis Press, 2019. http://dx.doi.org/10.2991/mplg-ia-19.2019.56.

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Novykov, Olexandr. "Experience of Creation in Ukraine of the System of Continuous Space Education: School, University, Enterprise." In 54th International Astronautical Congress of the International Astronautical Federation, the International Academy of Astronautics, and the International Institute of Space Law. American Institute of Aeronautics and Astronautics, 2003. http://dx.doi.org/10.2514/6.iac-03-p.p.09.

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Erdmanis, Rihards. "Legal Aspects of Parental Responsibility in the Education of a Child." In 78th International Scientific Conference of University of Latvia. University of Latvia, 2020. http://dx.doi.org/10.22364/htqe.2020.14.

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In the Latvian education system, the legal relationship between parents and the school is important. The child’s parents are obliged to take the child to school. It means that the State implements an education policy in line with both the findings based on educational science and that the child’s right to education is ensured at least at the basic school level. In Latvia, education law as a branch of law is an underdeveloped field. The legal relationship between children’s parents and the educational institution has been little studied from the legal science perspective. Thus, in this study, the author analyzes the role of the institute of parental responsibility in the field of education, using the methods of interpretation of general science and law – historical, grammatical and teleological methods. It is found that the special legal regulation of Latvia determines specific parental responsibilities and rights in providing education for their child. Teachers do not become substitutes for the child’s parents, but have a duty to do so as responsible and caring parent would do to their children. Parental authority does not end when the child enters the school premises, but it is limited to the extent that the educational institution fulfills its responsibilities by ensuring an educational process in accordance with the child’s interests and human rights.

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Zhancai, Chu. "Feasible Analysis of Physical Education School of Baicheng Normal University Serving the Development of Social Sports in Baicheng Urban Area." In Proceedings of the 4th International Conference on Economics, Management, Law and Education (EMLE 2018). Atlantis Press, 2018. http://dx.doi.org/10.2991/emle-18.2018.123.

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Морохова, Ольга Александровна. "DEVELOPMENT OF STUDENTS WRITING SKILLS AS A STAGE OF PRACTICE-ORIENTED LEARNING AT LAW UNIVERSITY." In Проблемы управления качеством образования: сборник избранных статей Международной научно-методической конференции (Санкт-Петербург, Июль 2020). Crossref, 2020. http://dx.doi.org/10.37539/ko186.2020.30.85.006.

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В статье анализируются особенности письменного дискурса в эпоху электронных коммуникаций и задачи развития письменных умений обучающихся в юридическом вузе. Автор статьи показывает, что обучение работе с документами является важным этапом формирования общекультурных и профессиональных компетенций обучающихся. The article analyzes the features of written discourse in the era of electronic communications and the tasks of developing the written skills of students in a law school. The author of the article shows that learning to work with documents is an important stage in the formation of general cultural and professional competencies of students.

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Pancorbo, Luis, Alex Wall, and Iñaki Alday. "Architecture as a System: Urban Catalysts for Lynchburg, Virginia." In 2016 ACSA International Conference. ACSA Press, 2016. http://dx.doi.org/10.35483/acsa.intl.2016.25.

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This paper proposes a critical analysis of “ARCH 2010 Introduction to Urban Architecture” at the School of architecture of the University of Virginia. The studiois part of an overall strategy that tries to subvert the traditional method of teaching in architectural design. In a conventional linear process, students start withthe design of a small-scale architectural object and continue to design buildings in progressively larger scales. Provided with a strong urban context, the 2010 Studio follows a sinusoidal transition of scale, moving from small to large and back again. The ultimate goal of the studio is to put forward/produce an urban architectural project by linking the architectural object with the urban landscape as catalysts for the change within the city. The architectural proposals should be a strategic and thoughtful response to previous research on existing urban systems, and should support the revitalization of public life in their immediate environment and in the whole city. The course was divided in four parts: Elements and infrastructures of the urban environment, developed at Charlottesville Down Town Mall, Urban systems and networks, strategic development plan for 9th street, and design of a mixed-use building and public space (The last 3 parts took place in Lynchburg, Virginia). To connect these four main “problems” there were “transitional exercises” inserted in between them. With the same critical attention, this paper will analyze the final results, the various stages of the course as well as the areas of overlap between different phases, specially designed to ensure the student’s awareness of the consistency of the complete process.

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Zhang, Zhanguo, Lixia Sun, and Jinghua Li. "Research and Practice on the School-Government-Enterprise Cooperative Education Mode of “Trinity, Quartet Linkage” —Taking Mechanical Engineering College of Beihua University as the Example." In Proceedings of the 2018 3rd International Conference on Politics, Economics and Law (ICPEL 2018). Atlantis Press, 2018. http://dx.doi.org/10.2991/icpel-18.2018.24.

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Wang, Yuhua. "Exploration, Practice and Improvement of Refined Talents Cultivation Mode Taking the Law School of Shandong Technology and Business University as an Example." In Proceedings of the 5th International Conference on Arts, Design and Contemporary Education (ICADCE 2019). Atlantis Press, 2019. http://dx.doi.org/10.2991/icadce-19.2019.192.

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Reports on the topic "University of Virginia. School of Law"

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Bennett, Alexander, Contessa Gay, Ashley Graves, et al. 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, 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, et al. 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, 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, 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, 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, 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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