Rule of Law Index Shows Sustained Negative Slide Toward Weaker Rule of Law Around the World
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Understanding the Value of Law Related and Civic Education 34P
DOCUMENT RESUME ED 429 879 SO 029 531 AUTHOR Cornett, Jeffrey W. TITLE Understanding the Value of Law Related and Civic Education for Youth: A Review of the Literature. PUB DATE 1998-05-00 NOTE 34p.; Report prepared for the American Bar Association, April 1997. Paper presented at the Civitas: An International Civic Exchange Program Conference (Vogosca-Sarajevo, Bosnia and Herzegovina, May 7-13, 1998). PUB TYPE Information Analyses (070)=- Speeches/Meeting Papers (150) EDRS PRICE MF01/PCO2 Plus Postage. DESCRIPTORS *Citizenship Education; *Civics; Critical Thinking; *Law Related Education; Literature Reviews; *Scholarship; Secondary Education; Social Studies; Student Attitudes; Student Behavior IDENTIFIERS Civic Values ABSTRACT Research in law-related education (LRE) and related fields is reviewed in this report. For the past two decades, researchers consistently have reported that law-related curricula and instruction make a positive impact on youth when compared to traditional approaches to teaching and learning law, civics, and government. The overall conclusion is that LRE programs have a positive effect on student knowledgeabout law and legal processes, and individual rights and responsibilities. Inaddition, there is evidence that LRE programs have a positive influence on student attitudes and behavior. The most positive changes in student behavior often are associated with LRE programs where the following elements are present: instruction is of high quality and promotes higher order thinking; students are actively involved in the instructional process; teachers thoughtfully mediate the curriculum through wise selection of materials and outside resource persons; administrators actively support the program; and instructors have a network of professional peer support. This review incorporates an analysis of the major databases that yielded 9 technical reports, 6 scholarly papers, and 25 dissertations directly linked to law-related education. -
The World Justice Project (WJP) Rule of Law Index® 2020 Board of Directors: Sheikha Abdulla Al-Misnad, Report Was Prepared by the World Justice Project
World Justice .:�=; Project World Justice Project ® Rule of Law Index 2020 The World Justice Project Rule The World Justice Project of Law Index® 2020 The World Justice Project (WJP) Rule of Law Index® 2020 Board of Directors: Sheikha Abdulla Al-Misnad, report was prepared by the World Justice Project. Kamel Ayadi, William C. Hubbard, Hassan Bubacar The Index’s conceptual framework and methodology Jallow, Suet-Fern Lee, Mondli Makhanya, Margaret were developed by Juan Carlos Botero, Mark David McKeown, William H. Neukom, John Nery, Ellen Agrast, and Alejandro Ponce. Data collection and Gracie Northfleet, James R. Silkenat and Petar Stoyanov. analysis for the 2020 report was performed by Lindsey Bock, Erin Campbell, Alicia Evangelides, Emma Frerichs, Directors Emeritus: President Dr. Ashraf Ghani Ahmadzai Joshua Fuller, Amy Gryskiewicz, Camilo Gutiérrez Patiño, Matthew Harman, Alexa Hopkins, Ayyub Officers: Mark D. Agrast, Vice President; Deborah Ibrahim, Sarah Chamness Long, Rachel L. Martin, Jorge Enix-Ross, Vice President; Nancy Ward, Vice A. Morales, Alejandro Ponce, Natalia Rodríguez President; William C. Hubbard, Chairman of the Cajamarca, Leslie Solís Saravia, Rebecca Silvas, and Board; Gerold W. Libby, General Counsel and Adriana Stephan, with the assistance of Claudia Secretary; William H. Neukom, Founder and CEO; Bobadilla, Gabriel Hearn-Desautels, Maura McCrary, James R. Silkenat, Director and Treasurer. Emma Poplack, and Francesca Tinucci. The report was produced under the executive direction of Elizabeth Executive Director: Elizabeth Andersen Andersen. Chief Research Officer: Alejandro Ponce Lead graphic designer for this report was Priyanka Khosla, with assistance from Courtney Babcock. The WJP Rule of Law Index 2020 report was made possible by the generous supporters of the work of the Lead website designer was Pitch Interactive, with World Justice Project listed in this report on page 203. -
EEO Is the Law Poster Supplement
“EEO is the Law” Poster Supplement Employers Holding Federal Contracts or Subcontracts Section Revisions The Executive Order 11246 section is revised as follows: RACE, COLOR, RELIGION, SEX, SEXUAL ORIENTATION, GENDER IDENTITY, NATIONAL ORIGIN Executive Order 11246, as amended, prohibits employment discrimination based on race, color, religion, sex, sexual orientation, gender identity, or national origin, and requires affirmative action to ensure equality of opportunity in all aspects of employment. PAY SECRECY Executive Order 11246, as amended, protects applicants and employees from discrimination based on inquiring about, disclosing, or discussing their compensation or the compensation of other applicants or employees. The Individuals with Disabilities section is revised as follows: INDIVIDUALS WITH DISABILITIES Section 503 of the Rehabilitation Act of 1973, as amended, protects qualified individuals with disabilities from discrimination in hiring, promotion, discharge, pay, fringe benefits, job training, classification, referral, and other aspects of employment. Disability discrimination includes not making reasonable accommodation to the known physical or mental limitations of an otherwise qualified individual with a disability who is an applicant or employee, barring undue hardship to the employer. Section 503 also requires that Federal contractors take affirmative action to employ and advance in employment qualified individuals with disabilities at all levels of employment, including the executive level. The Vietnam Era, Special Disabled Veterans section is revised as follows: PROTECTED VETERANS The Vietnam Era Veterans’ Readjustment Assistance Act of 1974, as amended, 38 U.S.C. 4212, prohibits employment discrimination against, and requires affirmative action to recruit, employ, and advance in employment, disabled veterans, recently separated veterans (i.e., within three years of discharge or release from active duty), active duty wartime or campaign badge veterans, or Armed Forces service medal veterans. -
Law, Liberty and the Rule of Law (In a Constitutional Democracy)
Georgetown University Law Center Scholarship @ GEORGETOWN LAW 2013 Law, Liberty and the Rule of Law (in a Constitutional Democracy) Imer Flores Georgetown Law Center, [email protected] Georgetown Public Law and Legal Theory Research Paper No. 12-161 This paper can be downloaded free of charge from: https://scholarship.law.georgetown.edu/facpub/1115 http://ssrn.com/abstract=2156455 Imer Flores, Law, Liberty and the Rule of Law (in a Constitutional Democracy), in LAW, LIBERTY, AND THE RULE OF LAW 77-101 (Imer B. Flores & Kenneth E. Himma eds., Springer Netherlands 2013) This open-access article is brought to you by the Georgetown Law Library. Posted with permission of the author. Follow this and additional works at: https://scholarship.law.georgetown.edu/facpub Part of the Constitutional Law Commons, Jurisprudence Commons, Legislation Commons, and the Rule of Law Commons Chapter6 Law, Liberty and the Rule of Law (in a Constitutional Democracy) lmer B. Flores Tse-Kung asked, saying "Is there one word which may serve as a rule of practice for all one's life?" K'ung1u-tzu said: "Is not reciprocity (i.e. 'shu') such a word? What you do not want done to yourself, do not ckJ to others." Confucius (2002, XV, 23, 225-226). 6.1 Introduction Taking the "rule of law" seriously implies readdressing and reassessing the claims that relate it to law and liberty, in general, and to a constitutional democracy, in particular. My argument is five-fold and has an addendum which intends to bridge the gap between Eastern and Western civilizations, -
The Constitution of the United States [PDF]
THE CONSTITUTION oftheUnitedStates NATIONAL CONSTITUTION CENTER We the People of the United States, in Order to form a within three Years after the fi rst Meeting of the Congress more perfect Union, establish Justice, insure domestic of the United States, and within every subsequent Term of Tranquility, provide for the common defence, promote ten Years, in such Manner as they shall by Law direct. The the general Welfare, and secure the Blessings of Liberty to Number of Representatives shall not exceed one for every ourselves and our Posterity, do ordain and establish this thirty Thousand, but each State shall have at Least one Constitution for the United States of America. Representative; and until such enumeration shall be made, the State of New Hampshire shall be entitled to chuse three, Massachusetts eight, Rhode-Island and Providence Plantations one, Connecticut fi ve, New-York six, New Jersey four, Pennsylvania eight, Delaware one, Maryland Article.I. six, Virginia ten, North Carolina fi ve, South Carolina fi ve, and Georgia three. SECTION. 1. When vacancies happen in the Representation from any All legislative Powers herein granted shall be vested in a State, the Executive Authority thereof shall issue Writs of Congress of the United States, which shall consist of a Sen- Election to fi ll such Vacancies. ate and House of Representatives. The House of Representatives shall chuse their SECTION. 2. Speaker and other Offi cers; and shall have the sole Power of Impeachment. The House of Representatives shall be composed of Mem- bers chosen every second Year by the People of the several SECTION. -
Suggested Limitations of the Public Policy Doctrine Charles B
University of Minnesota Law School Scholarship Repository Minnesota Law Review 1935 Suggested Limitations of the Public Policy Doctrine Charles B. Nutting Follow this and additional works at: https://scholarship.law.umn.edu/mlr Part of the Law Commons Recommended Citation Nutting, Charles B., "Suggested Limitations of the Public Policy Doctrine" (1935). Minnesota Law Review. 993. https://scholarship.law.umn.edu/mlr/993 This Article is brought to you for free and open access by the University of Minnesota Law School. It has been accepted for inclusion in Minnesota Law Review collection by an authorized administrator of the Scholarship Repository. For more information, please contact [email protected]. MINNESOTA LAW REVIEW SUGGESTED LIMITATIONS OF THE PUBLIC POLICY DOCTRINE By CHARLES B. NUTTING* ECENT activity among writers in the field of the conflict of laws has revealed an awakened interest in the ever-vexing problem of determining the law applicable to situations in which the law of the forum differs from that of some other jurisdiction which may govern.' Apparently proceeding on the assumption that a court in such case is at liberty to select the law to be applied, varying suggestions have been made as to the criterion to be adopted. If the vested rights theory of conflicts is followed, much of this discussion becomes irrelevant, since under that theory there is, strictly speaking, no "choice" of law, one law and one alone being properly applicable in every case.- Whether this or some other theory embodies the true explanation of conflicts cases, we may leave to those who hurl thunderbolts about Olympus.' The writer, being sympathetically inclined toward the high church party in these matters, favors it for reasons which will appear hereafter. -
What Does the Rule of Law Mean to You?
2021 Civics Education Essay Contest What does the rule of law mean to you? Elementary School Winners 1st place: Sabina Perez, 4th grade "The rule of law is like a shield defending me from unfairness. It makes me feel brave to stand up for my rights and to speak up to help others. The rule of law is important because it helps people with different opinions join together and live in harmony. It builds and connects communities, and it keeps America strong. Because judges apply the rule of law fairly, I am safe and have nothing to fear. I know I will be educated, and education is power. This makes my future bright." 2nd place: Katie Drummond, 5th grade "When I think of the rule of law, it reminds me of an ecosystem. Because, every member of that ecosystem is affected by its changes or health. The rule of law is similar because when lawmakers make laws, those laws impact its nation or society that those laws are for. If new laws are created or if current laws are changed, it will affect its whole nation or society. I also think that laws should be easy to access, understand, and apply equally to all citizens." 3nd place: Holden Cone, 5th grade "The rule of law means different things to different people, but to me, it means there are boundaries that people cannot overstep, and if they do, they will face the consequences of their actions. Laws are not meant to restrict, they are meant to protect us and make us safer. -
Rule-Of-Law.Pdf
RULE OF LAW Analyze how landmark Supreme Court decisions maintain the rule of law and protect minorities. About These Resources Rule of law overview Opening questions Discussion questions Case Summaries Express Unpopular Views: Snyder v. Phelps (military funeral protests) Johnson v. Texas (flag burning) Participate in the Judicial Process: Batson v. Kentucky (race and jury selection) J.E.B. v. Alabama (gender and jury selection) Exercise Religious Practices: Church of the Lukumi-Babalu Aye, Inc. v. City of Hialeah (controversial religious practices) Wisconsin v. Yoder (compulsory education law and exercise of religion) Access to Education: Plyer v. Doe (immigrant children) Brown v. Board of Education (separate is not equal) Cooper v. Aaron (implementing desegregation) How to Use These Resources In Advance 1. Teachers/lawyers and students read the case summaries and questions. 2. Participants prepare presentations of the facts and summaries for selected cases in the classroom or courtroom. Examples of presentation methods include lectures, oral arguments, or debates. In the Classroom or Courtroom Teachers/lawyers, and/or judges facilitate the following activities: 1. Presentation: rule of law overview 2. Interactive warm-up: opening discussion 3. Teams of students present: case summaries and discussion questions 4. Wrap-up: questions for understanding Program Times: 50-minute class period; 90-minute courtroom program. Timing depends on the number of cases selected. Presentations maybe made by any combination of teachers, lawyers, and/or students and student teams, followed by the discussion questions included in the wrap-up. Preparation Times: Teachers/Lawyers/Judges: 30 minutes reading Students: 60-90 minutes reading and preparing presentations, depending on the number of cases and the method of presentation selected. -
Introduction to Law and Legal Reasoning Law Is
CHAPTER 1: INTRODUCTION TO LAW AND LEGAL REASONING LAW IS "MAN MADE" IT CHANGES OVER TIME TO ACCOMMODATE SOCIETY'S NEEDS LAW IS MADE BY LEGISLATURE LAW IS INTERPRETED BY COURTS TO DETERMINE 1)WHETHER IT IS "CONSTITUTIONAL" 2)WHO IS RIGHT OR WRONG THERE IS A PROCESS WHICH MUST BE FOLLOWED (CALLED "PROCEDURAL LAW") I. Thomas Jefferson: "The study of the law qualifies a man to be useful to himself, to his neighbors, and to the public." II. Ask Several Students to give their definition of "Law." A. Even after years and thousands of dollars, "LAW" still is not easy to define B. What does law Consist of ? Law consists of enforceable rule governing relationships among individuals and between individuals and their society. 1. Students Need to Understand. a. The law is a set of general ideas b. When these general ideas are applied, a judge cannot fit a case to suit a rule; he must fit (or find) a rule to suit the unique case at hand. c. The judge must also supply legitimate reasons for his decisions. C. So, How was the Law Created. The law considered in this text are "man made" law. This law can (and will) change over time in response to the changes and needs of society. D. Example. Grandma, who is 87 years old, walks into a pawn shop. She wants to sell her ring that has been in the family for 200 years. Grandma asks the dealer, "how much will you give me for this ring." The dealer, in good faith, tells Grandma he doesn't know what kind of metal is in the ring, but he will give her $150. -
Rule of Law Freedom Prosperity
George Mason University SCHOOL of LAW The Rule of Law, Freedom, and Prosperity Todd J. Zywick 02-20 LAW AND ECONOMICS WORKING PAPER SERIES This paper can be downloaded without charge from the Social Science Research Network Electronic Paper Collection: http://ssrn.com/abstract_id= The Rule of Law, Freedom, and Prosperity Todd J. Zywicki* After decades of neglect, interest in the nature and consequences of the rule of law has revived in recent years. In the United States, the Supreme Court’s decision in Bush v. Gore has triggered renewed interest in the nature of the rule of law in the Anglo-American tradition. Meanwhile, economists have increasingly come to realize the importance of political and legal institutions, especially the presence of the rule of law, in providing the foundation of freedom and prosperity in developing countries. The emerging economies of Eastern Europe and the developing world in Latin America and Africa have thus sought guidance on how to grow the rule of law in these parts of the world that traditionally have lacked its blessings. This essay summarizes the philosophical and historical foundations of the rule of law, why Bush v. Gore can be understood as a validation of the rule of law, and explores the consequences of the presence or absence of the rule of law in developing countries. I. INTRODUCTION After decades of neglect, the rule of law is much on the minds of legal scholars today. In the United States, the Supreme Court’s decision in Bush v. Gore has triggered a renewed interest in the Anglo-American tradition of the rule of law.1 In the emerging democratic capitalist countries of Eastern Europe, societies have struggled to rediscover the rule of law after decades of Communist tyranny.2 In the developing countries of Latin America, the publication of Hernando de Soto’s brilliant book The Mystery of Capital3 has initiated a fervor of scholarly and political interest in the importance and the challenge of nurturing the rule of law. -
Foreword “Law As . . .”: Theory and Method in Legal History
Assembled_Issue_3 v5 (Do Not Delete) 2/22/2012 9:07 AM Foreword “Law As . .”: Theory and Method in Legal History Catherine L. Fisk* and Robert W. Gordon** “Law as . .” the Language of Social Relations .................................... 527 Law as Consciousness .............................................................................. 530 Law as Enchanted Ritual and as Spectacle ............................................ 532 Law as Sovereignty .................................................................................... 535 Law as Economic/Cultural Activity ...................................................... 538 In convening the “‘Law As . .’: Theory and Method in Legal History” symposium, Christopher Tomlins and Catherine Fisk invited new work on the theory of legal history and on the method by which legal historians do their work. A number of scholars from a variety of disciplines, not all of them historians or lawyers, were invited to offer their thoughts about reorienting legal history generally, and sociolegal history in particular, away from the long-dominant framework of “law and society” and toward a new framework that does not depend on a binary, or a conjunction of two distinct fields imagined as outside of each other. The conveners posed the idea of legal history as being the study of “law as . .” about which we shall say more below. As is customary, papers were written and circulated. Over two days in Irvine in April 2010, we gathered to discuss sixteen papers divided into four panels. The exchange of ideas -
1 Democratic Deliberation and Social Choice: a Review Christian List1
1 Democratic Deliberation and Social Choice: A Review Christian List1 This version: June 2017 Forthcoming in the Oxford Handbook of Deliberative Democracy 1. Introduction In normative political theory, it is widely accepted that democratic decision making cannot be reduced to voting alone, but that it requires reasoned and well-informed discussion by those involved in and/or subject to the decisions in question, under conditions of equality and respect. In short, democracy requires deliberation (e.g., Cohen 1989; Gutmann and Thompson 1996; Dryzek 2000; Fishkin 2009; Mansbridge et al. 2010). In formal political theory, by contrast, the study of democracy has focused less on deliberation, and more on the aggregation of individual preferences or opinions into collective decisions – social choices – typically through voting (e.g., Arrow 1951/1963; Riker 1982; Austen-Smith and Banks 2000, 2005; Mueller 2003). While the literature on deliberation has an optimistic flavour, the literature on social choice is more mixed. It is centred around several paradoxes and impossibility results showing that collective decision making cannot generally satisfy certain plausible desiderata. Any democratic aggregation rule that we use in practice seems, at best, a compromise. Initially, the two literatures were largely disconnected from each other. Since the 1990s, however, there has been a growing dialogue between them (e.g., Miller 1992; Knight and Johnson 1994; van Mill 1996; Dryzek and List 2003; Landa and Meirowitz 2009). This chapter reviews the connections between the two. Deliberative democratic theory is relevant to social choice theory in that deliberation can complement aggregation and open up an escape route from some of its negative results.