Lost Promise of Progressive Formalism Andrea S
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Learned Hand: the Jurisprudential Trajectory of an Old Progressive
Buffalo Law Review Volume 43 Number 3 Article 7 12-1-1995 Learned Hand: The Jurisprudential Trajectory of an Old Progressive Edward A. Purcell Jr. New York Law School Follow this and additional works at: https://digitalcommons.law.buffalo.edu/buffalolawreview Part of the Legal History Commons Recommended Citation Edward A. Purcell Jr., Learned Hand: The Jurisprudential Trajectory of an Old Progressive, 43 Buff. L. Rev. 873 (1995). Available at: https://digitalcommons.law.buffalo.edu/buffalolawreview/vol43/iss3/7 This Book Review is brought to you for free and open access by the Law Journals at Digital Commons @ University at Buffalo School of Law. It has been accepted for inclusion in Buffalo Law Review by an authorized editor of Digital Commons @ University at Buffalo School of Law. For more information, please contact [email protected]. BOOK REVIEW Learned Hand: The Jurisprudential Trajectory of an Old Progressive EDWARD A. PURCELL, JR.t For more than half a century Learned Hand sat on the federal bench, and he is still widely considered the greatest American judge never to sit on the United States Supreme Court.1 For two decades Gerald Gunther, a distinguished authority on constitu- tional law, has labored faithfully on his biography. Such an excep- tional combination of author and subject promises a weighty and stimulating result, and Learned Hand: The Man and the Judge2 amply fulfills the expectation. It is massive in scope, elegant in style, insightful in analysis, and sensitive in characterization. Gunther examines the noteworthy events that marked Hand's public career and explores the fears, beliefs, aspirations, and inse- curities that shaped his private reality. -
CHECKS, BALANCES,AND NUCLEAR WASTE Bruce R. Huber*
CHECKS, BALANCES, AND NUCLEAR WASTE Bruce R. Huber ABSTRACT Systems of political checks and balances, so prominently featured in the U.S. Constitution, are also commonly installed in statutory and regulatory regimes. Although such systems diffuse political authority and may facilitate participation and accountability, they come with a price. If exercised, political checks—even those that appear trivial—can obstruct statutory processes and saddle a policy system with an unintended default policy outcome. Policies that are neither debated nor chosen, but that emerge as unbidden defaults, exhibit the very democratic deficits that checks and balances are intended to remedy. This is precisely the situation of nuclear waste policy in the United States. The Nuclear Waste Policy Act of 1982 established a process for siting and constructing repositories for nuclear waste. When Nevada’s Yucca Mountain emerged as a likely repository site, that state’s officials and allies exercised the numerous political and legal checks afforded by the Act and appear, at least for the time being, to have defeated the selection. But Nevada’s victory may well be the nation’s loss. In the absence of a national waste repository, nuclear power plant operators have no choice but to store spent nuclear fuel on site, where it presents a number of risks not contemplated by the 1982 legislation. This outcome was not chosen or anticipated by legislators, plant operators, state and local siting authorities, or host communities. This Article argues that lawmakers must take more realistic stock of their own institutional behaviors. Although certain corrosive incentives are intractably embedded in our constitutional system, lawmakers can and should write statutes with full awareness of the risks of relying on statutory checks and balances. -
In the Service of Others: from Rose Hill to Lincoln Center
Fordham Law Review Volume 82 Issue 4 Article 1 2014 In the Service of Others: From Rose Hill to Lincoln Center Constantine N. Katsoris Fordham University School of Law Follow this and additional works at: https://ir.lawnet.fordham.edu/flr Part of the Law Commons Recommended Citation Constantine N. Katsoris, In the Service of Others: From Rose Hill to Lincoln Center, 82 Fordham L. Rev. 1533 (2014). Available at: https://ir.lawnet.fordham.edu/flr/vol82/iss4/1 This Article is brought to you for free and open access by FLASH: The Fordham Law Archive of Scholarship and History. It has been accepted for inclusion in Fordham Law Review by an authorized editor of FLASH: The Fordham Law Archive of Scholarship and History. For more information, please contact [email protected]. DEDICATION IN THE SERVICE OF OTHERS: FROM ROSE HILL TO LINCOLN CENTER Constantine N. Katsoris* At the start of the 2014 to 2015 academic year, Fordham University School of Law will begin classes at a brand new, state-of-the-art building located adjacent to the Lincoln Center for the Performing Arts. This new building will be the eighth location for Fordham Law School in New York City. From its start at Rose Hill in the Bronx, New York, to its various locations in downtown Manhattan, and finally, to its two locations at Lincoln Center, the law school’s education and values have remained constant: legal excellence through public service. This Article examines the law school’s rich history in public service through the lives and work of its storied deans, demonstrating how each has lived up to the law school’s motto In the service of others and concludes with a look into Fordham Law School’s future. -
The Political Implications of Amending Clauses
University of Minnesota Law School Scholarship Repository Constitutional Commentary 1996 The olitP ical Implications of Amending Clauses. Sanford Levinson Follow this and additional works at: https://scholarship.law.umn.edu/concomm Part of the Law Commons Recommended Citation Levinson, Sanford, "The oP litical Implications of Amending Clauses." (1996). Constitutional Commentary. 981. https://scholarship.law.umn.edu/concomm/981 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 Constitutional Commentary collection by an authorized administrator of the Scholarship Repository. For more information, please contact [email protected]. THE POLITICAL IMPLICATIONS OF AMENDING CLAUSES* Sanford Levinson** Imagine two written constitutions.! One sets out political structures and governmental empowerments and limitations; it concludes with a clause saying: "Anything in this constitution may be changed by the passage of ordinary legislation as spelled out in this constitution." To take the best known example, at least to Americans, this would allow change in the case of the United States Constitution by agreement of majorities in both houses of Congress and assent by the President or by a two thirds vote in each house overriding a presidential veto. Our sec ond constitution comes to a radically different conclusion: "[This] fundamental constitution[ ] ... shall be and remain the sacred and unalterable form and rule of government ... forever."2 What can one say about these two constitutional schemes? As to the first, one might be tempted to say that the polity described really doesn't have a "constitution" at all, at least if a "constitution" is in some ways supposed to stand "above" and in some sense even "outside" the everyday system of ordinary polit ical decisionmaking. -
The Thinness of Catholic Legal Education, a Review of Robert J
Loyola University Chicago, School of Law LAW eCommons Faculty Publications & Other Works 2019 The Thinness of Catholic Legal Education, a Review of Robert J. Kaczorowski, Fordham University Law School: A History John M. Breen Lee J. Strang Follow this and additional works at: https://lawecommons.luc.edu/facpubs Part of the Legal Education Commons BOOK REVIEW THE THINNESS OF CATHOLIC LEGAL EDUCATION, A REVIEW OF ROBERT J. KACZOROWSKI, FORDHAM UNIVERSITY LAW SCHOOL: A HISTORY JOHN M. BREEN* & LEE J. STRANG* I. INTRODUCTION In his book, Fordham University Law School: A History,' Robert J. Kaczorowski has authored an informative history of Fordham Law School. This highly readable and well-researched volume describes the ups and downs, the triumphs and failures, and the key people and events at Fordham Law School, where the author has served as a faculty member since 1986. The overall story that Kaczorowski tells is one of an urban law school founded in 1905 to serve the professional aspirations of the children of New York's Catholic immigrants-a school that rose from modest beginnings to be among the nation's finest, but then languished in mediocrity for decades due to the syphoning off of revenues by University administrators. This period of unfulfilled potential came to an end in the 1990s, when Fordham Law School returned to elite status through a fairer allocation of resources, the creation of new programs and institutes, the admission of a highly quali- fied, national student body, and the hiring of a more scholarly and produc- tive faculty. Kaczorowski's history is also a welcome addition to the assortment of books that tell the particular histories of individual American law schools,2 in part because Fordham Law School is part of a Jesuit university, and the * Georgia Reithal Professor of Law, Loyola University Chicago School of Law. -
Time Line of the Progressive Era from the Idea of America™
Time Line of The Progressive Era From The Idea of America™ Date Event Description March 3, Pennsylvania Mine Following an 1869 fire in an Avondale mine that kills 110 1870 Safety Act of 1870 workers, Pennsylvania passes the country's first coal mine safety passed law, mandating that mines have an emergency exit and ventilation. November Woman’s Christian Barred from traditional politics, groups such as the Woman’s 1874 Temperance Christian Temperance Union (WCTU) allow women a public Union founded platform to participate in issues of the day. Under the leadership of Frances Willard, the WCTU supports a national Prohibition political party and, by 1890, counts 150,000 members. February 4, Interstate The Interstate Commerce Act creates the Interstate Commerce 1887 Commerce act Commission to address price-fixing in the railroad industry. The passed Act is amended over the years to monitor new forms of interstate transportation, such as buses and trucks. September Hull House opens Jane Addams establishes Hull House in Chicago as a 1889 in Chicago “settlement house” for the needy. Addams and her colleagues, such as Florence Kelley, dedicate themselves to safe housing in the inner city, and call on lawmakers to bring about reforms: ending child labor, instituting better factory working conditions, and compulsory education. In 1931, Addams is awarded the Nobel Peace Prize. November “White Caps” Led by Juan Jose Herrerra, the “White Caps” (Las Gorras 1889 released from Blancas) protest big business’s monopolization of land and prison resources in the New Mexico territory by destroying cattlemen’s fences. The group’s leaders gain popular support upon their release from prison in 1889. -
Prosperity Economics Building an Economy for All
ProsPerity economics Building an economy for All Jacob S. Hacker and Nate Loewentheil ProsPerity economics Building an economy for All Jacob S. Hacker and Nate Loewentheil Creative Commons (cc) 2012 by Jacob S. Hacker and Nate Loewentheil Notice of rights: This book has been published under a Creative Commons license (Attribution-NonCom- mercial-NoDerivs 3.0 Unported; to view a copy of this license, visit http://creativecommons.org/licenses/ by-nc-sa/3.0/). This work may be copied, redistributed, or displayed by anyone, provided that proper at- tribution is given. ii / prosperity economics About the authors Jacob S. Hacker, Ph.D., is the Director of the Institution for Social and Policy Studies (ISPS), the Stanley B. Resor Professor of Political Science, and Senior Research Fellow in International and Area Studies at the MacMil- lan Center at Yale University. An expert on the politics of U.S. health and social policy, he is author of Winner-Take-All Politics: How Wash- ington Made the Rich Richer—And Turned Its Back on the Middle Class, with Paul Pierson (September 2010, paperback March 2011); The Great Risk Shift: The New Economic Insecurity and the Decline of the American Dream (2006, paperback 2008); The Divided Welfare State: The Battle Over Public and Private Social Benefits in the United States (2002); and The Road to No- where: The Genesis of President Clinton’s Plan for Health Security (1997), co-winner of the Brownlow Book Award of the National Academy of Public Administration. He is also co-author, with Paul Pierson, of Off Center: The Republican Revolution and the Erosion of American Democracy (2005), and has edited volumes, most recently, hared Responsibility, Shared Risk: Government, Markets and Social Policy in the Twenty-First Century, with Ann O'Leary (2012). -
Forever on the Installment Plan?
Fordham Intellectual Property, Media and Entertainment Law Journal Volume 12 Volume XII Number 4 Volume XII Book 4 Article 5 2002 Forever on the Installment Plan? An Examination of the Constitutional History of the Copyright Clause and Whether the Copyright Term Extension Act of 1998 Squares with the Founders’ Intent Kevin D. Galbraith Follow this and additional works at: https://ir.lawnet.fordham.edu/iplj Part of the Entertainment, Arts, and Sports Law Commons, and the Intellectual Property Law Commons Recommended Citation Kevin D. Galbraith, Forever on the Installment Plan? An Examination of the Constitutional History of the Copyright Clause and Whether the Copyright Term Extension Act of 1998 Squares with the Founders’ Intent, 12 Fordham Intell. Prop. Media & Ent. L.J. 1119 (2002). Available at: https://ir.lawnet.fordham.edu/iplj/vol12/iss4/5 This Note is brought to you for free and open access by FLASH: The Fordham Law Archive of Scholarship and History. It has been accepted for inclusion in Fordham Intellectual Property, Media and Entertainment Law Journal by an authorized editor of FLASH: The Fordham Law Archive of Scholarship and History. For more information, please contact [email protected]. Forever on the Installment Plan? An Examination of the Constitutional History of the Copyright Clause and Whether the Copyright Term Extension Act of 1998 Squares with the Founders’ Intent Cover Page Footnote William Treanor; Martin Flaherty; Elise Clark; wife & family This note is available in Fordham Intellectual Property, Media and Entertainment Law Journal: https://ir.lawnet.fordham.edu/iplj/vol12/iss4/5 FRMT5.GLBRTH 5/17/02 3:11 PM NOTES Forever on the Installment Plan? An Examination of the Constitutional History of the Copyright Clause and Whether the Copyright Term Extension Act of 1998 Squares with the Founders’ Intent Kevin D. -
Chapman Law Review
CHAPMAN LAW REVIEW Citation: Sanford Levinson & Mark A. Graber, The Constitutional Powers of Anti-Publian Presidents: Constitutional Interpretation in a Broken Constitutional Order, 21 CHAP. L. REV. 133 (2018). --For copyright information, please contact [email protected]. CHAPMAN UNIVERSITY | FOWLER SCHOOL OF LAW | ONE UNIVERSITY DRIVE | ORANGE, CALIFORNIA 92866 WWW.CHAPMANLAWREVIEW.COM Do Not Delete 3/21/18 4:40 PM The Constitutional Powers of Anti-Publian Presidents: Constitutional Interpretation in a Broken Constitutional Order* Sanford Levinson** and Mark A. Graber*** INTRODUCTION Herbert Wechsler’s On Neutral Principles in Constitutional Law is one of the most widely cited1 and reviled essays in the legal literature. After declaring that judicial decisions “must be genuinely principled, resting with respect to every step that is involved in reaching judgment on analysis and reasons quite transcending the immediate result that is achieved,”2 Wechsler insisted that the most canonical of all twentieth century cases, Brown v. Board of Education, did not meet this standard.3 Wechsler first maintained that justices applying neutral principles would treat segregated schools as raising “freedom of association” issues.4 He then professed to be unable to discern a proper neutral principle that would constitutionally justify a judicial decision forcing whites who did not wish to associate with African-Americans to attend the same public schools as students of color.5 Wechsler was correctly chastised for what many, most notably Charles Black, demonstrated was a stunning obtuseness to the realities of American history and the role that sheer racism played (and, * We are grateful to the editors of the Chapman Law Review and to Dean Tom Campbell for encouraging us to collect our thoughts on this matter. -
Adolf Augustus Berle
Institution Man Adolf Augustus Berle was born in 1866, the son of a German immigrant who soon died of the long-term effects of wounds he had suffered as a soldier under the command of Ulysses S. Grant in the Union Army. A physically tiny man with no inherited resources or connections, Berle had somehow by his early adulthood, in the closing years of the nineteenth century, acquired a super-powered personal force and drive. As a student at Oberlin College, in Ohio, he met and married Mary Augusta Wright, the daughter of one of the most renowned members of the faculty, a Congregationalist minister and professor of religion who was also, improbably, a renowned geologist. Berle himself studied theology, first at Oberlin and then at Harvard Divinity School, and became a Congregationalist minister. The Berles had four children. The second, and their first son, was Adolf Augustus Berle Junior, born in 1895. The elder Adolf Berle was a brilliant man with a very grand conception of his place in the world. This meant, on one hand, that he regularly alienated the congregations of the churches over which he presided, so he wound up moving around and never being given long-term control of a major pulpit; and, on the other, that he somehow knew everybody worth knowing, especially if the person was a prominent liberal. He was vastly ambitious for his children. He taught all of them at least the rudiments of Latin, Greek, and Hebrew, plus some mathematics, at the age of three. Years later, after the children had grown, Berle used them as instructors in a summer school he operated at his house in New Hampshire, which promised “to instruct a small number of superior children in such a way as will make them natural companions of knowledge.” He also wrote a book called “The School in the Home,” and another called “Teaching in the Home: A Handbook for Intensive Fertilization of the Child Mind for Instructors of Young Children,” both meant to make his prodigy-producing techniques widely available. -
Monuments to the Past in a Leveling Wind
Michigan Law Review Volume 97 Issue 6 1999 Monuments to the Past in a Leveling Wind Benjamin Means University of Michigan Law School Follow this and additional works at: https://repository.law.umich.edu/mlr Part of the Constitutional Law Commons, Cultural Heritage Law Commons, First Amendment Commons, and the Fourteenth Amendment Commons Recommended Citation Benjamin Means, Monuments to the Past in a Leveling Wind, 97 MICH. L. REV. 1617 (1999). Available at: https://repository.law.umich.edu/mlr/vol97/iss6/19 This Book Notice is brought to you for free and open access by the Michigan Law Review at University of Michigan Law School Scholarship Repository. It has been accepted for inclusion in Michigan Law Review by an authorized editor of University of Michigan Law School Scholarship Repository. For more information, please contact [email protected]. BOOK NOTICE Monuments to the Past in a Leveling Wind Benjamin Means WRITIEN IN STONE: PUBLIC MONUMENTS IN CHANGING SOCIE TIES. By Sanford Levinson. Durham: Duke University Press. 1998. Pp. xiii, 144. Cloth, $39.95; paper, $13.95. Early in the twentieth century, the Emperor Franz Jo seph spon sored a monument to Hungary's history - a Millennium Monument containing statues of the country's heroes, as well as statues of the proud sponsor and his family (p. 5). When the com munists took over in 1919, the statues of Fr anz Joseph and the rest of the Hapsburgs were dragged out of the Millennium Monument and replaced with more politically correct statuary (p. 8). Counter revolutionaries, though, retook the country and reinstated the Hapsburg Statues in the Millennium Monument - until a later re gime once again reshuffled the millennial display (pp. -
Roaring Twenties,”
1 THIS IS AN OPTIONAL ENRICHMENT ASSIGNMENT. PRINT AND COMPLETE IN INK. Name:________________________________________ Class Period:_____ The Modern Era of the “Roaring Twenties,” Reading Assignment: Chapter 23 in AMSCO or other resource covering the 1920s. Mastery of the course and AP exam await all who choose to process the information as they read/receive. This is an optional assignment. So… young Jedi… what is your choice? Do? Or do not? There is no try. Pictured at left: Al Capone, Louis Armstrong, Flappers, John Scopes, Babe Ruth, public domain photos, WikiCommons) Directions: 1. Pre-Read: Read the prompts/questions within this guide before you read the chapter. 2. Skim: Flip through the chapter and note titles and subtitles. Look at images and read captions. Get a feel for the content you are about to read. 3. Read/Analyze: Read the chapter. If you have your own copy of AMSCO, Highlight key events and people as you read. Remember, the goal is not to “fish” for a specific answer(s) to reading guide questions, but to consider questions in order to critically understand what you read! 4. Write: Write (do not type) your notes and analysis in the spaces provided. Complete it in INK! Learning Goals: Defend or refute the following statement: The American economy and way of life dramatically changed during the 1920s as consumerism became the new American ideal. Identify and evaluate specific ways the culture of modernism in science, the arts, and entertainment conflicted with religious fundamentalism, nativism, and Prohibition. To what extent did the 1920s witness economic, social, and political gains for African Americans and women? To what extent did these years “roar?” To what extent was American foreign policy in the 1920s isolationist? Key Concepts FOR PERIOD 7: Key Concept 7.1: Growth expanded opportunity, while economic instability led to new efforts to reform U.S.