The Project of the Harvard Forewords: a Social and Intellectual Inquiry
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Book Note Justice Thomas’S Inconsistent Originalism
BOOK NOTE JUSTICE THOMAS’S INCONSISTENT ORIGINALISM MY GRANDFATHER’S SON: A MEMOIR. By Clarence Thomas.1 New York: HarperCollins Publishers. 2007. Pp. xii, 289. $26.95. Since his infamous confirmation hearings, several of Justice Tho- mas’s biographers2 have struggled to understand and explain the ap- parent conflicts in the life and jurisprudence of a man who acknowl- edges that his conservative views do not comport with the traditional viewpoints of African Americans3 and who advocates an originalist in- terpretation of the Constitution.4 Justice Thomas has received harsh criticism from some of these biographers, and the debate surrounding his adequacy as a Supreme Court Justice has strong political under- pinnings.5 Seeking to correct other accounts of his life, which Justice Thomas views as partly “untrue, at times grossly so” (p. x), My Grand- father’s Son sheds new light on his personal history — especially the key roles race and religion played therein — but generally eschews di- rect discussion of his jurisprudential philosophy. Even so, Justice Thomas’s memoir illuminates his judicial philosophy, because that phi- losophy stems from the experiences and principles discussed in his book. My Grandfather’s Son begins with a description of Justice Tho- mas’s West African ancestry (p. 2) and early childhood. Born in a shanty in Pinpoint, Georgia, on June 23, 1948 (pp. 3–4), Thomas spent his early years fatherless, alongside his mother, Leola; aunt, Annie; and siblings, Emma Mae and Myers (pp. 1, 3). In 1954, Myers accidentally burned down their home (p. 6), and Leola took her sons to live in a de- ––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––– 1 Associate Justice, Supreme Court of the United States. -
Rediscovering Williston
St. John's University School of Law St. John's Law Scholarship Repository Faculty Publications 2005 Rediscovering Williston Mark L. Movsesian St. John's University School of Law Follow this and additional works at: https://scholarship.law.stjohns.edu/faculty_publications Part of the Contracts Commons, Jurisprudence Commons, Legal Biography Commons, and the Legal History Commons This Article is brought to you for free and open access by St. John's Law Scholarship Repository. It has been accepted for inclusion in Faculty Publications by an authorized administrator of St. John's Law Scholarship Repository. For more information, please contact [email protected]. Rediscovering Williston Mark L. Movsesian* Abstract This Article is an intellectualhistory of classicalcontracts scholar Samuel Williston. Professor Movsesian argues that the conventional account of Williston's jurisprudencepresents an incomplete and distortedpicture. While much of Williston 's work can strike a contemporary readeras arid and conceptual, there are strong elements ofpragmatismas well. Williston insists that doctrine be justified in terms of real-world consequences, maintains that rules can have only presumptive force, and offers institutionalexplanations forjudicial restraint. As a result, his scholarship shares more in common with today's new formalism than commonly supposed. Even the undertheorizedquality of Williston 's scholarship-to contemporary readers, the least appealing aspect of his work-makes a certain amount of sense, given his goals and intended audience. -
Thesis & Dissertation Style Guide
University of Maryland, Baltimore Electronic Dissertation and Thesis Style Guide INTRODUCTION This Electronic Dissertation and Thesis Style Guide is intended to assist you in the preparation of your Doctoral Dissertation or Master’s Thesis, the final requirement for your degree. The Graduate School at the University of Maryland, Baltimore (UMB) maintains specific requirements as to the format and appearance of its dissertations and theses; such requirements assure a standard of uniformity and aesthetic consistency commensurate with the rigorous academic principles of the University. In previous years, these formatting requirements were determined primarily by the restrictions associated with the process of printing and binding the documents for publication. Dissertations and theses completed in accredited Doctoral programs are published by ProQuest through an exclusive arrangement with the Library of Congress. These documents also may be published electronically by the UMB Digital Archive. The flexibility of electronic publishing—fast becoming the standard for dissertations and theses—enables the Graduate School to determine its own standards, independent of the printing process. This guide will assist you in creating a dissertation or thesis that conforms to those standards. Through an arrangement with ProQuest, the University of Maryland, Baltimore accepts dissertations and theses in electronic format. Under this arrangement, students submit an electronic version of their dissertation or thesis directly to ProQuest / UMI via the World Wide Web. Officials from the Graduate School then review the document online and request revisions by e-mail, if necessary. BEFORE YOU PREPARE YOUR DRAFT 1. Understand the Formatting Requirements in this document, the UMB Electronic Dissertation and Thesis Style Guide. -
Critical Constitutionalism Now
Fordham Law Review Volume 75 Issue 2 Article 6 2006 Critical Constitutionalism Now Louis Michael Seidman Follow this and additional works at: https://ir.lawnet.fordham.edu/flr Part of the Law Commons Recommended Citation Louis Michael Seidman, Critical Constitutionalism Now, 75 Fordham L. Rev. 575 (2006). Available at: https://ir.lawnet.fordham.edu/flr/vol75/iss2/6 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]. Critical Constitutionalism Now Cover Page Footnote Carmack Waterhouse Professor of Constitutional Law, Georgetown University Law Center. Thanks to Alex Aleinikoff, Carrie Menkel-Meadow, Girardeau Spann, Mark Tushnet, and participants at the Fordham Law School symposium A New Constitutional Order? for comments on an earlier draft of this paper. This article is available in Fordham Law Review: https://ir.lawnet.fordham.edu/flr/vol75/iss2/6 CRITICAL CONSTITUTIONALISM NOW Louis Michael Seidman* In the fall of 1999, Mark Tushnet published a celebrated foreword to the Supreme Court edition of the Harvard Law Review arguing that the Rehnquist Court's decisions could be understood as part of an era marked by divided government and sharply reduced ambitions for the transformative potential of constitutional law. 1 Almost exactly two years later, on September 11, 2001, airplanes crashed into the World Trade Center. For the next three or four years, Tushnet's characterization of our times seemed exactly backward: We appeared to be in the middle of an era of united government and of quite dramatic constitutional transformation. -
Rethinking the Boundaries of the Sixth Amendment Right to Choice of Counsel
RETHINKING THE BOUNDARIES OF THE SIXTH AMENDMENT RIGHT TO CHOICE OF COUNSEL I. INTRODUCTION Criminal defense is personal business. For this reason, the Consti- tution’s ample procedural protections for criminal defendants are writ- ten not just to provide a fair trial, but also to put the defendant in con- trol of his own defense. Courts and commentators alike have rec- ognized that the constitutional vision of liberty requires not only protection for the accused, but also the right of the accused to speak and act for himself.1 The Sixth Amendment also reflects the common understanding that the assistance of counsel can be crucial — even necessary — to effective defense,2 but its language and structure nev- ertheless make clear that the rights and their exercise belong to the de- fendant himself, not his lawyer.3 The right to the assistance of counsel has many facets, but its most ancient and fundamental element is the defendant’s right to counsel of his own choosing. Indeed, the Supreme Court has identified choice of counsel as “the root meaning of the constitutional guarantee.”4 Yet ac- tual choice-of-counsel doctrine gives the state broad authority to inter- fere with the exercise of this right. For example, a defendant may not choose an advocate whose representation creates a potential conflict of interest for the defendant, even if the defendant knowingly and intelli- gently waives any objection to the potential conflict,5 and a defendant has no right to be represented by an advocate who is not a current member of a state bar association.6 The remedy for a choice-of- ––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––– 1 See, e.g., Faretta v. -
Iii Foreword V Preface Vii Acknowledgements Viii Introduction
Table of Contents Foreword v Preface vii Acknowledgements viii Introduction to the Teacher’s Module ix Introduction 3 (with teacher’s notes on pp. 1–2) Teacher’s Notes for Investigation #1: Did You Wash Your Hands? 6 Investigation #1: Did You Wash Your Hands? 10 Section I: Observational Studies 19 (with teacher’s notes on pp. 16–18) Teacher’s Notes for Investigation #2: Get Your Hot Dogs Here! 23 Investigation #2: Get Your Hot Dogs Here! 31 Teacher’s Notes for Investigation #3: What’s in a Name? 46 Investigation #3: What’s in a Name? 48 Teacher’s Notes for Investigation #4: If the Shoe Fits … 52 Investigation #4: If the Shoe Fits … 56 Teacher’s Notes for Investigation #5: Buckle Up 60 Investigation #5: Buckle Up 64 Teacher’s Notes for Investigation #6: It’s Golden (and It’s Not Silence) 68 Investigation #6: It’s Golden (and It’s Not Silence) 71 Section II: Surveys 76 (with teacher’s notes on pp. 74–75) Teacher’s Notes for Investigation #7: Welcome to Oostburg! 78 Investigation #7: Welcome to Oostburg! 82 Teacher’s Notes for Investigation #8: Student Participation in Sports 87 Investigation #8: Student Participation in Sports 89 Teacher’s Notes for Investigation #9: Planning and Conducting a Survey 93 Investigation #9: Planning and Conducting a Survey 95 iii Section III: Experiments 106 (with teacher’s notes on pp. 102–105) Teacher’s Notes for Investigation #10: Do Diets Work? 111 Investigation #10: Do Diets Work? 116 Teacher’s Notes for Investigation #11: Distracted Learning 121 Investigation #11: Distracted Learning 127 Teacher’s Notes for Investigation #12: Would You Drink Blue Soda? 135 Investigation #12: Would You Drink Blue Soda? 138 Section IV: Drawing Conclusions 145 (with teacher’s notes on pp. -
Cumulative Faculty Bibliography Through 2009 Fordham Law School Library
Fordham Law School FLASH: The Fordham Law Archive of Scholarship and History Faculty Bibliography Law Library September 2018 Cumulative Faculty Bibliography Through 2009 Fordham Law School Library Follow this and additional works at: https://ir.lawnet.fordham.edu/fac_bib Part of the Law Commons Recommended Citation Fordham Law School Library, "Cumulative Faculty Bibliography Through 2009" (2018). Faculty Bibliography. 13. https://ir.lawnet.fordham.edu/fac_bib/13 This Book is brought to you for free and open access by the Law Library at FLASH: The orF dham Law Archive of Scholarship and History. It has been accepted for inclusion in Faculty Bibliography by an authorized administrator of FLASH: The orF dham Law Archive of Scholarship and History. For more information, please contact [email protected]. Fordham Law School Cumulative Faculty Bibliography Through 2009 ABRAHAM ABRAMOVSKY Books (Editor) Criminal Law and the Corporate Counsel. New York: Harcourt Brace Jovanovich, 1981. Journal Articles “Prosecuting Judges for Ethical Violations: Are Criminal Sanctions Constitutional and Prudent, or Do They Constitute a Threat to Judicial Independence?” 33 Fordham Urban Law Journal 727-773 (2006) [with Jonathan I. Edelstein] “Criminal Law Current Comment: People V. Suarez and Depraved Indifference Murder: The Court of Appeals' Incomplete Revolution.” 56 Syracuse Law Review 707-734 (2006) [with Jonathan I. Edelstein] ADepraved Indifference Murder Prosecutions in New York: Time for Substantive and Procedural Clarification.@ 55 Syracuse Law Review 455-494 (2005) (with Jonathan I. Edelstein). "The Drug War and the American Jewish Community: 1880 to 2002 and Beyond." 6 The Journal of Gender, Race & Justice 1-38 (2002 ) (with Jonathan I. -
The Socratic Method in the Age of Trauma
THE SOCRATIC METHOD IN THE AGE OF TRAUMA Jeannie Suk Gersen When I was a young girl, the careers I dreamed of — as a prima ballerina or piano virtuoso — involved performing before an audience. But even in my childhood ambitions of life on stage, no desire of mine involved speaking. My Korean immigrant family prized reading and the arts, but not oral expression or verbal assertiveness — perhaps even less so for girls. Education was the highest familial value, but a posture of learning anything worthwhile seemed to go together with not speak- ing. My incipient tendency to raise questions and arguments was treated as disrespect or hubris, to be stamped out, sometimes through punish- ment. As a result, and surely also due to natural shyness, I had an almost mute relation to the world. It was 1L year at Harvard Law School that changed my default mode from “silent” to “speak.” Having always been a student who said nothing and preferred a library to a classroom, I was terrified and scandalized as professors called on classmates daily to engage in back-and-forth dia- logues of reasons and arguments in response to questions, on subjects of which we knew little and on which we had no business expounding. What happened as I repeatedly faced my unwelcome turn, heard my voice, and got through with many stumbles was a revelation that changed my life. A light switched on. Soon, I was even volunteering to engage in this dialogue, and I was thinking more intensely, independently, and enjoyably than I ever had before. -
America's Constitutional Narrative
America’s Constitutional Narrative Laurence H. Tribe Abstract: America has always been a wonderfully diverse place, a country where billions of stories span- ning centuries and continents converge under the rubric of a Constitution that unites them in an ongoing narrative of national self-creation. Rather than rehearse familiar debates over what our Constitution means, this essay explores what the Constitution does. It treats the Constitution as a verb–a creative and contested practice that yields a trans-generational conversation about the meaning of our past, the im- Downloaded from http://direct.mit.edu/daed/article-pdf/141/1/18/1830095/daed_a_00126.pdf by guest on 25 September 2021 peratives of our present, and the values and aspirations that should point us toward our future. And it meditates on how this practice, drawing deeply on the capacious wellsprings of text and history, simulta- neously reinforces the political order and provides a language for challenging its legitimacy, thereby con- stituting us as “We, the People,” joined in a single project framed centuries ago that nevertheless remains inevitably our own. What is the Constitution? This question has puzzled many of its students and conscripted whole forests in the service of books spelling out grand theories of constitutional meaning. In their quest to resolve this enigma, scholars have power- fully illuminated both the Constitution’s inescap- LAURENCE H. TRIBE, a Fellow of able writtenness and its unwritten extensions, its the American Academy since 1980, bold enumeration of rights and its construction of is the Carl M. Loeb University Pro- structural protections lest those rights become fessor and Professor of Constitu- mere “parchment barriers,” and the centuries-long tional Law at Harvard Law School. -
Foreword to the Book, Citation Indexing by Robert K. Merton
Foreword I like to read some general significance into Eugene Garfield’s having offered me the privilege of introducing the reader to this book, which sets out the history, method, and implications of his distinctive contribution to the advancement of science: the first multidisciplinary citation index to the scientific literature. My being a close friend cannot account for his having done so. Gene has many good friends more knowing than I about information science and the methodology of citation analysis. I suspect that the significance of his choice lies precisely there: in his having reached out for a sociologist of science rather than an information scientist. For one of the remarkable things about Eugene Garfield is that along with the imagination, pragmatic judgment, and immense energy required to invent, produce, and develop a useful tool for a seemingly routine but fundamental task in science-searching the literature- he has a deep intuitive sense of the social, cultural, and cognitive struc- tures latent in the practice of science. This found expression in his seeing, from the very start, that his invention of the Science Citation Index would develop into a powerful tool for the historical and sociological study of science. I imagine that he wanted to have the subject of the book set squarely within this broader framework rather than the primary but narrower one of information science alone. I accept the inferred assignment with pleasure-and understandable misgivings. This book is long overdue. Its most immediate didactic value resides in helping the reader to understand the concept and workings of the citation index as a device for making the search of the literature much more comprehensive and far less arduous than was previously possible. -
Reshaping First-Year Legal Doctrine: the Experience in the Law Schools
Florida State University Law Review Volume 20 Issue 3 Article 2 1993 Reshaping First-Year Legal Doctrine: The Experience in the Law Schools Ronald Chester [email protected] Follow this and additional works at: https://ir.law.fsu.edu/lr Part of the Law Commons Recommended Citation Ronald Chester, Reshaping First-Year Legal Doctrine: The Experience in the Law Schools, 20 Fla. St. U. L. Rev. 599 (1993) . https://ir.law.fsu.edu/lr/vol20/iss3/2 This Article is brought to you for free and open access by Scholarship Repository. It has been accepted for inclusion in Florida State University Law Review by an authorized editor of Scholarship Repository. For more information, please contact [email protected]. FLORIDA STATE UNIVERSITY LAW REVIEW RESHAPING FIRST-YEAR LEGAL DOCTRINE: THE EXPERIENCE IN THE LAW SCHOOLS Ronald Chester VOLUME 20 WINTER 1993 NUMBER 3 Recommended citation: Ronald Chester, Reshaping First-Year Legal Doctrine: The Experience in the Law Schools, 20 FLA. ST. U. L. REV. 599 (1993). RESHAPING FIRST-YEAR LEGAL DOCTRINE: THE EXPERIENCE IN THE LAW SCHOOLS RONALD CHESTER* I. INTRODUCTION N a previous article,' Scott Alumbaugh and I attempted both to diagnose problems with what is being taught in the first-year cur- riculum and to suggest how this doctrinal package could be better structured. We suggested teaching the bulk of what now constitutes the courses of Contracts, Torts, and Property within a single course called Civil Obligation.2 This course would functionally rearrange tort, property, and contract doctrine. For example, if the doctrines -
Defending Korematsu?: Reflections on Civil Liberties in Wartime
View metadata, citation and similar papers at core.ac.uk brought to you by CORE provided by Georgetown Law Scholarly Commons Georgetown University Law Center Scholarship @ GEORGETOWN LAW 2003 Defending Korematsu?: Reflections on Civil Liberties in Wartime Mark V. Tushnet Georgetown University Law Center, [email protected] Copyright 2003 by The Board of Regents of the University of Wisconsin System; Reprinted by permission of the Wisconsin Law Review. Permitted use is limited to the work described above and does not include the right to grant to others permission to photocopy or otherwise reproduce this material except for copies permitted under the Copyright Act. This paper can be downloaded free of charge from: https://scholarship.law.georgetown.edu/facpub/246 2003 Wis. L. Rev. 273-307 (2003) 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 Civil Rights and Discrimination Commons, and the Jurisprudence Commons GEORGETOWN LAW Faculty Publications February 2010 Defending Korematsu?: Reflections on Civil Liberties in Wartime* 2003 Wis. L. Rev. 273-307 (2003) Mark V. Tushnet Professor of Law Georgetown University Law Center [email protected] This paper can be downloaded without charge from: Scholarly Commons: http://scholarship.law.georgetown.edu/facpub/246/ SSRN: http://ssrn.com/abstract=368323 Posted with permission of the author * Copyright 2003 by The Board of Regents