EduRN: Legal Scholarship Education (LSN) (Topic)最新文献

{"title":"Law Professor's Desk Reference - Introduction and Table of Contents","authors":"Jon M. Garon","doi":"10.2139/ssrn.3865067","DOIUrl":"https://doi.org/10.2139/ssrn.3865067","url":null,"abstract":"Law school faculty members are expected to be legal scholars, effective teachers, and engaged institutional partners, but the information essential to develop these skills has not been published in one single source, until now. \u0000 \u0000LAW PROFESSOR’S DESK REFERENCE provides faculty members a foundation for student learning, effective teaching, and student engagement. It offers strategies for teaching face-to-face, online, and blended education. It provides a roadmap to help faculty develop meaningful scholarship, and it addresses law school administration, shared governance, academic freedom, hiring, tenure, and accreditation. More than a reflection on legal education, the book provides a “user’s manual” for the legal academy.","PeriodicalId":416511,"journal":{"name":"EduRN: Legal Scholarship Education (LSN) (Topic)","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-06-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121670089","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"How Does the 15 to Finish Initiative Affect Academic Outcomes of Low-Income, First-Generation Students? Evidence from a College Promise Program in Indiana","authors":"R. Chan","doi":"10.2139/ssrn.3319082","DOIUrl":"https://doi.org/10.2139/ssrn.3319082","url":null,"abstract":"As the cost of college tuition has increased, policymakers and practitioners have begun to examine the proliferation of college promise programs (i.e., tuition-free grant programs, debt free college programs) across the United States (Perna & Smith, 2020). These initiatives typically aim to lower or eliminate the cost of college attendance and in doing so increase college completion among underrepresented groups: predominantly low-income, first-generation, students of color. While several states and cities have announced or launched promise programs designed to improve college retention and completion, scholars of education policy and practitioners know relatively little about the implications of these initiatives, and whether certain policies or procedures are best suited to specific contexts. \u0000 \u0000The purpose of this study is to determine what effect a statewide 30-credit hour annual completion policy had on the academic outcomes of college promise program recipients at two 4-year public research universities, Indiana University Bloomington (IUB) and Indiana University-Purdue University, Indianapolis (IUPUI). The policy, which has been emulated in many states, aims to encourage students to take 15 credits per semester (or 30 credits per year) and thereby remain on course to complete a bachelor’s degree in 4 years (Bill & Melinda Gates Foundation, 2015; Lumina Foundation, 2017; SHEEO, 2008; U.S. Office of the Press Secretary, 2009). While the new legislation adopted in Indiana is an attempt by the Indiana Commission for Higher Education (ICHE) to improve college completion and on-time graduation of students, very few scholar-practitioners, aside from a few within the University of Hawaii system and Complete College America (CCA), have provided evidence that attempting to complete 30 credits per academic year significantly improves academic performance and subsequently, degree completion rates among underrepresented students. This study examines the implementation of and subsequent policy change to the early-commitment college promise program, Indiana Twenty-First Century Scholarship (TFCS) Program. \u0000 \u0000Using administrative data from the Indiana University’s University Institutional Research and Reporting (UIRR) office, representing 7,842 low-income students who enrolled shortly before and adopt the policy was implemented, this observational study employs a quasi-experimental, difference-in-differences (DiD) approach to explore the impact of the Indiana Code Title 21 (IC-21-12-6-7) (30 credit hour annual completion policy) on students’ academic outcomes. Specifically, this quantitative study examines the heterogenous treatment effects of this policy change on the academic performance (e.g., cumulative credit hours accumulated, cumulative grade point average [GPA], degree completion status) of Indiana TFCS recipients at IUB and IUPUI, compared to non-TFCS Pell recipients from the same time period (Fall 2011 through Fall 2014 cohorts). The study will ","PeriodicalId":416511,"journal":{"name":"EduRN: Legal Scholarship Education (LSN) (Topic)","volume":"10 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134275772","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"A Short Treatise On Sports Gambling and the Law: How America Regulates Its Most Lucrative Vice","authors":"John T. Holden, M. Edelman","doi":"10.2139/ssrn.3556122","DOIUrl":"https://doi.org/10.2139/ssrn.3556122","url":null,"abstract":"On May 14, 2018, the U.S. Supreme Court issued its seminal ruling in Murphy v. NCAA, which held that the Professional and Amateur Sports Protection Act (PASPA) violated the Tenth Amendment of the United States Constitution. This ruling, in conjunction with other societal changes, has opened the floodgates for states to liberalize laws on sports betting. In less than two years since the Supreme Court’s Murphy decision, nineteen U.S. states, in addition to Washington D.C., have legalized sports betting in some form. Meanwhile, eleven states have specifically legalized online sports betting. This article (or, perhaps more accurately stated, short treatise) is the first of its kind to provide a detailed analysis of how the United States regulates sports gambling in the aftermath of Murphy v. NCAA. The article examines closely the history of sports gambling, seminal legal decisions involving the sports betting industry, new state regulatory systems that have emerged since the Supreme Court’s Murphy decision, newfound legal risks for companies that operate in sports gaming markets, and important matters of public policy related to regulating America’s most lucrative vice.","PeriodicalId":416511,"journal":{"name":"EduRN: Legal Scholarship Education (LSN) (Topic)","volume":"54 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-03-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123892977","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Grab the Fire Extinguisher: Comparing UK Schemes of Arrangement to U.S. Corporate Bankruptcy After Jevic","authors":"D. Stevenson","doi":"10.2139/ssrn.3378826","DOIUrl":"https://doi.org/10.2139/ssrn.3378826","url":null,"abstract":"Corporations overwhelmed with debt frequently turn to the courts for help to restructure their credit obligations, but some courts are more helpful than others. This is especially true when creditors cannot agree on a particular resolution, let alone when some creditors will not be paid at all. International corporations often have a choice of forum — and substantive insolvency law — based on their legal and physical presence in dozens or even hundreds of countries. The UK and U.S. offer different avenues for using insolvency law to restructure debts without total liquidation, and the American avenue has become more difficult to navigate thanks to the U.S. Supreme Court’s decision in Czyzewski v. Jevic Holding Corp., 137 S. Ct. 973 (2017). In Jevic, the court found that the Bankruptcy Code does not allow parties to dismiss a bankruptcy case through a “structured dismissal” to pay creditors in a manner that violates the Code's absolute priority rule. This decision weakens the ability of corporate debtors and their creditors to structure a pre-plan settlement that satisfies some, but not all, creditors. The article starts with an overview of both insolvency systems and proceeds into a thorough comparison of features relevant to a corporation choosing between the two legal schemes. The article concludes by suggesting that, while each system has advantages over the other, a distressed (but not yet doomed) corporation choosing between the forums should opt for a more flexible UK \"scheme of arrangement\" rather than a Chapter 11 filing in U.S. Bankruptcy Court.","PeriodicalId":416511,"journal":{"name":"EduRN: Legal Scholarship Education (LSN) (Topic)","volume":"66 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-04-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124490664","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Research Counts, Not The Journal","authors":"M. Abambres, E. Lantsoght","doi":"10.2139/ssrn.3368683","DOIUrl":"https://doi.org/10.2139/ssrn.3368683","url":null,"abstract":"‘If there is one thing every bibliometrician agrees, is that you should never use the journal impact factor (JIF) to evaluate research performance for an article or an individual – that is a mortal sin’. Few sentences could define so precisely the uses and misuses of the Journal Impact Factor (JIF) better than Anthony van Raan’s. This manuscript presents a critical overview on the international use, by governments and institutions, of the JIF and/or journal indexing information for individual research quality assessment. Interviews given by Nobel Laureates speaking on this matter are partially illustrated in this work. Furthermore, the authors propose complementary and alternative versions of the journal impact factor, respectively named Complementary (CIF) and Timeless (TIF) Impact Factors, aiming to better assess the average quality of a journal – never of a paper or an author. The idea behind impact factors is not useless, it has just been misused.","PeriodicalId":416511,"journal":{"name":"EduRN: Legal Scholarship Education (LSN) (Topic)","volume":"67 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-11-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121702325","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Analogical Reasoning","authors":"Susan I. McMahon, Sonya G. Bonneau","doi":"10.4324/9781315144016-14","DOIUrl":"https://doi.org/10.4324/9781315144016-14","url":null,"abstract":"This chapter from our book Legal Writing in Context aims to demystify analogical reasoning for law students. We break down why, exactly, this muddy and controversial form of reasoning has become such a bedrock of legal analysis and provide specific suggestions for how to construct effective analogies in legal writing.","PeriodicalId":416511,"journal":{"name":"EduRN: Legal Scholarship Education (LSN) (Topic)","volume":"6 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-08-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123055529","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Reasonable Expectations: A Reply to Elmendorf and Shanske 2018","authors":"E. Hutt, Morgan S. Polikoff","doi":"10.2139/ssrn.3185304","DOIUrl":"https://doi.org/10.2139/ssrn.3185304","url":null,"abstract":"As educational researchers, we agree wholeheartedly with the thrust of the argument laid out by Elmendorf and Shanske: good data on public education in America is too hard to come by, and access to more and better data can help us answer questions that are central to improving education and securing the educational rights of all children. That said, as education researchers, we also recognize the very real limits on the kind of answers that school data — and educational research — can provide. In this reply, we elaborate on this view and try to articulate what we see as the key contributions and remaining challenges of Elmendorf and Shanske’s proposal. Part I highlights the historical importance and intractability of the problem Elmendorf and Shanske hope to solve. Part II considers the current state of the “causal revolution” in education research in order to highlight the kind of progress that can be made and the issues likely to remain out of reach despite the considerable data, methodological, and computational advances of the last decade. Finally, moving beyond an abstract consideration of the potential of better data, Part III considers Elmendorf and Shanske’s proposal in the context of a case — Williams v California — that likewise sought to secure educational rights by requiring the state to produce data on the availability of school resources.","PeriodicalId":416511,"journal":{"name":"EduRN: Legal Scholarship Education (LSN) (Topic)","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-05-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129852990","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Why Pyeatte v. Pyeatte Might Be the Best Teaching Tool in the Contracts Casebook","authors":"Charles R. Calleros","doi":"10.2139/SSRN.3008973","DOIUrl":"https://doi.org/10.2139/SSRN.3008973","url":null,"abstract":"The author explains why a relatively obscure judicial opinion is among the best teaching tools in a contracts course. He invites other faculty to share their favorite judicial opinions for the classroom case method, either in a course on contracts or in other courses.","PeriodicalId":416511,"journal":{"name":"EduRN: Legal Scholarship Education (LSN) (Topic)","volume":"75 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-07-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129135376","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"International Law: 50 Ways It Harms Our Lives","authors":"J. Álvarez, David E Lachman","doi":"10.2139/SSRN.2991336","DOIUrl":"https://doi.org/10.2139/SSRN.2991336","url":null,"abstract":"At its 100th anniversary, the American Society of International Law released a brochure, “100 Ways International Law Shapes Our Lives”. At the 101st Annual Meeting of the Society, the President, Jose E. Alvarez, used the occasion of his annual address to present “The Future of Our Society” (subsequently published in the American Society of International Law’s Proceedings of the 102nd Annual Meeting, April 9-12, 2008 at 499.) As part of that address, he introduced his “50 Ways International Law Hurts Our Lives.” As Alvarez indicates in his address, while the ASIL’s 100 Ways remains a useful instrument to educate the general public about the uses of international law, his much more critical “50 Ways” seeks to prevent complacency and encourage critical thought among those who write or practice international law. Today, Professor Alvarez still uses both the “100 Ways” and the “50 Ways” as a way to introduce international law to those just beginning to study it.","PeriodicalId":416511,"journal":{"name":"EduRN: Legal Scholarship Education (LSN) (Topic)","volume":"43 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-06-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130835065","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The Holmes School of Law: A Proposal to Reform Legal Education Through Realism","authors":"R. Rubinson","doi":"10.2139/SSRN.2603779","DOIUrl":"https://doi.org/10.2139/SSRN.2603779","url":null,"abstract":"This article proposes the formation of a new law school, the Holmes School of Law. The curriculum of the Holmes School would draw upon legal realism, particularly as articulated by Oliver Wendell Holmes. The proposed curriculum would focus on educating students about “law in fact” — how law is actually experienced. It rejects the idea that legal education should be about reading cases written by judges who not only bring their own biases and cultural understandings to their role, but who also ignore law as experienced, which, in the end, is what law is. This disconnect is especially troubling because virtually all legal education ignores law as experienced by low-income people. The article concludes with responses to anticipated objections to the proposal.","PeriodicalId":416511,"journal":{"name":"EduRN: Legal Scholarship Education (LSN) (Topic)","volume":"9 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2015-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124279637","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}