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Suspended Animation: Cacophony of Culture as Transformative Violence on the Body
No full textFinal project for ENGL 277 Asian American Literature; Spring 2015 --Stranger in a Home Land: Asian American Literature and the Mechanisms of Alienation.Presentation accompanied by reflection paper
Choose Your Own Other
No full textFinal project for ENGL 277 Asian American Literature; Spring 2015 --Stranger in a Home Land: Asian American Literature and the Mechanisms of Alienation.Story accompanied by reflection paper
Regulatory Exit
No full textarticle published in law reviewExit is a ubiquitous feature of life, whether breaking up in a marriage, dropping a college course, or pulling out of a venture capital investment. In fact, our exit options often determine whether and how we enter in the first place. While legal scholarship is replete with studies of exit strategies for businesses and individuals, the topic of exit has barely been touched in administrative law scholarship. Yet exit plays just as central a role in the regulatory state as elsewhere – welfare support ends; government steps out of rate-setting. In this article, we argue that exit is a fundamental feature of regulatory design and should be explicitly considered at the time of program creation.
Part I starts from first principles and sets out the basic features of regulatory exit. It addresses the design challenges of exit strategies and how to measure success of exit. With these descriptive and normative foundations in place, Part II develops a framework that explains the four basic types of regulatory exit strategies, exploring the political economy that determines each strategy and explaining when policy makers are most likely to adopt them. To demonstrate its usefulness in practice, the framework is applied as a case study in Part III to the emerging challenge of fracking. We conclude by describing a new exit strategy model for regulatory design, a hybrid approach of “Lookback Exit.”
Exit is a vast, central, yet largely unexplored aspect of administrative governance. By providing a fuller account, we demonstrate why exit warrants focused research and theoretical development in its own right, create a framework for the analysis of exit issues, and identify the key questions for future research. Doing so provides important insights not only to understand the practice we see around us today but also for the design of programs to manage emerging issues
An Administrative Jurisprudence: The Rule of Law in the Administrative State
No full textarticle published in law reviewThis Essay offers a specification of the rule of law’s demands of administrative law and government inspired by Professor Peter L. Strauss’s scholarship. It identifies five principles—authorization, notice, justification, coherence, and procedural fairness—which provide a framework for an account of the rule of law’s demands of administrative
governance. Together these principles have intriguing results for the evaluation of administrative law. On the one hand, they reveal rule-of-law foundations for some contested positions, such as a restrictive view of the President’s power to direct subordinate officials and giving weight to an agency’s determination of the scope of its own authority. On the other hand, these rule-of-law principles expose some long-established practices as having troublesome foundations, such as the settled doctrine that agencies need not justify their choice of policymaking form. Consideration of these
principles in the context of administrative law and government ultimately shows—like so much of Professor Strauss’s work—the many ways in which government under law ultimately depends on officials taking the rule of law as their highest-order commitment
Lessons from the Turn of the Twentieth Century for First-Year Courses on Legislation and Regulation
No full textarticle published in law journalThis essay — part of a special journal issue on Legislation and Regulation and Regulatory State courses as core elements of the law school curriculum — approaches the debate over adopting these courses by looking back to the controversy stirred by teaching administrative law in law schools at the beginning of the twentieth century. This essay argues that sources of resistance to administrative law at that time not only help to explain the slow pace of adoption of “Leg-Reg” and “Reg-State” courses today, but also inform what material these new courses should cover. At the turn of the century, both commitment to the case method as the exclusive pedagogy for law teaching and jurisprudential principles that understood courts to be the privileged sources of law resulted in early administrative law courses being normalized within the case method, excluding the internal law and decisionmaking of administrative agencies from their coverage. Based on the premise that law students should confront the primary sources of law in our current regulatory legal system, first-year Leg-Reg and Reg-State courses should not replicate the traditional, exclusive focus on judicial decisions. Rather, these new courses are the right occasion to introduce regulatory and congressional materials as primary sources. That coverage choice, moreover, provides preparation for an upper-level administrative law course focused on how courts review agency action, while minimizing duplication in coverage. Even more importantly, treatment of nonjudicial primary sources in these new courses helps to bring the image of law conveyed to first year students closer to the true dimensions of our legal order
Maslow’s Reform Center
No full textFinal creative project for Eng 199: Foundations of Literary Study; Fall 2014. Creative work is accompanied by reflection paper
Spiders and Butterflies: A Captive’s Diary of Letters
No full textFinal creative project for Eng 199: Foundations of Literary Study; Fall 2014. Creative work is accompanied by reflection paper
Capstone ESL Portfolio
No full textTeaching and Learning Department capstone projectDepartment of Teaching and LearningPeabody College of Education and Human Developmen
Siblings Coping with Parental Depression: Similarities and Differences
No full textPSY 296B Honors Thesis with Dr. Bruce CompasThis study investigated similarities and differences in levels of internalizing and externalizing symptoms and strategies used to cope with stress in a sample of sibling pairs of 9-15 year-old children of depressed parents. The sample of 52 sibling pairs (104 children) was selected from the family cognitive-behavioral intervention described by Compas et al. (2015). Children were assessed on measures of primary control coping, secondary control coping, disengagement coping, and internalizing and externalizing symptoms based on parent and child self-reports. It was expected that siblings would not differ in their experience of internalizing and externalizing problems or in their use of coping strategies. The findings supported the hypotheses that siblings would not differ across these three measures. Researchers also found that the younger siblings’ scores were not dependent on their older siblings’ experience.Vanderbilt UniversityPsychology and Human DevelopmentPeabody CollegeThesis completed in partial fulfillment of the requirements of the Honors Program in Psychological Science
Community Partnerships: Meeting The Needs of Latino Students
No full textThis paper explores the potential of successful school-community partnerships between urban schools and community organizations as a method for better meeting the needs of Latino students in urban areas.Department of Teaching and LearningPeabody College of Education and Human Developmen