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Never Again Must Not Be a Meaningless Mantra: The Case for U.S. Support of the International Criminal Court
Get PDFThe Dangers of Delegating Attorney Licensing to Private and Non-profit Corporations: The Inapplicability of Public Records Laws and Abdication of Government Protection During Health Crises
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The Unlikely Underdog: Skilled Immigrants in Tech Face Unique Mandatory Arbitration Challenges
Get PDFResponse to: A Telehealth Explosion: Using Lessons From the Pandemic To Shape the Future of Telehealth Regulation
Get PDFIn A Telehealth Explosion: Using Lessons from the Pandemic to Shape the Future of Telehealth Regulation, published in the Texas A&M Law Review, Professor Deborah Farringer tackles the critical issue of the efficacy and implementation of telehealth, using our experience(s) of telehealth during the COVID–19 pandemic as the guide. This is important, as Professor Farringer acknowledges, because while telehealth advocates pre-date the pandemic, barriers prevented the implementation of telehealth in a widespread manner. These barriers included a concern about fraud and a question as to whether telehealth visits could provide effective outcomes compared to in-person visits. Professor Farringer reflects on these barriers and addresses their validity, especially given what we learned through the COVID–19 pandemic. Professor Farringer then moves the discussion forward to propose that not only can our healthcare system utilize telehealth, but it can do so in a more meaningful way. This can be done by addressing the benefits and risks we learned through the waivers that allowed telehealth visits during the COVID–19 pandemic
Incorporating Feminist Perspectives Throughout Law School Curriculum
No full textIn law schools across the United States, feminist perspectives are glaringly absent from the curriculum – from the first year’s core subjects through the upper-division specialty, experiential, and elective courses. The formal study of feminist jurisprudence, if it occurs at all, is typically relegated to the occasional specialized gender-focused seminar offered at some institutions. Today, traditional first-year doctrinal courses are almost uniformly taught using the well-established case method. The content of the casebooks (including the cases and supplementary notes) for these courses may vary somewhat from author to author
