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Coalitions among Plaintiffs’ Attorneys in Securities Class Actions
Get PDFThis paper examines contests among plaintiffs’ firms to become lead counsel in securities fraud class actions. We study lead plaintiff appointments in all federal securities class actions involving a disclosure claim from 2005 to 2016. We find that law firms’ decisions to combine correspond primarily with the existence of relationships—either with clients or between firms—rather than case characteristics. In the case of initial motions, the presence of a relationship between attorney firms and certain institutional investor movants for lead plaintiff corresponds with motions that propose multiple lead counsel. We also find that although the typical class action has several lead plaintiff motions, many of these motions will either withdraw or combine before the judge chooses the lead plaintiff and lead counsel. When motions combine, the number of selected lead counsel typically increases. The existence of prior relationships between law firms corresponds with the decision to withdraw or combine. Finally, we find that the correspondence of prior relationships between law firms on decisions to withdraw or combine does not increase with our proxies for the importance of synergies between law firms
e-Museletter: February 2022
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Director\u27s Message
Library News
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Student Services Cornerhttps://scholarship.richmond.edu/museletter/1171/thumbnail.jp
[Preface to] Peace, Preference, and Property: Return Migration after Violent Conflict
No full textGrowing numbers of people are displaced by war and violent conflict. In Ukraine, Afghanistan, Ethiopia, Myanmar, Syria, and elsewhere violence pushes civilian populations from their homes and sometimes from their countries, making them refugees. In previous decades, millions of refugees and displaced people returned to their place of origin after conflict or were resettled in countries in the Global North. Now displacements last longer, the number of people returning home is lower, and opportunities for resettlement are shrinking. More and more people spend decades in refugee camps or displaced within their own countries, raising their children away from their home communities and cultures. In this context, international policies encourage return to place of origin.
Using case studies and first-person accounts from interviews and fieldwork in post-conflict settings such as Uganda, Liberia, and Kosovo, Sandra F. Joireman highlights the divergence between these policies and the preferences of conflict-displaced people. Rather than looking from the top down, at the rights that people have in international and domestic law, the perspective of this text is from the ground up—examining individual and household choices after conflict. Some refugees want to go home, some do not want to return, some want to return to their countries of origin but live in a different place, and others are repatriated against their will when they have no other options. Peace, Preference, and Property suggests alternative policies that would provide greater choice for displaced people in terms of property restitution and solutions to displacement.https://scholarship.richmond.edu/bookshelf/1420/thumbnail.jp
Civil Practice and Procedure
Get PDFThis Article discusses Supreme Court of Virginia opinions and revisions to the Code of Virginia and Rules of the Supreme Court of Virginia impacting civil procedure here in the Commonwealth over the last year. The Article first addresses opinions of the supreme court, then new legislation enacted during the 2021 General Assembly Session, and finally, approved revisions to the Rules of the Supreme Court of Virginia
Do Growth Mindset Interventions Work?
No full textGoogle growth mindset and you get nearly 300 million hits. Walk into an American school and you are bombarded with growth mindset messaging. Naturally, scientists, policymakers, and educators want to know if fostering a growth mindset can help people reach their goals. Do growth mindset interventions work? Before answering this question, let\u27s first discuss what growth mindsets are
A systematic review and meta-analysis of growth mindset interventions: For whom, how, and why might such interventions work?
No full textAs growth mindset interventions increase in scope and popularity, scientists and policymakers are asking: Are these interventions effective? To answer this question properly, the field needs to understand the meaningful heterogeneity in effects. In the present systematic review and meta-analysis, we focused on two key moderators with adequate data to test: Subsamples expected to benefit most and implementation fidelity. We also specified a process model that can be generative for theory. We included articles published between 2002 (first mindset intervention) through the end of 2020 that reported an effect for a growth mindset intervention, used a randomized design, and featured at least one of the qualifying outcomes. Our search yielded 53 independent samples testing distinct interventions. We reported cumulative effect sizes for multiple outcomes (i.e., mindsets, motivation, behavior, end results), with a focus on three primary end results (i.e., improved academic achievement, mental health, or social functioning). Multilevel metaregression analyses with targeted subsamples and high fidelity for academic achievement yielded, d = 0.14, 95% CI [.06, .22]; for mental health, d = 0.32, 95% CI [.10, .54]. Results highlighted the extensive variation in effects to be expected from future interventions. Namely, 95% prediction intervals for focal effects ranged from −0.08 to 0.35 for academic achievement and from 0.07 to 0.57 for mental health. The literature is too nascent for moderators for social functioning, but average effects are d = 0.36, 95% CI [.03, .68], 95% PI [−.50, 1.22]. We conclude with a discussion of heterogeneity and the limitations of meta-analyses. (PsycInfo Database Record (c) 2022 APA, all rights reserved
Single-player videogames in leadership learning
No full textThis article offers an overview and analysis of the ways in which first-person videogames can be effectively used in the leadership classroom. Specifically, videogames can be used to encourage students to develop the skills necessary both to analyze leadership and to begin to consider the ramifications of leadership decisions from the varying positions of leaders, followers, and collaborative team members. This article discusses videogames as artifacts of popular culture and leadership and offers an example-driven discussion of how specific games have been used in a leadership studies classroom to teach about and for leadership
University of Richmond Magazine - Spring/Summer 2022
Get PDFThe University of Richmond\u27s Alumni Magazine was first published as The Alumni Bulletin in 1936 and continues to this day as the University of Richmond Magazine