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What Makes Law? Dworkin, Fish, and Koskenniemi on the Rule of Law
Get PDFWhat makes Law? So formulated, the question is an ambiguous one. On what I will call the micro-level, it asks for the successful conditions for an assertion of law, what justifies or provides the truth conditions for claims such as ‘ I have a legal right to ϕ ’ or ‘ you broke the law ’. Much of the debate between Ronald Dworkin and Stanley Fish concerns this question; for example, the role that theory plays in actors’ identification of the law, or the constraints, if any, that legal materials themselves impose on what counts as an interpretation of them. At the macro-level, the question ‘what makes law?’ concerns the features that distinguish a genuinely legal political order from other types of political order. Or, in the somewhat archaic phrase, what makes it the case that a society is ruled by law and not by men? I will argue that Dworkin and Fish agree on the answer to this question, and so too does the contemporary international legal theorist Martti Koskenniemi. Specifically, each of them identifies law with a practice of government informed by fidelity to the ideal of the rule of law, or legality. All three theorists conceive of legality as an attitude, mindset, or approach to constructing the social world, one that is most fully developed in members of the legal profession, or what is the same, those who have been habituated into a culture devoted to the ideal of govern- ment in accordance with the rule of law. And all three develop their account of law as a practice of government informed by legality by contrasting it with an instrumental or managerial approach to government
Writing centers & the dark warehouse university: Generative AI, three human advantages
Get PDFInstitutions are scrambling, at an unaccustomed pace, to adapt to generative artificial intelligence. While justified concerns focus on plagiarism, the nature of student learning, and changes to assignments, recent scholarship has largely ignored the potential for faculty and staff unemployment that may accompany acceptance and deployment of the new technology. As we ponder seismic changes in higher education, one voice should join, indeed lead, campus discussions. Writing center professionals have proven adept at weathering technological changes, budget cuts, administrative big ideas, and professional marginalization for more than half a century. Early on, centers were sometimes dismissed as mere “fix-it shops” for the least-competent writers of academic prose. Recent scholarship reveals, however, that centers have at last moved from the precariat to earn respect as practitioners of effective writing pedagogy. This article discusses how writing-center professionals, exemplifying Greenleaf’s model of servant leadership and Bruffee\u27s theory of collaborative learning, may help in steering campus policy on AI. Thus far three affordances critical to in-person work at writing centers–metacognitive questioning, active listening, principles of fair use—lie beyond the reach of generative AI. This gap reveals “reverse salients,” areas when a rapidly advancing technology cannot meet its advertised promises. Writing center leadership on this issue could also model adaptation to AI outside academia, in ways that benefit those whose livelihoods stand most at risk of being replaced by a set of algorithms
Strong interaction physics at the luminosity frontier with 22 GeV electrons at Jefferson Lab
No full textThis document presents the initial scientific case for upgrading the Continuous Electron Beam Accelerator Facility (CEBAF) at Jefferson Lab (JLab) to 22 GeV. It is the result of a community effort, incorporating insights from a series of workshops conducted between March 2022 and April 2023. With a track record of over 25 years in delivering the world\u27s most intense and precise multi-GeV electron beams, CEBAF\u27s potential for a higher energy upgrade presents a unique opportunity for an innovative nuclear physics program, which seamlessly integrates a rich historical background with a promising future. The proposed physics program encompass a diverse range of investigations centered around the nonperturbative dynamics inherent in hadron structure and the exploration of strongly interacting systems. It builds upon the exceptional capabilities of CEBAF in high-luminosity operations, the availability of existing or planned Hall equipment, and recent advancements in accelerator technology. The proposed program cover various scientific topics, including Hadron Spectroscopy, Partonic Structure and Spin, Hadronization and Transverse Momentum, Spatial Structure, Mechanical Properties, Form Factors and Emergent Hadron Mass, Hadron-Quark Transition, and Nuclear Dynamics at Extreme Conditions, as well as QCD Confinement and Fundamental Symmetries. Each topic highlights the key measurements achievable at a 22 GeV CEBAF accelerator. Furthermore, this document outlines the significant physics outcomes and unique aspects of these programs that distinguish them from other existing or planned facilities. In summary, this document provides an exciting rationale for the energy upgrade of CEBAF to 22 GeV, outlining the transformative scientific potential that lies within reach, and the remarkable opportunities it offers for advancing our understanding of hadron physics and related fundamental phenomena
[Preview of] How to Solve a Problem: Insights for Critical Thinking, Problem-Solving, and Success in College
Get PDFThis concise and accessible resource offers new college students, especially those in science degree programs, guidance on engaging successfully with the classroom experience and skillfully tackling technical or scientific questions. The author provides insights on identifying, from the outset, individual markers for what success in college will look like for students, how to think about the engagement with professors as a partnership, and how to function effectively in that partnership toward achieving their pre-defined goals or markers of success. It is an ideal companion for science degree prospects and first-generation students seeking insight into the college experience.
• Offers transferable problem-solving ideas and skills applicable for other disciplines and future careers.
• Provides new students with support and inspiration for their college experience.
• Includes guidance for successful interactions with professors, peers, professionals, and others.
• Encourages thoughtful determination of desired outcomes from the college experience and shaping one’s actions toward accomplishing those objectives.https://scholarship.richmond.edu/bookshelf/1399/thumbnail.jp
When coupled with anti-egalitarianism, colour evasion predicts protection of the status quo during a university-wide movement for racial justice
No full textMovements for racial justice on college campuses can have wide-ranging implications for promoting justice and well-being. In this research, we sought to better understand how the dominant ideology of colour evasion might serve to protect the inequitable status quo. Believing that ‘people should not see race anymore’ can have different implications for efforts to reduce racial inequities depending on how this belief system is construed. Although one perspective can promote efforts to reduce inequitable outcomes between groups, through another lens this colour-evasive ideology can serve to strengthen existing inequalities. We examined whether adhering to colour evasion might be associated with protecting the status quo on a college campus for those students who endorse hierarchy among social groups. We tested these predictions during a large, university-wide movement for racial justice. In a cross-sectional study of students (N = 255), we found that, for relatively anti-egalitarian, but not egalitarian, students, the more they endorsed colour evasion, the less they supported the Black Student Coalition\u27s demands, the less social justice action they took, the less effective they deemed the demonstrations, the less satisfied they were with student leaders and the more they thought the demonstrations were promoting intergroup conflict. This work makes contributions to the social dominance theory and colour evasion literatures and student activism scholarship generally, as well as to applied work endeavouring to promote efforts to reduce racial inequities
