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Everyday Memory and Aging is a comprehensive handbook which touches
virtually every aspect of current everyday memory research and
methodology as they relate to aging. This book demonstrates that
the results of divergent approaches to the study of everyday memory
and aging frequently dovetail, and it widens significantly the
scope of investigation and know- ledge in the field.
All of us are entitled to the protections of law against violence,
to a high quality education, to decent employment that respects our
dignity, and to necessary assistance with our caregiving. Our civil
rights are our rights to the protections of ordinary law - not
constitutional law, and not only antidiscrimination law - that will
ensure that we can participate in civil society, and hence lead
flourishing lives. In this innovative work, Robin L. West looks
back to nineteenth-century Civil Rights Acts to argue that the
point of civil rights law is not only non-discrimination, but also
to assure that all of us receive the protection of legal rights
that promote human flourishing. Since the 1960s, Supreme Court
decisions on civil rights issues have focused on non-discrimination
and thus have 'hollowed out' this broader meaning of civil rights
law. This book reconceives civil rights as a set of legal
guarantees that all will be included in the legal, political,
economic and social projects central to civil society.
Teaching Law re-imagines law school teaching and scholarship by
going beyond crises now besetting the legal academy and examining
deeper and longer-lasting challenges. The book argues that the
legal academy has long neglected the need to focus teaching and
scholarship on the ideals of justice that law fitfully serves, the
political origins of law, and the development of a respectful but
critical relationship with the legal profession. It suggests
reforms to improve the quality of legal education and responds to
concerns that law schools eschew the study of justice, rendering
students amoralist; that law schools slight the political sources
of law, particularly in legislative action; and that law schools
have ignored the profession entirely. These areas of neglect have
impoverished legal teaching and scholarship as the academy is
refashioned in response to current financial exigencies, and
addressing them is long overdue.
Teaching Law re-imagines law school teaching and scholarship by
going beyond crises now besetting the legal academy and examining
deeper and longer-lasting challenges. The book argues that the
legal academy has long neglected the need to focus teaching and
scholarship on the ideals of justice that law fitfully serves, the
political origins of law, and the development of a respectful but
critical relationship with the legal profession. It suggests
reforms to improve the quality of legal education and responds to
concerns that law schools eschew the study of justice, rendering
students amoralist; that law schools slight the political sources
of law, particularly in legislative action; and that law schools
have ignored the profession entirely. These areas of neglect have
impoverished legal teaching and scholarship as the academy is
refashioned in response to current financial exigencies, and
addressing them is long overdue.
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