This book demonstrates how colleges might retain threatened varsity programs and expand sports opportunities for women students if they replaced the current commercial model with one that emphasizes student participation. This would benefit the college students who play varsity sports, instead of benefiting the coaches, athletic directors, or over-generous boosters who dominate many programs. In Title IX, the federal law prohibiting sex discrimination in education, schools have been handed a golden opportunity to bring fiscal sanity and academic integrity back to their campuses by once again making students, and not money, the focal point of athletic policies. This book demonstrates how colleges might retain threatened varsity programs and expand sports opportunities for women students if they replace the current commercial model with one that emphasizes student participation. This would benefit the college students who play varsity sports, instead of benefiting the coaches, athletic directors, or over-generous boosters who dominate many programs. Reformist tinkering has done little to solve the deep-seated problems plaguing college sports. Porto argues that replacing the enormous commercial pressures corrupting college sports with a student-oriented participation model can solve these problems. Fiscal sanity, academic integrity, personal responsibility, and gender equity in college sports are possible. Faculty members can lead a broader movement to reclaim their institutions from the college sports industry. This book shows how college sports may once again be the integral part of the educational program the NCAA advertises them to be—and that they should be.
Two Supreme Court decisions, NCAA v. Board of Regents (1984) and NCAA v. Tarkanian (1988), have shaped college sports by permitting the emergence of a supercharged commercial enterprise with high financial stakes for institutions and individuals, while failing to guarantee adequate procedural protections for persons charged with wrongdoing within that enterprise. Brian L. Porto examines the conditions that led to the cases, the reasoning behind the justices' rulings, and the consequences of those rulings. Arguing that commercialized college sports should be compatible with the goals of higher education and fair to all participants, Porto suggests that the remedy is a federal statute. His proposed College Sports Legal Reform Act would grant the NCAA a limited "educational exemption" from the antitrust laws, enabling it to enhance academic opportunities for athletes. The Act would also afford greater procedural protections to accused parties in NCAA disciplinary proceedings. Porto's prescription for reform in college sports makes a significant contribution to the debate about how best to address perennial problems in college sports such as cost containment, access to a meaningful education for athletes, and fairness in rule enforcement.
Classical rhetorical techniques can enhance the persuasiveness of Supreme Court opinions by making their language clear, lively, and memorable. This book focuses on three techniques—“invention” (creation of arguments), “arrangement” (organization), and “style” (word choice)—in the work of Oliver Wendell Holmes, Jr., Robert Jackson, Hugo Black, William Brennan, and Antonin Scalia, respectively. The justices featured here contributed to the Court’s rhetorical legacy in different ways, but all five rejected the magisterial opinion style of the eighteenth and nineteenth centuries in favor of a more personal and conversational format. As a result, their opinions have endured, and even modern readers who cannot recall the justices’ names understand and embrace the ideas expressed in their legal writings and apply those ideas to current debates. Practicing lawyers, professors, and students can use this book to study legal writing techniques and make their own writing more persuasive.
I have often thought how wonderful it would have been if any of my grandparents, not to mention my great grandparents, had jotted down some of their thoughts, experiences and accumulated wisdom on paper for me to read, irrespective of how trivial or mind-blowing they may have been. I could have gleamed a glimpse as to who they were and how they thought, even though they died long before I was born in most cases. I really feel the void of not having known them. This book is an attempt to correct that omission and is written for the benefit of my kin still to come.
This practical, comprehensive, and engaging introduction to the American judicial system is designed primarily for undergraduate students in criminal justice, liberal arts, political science, and beginning law. It differs from other texts not only by delivering an insider’s view of the courts, but also by demonstrating how the judicial process operates at the intersection of law and politics. Unlike the many dull and inaccessible texts in this field, May It Please The Court conveys the human drama of civil and criminal litigation. With an updated epilogue, case studies, and discussion questions, this third edition is a robust resource for criminal justice students.
Classical rhetorical techniques can enhance the persuasiveness of Supreme Court opinions by making their language clear, lively, and memorable. This book focuses on three techniques—“invention” (creation of arguments), “arrangement” (organization), and “style” (word choice)—in the work of Oliver Wendell Holmes, Jr., Robert Jackson, Hugo Black, William Brennan, and Antonin Scalia, respectively. The justices featured here contributed to the Court’s rhetorical legacy in different ways, but all five rejected the magisterial opinion style of the eighteenth and nineteenth centuries in favor of a more personal and conversational format. As a result, their opinions have endured, and even modern readers who cannot recall the justices’ names understand and embrace the ideas expressed in their legal writings and apply those ideas to current debates. Practicing lawyers, professors, and students can use this book to study legal writing techniques and make their own writing more persuasive.
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