Is This A Legal Abuse of Teaching Power? From this question on Academia Stack Exchange, a professor is requiring students to submit support for a law as an assignment. It's possible that the question misrepresents this, in that this is a bonus question, but assuming this is an assignment for which the final grade will be determined, is this a legal action a professor (or teacher) can make - requiring students to advocate support for a law, even if they personally don't? Is it legal to make the students actually submit this to authorities, such as Congress? I realize it's legal to challenge students to think from different points of view, but is it legal to actually make them write support for a law and submit that to authorities?
There is nothing wrong with this requirement. The teacher or professor isn't requiring you to change your opinion. Instead, the requirement is simply to marshall evidence in favor of an opinion that you may not hold. Being able to do this is a valuable rhetorical skill (and a skill which lawyers must routinely employ). For example, in competitive debate, you often do not have the freedom to decide whether you will be arguing in favor or against a resolution, and may not even know which side you will be advancing until moments before the event starts. Freedom of conscience does not extend to freedom from understanding people who disagree with your deeply held belief. UPDATE: Requiring a whole classroom of students (possibly many classrooms of students) to advocate with multiple representatives for a bill does seem problematic, in terms of election laws and probably in terms of the legal requirements that apply to the university, and also possibly in terms of "forced speech", because in requiring the advocacy to be submitted to the official and take a particular position, goes beyond the "let's pretend" veneer that applies in most debate contexts.
Generally speaking, British courts, when making judgments on constitutional matters regard themselves as interpreting existing law, rather than creating new law. But technically speaking, any legal precedent established by a court can be interpreted as "creation of new law". For the avoidance of doubt, the sources of law in the law of England and Wales include: statute law, constitutional convention, prerogative powers, common law, and legal commentary. I may have missed some out and may edit those in later. Common law refers to the judgments of courts. So here we come to your question: Several legal principles and precedents were established by this judgment, and you may consider this new "law": The court held that prerogative powers are justiciable - courts can limit the scope of these powers The prerogative power in question had limits. It can be limited when its use has an extreme detrimental effect on the democracy of the UK and parliamentary sovereignty. What is important with point one is that the court recognised that this power has always existed, stemming as far back as the bill of rights in the 17th century. As such, the court is implying that it is creating nothing new, but recognising a law that has always existed. You will see a LOT of this when studying constitutional law.
You can use academic sources when arguing in court if you like, but be aware of the following: Academic texts are not primary sources of law in Jamaica. What is in them may be persuasive but does not bind a court in the same way as statute law or case law. Sometimes, it's appropriate to cite works of legal scholarship to flesh out an argument. If the book contains a succinctly-phrased statement that matches what you want to prove, but prior case law isn't quite as neatly applicable, then you might cite both - subject to points below. Citing the book alone is weaker. At other times, when there is authority on both sides of a point, you might find academic argument tipping the balance, but again not to be used in isolation. Whether a text is persuasive may not be obvious, especially for older works. Sometimes, perhaps often, the law has changed since the book was published. Don't assume that an old book by a famous author will automatically be revered. You can check to see if newer books say something different from the older one, and in general start your search looking backwards from now in order to identify the current state of the law. It is more common these days to see references to current editions of textbooks than comparatively ancient authorities, no matter how illustrious the name of Blackstone might be. If a point of law is not actually contested, then there is no need to argue about it. It can form part of the background material that is agreed on between the parties. Basic principles of the way contracts work don't need elaboration or authority. Judges would prefer to have you limit the number and range of authorities you bring in, because they only have so much time in their day and they don't want to struggle through a lot of unnecessary background reading. In a skeleton argument, the strong preference is for only one principal authority to be mentioned in support of each point of law. You can mention a recent decisive case rather than reciting the entire history of case-law on the topic, and you don't need to include cases where a well-understood precedent was applied without difficulty. It may be that a textbook brings you to the relevant statute or judgement but then that is what you need to cite, not the textbook itself, especially if it simply quotes or restates what is found in the primary material. For filing court documents in general, pay close attention to the Civil Procedure Rules and the Practice Directions, including PD No. 8 of 2020 on the format of the judge's bundle. If the judge is annoyed enough about non-compliance with the court's rules about submissions, then various sanctions are available to them. For example, they can refuse costs on the legal research that led to the preparation of the submission. In correspondence, which I think you allude to, you can be more free than when dealing with the judge's bundle. In a letter to the opposing party you can certainly bring in additional references that you think would be helpful to you as a matter of rhetoric and argumentation. Do note that doesn't mean it is a good idea to make correspondence too aggressive or lengthy. For one thing, a judge can end up reviewing the correspondence and will notice whether or not you are making a good-faith effort to resolve the matter, or at least identify the salient issues to bring to the court.
No, the result of an exam is not actionable. The court could only make a decision whether legal proceedings were met. However, the grader’s decision whether a particular answer (and thus the overall exam’s result) was correct or incorrect is not legal in nature. There is no German law saying “1 + 1 = 2”. Therefore, the court could not make a ruling on that, nor is it really their task to do so. Similarly, it is not the court’s (or the legal system’s) responsibility to ensure a certain share of students pass the exam. […] 93% not passing is just absurd. Welcome to Germany. Such exams did and do exist. I refer you to the local student’s body (specifically the Fachschaft). They will advocate for (future) students, especially if there are “design flaws” with the class to be found. Unfortunately, if it’s the “examiner’s fault”, there are no other options than finding an amicable solution. Sometimes, students change universities just to pass a certain module.
Is it true that a teacher can't engage/attack a shooter from behind during a school shooting that is in progress? No. Any use of force of any kind that only harms or kills the shooter who is actively engaged in a school shooting (and indeed, even if it caused bodily injury that isn't grave or deadly to someone else who is innocent) is always justified. You can't shoot someone who is not an ongoing threat to others if they flee, in order to arrest or punish them (e.g. an unarmed shoplifter), but under the leading constitutional case, Tennessee v. Garner, this limitation doesn't apply to murderers and mass shooters anyway, at least if they continue to pose a future threat.
Yes, but maybe no. In many state universities that I am familiar with, there are contractual guarantees that exempt regular academic staff from the &quot;we pwn all your stuff&quot; rule, which does not extend to other staff. (I had to toss back a contract for subcontracted work once because they asserted automatic ownership of copyright). It depends on your contract, entirely. Which, if it is non-existent, is a bit problematic. Their claim would be based on &quot;work for hire&quot; law, 17 USC 101, where the central question is whether it is &quot;a work prepared by an employee within the scope of his or her employment&quot;. If this is a work for hire, they have more than a right to the proceeds of the work, they own the work and can sue you for publishing without permission. Work for hire means they own the copyright, and only the copyright owner can authorize publication. You do not legally have to have an attorney to request a release, but you should have one, because if you request a release, you are admitting that this is a work for hire. Your lawyer would tell you not to admit to such a thing. Of course, if you are reasonably certain that this is a work for hire and don't intend to contend otherwise, that kind of foot-shooting is not a concern. If your lawyer delivers a formal letter to your boss, the boss will almost certainly hand it to the university attorneys, and both parties will then take the hardest line possible, in defense of the interests of their clients.
In broad terms, in a three pillar democracy, the job of the legislature is to make the law, the job of the executive is to enforce the law and the job of the courts is to interpret the law. The courts may find that a piece of legislation is invalid, either in whole or in part for any number of reasons. The legislature can respond by: Repealing the legislation Changing the legislation to remove the invalidity Doing nothing. Your first question is why would they go for option 3? I can, off the cuff, think of several reasons: Time pressures, a legislature can only deal with so many pieces of legislation per year - it may not be a worthwhile investment of time to "tidy up" the statute books. Possibility of appeal, the precedent may be open to appeal or having an alternative ruling in a higher court. Precedent, unless and until the decision reaches the Supreme Court or equivalent then the decision is only binding on lower courts. Possibility of change to superordinate legislation, in the particular circumstance you cite, the local authority may leave the law on the books in the hope or expectation that the state law may be repealed or overturned - the local law would then be valid. For your second question, the judge is supposed to know. That said, judges make mistakes so a wise plaintiff/defendant will draw the judge's attention to the current state of the law. It would certainly look bad for them on appeal if it emerged that they did know and allowed the judge to make a mistake. Firstly, they are officers of the court and secondly, justice is blind but justices may remember you made them look like a fool! For your third question ... maybe. However, such a claim would be limited to what you actually lost through your lawyer's malpractice. It can't be the case because you couldn't win it anyway - the law was against you! You may be able to argue that the lawyer should be responsible for some of the costs or losses that arose from you failing to settle earlier. Good luck with that.
One of the relevant cases is Tinker vs. Des Moines. In it, students wore black armbands in protest, and were suspended from school unless they agreed to remove the armbands. Because their protest was non-disruptive, the school's position was found to be a violation of their civil rights. Generally, the school cannot interfere with students' rights to free speech and civil liberties. That does not mean that students are free from discipline however. If students walk out, whether in protest of a great injustice, or just to get lunch, or go to a concert, the school can discipline the student for walking out. What the school cannot do, however, is treat the reason for the walkout differently. They cannot give minor detention for one reason (say, a rock concert), and a full suspension for politically motivated walk-out. If they are dispensing harsher punishments based on the reason for the walkout, that is crossing a big line. More detailed discussion can be found at http://time.com/5171160/gun-control-student-protest-history/