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2013-2014 Course Description
Fall Semester
Seminar: Law and Information Technology- Prof. Michael Birnhack (3 credits)
What is the relationship between law and technology? Does the law lag behind technology? Can the law regulate technology? This seminar will query the complex relationship between law and Information Technology (IT). It is a conceptual seminar, with the intention of providing students with tools to address additional IT Law topics in their individual works. We will encounter several answers to the over-arching question and few explanatory models. We shall ask not only can the law regulate technology, but also how. We will examine various regulatory modalities and legislative techniques. Accordingly, each of the topics we will discuss serves as a case study for one or more strands of the above, broader theoretical themes.
During the first meetings, we will sample few topics related to IT Law, such as online speech (shielding children from harmful material; the use of technological filters, the rise of new intermediaries, e.g., search engines), ISP liability, online anonymity, and digital privacy.
The purpose of the seminar is to equip students with informed general perspectives about the law/information technology relationship, delve into several topics in the seminar's meetings, and then enable the students to closely study one topic, in their seminar papers. As such, the seminar is also meant to improve academic legal skills.
Workshop: Information Technology Law- Prof. Michael Birnhack & Dr. Assaf Yaakov (2 credits)
Digital networks have an almost infinite number of speech opportunities, communications, commerce and more, but also posed substantial challenges of copyright infringement, privacy violations, harm to one's reputation, terrorist activity, scams and more. What is the relationship between law and information technologies? This is the topic of the workshop. The workshop invites experts from Israel and abroad to present their current work, from law and other relevant disciplines. We will discuss these issues by way of critically reading several yet-unpublished works in progress on cutting edge topics, and then discussing the papers with the authors. This is an advanced seminar and assumes prior familiarity with the general themes of law and technology.
American Constitutional History – Prof. Steven Wilf (2 credits)
This course traces the formation and making of the Constitutional legal ordering of the United States from its beginnings in the end of the eighteenth century to our own day. A brief introduction places the United States Constitution in comparative perspective, and examines the process of drafting and ratification. Most of the course, however, focuses upon what might be called an archeology of the Constitution—tunneling deep down in specific clauses and probing how they have been interpreted in different ways over time. What are the enduring legal arguments that animate constitutional decision making? How does the specific context of the period lead to different articulations of constitutional meaning? And how might these normative debates provide insights into how constitutional thinking—not just in the United States, but around the globe—differs from ordinary law? Constitutions are usually thought of as creating a settlement that will set boundaries to contentious debates about the direction of a society. However, as we will discuss, constitutions also become the sites of contention.
Grade: Final Exam (with books) 100%
IP in the Digital Age – Prof. Peter Menell (2 credits)
Advances in information technology – most notably, computers and digital networks – have both raised the prominence of and posed great challenges for intellectual property protection. This course examines the role and design of intellectual property in the digital age. The course begins with an analysis of the competing policies underlying the intellectual property laws. It covers the basics of patent, copyright, and trademark law, emphasizing salient controversies relating to patent protection for software and business methods, copyright enforcement challenges posed by the Internet age, and the role and difficulties of protecting trademarks on the Internet.
Prerequisites: Strongly Recommended - Patent Law, Copyright Law, or Introduction to Intellectual Property
Grade: Participation in Class, Final Exam (with books)
Introduction to Intellectual Property-Advocate Eran Bareket & Advocate Tony Greenman (2 credits)
The course will introduce the student to the theoretical basis and the legal foundations of intellectual property protection. We will examine the fundamentals of the laws of the traditional forms of intellectual property: copyright and related rights, patents, designs, trademarks and trade secrets, as well as more modern concepts, such as the right of publicity and IP in traditional knowledge. In particular, we will explore the subject matter, scope and term of protection, as well as questions of ownership and infringement. Emphasis will be placed on the balancing of IP rights with the public interest, such as the right of free speech and the free flow of information, and on the influence of advances in technology on that balance. Additionally, we will discuss the international regimes of protection and different approaches to the subject matter in various jurisdictions.
Grade: Final Exam 100% (with books)
Room: 304
The International Law of Work - Professor Guy Mundlak (2 credits)
Young women labour stitching jeans in a Chinese factory; fisherman in Southern United States are losing their jobs to Vietnam; care live-ins work around the clock; construction workers in Germany remain unemployed at the time Polish workers are being posted in Germany; consumers boycott Nike, but hesitate before paying premium prices for fair trade coffee; trade unions around the world support their fellow dock-workers in the Liverpool port. What do we make of these examples?
As labour and capital markets transcend domestic borders, the objectives of labour law can no longer be confined solely to actions within the nation state. The purpose of this course is twofold. First, to identify the diverse components of international employment and labour law, the institutions, the claims and the methods for advancing social protection to workers world-wide. This inquiry spans beyond traditional instruments that are associated with labour law, and includes trade law, private international law, international human rights and corporate social responsibility. It further seeks to embed the study of legal instruments in the broader economic and sociological debates on globalisation. The second goal is to critically assess how international developments affect domestic labour law and our perception of the ethical and economic values that underscore this body of law.
Grade: Take Home Exam (48 hours) 100%
Room: 304
Transitional Justice and Conflict Transformation: Comparative Perspectives – Ms. Hayley Galgut (2 credits)
This course examines measures available to emerging democracies and societies currently engaged in on-going conflict to transform the socio-political and legal contexts that pertain through confronting complex legacies of human rights violations in the hope of securing sustainable conflict cessation, peaceful co-existence, healing the deep wounds of divided peoples and building nations founded firmly on the values of human dignity, equality and freedom for all.
Transitional justice strategies will be studied holistically and located within their broader context as one of a spectrum of complementary inter-disciplinary and multi-sectoral initiatives employed to advance socio-political transformation in the continuance or aftermath of long-term conflict.
With reference to the now substantial body of academic and comparative, practice-based literature as well as documentary evidence, key themes will be explored and approaches critically appraised.
Grade: Participation in Class 20%, Take-home exam (48 hours) 80%.
Democracy and Counter-Terrorism in the 21st Century: Legal Challenges and Developments Dr. Galit Raguan (2 credits)
The 21st century has brought the struggle against terrorism to the forefront of legal and public discourse. For more than a decade, Western democracies have been facing growing challenges in the area of national security. Acts of terrorism, such as the horrific attacks of 9/11 or the intense hostilities between Israel and Hamas or Hezbollah, have grown in scope and intensity and are often transnational. These and other characteristics of modern acts of terrorism have raised questions with respect to the legal framework that applies to counter-terrorism policies, i.e., whether these are governed primarily by the domestic law enforcement paradigm or amount to an armed conflict regulated by international law. Moreover, questions regarding the appropriate balance to be struck between national security and civil liberties are abundant.
This course will seek to critically examine contemporary national security policies, looking primarily at the Israeli and American experiences. The course will begin with an attempt to define terrorism, looking to both domestic and international law sources and will present different approaches to the legal framework applicable to acts of terrorism. Various administrative, criminal and operational tools applied by Israel and by other countries to combat terrorism will be presented and discussed, as well as the legal challenges that such means present and the manner in which different countries have chosen to address these challenges. Examples include administrative detention, military commissions and targeted killings. A central question addressed throughout the course will be the role of the courts in reviewing counter-terrorism policies and military action. In particular, the course will focus on the jurisprudence of Israel's High Court of Justice and juxtapose it with that of U.S. federal courts with respect to matters of national security. The course aims to highlight the complexity of both doctrinal and practical challenges encountered when attempting to tailor effective national security policies while ensuring personal liberties are respected.
Grade: Final Exam 100% (with books)
International Legal Perspectives on the Israeli Palestinian Conflict – Dr Daphna Shraga (2 credits)
The course will examine the Israeli-Palestinian conflict in both its external and internal dimensions: the conflict between Israel and its Arab neighbors, between Israel and Palestinians of the occupied territories, and, within Israel, the status of the Arab-Israelis. In focusing on selected legal issues at the core of the conflict, this course will examine the origin and chronology of the conflict, the claims for a title to the land and their relevancy to present-day discourse; the peace agreements with Egypt and Jordan; the legal status of the West Bank and the Gaza Strip in a perspective of time, and the questions of the applicability of the laws of occupation and human rights law, the Israeli settlements and Jerusalem; the Camp David Accords, the Oslo Accords and other peace initiatives not pursued; the status of Palestine in the UN and in the region; the problem of the Palestinian refugees, its origin and scope; The Arab-Israelis and their claim to civil, economic and political equality; the road to reconciliation: transitional justice, or are Israelis and Palestinians ready for a Truth Commission.
Grade: Final Exam 100% (with books)
Islam, Law and State in the Middle East and Asia - Dr. Michael M. Tanchum (2 credits)
This course explores Islamic conceptions of law, religion, and state in Muslim societies in the Middle East and Asia. The course focuses on the following legal issues 1) The constitutional status of Islamic law and sharī'ah courts; 2) The state's legal power to define what constitutes Islam and who qualifies as a Muslim; 3) Women's rights and the law of personal status; 4) Freedom of speech, freedom of religion and blasphemy laws. The materials will grant students a broad comparative perspective on the different Islamic approaches to these legal issues by providing a look at both Muslim-majority and Muslim-minority states from Egypt to Indonesia. Reading materials will provide a variety of perspectives, from liberal Islamic rights discourses to more conservative and statist approaches.
Grade: Midterm exam 20%, papers 20%, Final Exam 60% (without books)
International Environmental Law - Professor Issi Rosen-Zvi (2 credits)
Over the last 35 years, international environmental law has undergone a dramatic expansion. In 1972, when the first worldwide environmental conference took place in Stockholm, there were only very few international environmental treaties, primarily concerning wildlife conservation and the protection of the marine environment from oil pollution. Since the 1970s the world has witnessed a proliferation of international legal regimes and related efforts to manage sustainability issues that reach beyond national borders. Literally, hundreds of multilateral agreements have been negotiated, covering such diverse topics as acid rain, depletion of the ozone layer, protection of biological diversity, desertification, control of toxic chemicals, transboundary shipment of hazardous wastes and chemicals, and climate change.
The overarching question we will examine throughout the course is: What role can law play in addressing international environmental problems? This course will provide a general introduction to the basic concepts and mechanisms of international environmental law. As we will not be able to cover the entire field, the course will focus on a few case studies that illustrate the basic types of international environmental regimes, problems and issues. Among the issues the course will examine are: Why do states cooperate in developing international environmental norms? What factors promote or hinder cooperation? What incentives and disincentives do states have to comply with international environmental standards? What are the comparative strengths and weaknesses of national, regional and multilateral institutions in the design and implementation of environmental regimes? What types of international environmental standards are most effective? How do we evaluate effectiveness?
The purpose of the course is to provide students with knowledge about existing international environmental regimes and equip them with theoretical tools to analyze and evaluate them.
Grade: TBA
Room: 304
Advanced Contracts – Prof. Lisa Bernstein (2 credits)
The goal of this course is to introduce students to American Sales Law from a hybrid jurisprudential, transactional, and litigation perspective. The readings are a mixture of statutory sections, excerpts from law reviews, and cases. For most classes students will complete a short exercise (about 2 pages) applying the material in the reading, occasionally students will do a 15 minute in class meeting with their peers to discuss a problem and/or reach consensus on a legal issue. The exercises vary from lecturing to the loading dock staff to writing letters to clients to writing short dissents to finding out the content of trade usages in particular industries to drafting contract provisions. The final project is to draft a sales agreement while including footnotes to the contract that explains why each provision is needed, how it creates value, and how a court might view it in the event of a dispute.
Grade: class participation 20%, written work (both the exercises and the final contract) 80%.
Comparative Constitutional Design – Prof. Tom Ginsburg (1 credits)
In this course we will examine the design and implementation of national constitutions. In particular, we will address the following questions. What are the basic elements of constitutions? How do these elements differ across time, across region, and across regime type? What is the process by which states draft and implement constitutions? What models, theories, and writings have influenced the framers of constitutions? In this seminar, we will review the historical roots of constitutions and investigate their provisions and formal characteristics. We will also discuss the circumstances surrounding the drafting of several exemplary or noteworthy constitutions, from various regions of the world. We will then examine particular features of institutional design in depth, and analyze the factors that make constitutions effective and enduring.
Grade: Final Exam (without books) 100%
Islamic Law and the State: Historical Development and Contemporary Contexts – Prof. Arif Jamal (2 credits)
This course will, first, trace the historical and contextual development of Muslim legal traditions. To this end, course participants should develop a general understanding of the development of classical Islamic law including the geographical schools, the eponymous schools, the dynamic between Shari'a and fiqh, and between fiqh and usul al-fiqh (including an understanding of the sources of law), and the basic differences between Sunni and Shi'i legal theory. From this basis, the course will move on to consider issues and debates that arise in attempts at applying Islamic law in contemporary nation states both conceptually and through the examination of selected case studies.
Grade: Class participation 15%, in class presentation 25%, final exam (with books) 60%
Corporate Innovation and Intellectual Property Strategy – Prof. Orly Lobel (2 credits)
What are the optimal policy ingredients and business strategies for managing innovation? How can business leaders, inventors, lawyers, and policymakers benefit from the connections between corporate success, intellectual property, and human capital? We will examine corporate policies and disputes over the control of ideas, secrets, skill, and intellectual property. In particular, we will analyze non-compete contracts, trade secrets and non-disclosures, information privacy, economic espionage, employee duties of loyalty, including prohibitions on customer and co-worker solicitation and raiding for competitive endeavors; and employer ownership over inventions and artistic work, including pre-invention patent assignment agreements and work-for-hire disputes.
In the past few years, the black box of innovation has been pierced with a plethora of new interdisciplinary research and practice. At the same time, industry and policymakers around the world are debating the reforms in intellectual property laws, employment laws, antitrust and innovation policies. In the course, we will bring together these various developments to identify how companies can sustain their innovative capacities, commercialize science, and manage creativity, and to assess how differences in regulatory and contractual arrangements in the employment relationship can impact key aspects of innovation, such as the rate of patent filings, the level of network participation in intellectual and creative endeavors, individual motivation to innovate, organizational behavior, and talent mobility.
Grade: Take Home Exam 100% (24 hours).
Contract Remedies and the Contract Relation - Prof. Daniel Markovits (1 credits)
The course will begin by outlining the Anglo-American approach to the expectation remedy and efficient breach. It will then take up some alternative regimes of restitution or specific performance, including in part through Israeli cases. The course will consider the efficiency and distributive effects of each approach. The main theme of this part of the course will be that in a transactions costless world, both the expectation remedy and a properly constructed specific performance remedy have identical efficiency properties and also identical distributive properties. In a transactions costly world, there are good reasons to prefer the expectation remedy.
The second part of the course will use the distinction between the expectation remedy and restitution to illustrate two different styles of surplus sharing--which I call sharing ex ante and sharing ex post. It will argue that contracts are essentially constituted by ex ante surplus sharing. This will allow the course, in its conclusion, to situate contract remedies within a broader context, that takes into account both fiduciary law and the Coasean theory of the firm.
Grade: Take Home Exam (24 hours)
Comparative Constitutional Law and the Middle East – Dr. Nimer Sultany (2 credits)
Why do jurists and judges cite foreign law? Which constitutional regimes should one cite? Is there a way out of the dilemma between identity and difference, universal rationalism and cultural relativism? What is a constitution and to what extent is it important to understanding a political order? How can foreign constitutional arrangements influence our thinking regarding local arrangements? What lessons can one learn from others' experiences?
This course will discuss the comparative methodology, the different conceptions of law and constitution and their effect on different political regimes, as well as specific questions of constitutional design and rights such as religion, equality, and transitional justice. Half of the course will focus on law in Middle East dealing with questions like: Israel in comparative perspective; effect of colonial law in Egypt; Pakistan and the rule of law; Iraq and religious minorities; and Islamic constitutionalism.
The goal is not only to provide students with comparative knowledge but also with the critical tools to examine texts, petitions and rulings that utilize comparative law. Specifically, the course will use insights from the law and society movement, legal realism, and critical legal studies.
Grade: Final Exam 100% (with books)
Spring Semester
Workshop: Private Law Theory- Prof. Hanoch Dagan & Dr. Avihay Dorfman (2 credits)
The Private Law Theory Workshop is a forum for ongoing scholarly research in private law and a Law Faculty course. The Workshop presents new scholarship on topics in and around contract, torts, property, and unjust enrichment. Students who take the workshop for credit submit written comments on the papers presented. Sessions include a brief presentation followed by an open discussion (q. & a.) with the participation of students and faculty. The discussions will proceed under the assumption that the presented paper has been read carefully by all the participants.
National Prosecutions for International Crimes - the Latin American Experience- Prof. Naomi Roht-Arriaza (2 credits)
This course considers some of the legal, political and practical issues that arise when national courts address international crimes including genocide, crimes against humanity, war crimes, enforced disappearances and torture. To do so it looks at the experiences of courts in Latin America. Over the last 25 years, courts in several Latin American countries have moved from upholding blanket amnesty laws and refusing to investigate the crimes of former military regimes, to overturning or reinterpreting such laws and beginning prosecutions that now involve thousands of people in countries like Argentina, Chile, and Peru. The course traces that evolution. It also looks at the legal doctrines that have developed to deal with other issues that arise in these cases, including the non-inclusion of international crimes in the penal code, retroactivity (ex post facto) concerns, and procedural difficulties in trying potentially thousands of perpetrators within a reasonable time. The course considers the political and practical constraints and opportunities presented, the role of gender and local (especially indigenous) culture, the interaction with other transitional justice mechanisms, and the lessons to be drawn from these experiences for other parts of the world.
Prerequisites: A basic course in criminal law is needed. Preference for a basic course in international and/or comparative law or international human rights (not a prerequisite)
Grade: Participation in class 20%, Completion of one or two in-class exercises and take home exam 80% (48 hours).
Federalism & Decentralization: Law, Policy, History – Prof. Roderick Hills (2 credits)
This course will provide an overview of five fundamental sets of legal and policy issues raised by and connected with federalism in several different legal regimes, past and present. The five issues are (1) secession, nullification, and subnational jurisdictions' power more generally to resist the central government; (2) division of competences between subnational and central government; (3) judicial and non-judicial enforcement of the rules defining the federal division of power; (4) the central governments' protection of commerce and individual mobility between subnational jurisdictions; and (5) implementation of national rules, through either or both contract or command, by subnational governments. We will examine these five issues by examining constitutional ground rules, political practices, and judicial decisions from the United States, Canada, India, Nigeria, Germany, and the European Union. In addition, we will read some recent economic and political science scholarship associated with each of the four issues, including work by Barry Weingast, Jonathan Rodden, Daniel Treisman, Jenna Bednar, and Robert Inman and Daniel Rubinfeld.
Grade: Each student is required to lead one class session and has the option for that class session, subject to approval of the instructor, to select readings and/or change the specific topic of that session. In addition to leading a class session, students are required to write a research paper (no longer than 10,000 words) as well as four regular short (750-1,000 word) papers on the weekly readings.
Introduction to Information Law - Professor Guy Pessach (2 credits)
This is an introductory course to the interface of law, technology and networked communication platforms. The course examines legal aspects of the Internet and digital technologies with emphasis on the creative industries. Topics to be discussed include: legal regulation of search engines, liability for online copyright infringement, net neutrality, digital cultural preservation, online privacy and new business models for content distribution.
Grade: TBA
Room: 201
Transitional Justice - Professor Leora Bilsky (2 credits)
Transitional justice scholarship studies legal responses to collective violence, and asks how these responses affect collective memory and the state's liberalization. Unlike a military revolution that sustains its authority by brute force, democratic regimes are committed to the rule of law and are inclined to address the evils of the previous regime with the help of legal devices. However, the new regime's commitment to the rule of law also makes it aware of the dangers of using ex post facto laws and indulging in 'victor's justice.' At such times, the various expectations from the law—to punish the guilty, ascertain the truth about the old regime, and enhance reconciliation in society—seem to overwhelm the legal system and to push it in opposite directions. As a result, trials of transition bring to the foreground the clash between politics and justice. In this course we will focus on the two main approaches to the problem which have evolved since World War II: exemplary criminal trials (Nuremberg, Eichmann, and others) and truth commissions, and examine them from the perspective of the relationship between law and politics. We will consider the politics of domestic transitional measures as well as of international criminal trials and other transnational legal mechanisms used in political transitions.
Room: 304
Freedom of Religion - Dr. Avihay Dorfman (2 credits)
Most liberal democracies provide protection against state imposition of religious orthodoxy. It typically takes two forms—freedom of religion and freedom from religion (or, in the language of the U.S. Constitution, the Free Exercise and the Establishment Clause, respectively). The exploration of these two freedoms from legal, theoretical, and historical perspectives is the purpose of this course. Some of the main questions that will be addressed from all three perspectives are: where and how the line that separates church and state ought to be drawn; why single out religion (say, rather than conscious) as an object of special constitutional protection; can religious liberty and equality be reconciled; can there be a non-sectarian principle of toleration?
Grade: TBA
Room: 304
Gender, Religion and the Law - Dr. Gila Stopler (2 credits)
The purpose of the course is to acquaint students with relevant aspects of the varieties of religion state relations across the globe, of feminist theory and women's rights in different countries, and of the intersection between them. The course will then use this comparative perspective to reflect on the interaction between women's rights and religion state relations in Israel. The comparative and interdisciplinary perspectives will improve students' comparative skills and deepen their understanding of the relations between law and society.
This course explores these issues through three focal points. First, we will examine the ideas of some major thinkers in legal and political theory who have theorised about the relationship of law and religion. Our starting point for this will be the seminal contribution of John Rawls's work Political Liberalism. After looking at Rawls's theory we will turn to responses and reactions to Rawls from other prominent thinkers. Second, we will examine 'religio-legal' cultures and traditions to understand how they expressed and represented the relationship of law and religion. Finally, we will look at selected case studies – instance where law and religion have directly encountered each other – as points of reflection and discussion.
Grade: TBA
Room: 304
Licensing of Intellectual Property - Advocate David Mirchin (2 credits)
This is an advanced licensing class for students who already have a solid foundation in intellectual property law and contract law. The focus will be practical rather than theoretical, and the course will address real-world business and legal scenarios faced by technology companies.
The purpose of the course is to familiarize students with a wide range of licensing issues and ways to address divergent interests. We will cover in-depth licensing of software, content and inventions. We will review the purpose of various key terms in licensing agreements, the interests of each party, and a variety of fallback and alternative solutions which could serve your client and "make the deal happen." The course will address some specific legal issues related to licensing, such as the enforceability of clickwrap agreements, and website terms of use never agreed to by users, the impact of bankruptcy upon a license, and licensing of open source software.
Students will also learn about various forms of agreement related to intellectual property licenses, such as Software-as-a-Service (SaaS) agreements and software escrow agreements.
Grade: TBA
Room: 304
Human Rights and Disability Law - International Perspectives – Prof. Neta Ziv (2 credits)
The course will explore the intersection between human rights law and disability, from an international and comparative perspective. In the first part of the course the students will be introduced to a theoretical and legal framework based on international human rights principles and critical disability theory and will engage in a detailed study of the UN Convention on the Rights of Persons with Disabilities (CRPD). The framework will then be explored in the second part of the course, using a comparative law approach, through an examination of particular case studies focusing on state laws and court decisions, benchmarked against the CRPD. Throughout the course the role of law and policy in promoting and protecting the rights of people with disabilities will be evaluated; areas requiring reform identified; and strategies for the change considered. Examples for case studies are: supported decision making, inclusive education, access to justice, employment, right to family life, health.
Grade: Papers 25%, Final Exam 75% (without books).
Criminal Justice in Israel – Prof. Kenneth Mann (2 credits)
This course will focus on central characteristics of the criminal legal process in Israel. We will look at Israeli legal process in comparative perspective, using United States case law as a backdrop for identifying critical issues in criminal justice. The course will give special emphasis to a "downside-up" empirical view of how the legal process actually operates in police stations, prosecutors' offices, the courts and in prisons. We will develop an empirical model of criminal justice, and compare it with law-in-the books. Emphasis will be given to the important differences in criminal justice for the poor as compared to the rich, and how those differences become evident at different stages of the criminal process, such as in plea bargaining, the conduct of criminal trials, sentencing and in appeals. Special attention will also be given to lawyers' ethics in criminal defense representation and prosecutorial advocacy. We will also look at use of administrative detention in matters related to national security offenses, refugee entry and illegal immigration. Overall we will try to identify distinctive aspects of the Israeli legal process as compared to the American legal process.
Grade: Papers 25%, Final Take Home Exam 75%, Class participation will be taken into account.
The Role of the International Judge - Prof. Massimo Iovane (2 credits)
1. Jurisdiction is the binding settlement of international disputes through the interpretation and application of international norms by formally appointed organs. For decades, the evolution of the international judicial function has been described as a constant progress towards centralization and gradual stabilization, stretching from the institution of ad hoc arbitral tribunals to the creation of the International Court of Justice. However, recent practice marks the end of this process due to the emergence of a new phenomenon generally known as the proliferation or multiplication of international tribunals. On the other hand, this proliferation is taking place along with the creation of a great number of bodies such as commissions, committees, panels or councils which also perform judicial functions but whose exact legal nature is uncertain.
This fragmentation of the international judicial function has mainly been brought about by two concurring elements: regionalization and specialization which have characterized international law in the aftermath of World War 2. Although scholarship has long recognized the importance of this phenomenon, it has chosen to approach it by mainly proposing criteria to classify the different courts and quasi-judicial organs. In reality, only one specific problem has been widely and thoroughly addressed in international scholarship, i.e. the conflict between two or more jurisdictions competent to hear the same case.
2. However, the impact of this phenomenon is much more dramatic and impinges some crucial aspects of international law, such as the system of the sources, the identification of its fundamental values, the relationship between international and domestic law, the interpretation of norms, the distinction between jurisdictional and political organs. In our opinion, there is only one perspective which allows a meaningful and coherent assessment of the international judge today, and that is to consider the ongoing development of the international judicial function as the most important means for the realization of the rule of law in international relations. This perspective affects both material and procedural features. On the material side, international courts guarantee the realization of an international system of values. From the procedural point view, setting up international courts which can be approached by individuals affects the composition of a judicial organs, the rules of the hearing and the range and limits of judicial power.
3. In the light of the above, the course will be in three parts as follows:
a) in the first part, we shall define the concept of the international judge. We shall also distinguish between impartial judicial organs and political organs with jurisdictional functions;
b) the second part will look at the impact of international case law on the traditional sources of international law.
c) in the concluding phase, we examine the role of international judges in the creation of a system of fundamental values based on the respect of human rights and the general interests of the international community.
Grade: a regular open-book exam
Introduction to International Taxation - Prof. Reuven Avi-Yonah (1 credits)
His course will introduce the students to the basic rules underlying the international tax regime. It will focus on both taxation of non residents on domestic source income and taxation of residents on foreign source income. Examples will be based primarily on US law and tax treaties.
Grade: Take Home Exam (24 hours)
Intellectual Property Policy – Prof. Dotan Oliar (2 credits)
This class will cover advanced topics in intellectual property law and policy. Topics include optimal balance of incentives and access, optimal duration of intellectual property protection, the desirable scope of exclusive rights, sequential and cumulative innovation, recent empirical work in IP, search costs theory of trademark law, and alternatives to intellectual property rights as means to promote progress in the arts and sciences. Students should be at ease with the economic approach to law, although no previous knowledge is assumed or required.
Prerequisites: Any course in intellectual property (patents, copyright, Trademark, trade secret etc), or Prof. Approval.
Grade: 2 page reaction papers to the reading in 10 of 13 meetings
Comparative Constitutional Property Law – Prof. Gregory Alexander (2 credits)
This course examines various aspects of constitutional protection of property from a comparative perspective. Among the topics considered are: (1) Why constitutionalize property at all? (2) Eminent domain and the "public use" requirement; (3) Are regulatory takings recognized in other countries? (4) The proportionality doctrine; and (5) What counts as "property" for constitutional purposes? We will compare American law and theories with its counterparts in other jurisdictions, notably Canada, Germany, and South Africa. Materials will include case reports (all in English), statutory and constitutional materials; and excerpts from academic writings, especially G.S. Alexander, The Global Debate Over Constitutional Property (Univ. of Chicago Press, 2006).
Prerequisites: First-year property law (in parallel).
Grade: Final Exam 80% (with books), Participation in class 20%
Digital Copyright – Prof. Oren Bracha (2 credits)
The course explores the law and policy of copyright in the context of digital technology. Digital technology—such as digital content formats and devices for their use or manipulation, the Internet, encryption measures and platforms for peer production—create novel challenges and promises in respect to the traditional policies of copyright law. This course examines the law of digital copyright that has developed in the last two decades and its connection to the social policies underlying copyright law. Special emphasis will be put on the interaction between legal and technological regulation and its relationship with new forms of economic, cultural and social activities.
Grade: Take Home Exam (24 hours) 100% Class participation taken into account only as a possible positive factor.
Law and Economic Reform in China – Prof. Jacques Delisle (2 credits)
Since the Reform Era began at the end of the 1970s China has grown rapidly to become the world's second largest economy, a leading trading state and a top destination for—and emerging source of—foreign investment. To support and sustain this economic rise, China has created a framework of laws and legal institutions to support a generally market-oriented and internationally open economy. This course will provide an overview of major elements of this legal framework and a consideration of how well—or how badly—they function. Areas that we will consider include: contract law, property law, product liability law (partly as an example of public safety regulation), foreign direct investment and international trade law, and institutions and processes of dispute resolution (both between parties to economic relationships and between those who hold economic rights and interests and the state).
Readings will draw from legal and social science scholarship by foreign and Chinese scholars and translations of some primary Chinese legal sources (including laws and cases). There are no prerequisites for this course. For those with little or no background on contemporary China, a few optional background readings will be provided.
Grade: Class participation, in the form of ordinary class discussion and in the form of service on one to a few informal "panels" (of a few students each) to address one of the subtopics of the course will be a minor component in the course grade. Take Home Exam (48 hours)
Visual Arts and the Law - Prof. Kurt Siehr (2 credits)
The course "Visual Arts and the Law" introduces into public international law, private international law and national law on the matter of protection of cultural objects and the cultural heritage. Also the law of the European Uniion is considered. The course touches ,i.a., export prohibitions, stolen property, cultural property in times of war and times of peace and hölocaust art.
Prerequisites: It may be of some advantage if students had some knowledge in public and private international law.
Grade: Open-Book Final Exam 100%.
Comparative Corporate Law– Prof. Ernest Lim (2 credits)
The course consists of a comparative study of major areas of the company laws of US, UK and Hong Kong. The three jurisdictions selected for comparative study have had an important impact on the development of company law. Such a comparative study is intended to enable students to see their own system of company law in a new and more meaningful light, and to be able to form new views about its future development. The approach taken is both functional and comparative, looking at a series of core problems with which any system of corporate law must deal and analyzing from a functional perspective the solutions adopted by the systems in question. The course assumes students have a basic knowledge of company law.
Grade: Take Home Exam (48 hours) 80%, Participation in class 20%
The Jewish Political Tradition Through the Eyes of Jewish Law - Prof. Suzanne Stone (2 credits)
This course focuses on the conceptual dimensions of the Jewish political tradition. We will consider such questions as: To what extent does Judaism have a political tradition? How do Jewish sources address such perennial political issues as authority, legitimacy, types of government, consent, power, and justice? How does the Jewish political tradition compare with other traditions such as those of Greece, Christianity, and modern liberalism? What is the relationship of religion and political order from the internal perspective of Jewish traditional sources and how do different definitions of Judaism affect various thinkers' views on the relationship between Judaism and political order? What is the relationship between the State of Israel and the historic Jewish political tradition?
Grade: Final Exam (with books) 80%, Class participation 20%.
Labor Migration and Human Trafficking - Dr. Hila Shamir (2 credits)
A rapidly evolving body of international and national law focuses on human trafficking. While significant political and scholarly attention has been dedicated to the prevention of sex trafficking, there is a growing understanding that human trafficking is not unique to the sex industry but occurs in other labor sectors such as agriculture, construction, and domestic work. This course will focus on understanding the mechanisms of anti-trafficking law, the ideological and policy impulses that produced and sustain it, the complex ways in which it is interacting with other legal regimes affecting labor migration (immigration law; human rights law and governance; international and national labor law; etc.), and the distributive effects it is producing both in the developed and the developing world. The course will begin with a study of the origins of anti-trafficking law in the context of sex work, and disagreements among feminists about the legal approach towards sex work/prostitution, and will then turn to an exploration of the challenges facing the current anti- trafficking legal framework in effectively reducing labor exploitation in both the sex industry and other labor sectors.
The course's goal is to introduce students to the international legal regime that developed around human trafficking, to contextualize this development in relation to other developments in the field of the international regulation of labor migration and human rights, and to provide students with the analytical tools to assess the regime's successes and failures. The course is based on legal texts as well as diverse texts from a variety of disciplines. The interdisciplinary approach is designed to deepen students understanding of newly emerging international regulatory mechanisms in general, and to critically engage with the international anti-trafficking regime in particular
Grade: Take Home Exam (48 hours)
Room: 304
Tax and Democracy-Prof. Eric Zolt (2 credits)
This course will examine several issues related to tax and society, including examining the role governments could play in providing goods and services and in raising taxes to fund them. We will focus on the legal, political, and economic challenges in raising revenue to support government operations as well as issues related to democracy and taxation, tax and the welfare state, tax and inequality, tax and economic
growth, and tax and globalization.
There are no prerequisites.
Grade: the exam will be a take-home…and there will be two group assignments on case studies during the course.
Social and Economic Rights-Prof. Tsvi Kahana (2 credits)
For many years, constitutional jurisprudence and literature has discussed negative rights. These are the rights that citizens have against the state, the best example being freedom of expression. In the past few decades, a new realm of constitutional rights has emerged, known as social and economic rights. Here the emphasis is not on what the state cannot do to a citizen, but what the state is obligated to do for a citizen. These rights are the focus of the course. We will ask questions such as: Does the state owe its citizens health? education? a job? housing? Minimum subsistence? If so, how much of these? Must the state prevent poverty? If such duties exist, should they remain moral duties or should they be entrenched in the constitution and become constitutional duties? If they become constitutional duties, should they be self-enforced by the legislature or should they be enforced by courts? Are courts capable of enforcing such rights? Are there non judicial ways to
develop social and economic rights?
Grade: Take home exam 100% (48 hours).


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Hello, I noticed that you can use emit_all_sites in UnifiedGenotyper to gather information on alternate alleles at every base provided in the interval file. Is there a way to do this same process but with indels? I want to pass in an interval list of indel locations and a bam file and for every site in the interval list get number of reads supporting the indel and number of reference. Thanks you.
I have used UnifiedGenotyper with the EMIT_ALL_SITES option on selected sites of interest. However, in some cases a genotype is called (see below), but no probability is given. Is it possible to force UG to write those probabilities?
Here is a monomorphic site for which no probabilities are given: 1 100008719 . C .13.19 . AN=76;DP=70;MQ=55.57;MQ0=0 GT:DP ./. ./. 0/0:2 ./. 0/0:1 0/0:2 0/0:2 0/0:1 ./. 0/0:2 0/0:3 0/0:2 ./. 0/0:1 0/0:1 0/0:3 ./. 0/0:2 ./. ./. ./. 0/0:1 0/0:1 0/0:3 0/0:1 ./. 0/0:1 0/0:1 ./. 0/0:1 0/0:1 ./. 0/0:2 ./. ./. ./. 0/0:3 ./. 0/0:1 0/0:1 0/0:2 ./. ./. ./. 0/0:2 ./. 0/0:1 ./.0/0:1 ./. ./. 0/0:3 ./. 0/0:1 0/0:3 0/0:1 0/0:2 ./. 0/0:1 0/0:3 0/0:3 ./. 0/0:2 ./. ./. 0/0:1 ./.
Thank you.
I think I can solve my problem by using the GENOTYPE_GIVEN_ALLELES option in UG. I'm currently checking it.
Hello, I have an alignment with 140 reference reads (Ref Base = C) and 10 variant Reads (Var Base = T) at locus: Chr17:7578406. When I use the "EMIT_ALL_SITES" mode, the UnifiedGenotyper generates the following output:
#CHROM POS ID REF ALT QUAL FILTER INFO FORMAT z
17 7578406 rs28934578 C A 0 LowQual AC=0;AF=0.00;AN=2;DB;DP=150;Dels=0.00;FS=0.000;HaplotypeScore=11.1188;MLEAC=0;MLEAF=0.00;MQ=38.26;MQ0=0 GT:AD:DP:GQ:PL 0/0:140,0:150:99:0,361,4503
My questions are:
1) In ALT column, why is the base "A" being shown? Is it a randomly selected base when no SNP is identified at that position?
2) The ID column shows dbSNP record rs28934578 which is a C>T mutation (which is what my data has). Why is the dbSNP records for C>T mutation in the output when no variant is identified at this position (or C>A variant is shown?). Does this imply that ID column shows ALL dbSNP records at that position rather than a dbSNP record of the identified variant?
3) Is there a document that details the VCF output when EMIT_ALL_VARIANTS is used so I could understand the output vcf?
I would like to trigger calls at HapMap sites even if they are HOM_REF in my sample. I used to accomplish this in an older GATK version with the following parameter passed to the UnifiedGenotyper: -B:trigger,VCF hapmap.vcf Right now I am using version 1.6 of the GATK. How could I accomplish exactly the same with this new version?
What I am trying to do (when doing VariantEval on the detected SNPs) is to obtain GenotypeConcordance for all: HETs, HOM_REFs, and HOM_VAR. Currently I only get the concordance values for HETs and HOM_VAR on the VariantEval output. Asked in a different way, how could I get the 'n_true_HOM_REFcalled*' fields populated in the VariantEval?
Thanks for your help, Gene
I am implementing a tool that uses reads to identify potential sites for cancer, but I need a reliable genotype call from non-cancerous tissue. Currently, I'm trying to use GATK to make those calls, filter out the bad, and then use the remaining calls when I look over the raw reads in the cancer tissue.
The problem I'm finding is that GATK doesn't provide a GQ for variants that are homozygous for the reference, and I don't know how to correlate the QUAL with the GQs from those homozygous non-ref. Is there a way that I'm overlooking to have GATK provide the GQ for homozygous reference non-variant sites?

subset: commoncrawl


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Licenses/Certifications held: USSF Class "D", USSF Class "E"
Coaching Experience: Has been involved with youth coaching since 1993 and licensed since 1996. Has vast experience in working with youth through his profession as a firefighter and as a youth soccer coach.
Playing Experience: Former Division II Professional player (in the Salvadoran National League).
Personal: Full-time Firefighter with the Louisville Fire Department. Married to Ashlee, with three children ages 18, 17, and 9. Jake, his 9 year old, is on the team.
Contact: email


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Now that 5.0 is launched and we can discuss it without breaching Apple's NDA, I have an issue with the new version of NSURLConnection. This has a new delegate,
NSURLConnectionDownloadDelegate with two key methods.
connection:didWriteData:totalBytesWritten:expectedTotalBytes:is invoked repeatedly while the file download is progressing
connectionDidFinishDownloading:destinationURL:is called once when the download is complete.
The downloaded file should then be at destinationURL (at least for the life of this method - the intent is that you get it and move it somewhere permanent). The issue is : it's not there. That directory is empty. I have reported this as a bug to Apple and they tell me it is a duplicate of an issue that they are already aware of.
If anyone has a workaround for this, or finds they can use this delegate successfully, please let me know.
UPDATE 10/17/2011 : I've given up on this and gone back to the old delegate which still works fine in 5.0 even though the documentation says the delegate methods are only available thru 4.3.


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High-Resolution Fluorodeoxyglucose Positron Emission Tomography with Compression ("Positron Emission Mammography") is Highly Accurate in Depicting Primary Breast Cancer
Version of Record online: 17 JUL 2006
DOI: 10.1111/j.1075-122X.2006.00269.x
The Breast Journal
Volume 12, Issue 4, pages 309–323, July 2006
Additional Information
How to Cite
Berg, W. A., Weinberg, I. N., Narayanan, D., Lobrano, M. E., Ross, E., Amodei, L., Tafra, L., Adler, L. P., Uddo, J., Stein, W., Levine, E. A. and the Positron Emission Mammography Working Group (2006), High-Resolution Fluorodeoxyglucose Positron Emission Tomography with Compression ("Positron Emission Mammography") is Highly Accurate in Depicting Primary Breast Cancer. The Breast Journal, 12: 309–323. doi: 10.1111/j.1075-122X.2006.00269.x
Publication History
- Issue online: 17 JUL 2006
- Version of Record online: 17 JUL 2006
- Abstract
- Article
- References
- Cited By
- breast cancer;
- fluorodeoxyglucose;
- positron emission mammography;
- positron emission tomography
Abstract: We sought to prospectively assess the diagnostic performance of a high-resolution positron emission tomography (PET) scanner using mild breast compression (positron emission mammography [PEM]). Data were collected on concomitant medical conditions to assess potential confounding factors. At four centers, 94 consecutive women with known breast cancer or suspicious breast lesions received 18F-fluorodeoxyglucose (FDG) intravenously, followed by PEM scans. Readers were provided clinical histories and x-ray mammograms (when available). After excluding inevaluable cases and two cases of lymphoma, PEM readings were correlated with histopathology for 92 lesions in 77 women: 77 index lesions (42 malignant), 3 ipsilateral lesions (3 malignant), and 12 contralateral lesions (3 malignant). Of 48 cancers, 16 (33%) were clinically evident; 11 (23%) were ductal carcinoma in situ (DCIS), and 37 (77%) were invasive (30 ductal, 4 lobular, and 3 mixed; median size 21 mm). PEM depicted 10 of 11 (91%) DCIS and 33 of 37 (89%) invasive cancers. PEM was positive in 1 of 2 T1a tumors, 4 of 6 T1b tumors, 7 of 7 T1c tumors, and 4 of 4 cases where tumor size was not available (e.g., no surgical follow-up). PEM sensitivity for detecting cancer was 90%, specificity 86%, positive predictive value (PPV) 88%, negative predictive value (NPV) 88%, accuracy 88%, and area under the receiver-operating characteristic curve (Az) 0.918. In three patients, cancer foci were identified only on PEM, significantly changing patient management. Excluding eight diabetic subjects and eight subjects whose lesions were characterized as clearly benign with conventional imaging, PEM sensitivity was 91%, specificity 93%, PPV 95%, NPV 88%, accuracy 92%, and Az 0.949 when interpreted with mammographic and clinical findings. FDG PEM has high diagnostic accuracy for breast lesions, including DCIS.


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Fallen Lewes officer to be honored
Lewes — Seventy-five years after Charles Wilson Futcher Sr. died in the line of duty, the Lewes police officer will likely be honored with a plaque in Zwaanendael Park. The parks and recreation commission voted unanimously April 21 to recommend city council approve the plaque.
JuneRose Futcher has spearheaded the effort to recognize her grandfather.
"His loss had a tremendous impact on his immediate family – my late father, my late Aunt Helen, my grandmother and the broad communities of Kent and Sussex counties," she said.
Futcher was killed in a high-speed pursuit of a suspect on Savannah Road in 1939. He served 10 years with the Lewes Police Department prior to his death.
JuneRose has garnered support from all levels of government, from Mayor-elect Ted Becker to Rep. Steve Smyk. At the recommendation of the Lewes Police Department, she connected with the Delaware Fraternal Order of Police, which has pledged to pay for the plaque. Lewes Historian Hazel Brittingham has offered her assistance in tracking down documents to help tell Futcher's story.
If approved by city council, a ceremony is expected to be held in September. The Dover Police & Fire Pipes and Drums corps has committed to attend the ceremony, and Smyk has secured an honor guard.


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All Firearms
Gun Parts
|Seller's Description
Make: J.P. Sauer & Sohn
Model: 1913
Serial Number: 38577
Year of Manufacture: Pre-1938
Caliber: 7.65mm/ .32 ACP
Action Type: Single Action Semi-Auto, Removable Magazine
Markings: The top of the slide is marked "J.P. Sauer & Sohn, Suhl". The left side is marked "Patent.", and the right side is marked "Cal.7.65.". The right side of the crown has the crown over "N" nitro proof. The left side shows the serial number. The magazine is marked "S&S 7.65".
Barrel Length: 3"
Sights / Optics: This pistol is mounted with a fixed blade front sight and a notch in a bar atop the slide rear sight.
Stock Configuration & Condition: The grips are checkered black plastic marked "S&S". There are no chips or cracks. The checkering is still sharp. The grips rate in about Very Good overall condition.
Type of Finish: Blue
Finish Originality: All Original
Bore Condition: The bore is dull and the rifling is sharp. There is some pitting and erosion. This bore is still shootable.
Overall Condition: This pistol retains about 60% of its metal finish. There is finish loss on the barrel, and loss from edge wear from holster use on the slide. There is minor wear on the right side of the slide for about 2" at the muzzle. The grip straps have turned brown. The Screw heads are mostly sharp showing minor use and disfiguration. The markings are clear. Overall, this pistol rates in about Very Good condition.
Mechanics: The action functions correctly. We did not fire this pistol.
Box, Paperwork & Accessories: There is one magazine and a holster provided. The holster is unmarked but military style. The hold down strap is missing. There is finish loss all around. There are no tears and the stitching is sound. The holster rates in about Fair to Good overall condition.
Our Assessment: This is a pre-war commercial grade J.P. Sauer pistol in darn good condition. Besides being collectable this is a robust .32 ACP which will likely outlive all of us.
CA Legal or CA Private Party Transferable: This C&R pistol can be transferred in California and can be transferred as a private party transaction (PPT) at our shop in Simi Valley. This does not apply to out of state buyers.
LSB#: 120614TR01 Make: J.P. Sauer & Sohn Model: 1913 Serial Number: 38577 Year of Manufacture: Pre-1938 Caliber: 7.65mm/ .32 ACP Action Type: Single Action S
|Payment and Shipping Instructions:
Ships Using:


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Finally coming into compliance with our NAFTA obligations
March 04, 2011 - SCMR Editorial
Following the announcement on Mexican trucking by President Obama and President Calderon, National Association of Manufacturers (NAM) Senior Vice President for Policy and Government Relations Aric Newhouse noted that his constituents are "pleased."
He noted – quite correctly – that The United States is a global leader in ensuring enforcement of trade laws, and we need to lead by example.
Finally coming into compliance with our NAFTA obligations on Mexican trucks does just that. The NAM has led the effort in urging the Administration to reach an agreement to end these costly tariffs.
"Over the last two years, exports of U.S. manufactured goods to Mexico have been hit by retaliatory tariffs put in place because the United States refused to comply with legal commitments made as part of NAFTA," Newhouse said. "As a result, American manufacturers have lost market share to other nations, and billions of dollars of U.S. exports to Mexico and tens of thousands of manufacturing jobs have been negatively impacted."
NAM and other trade advocacy groups rightly note that the agreement brings the U.S. back into compliance with our commitments.
"We hope this dispute will be resolved and the tariffs lifted. We urge Congress to approve this agreement as quickly as possible to help manufacturers create new jobs and increase exports," Newhouse said.
For more articles on Supply Chain Management click here.
Click here to view a whitepaper on best practices for managing NAFTA
About the Author
Executive Editor
Subscribe to Logistics Management magazine
entire logistics operation. Start your FREE subscription today!


text:
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|Any Bored Members Care To Look Up Some LH Loads? posted Sun Jul 20 2008 06:22:20 by NZblue
|LH Loads For FRA-MIA 22JUL? posted Sat Jul 19 2008 01:29:10 by Petteri
|Help With LH & CO Loads 8 June! posted Sun Jun 1 2008 16:19:21 by SKORD
|Check QF LAX-MEL Loads? posted Thu May 22 2008 22:06:33 by A380fo
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|Help Needed With Loads On QF-JL-LH posted Sun Feb 10 2008 14:44:07 by Bullpitt
|What Can I Expect Of LH In Y? posted Sat Oct 6 2007 04:33:55 by SDLSimme


text:
In today's market, customers are in control of your brand image. Thus, your company needs a clear strategy for presenting its brand and making decisions that affect it.
With that in mind, Carol Phillips and Judy Hopelain of Brand Amplitude created The Brand Strategy Toolkit to walk the reader through a step-by-step process beginning with a brand audit and ending with brand activation.
Each section starts with the basics, moves on to tools and frameworks, explains them through real-life brand examples, and invites you to practice applying them on behalf of your own brand. The authors provide supporting quotes from other experts and lists of additional resources for those who wish to explore a topic more thoroughly.
The book's deliberate combination of textbook and workbook makes it easy for any business owner or marketer to quickly work through the necessary steps to evaluate their current brand image and work toward profiling customers and target audiences, defining brand benefits and values, articulating long-term brand identity, crafting near-term and long-term brand positioning, ensuring that brand attributes are understood internally, and activating their brand across all desired touch points.
Whether you're working agency-side or client-side to manage a brand, this book is a great starting point for rich discussions and planning.


text:
Around the baseball camps: Marmol surprised to still be with CubsFebruary 14, 2013 Updated: February 14, 2013 11:52pm
Photo: Morry Gash, STF
Closer Carlos Marmol thought he was headed to the Angels. That was three months ago, when the Cubs asked Marmol to waive his limited no-trade clause because they were close to finalizing a deal to acquire Dan Haren from Los Angeles.
To continue reading this story, you will need to be a digital subscriber to HoustonChronicle.com.
By logging in, you agree to the Terms and Conditions and Privacy Policy.
AP: Copyright 2014 The Associated Press. All rights reserved. This material may not be published, broadcast, rewritten or redistributed.


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|A liar at work: Officer Michael Reichert (back to camera) harasses Terrance Huff.
|Reichert (left) receiving "Award of Merit."
Live Long, and Prosper!
|A liar at work: Officer Michael Reichert (back to camera) harasses Terrance Huff.
|Reichert (left) receiving "Award of Merit."
good job- this is the infuriating nonsense any of us could be exposed to at any time.
this jackass works in Collinsville, Illinois, not Indiana. It's a highly racist town that butts up to East St. Louis.
Marty -- thanks for the correction. :-)
Thank you for posting this. You are one of the few that even posted this criminals name. You even got him on video! That is so heart and important. This pig can't even argue about it as its his dash can! Nothing will change bad behavior like the light of day and this jerk now has a spotlight on him!. Great job!
This is in my area and I can attest, being a recent victim of dishonest cops and the war on drugs, that the Metro East St. Louis is in love with the Policing For Profit business model. How else could the Sheriff afford a tactical Hummer and an armored personnel carrier? With a Sheriff by the name of Merle J. Justice what do you expect?
I live in this area and yeah, the police lie everyday. They lied to secure a warrant to enter my home. They have a history of lying to judges but somehow they get their warrants signed anyway.
And they are in love with the Policing For Profit business model. I guess that's how our Sheriff, Merle J. Justice (not kidding), can afford a tactical Hummer and armored personnel carrier. I'm sure I'll see predator drones in the skies over my county in the near future as well.
Unless the officer's superiors can be shamed into firing him permanently – an unlikely outcome, given previous performance – Officer Michael "Third" Reichert will continue to prey on the innocent and perjure himself, and teach the relevant skills to other cops.
It's highly likely that, in the very near future, when rage finally boils over among certain groups of citizens who are sick and tired of harassment by thugscum pigs of this ilk, Officer Michael "Third" Reichert is going to become the poster child for badged criminals whose lives are cut short when they make bogus stops like this against someone willing to defend what few liberties they have left - and lay down their own life in doing so.
I have often said that this kind of criminal conduct on the part of law enforcement officers only continues because we are allowing it to continue...and increase. Eventually there will be the proverbial "straw that broke the camel's back" and the backlash will be swift and deadly. There are many good people in law enforcement but their unwillingness to purge scum such as this from their ranks only means that when the great corrective action begins, there will be no differentiation between "good" cops and "bad" cops. They will all be targeted. Those "good" people in law enforcement woul do well to ponder upon this and either clean up their act or find a different line of work while they still can.
Too bad for Reichart that Huff wasn't the typical roll over and play dead sort of "mark" he was used to preying upon. I'd press to have this worm crushed. Shame him? Are you kidding! Vermin of his ilk know no shame so that's a non starter with me.
I think this is a tactic that has been in use for decades. When I lived in Florida and traveled to Illinois, my dad warned me to watch my driving in Georga, because they often targeted cars with Florida plates, assuming they were probably running drugs. Cops like this do for the profession what Ron Artest did for the Indiana Pacers.
Thanks for getting the word out about Officer Reichert and his jack boot methods!! By the way the passenger's name is spelled Jon Seaton, not John Seton.
Here's a way to voice your concerns to the mayor and councilmen, servants of Collinsville, IL.
Public info: http://www.ci.collinsville.il.us/citygov.htm
Mayor Schaeffer - email@example.com
I wonder how many of these dashboard videos are used to educate law-enforcement psychologists and other interested parties on how perps [ i.e. citizens ] react under such coercive , but non-violent, police tactics.
Perhaps the brazen deceit is designed to get some people to react in more aggressive ways, like getting into an arguement, shouting and the consequent arrest for being a 'threat' etc etc
Surely there should be no trouble getting the video to set everything straight , instead it appears it was quite difficult to get, so why would they keep it if it wasn't to protect cops and citizens alike.
Also using anything 'damning' on cops who don't tow the line.
All very conspiratorial though.
i like the song that was playing at the end. NWA was right!
a good book to buy about this crap is boston t party's you and the police.
Another solid post, Will.
I live less than 15 miles from where this took place this is an everyday practice for law enforcement in that area..st clair county is more crooked than any other part of the state and these ''officers'' make it bad for the ones that actually do their jobs...this happens all the time and what are they ...heroes ? .....yeah to the everyday person....to me its sad...no one can stop them ..im glad this guy at least made it public...it doesnt matter tho ..they are the cops and we are the peons...
Cant wait for the counter-suit in civil court!
Big fan, Mr. Grigg.
Wanted to drop a note and say that I greatly enjoy your pieces.
Further although I know you have no shortage of bizarre cop related fact patterns in lethal shootings, here's another one for you:
My advice to cowardly bullies like Reichert: Remember Carl Drega!!!!
1 word. PIGS
Please note, Mayor Schaeffer died some years back. We now have Mayor John Miller. Here's the website to email them:
Why is this COP so convinced everyone has drugs?? Is he that much of a Junkie that he steals drugs out of peoples cars on a daily basis to support his drug habbit??? my experience in Life is that most "Liers" are Drug Users!!! what a POS!
You know, this cop and his buddies at the collinsville police are so corrupt! Random stops, they lie, cheat and steal! And the city manager Bob Knabel and Mayor knows this, as well as the Chief, The Interstate Tickets will not be prosecuted.
Crooked Cops all of em.
Unfortunately, the problem here is one of sacrifice and an unwillingness on our (the publics) part to endure sacrifice when confronted with crooks, to be sure the system runs with integrity.
Hell, even in this case which is an absolute slam dunk, the man couldn't be bothered to follow through with meaningful redress, instead choosing to post a narrated video.
We're all willing to bitch, but the bigger question is, who among us is willing to actually fight?
All I know is this. I'm leaving this country. What we've become is a disgrace. We're a 1st World economy with 3rd world systems.
Officer of the month
Thank you for blogging about this... There are so many police officers (and other government officials) that abuse the authority granted to them by their positions and most of the time 'we the people' are powerless to do anything about it. Crooked cops, like crooked politicians, cover each others backs... It's infuriating... Thank you for spreading the truth.
This video is a good example why people should vote no in Washington on I-502. Imagine all the other Officers out there like this Officer in the video that would be pulling over and harassing innocent citizens under the assumption they were high on pot. It's such a shame these Officers are not held at a higher level of accountability. Actions like the one in this video should result in at the least a one month suspension of work and pay. Any of you Officers out there care to shed any of your thoughts on this matter?
This dumbass is why cops get killed,period.
The saddest part about THAT subject , is that the Reicherts of the world rarely meet such a justified end.


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You are not the only person not comfortable talking to professors. Come learn how easy it is to approach your professors and get the help you need.
This workshop is facilitated by Center for Academic and Student Achievement.
The Student Success Workshops offers a series of programs to help maximize your USF academic experience. These free workshops are designed to be interactive and informal seminars that cover strategies and techniques for success in three tracks: Academics, Career Planning and Life Skills, and Mind Body Spirit.
Earn SRP points by swiping at this event and be entered to win prizes at the end of the semester including
tickets to Six Flags sponsored by Coca Cola, gift cards, and more. Find events at www.facebook.com/StudentRewardsProgram.
If you are a person with disability
who needs reasonable accommodations for this event, please contact
Student Disability Services at 415.422.2613
at least five days prior to the event. Please know that some
accommodations (e.g. sign language, interpreting, realtime captioning)
may take longer than five days to arrange.


text:
I love me a good frittata. I don't think I've ever had one I loved as much as this one. I decided to make the bottom a bacon "crust," and it was amazing! You could add more bacon for a thicker crust if desired. Without further adieu, here's my Bacon-Crusted frittata!
Bacon-Crusted Frittata
Prep time
Cook time
Total time
Author: Life Made Full
Serves: 8
- 8 eggs
- 3 sweet mini peppers or 1 red/orange bell peppers
- ½ lb bacon, chopped
- 1 clove minced garlic
- ½-3/4 cup cheese (optional)
- salt/pepper to taste
- pinch red pepper flakes
- Heat a cast iron skillet over medium heat and preheat oven to 350 degrees.
- Add chopped bacon and peppers to pan, and allow to cook for a few minutes.
- Add in garlic, then continue to cook until bacon is browned.
- While the bacon is cooking, whisk together eggs, ½ of the cheese, and salt & pepper.
- Reduce heat in skillet to low, flatten the cooked bacon and peppers on the bottom of the pan, and then pour in eggs.
- Note: DO NOT STIR!
- Sprinkle with remaining cheese and red pepper flakes, and let cook for a few minutes on stove until beginning to set.
- Place in oven and cook another 10-15 minutes, until completely set.
- Remove from oven and let sit for about 5 minutes before serving.


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Blockbuster Busting into VOD
Not happy with just MovieLink, Blockbuster is also partnering with Sonic Solutions' CinemaNow for Internet delivery of movies. This new partnership will let Blockbuster package deals with hardware providers. They're keeping MovieLink, but this new deal will let Blockbuster work with the likes of LG, Samsung and more to provide video-on-demand service directly to viewing hardware.
Blockbuster also intends to sell equipment that will play their VOD content at their stores, giving them a jump on competitor Netflix.
Currently, Blockbuster has about 90,000 DVD titles available by mail, and only 10,000 available for VOD delivery. Netflix claims to have about 12,000. It's not clear how many, if any, of those 10,000 titles are available in HD. --Leslie Shapiro


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Dilemma [1:7363] posted 01/23/2002
Hi Folks I a new to this mailing list and would like some advice from the more experienced guys. I am in the process of attaining my CCNA cert. I have done all four semesters at a Network Academy and should have the CCNA within four weeks. I would then like to go for my MCSE. I have spoken to a few people, and they told me that I have done it the wrong way round and that I should have done a few MCPs first, and then done the CCNA. What I want to know is, is it worth me paying #5000 for an instructor led MCSE program or is it better to pay a third of this price for the distance learning equivalent? I realise this is not a Cisco issue but I would really be grateful if someone could shed some light on this issue for me. Cheers Mike (Glasgow) _________________________________________________________________ Get your FREE download of MSN Explorer at http://explorer.msn.com/intl.asp. Message Posted at: http://www.groupstudy.com/form/read.php?f=1&i=7363&t=7363 -------------------------------------------------- Read http://www.groupstudy.com/list/guide.html before POSTING! To change your subscription, read the directions on: http://www.groupstudy.com/list/Associates.html


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Welcome to Mount Joy VFW Post 5752
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|Concerned about your possible exposure to asbestos and it's potential life-threatening illnesses, please visit The Mesothelioma Center for more info.
|Mission Statement
|The objects of the Veterans of Foreign Wars are fraternal, patriotic, historical, and educational; to preserve and strengthen comradeship among its members; to assist worthy comrades; to perpetuate the memory and history of our dead, and to assist their widows and orphans: to maintain true allegiance to the Government of the United States of America, and fidelity to its Constitutions and laws; to foster true patriotism; to maintain and extend the institutions of American freedom; and to preserve and defend the United States from all her enemies whomsoever….


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Lead grassroots efforts to fight hunger in a changing world.
Agriculture Volunteers work with small-scale farmers and families to increase food security and production and adapt to climate change while promoting environmental conservation practices. They introduce farmers to techniques that prevent soil erosion, reduce the use of harmful pesticides, and replenish the soil. They work alongside farmers on integrated projects that often combine vegetable gardening, livestock management, agroforestry, and nutrition education.
Agriculture Volunteer Openings
View all of the Volunteer openings by country and qualifications.
How can being an agriculture Volunteer advance my career?
Through serving as a Peace Corps Volunteer, you can gain fluency in a foreign language, international experience, and cross-cultural understanding, attributes that are highly sought-after assets in today's global economy. Peace Corps agricultural experience is valued by numerous organizations, including the U.S. Forest Service, National Park Service, USDA Extension Service, the U.S. Food and Nutrition Service, United Nations Environment Program, and many private corporations and public organizations seeking individuals with unique skills. Find out how returned Peace Corps Volunteers receive advantages in federal employment.
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Michael J Fox could be back on our screens in a sitcom next year, if US studio executives have their way.
According to Vulture.com, there is a bidding war going on for the rights to a sitcom, starring the diminutive star, who made his name on the big screen in Back to the Future, and on TV in Family Ties, Sin City, Boston Legal and, most recently, The Good Wife.
Michael J Fox won many awards, including an Emmy and three Golden Globes, for his role of Mike Flaherty in Spin City
As well as his continuing career, Fox has been celebrated for his Foundation and his tireless work into researching Parkinson's Disease, from which he suffers himself.
And it his own history that has reportedly inspired this latest show, which has attracted the interest of all four major TV production companies, and talk of the kind of offers that just don't get bandied around in the television industry any more...
Read more here...
Other stars who've dealt with serious illness in the spotlight...
Delta Goodrem - was diagnosed at 18 with Hodgkins Lymphoma, an announcement that incited an outpouring of support from her particularly Australian fanbase.
In the two decades since Michael J Fox's Parkinson's diagnosis, the popular actor has continued to work on both TV and film, as well as writing two autobiographies and creating a foundation. He has received many awards for his humanitarian work, and says that his illness has in countless ways improved his life.
Olivia Newton-John's breast cancer diagnosis and treatment has inspired the Australian singer to work tirelessly on behalf of others, including walking the Chinese wall to raise funds for her new Wellness Centre in a Melbourne hospital.
Leslie Ash became the unfortunate figurehead of the MRSA bug that plagued various UK hospitals after she caught the superbug. The actress was awarded £5m in damages, and still walks with a stick.
TLC's T-Boz (Tionna Watkins) was diagnosed as a child with sickle cell anaemia, which gave her a reduced life expectancy by doctors she has continued to confound.
Christopher Reeve was paralysed following his fall from a horse in 1995. Until his death a decade later, the actor dedicated his efforts to raising funds and advocating for political support to removing the blocks to essential stem cell research for spinal injuries.
Anastasia - the American singer discovered she had breast cancer during a standard mammogram ahead of breast reduction surgery in 2003. Following her own treatment, she immediately launched the Anastasia Fund to promote awareness among younger women.
Michael C Hall had a mixed year in 2010. He received a Golden Globe for his role in Dexter, which he accepted during his treatment for Hodgkin's Lymphoma. The following April, he announced himself once again fit for work.
Anthony Andrews - was hospitalised in 2003 for "a salt imbalance". This came about as the unexpected consequence of drinking too much water while performing on stage during a hot weather spell in London.
Russell Watson has recently resumed his career after being struck down twice with life-threatening brain tumours. He has recorded his first album since treatment, and credits his surgery with his new, deeper voice.
Martin Kemp - former singer and EastEnders star had two brain tumours in the 1990s, and had pioneering treatment for the second. He has been acting since, and returned to the road with his band Spandau Ballet.
Cheryl Crowe has not had a smooth time of it - going through treatment for breast cancer in 2006, and then this year announcing she has a brain tumour.
Gail Porter's bold, bald head has become a staple of red carpets following the presenter's decision to shave it all off, when her alopecia returned. She has made a documentary about the process too.
Entourage star Jeremy Piven spun the rumour mill into action when he mysteriously dropped out of a Broadway play. He later explained he'd had mercury poisoning, caught from a culprit offering of sushi.
Michael Douglas received intensive treatment for throat cancer - and the stress of watching her husband's gruelling experience ignited Catherine Zeta Jones' bipolar disorder for which she attended a clinic in America.
Mariah Carey's husband Nick Cannon was struck down with liver failure in January this year. Following his recovery, he has made public the lifestyle changes he needs to make to ensure continued health.
Sharon Stone - suffered a stroke in 2001, the seriousness of which was played down at the time, but which actually saw bleeding into her brain for nearly a fortnight. The actress only regained feeling in her left leg months later.
Madonna brought several bones in 2005 when she fell from a horse, and suffered further bruising falling again in 2009...
... as did TV presenter Lorraine Kelly, in a frightening fall in February this year, when she was learning to ride. Her horse stamped on her, and she lost 3 pints of blood.
Cheryl Cole - malaria charities everywhere found their profiles shot up when the Girls Aloud singer caught the illness during a trip to Africa in 2010.
Kylie Minogue moved to Paris for treatment for breast cancer following her diagnosis in 2005. She eventually gave some intensely revealing interviews about this dark period in her life, and said the 5-year anniversary would be a very important moment.
... while sister Dannii has had to battle with an underactive thyroid condition.
Peter Andre suffered from meningitis during his marriage to Katie Price, the symptoms of which first led him to think he merely had a bad bout of flu...
... while Katie Price had a cancer scare in 2002 after having a malignant growth removed from her finger.


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Images: Afghan Nation Army conducts mortar training [Image 10 of 13]
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Afghan National Army 1st Lt. Isaqh assigned to 3rd Battalion, 2nd Brigade, 203rd "Thunder" Corps, explains the principles of firing an M224 60mm mortar system to one of his soldiers while U.S. Army Sgt. Eric Chaffins, left, with Delta Company, 2nd Battalion, 14th Infantry Regiment, 2/10 Security Forces Assistance Brigade, observes training at Assistance Platform Orgun-E in Paktika province, Afghanistan, June 12, 2013. (U.S. Army courtesy photo/Released)
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text:
To test this theory, Cramer and his colleague Nichole Barger from the University of Colorado at Boulder first measured the size, density and landscape occupancy of fairy circle sites across Namibia, using both Google Earth and ground surveys. They then collected soil samples at various depths from inside and outside the circles, and analyzed them for water and nutrient content.
Finally, they plugged the information, along with climate data such as seasonal precipitation and temperatures, into their computer models. (Images: The 10 Strangest Sights on Google Earth)
"We found that the size of the circle, the density and degree to which they occupy the landscape are all associated with the amount of resources available," Cramer said. Specifically, fairy circles are smaller if they have more resources, such as soil nitrogen and rainfall.
This makes sense, Cramer explained, because the taller grasses won't need a large reservoir of resources to get started and survive if water and nutrients are already available in the environment. On the other hand, the grasses require a large reservoir to sustain themselves if the soil is poor in water and nutrients.
The researchers also discovered that rainfall strongly determines the distribution of the fairy circles across Namibia, with circles only appearing in areas where there is just the right amount of rain (not too little, but not too much).
If there's too much rain, the bountiful resources would "relax" the competition for resources and the circles would close up; but if there's too little rain, the competition would become too severe and the circles would again disappear, Cramer said. Because the circles can only occur in this narrow moisture range, differences in rainfall from year to year may cause them to suddenly disappear and reappear in an area over time. With this information, they found that they could predict the distribution of the fairy circles with 95 percent accuracy.
Additionally, the regular spacing between fairy circles may be the result of inter-circle competition, with grasses from each circle "battling" with other circle grasses for resources, Cramer said.
Cramer notes that termites may still be involved in fairy circles. "What sets up the circles is the competition between plants," he said. "Termites are a secondary phenomenon, and their role is to serve as a maintenance for the circles by killing off the grasses that spring up in the center of the circles."
Yvette Naudé, a chemist at the University of Pretoria, South Africa, who was not involved in the study, thinks it's refreshing to see a non-insect hypothesis for fairy circles, though she expressed some doubts about its validity.
"It is unclear how peripheral grass resource-competition could induce such abrupt and synchronized plant mortality over an entire patch," Naudé, who has previously studied fairy circles, told LiveScience in an email. (Cramer actually thinks the plant mortality starts off small, and the patch grows as the competition continues.) "The answer to the enigma (of fairy circles) remains elsewhere."
To examine whether the theory is correct, Cramer plans to conduct experimental tests, as his study only provides correlative evidence for the competition theory.
"If fairy circles really do develop from a shortage of water and nutrients, then simply watering and fertilizing the circles should cause them to close up with vegetation," Tschinkel said.
Follow Joseph Castro on Twitter. Follow us @livescience, Facebook & Google+. Original article on LiveScience.
Copyright 2013 LiveScience, a TechMediaNetwork company. All rights reserved. This material may not be published, broadcast, rewritten or redistributed.


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Earlier this year, the UK government's Change4Life initiative irked some game industry types with a commercial that linked video game play with obesity and other health problems. This month, the campaign has launched print ads suggesting that video games lead to premature death.
The ads, which depict a young boy holding a Playstation controller under the headline RISK AN EARLY DEATH, JUST DO NOTHING, seems to be lighting a fire under the UK game industry.
MCV Associate Editor Tim Ingham has penned an impassioned editorial calling on the industry to speak out against the government's ad:
Change4Life's heart-in-mouth scapegoating of the video games industry is a troubling indictment of a hypocritical Government which flashes us grins when we generate £4 billion a year for its depleted coffers; but which then turns its back and explicitly tells parents that we're KILLING THEIR CHILDREN. …surely it's the time for us to stand up as an industry and say: "That's not fair"?
Let's be very clear, because this gets sensitive: Sticking up for video games' achievements in the face of shrieking propaganda does not show us up as a negligent supporter of obesity in kids.
It shows we've remembered where our bollocks are – at a time when the Government's foot is wedged firmly between them.
For its part, MCV has submitted an official complaint to the Advertising Standards Authority saying the ad is "unrepresentative of the positive effect video games have on the UK's youth."
Meanwhile, Michael Rawlinson, director of ELSPA, told MCV that the UK game publishers' trade association took an urgent meeting with the Department of Health regarding the ad.
-Reporting from San Diego, GamePolitics Correspondent Andrew Eisen


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How do I get my baby to go to sleep earlier?
My 11 week old baby is a great sleeper during the night but she won't fall asleep until 2am. She will sleep until 11:30 or 12 and has about a 3 hour nap during the day. Whether she has had a lot of sleep during the day or no sleep during the day, she ALWAYS falls asleep at 2am.
Posted: 01/06/2012 by manitousara
Mom Answers
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1 - 2 of 2 answers
She is formula fed but does seem to have a cluster feed period before she finally goes to sleep. I've tried reducing her naps during the day in hopes that she gets tired earlier but it seems as though she gets overtired and that backfires. I've tried letting her have long naps during the day as well and it's the same bedtime every night regardless. We have a bedtime routine that I try to stick to every night but nothing seems to work. She falls asleep on me earlier every night but as soon as I put her down, she is wide awake again. She does this pretty consistently from about 10pm until she finally settles down at 2 or so. (last night it was 3am). Im at a lossposted 01/08/2012 by manitousara
Do you nurse? If so, does she have a cluster feeding period? I had the most luck with pushing the beginning of cluster feeding back about 15 minutes each night. With my second child, we co-slept, so I just took him to bed when I went to bed. A few hours before bed we tried to start keeping it dark and quiet, and once we were in bed, no more light. Also no diaper changes unless there was a poop, no burping, no talking. Finally, we did a bedtime routine with both kids very early on. Even at that age, they can start to associate story, feeding, maybe massage, whatever other quiet things you want, with bedtime. I have two crappy sleepers and my daughter was the night owl, so I know it's hard! I wish I had the magic answer, these were just a few things that helped us.posted 01/06/2012 by a BabyCenter Member
Answer this question


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Seattle Public Schools may have to repay as much as $490,000 to the federal government because state auditors say the district did not spend some of its federal grant money appropriately in the 2011-12 school year.
The auditors, in one of their regular audits of the school district, questioned how the district spent funds from two of its grants — one for Native American students, and one aimed at preventing students from dropping out of high school.
The auditors said the district spent $483,862 of the dropout-prevention grant that weren't part of the original grant application or budget. They also said the district, for the fourth year in a row, claimed more students than it could justify for its federal Indian Education grant, so received $6,530 more than it should have.
District officials largely agreed with the state auditors' findings, saying they take their responsibilities for grant management seriously. But Superintendent José Banda said he didn't want the problems to overshadow all the good work going on under the grants.
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The auditors acknowledged that they look solely at financial compliance, not grant effectiveness.
District officials also said they are taking a second look at the questioned costs for the dropout-prevention grant, which is a five-year, $12.5 million grant that the district received in September 2010. Many of the questioned expenses in the 2011-12 school year went to activities that met the intent of that grant even if they weren't part of the original application, said Duggan Harman, the district's assistant superintendent of business and finance.
The federal government has agreed to look at the new information in deciding how much, if anything, the district must repay, Harman said.
He said the district also may seek revisions to that grant so it will cover expenses that the state auditor questioned. The district spent about $201,000, for example, for a software program that provides online training to help students overcome social and emotional problems. That program was not listed in the original budget, but federal officials recently noted it as a "promising practice," Harman said.
This is the first year that state auditors have reviewed that grant, he said.
For the federal Indian Education grant, Harman said, the district has made management changes in the district's Native American education program, and changed how the grant is reviewed before it is submitted.
The problem, said Harman, is that "staff weren't doing the job they were hired to do."
The manager of that program recently left the district, but Harman declined to say whether he was fired.
The grant is designed to provide educational and cultural services to Native American students who aren't meeting the state's learning standards.
The district has returned some grant money — a total of about $328,000 for the 2008-09, 2009-10 and 2010-11 school years.
The fact that the district is still having problems with its Indian Education grant application comes at a time when the future of the district's Indian Heritage Middle College program, an alternative program for high-school students, is uncertain.
Banda decided against closing the program for this school year, but where and how it will operate next year has yet to be decided.
In some good news for the district, the auditors found no problems with the district's financial statements.
In mid-June, state auditors will complete the third regular audit of the year — the so-called "accountability" audit, which covers more than finances.
Linda Shaw: 206-464-2359 or firstname.lastname@example.com. On Twitter @LShawST