Texas Southern University is often said to have been “conceived in sin.” Located in Houston, the school was established in 1947 as an “emergency” state-supported university for African Americans, to prevent the integration of the University of Texas. Born to Serve is the first book to tell the full history of TSU, from its founding, through the many varied and defining challenges it faced, to its emergence as a first-rate university that counts Barbara Jordon, Mickey Leland, and Michael Strahan among its graduates. Merline Pitre frames TSU’s history within that of higher education for African Americans in Texas, from Reconstruction to the lawsuit that gave the school its start. The case, Sweatt v. Painter, involved student Heman Marion Sweatt, who was denied entry to the University of Texas Law School because he was black. Pitre traces the tortuous measures by which Texas legislators tried to meet a provision of the state’s constitution that called for the establishment and maintenance of a “branch university for the instruction of colored youths of the State.” When the U.S. Supreme Court ruled in 1950 that the UT Law School’s efforts to remain segregated violated the U.S. Constitution, the future of the institution that would become Texas Southern University in 1951 looked doubtful. In its early years the university persevered in the face of state neglect and underfunding and the threat of merger. Born to Serve describes the efforts, both humble and heroic, that faculty and staff undertook to educate students and turn TSU into the thriving institution it is today: a major metropolitan university serving students of all races and ethnicities from across the country and throughout the world. Launched during the early civil rights movement, TSU has a history unique among historically black colleges and universities, most of which were established immediately after the Civil War. Born to Serve adds a critical chapter to the history of education and integration in the United States.

Legal Analysis: 100 Exercises for Mastery: Practice for Every Law Student offers 100 paced exercises to sharpen students' legal analysis skills. Professors will find: * A bank of 100 legal analysis exercises at the ready, whenever students' analysis skills need attention or refinement * Exercises adaptable to any paradigm, that increase the depth of students' writing * Varied assignments that contain thoughtful sample answers and helpful annotations * Learning objectives and outcomes for each chapter * Assessment and grading rubric for each chapter * Go-to material ready for any class period * 100 exercises that can be used as is or expanded to fit professors' preferences * Sample annotated answers for 50 of the exercises that their students can use to assess their own performance * A Teacher's Manual for professors with sample annotated answers for the remaining 50 exercises and helpful variations on exercises * Online resources for ready access to authority Students will receive: * Tools students need to develop a keen understanding of rule-based and analogical reasoning

International commercial arbitration poses unique challenges to the choice of law. Laws relating to the arbitration agreement, arbitral procedure, and the merits of a dispute must all be applied in light of vital national interests and transnational public policy. State contracts pose additional problems. The legislative, judicial, and arbitral practices in major jurisdictions are analyzed to give the reader a view of the major trends in international commercial arbitration. Practitioners in international commercial arbitration, international lawyers interested in dispute resolution, and students of international commercial law and the conflict of laws will find this book of special interest.

From the 1930s to the early 1960s civil rights law was made primarily through constitutional litigation. Before Rosa Parks could ignite a Montgomery Bus Boycott, the Supreme Court had to strike down the Alabama law which made segregated bus service required by law; before Martin Luther King could march on Selma to register voters, the Supreme Court had to find unconstitutional the Southern Democratic Party's exclusion of African-Americans; and before the March on Washington and the Civil Rights Act of 1964, the Supreme Court had to strike down the laws allowing for the segregation of public graduate schools, colleges, high schools, and grade schools. Making Civil Rights Law provides a chronological narrative history of the legal struggle, led by Thurgood Marshall and the NAACP Legal Defense Fund, that preceded the political battles for civil rights. Drawing on interviews with Thurgood Marshall and other NAACP lawyers, as well as new information about the private deliberations of the Supreme Court, Tushnet tells the dramatic story of how the NAACP Legal Defense Fund led the Court to use the Constitution as an instrument of liberty and justice for all African-Americans. He also offers new insights into how the justices argued among themselves about the historic changes they were to make in American society. Making Civil Rights Law provides an overall picture of the forces involved in civil rights litigation, bringing clarity to the legal reasoning that animated this "Constitutional revolution", and showing how the slow development of doctrine and precedent reflected the overall legal strategy of Thurgood Marshall and the NAACP.

Taking the novel position of dealing with law, classical rhetoric and feminism concurrently, this book considers the effects of beliefs about language on those who attempt to theorize about and use law to accomplish practical and political purposes. The author employs Aristotle's terminology to analyze economic and literary schools of thought in the US legal academy, noting the implicit language theory underlying claims by major thinkers in each school about the nature of law and its relationship to justice. The underlying assumption is that, as law can only work through language, beliefs about its relationship to justice are determined by assumptions about the nature of language. In addition, the author provides an alternative, feminist rhetoric that, being focused on the production of texts rather than their interpretation, offers a practical ethic of intervention.

This book tells of the challenges faced by white and black school administrators, teachers, parents, and students as Alachua County, Florida, moved from segregated schools to a single, unitary school system. After Brown v. Board of Education, the South’s separate white and black schools continued under lower court opinions, provided black students could choose to go to white schools. Not until 1968 did the NAACP Legal Defense Fund convince the Supreme Court to end dual school systems. Almost fifty years later, African Americans in Alachua County remain divided over that outcome. A unique study including extensive interviews, We Can Do It asks important questions, among them: How did both races, without precedent, work together to create desegregated schools? What conflicts arose, and how were they resolved (or not)? How was the community affected? And at a time when resegregation and persistent white-black achievement gaps continue to challenge public schools, what lessons can we learn from the generation that desegregated our schools?