Background
Strauss, Peter Lester was born on February 26, 1940 in New York City. Son of Simon D. and Elaine Ruth (Mandle) Strauss.
(Foreign attorneys seeking an introduction to American pub...)
Foreign attorneys seeking an introduction to American public law, American students of administrative law, and others wanting to understand the workings of American government from a legal perspective will all be well served by the second edition of Administrative Justice in the United States. Like the first edition, which has been widely adopted in American universities, it provides an overview of American administrative law. Originally written to introduce lawyers from abroad to American public law, it discusses most subjects that would be covered in an American law school course on Administrative Law or on the structural elements of American constitutional law. It makes a particular effort to explain arrangements of American government that might be surprising to lawyers from other parts of the world. Thoroughly revised and expanded, the second edition offers not only a comprehensive introduction to the caselaw, statutes, and literature of the subject, but also a wide range of websites through which American government can be explored firsthand.
http://www.amazon.com/gp/product/0890890420/?tag=2022091-20
(This book's focus makes statutes, and the processes that ...)
This book's focus makes statutes, and the processes that produce them, the primary consideration. Traditional teaching materials tend to make statutes and the circumstances of their creation secondary; students encounter the legislative process and legislative materials chiefly, sometimes exclusively, through the eyes of judges. In contrast, two of the three principal chapters of this book are organized around the enactment of two particular statutes -- one late Nineteenth Century, the second late Twentieth Century. These chapters expose students to primary documents reflecting the quite different processes by which these two statutes were enacted, and invite them to reach conclusions about their meaning, in advance of any exposure to judicial interpretations -- just as lawyers would typically be required to do in practice. The latter of these two chapters also includes extensive selections from the secondary literature to help put the current debates between textualists and purposivists in sharp focus. The intervening chapter deals in a more conventional way with the development and use of the purpose/intent-oriented methods of interpretation that characterized mid-Twentieth Century judicial practice. This chapter, in which judicial decisions predominate, often sets a statutory problem as a prologue to the case -- highlighting the statutory issue and inviting the student to do her own interpretive analysis before encountering the judges' opinion. For more information visit the companion site.
http://www.amazon.com/gp/product/1587789507/?tag=2022091-20
(How should students begin their legal education? Professo...)
How should students begin their legal education? Professor Peter Strauss's innovative materials build on a Columbia Law School commitment reaching back to Karl Llewellyn's Bramble Bush -- that legal education should start with orientation to the materials lawyers use and the institutions they deal with.In general, Legal Methods provides an introduction to the processes and the skills necessary in the professional use of case law and legislation, and to the development of American legal institutions. The casebook starts with materials from the first decades of American history, with relatively simple common law litigation, statutes and institutions, and with a country having to fashion its law for itself, largely through its courts. As the country industrializes, judicial styles change, statutes and their interpretation become more and more important, administrative agencies emerge. The materials largely explore the developing law on the related questions of product liability and
http://www.amazon.com/gp/product/1599413914/?tag=2022091-20
(How should students begin their legal education? Professo...)
How should students begin their legal education? Professor Peter Strauss's innovative materials build on a Columbia Law School commitment reaching back to Karl Llewellyn's Bramble Bush―that legal education should start with orientation to the materials lawyers use and the institutions they deal with. Like its predecessors, the third edition builds both case analysis and statutory interpretation skills, with an increasing emphasis on the latter. After a general introduction, four chapters deal with three historical stages in American legal development Karl Llewellyn and Grant Gilmore had identified―"Discovery" at the nation's beginnings; "Faith" as judges turned formalist in the late Nineteenth Century; "Anxiety" as progressive legislation challenged judges and legal realism emerged ―and "Modern Times," the current day. Each chapter presents both case and statutory materials―simple at first and gradually becoming more complex, with statutes increasingly dominating. The first three of these chapters, "Discovery," "Faith," and "Anxiety," follow the development of product liability law, wholly a common law matter, and workplace injury law, which begins in the courts and is displaced by statutes. The distribution of authority between federal and state courts, that begins with Swift v. Tyson and ends with Erie RR v. Thomson, is a secondary theme. That displacement is signaled, for teaching purposes, by the Railroad Safety Appliances Act of 1893. Innovative teaching materials reflect the realities of law practice by engaging the students with practical problems the railroads were required to solve, legislative materials they would have been attentive to, and Interstate Commerce Commission reports on the negotiated implementation of the Act, hours before they encounter the first judicial dealings with its interpretation. That they will quickly reach an understanding of the statute that initially eludes the judges is, in itself, an important lesson. "Modern Times," brings product liability developments through the ALI's Third Restatement of Torts. On the statutory side, a unit on litigation fee reimbursement, structured along the same lines as the Railway Safety Appliances Act materials, engages students in contemporary congressional materials and lawyers' briefs, in the courts' increasing struggles over interpretive technique, and in the difficulties of contemporary legislative-judicial "conversation. The interpretive debate is then revisited in extensive passages from the writings of Judge Stephen Breyer, purposivist, and John Manning, textualist, supplemented by many shorter excerpts from the literature. The chapter ends by setting three interpretive problems for students to resolve for themselves before turning the page to discover how the Supreme Court very recently resolved them. In proceeding from the early 19th Century to the greater complexities of the current day, then, the casebook explores the sources, forms, and development of law, the analysis and synthesis of judicial precedents, the interpretation of statutes, the coordination of judge-made and statute law, and the uses of legal reasoning. Understanding that today's lawyer must often deal with transactions governed by the civil law, the dominant legal system in much of the rest of the world, the casebook attempts briefly to expose the student to its development as well. With this casebook, a student will have acquired skills essential to work in other law school classes, an appreciation for the changing styles of legal analysis that American jurists have brought to their work over time, and an awareness of current disputes about the modern role of judges, particularly in relation to the work of legislatures. For more information and additional teaching materials, visit the companion site.
http://www.amazon.com/gp/product/1609301994/?tag=2022091-20
http://www.amazon.com/gp/product/B011DCBM4G/?tag=2022091-20
Strauss, Peter Lester was born on February 26, 1940 in New York City. Son of Simon D. and Elaine Ruth (Mandle) Strauss.
AB magna cum laude, Harvard University, 1961. Bachelor of Laws magna cum laude, Yale University, 1964.
Law clerk to Honorary David L. Bazelon United States Court Appeals (District of Columbia circuit), Washington, 1964-1965. Law clerk to Justice William J. Brennan United States Supreme Court, 1965-1966. Lecturer Halle Selassie University School Law, Addis Ababa, Ethiopia, 1966-1968.
Assistant to solicitor general United States Department Justice, Washington, 1968-1971. Associate professor law Columbia Law School, New York City, 1971-1974, professor, since 1974, Betts professor law, since 1985, vice-dean, 1996, 2001—2002. General counsel Nuclear Regulatory Commission (National Research Council), 1975-1977, Administrative Conference United States, 1984-1995.
Byrne visiting professor School Law Harvard University, Cambridge, Massachusetts, 1994. Board directors Center for Computer Assisted Legal Instruction, since 2002.
(How should students begin their legal education? Professo...)
(How should students begin their legal education? Professo...)
(Foreign attorneys seeking an introduction to American pub...)
(This book's focus makes statutes, and the processes that ...)
Member American Bar Association (chair section administrative law and regulatory practice 1992-1993, Distinguished Scholarship award 1988), American Law Institute. Fellow American Academy Arts & Sciences.
Married Joanna Burnstine, October 1, 1964. Children: Benjamin, Bethany.
