From the Executive Summary (page 3/6 of the PDF) of the document:
…the Internet is in some danger of splintering or breaking up into loosely coupled islands of connectivity. A number of potentially troubling trends driven by technological developments, government policies and commercial practices have been rippling across the Internet’s layers….
The growth of these concerns does not indicate a pending cataclysm. The Internet remains stable and generally open and secure in its foundations, and it is morphing and incorporating new capabilities that open up extraordinary new horizons, from the Internet of Things and services to the spread of block chain technology and beyond. … But there are challenges accumulating which, if left unattended, could chip away to varying degrees at the Internet’s enormous capacity to facilitate human progress. We need to take stock of these….
The purpose of this document is to contribute to the emergence of a common baseline understanding of Internet fragmentation. It maps the landscape of some of the key trends and practices that have been variously described as constituting Internet fragmentation and highlights 28 examples.
I’ve raved and raved about the Bloomberg Law Reports (only because our faculty keep telling me how good they are). I’m pleased to see a new subject enter the arena: Bloomberg Law Reports: Class Actions. Vol. 1, no. 1 is dated September 2008.
The “Featured Article” is “Class Actions in Canada,” by Sean P. Wajert.
For those of you interested in class actions worldwide, we have a new resource here at Stanford, the Global Class Actions Exchange (which also has a paper about Canadian class actions — as well as papers covering many other countries).
Legal Education Digest (v.16 #2 pp. 46-49), published a condensed version of the following article by Daniel Bradlow and Jay Finkelstein: “Training Law Students to be International Transactional Lawyers – Using an Extended Simulation to Educate Law Students About Business Transactions.” This article describes an international business transactions course jointly taught by Amercian University Washington Colleg eof Law and Dundee University’s Centre for Energy, Mineral, and Petroleum Law and Policy. One class represents the buyer, a U.S. drug company and the other class represents the seller, a state-owned agricultural cooperative in an African country.
The article describes an innovative approach to educating law students about the legal issues and the role of lawyers in negotiating international business transactions. It is based on our experiences in developing and teaching a course that is built around a semester-long simulation exercise and taught in counterpart classes at two law schools. The students in these classes represent the opposing parties and negotiate a cross-border business transaction involving a joint venture agreement, a licensing agreement and a long-term supply contract. The students, who attend either the American University Washington College of Law or the Centre for Energy Mineral and Petroleum Law and Policy at the Dundee University in Scotland, utilize written communications, video-conferencing and teleconferencing in their negotiations. In the paper we discuss the value the course adds to the education of our students, the challenges and pleasures of teaching the course, the response of students to the innovative approach to teaching, and ways in which the course could be adapted and enriched.
JAMES R. MAXEINER, University of Baltimore School of Law
This address has three principal points: (1) An overview of how we are going about internationalizing the law school curriculum today in the United States; (2) Whether we are making as much progress as we should and how learning from others is central to sustaining our progress such as it is; and (3) What some of the obstacles to such learning are.
Source: LSN Comparative Law Vol. 8 No. 94, 09/03/2008