This September, we celebrated the 50th anniversary of the Civil Practice Law and Rules of New York State. The CPLR was the handiwork of the Advisory Committee on Practice and Procedure, appointed in 1955 by the New York State Temporary Commission on the Courts. Under the leadership of the Committee's reporter, then Columbia Law School Professor Jack B. Weinstein, the Committee members, which included former New York State Bar Association presidents Jackson Dykman and S. Hazard Gillespie, spent five years overhauling, revising and reforming the Civil Practice Act of 1920. This remarkable joint venture between the practicing bar and the academy involved thousands of hours of detailed research, two full-day meetings a month, many public hearings, hundreds of draft reports, extensive debate, myriad hours of consultation with the bench and bar and, in 1961, submission of a final report to the Legislature. Although the Legislature did not adopt all of the Committee's proposals, the CPLR was enacted and became effective on September 1, 1963. This impressive document is one of the nation's oldest state procedural codes; it is appropriate to review its origins and to salute those involved in its creation.
Teaching mobile solution development in a global context: Comparing solutions proposed by students in the developed and developing world
This paper presents and reflects on the different approaches of teaching mobile solution development at Pace University in the US and in different universities in Senegal in the last three years. The evolution of the objectives, contents, and targeted mobile technologies of the different courses are described based on our lessons learned and the state-of-the-art technologies and practices used in the industry. Students developed mobile solutions aimed at improving life on campus in the US and in Senegal, sometimes collaboratively. These initiatives permitted us to do a cross-cultural exploration of what students saw themselves as needing and how mobile technology can meet these needs given the nature of the specific and local constraints of their institutions, infrastructures, and cultures. This paper summarizes the findings of this exploration and presents recommendations for faculty interested in teaching mobile solution development in a global context.