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Catherine J. Cameron et al., Practical Guide to Legal Writing and Legal Method (8th ed., Aspen, 2027)Clicking on the button will copy the full recommended citation.
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Catherine J. Cameron, Illuminating the Iceberg: Brain Science and Punitive Damages in Libel Cases, 60 Tulsa L. Rev. 351 (2025)Clicking on the button will copy the full recommended citation.
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Catherine J. Cameron, It’s Time to End the Zombie Reign of Red Lion Broadcasting, 20 Ohio State Technology Law Journal 327 (2024)Clicking on the button will copy the full recommended citation.
The Internet is hunkered down in a ramshackle cabin, and the only walls protecting it from the zombie case that is Red Lion Broadcasting Co. v FCC, 395 U.S. 367 (1969), are the walls constructed by section 230 of the Communication Decency Act. As a creature of legislation, those walls are flimsy and could crumble at any moment. And the Red Lion Broadcasting zombie is aggressive. The premises of the Red Lion Broadcasting case that the government should be allowed to regulate the broadcast spectrum to promote the public interest because the spectrum is "scarce" were proven wrong over forty years ago, but the case has been revived in zombie form and continues to lumber around the legal landscape seeking to infect new law. The only way to save the Internet and new technologies of the future from regulatory schemes based on strained notions of scarcity is for the Court to expressly overrule Red Lion Broadcasting and dispense with arguments that scarcity of any imagined kind warrants regulation of new media.
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Catherine J. Cameron and Lance Long, The Science Behind The Art Of Legal Writing (2nd ed., Carolina Academic Press, 2019)Clicking on the button will copy the full recommended citation.
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Catherine J. Cameron, In The Eyes of the Law Student: Determining the Reading Patterns of Law Students with Eye-Tracking Technology, 45 Rutgers Law Record 39 (2017)Clicking on the button will copy the full recommended citation.
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Catherine J. Cameron and Lance Long, The Science Behind The Art Of Legal Writing (1st ed., 2015)Clicking on the button will copy the full recommended citation.
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Catherine J. Cameron, Reinvigorating U.S. Copyright Law with Attribution: How Courts Can Help Define the Fair Use Exception by Considering the Economic Aspects of Attribution, 2 Berkeley J. Ent. & Sports L. 130 (2013)Clicking on the button will copy the full recommended citation.
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Catherine J. Cameron, Fixing FOIA: Pushing Congress to Amend FOIA Section B(3) to Require Congress to Explicitly Indicate an Intent to Exempt Records from FOIA in New Legislation, 28 Quinnipiac L. Rev. 855 (2010)Clicking on the button will copy the full recommended citation.
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Catherine J. Cameron, Jumping Off the Merry-Go-Round: How the Federal Courts Will Reconcile the Circular Deference Problem Between HIPAA and FOIA, 58 Cath. U. L. Rev. 333 (2009)Clicking on the button will copy the full recommended citation.
This Article introduces the conflict between HIPAA and FOIA in Part II, which explains the provisions of HIPAA and FOIA and the HHS regulations that cover access to medical records held by the federal government. Part II delineates the practical realities agency personnel will face when a record request falls under both HIPAA and FOIA. Part IV of this Article highlights how two states have dealt with HIPAA’s conflict with state statutes to see how those courts have resolved a similar conflict. Part V delves into the case law interpreting Exemption Six of FOIA to conclude that HHS’s assessment that Exemption Six should not cause a conflict with FOIA is inaccurate. Finally, this Article argues that a federal court should decide that public access to a medical record held by a government health provider is dictated by FOIA’s Exemption Six instead of HIPAA and HHS regulations.
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Catherine J. Cameron and Jeffrey J. Minneti, Teaching Every Student: A Demonstration Lesson that Adapts Instruction to Students’ Learning Styles, 17 Perspectives 161 (2009)Clicking on the button will copy the full recommended citation.
Armed with the knowledge that law students have unique and diverse learning styles, we have an opportunity and perhaps an obligation to mold our teaching to the way our students best learn new and difficult information. Through the vehicle of an demonstration lesson that was used in a first-year legal research and writing class at Stetson University College of Law, this article briefly illustrates what such molding might look like and accomplish in a legal research and writing classroom. The article first describes how the authors developed the demonstration lesson. It then describes the lesson itself, and it concludes with student and professor feedback on the lesson.