Sentences with phrase «context of law students»

When these issues are raised in the context of law students and legal education, I have to laugh.

Not exact matches

For example, ESSA only slightly broadens the focus from test scores, does nothing to confront Campbell's Law, * doesn't allow for reasonable variations among students, doesn't take context into account, doesn't make use of professional judgment, and largely or entirely (depending on the choices states» departments of education make) continues to exclude the quality of educators» practice from the mandated accountability system.

Particularly in the context of ESSA, which has returned significant flexibility to States and local districts, programs like the RELs are critical to ensuring that States and districts have the resources to design and implement evidence - based practices and interventions responsive to student needs that the law calls for.

While public schools can teach students about religion in a civic or historical context, it's against the law for public school educators to teach the tenets of any one religion.

The actual text of the law mentions multi-tiered systems of support only briefly, and in the context of helping students with disabilities and English - language learners have access to the challenging academic standards.

Students studying at Yale University, Cornell University of USA are subjected to write essays on many topics which comprise of Law Essays, Marketing Essays, Management Essays, Corporate Essays and English Essays which requires a lot of vocabulary and context.

Best Practices for Legal Education, published by the Clinical Legal Education Association fifteen years later, in 2007, essentially reiterated the message of the MacCrate Report.57 Best Practices argued that to become effective practicing lawyers, students must have opportunities during law school to engage in legal problem - solving activities, either in hypothetical situations or real legal contexts.58 The MacCrate Report set out principles law schools should apply to achieve excellence in legal education.

By integrating writing and doctrine in the first semester, we are sending a message to our students, at outset of their legal education, that there is no real divide between analyzing legal doctrine and the writing that communicates that analysis.54 By writing within a doctrinal context, students are able to see the ways in which the law and how it is structured influence their writing choices.55 Moreover, students tend to develop a deeper understanding of the connected doctrinal course because of the writing that occurs in that doctrinal area.56 Thus a number of the benefits that result from integrating the two courses arise from the synergies that come from teaching both courses together.57 What follows are some specific synergies that I have observed in teaching the integrated LA&W and Introduction to Torts courses.

The «how - to» materials will assist legal writers in improving their organization and legal analysis skills.14 The more theoretical works can be helpful in judicial process courses and seminars for law students and judges.15 Writings that explain the workings of chambers provide the context in which opinions are written and are useful for current externs, future and new clerks, and new judges.16

This relatively short theoretical piece, written for all students of the law, asks foundational questions about the purposes of written opinions that will provide context for the three goals of a judicial opinion writing course and assure the students that learning about writing judicial opinions matters.

All of our writing assignments are based on the substantive law of Torts.39 In addition to the cases that students use directly for their writing assignments, they will often read Torts cases from their casebook that are connected to (and thus give an important context for) the area they are writing about.

Like the three reports discussed above, and, in fact, drawing heavily on those reports, the curricular change literature generally takes the position that the case - dialogue method of pedagogy does not sufficiently prepare law students to become practicing lawyers.74 While students learn basic case analysis skills through this method, they are usually not explicitly taught how to integrate those skills into a larger set of lawyering skills, in particular those identified as fundamental in the MacCrate Report.75 Further, while reading and analyzing cases, the focus of most law school classes, are important lawyering skills, they represent only a small portion of what lawyers actually do.76 Consequently, these commentators advocate for teaching legal skills as they are used in their real - world context, not merely as abstract ideas, and for integrating theoretical analysis and practical skills.77

Early statistics from some of the UK's largest law firms suggest students from disadvantaged backgrounds are up to 50 % more likely to be hired by firms when they are able to consider their performance in the context of their background.

It is caused by at least three other factors: (i) almost every problem law students encounter in law school comes labelled either by the course or by the assigned moot topic; few students ever have to deal with a simple cry for help from a client; (ii) in my experience at law schools — and it may be different now — almost all research was done in the context of litigation or moots and, while that's obviously an important focus, it's not the only one; and, perhaps the most important factor, (iii) the lawyers who give the students work far too often ask the student to «find a case» — this is almost universal focus of litigators — and are uninterested in either context or principle.

If you are running an organized program to help improve new lawyers or law students, and your advice will be given in the formal context of mock trials or appellate arguments, that's different.

The Report's central conclusion is that, although traditional legal pedagogy is very effective in certain aspects, it overemphasizes legal theory and underemphasizes practical skills and professional development.5 By focusing on theory in the abstract setting of the classroom, the Report argues, traditional legal education undermines the ethical foundations of law students and fails to prepare them adequately for actual practice.6 Traditional legal education is effective in teaching students to «think like lawyers,» but needs significant improvement in teaching them to function as ethical and responsible professionals after law school.7 As I will discuss in greater detail below, in general, the Report recommends «contextualizing» and «humanizing» legal education by integrating clinical and professional responsibility courses into the traditional core curriculum.8 In this way, students will learn to think like lawyers in the concrete setting of actual cases and clients.9 The Report refers to pedagogical theories developed in other educational settings and argues that these theories show that teaching legal theory in the context of practice will not only better prepare students to be lawyers, it will also foster development of a greater and more deeply felt sense of ethical and professional identity.10

Opening the door to the world of international and foreign law in the context of first - year legal research and writing will help our students recognize and prepare to work effectively in the global legal practice that awaits them.

We are convinced of the value of opening this door so that students begin to see international and comparative law as part of their context as lawyers, instead of viewing these sources as something literally alien and reserved only for experts.92

In my own research on legal education, I demonstrated that a key shortcoming of the traditional intellectual apprenticeship lies precisely when students start to think about the contexts of law cases in complicated ways.

This proximity of content and context, especially when combined with an administrative structure in which the library reports to the Dean of Law rather than to the central university library, allows for a level of integration of professional service, research support and institutional strategy among the library, faculty and students that is the envy of other disciplines.

For example, an analysis of this concept in the context of random drug testing of students engaged in extracurricular activities where the school's common law authority is balanced against constitutional concerns about privacy under the 4th Amendment is found in the U.S. Supreme Court case Vernonia School District 47J v. Acton, 515 U.S. 646 (1995).

A Flex Time cohort may involve the greatest costs, given the administrative complexity of managing admissions and course requirements within a Flex Time cohort context, and the additional student services, library services, clinical education offerings, and other customization of the Law School experience to a Flex Time model (e.g. moots, pro bono or public interest placements, exchanges, student clubs and associations, etc).

This is particularly problematic in the context of students graduating with ever - increasing law school debt: as students look to make crucial career decisions while graduating, the added — and somewhat unexpected — weight of almost $ 5,000 in licensing fees has a disproportionate impact on shaping legal career paths.

Given that 80 % of law students rely on student loans, employment and salary data placed in the context of student loans indebtedness would have broad usefulness.

Human Rights Clinic students are deeply engaged in the practice of law in the international and cross-cultural context of human rights litigation and advocacy at the local, national, and international levels.

The Centre of Excellence for International Courts (iCourts) and PluriCourts — Centre for the Study of the Legitimate Roles of the Judiciary in the Global Order is hosting a high - level summer school for PhD students working on international law and with a special interest in interdisciplinary studies of international law and its social and political context.

The Human Rights Clinic exposes students to the practice of law in the international and cross-cultural context of human rights litigation and advocacy.

Outside the law school context, writing center scholars have long debated whether generalist tutors (those that are not expert, or even conversant, in the writer's subject matter) can provide the right amount of feedback.105 Some believe generalist tutors are the ideal, because «the ignorant tutor, by virtue of her ignorance, is just as likely — perhaps even more likely — than the expert to help the student recognize what must be stated in the text.»

Students interested in acting as in - house counsel to First Nations governments, or providing governance advice to First Nations from the context of a private firm, should consider additional advanced elements of administrative law.

This is a webinar that we delivered for a law school client to help students develop a deeper understanding of the practical context in which law operates.

The LLM in International Human Rights Law provides students with a comprehensive insight into the legalframework of human rights protection, and engages students in the practice and policy context of human rights.Students chose from a range of modules, including Refugee Protection, International Criminal Justice, Gender and Law, International Humanitarian Law, Migration Law and Trafficking, Business and Human Rights, European Human Rights Law, Children's Rights, Counter-terrorism.

We expect our articling students to continue their formal education within the context of the law firm environment, and to become exposed to the widest possible range of legal subject matters, various alternatives for dispute resolution, appropriate business practices, and ethical standards.

She's focused on students» strategic exploration of the diverse contexts in which lawyers work, their understanding of different definitions of success and «fit,» and their development of a set of essential professional skills not typically taught in law school, such as self - awareness, team collaboration, and professional communication.

45 Cf. Sinsheimer & Herring, supra note 2, at 123 (recommending, based on three - year observational study of law - firm associates, that «[l] egal educators should consider developing exercises that require students to compose emails in various contexts»); Wawrose, supra note 14, at 547 («One of the major structural changes to the first - year LRW syllabus our research suggests is the inclusion of short research and writing assignments to supplement the traditional memo and brief assignments often used in first - year LRW classes.»).

Students work with Municipal Government Solicitors or City Law Directors on civil litigation and criminal litigation issues arising within the context of a municipal government.

She has a broad understanding of the changing contexts of legal education and law schools, and is deeply committed to seizing the opportunity before the Schulich School of Law to take the lead in curriculum reform, to increase its scholarly impact, to cultivate the professional legal community and to encourage students to work in the public interelaw schools, and is deeply committed to seizing the opportunity before the Schulich School of Law to take the lead in curriculum reform, to increase its scholarly impact, to cultivate the professional legal community and to encourage students to work in the public intereLaw to take the lead in curriculum reform, to increase its scholarly impact, to cultivate the professional legal community and to encourage students to work in the public interest.

The growing focus on mental health and wellness, for example, though new measures such as JustBalance, may have important and beneficial impacts on the kind of lawyers these law students will be, and how they respond to clients and colleagues with mental health issues and the mental health contexts in the justice system more broadly.

To provide context for the discussion, students were asked to read a paper by John H. Langbein on the historical foundation of the law of evidence, as well as the recent Canadian Bar Association report, Reaching Equal Justice: An Invitation To Envision And Act.

Investigating the impact of advocacy by law students at CLASSIC in the context of housing law hearings

The Centre of Excellence for International Courts (iCourts) and PluriCourts — Centre for the Study of the Legitimate Roles of the Judiciary in the Global Order is also hosting a high - level summer school for PhD students and junior scholars working on international law and with a special interest in interdisciplinary studies of international law and its social and political context.

«On the pedagogical side, we really think corporate law is an ideal course for many students in second term of first year because they get a chance to integrate concepts of a number of other courses they've taken in first term, and they get to do that in the context of a field where both statutes and judicial decision - making — case law — are important.

Although the context in which this topic arises for me is province - specific, I know from conversations with young lawyers and law students from across Canada that law firm orientation programs, or rather oftentimes the lack thereof, should be a topic of significant interest for lawyers in many parts of the country.

It has provided students - at - law with an opportunity to experience and learn about the practice of law in a relatively risk free context of supervised law firm placement.

Those of us who carry out legal research or provide legal research instruction as a regular part of our livelihoods or occupations often think of legal research in what I think of as a more traditional context: the private law firms, the corporate legal department, the government (i.e., justice departments), the courts (i.e., by court counsel and students / clerks), the law school (by or for students and professors).

Of course, that very question has preoccupied lawyers and legal scholars alike for two decades with regard to IT law, i.e. whether it should be treated as a subject in and of itself (in which case it usually isn't a mandatory class, meaning that students can go through law school without hearing the word «Internet» in a legal context), or if the digital medium should simply be addressed in basic textbooks and general courses and classeOf course, that very question has preoccupied lawyers and legal scholars alike for two decades with regard to IT law, i.e. whether it should be treated as a subject in and of itself (in which case it usually isn't a mandatory class, meaning that students can go through law school without hearing the word «Internet» in a legal context), or if the digital medium should simply be addressed in basic textbooks and general courses and classeof itself (in which case it usually isn't a mandatory class, meaning that students can go through law school without hearing the word «Internet» in a legal context), or if the digital medium should simply be addressed in basic textbooks and general courses and classes.

However, in this section I argue that if clinical law students and lawyers fail to critically interrogate our emotional responses in these contexts, we may unwittingly assume that our responses of outrage are sufficient «gauges» of injustice and that our feelings legitimate certain responses on the part of legal professionals.

In clinical law contexts, pedagogies focused on critical analysis of emotional responses must recognize that law students are constantly contending with dominant discourses and understandings about the role of emotions in law and legal practice.

Because of the dominant negative approach to overt expressions of emotions in legal education contexts, many law students may understand reactions of moral outrage as being upsetting, unprofessional, and «outside» the bounds of the legal realm in which they are operating.

Emotional intelligence is a key aspect of legal work in clinical contexts, they write, and therefore clinical law supervisors must focus on showing students how to attend to the affective dimensions of the lawyer client relationship.