Sentences with phrase «in practical legal skills»

Not exact matches

The students were briefed about the institute and informed that it continues to walk the legacy of Prof. Wangari Maathai and therefore keen on training transformative leaders and change agents with a multidisciplinary practical knowledge on resource economy, policy, legal pluralism, community mobilization skills and appropriate participatory approaches handy in assisting communities to sustainably utilize resources besides developing policy and generating research data that would guide integrated environmental governance and management.

Perhaps having more baseline practical skills could enable them to do more low level legal work earlier, resulting in their ability to handle more legal tasks at lower cost to a firm — lower costs for minor tasks is a key practical reality in access to justice discussions.

In my case, the 100 % exam developed the practical skill of aggregating legal concepts and arranging them in system for easy retrievaIn my case, the 100 % exam developed the practical skill of aggregating legal concepts and arranging them in system for easy retrievain system for easy retrieval.

More importantly, Reeve made an important step in skills training: he introduced formal moot courts as a part of the Litchfield curriculum, though on an optional basis.53 Initially, the students themselves conducted the moots, though by 1803, when James Gould was teaching at Litchfield, he presided over the arguments.54 The rules Gould imposed for the moots required not only oral argument, but also written argument, because the litigants had to produce writs and pleadings as well.55 Although a far cry from modern legal writing programs, these moot courts at least endeavored to provide some practical training in the production of persuasive writing.56

Students argued the moot court questions before the professor, but Harvard also involved legal writing, in that students drew up the pleadings, bills of exceptions, demurrers to evidence, special verdicts, and motions with the professor's help.100 In his report to Harvard's Board of Overseers, Professor Stearns touted the value of these practical skills exercises, writing that «no other exercise is so powerful an excitement to industry and emulation or so strongly interests the student in their professional pursuits.&raquin that students drew up the pleadings, bills of exceptions, demurrers to evidence, special verdicts, and motions with the professor's help.100 In his report to Harvard's Board of Overseers, Professor Stearns touted the value of these practical skills exercises, writing that «no other exercise is so powerful an excitement to industry and emulation or so strongly interests the student in their professional pursuits.&raquIn his report to Harvard's Board of Overseers, Professor Stearns touted the value of these practical skills exercises, writing that «no other exercise is so powerful an excitement to industry and emulation or so strongly interests the student in their professional pursuits.&raquin their professional pursuits.»

The Litchfield Law School would flourish from 1784 until 1833, providing practical legal training to students from across the nation, and producing many illustrious graduates.57 Other private law schools cropped up in the 1790s as well.58 They comprised not only the first attempts to systematically teach the law, but also set the mold for contemporary legal education.59 The moot court model pioneered by these schools would become the preferred way to teach practical skills such as writing and rhetoric.

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

In a 2007 report, Educating Lawyers: Preparation for the Profession of Law (Carnegie Report), the Carnegie Foundation for the Advancement of Teaching reported on a number of gaps in legal education and set out a series of recommendations for bridging those gaps.2 Among the authors» findings was the «increasingly urgent need to bridge the gap between analytical and practical knowledge...» 3 The resulting recommendation that the teaching of legal doctrine be integrated beyond «case - dialogue courses» and into courses that focus on more practical skills acknowledged that this idea was «building on the work already underway in several law schools...» 4 One of the schools where the teaching of legal analysis has long been integrated into practice - focused courses is the University of Maryland School of Law (MarylandIn a 2007 report, Educating Lawyers: Preparation for the Profession of Law (Carnegie Report), the Carnegie Foundation for the Advancement of Teaching reported on a number of gaps in legal education and set out a series of recommendations for bridging those gaps.2 Among the authors» findings was the «increasingly urgent need to bridge the gap between analytical and practical knowledge...» 3 The resulting recommendation that the teaching of legal doctrine be integrated beyond «case - dialogue courses» and into courses that focus on more practical skills acknowledged that this idea was «building on the work already underway in several law schools...» 4 One of the schools where the teaching of legal analysis has long been integrated into practice - focused courses is the University of Maryland School of Law (Marylandin legal education and set out a series of recommendations for bridging those gaps.2 Among the authors» findings was the «increasingly urgent need to bridge the gap between analytical and practical knowledge...» 3 The resulting recommendation that the teaching of legal doctrine be integrated beyond «case - dialogue courses» and into courses that focus on more practical skills acknowledged that this idea was «building on the work already underway in several law schools...» 4 One of the schools where the teaching of legal analysis has long been integrated into practice - focused courses is the University of Maryland School of Law (Marylandin several law schools...» 4 One of the schools where the teaching of legal analysis has long been integrated into practice - focused courses is the University of Maryland School of Law (Maryland).

Even if a law school has a clinical program to acquaint students with the procedures of the real legal system, there will almost certainly be no instruction in how to dictate a letter, how to delegate work to secretaries or paralegals, how to maintain a file, how to record billable time, or any of the other practical office skills which go into practicing law.

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.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.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.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.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.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.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.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.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.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.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

You should avoid legal practitioners who merely dabble in employment law since they may not keep abreast of the most recent developments or have the necessary practical skills to meet your objectives.

For the most part, the legal education community has assumed this simply means more training in practical skills.4 For the Report, however, being prepared for the practice of law means much more.

«Podium» faculty, particularly at the most elite law schools that draw a great deal of public attention, do not tend to work with clinical or legal writing faculty who are training students in more «practical» skills.

Justice Bridge offers UMass Law graduates new legal employment opportunities, in addition to a practical skills - based curriculum.

(2) Curriculum reevaluation including mandatory courses in the current legal landscape as well «practical» courses in new foundational practice skill areas such as project management, data management, legal technology, basic business skills, etc..

There are many, obvious, challenges here — among them role definition (and expressing this clearly in a retainer agreement), skills - building, marketing (the public that rarely connects the legal profession with this type of practical, focused assistance in achieving their goals) and much more.

New York Law professor and program organizer Elizabeth Chambliss says several factors helped spark the initiative: deep cuts in associate hiring, recession - driven changes to the broader legal market and the Carnegie Foundation's highly critical 2007 report on how law schools are failing to teach students practical skills.

They will need to leave school better prepared with more practical skills — if not, they will be left behind and the legal outsourcing companies in India will be, in effect, the new articling students.

An integrated, practical approach, including multidisciplinary skills training, should be incorporated into substantive curricula to provide «translational knowledge» — the ability to turn critical knowledge of legal concepts, regulatory processes, and legal culture into actual problem - solving ability in practice.

The Legal Education and Admissions Section is being asked to think about law school, at least in part, in terms of producing lawyers with knowledge, skills and values geared towards the practical demands of a professional life of client service.

(2) I believe that trying to find a just solution to a contentious matter is as if not more demanding than arguing for its resolution according to legal precedents (I always tell my students that they are mistaken if they believe that mooting is the pinnacle of intellectual achievement in law school — in fact it is learning how to negotiate, mediate and problem - solve)(3) Learning how to problem - solve (which includes relating to the people as well as the problem) is a good deal more practical and important for prospective lawyers than being able to find and apply legal precedent, any well - trained monkey can learn to do that and (4) I think we make the mistake all the time of imagining that knowledge and skills are somehow binary processes.

Fellows gain practical experience on the varied uses of technology in delivering legal services and other translational legal skills.

Here are examples of how a law school and two law firms are teaching law students and associates practical legal skills, and how two firms are encouraging associates to become rainmakers by giving them a personal stake in the firm's business.

Jern - Fei Ng QC is described in the legal directories as «a formidable advocate»; «rising star»; «undoubted star junior» and «QC in waiting» with «first - class advocacy skills» who «comes up with extremely clever points» and has an ability to «present practical legal solutions that not only win you the battles, but also the war.»

Client comments as published in the legal directories and guides include: «A first - class mind and clearly a silk in the making»; «a QC in waiting»; «a very bright, uber - responsive, rising star»; «formidable advocate able to stand up to commercial silks and senior juniors»; «an extremely impressive and effective advocate who gets on top of things extremely fast and is quick on his feet»; «complete grasp of all current developments, strategic input and forceful yet polite cross-examination»; «undoubted star junior who goes well past the extra mile in preparing his cases»; «brilliant, completely committed to the brief; a great all - rounder»; «intellectually very strong»; «very sharp and to the point»; «ringing endorsements from the market»; «impressive and knows his stuff»; «razor sharp legal skills»; «comes up with extremely clever points» with an ability «to handle hearings with utmost self - possession and confidence and produce some first - class advocacy»; «a thorough and thoughtful advocate who has an agreeable but tough courtroom manner»; «very proactive and, once instructed, takes control of a case and pushes it forward to the advantage of the client»; «has the ability to sift through complex legal problems, and present practical legal solutions that not only win you the battles, but also the war»; «very commercial and savvy»; «infectious passion for the law»; «his commitment to his work is outstanding»; «relentless energy and precise attention to detail make him invaluable.»

Yes, it is important to study legal theory and to obtain a solid foundation in core areas of the law, but there must be a greater focus on building practical experience and skills.

Some of the important reforms yet to take place include the establishment of legal clinics and research centers, the provision of practical skills trainings and legal resources, changes in curriculum to respond to the needs of justice institutions and the market, graduate and post-graduate educational opportunities for professors, and the merging of law and Sharia schools are.

Real Estate + Development Group lawyer Michael S. Giaimo presented a one - hour video recorded lecture on «Zoning Practice: Procedures for Obtaining Variances and Special Permits» as part of the Massachusetts Continuing Legal Education's (MCLE) Practical Lawyering Skills series, which is geared towards lawyers beginning in practice or who want to brush up in a particular area.

Practical skills trainings are lacking and legal clinics are not common in law and Sharia schools.

We believe the legal profession and the clients they serve will benefit as a whole if law students are utilized in a meaningful way through exposure to 21st century skills and practical experience by working with technology tools that are expanding legal access and improving the delivery of legal services.»

Our litigation team is skilled in putting «boots on the ground» for practical legal advice on an urgent basis If you would like to discuss this article in greater detail, or any other business law matter, please do not hesitate to contact our business litigation group at Nerland Lindsey LLP.

The inspiration for the Oregon program was the same as what led to similar programs in Georgia and Utah, namely, to help new lawyers develop the practical and professional skills they need to be successful and ethical practitioners, and to make sure that new sole practitioners are connected to other lawyers in the legal community.

To date, 90,000 + students have expanded their practical legal knowledge and skills through our campuses and workshops in Sydney, Melbourne, Brisbane, Perth, Canberra, Adelaide and Auckland, NZ.

Also, the opportunity to practice skills in the classroom gives students some of the practical legal experience they may not otherwise receive.

Herein lies the problem: if legal writing professors simply incorporate «e-memo» assignments without considering the distinctions within that category, they may be missing opportunities to develop a broad range of practical emailing skills that students are likely to use in practice.

See also Bradford, supra note 29, at 1094 — 95; David Nadvorney, Teaching Legal Reasoning Skills in Substantive Courses: A Practical View, 5 N.Y. City L. Rev. 109, 109 (2002); and Reed, supra note 32, at 303 for further discussion about professors» dismay about the quality of student exam - writing.

The Refugee Legal Assistance Project (RLAP), shortlisted in the Times Higher Education Awards for its outstanding contribution to the local community, has been running for a number of years and allows students to work alongside legal practitioners and gain valuable practical skills, whilst providing precious assistance to people in Legal Assistance Project (RLAP), shortlisted in the Times Higher Education Awards for its outstanding contribution to the local community, has been running for a number of years and allows students to work alongside legal practitioners and gain valuable practical skills, whilst providing precious assistance to people in legal practitioners and gain valuable practical skills, whilst providing precious assistance to people in need.

Our team of highly skilled and experienced employment lawyers in Chester and Shrewsbury provides prompt, practical and authoritative legal advice to clients across the UK on a wide range of employment issues, including:

15 units of coursework in practical skills training prior to admission to the Bar, which can be acquired through law school coursework and / or bar - approved externship, clerkship or apprenticeship programs sponsored by courts, governmental agencies, law firms or legal service providers;

Both task forces issued reports that carefully analyze the state of legal education and post-graduate preparation and concluded that fundamental changes are needed in order to give law students and new lawyers better grounding and more skills in the practical aspects of being a lawyer.

The real estate attorneys at Haas & Najarian possess not only the technical legal knowledge, experience and skills required in sophisticated commercial real estate transactions, but also the practical understanding of our clients» business needs.

A Willamette legal education encompasses the rigorous academics of learning the law, as well as the experiential learning and practice - ready training that occurs in legal clinics, externships, study abroad programs, and practical skills courses.

We believe the legal profession and the individuals they serve will benefit as a whole if law students are utilized in a meaningful way through exposure to multidisciplinary skills and practical experience developing tools to expand legal access and improve the delivery of legal services.

We enhance legal knowledge by cultivating well - rounded, practical research skills in the attorneys of today and tomorrow.

Fellows will gain practical experience on the varied use of technology in delivering legal services and a host of other translational legal skills.

Whether you want to pursue a JD degree, continue your legal education with an LLM, or take advantage of a MSLS degree, USD School of Law offers a valuable legal education that provides both learning in the classroom and practical skills in the field.

In November 2017, NCSC was awarded a grant with the Department of State, Bureau for International Narcotics and Law Enforcement Affairs to strengthen legal education and equip future professionals with practical skills to contribute to the legal workforce.

Legal Project Management in One Hour for Lawyers provides any attorney with practical skills and methods for improving efficiency, keeping budgets under control, building strong working relationships with clients, and maximizing profitability.

Important though they might be, practical skills can be learned in continuing legal education programs, from mentors, and yes, through the self - study for which a law school education should have prepared students.

To the contrary, social justice teaching plays an essential role in improving legal analysis, enhancing practical skills, and cultivating professional development.