Sentences with phrase «portion of law students»

A large portion of law students go to law school because they want to help people in need.

Not exact matches

He said he has the support of County Executive Joanie Mahoney for the education portion of the program and the support of the county's law enforcement officers to hire students who finish the program as cops, sheriffs and prison guards.

But in May 2002, the state legislature made one of its boldest moves, revising the School Code, the state's education law, to require 3rd - grade students to score at the Level - 2 benchmark or above on the reading portion of the FCAT in order to be promoted to 4th grade.

On Tuesday, the Tennessee Department of Education announced that 3rd through 8th grade Quick Scores, the portion of students» final grades that come from TCAP testing as mandated by state law, would not be available until May 30th.

Borrowers who meet requirements outlined in the law may be eligible to have a portion of their student loan debt forgiven.

Borrowers who meet the requirements outlined in the law may be eligible to have a portion of their student loan debt forgiven.

One portion of the new consumer protection law was aimed at preventing lenders from luring students into applying for credit cards without the ability to repay.

If you practice law as a prosecutor, public defender or provide advocacy on behalf of low - income communities at a nonprofit organization, you may have a portion of your federal student loans forgiven.

Because long - term student loans finance such a huge portion of law schools» budgets, deans and faculty have almost zero incentive to reign in the cost of legal education or to provide more value for the tuition dollar.

One solution that might not require Congress: the ABA could require for accreditation that law schools be responsible for a significant portion of their students» debt.

Eric Goldman, of the Santa Clara University law school faculty, who blogs over at Goldman's Observations, has a lengthy post detailing his experiment with offering students in his Cyberspace Law class (yes, that's really what it's called) the option to have a portion of their grade based on something other than the final exlaw school faculty, who blogs over at Goldman's Observations, has a lengthy post detailing his experiment with offering students in his Cyberspace Law class (yes, that's really what it's called) the option to have a portion of their grade based on something other than the final exLaw class (yes, that's really what it's called) the option to have a portion of their grade based on something other than the final exam.

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

The effect of that is that people of all backgrounds properly learn how to interact with others, something I can say definitively a significant portion of highly insulated law students and lawyers in our system have never really experienced.

The Clinic seeks to instill in students a sense of professionalism and encourages them to pursue public interest law careers or to devote substantial portions of their legal practices to providing pro bono legal assistance to the poor.

«In making the decision, the minister creates a pool of law school positions in British Columbia (at four British Columbia law schools), a portion of which (at TWU) are not available to people who engage in same - sex intimacy, whether married or not, thereby excluding sexual minority students,» the petition states.

Here at the University of Victoria Faculty of Law, we recently compilted the results of th IT / Computer portion of the annual 1st year student survey.

Next comes Terri Enns and Monte Smith's article, entitled, «Take a (Cognitive) Load Off: Creating Space to Allow First - Year Legal Writing Students to Focus on Analytical and Writing Processes,» in which Terri and Monte encourage us to focus the students» attention away from the documents they write — the products — and focus on writing and analysis — the processes.8 Terri and Monte's article provide us with a discussion of the cognitive blocks that «impede -LSB--RSB- first - year law students» ability to learn analytical and writing processes at the same time that the students are producing written analysis for a grade,» as well as describing exercises that Terri and Monte have used in class to assist the students in refocusing on the writing and analytical processes, instead of the products.9 And Terri and Monte's article concludes with a proposal of devoting a portion of class to processes, 10 in hopes that «[g] reater understanding and the adoption of that doctrine [the processes] should improve the students» ability to transfer their new knowledge to new analysis and writing tasksStudents to Focus on Analytical and Writing Processes,» in which Terri and Monte encourage us to focus the students» attention away from the documents they write — the products — and focus on writing and analysis — the processes.8 Terri and Monte's article provide us with a discussion of the cognitive blocks that «impede -LSB--RSB- first - year law students» ability to learn analytical and writing processes at the same time that the students are producing written analysis for a grade,» as well as describing exercises that Terri and Monte have used in class to assist the students in refocusing on the writing and analytical processes, instead of the products.9 And Terri and Monte's article concludes with a proposal of devoting a portion of class to processes, 10 in hopes that «[g] reater understanding and the adoption of that doctrine [the processes] should improve the students» ability to transfer their new knowledge to new analysis and writing tasksstudents» attention away from the documents they write — the products — and focus on writing and analysis — the processes.8 Terri and Monte's article provide us with a discussion of the cognitive blocks that «impede -LSB--RSB- first - year law students» ability to learn analytical and writing processes at the same time that the students are producing written analysis for a grade,» as well as describing exercises that Terri and Monte have used in class to assist the students in refocusing on the writing and analytical processes, instead of the products.9 And Terri and Monte's article concludes with a proposal of devoting a portion of class to processes, 10 in hopes that «[g] reater understanding and the adoption of that doctrine [the processes] should improve the students» ability to transfer their new knowledge to new analysis and writing tasksstudents» ability to learn analytical and writing processes at the same time that the students are producing written analysis for a grade,» as well as describing exercises that Terri and Monte have used in class to assist the students in refocusing on the writing and analytical processes, instead of the products.9 And Terri and Monte's article concludes with a proposal of devoting a portion of class to processes, 10 in hopes that «[g] reater understanding and the adoption of that doctrine [the processes] should improve the students» ability to transfer their new knowledge to new analysis and writing tasksstudents are producing written analysis for a grade,» as well as describing exercises that Terri and Monte have used in class to assist the students in refocusing on the writing and analytical processes, instead of the products.9 And Terri and Monte's article concludes with a proposal of devoting a portion of class to processes, 10 in hopes that «[g] reater understanding and the adoption of that doctrine [the processes] should improve the students» ability to transfer their new knowledge to new analysis and writing tasksstudents in refocusing on the writing and analytical processes, instead of the products.9 And Terri and Monte's article concludes with a proposal of devoting a portion of class to processes, 10 in hopes that «[g] reater understanding and the adoption of that doctrine [the processes] should improve the students» ability to transfer their new knowledge to new analysis and writing tasksstudents» ability to transfer their new knowledge to new analysis and writing tasks.»

It is a frequently referred to resource in student training programs, including the Edmonton Law Libraries Association HeadStart program, which, with Catherine's generous permission, has included portions of it in the student handout package.

Given that skills and intelligence only account for a portion of success, perhaps law schools should place a greater emphasis on building optimism and social connections amongst its students.

Although drivers may take Maryland defensive driving courses online to fulfil the DIP program requirement, state law requires students to complete the final exam portion of the course in person at a local testing site.

Minnesota law allows full - time home - schooled students under 18 to complete the required 30 - hour classroom portion of drivers education at home.

Minnesota law allows students under the age of 18 to complete the classroom portion of driver education from home when the student is receiving full - time instruction in a home school.

As one of the mandatory Qualifying Education courses, this foundational course has been designed to provide students with all the information they need to pass questions covering Law of Agency issues on the state and national portions of the Texas Real Estate Sales Agent exam.