Sentences with phrase «practical legal skills as»

You can fit this description by acquiring as many practical legal skills as possible during school.

Not exact matches

It means reassessing articling as the principal method of teaching practical legal and business skills associated with actual law practise.

The second stage will focus on practical legal skills, such as writing, research, interviewing and advocacy.

Add a 4th practicum year to law school that focuses exclusively on practical skills courses, as well as co - op / intern placements with firms / legal departments / tribunals or courts.

Law schools, at least those accredited by the American Bar Association, are struggling to address the growing outcry from critics who suggest that today's legal education costs too much and does not provide the level of practical skills training required to succeed as...

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

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

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.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.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

(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..

Like the first edition, the «Newer Lawyer» 2017 (as my friends at UBC Press call it) identifies the ability to resolve cases short of a trial as a foundational skill for litigation lawyers and using the insights of both lawyers and their clients, considers what this means as a practical matter for negotiations, advocacy, lawyer / client relationships, and for the ethics of legal practice.

These recommendations also remind us we often talk about «legal skills» as if there is a divide between the practical and the theoretical that we all understand.

(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.

--[T] raditional legal education does not give enough emphasis to other practical skills such as working with clients, managing a file, the business of law practice, negotiations, etc..

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.»

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.

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.»

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.

Many of today's law school graduates lack the practical skills that they need to thrive as practicing lawyers.1 As a result, it is incumbent on law schools — and, specifically, legal writing programs — to redouble their efforts to prepare law students for the realities of modern legal practice.2 And perhaps no feature of modern legal practice has been more striking than the «meteoric rise of email as a means of professional communication.&raquas practicing lawyers.1 As a result, it is incumbent on law schools — and, specifically, legal writing programs — to redouble their efforts to prepare law students for the realities of modern legal practice.2 And perhaps no feature of modern legal practice has been more striking than the «meteoric rise of email as a means of professional communication.&raquAs a result, it is incumbent on law schools — and, specifically, legal writing programs — to redouble their efforts to prepare law students for the realities of modern legal practice.2 And perhaps no feature of modern legal practice has been more striking than the «meteoric rise of email as a means of professional communication.&raquas a means of professional communication.»

With the support of a friendly and approachable team of highly qualified academics and a wide range of activities on offer, students are given the opportunity to develop practical skills which are increasingly important as they progress through their legal career.

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.

As a legal clinician I recognize the value of these practical legal skills and learning experiences.

To be effective, LPM programs must teach and demonstrate practical skills, such as process mapping, legal work breakdown, and / or Gantt charting, rather than just abstract theory.

Greenhorn Legal offers intensive practical skills training programs for law students and new lawyers as they transition from law school into their legal practLegal offers intensive practical skills training programs for law students and new lawyers as they transition from law school into their legal practlegal practices.

Fenwick University for Mid-level Associates As associates begin the transition from junior - to mid-level associate, it is expected that they are well on their way to developing strong, practical legal skills.

Liberty University School of Law competitive teams have become recognized as top finishers in a variety of regional and national tournaments that require practical, real - world legal skills.

In the skills section, the jobseeker lists soft skills, from communications to customer service skills, and practical knowledge required to do the job, such as drafting documents, word processing, and knowledge of legal terms and court procedures.