Sentences with phrase «read as law students»

Law school didn't always teach us to be proactive, but somewhere buried deep in the cases that we read as law students, we saw examples of other lawyers using the law to change lives, to make deals, to effect justice.

Not exact matches

While many have worried about the long - term potential of dating apps and sites,... As an online dating coach I encourage all my students to never be afraid to... Predators — Online... sites must follow by law, but an official agreement between the attorney general's office and three major sites that share the Read More...

The state also invested substantial support for early readers and focused on retaining 3rd graders who fail to read at grade level; state law allows for, but does not require, those students to be held back, which both Skandera and Martinez criticized as insufficient in a state with exceptionally low rates of adult literacy.

In 1999, the state legislature enacted a law that required students in grades 3 through 10 to take annual tests in reading and mathematics, known as the Florida Comprehensive Assessment Test or FCAT.

To make adequate yearly progress, or AYP, under the federal law, schools and districts must meet annual targets for the percentage of students who score at least at the proficient level on state reading and mathematics tests, both for the student population as a whole and for certain subgroups of students.

Under the law, for the first time, schools were required to test every student annually in math and reading in grades K - 8, and schools had to make «adequate yearly progress» — as measured by student test scores — or face increasingly heavy penalties.

Harkin told HuffPost that he is «hopeful» the bill will become law before implementation of waivers allowing states to forego certain No Child Left Behind rules, such as those requiring all students to be proficient in math and reading by 2014.

As amended, the law required, among various other provisions, retention in grade 3 with intensive interventions for students who did not exhibit the requisite level of reading proficiency.

Read to Achieve: The Read to Achieve law, enacted in 2012 as part of Senate leader Phil Berger's Excellent Public Schools Act, was designed to ensure that all students are reading at or above grade level by the end of the third grade.

Connecticut law mandates that students take a «statewide mastery test,» defined as «an examination which measures whether or not a student has mastered essential grade - level skills in reading, language arts and mathematics.»

Klein also reports that a «top staffer overseeing implementation of the Every Student Succeeds Act at the U.S. Department of Education has a message for states and districts as they embrace the law's new school quality measures: Don't forget about reading and math.»

The federal education law, whose most recent reauthorization is also known as the No Child Left Behind Act of 2001, requires schools and school divisions to meet annual objectives for increasing student achievement on statewide assessments in reading / language arts and mathematics.

Now, under a new, more flexible federal law called the Every Student Succeeds Act (ESSA), Illinois is proposing a new timeline to get students up to par, and it's almost as daunting as the 100 percent goal: By 2032, 90 percent of students would pass state reading and math exams and be considered proficient.

According to the judge's reading of the law, as long as public school students got classrooms with desks, chairs, air to breathe, a teacher, textbooks, and a curriculum, the State had fulfilled most of its obligation to provide an equal educational opportunity.

The FEAs have taken many forms, including: sheltered instruction observation protocol (SIOP) implementation in Texas; community - based equity assessment in Texas; IDRA's Focusing on Language and Academic Instructional Renewal (FLAIR) program implementation in reading in Louisiana; gender equity also in Louisiana; implementation of a multicultural framework in staff development to support student success in New Mexico; parent leadership in New Mexico; unitary status planning in Arkansas; English as a second language (ESL) classroom strategies in Arkansas; service learning in Oklahoma; and meeting civil rights requirements under the law in Oklahoma.

In recent years, however, the federal law known as No Child Left Behind has put pressure on schools to raise scores on the standardized reading and math tests given to students starting around age 8.

The Read to Achieve law, enacted in 2012 as part of Sen. Phil Berger's Excellent Public Schools Act, was designed to ensure that all students are reading at or above grade level by the end of the third grade.

Here's the deal: Federal law does say that districts should administer tests to at least 95 % of students and that states should test all students in reading and math from grades 3 - 8 and at least once in high school, with a suggestion for additional high school testing as appropriate.

Students could read the book's stories along with primary - source documents, such as the Declaration of Independence and the Bill of Rights, to determine how our nations» laws have affected African Americans at the different points described in Nelson's book.

It can also serve as a handy overall reference for law and prelaw students, or for... [Read More]

They have set the burden of proof as such that any State Laws were violated and from my reading of Texas law literally no NOT PROFIT (pardon the double negative) is eligible to give student loans in the first place.

After reading 1,000 cases as a first year law student — most of which were written in the stuffiest, densest legalese imaginable — my writing started to morph into what I was seeing everyday: passive voice, unnecessary Latin phrases, way - too - long sentences, etc..

The striking difference was that while in a common law faculty, first year students are inundated with judgments, civil law students read a half - dozen judgments and mostly relied on a text, «doctrine» as civilians call it: a book that summarized the area of law, usually by the prof or another leading scholar.

I was intrigued to read yesterday about a new project launched by Mike Sacks, a third - year law student at Georgetown who describes himself as «interested in legal journalism and the intersection of law and politics.»

There are no heavy legal textbooks in the required reading for a bold new course at the still young law school of British Columbia's Thompson Rivers University, as assistant professor Katie Sykes seeks to equip her students for the rapidly changing legal landscape they will face as newly minted lawyers.

See Brugger, supra n. 141, at 647 (stating that while Tucker's moot court was «no innovation in legal training,» Tucker enjoyed using it); Butler, supra n. 143, at 29 (stating that «with the higher view of preparing students for speaking and writing on legal subjects, it will be useful to exercise their minds by forensic debates in moot courts, and by requiring from them written opinions on questions of law, and readings and dissertations on statutes and other themes, as circumstances permit»); Laub, supra n. 144, at 14 (quoting Reed's letter to the Dickinson College Trustees on a course of study); Barrow, supra n. 148, at 289.

Under the circumstances, it's no surprise that modern students» legal research proficiency is hindered by what commentators have accurately identified as «shallow reading» and «cut - and - paste» analysis.62 And there is data aplenty to establish that today's law graduates are generally inefficient researchers.63 But is a return to the books the only antidote?

Bryce has written a very informative and practical guide to finding a job as an attorney... This is a must - read manual for every graduating law student and a go - to resource for those changing jobs.

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

165 Similarly, when the University hired William Horn Battle, a former head of a private law school, as its first law professor, in 1845, his students read and recited, and engaged in a moot court at which they discussed legal questions and drafted «pleadings and other legal instruments.»

An eminent lawyer with liberal views on religion, slavery, and republicanism, Wythe saw little benefit in the drudgery of traditional legal training and preferred to have his students read law reports and foundational English legal writings, such as those by Sir Edward Coke.

Heather serves as an expert guide to walk her students through the fundamentals of legal research, how to read court decisions, the meaning and implications of certain legal terms, and how the law functions as a business within our current jurisprudential system.

Those words, written in 1962, still ring true today, as any law student reading judicial opinions and any judge reading lawyers» motions and briefs can attest.

Coming from a science background, I had no legal work experience, but I spoke to friends who were doing the GDL, read the legal guides aimed at students (Lex 100 etc), attended legal recruitment events at university and made sure I spoke to the people at the Bird & Bird law fair (as well as other law firms that I was applying for at the time).

Of course, what we need is a good deal less supposedly scholarly output that no one reads produced by law professors making fat salaries on the backs of law students, many of whom will never find work as lawyers.

In October 2013, Adam Liptak — The New York Times» Supreme Court correspondent — dismissed law reviews as repositories of irrelevant and un (der)- read legal scholarship that merely bolster the curriculum vitae of published authors and, presumably, the student editors.

Ian Thomas joined our Toronto tax law firm as an articling student (student at law) in July 2016 and upon becoming a Canadian tax lawyer in June 2017 416-367-4222, ext. 19 [email protected] Read More...

For students who are generally successful in their academic endeavors (read: law students), a B may be acceptable, but a C might as well be an F.

I read an article recently about Denver University conducting a pilot project using families referred out of the court system to address separation issues with law students as well as students from other disciplines at the university.

As law students, you are educational consumers and are expected to take advantage of the school's opportunities to develop your legal and analytical skills, your Read More...

Richard Posner has been by far my favorite legal writer since I read his Overcoming Law as a student.

KWIKA partner Shawn Holley recently addressed students, faculty and staff from her alma mater, Southwestern Law School, as she told them about her unexpected path into criminal law, beginning as a pub... Read MLaw School, as she told them about her unexpected path into criminal law, beginning as a pub... Read Mlaw, beginning as a pub... Read More

Described as a «must - read» for lawyers and law students, the book offers step - by - step guidance in navigating the mediation process, including case and client assessment, how to choose an effective mediator, mediation preparation, ethical considerations, how to overcome barriers to settlement, and when to end mediation.

Students will also practice basic lawyering skills to provide a taste of what they would do in law school or as lawyers, including reading and interpreting constitutional provisions, statutes, or regulations, reading and understanding judicial opinions, and mapping out and making basic forms of legal arguments.

I read about Mike in 2010 when the ABA Journal wrote about his blogging endeavors as a law student at Georgetown.

I am an amateur at this and in doing research on this I discovered a post by an expert which goes into greater detail with greater understanding than I, and as I tell law students, «don't recreate the wheel, if the experts have done something, see what they had to say», so if you want to read more about this I recommend going to Jeffrey Rosenthal's «Margins of Error in Opinion Polls».

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.

As you read along, keep asking this question, «Do we train practicing lawyers and law students to have the qualities they need to succeed?»

In 2014, as the recipient of a Lexis / ALWD / LWI Scholarship Grant, I created a reading curriculum tailored to law students and conducted an empirical experiment.

I read the news, as I assume a number of black law students did, with a sense of admiration, albeit one mingled with disquiet.