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Articles 1 - 19 of 19
Full-Text Articles in Legal Profession
The Upgraded Lawyer: Modern Technology And Its Impact On The Legal Profession, Thomas R. Moore
The Upgraded Lawyer: Modern Technology And Its Impact On The Legal Profession, Thomas R. Moore
University of the District of Columbia Law Review
At the peak of the Space Race in 1963, President John F. Kennedy remarked that, despite the great leaps brought by technology, "man is still the most extraordinary computer of all." With the advent of the internet and artificial intelligence, today's technological advancements might have shaken even Kennedy's faith in human superiority. For the legal profession, new technology presents a challenge to traditional notions in the practice of law as well. Clients may grow to expect tech-savviness from their attorneys, especially when their cases involve digital concepts. At the same time, the necessity for flesh-and-blood counsel may be diminished by …
The Continuing Work Of The Bellow Scholars, Jeanne Charn
The Continuing Work Of The Bellow Scholars, Jeanne Charn
University of the District of Columbia Law Review
In November 2010, the University of the District of Columbia David A. Clarke School of Law hosted the fourth Bellow Scholar Workshop and subsequently published the work of two Bellow Scholars in Volume 16 of the UDC Law Review.1 I was privileged to contribute a foreword to Volume 16 in which I commented on thelegacy of my late husband, Gary Bellow, and offered a brief narrative of the origins of the Association of American Law Schools (AALS) Clinical Section's Bellow Scholar program.2 Most of the earliest Bellow Scholars had worked with Gary or had taken his courses. We understood that …
18th Annual Joseph L. Rauh, Jr. Lecture, Eric H. Holder Jr.
18th Annual Joseph L. Rauh, Jr. Lecture, Eric H. Holder Jr.
University of the District of Columbia Law Review
No abstract provided.
Yes We Can, Pass The Bar. University Of The District Of Columbia, David A. Clarke School Of Law Bar Passage Initiatives And Bar Pass Rates - From The Titanic To The Queen Mary!, Derek Alphran, Tanya Washington, Vincent Eagan Phd.
Yes We Can, Pass The Bar. University Of The District Of Columbia, David A. Clarke School Of Law Bar Passage Initiatives And Bar Pass Rates - From The Titanic To The Queen Mary!, Derek Alphran, Tanya Washington, Vincent Eagan Phd.
University of the District of Columbia Law Review
Bar passage rates began to fall at the University of the District of Columbia, David A. Clarke School of Law (UDC-DCSL) in the late 1990s as the District and the School of Law dealt with many changes related to uncertain funding and staffing. As a result, in 1998, the Law School created the Bar Passage Task Force (BPTF) to study the issue, prepare a plan of action to put bar passage on an upward path, and to implement that plan. In 2003, at the time of UDC-DCSL's application for full accreditation with the American Bar Association (ABA), the Law School's …
The Advocate Vol. 7 #2 Fall 2002
Two Contradictory Criticisms Of Clinical Education: Dilemmas And Directions In Lawyering Education, Carrie Menkel-Meadow
Two Contradictory Criticisms Of Clinical Education: Dilemmas And Directions In Lawyering Education, Carrie Menkel-Meadow
Antioch Law Journal
This article reviews what legal education is attempting to accomplish in teaching lawyering skills and where, from my perspective as a clinician, I think it has fallen short. I then offer some suggestions for what both clinicians and non-clinicians might do to further our efforts directed at truly educating lawyers. The two critiques I will offer of clinical education derive from two of clinical education's principal goals - teaching students how to "behave"as well as "think" like a lawyer (a behavorist goal), and teaching our students to think more broadly about the purpose of their roles as lawyers in the …
The Stages Of The Clinical Supervisory Relationship, Peter Toll Hoffman
The Stages Of The Clinical Supervisory Relationship, Peter Toll Hoffman
Antioch Law Journal
Clinical education is an established fact in legal education today, despite continuing battles in individual schools over the size and budget of the clinical curriculum and the status of clinical teachers.' Because of increasing pressure from students, the Bar, and faculty committed to the creation and maintenance of clinical courses, law schools have responded by labeling a widely diverse body of courses as falling under that heading. Many of these courses bear only scant resemblance to the service-oriented, live, poverty law clinics that were once the model for clinical programs.2 While no attempt will be made here to call for …