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5,177 full-text articles. Page 1 of 60.

Admit That The Waters Around You Have Grown: Change And Legal Education, Mari J. Matsuda 2014 Maurer School of Law: Indiana University

Admit That The Waters Around You Have Grown: Change And Legal Education, Mari J. Matsuda

Indiana Law Journal

Presented as the Addison C. Harris Lecture at Indiana University Maurer School of Law, Bloomington, Indiana, September 25, 2013.


False Persuasion, Superficial Heuristics, And The Power Of Logical Form To Test The Integrity Of Legal Argument, Stephen M. Rice 2014 Pace University

False Persuasion, Superficial Heuristics, And The Power Of Logical Form To Test The Integrity Of Legal Argument, Stephen M. Rice

Pace Law Review

This Article will generally describe philosophical logic, logical form, and logical fallacy. Further, it will explain one specific logical fallacy—the Fallacy of Negative Premises—as well as how courts have used the Fallacy of Negative Premises to evaluate legal arguments. Last, it will explain how lawyers, judges, and law students can use the Fallacy of Negative Premises to make and evaluate legal argument.


Enduring Hierarchies In American Legal Education, Olufunmilayo B. Arewa, Andrew P. Morriss, William D. Henderson 2014 Maurer School of Law: Indiana University

Enduring Hierarchies In American Legal Education, Olufunmilayo B. Arewa, Andrew P. Morriss, William D. Henderson

Indiana Law Journal

Although much attention has been paid to U.S. News & World Report’s rankings of U.S. law schools, the hierarchy it describes is a long-standing one rather than a recent innovation. In this Article, we show the presence of a consistent hierarchy of U.S. law schools from the 1930s to the present, provide a categorization of law schools for use in research on trends in legal education, and examine the impact of U.S. News’s introduction of a national, ordinal ranking on this established hierarchy. The Article examines the impact of such hierarchies for a range of decision making in law school contexts, including the role of hierarchies in promotion, tenure, publication, and admissions; for employers in hiring; and for prospective law students in choosing a law school. This Article concludes with suggestions for ways the legal academy can move beyond existing hierarchies, while still addressing issues of pressing concern in the legal education sector. Finally, the Article provides a categorization of law schools across time that can serve as a basis for future empirical work on trends in legal education and scholarship.


Women Of Color In Legal Education: Challenging The Presumption Of Incompetence, Carmen G. Gonzalez 2014 SelectedWorks

Women Of Color In Legal Education: Challenging The Presumption Of Incompetence, Carmen G. Gonzalez

Carmen G. Gonzalez

Female law professors of color have become the canaries in the academic mine whose plight is an early warning of the dangers that threaten legal education and the future of the legal profession. As legal education is restructured in response to difficult economic times, the precarious diversity gains of the last few decades threaten to unravel. Indeed, the plight of women of color may foreshadow the vulnerability of all but the most elite faculty if dwindling enrollments produce changes in legal education that undermine the tenure track and jeopardize academic freedom. This article discusses the importance of faculty diversity to ...


A Proposal To The Aba: Integrating Legal Writing And Experiential Learning Into A Required, Six-Semester Curriculum That Trains Students In Core Competencies, 'Soft Skills,' And Real-World Judgment, Adam Lamparello, Charles E. MacLean 2014 SelectedWorks

A Proposal To The Aba: Integrating Legal Writing And Experiential Learning Into A Required, Six-Semester Curriculum That Trains Students In Core Competencies, 'Soft Skills,' And Real-World Judgment, Adam Lamparello, Charles E. Maclean

Adam Lamparello

Experiential learning is not the answer to the problems facing legal education. Simulations, externships, and clinics are vital aspects of a real-world legal education, but they cannot alone produce competent graduates. The better approach is to create a required, six-semester experiential legal writing curriculum where students draft and re-draft the most common litigation documents and engage in simulations, including client interviews, mediation, depositions, settlement negotiations, and oral arguments in the order that they would in actual practice. In so doing, law schools can provide the time and context within which students can truly learn to think like lawyers, do what ...


Maurer School Of Law Bloomington, 2014 Maurer School of Law: Indiana University

Maurer School Of Law Bloomington

Lauren Robel (2002 Acting; 2003-2011)

No abstract provided.


Engaging Work, Working While Engaged, Rachel A. Van Cleave 2014 Golden Gate University School of Law

Engaging Work, Working While Engaged, Rachel A. Van Cleave

Publications

Several recent items have led me to reflect on the meaning of work. Law students often ask my advice about their careers, and I typically ask them what they enjoy. “Do what you love and you’ll never work a day” is one of my favorite quotes. Therefore, Gordon Marino’s piece in the New York Times, Sunday Review, A Life Beyond ‘Do What You Love’ (May 18, 2014), gave me pause. Marino questions whether the advice of do what you love is really sound advice, as well as whether it is advice only for the elite who might have ...


Alfred Aman Jr. (Photograph), 2014 Maurer School of Law: Indiana University

Alfred Aman Jr. (Photograph)

Alfred Aman Jr. (1991-2002)

Alfred Aman Jr. holding a copy of his book Administrative Law in a Global Era.


Empathetic Advocacy - Law Schools And Our Veterans, Rachel A. Van Cleave 2014 Golden Gate University School of Law

Empathetic Advocacy - Law Schools And Our Veterans, Rachel A. Van Cleave

Publications

GGU Law Dean Rachel Van Cleave discusses how to best advocate for veterans attending law school.


Courses Tethering Evidence And Trial Advocacy/Mock Trial, Chris Behan 2014 Golden Gate University School of Law

Courses Tethering Evidence And Trial Advocacy/Mock Trial, Chris Behan

Articles About GGU Law

No abstract provided.


Teaching Trial Advocacy To 1ls: The 1st Step Experience, Chris Behan 2014 Golden Gate University School of Law

Teaching Trial Advocacy To 1ls: The 1st Step Experience, Chris Behan

Articles About GGU Law

Four years ago, Wes Porter, Director of the Litigation Center at the Golden Gate University School of Law, created an innovative program to teach evidence and trial advocacy to law students in the summer between their first and second years of law school. The program, called 1st STEP (Summer Trial and Evidence Program), has garnered national attention. In 2013, the program was featured in PreLaw Magazine's 25 Most Innovative Ideas issue and in National Jurist Magazine's article entitled Fifteen Innovative Experimental Ideas. Wes has also written about the 1st STEP program in this blog. Additionally, a ...


From The “War On Poverty” To Pro Bono: Access To Justice Remains Elusive For Too Many, Including Our Veterans, Patricia E. Roberts 2014 Boston College Law School

From The “War On Poverty” To Pro Bono: Access To Justice Remains Elusive For Too Many, Including Our Veterans, Patricia E. Roberts

Boston College Journal of Law & Social Justice

Fifty years ago, President Lyndon B. Johnson launched the War on Poverty. The Legal Services Program of 1965, along with the Legal Services Corporation formed in 1974, considerably increased civil legal aid to America’s poor. Yet today, there is only one legal aid attorney for every 6,415 people living in poverty. Veterans, comprising 4.6% of those living in poverty, often suffer additional obstacles and extensive legal needs, including assistance in obtaining benefits to which they are entitled. While encouraging additional pro bono service among attorneys incrementally increases the availability of legal services to the poor, law school ...


Bryant Garth (Photograph), 2014 Maurer School of Law: Indiana University

Bryant Garth (Photograph)

Bryant Garth (1986-1987 Acting; 1987-1990)

Bryant Garth in his office (color photograph).


Headshot Of Dean Garth (Photograph), 2014 Maurer School of Law: Indiana University

Headshot Of Dean Garth (Photograph)

Bryant Garth (1986-1987 Acting; 1987-1990)

Photograph of Dean Garth in his office.


Nigger Manifesto: Ideological And Intellectual Discrimination Inside The Academy, Ellis Washington 2014 SelectedWorks

Nigger Manifesto: Ideological And Intellectual Discrimination Inside The Academy, Ellis Washington

Ellis Washington

Draft – 22 March 2014

Nigger Manifesto

Ideological Racism inside the American Academy

By Ellis Washington, J.D.

Abstract

I was born for War. For over 30 years I have worked indefatigably, I have labored assiduously to build a relevant resume; a unique curriculum vitae as an iconoclastic law scholar zealous for natural law, natural rights, and the original intent of the constitutional Framers—a Black conservative intellectual born in the ghettos of Detroit, abandoned by his father at 18 months, who came of age during the Detroit Race Riots of 1967… an American original. My task, to expressly transcend the ...


Morris Arnold (Photograph), 2014 Maurer School of Law: Indiana University

Morris Arnold (Photograph)

Morris Arnold (1985)

Morris Arnold in his office.


Commencement Program 2014, Lisa Lomba 2014 Golden Gate University School of Law

Commencement Program 2014, Lisa Lomba

Commencement Programs

No abstract provided.


2014 Awards Ceremony Program, Lisa Lomba 2014 Golden Gate University School of Law

2014 Awards Ceremony Program, Lisa Lomba

Commencement Programs

No abstract provided.


Ethically Ambiguous Negotiation Tactics (Eants): What Are The Rules Behind The Rules?, John Wade 2014 Bond University

Ethically Ambiguous Negotiation Tactics (Eants): What Are The Rules Behind The Rules?, John Wade

John Wade

This paper will briefly discuss the following: • A catalogue of the EANTs in use in negotiation and litigation. • How common are these behaviours amongst lawyers? • What are the attempted controls (or not) of these EANTs in different cultures?---market isolation, law, and “ethics”? • Focussing on attempted ethical controls, what are the five (often overlapping) historic schools of “ethics”? • Which school of “ethics” do various written codes of law societies predominantly reflect? –answer: pragmatism and self interest. • If the epidemic of EANTs needs to be reduced, should pragmatism and self interest be taught and modelled more expressly to and by lawyers?


Sheldon Plager (Photograph), 2014 Maurer School of Law: Indiana University

Sheldon Plager (Photograph)

Sheldon Plager (1977-1984)

Sheldon Plager conversing in an office.


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