Suchergebnisse

Contextualising stakeholders in the law school /Fiona Cownie --Legal academics as stakeholders : reconceptualising identity and social class /Richard Collier --Feminists as stakeholders in the law school /Rosemary Auchmuty --The legal professions as stakeholders in the academy in England and Wales /Andy Boon and Julian Webb --South Africa : legal education in a transitional society /Rob Midgley --Students as stakeholders in legal education : gaining admission to law school /Benjamin J. Richardson --The value of practice in legal education /Andrew Goldsmith and David Bamford --Will there be blood? : students as stakeholders in the legal academy /Andrew Boon and Avis Whyte --Stakeholders in the university law school : a note in dissent /Anthony Bradney.

The straightforward guide to surviving and thriving in law schoolEvery year more than 40,000 students enter law school and at any given moment there are over 125,000 law school students in the United States. Law school's highly pressurized, super-competitive atmosphere often leaves students stressed out and confused, especially in their first year. Balancing life and schoolwork, passing the bar, and landing a job are challenges that students often need help facing. In Law School For Dummies, former law school student Rebecca Fae Greene uses straight talk, sound advice, and gentle humor to help students sort through the swamp of coursework and focus on what's important–all while maintaining a life. She also offers rare insight on the law school experience for women, minorities, non-traditional, and non-Ivy League students. Rebecca Greene, JD, is a May 2003 graduate of Indiana University School of Law—Bloomington. A contributor to the American Bar Association’s Student Lawyer magazine, she also wrote for Peterson’s Law Schools.

The purpose of this note is to provide some guidance in advising prelaw students who wish to specialize in international law. Two broad difficulties occur for most of us who are advising students. The first is a lack of awareness of the programs available in schools other than the most prestigious ones. The second difficulty ties into the first one since many of our advisees have little chance of getting into the nationally well-known schools. There is little problem when one is advising a'student who has a L.S.A.T. of 700+ and G.P.A. of 3.5 or better. The task is harder when the advisee has a cornbination of around 600/3.0, even though this is a good student who can get into most law schools in the country.

Frontmatter -- Contents -- Tables -- Figures -- Acknowledgments -- PROBLEMS OF COGNITIVE STYLES -- Chapter 1 Cognitive Styles -- Chapter 2 Methodology -- TESTS OF COGNITIVE STYLES -- Chapter 3 Legalism -- Chapter 4 Intolerance of Ambiguity -- Chapter 5 Authoritarianism -- Chapter 6 Opportunism -- COROLLARY TESTS AND ANALYSES -- Chapter 7 Anxiety -- Chapter 8 Cognitive Self-image -- Chapter 9 Problem Solving -- Chapter 10 Differences among Law Schools -- Chapter 11 Cognitive Styles of Law Professors -- CATEGORIES, CONSEQUENCES, AND CONCLUSIONS -- Chapter 12 Categories of Cognitive Styles -- Chapter 13 Other Variables and Cognitive Styles -- Chapter 14 Conclusions -- Appendix 1 Research Questionnaire -- Appendix 2 Oral Solution of Verbal Problems -- Appendix 3 Authorization Statement A -- Appendix 4 Authorization Statement B -- Bibliography -- Index

The November 2004 publication of Richard Sanders Systemic Analysis of Affirmative Action in American Law Schools in the STANFORD LAW REVIEW set off an intense debate in American legal education. Some aspects of Sanders work may achieve broad agreement, such as data on the disparate performance of blacks and whites on grades, graduation and bar passage. However, other aspects have already sparked significant disagreement. Many of Sanders critics take issue with his contention that racial disparities in law school academic performance and bar passage rates are a result of an academic mismatch, whereby the intended beneficiaries of large racial preferences are admitted to law schools for which they are not otherwise academically qualified. This brief points out some insights and arguments about the affirmative action in American Law Schools. ; U.S Commission on Civil Rights