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Intro -- Title Page -- Contents -- Introduction -- What Classes I Took and When: The Class Decoder Ring -- The Short & -- Plain Statements -- Pre-Law School -- 1L -- 2L -- 3L -- 4L -- Reintegration to Society: Life Post Law School/Bar Exam Prep -- Post Bar Exam -- Acknowledgements -- Other Books By The Author.

On the surface, law schools today are thriving. Enrollments are on the rise, and their resources are often the envy of every other university department. Law professors are among the highest paid and play key roles as public intellectuals, advisers, and government officials. Yet behind the flourishing facade, law schools are failing abjectly. Recent front-page stories have detailed widespread dubious practices, including false reporting of LSAT and GPA scores, misleading placement reports, and the fundamental failure to prepare graduates to enter the profession.Addressing all these problems an

The first days -- Maintaining a healthy mental approach to law school -- Reading and briefing cases efficiently -- What your classes will be like -- Taking notes : a three-step process -- Creating a course outline -- Legal synthesis -- Legal analysis and answering the question "why?" -- "However, . ." constructing your counterarguments -- Legal writing -- Study groups, study aids, and study schedules -- Law school exams -- Résumés and writing samples -- Acing your job interview.

Abstract: To prepare law students for a tougher, rapidly changing legal world, European law schools need to reinvent themselves. This article argues that European legal educators should focus on equipping students with a broader skillset enabling them to become successful advocacy experts, effective legal risk analysts and creative legal problem-solvers. As part of a new, thoroughly interdisciplinary curriculum, legal education should concentrate on the acquisition of rhetorical skills and social-scientific tools allowing students to apprehend legal rules as the product of social dynamics as well as as instrument of social organization. To preserve their commitment to free, mass legal education, European law schools should also embrace full-scale digitalization to free up time and scarce teaching resources for more interactive and more experiential forms of learning.

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

What do the next twenty years hold for law school libraries? How will they look in 2021? What will be in them? Who will use them? Will we still use books, or will everything be accessed through an electronic medium? These questions are canvassed in the context of a law school library that is, in 2001, uneasily poised at a junction where signposts point to alternative futures for the delivery of legal education itself.I. IntroductionWe seem, yet again, to be at one of those moments in time, so common in the last quarter of the 20th century, and likely to be continuous in the 21st, when the future appears as a melting pot of possibilities for law libraries, particularly university law libraries. This time the uncertainty is largely driven by the potential advent of Web-based learning, and the as yet largely undeveloped nature of the law school response to the possibilities of education outside of the traditional classroom model. Uncertainty is also due to the growing awareness that IT literacy is increasing rapidly among our user community, and that students in particular now prefer electronic sources of information over print – sources which, increasingly, they can access from places other than the physical law library.