In 2012, the Arizona Supreme Court provisionally approved a proposal from the state's law schools to allow qualified third-year students to take the bar exam in February instead of waiting until after graduation. The “3LFebBar” proposal and the associated Post-3LFebBar theory-to-practice experiential curriculum developed to compliment the 3L FebBar initiative are part of The University of Arizona College of Law’s continuing efforts to respond to fundamental changes in the practice of law and to respond creatively to national debates about legal education.
In this powerpoint lecture presentation, Professor Robert A. Williams, Jr., Faculty Co-Chair of the Law College’s FebBar Curriculum Working Group, explains the impetus and background leading to the Arizona Supreme Court’s implementation of the 3LFebBar. He describes the unique curricular innovations in experiential learning developed by Arizona Law in response to the opportunities presented by the accelerated bar exam option. Professor Williams also discusses the Pre-FebBar “Professional Skills Study Course” which he teaches as part of the 3L FebBar curriculum. Designed by Professor Williams in collaboration with Kaplan Bar Review, the course utilizes specially developed “Flipped Class” Videos in a series of experiential simulation and problem-based professional skills development workshops. The course, offered in January and February while 3L students are preparing for the bar exam, is designed to improve student chances for success on the bar, provide a path to the law college’s post-Bar experiential learning program, and offer a head start on developing the set of fundamental professional, life and career building skills needed for success in the practice of law.
Professor Williams delivered the lecture on May 30, 2014, at the Association of Academic Support Educators (AASE) Second Annual National Conference in
Indianapolis, Indiana.
Presentation at the HEA-funded workshop 'Embedding legal research skills into the LLB curriculum'.
LETR identified that “legal research skills are not sufficiently acquired by the end of the academic stage” and recommends the introduction of distinct assessment in legal research to the LLB. This workshop explored the ways in which legal research skills can be developed and assessed within a qualifying law degree.
This presentation is part of a related blog post that provides an overview of the event: http://bit.ly/1hUljKb
For further details of the HEA's work on teaching research methods in the Social Sciences, please see: http://bit.ly/15go0mh
Presentation at the HEA-funded workshop 'Embedding legal research skills into the LLB curriculum'.
LETR identified that “legal research skills are not sufficiently acquired by the end of the academic stage” and recommends the introduction of distinct assessment in legal research to the LLB. This workshop explored the ways in which legal research skills can be developed and assessed within a qualifying law degree.
This presentation is part of a related blog post that provides an overview of the event: http://bit.ly/1hUljKb
For further details of the HEA's work on teaching research methods in the Social Sciences, please see: http://bit.ly/15go0mh
Presentation at HEA Social Sciences learning and teaching summit 'Engaging legal education'.
As part of the Higher Education Academy’s commitment to support strategic development within disciplines, this summit event provided the opportunity to bring together an expert audience to discuss and plan actions on a key area of our work.
This presentation forms part of a blog post which can be accessed via: http://bit.ly/1iv2kYu
For further details of HEA Social Sciences work relating to 'Supporting the future of legal education' please see http://bit.ly/1ezsxUf
Presentation at the HEA-funded workshop 'Embedding legal research skills into the LLB curriculum'.
LETR identified that “legal research skills are not sufficiently acquired by the end of the academic stage” and recommends the introduction of distinct assessment in legal research to the LLB. This workshop explored the ways in which legal research skills can be developed and assessed within a qualifying law degree.
This presentation is part of a related blog post that provides an overview of the event: http://bit.ly/1hUljKb
For further details of the HEA's work on teaching research methods in the Social Sciences, please see: http://bit.ly/15go0mh
1 Introduction to the U.S. Legal System Midterm Exami.docxjeremylockett77
1
Introduction to the U.S. Legal System
Midterm Examination Checklist (Fall 2019)
Overview and Purpose: The midterm examination (exam) for GOVT/CRJU 2392 is scheduled
for Monday, Oct. 14, 2019. The exam is designed to assess your comprehension of important
concepts described in the course textbook (Banks and O’Brien), lectures, and in-class
discussions.
Procedure: The exam is closed book and closed notes: Students will not have access to any
resources during the exam session. Students must complete their own work and avoid looking at
their neighbors’ exam booklets. Communication with another student during the exam session
will be considered cheating, resulting in a failing grade and a report filed with appropriate
university authorities.
If possible, students should avoid bringing excess personal belongings to the exam session. All
cell phones must be placed in “silent” mode prior to beginning the exam, and all phones or any
other communicative devices (i.e. Apple Watches) should be stored away in students’ pockets,
backpacks, purses, etc. Similarly, all study aids must be stored away prior to beginning the
exam. Any use of devices during the exam session will be considered cheating and disciplinary
proceedings will be initiated.
Once a student begins the exam, that student will not be permitted to leave the room. If a student
leaves the room, the exam will be considered completed. All university and department policies
concerning cheating and academic honesty are in full effect for the exam session.
Content: Student comprehension of the material covered will be evaluated through objective
response items (20 points; multiple choice) and four short essay prompts (40 points). In the
latter section, students will have the option of choosing from a bank of pre-selected short essay
prompts drawn from textbook and in-class discussion themes. The essays students will be
required to answer are also provided at the end of the PowerPoint slides that guide class
discussions. I am providing these questions to you well in advance of the exam to allow you to
practice drafting answers that effectively communicate knowledge.
2
Content (continued):
Ultimately, students are responsible for any and all material covered in the textbook (Banks and
O’Brien) and weekly lectures/discussions. As mentioned previously, the content provided in
lecture/discussion slides emphasizes the most important, or fundamental, themes of each chapter.
While the exam will draw heavily from the lecture/discussion slides, a few exam items are designed to
assess whether students have actually read textbook chapters. This is inevitable, as our meetings do not
provide enough time to cover all legal system concepts in extreme detail. However, students should pay
particular attention to the following terms and concepts:
Civil Law Systems Common Law Systems
U.S. Institutional Structure ...
1 CO5121 LAW OF BUSINESS ORGANISATIONS SP53 2019 .docxjeremylockett77
1
CO5121 LAW OF BUSINESS ORGANISATIONS
SP53 2019
ASSIGNMENT
Due date: A written assignment is due by 15 January 2020 23:59.
Weighting: The assignment is worth 30% of the marks for the subject.
Individual Assignment: This is an individual assignment – students are not to copy each other’s work. Rather, their essay
is to be a reflection of their original thoughts, analysis and research.
Lodgement: you must lodge assignments in hard copy to your lecturer during class on the due date with an assignment
cover sheet that has been time and date recorded. You must ALSO lodge your assignment electronically via the LearnJCU
website as a backup copy (and to check for plagiarism). Please ensure you retain a photocopy of the assignment. Your
electronic copy of the assignment must also be submitted before the due time on the due day. Note the link on the web site
to the University’s policy on submitting assignments electronically.
To submit your electronic copy of the assignment, follow these instructions:
1. Go to your subject site in Learn JCU, select Assignments from the left-hand navigation bar.
2. You will see an icon that looks like a blue page - Click on View/Complete.
3. To attach your file, click on the ‘Browse’ button and double click on the file you wish to submit. You can also write a
comment about the file you are sending eg if you have an extension, you might want to say “Extension Granted” Please
note that you are only able to submit the assignment in one document.
For more information go to http://learnjcu.jcu.edu.au and click on LearnJCU Toolbox under the Support tab.
Penalty for late submission: the penalty for late submission of assignments without an extension having been granted is
the loss of 5% of the total marks available (for the piece of assessment) per day vanishing down to a mark of zero after 20
days.
In fairness to all students, extensions of time will only be granted in exceptional circumstances and where there is
cogent evidence supporting the need for extension. If an extension is applied for close to the due date, normally the
2
assumption of the lecturer will be that the student has had up to five weeks to work on the task and has done so consistently.
The co-ordinator may require the student to produce their work completed to the time of the request for an extension.
If your circumstances warrant the need for an extension, or you would like to request an informal review of your assessment,
please refer to the Subject Outline for further details. The “Review of Assessment” and “Request for Extension” forms are
available in hard copy from the Law School office or from the Law School web site: http://www.jcu.edu.au/law Please note
that all enquiries and concerns relating to assessment review and teaching and learning issues should, in the first instance,
be addressed to the Lecturer/Subject Coordinator. The Head of School will not enter into discussion wi ...
Department heads office managers staff revised jan 2014 finalUO-AcademicAffairs
This workshop provided information to department heads, office managers, and key support staff involved in the assembly of Promotion and Tenure files. We discussed the general process, timelines, and guidelines surrounding the preparation of a file. In addition, we reviewed possible complications in promotion and tenure cases, the timing of full professor cases, interpreting credit for prior service, solicitation of external reviewers, peer review of teaching, and other topics critical to the assembly and submission of complete files.
Find a Bill opens in new windowIntroduced in the last module, t.docxlmelaine
Find a Bill opens in new window
Introduced in the last module, this search feature for the U.S. Congress might help you identify regulations related to the academic program you are reviewing. https://www.govtrack.us/congress/bills/#find
Internal Review Report Sample opens in new window
This document is an actual example of an undergraduate program review report from Southern Illinois University-Edwardsville. As you skim this report, you will see examples of recommendations and how those recommendations were supported by the evaluation data. This example may help you in this module’s discussion. ( attached in a document)
Academic Program Review Report opens in new window
This document from California State University-Sacramento offers another authentic report with recommendations you can review starting on page 13. This example may help you in this module’s discussion. https://www.csus.edu/academic-affairs/
Video: Types of Accreditation: What's the Difference? opens in new window (1:33)
Introduced in a previous module, this short video from the Council for Higher Education Accreditation (CHEA) identifies the difference between institutional and programmatic accreditation. In addition, the video points out information from the CHEA website opens in new window that may be helpful in identifying accrediting bodies. https://www.youtube.com/watch?v=6cjd4nq-IIo
Developing a Process of Continuous Improvement opens in new window (1:08:41
This video, introduced as an optional resource in the previous module, defines the process of continuous improvement and some of its larger components. Again, the following sections of this long video will be most useful to you: https://www.youtube.com/watch?v=XLGXShbmpFI
· Beginning–18:30
· 24:45–38:10
· 1:05:26–1:08:41
Research Guide for Educational Leadership opens in new window
This is a free research guide for students studying education at the graduate level. This guide may help you identify relevant resources as you work through the activities in each module. https://libguides.snhu.edu/edd
Undergraduate Program Review Report
Per university policy, this report addresses three major questions (sections B, C, and D of
this report). Those questions are as follows:
• Are the students meeting the program’s student-learning benchmarks or outcomes?
(Section B of this report)
• Do the curriculum and the courses support the student-learning benchmarks or
outcomes? (Section C of this report)
• Does the environment support student learning benchmarks or outcomes? (Section D
of this report)
Within each section of the report, we include recommendations. These recommendations
also are listed in Section E of this report. The combination of addressing the above-listed
questions and developing recommendations has led us to conclude that the
Undergraduate Program in English Language and Literature deserves a rating of
EXEMPLARY.
A. Review Information
a. Program Name: Undergraduate Pro ...
In 2020, the Ministry of Home Affairs established a committee led by Prof. (Dr.) Ranbir Singh, former Vice Chancellor of National Law University (NLU), Delhi. This committee was tasked with reviewing the three codes of criminal law. The primary objective of the committee was to propose comprehensive reforms to the country’s criminal laws in a manner that is both principled and effective.
The committee’s focus was on ensuring the safety and security of individuals, communities, and the nation as a whole. Throughout its deliberations, the committee aimed to uphold constitutional values such as justice, dignity, and the intrinsic value of each individual. Their goal was to recommend amendments to the criminal laws that align with these values and priorities.
Subsequently, in February, the committee successfully submitted its recommendations regarding amendments to the criminal law. These recommendations are intended to serve as a foundation for enhancing the current legal framework, promoting safety and security, and upholding the constitutional principles of justice, dignity, and the inherent worth of every individual.
Presentation at HEA Social Sciences learning and teaching summit 'Engaging legal education'.
As part of the Higher Education Academy’s commitment to support strategic development within disciplines, this summit event provided the opportunity to bring together an expert audience to discuss and plan actions on a key area of our work.
This presentation forms part of a blog post which can be accessed via: http://bit.ly/1iv2kYu
For further details of HEA Social Sciences work relating to 'Supporting the future of legal education' please see http://bit.ly/1ezsxUf
Presentation at the HEA-funded workshop 'Embedding legal research skills into the LLB curriculum'.
LETR identified that “legal research skills are not sufficiently acquired by the end of the academic stage” and recommends the introduction of distinct assessment in legal research to the LLB. This workshop explored the ways in which legal research skills can be developed and assessed within a qualifying law degree.
This presentation is part of a related blog post that provides an overview of the event: http://bit.ly/1hUljKb
For further details of the HEA's work on teaching research methods in the Social Sciences, please see: http://bit.ly/15go0mh
1 Introduction to the U.S. Legal System Midterm Exami.docxjeremylockett77
1
Introduction to the U.S. Legal System
Midterm Examination Checklist (Fall 2019)
Overview and Purpose: The midterm examination (exam) for GOVT/CRJU 2392 is scheduled
for Monday, Oct. 14, 2019. The exam is designed to assess your comprehension of important
concepts described in the course textbook (Banks and O’Brien), lectures, and in-class
discussions.
Procedure: The exam is closed book and closed notes: Students will not have access to any
resources during the exam session. Students must complete their own work and avoid looking at
their neighbors’ exam booklets. Communication with another student during the exam session
will be considered cheating, resulting in a failing grade and a report filed with appropriate
university authorities.
If possible, students should avoid bringing excess personal belongings to the exam session. All
cell phones must be placed in “silent” mode prior to beginning the exam, and all phones or any
other communicative devices (i.e. Apple Watches) should be stored away in students’ pockets,
backpacks, purses, etc. Similarly, all study aids must be stored away prior to beginning the
exam. Any use of devices during the exam session will be considered cheating and disciplinary
proceedings will be initiated.
Once a student begins the exam, that student will not be permitted to leave the room. If a student
leaves the room, the exam will be considered completed. All university and department policies
concerning cheating and academic honesty are in full effect for the exam session.
Content: Student comprehension of the material covered will be evaluated through objective
response items (20 points; multiple choice) and four short essay prompts (40 points). In the
latter section, students will have the option of choosing from a bank of pre-selected short essay
prompts drawn from textbook and in-class discussion themes. The essays students will be
required to answer are also provided at the end of the PowerPoint slides that guide class
discussions. I am providing these questions to you well in advance of the exam to allow you to
practice drafting answers that effectively communicate knowledge.
2
Content (continued):
Ultimately, students are responsible for any and all material covered in the textbook (Banks and
O’Brien) and weekly lectures/discussions. As mentioned previously, the content provided in
lecture/discussion slides emphasizes the most important, or fundamental, themes of each chapter.
While the exam will draw heavily from the lecture/discussion slides, a few exam items are designed to
assess whether students have actually read textbook chapters. This is inevitable, as our meetings do not
provide enough time to cover all legal system concepts in extreme detail. However, students should pay
particular attention to the following terms and concepts:
Civil Law Systems Common Law Systems
U.S. Institutional Structure ...
1 CO5121 LAW OF BUSINESS ORGANISATIONS SP53 2019 .docxjeremylockett77
1
CO5121 LAW OF BUSINESS ORGANISATIONS
SP53 2019
ASSIGNMENT
Due date: A written assignment is due by 15 January 2020 23:59.
Weighting: The assignment is worth 30% of the marks for the subject.
Individual Assignment: This is an individual assignment – students are not to copy each other’s work. Rather, their essay
is to be a reflection of their original thoughts, analysis and research.
Lodgement: you must lodge assignments in hard copy to your lecturer during class on the due date with an assignment
cover sheet that has been time and date recorded. You must ALSO lodge your assignment electronically via the LearnJCU
website as a backup copy (and to check for plagiarism). Please ensure you retain a photocopy of the assignment. Your
electronic copy of the assignment must also be submitted before the due time on the due day. Note the link on the web site
to the University’s policy on submitting assignments electronically.
To submit your electronic copy of the assignment, follow these instructions:
1. Go to your subject site in Learn JCU, select Assignments from the left-hand navigation bar.
2. You will see an icon that looks like a blue page - Click on View/Complete.
3. To attach your file, click on the ‘Browse’ button and double click on the file you wish to submit. You can also write a
comment about the file you are sending eg if you have an extension, you might want to say “Extension Granted” Please
note that you are only able to submit the assignment in one document.
For more information go to http://learnjcu.jcu.edu.au and click on LearnJCU Toolbox under the Support tab.
Penalty for late submission: the penalty for late submission of assignments without an extension having been granted is
the loss of 5% of the total marks available (for the piece of assessment) per day vanishing down to a mark of zero after 20
days.
In fairness to all students, extensions of time will only be granted in exceptional circumstances and where there is
cogent evidence supporting the need for extension. If an extension is applied for close to the due date, normally the
2
assumption of the lecturer will be that the student has had up to five weeks to work on the task and has done so consistently.
The co-ordinator may require the student to produce their work completed to the time of the request for an extension.
If your circumstances warrant the need for an extension, or you would like to request an informal review of your assessment,
please refer to the Subject Outline for further details. The “Review of Assessment” and “Request for Extension” forms are
available in hard copy from the Law School office or from the Law School web site: http://www.jcu.edu.au/law Please note
that all enquiries and concerns relating to assessment review and teaching and learning issues should, in the first instance,
be addressed to the Lecturer/Subject Coordinator. The Head of School will not enter into discussion wi ...
Department heads office managers staff revised jan 2014 finalUO-AcademicAffairs
This workshop provided information to department heads, office managers, and key support staff involved in the assembly of Promotion and Tenure files. We discussed the general process, timelines, and guidelines surrounding the preparation of a file. In addition, we reviewed possible complications in promotion and tenure cases, the timing of full professor cases, interpreting credit for prior service, solicitation of external reviewers, peer review of teaching, and other topics critical to the assembly and submission of complete files.
Find a Bill opens in new windowIntroduced in the last module, t.docxlmelaine
Find a Bill opens in new window
Introduced in the last module, this search feature for the U.S. Congress might help you identify regulations related to the academic program you are reviewing. https://www.govtrack.us/congress/bills/#find
Internal Review Report Sample opens in new window
This document is an actual example of an undergraduate program review report from Southern Illinois University-Edwardsville. As you skim this report, you will see examples of recommendations and how those recommendations were supported by the evaluation data. This example may help you in this module’s discussion. ( attached in a document)
Academic Program Review Report opens in new window
This document from California State University-Sacramento offers another authentic report with recommendations you can review starting on page 13. This example may help you in this module’s discussion. https://www.csus.edu/academic-affairs/
Video: Types of Accreditation: What's the Difference? opens in new window (1:33)
Introduced in a previous module, this short video from the Council for Higher Education Accreditation (CHEA) identifies the difference between institutional and programmatic accreditation. In addition, the video points out information from the CHEA website opens in new window that may be helpful in identifying accrediting bodies. https://www.youtube.com/watch?v=6cjd4nq-IIo
Developing a Process of Continuous Improvement opens in new window (1:08:41
This video, introduced as an optional resource in the previous module, defines the process of continuous improvement and some of its larger components. Again, the following sections of this long video will be most useful to you: https://www.youtube.com/watch?v=XLGXShbmpFI
· Beginning–18:30
· 24:45–38:10
· 1:05:26–1:08:41
Research Guide for Educational Leadership opens in new window
This is a free research guide for students studying education at the graduate level. This guide may help you identify relevant resources as you work through the activities in each module. https://libguides.snhu.edu/edd
Undergraduate Program Review Report
Per university policy, this report addresses three major questions (sections B, C, and D of
this report). Those questions are as follows:
• Are the students meeting the program’s student-learning benchmarks or outcomes?
(Section B of this report)
• Do the curriculum and the courses support the student-learning benchmarks or
outcomes? (Section C of this report)
• Does the environment support student learning benchmarks or outcomes? (Section D
of this report)
Within each section of the report, we include recommendations. These recommendations
also are listed in Section E of this report. The combination of addressing the above-listed
questions and developing recommendations has led us to conclude that the
Undergraduate Program in English Language and Literature deserves a rating of
EXEMPLARY.
A. Review Information
a. Program Name: Undergraduate Pro ...
In 2020, the Ministry of Home Affairs established a committee led by Prof. (Dr.) Ranbir Singh, former Vice Chancellor of National Law University (NLU), Delhi. This committee was tasked with reviewing the three codes of criminal law. The primary objective of the committee was to propose comprehensive reforms to the country’s criminal laws in a manner that is both principled and effective.
The committee’s focus was on ensuring the safety and security of individuals, communities, and the nation as a whole. Throughout its deliberations, the committee aimed to uphold constitutional values such as justice, dignity, and the intrinsic value of each individual. Their goal was to recommend amendments to the criminal laws that align with these values and priorities.
Subsequently, in February, the committee successfully submitted its recommendations regarding amendments to the criminal law. These recommendations are intended to serve as a foundation for enhancing the current legal framework, promoting safety and security, and upholding the constitutional principles of justice, dignity, and the inherent worth of every individual.
Responsibilities of the office bearers while registering multi-state cooperat...Finlaw Consultancy Pvt Ltd
Introduction-
The process of register multi-state cooperative society in India is governed by the Multi-State Co-operative Societies Act, 2002. This process requires the office bearers to undertake several crucial responsibilities to ensure compliance with legal and regulatory frameworks. The key office bearers typically include the President, Secretary, and Treasurer, along with other elected members of the managing committee. Their responsibilities encompass administrative, legal, and financial duties essential for the successful registration and operation of the society.
How to Obtain Permanent Residency in the NetherlandsBridgeWest.eu
You can rely on our assistance if you are ready to apply for permanent residency. Find out more at: https://immigration-netherlands.com/obtain-a-permanent-residence-permit-in-the-netherlands/.
WINDING UP of COMPANY, Modes of DissolutionKHURRAMWALI
Winding up, also known as liquidation, refers to the legal and financial process of dissolving a company. It involves ceasing operations, selling assets, settling debts, and ultimately removing the company from the official business registry.
Here's a breakdown of the key aspects of winding up:
Reasons for Winding Up:
Insolvency: This is the most common reason, where the company cannot pay its debts. Creditors may initiate a compulsory winding up to recover their dues.
Voluntary Closure: The owners may decide to close the company due to reasons like reaching business goals, facing losses, or merging with another company.
Deadlock: If shareholders or directors cannot agree on how to run the company, a court may order a winding up.
Types of Winding Up:
Voluntary Winding Up: This is initiated by the company's shareholders through a resolution passed by a majority vote. There are two main types:
Members' Voluntary Winding Up: The company is solvent (has enough assets to pay off its debts) and shareholders will receive any remaining assets after debts are settled.
Creditors' Voluntary Winding Up: The company is insolvent and creditors will be prioritized in receiving payment from the sale of assets.
Compulsory Winding Up: This is initiated by a court order, typically at the request of creditors, government agencies, or even by the company itself if it's insolvent.
Process of Winding Up:
Appointment of Liquidator: A qualified professional is appointed to oversee the winding-up process. They are responsible for selling assets, paying off debts, and distributing any remaining funds.
Cease Trading: The company stops its regular business operations.
Notification of Creditors: Creditors are informed about the winding up and invited to submit their claims.
Sale of Assets: The company's assets are sold to generate cash to pay off creditors.
Payment of Debts: Creditors are paid according to a set order of priority, with secured creditors receiving payment before unsecured creditors.
Distribution to Shareholders: If there are any remaining funds after all debts are settled, they are distributed to shareholders according to their ownership stake.
Dissolution: Once all claims are settled and distributions made, the company is officially dissolved and removed from the business register.
Impact of Winding Up:
Employees: Employees will likely lose their jobs during the winding-up process.
Creditors: Creditors may not recover their debts in full, especially if the company is insolvent.
Shareholders: Shareholders may not receive any payout if the company's debts exceed its assets.
Winding up is a complex legal and financial process that can have significant consequences for all parties involved. It's important to seek professional legal and financial advice when considering winding up a company.
Car Accident Injury Do I Have a Case....Knowyourright
Every year, thousands of Minnesotans are injured in car accidents. These injuries can be severe – even life-changing. Under Minnesota law, you can pursue compensation through a personal injury lawsuit.
A "File Trademark" is a legal term referring to the registration of a unique symbol, logo, or name used to identify and distinguish products or services. This process provides legal protection, granting exclusive rights to the trademark owner, and helps prevent unauthorized use by competitors.
Visit Now: https://www.tumblr.com/trademark-quick/751620857551634432/ensure-legal-protection-file-your-trademark-with?source=share
ALL EYES ON RAFAH BUT WHY Explain more.pdf46adnanshahzad
All eyes on Rafah: But why?. The Rafah border crossing, a crucial point between Egypt and the Gaza Strip, often finds itself at the center of global attention. As we explore the significance of Rafah, we’ll uncover why all eyes are on Rafah and the complexities surrounding this pivotal region.
INTRODUCTION
What makes Rafah so significant that it captures global attention? The phrase ‘All eyes are on Rafah’ resonates not just with those in the region but with people worldwide who recognize its strategic, humanitarian, and political importance. In this guide, we will delve into the factors that make Rafah a focal point for international interest, examining its historical context, humanitarian challenges, and political dimensions.
VIETNAM - DIRECT POWER PURCHASE AGREEMENTS (DPPA) - Latest development - What...
Arizona’s 3L February Bar Experiment: A Mid-term Assessment
1. Robert A. Williams, Jr.
The University of Arizona Rogers College of Law
E. Thomas Sullivan Professor of Law
Faculty Co-Chair, FebBar Curriculum Working Group
Arizona’s 3L February Bar Experiment
A Mid-term Assessment with February 2014 Bar Exam Results
2. Timeline for Launch of 2014 Arizona 3L FebBar
Summer of 2011
The University of Arizona College of Law investigates feasibility of
allowing students to take the Arizona Bar Examination in February
of their third year of law school as a way of addressing some of
the greatest challenges facing law schools and law school
graduates today:
•The cost of legal education;
•An increasingly complex and tight job market;
•Criticism that law schools do not pay enough attention to
producing graduates who are ready to practice law;
•Doubts about the distinctive purpose and value of the third year of
law school.
Potential Benefits of 3L FebBar Option:
• A Jump Start on Practice
•Increased Employment Opportunities
•Readiness for the full range of legal jobs
•Transforming 3rd
year curriculum
3. RETOOLING THE THIRD YEAR LAW SCHOOL CURRICULUM
•The 3L FebBar presents the opportunity to develop a new
curricular approach, focused on the transition from the
classroom to practice, that would benefit February exam
takers and other upper-level students as well;
•February bar exam option provided advocates for expanded
experiential learning opportunities for our students (like me)
with a powerful lever to drive substantial educational
reforms;
•The challenge of retooling the traditional curriculum to
emphasize experiential learning and facilitate the transition
from law school to law practice became a major driver for
many of those who supported the February exam rule
change.
4. January 5, 2012
Petition filed on behalf of all three Arizona Law Schools with the
Arizona Supreme Court, seeking to allow 3L students to take the
February Bar Exam. Public comment period from January through May
2012.
Summer of 2012
While working through the rule change process, UA College of Law:
•Simultaneously planned for the development of a new theory-to-
practice curriculum by convening an Advisory Committee that included
faculty, recent graduates, practitioners (solo and large-firm, litigators,
and transactional lawyers), a representative of the State Bar, judges,
and students;
•Charge of the Committee was to make recommendations on what a
theory-to-practice curriculum should look like in order to help our
graduates be more practice-ready upon graduation.
Late Fall 2012
FebBar Curriculum Working Group established to take the materials
that Advisory Committee had produced and outline a series of
experientially-focused classes for consideration by the faculty.
5. December 10, 2012
Arizona Supreme Court issues an order “effective January 1,
2013 until December 31, 2015,” approving the 3L FebBar and
requiring the law schools to file reports with the Court on the
early examination process by November 1, 2015.
Students wishing to take the early bar exam would have to
demonstrate:
•current enrollment and good standing at an ABA-approved law
school;
•expected graduation within 120 days of the administration of
the bar exam;
•enrollment in a maximum of two credit hours (or equivalent)
during the month of the exam and the preceding month;
•eight or fewer units needed to graduate at the time of
administration of the exam, and
•academic preparedness for early testing, as attested to by the
school.
6. Spring 2013
Design of the 2014 Inaugural 3L FebBar Curriculum
•The February bar exam is usually given during the
last week of February;
•2014 Spring semester broken down into two parts,
the pre-bar time period (approximately 7 weeks) and
the post-bar (approximately 8 weeks) time period;
•Pursuant to the Supreme Court’s order, students
taking the February Bar are limited to taking no more
than 10 units total during their 3L spring semester
and no more than 2 of these 10 units during the pre-
Bar time period.
7. Fall 2013
FebBar Curriculum announced:
•The 2 credit pre-FebBar “Professional Skills Study Course”
•The 8 credit Post-FebBar Experiential Curriculum
8. Pre-FebBar “Professional Skills Study Course”
Professional Skills/Tools of the Lawyer
The UA/Kaplan Partnership
Flipped Class Videos and Experiential Simulation and
Problem-Based Workshops
The Knowledge Set
•Substantive Law (contracts/property/torts/criminal law)
•Legal Reasoning/Writing and Analysis
•Mindset (dynamic or static)
•Strategic Self-Assessment (Hogan Personality Index)
The Skill Set
•Interviewing the Client
•Counseling the Client
•Advocating for the Client
•Negotiating for the Client
9. Course Syllabus
February Pre-Bar Professional Skills Study Course Law
PRE-PRE-BAR, DECEMBER 5-16, 2013
Take on-line diagnostic assessment of core knowledge and skills (4.5
hour diagnostic test, available on-line at www.kaptest.com.
WEEK 1: JANUARY 7, 2014
Pre-Work Assignments (to be completed by students prior to class)
•Take the Hogan Personality Inventory (HPI) assessment test on-line;
•Take the short “What’s Your Mindset?” test on-line;
•View on-line video on the “The Power of Belief- Mindset and Success,”
given by Eduardo Briceno at TEDX Manhattan Beach;
•View the video “Lecture: Contracts – Formation” on www.kaptest.com;
•View the short on line video on law client interviewing.
In-class Workshops
•“Developing a Growth Mindset” (60 min);
•“Communicating with Clients (Critical Reading/Listening Skills);
1) Critical Listening in Client Interviews (60 min)(Kaplan problem set);
2) Best Practices - Memos-to-the-File (30 min)(Kaplan problem set).
10.
11. January 8-10, 13-14
Schedule and conduct instructor/individual student
interviews to review diagnostic assessment reports and
student-prepared draft learning plans (course requirement).
WEEK 2, JANUARY 14, 2014
Pre-Work Assignments (to be completed prior class).
• View the on-line video “Family Law,” at www.kaptest.com;
• View on-line video for “Mindfulness for Lawyers”
Workshop.
In-class Workshops
Communicating Findings (applying statutes and case law to
specific facts and communicating findings to clients).
1) “Mindfulness for Lawyers” Workshop;
2) Applying statute/caselaw to facts (Kaplan problem set);
3) Counseling Clients regarding legal options (Kaplan);
4) Activity: Can you say that in English? (Kaplan).
12. WEEK 3, JANUARY 21, 2014
Pre-Work Assignments
•View on-line video for “Improv for Lawyers” Workshop, prior to class.
In-class Workshops
• Preparing for Trial: Anticipating and Responding to Objections
(Kaplan problem set);
•Justin Lukasewicz, TucsonImprovMovement, “Improv for Lawyers.”
WEEK 4, JANUARY 28, 2014
Pre-Work Assignments
• Portfolio Preparation (assignment/preparation guide provided at
www.kaptest.com;
• View on-line video for “Negotiation” Workshop, prior to class.
In-class Workshops
• Communicating with Opposing Counsel: Negotiation (Kaplan Problem
set);
•Portfolio Prep and Wrap-up.
13. The 8 credit Post-FebBar Experiential Curriculum
For 2 of the 8 units, students are encouraged to
take the “Advanced Professionalism and Law
Practice Course” covering:
-Bar Association Resources;
-Attorney-Client Relationships;
-Tracking Time and Time Management;
-Economics of Law Practice;
-Common Pitfalls and Ethical Issues;
-Professionalism;
-Methods of Communication;
-Institutional Dynamics;
-Role of the Lawyer in Society.
14. In addition, students can select from a menu of 2-unit
experiential elective courses and/or enroll in a clinic or in an
externship for 1-6 units . Students may also complete journal
credits or a student-initiated substantial paper at this time.
During the 2014 spring semester, the following post-Bar
electives were offered:
•Transactional Practice
•Critical Race Practice
•Advanced Family Law Practice
•White Collar Crime: Ethics and Compliance
•Intellectual Property Transactional Drafting
•Corporate Governance
•Trade Secrets Law
•Basic Trial Advocacy
•Negotiation and Mediation Advocacy
•Externship opportunities in Government, Public Interest
Corporate Law Offices (1 – 6 units)
•Law Clinic opportunities (1 – 6 units)