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Introduction

The aims of legal education

Study and practice
Scholarship
School examinations
Common-law countries
Civil-law countries
Levels of study
Trends in legal education

legal education

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Cornell Law School - Legal Information Institute - Legal education
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legal education , preparation for the practice of law. Instruction in law has been offered in universities since medieval times, but, since the advent of university-based law schools in the 18th and 19th centuries, legal education has faced the challenge of reconciling its aim of teaching law as one of the academic disciplines with its goal of preparing persons to become members of a profession. Most law schools have tried to find a middle path between being a mere trade school and being a citadel of pure theory. Unfortunately, the criticism is sometimes made that these efforts result in a type of education that is not practical enough to be genuinely useful in resolving day-to-day legal problems but yet not as rigorously theoretical as a truly academic discipline ought to be.

The ancient Romans had schools of rhetoric that provided training useful to someone planning a career as an advocate , but there was no systematic study of the law as such. During the 3rd century bce , Tiberius Coruncanius, the first plebeian pontifex maximus (chief of the priestly officials), gave public legal instruction, and a class of jurisprudentes (nonpriestly legal consultants) emerged. A student, in addition to reading the few law books that were available, might attach himself to a particular jurisprudens and learn the law by attending consultations and by discussing points with his master . Over the ensuing centuries a body of legal literature developed, and some jurisprudentes established themselves as regular law teachers.

In the medieval universities of Europe , including those in England , it was possible to study canon law and Roman law but not the local or customary legal system, since the latter was understood as parochial and so unworthy of university treatment. In most European countries the study of national laws at universities began in the 18th century, though the study of Swedish law at Uppsala dates from the early 17th century.

On the continent of Europe the transition to the study of national law was facilitated by the fact that modern legal systems grew mostly from Roman law. In England, on the other hand, the national law, known as the common law , was indigenous . In medieval times education in the common law was provided for legal practitioners by the Inns of Court through reading and practical exercises. These methods fell into decline in the late 16th century, mainly because students came to rely on printed books, and after the middle of the 17th century there was virtually no organized education in English law until the introduction of apprenticeship for solicitors in 1729. The famous jurist Sir William Blackstone lectured on English law at Oxford in the 1750s, but university teaching of the common law did not develop significantly until the 19th century. In England, as on the Continent and throughout most of the rest of the world (though not in the United States), university-based legal education became an undergraduate program and remained so until quite recently. Since the late 20th and early 21st century, a number of nations have adopted the so-called U.S. model of legal education, providing university-based instruction in law as a profession rather than only as an academic discipline.

In the early years of the United States , persons hoping to enter the law sought apprenticeships in the offices of leading lawyers, a method of training that provided an acceptable avenue to the bar well into the 20th century. The Litchfield Law School , founded in Litchfield, Connecticut, in 1784 by Tapping Reeve , was the first institution of its kind in the United States. Such independent schools later gave way to university-based law schools, the first of which was established at Harvard University in 1817. By the late 19th century, Harvard had put in place a number of practices that eventually came to define American legal education, including the use of the “case method” of instruction ( see below Teaching ), the requirement that students complete three years of training, and the use of a full-time faculty of scholars, rather than a part-time faculty of practicing lawyers as had previously been the case. As the number of law schools grew, so too did the proportion of the bar who were law school graduates. By the early 21st century the United States had more than 200 accredited law schools and the world’s largest bar, numbering more than one million members.

Law has long been a subject of serious study in some non-Western countries, as evidenced by the centrality of legal exegesis in the Islamic tradition and the inclusion of law on examinations for the civil service in China during the Song dynasty (960–1279). Modern university-based legal education, however, is generally regarded as a foreign institution, having been introduced by European colonial powers in the 19th century.

Legal education generally has a number of theoretical and practical aims, not all of which are pursued simultaneously. The emphasis placed on various objectives differs from period to period, place to place, and even teacher to teacher. One aim is to make the student familiar with legal concepts and institutions and with characteristic modes of legal reasoning. Students also become acquainted with the processes of making law, settling disputes, and regulating the legal profession , and they must study the structure of government and the organization of courts of law, including the system of appeals and other adjudicating bodies.

Another aim of legal education is the understanding of law in its social, economic, political, and scientific contexts . Prior to the late 20th century, Anglo-American legal education was less interdisciplinary than that of continental Europe. With the development of a more or less scientific approach to social studies since the late 20th century, however, this has been changing. Some American law schools appoint economists, historians, political scientists, or sociologists to their staffs, while most permit their students to take courses outside the law school as part of their work toward a degree . Continental legal education tends to be highly interdisciplinary, if more abstract and doctrinal than its American counterpart, with nonlegal subjects compulsory for students taking their first degree in law.

Traditionally, legal education has included the study of legal history, which was once regarded as an essential part of any educated lawyer’s training. Although economics is increasingly popular as a tool for understanding law, much legal history is nonetheless taught in the context of the general law curriculum. Since the corpus of the law is a constantly evolving collection of rules and principles, many teachers consider it necessary to trace the development of the branch of law they are discussing. In civil-law countries, where most parts of the law are codified, it is not generally thought necessary to cover topics that antedate the codes themselves. On the other hand, in countries that have a common- law system, knowledge of the law has traditionally depended to a great extent on the study of the court decisions and statutes out of which common law evolved.

Even in jurisdictions that require four or five years of law study (as in Japan and India), the graduating law student is not expected to have studied the whole body of substantive law but is, however, typically expected to be familiar with the general principles of the main branches of law. To this end, certain subjects are regarded as basic: constitutional law , governing the major organs of state; the law of contract , governing obligations entered into by agreement; the law of tort (or delict in civil-law systems), governing compensation for personal injury and damage to property, income, or reputation; the law of real (or immovable) property ( see property law ), governing transactions with land; criminal law , governing punishment , deterrence , rehabilitation, and prevention of offenses against the public order; and corporation (or company) law, governing the leading form that economic actors take in modern society. The materials studied are largely the same everywhere: codes (where these exist), reports of court decisions, legislation, government and other public reports, institutional books (in civil-law countries), textbooks, and articles in learned periodicals. The aim is not so much that the students should remember “the law” as that they should understand basic concepts and methods and become sufficiently familiar with a law library to carry out the necessary research on any legal problems that may come their way.

Legal Education

Research projects.

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Professional Identity Formation

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Generative Legal Minds

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Rethinking Law School Financing

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Current Issues in Legal Education

Exploring how changes to the first-year law school curriculum could benefit students.

Law School Curriculum: Reform, Assessment, and Research Design

David A. Hyman( Georgetown Law), Jing Liu (East China University Law), and Joshua C. Teitelbaum (Georgetown Law) discuss how changes to the first-year law school curriculum could positively impact law students. The authors evaluate Georgetown Law’s curriculum B as an alternative to the traditional first-year course load.

Reviewing Diverse Approaches To Student Success

Investing in Academic Success: Diverse Approaches – a Blog Post by Prof. Charles Calleros (ASU)

Professor Calleros (Arizona State University Law) discusses several different approaches in the design of academic success programs in law schools across the United States and abroad. The author provides analysis on what makes each program successful in improving outcomes for students.

Addressing the Access To Justice Crisis Through Legal Education

What The Access To Justice Crisis Means For Legal Education

Kathryne M. Young (George Washington Law) describes the access to justice crisis in the United States as a deficit of just resolutions to civil justice problems for everyday people. The author argues that this crisis compels an examination of the scope and purpose of legal education and provides a framework for how law schools can address access to justice issues effectively.

P ublished in UC Irvine Law Review (Vol. 11, No. 3) in 2021.

Law Profession as an Antiracist teaching institution

What’s (Race In) The Law Got To Do With It: Incorporating Race In Legal Curriculum

Sonia Gipson Rankin (University of New Mexico Law) explains how to incorporate conversations about race within legal education. The essay describes cognitive dissonance theory, color blindness ideology, and its relationship to racial inequality, while providing classroom techniques that encourage dialogue related to conversations on equity and race. The author also includes classroom strategies to help professors’ awareness of equity in the legal profession and in the justice system.

Published in Connecticut Law Review (Vol. 54, No. 4) in July 2022.

Pushing Back on Attempts to Ban Critical Race Theory

This Is Not A Drill: The War Against Antiracist Teaching in America

Kimberlé Williams Crenshaw (UCLA Law and Columbia Law), in her modified acceptance speech for the 2021 AALS Triennial Award for Lifetime Service to Legal Education and the Legal Profession, reflects on her career and the recent challenges to teaching antiracist and social justice education that is now unfolding. The speech argues that the legal academy bears a collective responsibility to fight back against the silencing of antiracist frameworks, and calls on law schools to confront their historical agnosticism toward racial subordination and to defend the freedom to teach and learn Critical Race Theory against concerted efforts to undo its legacy.

Published in the UCLA Law Review (Vol. 68) in 2022.

Reimagining Legal Education with focus on student wellness

Wellness And Law: Reforming Legal Education To Support Student Wellness

Janet Thompson Jackson (Washburn Law) details how law schools can shape curricula to benefit student wellness. The article argues that many students do not have to feel that their mental health and overall well-being will be significantly compromised during law school. The article provides a blueprint to reimagine legal education with a focus on wellness.

Originally published in Howard Law Journal (Vol. 65, No. 1) in 2021

History of Law School Clinics

California Legal History Journal on Legal Clinics and Experiential Learning

Professor Baker (Pepperdine Law) shares an excerpt from the most recent Journal of the California Supreme Court Historical Society which has been dedicated to experiential and clinical legal education.

Published in California Legal History (Vol. 17) in 2022

Preparing law students to be civic leaders

Building the Next Generation of Rule of Law Leaders William Hubbard (Dean, University of South Carolina Law) describes the challenges that the United States faces regarding adherence to the rule of law despite seeing modest improvement in its score in the 2022 Rule of Law Index published annually by the World Justice Project (WJP). This opinion piece describes some specific issue that law schools should address as the country navigates challenges to the rule of law.

Teaching students to look for the absence of diverse perspectives in law

Meditations On Teaching What Isn’t Kris Franklin (New York Law School) explores the teaching students to look for what is absent as a form of logical thinking. The article surveys a wide array of examples in various core legal subjects that point to the omission of diverse perspectives. The article provides law faculty and students with examples of ways to make more visible that which is currently not seen.

Published in New York Law School Law Review (Vol. 66, No. 387) in June 2022 .

Best Practices for Teaching and Learning in Legal Education

Fifty Ways to Promote Teaching and Learning Gerald Hess, Professor Emeritus of Law at Gonzaga University School of Law, Michael Hunter Schwartz, Dean and Professor of Law at University of the Pacific’s McGeorge School of Law, and Nancy Levit, Curators’ and Edward D. Ellison Professor of Law at University of Missouri-Kansas City School of Law, focus on the efforts law schools and professors can make to improve instruction and student learning in the classroom. This article builds upon James Lindgren’s seminal article, “Fifty Ways to Promote Scholarship” (1999), which detailed numerous ideas for improving scholarship and the intellectual life of a law school.

Originally published in the Journal of Legal Education (Vol. 67, Issue 3) in December 2018.

Empirical Research in Clinical Legal Education

Measuring Law School Clinics The four authors—Colleen Shanahan (Columbia Law), Jeffrey Selbin (UC Berkeley Law), Alyx Mark (Wesleyan University/American Bar Foundation), and Anna Carpenter (University of Utah Law)—report findings from a large dataset of legal cases that shed some light on the teaching-service promise of law school clinics. After analyzing thousands of unemployment insurance cases involving different types of representation, their findings revealed that clinical law students behave very similarly to practicing attorneys in their use of legal procedures and that clients also experience very similar case outcomes to clients of practicing attorneys. These findings are consistent with claims that law school clinics help prepare students to be practicing lawyers and to serve low-income clients as well as lawyers do.

The Evolving Role of the Associate Dean of Experiential Education

Exploring the Meaning of Experiential Deaning This article explores the role associate deans of experiential education play in the changing landscape of legal education. Five authors—Margaret Martin Barry (Vermont Law) Robert Dinerstein (American University Washington College of Law), Phyllis Goldfarb (George Washington Law), Peggy Maisel (Boston University Law), and Linda Morton (California Western Law)—convened in Vermont to discuss the nature of their positions as associate deans of experiential education at their law schools. Survey findings indicate that the structure, content, and authority of this role is under-developed. The authors make recommendations on how law schools can carve out the role intentionally and provide institutional support to increase the efficacy of the position.

Originally published in the Journal of Legal Education (Vol. 67, Issue 3) in October 2018.

The Value of Local Legal Scholarship

Days of Future Past: A Plea for More Useful and More Local Legal Scholarship Frank Bowman III, Floyd R. Gibson Missouri Endowed Professor of Law at University of Missouri School of Law, describes how the population explosion in American law schools during the 1990s and the simultaneous rise of the influence of U.S. News rankings created a bubble in legal scholarship. Bowman makes several recommendations for dealing with a ‘post-bubble’ landscape, including changing law school hiring practices to favor professors with more legal experience, assessing scholarship more by effect and less by placement, and devoting more scholarly attention to questions of state law and practice.

The Future of Legal Education

An Invitation Regarding Law and Legal Education, and Imagining the Future Michael J. Madison, Director of the Institute for Cyber Law, Policy, and Security and Faculty Director of the Innovation Practice Institute at University of Pittsburgh School of Law, explores conversations about the future of legal education in ways that integrate several threads of concern and revision that have emerged over the last decade. Madison argues these conversations should include participants beyond elite American law schools and private law firms.

Leadership Development in Legal Education

Law School Leadership and Leadership Development for Developing Lawyers Louis D. Bilionis, Dean Emeritus and Droege Professor of Law at the University of Cincinnati College of Law, argues the conditions for successful leadership are present in law schools. The necessary leaders are in place and include faculty and staff who are adopting innovations to help advance students’ development as professionals. The authors refer to these select few as a “coalition of the willing” – opinion leaders with the greatest potential sway on those colleagues who have yet to adopt.

Originally published in the Santa Clara Law Review (Vol 58, Issue 3) in 2019.

Measuring the Impact of Legal Scholarship

Measuring Scholarly Impact: A Guide for Law School Administrators and Legal Scholars Gary Lucas, Jr., Professor of Law and Senior Associate Dean at Texas A&M University School of Law, provides guidance for law deans and legal scholars interested in measuring the impact of legal scholarship. Lucas recommends that each law school create a Google Scholar profile for its faculty. By acting on this recommendation, administrators would dramatically improve their ability to assess the impact of legal scholarship.

Originally published in the University of Pennsylvania Law Review (165) in 2017.

Taking Externship Scholarship to the Next Level

The Past and Future of Externship Scholarship Harriet Katz, Clinical Professor Emerita of Law at Rutgers University School of Law, Camden, offers an overview of scholarship about legal externship produced over the past three decades, along with suggestions for the direction of future work.

Matching Law Practice and Legal Education

The Contextual Problem of Law Schools Eli Ward, Charles W. Delaney Jr. Professor of Law at University of Denver Sturm College of Law, argues there is a mismatch between law practice and legal education. Ward provides recommendations in which law schools can systematically implement contextual insights into their curriculum and culture.

Enhancing Student Learning

Cracking Student Silos: Linking Legal Writing and Clinical Learning Through Transference Mary Bowman, Director of the Legal Writing Program and Associate Professor of Law at Seattle University School of Law, and Lisa Brodoff, Director of the Ronald Peterson Law Clinic and Associate Professor of Law at Seattle University School of Law, studied the educational literature on transference to understand how they could help their students apply what is taught in their programs to future client work. Both authors describe what they learned from their endeavors and the typical barriers to transference, most significantly the effects of course-dependent siloing of student learning.

Legal Education Reconsidered

James P. White Lecture on Legal Education During the James P. White Lecture on Legal Education at Indiana University Robert H. McKinney School of Law, AALS Executive Director Judith Areen discussed how legal education has been “reconsidered” by prospective students as the result of a challenging job market and negative media coverage. The lecture was published in the Indiana Law Review.

“Working together, deans and faculty, schools and organizations, we need not fear what will happen as others reconsider legal education,” Areen said. “Together we should be able to regain the confidence of qualified college students and graduates that law school is a good choice for someone who wants to make a difference during their professional career both in service to others, and in addressing some of the most intractable problems that face our communities, nation, and the world.”

The Market for Law Schools and their Graduates

The Demand for Legal Education: The Long View Deborah M. Hussey Freeland, Research Fellow at the Stanford Center on the Legal Profession, examines available data on the total number of law school applicants, including long-term economic and demographic trends in the demand for legal education.

Originally published in the Journal of Legal Education (Vol. 65, Issue 1) in August 2015.

Practice-Based Learning

Practice in the Academy: Creating “Practice Aware” Law Graduates Jay Gary Finkelstein, corporate transactional Partner at DLA Piper LLP (U.S.), presents two practical solutions that will enhance traditional doctrinal courses, such as hiring practitioners to work with full-time faculty to develop practice-based curriculum offerings and providing interactive pedagogy that replicates the practice of law. Finkelstein serves on the adjunct law school faculties of at Stanford, Berkeley, Georgetown and Penn.

Originally published in the Journal of Legal Education (Vol. 64, Issue 4) in May 2015.

Learning Technologies in Legal Education

Law Schools and Technology: Where We Are and Where We Are Heading Michele Pistone, Professor of Law at Villanova University School of Law, analyzes the conditions and trends that encourage greater use of learning technologies in legal education.

Originally published in the Journal of Legal Education (Vol. 64, Issue 4) in May 2015 .

Support of Legal Services Corporation

AALS Letter in Support of Funding the Legal Services Corporation Access to justice is at the core of our constitutional society. As Supreme Court Justice Lewis F. Powell once wrote, “Equal justice under law is not merely a caption on the facade of the Supreme Court building; it is perhaps the most inspiring ideal of our society.”

Today’s Justice System and The Supreme Court

The Open Mind: Equal and Unequal Justice Harvard Law School Dean Martha Minow provides insight into the American justice system and legal education on PBS’ The Open Mind . During the discussion, she discusses race relations in the U.S., the need to support access to justice initiatives, and the role technology can play toward the pursuit of equal justice.

Supreme Court of the United States Decision on Fisher v. The University of Texas at Austin

Supreme Court of the United States Decision on Fisher v. The University of Texas at Austin The Supreme Court of the United States ruled (4-3) in Fisher v. The University of Texas at Austin (Fisher II) that the University of Texas’ use of race as a consideration in the admissions process does not violate the Equal Protection Clause of the Fourteenth Amendment of the U.S. Constitution.

From Law Review to Common Sense

In Praise of Law Reviews (and Jargon-Filled, Academic Writing) Cass R. Sunstein, Harvard Law School professor and former administrator of the White House Office of Information and Regulatory Affairs, outlines the value of law review articles, not just to academia or the legal profession, but to society as a whole. Though law review articles are often criticized as “jargon-filled” or “too-specialized,” he argues that many ideas constructed by legal scholars have made a significant impact, leading to what is now accepted as common sense by the public.

Statement from AALS Section on Clinical Legal Education on Proposed California Bar Admission Changes

Statement on the California Task Force on Admissions Regulation Recommendations (TFARR) The Association of American Law Schools’ Section on Clinical Legal Education has issued a statement on the proposal by the Task Force on Admissions Regulation Recommendations (TFARR) of the State Bar of California to change the requirements for taking the California Bar Examination.

Statement from AALS Deans Steering Committee on Proposed California Bar Admission Changes

Statement on the California Task Force on Admissions Regulation Recommendations (TFARR) The Steering Committee of the Association of American Law Schools’ Deans Forum has issued a statement on the proposal by the Task Force on Admissions Regulation Recommendations (TFARR) of the State Bar of California to change the requirements for taking the California Bar Examination.

Modern Legal Education and Law School Leadership

Law Schools and the Changing Environment of the Legal Profession In a conversation with University of California Television, Daniel B. Rodriguez, 2014 AALS President and Dean, Northwestern University School of Law, discusses changes and innovations happening with American legal education and in the legal profession. He discusses the challenges that law schools face today and working with various constituency groups including alumni, state bar associations, and law firm leadership. In addition, Dean Rodriguez discusses refining the law school curriculum, cross-campus initiatives and engaging alumni throughout their careers.

Linking Law Schools and U.S. Domestic Policy Needs

How can law schools help address society’s greatest needs? Peter B. Edelman, Carmack Waterhouse Professor of Law and Public Policy at Georgetown University Law Center, talks about the public policy choices that have been made regarding poverty, unemployment, race, immigration and gender issues in the United States and discusses the role law school clinics can play in addressing some of the country’s most pressing matters.

Professor Edelman’s talk served as the Keynote Address for the AALS Conference on Clinical Legal Education – Leading the New Normal: Clinical Education at the Forefront of Change for the sessions on May 5, 2015 in Rancho Mirage, California.

Black Lawyers Matter

Why the U.S. needs black lawyers even more than it needs black police In this opinion article for The Guardian , Yolanda Young, lawyer and founder of the website “On Being a Black Lawyer,” examines the importance of African Americans in the bar and the impact the lack of Black lawyers is having on the U.S. justice system.

Studies Point to an Improving Legal Industry in Key Areas

Law Schools and Industry Show Signs of Life, Despite Forecasts of Doom In this New York Times piece, Steven Davidoff Solomon, professor of law at University of California, Berkeley, looks at the structural changes in legal education and the legal industry. He notes that recent studies have pointed to signs of optimism in the profession and the overall need for skilled lawyers is unlikely to change over time.

The Value of a Legal Education

Statement on the Value of a Legal Education This statement was developed by the Deans Steering Committee of the Association of American Law Schools and concerns the critical role legal education plays in civil society and its progress. It is offered as a resource and, where appropriate, as a point of discussion to those interested in legal education.

Investing in a Legal Education

Financing a Legal Education

It pays for students who borrow to finance their legal education to familiarize themselves with all the tools available to manage debt, including a wide variety of repayment plans and loan forgiveness programs. The standard repayment period is 10 years but that may be extended. Some payments are tied to borrowers’ income and may be reduced for hardship cases, but not all types of loans are eligible for forgiveness and extensions.

History and Experiences of Women in Legal Education

Looking back at the challenges that women faced in joining the legal academy and profession in the mid-20th century Professor Marina Angel, Temple Temple University Beasley School of Law interviews U.S. Supreme Court Justice Ruth Bader Ginsburg for the AALS Section on Women in Legal Education’s Oral History Project.

Review of After the JD III , A Law Professor’s Take

After the JD III Reviewed D. Benjamin Barros, Associate Dean for Academic Affairs and Professor of Law at Widener University Law School-Harrisburg, provides his thoughts on the findings in After the JD III: Third Results from a National Study of Legal Careers by The American Bar Foundation and the NALP Foundation for Law Career Research and Education.

From Theory to Practice

Theory Makes Successful Lawyering Possible In this New York Law Journal column, Jeremy Paul, Dean of Northeastern University School of Law, highlights how the legal theory learned in law school, is crucial to success in practicing law.

Originally published in the New York Law Journal on April 21, 2014.

On Legal Scholarship

Why law professors’ scholarly research matters Critics from the bench to the bar have complained that much legal scholarship serves little or no practical purpose and wastes law school resources. But Robin West and Danielle Citron show how it is often the work of scholars that breaks important ground on how laws are interpreted and enforced, from invoking the Civil Rights Act to stop sexual harassment in the workplace to embedding cost-benefit analysis into regulation and rule-making.

Who Benefits from a Cap on Federal Student Loans?

Bootleggers and Baptists in the Student Loan Debate University of Maryland Law Professor Frank Pasquale describes the push to cap federal student loans as a move to benefit private lenders rather than reduce tuition costs for students. He likens advocates of the proposal to the bootlegger/baptist coalition of the Prohibition Era.

Originally published in the blog Balkinization (October 2015)

In Defense of Tenure

The risks of eviscerating tenure at ABA-accredited law schools Former law school deans Robert A. Gorman and Elliott S. Milstein robustly defend tenure in a letter to the ABA Section on Legal Education and the Bar, which had proposed weakening or eliminating the tenure requirement for law school accreditation. The tenure system ensures that law professors can challenge powerful interests and propose changes in the justice system without fear of reprisals, they argue. Diluting tenure protection would likely “be an excuse for underpaying faculty (or) for running a school principally with part-time faculty.” Later in 2014, the Section decided not to change the tenure requirements in its standards.

See the Signatories

The Role and Impact of Technology in Legal Education

8 Pages Posted: 12 Dec 2009 Last revised: 14 Dec 2012

Dr. Kennedy M. Maranga

Independent

Date Written: June 9, 2010

Legal education has changed over time. This paper explores the development and evolution of the impact of technology on legal education. The paper examines both developed and developing countries. A brief overview and evaluation of legal technology is done. It then seeks to evaluate the growth and significance of technology. Cultural, structural and leadership encounters are examined. Finally, the paper concludes that, legal education has coped well in technology. Although, developing countries are struggling with its implementation, it’s an important tool for instructional learning the 21st legal education.

Keywords: Legal Education, Technology, Law Teaching

Suggested Citation: Suggested Citation

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In the era of globalization, legal education requires highly qualified, trained and well-equipped human resource as a lawyers, judges and academicians having considerable knowledge of law with the sense of humanity. Legal education is an instrument which trains law professionals to contribute to the all-round development of the society.

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Konrad Zweigert and Hein Kotz, An Introduction to Comparative Law (Clarendon Press, Oxford, 3rd ed., 1998) at 15.

S.N. Jain, “The Research Programme in Indian Law Institute”, S.K. Verma and M. Afzal Wani (eds.), Legal Research and Methodology (Indian Law Institute, New Delhi, 2006) at 211; C.G. Weeramantry, An Invitation to the Law (Lawman Private Ltd., New Delhi, 2005) at 52.

A Speech of Sarbgya Ratna Tuladhar, the then Chairperson of Nepal Bar Association, in a Seminar Conducted by Institute of Law, 1(2) Nepal Law Review , July–September, 1977, at 12.

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Rajnish Kumar Singh

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Paudel, B.K. (2018). Legal Education in Nepal: Recent Reform and Need for Change. In: Nirmal, B., Singh, R. (eds) Contemporary Issues in International Law. Springer, Singapore. https://doi.org/10.1007/978-981-10-6277-3_39

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Importance of Legal Education in India

Landmark cases that highlight the need for legal education, bhopal gas tragedy case, nirbhaya case, sabarimala temple case, ways to improve the quality of legal education.

Improving Curriculum: Law schools should focus on improving their curriculum to keep pace with the changing legal landscape. The curriculum should include practical training, clinical courses, and internships, apart from theoretical knowledge.
Technology-Enabled Learning: Technology can be an enabler in legal education. Online courses, webinars, and e-resources can facilitate legal education.
Faculty Development: Faculty development is an essential aspect of improving legal education. Law schools should invest in their faculty's training, research, and development to provide quality education.
Collaboration with Industry: Law schools should collaborate with legal practitioners and organizations to provide students with practical exposure and relevant industry insights.

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What you need to know about the right to education

The Universal Declaration of Human Rights affirms that education is a fundamental human right for everyone and this right was further detailed in the Convention against Discrimination in Education. What exactly does that mean?

Why is education a fundamental human right?

The right to education is a human right and indispensable for the exercise of other human rights.

Quality education aims to ensure the development of a fully-rounded human being.
It is one of the most powerful tools in lifting socially excluded children and adults out of poverty and into society. UNESCO data shows that if all adults completed secondary education, globally the number of poor people could be reduced by more than half.
It narrows the gender gap for girls and women. A UN study showed that each year of schooling reduces the probability of infant mortality by 5 to 10 per cent.
For this human right to work there must be equality of opportunity, universal access, and enforceable and monitored quality standards.

What does the right to education entail?

Primary education that is free, compulsory and universal
Secondary education, including technical and vocational, that is generally available, accessible to all and progressively free
Higher education, accessible to all on the basis of individual capacity and progressively free
Fundamental education for individuals who have not completed education
Professional training opportunities
Equal quality of education through minimum standards
Quality teaching and supplies for teachers
Adequate fellowship system and material condition for teaching staff
Freedom of choice

What is the current situation?

About 258 million children and youth are out of school, according to UIS data for the school year ending in 2018. The total includes 59 million children of primary school age, 62 million of lower secondary school age and 138 million of upper secondary age.

155 countries legally guarantee 9 years or more of compulsory education

Only 99 countries legally guarantee at least 12 years of free education
8.2% of primary school age children does not go to primary school Only six in ten young people will be finishing secondary school in 2030 The youth literacy rate (15-24) is of 91.73%, meaning 102 million youth lack basic literacy skills.

How is the right to education ensured?

The right to education is established by two means - normative international instruments and political commitments by governments. A solid international framework of conventions and treaties exist to protect the right to education and States that sign up to them agree to respect, protect and fulfil this right.

How does UNESCO work to ensure the right to education?

UNESCO develops, monitors and promotes education norms and standards to guarantee the right to education at country level and advance the aims of the Education 2030 Agenda. It works to ensure States' legal obligations are reflected in national legal frameworks and translated into concrete policies.

Monitoring the implementation of the right to education at country level
Supporting States to establish solid national frameworks creating the legal foundation and conditions for sustainable quality education for all
Advocating on the right to education principles and legal obligations through research and studies on key issues
Maintaining global online tools on the right to education
Enhancing capacities, reporting mechanisms and awareness on key challenges
Developing partnerships and networks around key issues

How is the right to education monitored and enforced by UNESCO?

UNESCO's Constitution requires Member States to regularly report on measures to implement standard-setting instruments at country level through regular consultations.
Through collaboration with UN human rights bodies, UNESCO addresses recommendations to countries to improve the situation of the right to education at national level.
Through the dedicated online Observatory , UNESCO takes stock of the implementation of the right to education in 195 States.
Through its interactive Atlas , UNESCO monitors the implementation right to education of girls and women in countries
Based on its monitoring work, UNESCO provides technical assistance and policy advice to Member States that seek to review, develop, improve and reform their legal and policy frameworks.

What happens if States do not fulfil obligations?

International human rights instruments have established a solid normative framework for the right to education. This is not an empty declaration of intent as its provisions are legally binding. All countries in the world have ratified at least one treaty covering certain aspects of the right to education. This means that all States are held to account, through legal mechanisms.
Enforcement of the right to education: At international level, human rights' mechanisms are competent to receive individual complaints and have settled right to education breaches this way.
Justiciability of the right to education: Where their right to education has been violated, citizens must be able to have legal recourse before the law courts or administrative tribunals.

What are the major challenges to ensure the right to education?

Providing free and compulsory education to all
155 countries legally guarantee 9 years or more of compulsory education.
Only 99 countries legally guarantee at least 12 years of free education.
Eliminating inequalities and disparities in education

While only 4% of the poorest youth complete upper secondary school in low-income countries, 36% of the richest do. In lower-middle-income countries, the gap is even wider: while only 14% of the poorest youth complete upper secondary school, 72% of the richest do.

Migration and displacement

According to a 2019 UNHCR report, of the 7.1 million refugee children of school age, 3.7 million - more than half - do not go to school.

Privatization and its impact on the right to education

States need to strike a balance between educational freedom and ensuring everyone receives a quality education.

Financing of education

The Education 2030 Agenda requires States to allocate at least 4-6 per cent of GDP and/or at least 15-20 per cent of public expenditure to education.

Quality imperatives and valuing the teaching profession

Two-thirds of the estimated 617 million children and adolescents who cannot read a simple sentence or manage a basic mathematics calculation are in the classroom.

Say no to discrimination in education! - #RightToEducation campaign

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Essay on Legal Education in India

Students are often asked to write an essay on Legal Education in India in their schools and colleges. And if you’re also looking for the same, we have created 100-word, 250-word, and 500-word essays on the topic.

Let’s take a look…

100 Words Essay on Legal Education in India

Introduction.

Legal education in India refers to the education of lawyers before they begin practice. It includes studying law directly as an academic discipline.

The history of legal education in India can be traced back to 1860. The first law department was started in Mumbai’s Government Law College.

Types of Law Degrees

In India, law degrees come in several forms. The most common is the LLB degree, which is a three-year course taken after graduation.

Law Schools

There are numerous law schools in India, with the most prestigious being the National Law School in Bangalore.

250 Words Essay on Legal Education in India

Legal education in India plays a pivotal role in creating a society that is governed by the rule of law. It is the backbone of a democratic nation like India, where the law is an essential tool for social engineering and change.

The Evolution of Legal Education

The evolution of legal education in India can be traced back to the establishment of the first law school in Kolkata in 1855. With the advent of globalization, the nature and scope of legal education in India have significantly transformed. The introduction of five-year integrated law programs has revolutionized the legal education system, integrating professional education with traditional undergraduate knowledge.

Challenges and Opportunities

Despite its evolution, legal education in India faces several challenges. The principal challenge lies in the curriculum, which is often criticized for being outdated and not in line with the current legal scenario. Another issue is the lack of practical exposure, which hinders the development of essential skills in budding lawyers.

However, these challenges also present opportunities for improvement. There is a growing recognition of the need for curriculum reform, with a focus on practical training and skill development. Furthermore, the increasing demand for legal professionals in various sectors opens up new avenues for law graduates.

In conclusion, legal education is an integral part of India’s education system. While it faces certain challenges, the potential for growth and improvement is immense. By harnessing these opportunities, India can strengthen its legal education system, thereby contributing to the establishment of a more robust legal framework.

500 Words Essay on Legal Education in India

Introduction to legal education in india.

The history of legal education in India can be traced back to the establishment of the first law department at the University of Calcutta in 1855. Since then, the system has grown exponentially, with the introduction of five-year integrated law programs and the establishment of national law universities. These changes marked a shift from the traditional three-year law degree after graduation to a more holistic approach that begins after high school.

The Role of National Law Universities

The National Law Universities (NLUs) have played a pivotal role in revolutionizing legal education in India. The introduction of the Common Law Admission Test (CLAT) has standardized the admission process, making it more transparent and competitive. The curriculum at these universities is designed to be comprehensive and multidisciplinary, focusing not only on law but also on areas such as economics, political science, and sociology. This broad-based education provides students with a holistic understanding of the law and its interplay with society.

Practical Aspects of Legal Education

Challenges and the way forward.

Despite the significant strides made, legal education in India still faces several challenges. These include outdated curricula, inadequate infrastructure, and a lack of qualified faculty. Moreover, there is a need to strike a balance between theoretical knowledge and practical skills.

To address these issues, legal education in India needs to continuously evolve and innovate. The curriculum should be regularly updated to reflect changes in law and society. There should be a greater emphasis on experiential learning to bridge the gap between theory and practice. Further, faculty development programs should be initiated to enhance the quality of teaching.

If you’re looking for more, here are essays on other interesting topics:

Apart from these, you can look at all the essays by clicking here .

Dr Sarvepalli Radhakrishnan Essay

The Dr Sarvepalli Radhakrishnan essay is one of the most asked essays in school exams as well as subjective competitive exams. Dr Sarvepalli Radhakrishnan is one of the most prominent figures in the field of politics and education in pre and post independent India. Dr. Radhakrishnan began his political journey after an illustrious academic career. Dr. Sarvepalli Radhakrishnan was also nominated for Nobel Prize in literature in the year 1937.

Essay on Dr Sarvepalli Radhakrishnan Importance

Below, we are presenting brief and extensive essays about Dr. Sarvepalli Radhakrishnan in the English language for children and students. The essays were written in a straightforward manner to help school students easily learn and recite them when necessary. By reading these essays on Dr. Sarvepalli Radhakrishnan, you will gain insights into his life, accomplishments, influence on students, and his reputation as both a teacher and President.

10 Lines on Dr Sarvepalli Radhakrishnan in English

Check the 10 lines on Dr Sarvepalli radhakrishnan in english herein.

Dr Sarvepalli Radhakrishnan served as the inaugural Vice President of India and later became the second President of the country.
He was born on the 5th of September 1888 in the small village of Tiruttani in Tamilnadu.
Dr Radhakrishnan attended a school named ‘Lutheran Mission School’.
He went on to further his studies at Madras Christian College and successfully finished his post-graduate studies.
Every year, his birthday is commemorated as Teacher’s Day to recognize his impact on education and learning.
Dr Radhakrishnan earned his Master of Arts degree in philosophy.
Scholars from both East and West held him in high regard for his visionary insights and expertise.
From 1952 to 1962, Dr Radhakrishnan held the position of Vice President of India.
Dr. Radhakrishnan assumed the role of President of India in 1962.
He died in 1975, and his birthday is commemorated as Teacher’s Day.

Short Essay on Dr Sarvepalli Radhakrishnan

Check the shorter version of Dr Sarvepalli Radhakrishnan Essay in English for Children and Students hereunder.

Dr Radhakrishnan, born on 5th September 1888 in Tirutani, a small village, was renowned as a teacher, philosopher, scholar, and idealist. He came from a modest background but was a shining student who thrived in his studies. Once he finished his schooling, he went on to instruct philosophy in different locations like Mysore, Andhra, and Calcutta. He also worked as a teacher at Oxford and was beloved by students wherever he taught.

He, as an intellectual who imagined an advanced India, wrote numerous books on Indian customs with a focus on eliminating the caste or class systems that suppress individuals. He advocated for a contemporary version of Hinduism as a philosopher. Three of the most well-liked books are East and West: Some Reflections, Eastern Religion and Western Thought, and The Philosophy of Upanishads.

He was revered as a beloved teacher and is now seen as a symbol of academia, with his birthday being commemorated annually as Teacher’s Day. He represented India at UNESCO post-independence and was part of the Constituent Assembly as well.

Essay on Dr Sarvepalli Radhakrishnan in 100 Words for Children and Students

Dr. Sarvepalli Radhakrishnan was a renowned educator. His birth took place in Madras, India, on September 5, 1888, into the humble Brahmin family in Tirutani. In his later years, he served as the first Vice President and then went on to become the second President of the nation. He excelled as a philosopher, individual, visionary, educator, and renowned writer.

He was a man who had a vision, a mission, and principles, and he served as the Executive Head of India. He was a prominent figure in the nation, whose birthday is commemorated as Teacher’s Day in India. He is the honourable man who we commemorate by observing Teacher’s Day.

Dr Sarvepalli Radhakrishnan Essay in 150 Words

Dr. Sarvepalli Radhakrishnan, born on September 5th, 1888 and passed away on April 17th, 1975, was a renowned Indian academic who held the positions of first vice President and second President of India. Throughout his career, he received numerous scholarships and taught at several prestigious institutions and universities, such as Oxford University. He was well-versed in Hindu philosophy and was instrumental in bringing Hinduism to the western world, earning him the title of a bridge builder connecting India and the western world.

Dr. Radhakrishnan received numerous accolades throughout his life, such as the Bharat Ratna in 1954, the British Order of Merit in 1963, the first person to receive the Sahitya Akademi fellowship in 1968, and the Templeton Prize in 1975. He received nominations for the Nobel Prize in literature and the Nobel Peace Prize a total of sixteen and eleven times, respectively. Teachers Day in India is celebrated on his birthday, 5th September.

Dr Sarvepalli Radhakrishnan Essay in 200 Words

Dr. Sarvepalli Radhakrishnan was a renowned individual and well-known educator. Every year on the 5th of September, students nationwide celebrate his birthday to honor him indefinitely. It is also observed as a way of showing respect to all the teachers in the nation for their outstanding and committed career. He entered the world on September 5, 1888, into a humble Brahmin family in Tirutani. Due to their financial struggles, he was able to complete his education with the help of a scholarship.

His initial schooling was completed at various missionary-run schools across the city. He obtained his bachelor’s and master’s degrees from Madras University. His thesis on the ethics of the Vedanta, titled “The Ethics of the Vedanta and Its Metaphysical Presuppositions,” gained widespread popularity and was eventually published. In 1909, he was selected for a position in the Department of Philosophy at Madras Presidency College, and in 1918, he went on to become a teacher and Professor of Philosophy at the University of Mysore.

He had attended the Congress of the Universities of the British Empire in 1926 and the International Congress of Philosophy at Harvard University in the same year, representing the University of Calcutta. Following his significant contributions to the nation, he died on April 17, 1975.

Dr Sarvepalli Radhakrishnan Essay in English 300 Words

Dr. Sarvepalli Radhakrishnan was a renowned educator and writer. He was born into a humble Brahmin family in Tirutani, India on the 5th of September in 1888. His father’s name was Sarvepalli Veeraswami and he was employed in a zamindari at a low salary. His mother’s name was Sitamma. Due to his low economic situation, he pursued his education through scholarships. He finished his education at Tirutani and Lutheran Mission School in Tirupati with success.

He finished his undergraduate and graduate studies in philosophy. He married Sivakamuamma when he was 16 years old. In 1909, he was appointed as an Assistant Lecturer at Madras Presidency College. He had a thorough understanding of the Upanishads, Brahmasutra, Bhagvad Gita, and commentaries by Sankara, Madhava, and Ramunuja, as well as a deep knowledge of Buddhist and Jain philosophy.

Later in his life, he delved into philosophical writings by Plato, Kant, Bradley, Plotinus, Bergson, Marxism, and Existentialism. In 1914, on his way to Cambridge for studies, he encountered the math prodigy called Srinivasa Ramanujan to receive Radhakrishnan’s blessings. In 1918, he was appointed as the Professor of Philosophy at University of Mysore. He also achieved fame as an author, writing numerous articles for prestigious journals such as The Philosophy of Rabindranath Tagore, The Quest, The Reign of Religion in Contemporary Philosophy, the International Journal of Ethics, Journal of Philosophy, etc.

His renowned writings captured the attention of Ashutosh Mookerjee (Vice Chancellor at Calcutta University) and led to his nomination for the George V Professor of Philosophy at Calcutta University in 1921. At the request of Prof. J. H. Muirhead, he penned a book titled Indian Philosophy for the Library of Philosophy, which was published in 1923. His birthday is commemorated annually on September 5th in recognition and admiration of his enduring contributions. He passed away on April 17, 1975.

Long Essay on Dr Sarvepalli Radhakrishnan

Candidates can check Dr Sarvepalli Radhakrishnan Essay in 500+ words below for various exams.

Dr. Sarvepalli Radhakrishnan was a great individual. He was appointed as the inaugural vice-president of the nation and the subsequent president of independent India. Additionally, prior to serving as vice-president and president, he worked as a philosopher, a teacher, and an author. Moreover, the 5th of September is commemorated as Teachers Day in India annually due to his birthday. He was recognized as one of the country’s outstanding leaders, and his birthday is commonly referred to as teachers’ day because of his impact on education.

Early Life and Education of Dr Sarvepalli Radhakrishnan

Born in 1888 in Madras, he came from a Brahmin Family who lived in poverty. Because his family was experiencing financial difficulties, he received assistance from a scholarship to finish his studies. He finished his primary schooling at multiple missionary schools situated across different areas of the city. Moreover, he has a strong passion for philosophy and obtained both his bachelor’s and master’s degrees in the subject.

Upon finishing his Master’s degree, he began his career as a junior lecturer at Madras Presidency College. Additionally, he was intrigued by religious mythologies and became proficient in various Hindu philosophical texts like Bhagavad Gita, Brahmasutra, Commentaries of Sankara, Upanishads, Ramanuja, and Madhava. In addition to these, he also became proficient in numerous other traditional Hindu philosophies. He also had a good understanding of the teachings of Jainism and Buddhism. Additionally, he had a good understanding of the philosophers in the western world.

Academic Career

In 1918, he was appointed as a professor at the University of Mysore, and shortly thereafter, Calcutta University proposed him for the position of philosophy professor. In his later years, he was summoned by Oxford University to give talks on Hindu Philosophy. Moreover, following extensive efforts, he successfully elevated Indian philosophy to a global platform. His efforts have allowed Indian Philosophy to make a global impact.

Career as Vice Chancellor and Politician

Following the 1930s, he experienced numerous significant changes in his life and assumed the role of vice-chancellor at several universities, including Banaras Hindu University and Andhra University. At a later time, before India gained independence, he was designated as the ambassador for UNESCO (United Nations Educational, Scientific, and Cultural Organization). And, following independence, he was appointed as the ambassador for the Soviet Union.

Additionally, in 1952, he was appointed as the Vice President of India and in 1954, he was honored with the Bharat Ratna award. Also, he held the position of Vice President of India for two full terms and in 1962 was elected President of India. He stepped down shortly after finishing his tenure as the President of India. He dedicates himself to the nation through his exceptional efforts and the aristocrat passed away in 1975.

Memorial and Awards

In addition to receiving the Bharat Ratna, he was also awarded numerous other awards during his lifetime. He was the recipient of the Templeton award, which he gave to Oxford University as a donation. In addition, he was also awarded the German Book Trade Peace Prize. To permanently honor him, the university established the Radhakrishnan Scholarship, which was later rebranded as the Radhakrishnan Chevening Scholarship.

In conclusion, we can state that Dr. Sarvepalli Radhakrishnan was a wonderful individual who had a passion for education. We honor his birthday as Teacher’s Day in India because of his dedication to teaching. Additionally, he excelled as a teacher, philosopher, and writer.

Sharing is caring!

How is Dr Sarvepalli Radhakrishnan a significant personality?

Dr. Sarvepalli Radhakrishnan was a famous Indian philosopher and politician. He was a notable scholar who held the positions of the initial Vice President and subsequent President of India. We celebrate Teachers Day in India in his loving memory.

What was the speech of Sarvepalli Radhakrishnan?

The famous speech of Dr. Sarvepalli Radhakrishnan is: “I want my country to be free. I do not want a fallen and prostate India, I want an India which is free and enlightened. Such an India, if necessary, should be prepared to die so that humanity may live.”

How was Radhakrishnan as a teacher?

He wasn't just a famous instructor and thinker, he also served as the second President of independent India. Dr. Radhakrishnan was a firm believer in the transformative impact of education and its importance in shaping society. He closed the divide between Eastern and Western ideologies and wrote multiple books on philosophy and faith.

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Innovation clinic—significant achievements for 2023-24.

The Innovation Clinic continued its track record of success during the 2023-2024 school year, facing unprecedented demand for our pro bono services as our reputation for providing high caliber transactional and regulatory representation spread. The overwhelming number of assistance requests we received from the University of Chicago, City of Chicago, and even national startup and venture capital communities enabled our students to cherry-pick the most interesting, pedagogically valuable assignments offered to them. Our focus on serving startups, rather than all small- to medium-sized businesses, and our specialization in the needs and considerations that these companies have, which differ substantially from the needs of more traditional small businesses, has proven to be a strong differentiator for the program both in terms of business development and prospective and current student interest, as has our further focus on tackling idiosyncratic, complex regulatory challenges for first-of-their kind startups. We are also beginning to enjoy more long-term relationships with clients who repeatedly engage us for multiple projects over the course of a year or more as their legal needs develop.

This year’s twelve students completed over twenty projects and represented clients in a very broad range of industries: mental health and wellbeing, content creation, medical education, biotech and drug discovery, chemistry, food and beverage, art, personal finance, renewable energy, fintech, consumer products and services, artificial intelligence (“AI”), and others. The matters that the students handled gave them an unparalleled view into the emerging companies and venture capital space, at a level of complexity and agency that most junior lawyers will not experience until several years into their careers.

Representative Engagements

While the Innovation Clinic’s engagements are highly confidential and cannot be described in detail, a high-level description of a representative sample of projects undertaken by the Innovation Clinic this year includes:

Transactional/Commercial Work

A previous client developing a symptom-tracking wellness app for chronic disease sufferers engaged the Innovation Clinic again, this time to restructure its cap table by moving one founder’s interest in the company to a foreign holding company and subjecting the holding company to appropriate protections in favor of the startup.
Another client with whom the Innovation Clinic had already worked several times engaged us for several new projects, including (1) restructuring their cap table and issuing equity to an additional, new founder, (2) drafting several different forms of license agreements that the company could use when generating content for the platform, covering situations in which the company would license existing content from other providers, jointly develop new content together with contractors or specialists that would then be jointly owned by all creators, or commission contractors to make content solely owned by the company, (3) drafting simple agreements for future equity (“Safes”) for the company to use in its seed stage fundraising round, and (4) drafting terms of service and a privacy policy for the platform.
Yet another repeat client, an internet platform that supports independent artists by creating short films featuring the artists to promote their work and facilitates sales of the artists’ art through its platform, retained us this year to draft a form of independent contractor agreement that could be used when the company hires artists to be featured in content that the company’s Fortune 500 brand partners commission from the company, and to create capsule art collections that could be sold by these Fortune 500 brand partners in conjunction with the content promotion.
We worked with a platform using AI to accelerate the Investigational New Drug (IND) approval and application process to draft a form of license agreement for use with its customers and an NDA for prospective investors.
A novel personal finance platform for young, high-earning individuals engaged the Innovation Clinic to form an entity for the platform, including helping the founders to negotiate a deal among them with respect to roles and equity, terms that the equity would be subject to, and other post-incorporation matters, as well as to draft terms of service and a privacy policy for the platform.
Students also formed an entity for a biotech therapeutics company founded by University of Chicago faculty members and an AI-powered legal billing management platform founded by University of Chicago students.
A founder the Innovation Clinic had represented in connection with one venture engaged us on behalf of his other venture team to draft an equity incentive plan for the company as well as other required implementing documentation. His venture with which we previously worked also engaged us this year to draft Safes to be used with over twenty investors in a seed financing round.

More information regarding other types of transactional projects that we typically take on can be found here .

Regulatory Research and Advice

A team of Innovation Clinic students invested a substantial portion of our regulatory time this year performing highly detailed and complicated research into public utilities laws of several states to advise a groundbreaking renewable energy technology company as to how its product might be regulated in these states and its clearest path to market. This project involved a review of not only the relevant state statutes but also an analysis of the interplay between state and federal statutes as it relates to public utilities law, the administrative codes of the relevant state executive branch agencies, and binding and non-binding administrative orders, decisions and guidance from such agencies in other contexts that could shed light on how such states would regulate this never-before-seen product that their laws clearly never contemplated could exist. The highly varied approach to utilities regulation in all states examined led to a nuanced set of analysis and recommendations for the client.
In another significant research project, a separate team of Innovation Clinic students undertook a comprehensive review of all settlement orders and court decisions related to actions brought by the Consumer Financial Protection Bureau for violations of the prohibition on unfair, deceptive, or abusive acts and practices under the Consumer Financial Protection Act, as well as selected relevant settlement orders, court decisions, and other formal and informal guidance documents related to actions brought by the Federal Trade Commission for violations of the prohibition on unfair or deceptive acts or practices under Section 5 of the Federal Trade Commission Act, to assemble a playbook for a fintech company regarding compliance. This playbook, which distilled very complicated, voluminous legal decisions and concepts into a series of bullet points with clear, easy-to-follow rules and best practices, designed to be distributed to non-lawyers in many different facets of this business, covered all aspects of operations that could subject a company like this one to liability under the laws examined, including with respect to asset purchase transactions, marketing and consumer onboarding, usage of certain terms of art in advertising, disclosure requirements, fee structures, communications with customers, legal documentation requirements, customer service and support, debt collection practices, arrangements with third parties who act on the company’s behalf, and more.

Miscellaneous

Last year’s students built upon the Innovation Clinic’s progress in shaping the rules promulgated by the Financial Crimes Enforcement Network (“FinCEN”) pursuant to the Corporate Transparency Act to create a client alert summarizing the final rule, its impact on startups, and what startups need to know in order to comply. When FinCEN issued additional guidance with respect to that final rule and changed portions of the final rule including timelines for compliance, this year’s students updated the alert, then distributed it to current and former clients to notify them of the need to comply. The final bulletin is available here .
In furtherance of that work, additional Innovation Clinic students this year analyzed the impact of the final rule not just on the Innovation Clinic’s clients but also its impact on the Innovation Clinic, and how the Innovation Clinic should change its practices to ensure compliance and minimize risk to the Innovation Clinic. This also involved putting together a comprehensive filing guide for companies that are ready to file their certificates of incorporation to show them procedurally how to do so and explain the choices they must make during the filing process, so that the Innovation Clinic would not be involved in directing or controlling the filings and thus would not be considered a “company applicant” on any client’s Corporate Transparency Act filings with FinCEN.
The Innovation Clinic also began producing thought leadership pieces regarding AI, leveraging our distinct and uniquely University of Chicago expertise in structuring early-stage companies and analyzing complex regulatory issues with a law and economics lens to add our voice to those speaking on this important topic. One student wrote about whether non-profits are really the most desirable form of entity for mitigating risks associated with AI development, and another team of students prepared an analysis of the EU’s AI Act, comparing it to the Executive Order on AI from President Biden, and recommended a path forward for an AI regulatory environment in the United States. Both pieces can be found here , with more to come!

Innovation Trek

Thanks to another generous gift from Douglas Clark, ’89, and managing partner of Wilson, Sonsini, Goodrich & Rosati, we were able to operationalize the second Innovation Trek over Spring Break 2024. The Innovation Trek provides University of Chicago Law School students with a rare opportunity to explore the innovation and venture capital ecosystem in its epicenter, Silicon Valley. The program enables participating students to learn from business and legal experts in a variety of different industries and roles within the ecosystem to see how the law and economics principles that students learn about in the classroom play out in the real world, and facilitates meaningful connections between alumni, students, and other speakers who are leaders in their fields. This year, we took twenty-three students (as opposed to twelve during the first Trek) and expanded the offering to include not just Innovation Clinic students but also interested students from our JD/MBA Program and Doctoroff Business Leadership Program. We also enjoyed four jam-packed days in Silicon Valley, expanding the trip from the two and a half days that we spent in the Bay Area during our 2022 Trek.

The substantive sessions of the Trek were varied and impactful, and enabled in no small part thanks to substantial contributions from numerous alumni of the Law School. Students were fortunate to visit Coinbase’s Mountain View headquarters to learn from legal leaders at the company on all things Coinbase, crypto, and in-house, Plug & Play Tech Center’s Sunnyvale location to learn more about its investment thesis and accelerator programming, and Google’s Moonshot Factory, X, where we heard from lawyers at a number of different Alphabet companies about their lives as in-house counsel and the varied roles that in-house lawyers can have. We were also hosted by Wilson, Sonsini, Goodrich & Rosati and Fenwick & West LLP where we held sessions featuring lawyers from those firms, alumni from within and outside of those firms, and non-lawyer industry experts on topics such as artificial intelligence, climate tech and renewables, intellectual property, biotech, investing in Silicon Valley, and growth stage companies, and general advice on career trajectories and strategies. We further held a young alumni roundtable, where our students got to speak with alumni who graduated in the past five years for intimate, candid discussions about life as junior associates. In total, our students heard from more than forty speakers, including over twenty University of Chicago alumni from various divisions.

The Trek didn’t stop with education, though. Throughout the week students also had the opportunity to network with speakers to learn more from them outside the confines of panel presentations and to grow their networks. We had a networking dinner with Kirkland & Ellis, a closing dinner with all Trek participants, and for the first time hosted an event for admitted students, Trek participants, and alumni to come together to share experiences and recruit the next generation of Law School students. Several speakers and students stayed in touch following the Trek, and this resulted not just in meaningful relationships but also in employment for some students who attended.

More information on the purposes of the Trek is available here , the full itinerary is available here , and one student participant’s story describing her reflections on and descriptions of her experience on the Trek is available here .

The Innovation Clinic is grateful to all of its clients for continuing to provide its students with challenging, high-quality legal work, and to the many alumni who engage with us for providing an irreplaceable client pipeline and for sharing their time and energy with our students. Our clients are breaking the mold and bringing innovations to market that will improve the lives of people around the world in numerous ways. We are glad to aid in their success in any way that we can. We look forward to another productive year in 2024-2025!

CBSE 2024-25 Skill Education sample papers released: Here’s how to download

Students, who will appear for the cbse board exams in 2025, can download the sample papers from the official website..

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Legal Method, Research and Writing

Academic Writing in Law
Legal Research Basics
Law Database Guides
Referencing in Law
Other Research Resources for Law

Email Ettiquette

THE BASIC RULES

Don't use an unprofessional email address
Start with a new e-mail
Include an appropriate subject heading
Write a salutation
Write well!
Provide context and background information
Write a clear and concise message
Sign your name
Proofread the e-mail
Allow adequate time for a reply
Writing Professional Emails More detailed advice about how to write emails to academic staff

Academic Writing and Research in Law

UTS Guide to Writing in Law A highly recommended helpful and comprehensive guide to writing law papers.
Monash University Guide to Writing in Law Law writing guide with helpful Q&A's and tips for planning out case argumentation.
University of Queensland Legal Research Essentials Introduction to Legal Research by The University of Queensland, Australia

Other Help:

Quoting, Paraphrasing, Summarising The basic differences in how to writes quotes, how to write paraphrases, and how to write summaries of the sources you find.

Basic Rules

Academic and professional legal writing requires you to develop an argument and demonstrate relationships between the ideas you are expressing.

Therefore, the ability to express yourself clearly and accurately is important. Here you will find information to help you improve your writing for any purpose in your law degree.

Academic writing in law is:

Academic writing in law does not:

Steps to Writing a Law Essay

Throughout your law degree, you will be expected to write a range of different texts, including research essays, responses to problem questions, and case notes.

Not matter the type of text you are asked to produce for an assignment, make sure you follow these steps:

Plan : read the questions carefully and think about how you will answer it
Research : read, read and read! Make use of everything available to you - don't forget the library!
Make thorough notes : include all important (and relevant) details and quotes and take note of the source. Make sure you organise your notes so as to make the writing task easier
Write the first draft : before you start writing your first draft, refer back to your initial plan and make any necessary changes now you have done your research and gathered your notes.
Review and edit : remember to proofread your work!

The IRAC Method

IRAC is an acronym that stands for: Issue, Rule, Application, and Conclusion. It functions as a methodology for legal analysis and is used as a framework for organising your answer to an essay question in law school.

[ Open All | Close All ]

In legal writing, issues are the core of the essay.

This part of the essay should:

Identify and state the issue
Name those involved (plaintiff and defendant) and briefly describe their individual issues
Work out what body of law may govern the resolution of the issue (e.g. Contract Law)

The rule describes which law applies to the issue. The rule should be stated as a general principle, and not a conclusion to the particular case being briefed.

Outline the legal principles that will be used to address to the issue
Source legal principles from cases and legislation

The application is the most important and longest part of your answer. It involves applying the Rule to the facts of the issue and demonstrating how those facts do or do not meet the requirements laid down by the rules. Discuss both sides of the case when possible.

Explain why the plaintiff's claims are or are not justified
Identify how the law will be used by the plaintiff and defendant to argue their case
Use relevant cases and legal principles to support your writing
Do not try to strengthen your argument by leaving out elements or facts that will hurt it

As with all essays, the conclusion is a statement that identifies your answer to the issue.

Identify what the result of your argument ir, or what it should be
State who is liable for what and to what extent
Consider how the plaintiff and defendant could have acted to avoid this legal issue

Useful Links:

UWA IRAC Guide This guide from the University of Western Australia offers examples of how the IRAC method can be applied to different cases.
Law School Survival: The IRAC Method A useful site that presents a detailed outline of the IRAC method as well as skeleton outlines.

Law Writing Media

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Last Updated: Jan 17, 2024 3:38 PM
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2nd GCRCJS Criminal Law Essay Writing Competition on Evaluating the Shifting Features of India’s Criminal Justice System by GNLU: Submit by Sep 5

Essay Competitions Opportunities
September 4, 2024

GCRCJS is pleased to organize its 2nd GCRCJS Criminal Law Essay Writing Competition on the theme “Evaluating the Shifting Features of India’s Criminal Justice System After 78 Years of Independence” and cordially invites submissions for the same.

About GNLU Centre for Research in Criminal Justice Sciences

Recognizing that a comprehensive appreciation of the technicalities, complexities and patterns of criminal law is indispensable for realizing the goals of the law, Gujarat National Law University established GCRCJS in 2019. It is a Centre dedicated to carrying out research in the niche area of Criminal Law. The Centre provides a platform for a holistic research environment and aims to further knowledge and academic discussions about the multifaceted dimensions of criminal science.

About the Competition

The competition aims to provide a platform for students in the fields of Law, Criminology, Public Administration, Sociology, and related fields to engage with critical issues facing India’s criminal justice system.

The main theme of the Competition is Evaluating the Shifting Features of India’s Criminal Justice System After 78 Years of Independence.

The competition will focus on the following sub-themes:

Analyzing the Three New Criminal Laws
Emergence of White-Collar Crime
Functioning of Special Investigation Agencies
Introduction of New Crimes
The Continuance of Colonial Hierarchy in the Criminal Justice System
Emergence of New Criminal Activities through Cyberspace
The Rise of State Policing
The Criminal Justice Administration: Studying the Criminal Bureaucracy
Participants are encouraged to strictly adhere to the competition themes.
The name of the Author(s) or any other form of identification must not be mentioned in the Essay.
Co-authorship is limited to a maximum of two (2) authors.
Word limit: 1500-2000 words, excluding the Footnotes.
Font style – Times New Roman.
Font size – 14 for Headings, 12 for Body, 10 for Footnotes.
Line Spacing – 1.5 for Body, 1.0 for Footnotes.
Citation Style – OSCOLA.
Margins – 1 inch (i.e., 2.54 cm) on each side.
Note: Speaking footnotes are allowed in the submissions but are not mandatory.
If included, speaking footnotes should be limited to a maximum of 50 words each.
The plagiarism limit is 10% following UGC Guidelines.
Use of Artificial Intelligence for submissions is strictly prohibited and highly discouraged.

All participants will receive a Certificate of Participation.

The top three entries will be published on the GCRCJS Crime & Justice Blog along with a Certificate of Merit.

The top three entries will receive the following cash prizes:

1st Prize: ₹5,000
2nd Prize: ₹3,000
3rd Prize: ₹2,000

Important Date

Submission Deadline: 25th September 2024.

Submission Procedure

Participants must submit their essays through the provided Google Form link only. The name of the document should be in the format: <br /> Participants may submit the essay in .doc or .docx format here: Submission Link</p>

Contact Information

Participants may reach out to us at [email protected] . For any further queries or assistance, please contact:

Ms. Simran Srivastava, Student Convenor, +91 98078 51552
Mr. Bhanupratap Singh Rathore, Student Convenor, +91 96643 38656
Mr. Vatshal Raval, Student Co-Convener, +91 92653 84215
Mr. Shivam Agrawal, Student Co-Convener, +91 94130 29413
Ms. Durlabhya Singh, Student Co-Secretary, +91 78500 73174

The brochure is here .

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Details Of The Opportunity :

Sub themes:.

Legal Education & Judiciary – Pre & Post-Independence
Role of the University Grants Commission in Legal Education
Role of Bar Council of India in Legal Education & its Profession
Role of the Law Commission of India in Legal Education & Judiciary
Legal Education Centres – Need for Closing the Flood Gate – BCI & various Universities
Enrollment – Streamlining with various yardsticks by BCI
Judicial Independence and Accountability – Comparative Analysis
Classroom to Courtroom – Bridging Theory & Practice
Judges Accountability – Appointment, Tenure, Retirement, Vacancy, Age – Comparative Study
Ethical and Legal Concerns in Judiciary
Upgradation of Technological Advancements in Legal Education & Judiciary
Transparency in AIBE & Judicial Examination
Legal Education Centre – Shortage of Quality & Qualified Law Faculty
Transparency & Social Justice in Indian Judiciary
Professional Conduct of Advocates – Need of the Hour

Important Dates:

Last Date for Abstract Submission Aug 19 2024 Monday
Abstract Acceptance Intimation Date Aug 24 2024 Saturday
The last Date for Registration and Fee payments (for Authors, Co-Authors, and Participants) Aug 28 2024 Wednesday
Last Date for Full Paper Submission Sep 09 2024 Monday
Date of Conference Oct 05 2024 Saturday

Submission Guidelines:

Abstract: The abstract shall not exceed 300 words and shall include five keywords. The author(s) shall specify the title of the paper, Name(s), and designation of the Author(s). All abstracts should be submitted by filling out the following Google Form on or before 19.08.2024. The Author(s) of shortlisted Abstract(s) shall be intimated on or before 24.08.2024.
Author and Co-Author: There may be an author and a co-author for a research paper

Registration:

The authors of the selected abstracts have to register and pay the prescribed fee before the submission of the full paper. The author and co-author have to pay their fees individually for registration. Co-authors will have to use the same registration form. Registration should be done on or before 28.08.2024 .

Full Paper: The conference paper should be original, unpublished and should adhere to the conference theme.Full Paper can be submitted using the following google link: CLICK HERE on or before 09.09.2024

Word Limit: Full paper should not exceed 3000 words.

Text: Size 12-pt. Times New Roman, 1.5 Line Spacing; Heading 14-pt (bold), Times New Roman: Sub-headings 12-pt (bold), Times New Roman.
Reference Style: Authors to cite references and avoid plagiarism. The Blue Book: A uniform system of citation – 21st edition reference style or APA reference style should be followed strictly.
Author Name and Designation: Author Name and Designation would appear under the Title of the Paper on the First Page / Abstract.
Link For Further Clarification: CLICK HERE
Publication Fee:
Rs.1500/ – per hard copy book (Publication Fee should be paid only after receiving confirmation from the conference committee.)
Participation: Participants interested only in participating should register and pay the prescribed fee using the Google Form Link on or before 28.08.2024. The Registration, Participation, and Publication Fee can be paid through all UPI platforms, Net Banking Mobile Banking or DD in favor of “The Principal (Expenses)”, payable at Salem and addressed to The Principal, The Central Law College, Salem-8
Publications of Conference Proceedings Best and original papers will be selected for publication with ISBN and authors will be contacted for the same.

For Participation:

Student Participation : Rs.350
Research Scholars, Academicians, Advocates Participation : Rs 500
For Presenters Student & Research Scholars: Rs.750
Academicians, Advocates /Others: Rs.1000

Account Details:

Bank Name: Tamilnad Mercantile Bank
Branch: Kannankurichi Branch, Yercaud Main Road – 636 008
Account No: 060100050301715
IFSC: TMBL0000060
Registration Link: CLICK HERE
Payment Link: CLICK HERE

For More Information:

National Conference Brochure 2024 (3)

CALL FOPR PAPER , Knowledge steez , Law , legal , opportunity

Home » Blog » Call for Papers: Conference On Past, Present & Future – Legal Education and Judiciary by Central Law College; Submit by Aug 19, 2024

Hritika Malhotra

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struggle of every law students|| #lawlife
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What is Legal Notice, Why it is important? (273)
Importance of Education essay writing

COMMENTS

The Purpose of Legal Education
Rather, querying whether legal systems and political institutions further racism, economic oppression, or social injustice must be viewed as endemic to the fundamental purpose of legal education. In so doing, this Article makes three important contributions to the literature on legal education and philosophical legal ethics.
Legal education
Traditionally, legal education has included the study of legal history, which was once regarded as an essential part of any educated lawyer's training. Although economics is increasingly popular as a tool for understanding law, much legal history is nonetheless taught in the context of the general law curriculum.
Legal Education
Legal Education How should law schools prepare students and seasoned legal practitioners for a rapidly changing legal profession? What new skills do lawyers need for the jobs of the future? The Center's research on topics ranging from professional identity formation to law school curriculums shed light on the critical issues facing lawyers today—and tomorrow. Home | Research | Legal Education
The Purpose of Legal Education by Etienne C. Toussaint :: SSRN
Rather, querying whether legal systems and political institutions further racism, economic oppression, or social injustice must be viewed as endemic to the fundamental purpose of legal education. In so doing, this Article makes three important contributions to the literature on legal education and philosophical legal ethics.
The Importance of Comparative Law in Legal Education: United ...
The Essay provides support for existing literature surrounding comparative law in legal education while illustrating its importance to law school curriculums throughout the United States.
Reflection and clinical legal education: how do students learn about
The Carnegie Report into legal education in the USA also identified the importance of skills, attributes and ethical formation in legal education, not just thinking and analytical skills.
Legal Education a Changing World
societies in our changing world. In spelling out "the case for legal education" the report argues the importance of conceiving and developing law as a sophisticated discipline with strong links to others, and as a vehicle for examining many problems of social change.
PDF The Importance of Legal Literacy in Education
The Importance of Legal Literacy in. Education seeks to stress the importance of understanding educational law in Ontario, while. emphasizing the integral role of teacher education programs, administration, unions, school. boards and the Ontario College of Teachers in ensuring teachers are knowledgeable and able to.
Current Issues in Legal Education
The Association of American Law Schools' Section on Clinical Legal Education has issued a statement on the proposal by the Task Force on Admissions Regulation Recommendations (TFARR) of the State Bar of California to change the requirements for taking the California Bar Examination.
How education can strengthen the rule of law
Education institutions have an important role to play in forging this new engagement model with young people and in cultivating a sense of shared responsibility for our common future. This is why a key pillar of global citizenship education is learning about the rule of law.
PDF Objectives of Legal Education
The encyclopedia of education defines legal education as a 'skill for human knowledge which is universally relevant to the lawyer's art and which deserve special attention in educational institutions'1.
Importance Of Legal Education
Education has wider implication. Education stands for development and makes men perfect. Legal education helps in bringing and establishing socio-economic justice. Change is the law of nature and law is the regulator of social change. It is sine qua non for the development of rule of law and a sustainable democratic order.
The Role and Impact of Technology in Legal Education
Abstract. Legal education has changed over time. This paper explores the development and evolution of the impact of technology on legal education. The paper examines both developed and developing countries. A brief overview and evaluation of legal technology is done. It then seeks to evaluate the growth and significance of technology.
City University of New York
Learn how CUNY promotes legal research as a fundamental skill for students and law professionals.
PDF 450183_1_En_39_Chapter 557..572
In the era of globalization, legal education requires highly qualified, trained and well equipped human resource as a lawyers, judges and academicians having considerable knowledge of law with the sense of humanity. Legal education is an instrument which trains law professionals to contribute to the all-round develop-ment of the society. The native legal system needs to be reformed and ...
Promises and Prospects of Legal Education in India in the Context of
Abstract Legal education serves as a means of social regulation and a tool for social transformation. In 2020, the Indian government released India's third educational policy, considered the most ambitious educational policy ever. However, legal scholars fostered several misgivings about the efficacy of the drafted policy in addressing underlying shortcomings in legal education in India ...
PDF JETIR Research Journal
It focuses on how law libraries help legal education by offering various materials, training research skills, and encouraging advanced learning. The research paper also discusses digital-age issues and creative library techniques. It concludes that law libraries are still important in the evolution of legal education and suggests future paths.
Legal education of minors
The article is devoted to the philosophical and legal problems of the value aspects of the legal behavior of minors, which involves a constant influence on a person with the aim of forming a legal culture and active lawful behavior. It was found that legal education occupies a central place in the formation of a law-abiding citizen who not only does not violate the legal norms of society, but ...
LEGAL EDUCATION IN INDIA: AN ANALYTICAL STUDY
Legal education is a main stream education involving the study of law. It inculcates the ability to use of law, to analyze and to criticize of the legal community. It focuses the individual ...
Importance of Legal Education in India
Importance of Legal Education in India Legal education in India is critical for several reasons. First, it helps to empower citizens by giving them the knowledge and skills they need to understand their rights and navigate the legal system. This is especially important for marginalized communities, who often face significant barriers to justice.
What you need to know about the right to education
The right to education is a human right and indispensable for the exercise of other human rights. Quality education aims to ensure the development of a fully-rounded human being. It is one of the most powerful tools in lifting socially excluded children and adults out of poverty and into society. UNESCO data shows that if all adults completed ...
Essay on Legal Education in India
High-quality essay on the topic of "Legal Education in India" for students in schools and colleges.
Reflection on Legal Foundations of Education
The legal basis of education is a reminder for the teachers to be aware of their responsibility and be conscious of their words and actions to avoid hurting anybody and discriminate a student who only found a new hope to learn.
Dr Sarvepalli Radhakrishnan Essay in English [300 Words]
The Dr Sarvepalli Radhakrishnan essay is one of the most asked essays in school exams as well as subjective competitive exams. Dr Sarvepalli Radhakrishnan is one of the most prominent figures in the field of politics and education in pre and post independent India. Dr. Radhakrishnan began his political journey after an illustrious academic ...
Innovation Clinic—Significant Achievements for 2023-24
General The Innovation Clinic continued its track record of success during the 2023-2024 school year, facing unprecedented demand for our pro bono services as our reputation for providing high caliber transactional and regulatory representation spread. The overwhelming number of assistance requests we received from the University of Chicago, City of Chicago, and even national startup and ...
CBSE 2024-25 Skill Education sample papers released: Here ...
Steps to download the CBSE Sample Papers 2025: Step 1: Go to the official website of CBSE at cbseacademic.nic.in Step 2: On the homepage, click on the 'CBSE Skill Education' section. Step 3: Select the 'Sample Paper' tab. Step 4: Click on the 'Skill Education' link. Step 5: Check and download the sample papers or print the documents if needed. The CBSE board exams are expected to ...
Academic Writing in Law
Steps to Writing a Law Essay Throughout your law degree, you will be expected to write a range of different texts, including research essays, responses to problem questions, and case notes.
How to Respond to Divorce Papers Without an Attorney?
Responding to Divorce Papers. When it comes to receiving divorce papers and proceeding in a divorce lawsuit, it is important to note that divorce proceedings are often costly and complicated legal matters. As such, if you have received divorce papers, you should understand the steps that you must take immediately, as well as the overall divorce process.
2nd GCRCJS Criminal Law Essay Writing Competition on Evaluating the
GCRCJS is pleased to organize its 2nd GCRCJS Criminal Law Essay Writing Competition on the theme "Evaluating the Shifting Features of India's Criminal Justice System After 78 Years of Independence" and cordially invites submissions for the same. Contents hide 1. About GNLU Centre for Research in Criminal Justice Sciences 2. About the Competition 3. Theme […]
Call for Papers: Conference On Past, Present & Future
Legal Education Centre - Shortage of Quality & Qualified Law Faculty ... Need of the Hour . Important Dates: Last Date for Abstract Submission Aug 19 2024 Monday; Abstract Acceptance Intimation Date Aug 24 2024 Saturday; The last Date for Registration and Fee payments (for Authors, Co-Authors, and Participants) Aug 28 2024 Wednesday ...