Florida Agricultural and Mechanical University
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The Big Bad Wolf: Helping Students Conquer their Fear of the Bar Exam through P.A.S.S.- Preparation, Assessment, Self-Regulated Reflection, and Support
Get PDFIn light of the national decline in bar pass rates, coping with and addressing a law school’s bar passage rate is viewed by some as an insurmountable undertaking. However, I see it as an invaluable opportunity to redefine who are as law professors. Most importantly this challenge provides an opportunity for us as educators to train future attorneys to become self-aware, confident, and component to handle the challenges presented by the legal profession.
tion (“ABA”) has made it quite clear to accredited law schools and those seeking accreditation that bar passage is now a paramount factor in retaining and obtaining accreditation. To that end, year after year, proposals are being reviewed by the ABA with the overall goal of defining what is an acceptable bar passage rate for ABA approved law schools. As a result, some law schools find themselves scrambling to implement programming and courses aimed at facilitating success on the bar exam. While some will argue the bar exam itself should be the major focus of a law school’s curriculum, others will argue in the alternative that the bar exam does not accurately assess the worthiness of a law school graduate to practice law. Irrespective of the side of the argument you take, it is undeniable that helping students to acknowledge and conquer their fears associated with the bar exam is a necessary step to assist them in passing the bar exam
Contemporary Teaching Strategies: Effectively Engaging Millennials Across the Curriculum
Get PDFAmerican Bar Association ( ABA ) Standard 314, Assessment of Student Learning, requires law schools to utilize both formative and summative assessment methods in its curriculum to measure and improve student learning and provide meaningful feedback to students. \u27 This article will connect multiple formative assessments to Bloom\u27s taxonomy to demonstrate how law teachers can transform and enhance student learning, while promoting key steps in the self-regulated learning cycle. First, it is imperative law teachers understand the education background and social landscape that our students, mostly Millennials, bring to law school. We can acknowledge that our Millennial students are different, but what does this really mean and how does this affect our teaching and their learning? Next, effective application of ABA Standard 314 requires law teachers to understand self-regulated learning and the connection between the stages of learning and various formative assessments. To ensure that we are meeting this challenge, law teachers must become facilitators of learning. By serving as facilitators, we acknowledge the importance of involving students in the learning process from the very beginning. This will ultimately result in shifting the focus from the instructor\u27s teaching to student learning. While there are various teaching methods, we will explore contemporary teaching strategies as a means of encouraging a student-centered learning environment. Utilizing contemporary teaching strategies fosters an environment that is ripe for effective formative assessment in our courses.
This article will address contemporary teaching strategies for effectively engaging Millennials across the law school curriculum. Part I will examine the experiences that define Millennials and how they learn best. In Part II, we analyze the impact of ABA Standard 314 on law schools. Part III discusses self-regulated learning and metacognition as tools for lifelong learning. In Part IV, we explore how the student-centered classroom enhances student learning. Finally, Part V demonstrates how Bloom\u27s taxonomy can serve as a framework for effective formative assessment
What is That Hamburger Doing to My Child\u27s Grades? Childhood Obesity and Its Effects on a Student\u27s Academic Performance
Get PDFThis paper addresses childhood obesity and its correlating effects on an obese child\u27s academic development. The terms and studies outlined in this paper specifically address the issue of obesity in children. It is important to state this distinction because obesity among children is defined and measured differently than it is among adults. Before discussing the differences in the academic development of non-obese children and obese children, I will begin by defining the following terms: Body Mass Index (BMI), BMI-for-age, Overweight, Percentile Rates, and Childhood Obesity
Searching the Stacks
No full textDuring the time that Virgil Hawkins was fighting for the right to attend law school at the University of Florida, the research process was quite different than it is today. Legal researchers had to rely on print resources to find the information they needed. This is the law library at the original FAMU College of Law which was created as a result of Mr. Hawkins\u27 quest for a legal education at the University of Florida.https://commons.law.famu.edu/hawkinsresearch2-photos/1000/thumbnail.jp
Should Regulatory Compliance Be a Goal or A Constraint for Health Care Companies? Finding Effective Methods to Assure Compliance with the Federal Anti-Kickback Statute and the False Claims Act
Get PDFThe stereotypical conception of compliance is reinforced by some of the fundamental assumptions about what the primary objectives of a corporation should be and about how a corporation should accomplish those objectives. According to the prevailing theory of corporate structure, a corporation exists for the sole purpose of earning profits for its shareholders, and all of its actions are to be directed toward that end. If compliance with the law is not an inherently profit making activity, it is to be treated as a constraint on the corporation\u27s efficient operation. According to this view, compliance will generally be considered a burden that inhibits the corporation\u27s ability to earn profits, and it should be discouraged except to the minimum extent necessary
LIBA2J! The Continuum of Access to Justice Services
Get PDFSome have urged law libraries to undergo what appears to be a large-scale transformation, where access to justice in incorporated as a core feature of the library mission. While Access to Justice (A2J) services are provided by many libraries, they can be seen by law library managers as costly, unfunded mandate. One way of approaching the issue is to consider library access to justice services as a continuum within the broader range of legal services. Within this Library Access to Justice Continuum (LIBA2J), librarians can select access to justice services consistent with their mission, budget, and general library resources. For academic law libraries in particular, it provides a perspective where A2J is not a costly or radical change, but instead can be seen as part of the natural evolution of law library services to the public
EMIGRES: Lost in a Sea of Ignorance
Get PDFIn EMIGRES: Lost in a Sea of Ignorance, Prof. Griffin states that austerity grips western nations, where governments spend paltry sums on welfare, refugees, and migrants. In his essay, Griffin parses a trove of knowledge about welfare and what\u27s being done for needy people. There is a recounting of an Irish case, a report on spectacles in the US, and a narrative about the troubles in Europe stirred-up by Syrian refugees.https://commons.law.famu.edu/faculty-books/1026/thumbnail.jp
UN Sanctions and Peace Construction in West Africa
No full textThe twenty-five years following the conclusion of the Cold War witnessed an unprecedented intensification of the usage of UN sanctions. This Research Handbook maps how UN sanctions multiplied and diversified during this period and analyses the substantive and procedural transformations to UN sanctions regimes, through the lens of international law.Expert contributors explore different types of UN sanctions regimes, most notably counter-terrorism regimes, counter-proliferation regimes and conflict-resolution regimes. They trace developments across these regimes, such as increased references to international legal standards in sanctions design and procedure as well as interplays with other processes and informal arrangements. Key chapters also specifically examine synergies between UN sanctions and unilateral measures and explore the different legal frameworks that shape and govern these respective regimes. Offering a holistic study of UN sanctions, this Research Handbook identifies cross-cutting issues and common challenges in order to provide an outlook on the future of UN sanctions in a 21st century setting.
As a practical matter, understanding the pros and cons of peace construction--that is, how peace is conceptualized, negotiated, normatively institutionalized and operationalized--is vital to forging sustainable peace processes. Notwithstanding, peace construction practices and processes are among the most neglected by scholars and peace practitioners, especially the dangerously influential role UN sanctions play in the design, implementation and enforcement of peace agreements. Peace agreements are the most important outcome of peace construction and will be the focus of this chapter. (Excerpt from chapter)https://commons.law.famu.edu/faculty-books/1027/thumbnail.jp
Whistle While You Work: Interpreting Retaliation Remedies Available to Whistleblowers in the Dodd-Frank Act
Get PDFThis Article asserts that judicial activism occurs when a court goes beyond the plain meaning of the text that is plain and unambiguous, to promulgate its politics. This Article does not make the argument nor infer that this is the sole definition of judicial activism. Rather, this Article is narrowing the scope by enumerating a specific act that falls within the category of judicial activism.
This argument proceeds as follows. Part I provides context of judicial activism. Part II analyzes how various courts have interpreted the statute, and whether the interpretation is consistent with canons of construction. Part III assesses ambiguity in statutes. Part IV examines the legislative history of the statute. Part V identifies public policy purposes as a reason for why courts have engaged in judicial activism. Part VI analogizes interpretations of other whistleblower statutes and whistleblower cases, to illustrate how the DFA whistleblower statutes should be interpreted. And Part VII makes reductio ad absurdum arguments which emphasize the absurd results of a broad interpretation of the statute