Tax Externship - Summer 2012
If you are interested in participating in the 2012 Summer Tax Externship, contact Professor Blackburn for detailed information.
All applications must be completed by 1 April 2012.
This past weekend the Law School's American College of Trial Lawyers mock trial teams competed in Grand Rapids, Michigan in Region 7 of the ACTL National Trial Competition. Two teams represented the Law School - Samantha Constantine and Thomas Stevens, and Paul Chumbley and Josh Porter.
After competing in three preliminary rounds, Samantha and Thomas were one of four teams (out of 24) that advanced to the final rounds. UL was paired against UK. Both teams were undefeated. Samantha and Thomas, who represented the plaintiff during the final trial, defeated UK, and were declared co-champions of the Region 7 ACTL National Trial Competition. Samantha and Thomas will now represent the Law School and Region 7 in the 37th Annual National Trial Competition to be held in Austin, Texas, March 21-24, 2012. Only two teams advance from each of the 14 regions across the country.
The teams and coaches want to thank all UofL law students who served as witnesses during practices. Both trial teams put in countless hours to prepare for the competition. Samantha and Thomas will now receive a new civil problem and will have one month to prepare both sides.
The ACTL National Trial Team coaches, Kimberly Ballard and Rob Riley, congratulate Samantha and Thomas for advancing from one of the most competitive NTC regions in the country!
Plaintiff's law firm, with their main focus on medical malpractice, personal injury and products liability, is seeking a highly competent, hard-working law student with a positive attitude willing to be a team player. Duties are varied and include, but are not limited to, legal research, legal writing, some "running", etc.
Apply through Symplicity.
Brandeis School of Law is pleased to announce the following course offering from the Kentucky Administrative Office of the Courts.
Since 1999, the AOC has been preparing attorneys to provide legal representation to dependent, neglected and abused children throughout Kentucky. Once again they are offering Legal Training for Dependency, Neglect and Abuse Cases (formerly the Guardian ad Litem Training Program).
The goal of this program is to produce highly qualified guardians ad litem by offering training sessions, providing educational materials and serving as a comprehensive resource. The curriculum gives guardians ad litem an overview of Kentucky statutory and case law while also meeting the federal requirements set forth in CAPTA (Child Abuse Prevention and Treatment Act) and ASFA (Adoption and Safe Families Act).
The basic program offers 6.25 credit hours of continuing legal education, which includes 1 credit hour of ethics. The advanced program offers 5.75 credit hours of continuing legal education, which includes 1 credit hour of ethics. The AOC has applied for continuing education units from the Kentucky Board of Social Work. The course will be offered at 3 locations in Kentucky.
April 19, 2012
Laurel County Judicial Center
May 10, 2012
Hopkins County Judicial Center
June 8, 2012
Hilton Garden Inn Louisville Airport
Registration is $25 per person.
Please download the registration form.
You may complete and mail in the form, with payment, to the Administrative Office of the Courts address listed on page 1 of the registration form.
For additional information please contact:
Legal Training Department
Family and Juvenile Services Administrative Office of the Courts
Time is a precious commodity in law school. Some law students look for shortcuts; however, shortcuts are not the answer. Instead, you want to use your time more efficiently and effectively. Here are some suggestions:
- Learn the material as you read it rather than highlight it to learn later. Ask questions while you read. Make margin notes as you read. Brief the case or make additional notes to emphasize the main points and big picture of the topic after you finish reading. If you only do cursory "survival" reading, you will have to re-read for learning later which means double work.
- Review what you have read before class. By reviewing, you reinforce your learning. You will be able to follow in class better. You will recognize what is important for note taking rather than taking down everything the professor says. You will be able to respond to questions more easily. Your confidence level about the material will increase.
- Be more efficient and effective in taking class notes. Listen carefully in class. Take down the main points. Use consistent symbols and abbreviations in your notes. Before you leave the classroom, commit to summarizing the key points and include this short summary at the end of your notes.
- Review your class notes right after class, or at least within 24 hours. Fill in gaps. Organize the notes if needed. Note any questions that you have. If you wait to review your notes until you are outlining, you will have less recall of the material.
- Regularly review material. We forget 80% of what we learn in 2 weeks if we do not review. Regular review of your outlines will mean less cramming at the end of the semester. You save time ultimately by not re-learning. You gain deeper understanding. You have less stress at exam time.
- Look for the big picture at the end of each sub-topic and topic. Do not wait until pre-exam studying to pull the course together. Synthesize the cases that you have read on a sub-topic: how are they different and similar. Determine the main points that you need to cull from cases for the sub-topic or topic. Analyze how the sub-topics or topics are inter-related. If visuals help you learn, incorporate a flowchart or table or other graphic into your outline to show the steps of analysis and/or inter-relationships.
- Ask the professors questions as soon as you can. Do not store up questions. The sooner you get your questions answered, the greater your comprehension of current material. New topics often build on understanding of prior topics. Unanswered questions merely lead to more confusion and less learning.