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Advocacy and Dispute Resolution
This course will examine important issues around access to civil justice, including the history of civil legal aid, current delivery systems and funding models, increased self-representation of litigants in the court system, and potential solutions to bridge the gap between the growing need for civil legal assistance and available resources.
To most effectively explore these issues, the course is divided into three components: bi-weekly seminars, several experiential activities and a research project. Each is described briefly below.
(1) The bi-weekly seminars will provide necessary framework and context for the experiential learning activities and the research projects. Our seminar will begin with an overview of the challenges of ensuring access to civil justice, with each subsequent seminar analyzing more specific and complex access-oriented issues related to everything from the various actors in the civil justice system to innovations in the delivery of legal services.
(2) Each student will complete a research project with course faculty providing supervision. Completed research projects will assist the Illinois Supreme Court Commission on Access to Justice and other legal and judicial system stakeholders. To be successful in these projects, students will be expected to complete legal research, in-depth legal reasoning and policy analysis. Depending on class size, these projects may be assigned to students to work in pairs. In addition to the written work-product, students will present and answer questions about their research to a panel of access to justice experts at the last class of the semester.
(3) Finally, at various intervals throughout the semester, and as identified in the syllabus below, students will be asked to complete a series of experiential activities that will be incorporated into class discussions. These experiential activities will increase students' understanding of access to justice issues.
Students will be required to spend 120 hours completing the experiential activities and research project assigned during the semester.
Intended for those interested in sharpening their legal research skills. In addition to reviewing basic legal research, the course covers federal and Illinois legislative history, administrative research, looseleaf services, litigation materials and other research sources, using both traditional materials and computerized resources when appropriate. The student is expected to complete a series of weekly library exercises, and one or more extended research projects or writing assignments. The number and subject of the research projects will be determined by the instructor, as will the option of requiring a midterm exam. (Grant, LeBaron, Scott, Yelin)
This course is designed to train student lawyers in the art of persuasive presentation and storytelling. Training will focus on the goal of persuading juries and engaging witnesses by presenting complex material with the ease of a conversation. In the first segment, students will learn also how to use vocal inflection and body language to tell the story between the words, project confidence while remaining flexible, and how insight, point of view, clear language, and mental/emotional connection equal authenticity. Courtroom delivery is examined through principles that apply to all spoken interaction: use of space, use of visuals, use of time. The second segment of the course focuses on effective storytelling for litigation. Students will learn how to construct powerful stories that illustrate critical aspects of the case, and develop a practical understanding of theming and use of character point of view. The course focuses concepts drawn from great political orators, theatrical performance, and public speaking. Students learn the practical skills that apply to openings, closings, witness interrogation, and prospective client interviews. Each day includes both lecture and practical workshop components. Students will prepare and deliver an original opening statement on the third day.
Experiential Learning
This course offers an in-depth study of three important areas in the presentation of evidence at trial: character (e.g., habit, routine and prior bad acts, as well as traditional character traits), hearsay, and expert testimony. Although not a "techniques" course, students will be called upon to participate actively in the class discussions and simulation. (Elward)
Learning litigation skills task-by-task can leave the young practitioner with little guidance on how to form the overall strategy necessary to develop and present an effective civil case. While covering a wide range of specific skills, including final pretrial preparation, the pretrial uses of opening statement and closing argument, the careful researching of local rules of procedure, techniques for examining witnesses, emphasis in the use of discovery tools, techniques for oral argument and applying a structured approach to settlement negotiations, this course will emphasize the aspects of these skills that support an overall civil litigation strategy. This course will require students to review a variety of materials in preparation for class, to participate in certain in-class exercises and to submit certain written work during the course of the term. Evaluation of each student's performance will be based on in-class exercises and written work during the course of the term. (Herbert)
This course is for students who have already taken and passed the Mediation Certification & Courthouse Practicum. Students in this course will further develop and build upon their mediation skills by mediating actual long model cases at the Center for Conflict Resolution, as well as short model cases at the Cook County courts. Students will turn in written case summaries and assessments after the mediations and use the classroom time to discuss and learn from each other's mediation experiences. This is a 1- 3-credit course. Grading is based on participation in mediations, class discussions and written work. Professor permission is required.
Rigorous Writing
This course focuses on writing assignments that traditionally arise in the course of civil litigation. It is designed to develop and enhance the art of precise and focused writing. With a fact pattern drawn from an actual case, students will draft and answer pleadings, discovery and dispositive motions. The course will also address client communications, settlement and litigation alternatives. Class time will be a mixture of lecture, class discussion, exercises and guest speakers. (Gilbert, Legner, Mason)
Rigorous Writing
This specialized writing course will focus on the writing and drafting skills that nearly all attorneys require, particularly those entering the world of litigation. Students will learn how to draft and answer complaints, interrogatories, requests to produce, Motions to Dismiss, Motions for Summary Judgment, and other frequently utilized motions. This class is intended to give students a greater understanding of the practical and theoretical import of drafting pleadings and written discovery, including the eventual effect these documents have at trial. Students take what they learn in theory and immediately put it into practice, learning from actual complaints, answers, motions, and written discovery. The emphasis will be on Illinois Civil Procedure rules. 40% of the grade in this course is based on class participation. 60% is based on a written assignments. (Caldwell)
Text: Course packet prepared by Professor Caldwell.
Rigorous Writing
The course is designed to expose the student to the arc of an employment case – from demand letter through summary judgment ruling, from both the plaintiff and defense perspective. Students will have the opportunity to draft a variety of documents typical in an employment case, alternating between documents submitted by the plaintiff and those submitted by the defense.
In addition to providing students with experience drafting practical documents, the course will focus on the procedural mechanics and strategies of litigating an employment case, as well as on substantive employment law topics.
Rigorous Writing
This course focuses on the development of skills necessary for particular writing assignments that arise in the course of a civil lawsuit or a criminal prosecution. While writing well in litigation is important in itself, it also contributes to a litigator's skill as an oral advocate. Moreover, practice in oral advocacy contributes to a litigator's effectiveness as a writer. For this reason, this course will require the student to participate in oral advocacy exercises as well as undertake specific writing assignments.
The course is designed the student with a strong sense of the overall strategy necessary to be effective in the development and presentation of a case. It will cover a wide range of skills, including the drafting of complaints, the preparation and presentation of motions, opening statements and closing arguments, the careful researching of local rules, the drafting of memoranda, the development of techniques for examining witnesses, the use of discovery tools and the application of a structured approach to settlement negotiations. In addition to the writing associated with these skills, the course will focus on the aspects of these skills that support an overall litigation strategy. (Herbert)
Rigorous Writing
This course will give students a practical introduction to the type of work that legal aid attorneys perform by following the progression of a case from intake through a dispositive motion. Students will be asked to draft pleadings, discovery and motions to gain an understanding of what kind of advocacy is common at each stage of the litigation. Students will also participate in a mock hearing on their final motion.
Rigorous Writing
This course will focus on the legal and practical issues arising from SEC Enforcement actions and parallel DOJ criminal investigations and prosecutions, with a focus on advanced legal writing. Subject areas will include: the role of the SEC in enforcing compliance with the federal securities laws; investigative tools and techniques; common types of securities fraud investigations; remedies available to the SEC; the preparation for and filing of an SEC Enforcement case in federal district court; current issues and cases relating to SEC Enforcement; and parallel DOJ criminal prosecutions of white collar crime. Students are not required or expected to have taken any securities classes prior to enrolling. Students will be required, among other things, to draft a complaint alleging securities fraud, research and draft a brief in support of a motion for summary judgment, conduct a deposition, make a presentation to the class, discuss reading assignments in class, and actively participate in class discussions.
JD Required
This course focuses on persuasive written and oral communication skills which are necessary for critical analysis and the competent representation of all clients. Students will explore all sides of an argument, provide evaluations of the merits of particular cases, and persuade the reader/listener of the student's position. Pre-requisites: successful completion of Legal Writing I and II. (Brendel, Becker and the Advocacy faculty)
Class focus will be on mediation, arbitration and other forms of Alternative Dispute Resolution, with an emphasis on learning procedural aspects of mediation and arbitration, as well as negotiation skills. This course will provide students with the opportunity to gain practical knowledge and familiarity with the different methods of alternatives to litigation. Classes will include lectures, simulations, role-playing, and outcome-based actual case studies. (Moritz)(Roethke)
Experiential Learning
This class is taught by Professor Terry Moritz and meets on four Friday and Saturday afternoons. The 2014 class will be held Oct. 31-Nov. 1 and Nov. 7-8.
The workshop will focus on the substantive and procedural components of commercial arbitration in the United States. The class will address established principles of arbitration law, the various types of arbitrations, the rules governing arbitration, the role of counsel in the arbitration process, as well as the power, responsibilities and ethical requirements of an arbitrator. The course will combine a traditional lecture format with practical arbitration experience and video presentations designed to provide the student with both a firm substantive basis in arbitration, as well as clinical experience workshop problem solving. The course includes participation in a mock arbitration.
Experiential Learning
The Business Law Clinic (the "Clinic") represents entrepreneurs and community members who, respectively, wish assistance in forming small businesses and not-for-profit corporations in the Chicagoland area. Students typically work with several Clinic clients during the course of a semester, under the supervision of at least one member of the Clinic's faculty. The Clinic also includes a weekly seminar (Tuesdays from 5 to 7 p.m.), which addresses relevant substantive law, ethical issues and pragmatic lawyering skills, such as drafting, negotiating and counseling clients. The work in the Clinic is transactional in nature. The Clinic does not handle litigation matters.
Participation in the Clinic requires both a significant time commitment (a minimum of 6 hours per week, in addition to the time in the seminar), as well as a certain degree of flexibility in the student's schedule. All students are expected to have an initial meeting with their clients and to meet with them thereafter, as needed. In addition, the students are expected to communicate with their clients regularly, efficiently and effectively perform the related transactional work under the supervision of the Clinic's faculty, maintain their client's files in an organized and professional manner, regularly attend the seminar classes and participate in various seminar exercises.
Prerequisite for the course is Business Organizations. Federal Income Tax is highly recommended. Other recommended courses, in order of preference, are Corporate & Partnership Tax, Sales, and Securities Regulation. Class is limited to 10-14 students and instructor permission and an application is required. (Stone)
Experiential Learning
The Civitas ChildLaw Clinic represents children in a variety of settings including child protection (abuse and neglect), child custody and visitation, education, and delinquency cases. Students typically work on at least two cases during the course of a semester, under the supervision of at least one member of the Clinic faculty. The Clinic also includes a weekly seminar that addresses relevant substantive law, advocacy skills, and ethical issues in the representation of children. Students will learn about the law governing their areas of practice and gain experience with a range of lawyering skills, including client interviewing and counseling, case planning, and written and oral advocacy. While the subject matter of the Clinic's cases focuses on children's issues, students should expect to develop skills transferrable to any practice setting. The course is open to all students eligible for a student practice license under Illinois Supreme Court Rule 711, and no prior experience in working with children is required.
Instructor permission is required for enrollment. Professor Bruce Boyer (email@example.com) serves as the Clinic Director, and Professor Stacey Platt (email@example.com) serves as Associate Director. Students receive four credits for their first semester enrolled in the course; students repeating the Clinic for a second semester receive three credits, with other credit options available with permission of the instructor.
This course counts as an Experiential Learning and a Skills course.
The ChildLaw Legislation and Policy Clinic is part of the Civitas ChildLaw Center. Students in this Clinic have an opportunity to work, under the supervision of a faculty member, on a legislative or policy project that may involve any or all of the following: critiquing pending bills or existing legislation, drafting bills, developing summaries and fact sheets about pending bills, and building and working with coalitions to develop legislative ideas and consensus. Topics cover a range of child and family issues. Spring semester students primarily work on projects begun during the Fall Clinic, including researching and drafting legislation concerning child protection and juvenile justice reform issues. Students work in teams and must have sufficient time or flexibility during the work day to participate in some internal team meetings as well as attend meetings outside the Law School, as needed. Instructor permission required. Class hours TBD. (Weinberg)
Experiential Learning
This course will explore the use of mediation in disputes involving children and families. Students will survey various models and uses of mediation and related dispute resolution processes in the following contexts: divorce, custody and visitation issues; child protection; juvenile delinquency; balanced and restorative justice; adult guardianships; youth violence prevention and peer mediation; and special education. Further, students will consider the impact of domestic violence and other impairments on the child and family mediation process. In addition to reviewing basic mediation skills, students will participate in classroom exercises designed to develop their ability to think critically about issues, as well as apply mediation strategies to dispute resolution scenarios. (Levitz, Nathanson)
Experiential Learning
This is Trial Practice I with an emphasis on those issues important to advocacy in cases involving children. The course is taught by a team of lawyers and judges experienced in child advocacy, with a student/faculty ratio of no more than 8 to 1. The principal objective is to introduce students to litigation principles, and to teach them advocacy skills in an intensive learn-by-doing environment. The case files from which exercises are drawn also enable students to prepare for the special challenges involved in the representation of children (child witnesses, unique problems in expert testimony, special evidentiary issues, etc.). At the end of the course each student conducts a complete trial before a mock jury at the Daley Center. Evidence is a prerequisite and the course requires instructor permission. (Boyer)
JD Required
This course is a JD Required Course and counts as a Bar Course. An introduction to and analysis of the concepts and doctrines that govern the procedure followed in civil litigation. Jurisdiction, choice of law (Erie), pre-trial, trial and appellate procedure are discussed. Emphasis is placed on practice in the federal trial courts. (Ho, Kaufman, Michael, Tsesis, Waller)
This course is designed to develop skills used by lawyers in their roles as client interviewer, counselor and negotiator. Emphasis is on class participation. The first hour of each class is devoted to lecture/discussion of the covered topics. During the second hour students participate in practice problems which emphasize the skills taught in the first hour. Students are graded on the following: written paper, one videotaped out of class problem, and class participation. Because of the heavy emphasis on class participation, the class is limited to 18 students. (Suder)
Experiential Learning
"This skills training course will be conducted in an intensive workshop format over the course of two successive weekends. Students will learn the basic elements of client counseling and negotiation techniques and put them into practice. We will cover the process of interviewing and counseling clients and the negotiation process from the initial establishment of rapport, to the resolution of the conflict and compromise, to reach final agreement. The skills will be taught through role playing as client and attorney and as attorney vs opposing counsel. The course is ungraded, however, students will be evaluated by in class performance, by written exam and by a final performance in counseling a client and/or an assimilated negotiation to determine a grade of pass or failure.
Students may elect [in advance] to receive one or two credits for the course based on participation in one or two weekends. The first weekend will focus on Client Counseling and the second weekend will focus on Negotiations."
Experiential Learning
This course will provide students insight and practical knowledge of alternative dispute resolutions. This course focuses on the attorney's ability to understand the differences in the practice of mediation and the more recent development of the Collaborative law process and understand the application of each. Students will learn through didactic as well as skill-centered methods, giving each the opportunity to practice skills through role play and "fishbowl" exercises. We will cover the basics of mediation and Collaborative practice while emphasizing useful derivative skills that will serve students well in their future law careers. A client-centered approach, the primary goal of this class is to expose students to effective communication methods and skills that lead to settlement without litigation. Guest lecturers will bring their specific areas of expertise to the class so that students will be able to see first-hand the application of the processes we will be studying and be able better to emulate them. The final grade will awarded based partly on a 10 page critical paper and more significantly from class participation. (Rosenbloom and occasional guest lecturers)
Experiential Learning
The Community Law Center Clinic (LUCLC) course is designed to teach students the essential skills involved in the practice of law, including client interviewing and counseling, hearing advocacy, negotiation and practice management. These skills are taught in conjunction with the representation by students of clients in civil cases under the supervision of Professor Theresa Ceko and the law school's clinical faculty. The Law Center is located in Room 1005 of the law school.
Students who enroll in the clinic course must be available to be in the clinic either one morning or one afternoon each week (Monday-Friday). The course also has a classroom component that meets each Wednesday from noon to 2 p.m. The purpose of the classroom component is to provide students with a theoretical overview of the lawyering skills that they perform at the clinic. In addition to regular clinic hours and classroom work, clinic students work on their cases during an additional 6 hours a week, most of this work done on the student's own time. Any student who has completed the first year of law school can enroll in the clinic course.
Students in the LUCLC represent children in contested guardianship cases and clients in civil cases involving landlord/tenant, family and elder law problems. Many of LUCLC's clients are low income persons. Serving persons who cannot afford legal services sensitizes students to the special ways that the law affects the lives of the indigent.
Another important aspect of the LUCLC course is the opportunity for students to develop their own sense of the lawyer's professional role. Students experience the complexity of the attorney-client relationship and the myriad ethical dimensions of lawyering. Students are exposed for the first time to the conflicts, frustrations and rewards inherent in legal practice.
Enrollment in the Community Law Center Clinic course also helps students prepare for the performance tests that have been added to many state bar examinations, including Illinois. The skills that these performance tests measure are the same skills that students learn through their client representation.
The Community Law Center Clinic course is an excellent bridge from the law school classroom to the law office. It allows students to begin to learn how to practice law in a reflective environment. (Ceko)
Experiential Learning
Students in the LUCLC represent children in contested guardianship cases and clients in civil cases involving landlord/tenant, family and elder law problems. Many of LUCLC's clients are low income persons. Serving persons who cannot afford legal services sensitizes students to the special ways that the law affects the lives of the indigent.
Another important aspect of the LUCLC course is the opportunity for students to develop their own sense of the lawyer's professional role. Students experience the complexity of the attorney-client relationship and the myriad ethical dimensions of lawyering. Students are exposed for the first time to the conflicts, frustrations and rewards inherent in legal practice.
Enrollment in the Community Law Center Clinic course also helps students prepare for the performance tests that have been added to many state bar examinations, including Illinois. The skills that these performance tests measure are the same skills that students learn through their client representation.
The Community Law Center Clinic course is an excellent bridge from the law school classroom to the law office. It allows students to begin to learn how to practice law in a reflective environment. (Ceko)
Experiential Learning
This course focuses on how lawyers work with communities and organizations to bring about change and takes a practical approach to understanding different forms of community-based lawyering. Students will work (for an approximate total of 50 hours in the semester) on projects with community organizations. Their work may entail doing research, creating fact sheets and manuals, conducting "know your rights" presentations in the community, helping to craft the message of a campaign, writing press releases, and strategizing with community members on how to identify and resolve particular issues. In addition to their fieldwork, every week, students will be assigned readings relating to course topics, such as organizing and different theories of change, the tools and strategies of lawyers, the history of lawyers working with different communities, and the role of law and lawyers in different movements. We will have discussions based on the assigned readings, and guest speakers will join us throughout the semester.
Some of the most cutting-edge and challenging litigation in the courts today are class actions or complex cases involving numerous parties and/or very complicated claims. These cases can take up enormous resources of our courts and the litigants and yet result in resolutions that are fair and efficient if litigated and adjudicated properly. This course focuses on the emerging issues in such cases, the innovative uses to which scientific evidence is being put in class actions, and the methods used to resolve such disputes. Students will be expected to participate as part of litigation teams in strategic discussions and exercises highlighting the material covered in the course and will be evaluated on those exercises as well as a final examination. The class would meet, at a mutually convenient time, once a week for two credits and feature at least two guest speakers (e.g., class action lawyer, jurist, expert).
This course deals with the legal ramifications of disputes involving contacts with two or more states or other jurisdictions. When such disputes reach the courts, what law should be applied and how should the determination be made? The course explores these questions and the various methods courts and scholars have proposed and adopted to answer them. The contrasting points of view regarding choice of law, jurisdiction and recognition of foreign judgments are analyzed in terms of which policies best promote harmony and efficiency in the federal system and accord with the federal constitutional requirements of due process of law and full faith and credit to the judgments of sister states. A special focus this year will be on the application of these areas of law to family law issues.
400-Corboy Fellowship I (3)
Corboy I is a graded course available to students in their first year of the Corboy Fellowship program. Instructor permission is required for enrollment. In the Corboy I course students earn 3 graded units in the Fall and 3 graded units in the Spring which includes mandatory participation in the evidence/trial practice boot camp at the start of each semester in addition to successful completion of course work in trial practice as required by the syllabus provided by the instructor. In the Fall semester of the course students develop the skills necessary to conduct a trial, including case analysis, opening statements, direct and cross examinations of witnesses, evidentiary objections and foundations for admissibility of evidence, and closing arguments. In the Spring semester of the course students build upon the basic trial advocacy skills developed in the Fall through in-depth case analysis and strategy, advanced direct and cross examination including expert witnesses, and use of the motions in limine to support the basis for evidentiary objections and foundations for admissibility of evidence. Each Fellow is required to apply their learned skills in a local, regional, national or invitation mock trial competition. The Corboy I course satisfies the requirements for Trial Practice I (LAW 411 or LAW 416) and Trial Practice II (LAW 412).
401-Corboy Fellowship II (2)
Corboy II is a non-Graded course available to students after their first year in the fellowship program. Only students that have successfully completed the Corboy I course are eligible to enroll in the Corboy II course with instructor permission. In the Corboy II course students earn a maximum of 4 hours of ungraded credit for participation in mock trial competitions.
This practicum is an intensive program designed to teach students about Illinois and Federal deposition practice. Topics covered will include: effective deposition questioning strategies and techniques; thorough deponent preparation; efficient and technical use of exhibits; proper objections; methods of rehabilitating your witness; ethical considerations; and how to deal with the most difficult opposing counsel. This class will have lectures, but primarily focus on in class participation and interaction. The grade for this course will be based on individual mock deposition performances, in class participation and overall contribution to self-critique and classmate critique.
Electronic discovery ("e-discovery") is the discipline of dealing with digital evidence.
Proficiency in e-discovery has become a must-have skill set for litigators. The Federal Rules of Civil Procedure and Evidence have already been modified twice in the last few years to try to address e-discovery concerns, and additional changes appear imminent. The states are following suit with their own rules. A burgeoning body of case law comes down each year, attempting to define the ethical and legal obligations of parties and counsel when preserving, collecting, reviewing, and producing electronically stored information.
The result is a fundamental change in litigation practice. The enormous costs of e-discovery drive settlement strategy in commercial litigation. Divorce and trade-secret cases hinge on the contents of a party's hard drive. Product liability cases focus on the output of digital sensors. Technology-savvy attorneys use their expertise to contest the authenticity and probative value of key pieces of evidence. Parties seek arbitration or trial venues based on the protections and burden of discovery rules. Individual rights and the integrity of governmental evidence are at risk in criminal cases that rely on digital information, and attorneys and litigants are sanctioned with alarming frequency for failure to properly manage e-discovery. Mastery of e-discovery is a differentiator for clients choosing counsel and for law firms in the hiring of young attorneys.
This is a survey course, to familiarize students with foundational concepts, and to delve into some of the more challenging questions that e-discovery poses. It will also look at the tools lawyers use to manage digital evidence. The course will include a combination of lecture, discussion, and practical application, allowing students an opportunity to explore issues and practice their advocacy and problem solving skills. Readings will consist of case law, statutory and regulatory guidelines, ethical guidelines, research, and white papers. Grading will be based on class participation, group exercises and a theme paper. Prerequisite: Civil Procedure. (Rizzolo and Warner)
An evaluation of the rules used to present information to a fact finder in a trial. The three primary units are the rules of relevancy, the rules governing witnesses, and the rule against hearsay. In addition, time is spent on privileges, writings, and demonstrative evidence. The Federal Rules of Evidence provide the focus.
The expert witness is a powerful weapon in a trial attorney's arsenal. Expert Witness Theory & Practice gives students the opportunity to learn about expert witnesses and work with experts in a mock trial environment. During this two credit hour course, students will learn who can be an expert, what an expert can testify about, the pretrial disclosure requirements for experts, differences between Illinois and federal law regarding experts, and the fundamentals of direct and cross-examination of experts. Students will then participate in simulations including a discovery deposition and a mock trial where students will present and cross-examine psychology graduate students serving as expert witnesses. Students will be graded on their performance of these exercises as well as written exercises and classroom participation. The mock trial will serve as the final examination for the course. Completion of Trial Practice or Evidence is highly recommended.
599 – Externship – Intensive Field Placement Chicago (2-3)
Experiential Learning
Full-time students who have completed all required first year courses and part-time students who have completed a minimum of 28 credit hours may apply for an externship at an approved field placement. Certain field placements may limit eligibility to students who have completed certain course work or who have obtained their Illinois Supreme Court Rule 711 license. Students enrolled in an externship may receive 2 or 3 hours of non-graded credit for supervised work performed at an approved field placement coupled with their attendance and participation in the classroom component of the course. The classroom component has been designed to complement the externship experience with a focus on professionalism, ethics, and practice based skill building. There is no final examination in this course. This course is offered each semester. (Gough, Kieffer)
599 – Externship – Intensive Field Placement Washington, DC (2-3)
Experiential Learning
Full-time students who have completed all required first year courses and part-time students who have completed a minimum of 28 credit hours may apply for an externship at an approved field placement. Certain field placements may limit eligibility to students who have completed certain course work or who have obtained their Illinois Supreme Court Rule 711 license. Students enrolled in an externship may receive 2 or 3 hours of non-graded credit for supervised work performed at an approved field placement coupled with their attendance and participation in the classroom component of the course. The classroom component has been designed to complement the externship experience with a focus on professionalism, ethics, and practice based skill building. There is no final examination in this course. This course is offered only during the summer semester. (Gough, Poll-Klaessy)
A significant portion of federal litigation occurs prior to the filing of a dispositive motion or a trial. This course will explore complex areas of federal litigation that are likely to result in a hearing before a federal judge. Each week, during the first part of the class, the students will explore a different area of substantive law involving frequently litigated topics in federal court such as attorney/client privilege, review of electronic evidence, use and scope of protective orders, and motions to compel. The second half of each class will involve the "litigants" presenting their arguments to the Court based on fact scenarios given to the litigants the prior week. The course is taught by federal judge, Hon. Virginia M. Kendall, and will take place in her courtroom in the Dirksen Federal Building. (Kendall)
Experiential Learning
The purpose of the Federal Tax Clinic is to educate the student in the practice and procedures of federal tax law and dispute resolution before the Internal Revenue Service (IRS) and the United States Tax Court. The tax clinic is neither exclusively a "skills center" nor a "theory center." Instead, all the numerous components of tax law practice are integrated in the curriculum of both classroom study and legal practice with actual clients. Some of the subjects include client interviewing and counseling, negotiations, and tax litigation. Students handle cases at the IRS and Tax Court level on a clinical basis and, with the clinic attorneys, prepare all appropriate written responses to the IRS, prepare Tax Court petitions, and litigate tax cases. Federal Income Tax is a prerequisite, and Tax Audits, Procedure and Ethics is recommended. (Novy)
The purpose of the Federal Tax Clinic is to educate the student in the practice and procedures of federal tax law and dispute resolution before the Internal Revenue Service (IRS) and the United States Tax Court. Federal Tax Clinic II affords students from the tax clinic the opportunity to carry their cases through to completion. It is more independent and sophisticated than tax clinic I. Students continue to develop the skills that they learned in tax clinic I, including client interviewing, negotiations, tax litigation, correspondence with the IRS, and preparation of petitions to Tax Court. Federal Income Tax and Tax Clinic I are prerequisites.
This course will cover key areas of health care litigation. Students will explore the substantive and procedural law of medical negligence litigation and learn about pretrial matters such as drafting pleadings, motions and deposing experts. Students will have the opportunity to develop trial techniques including preparing direct and cross examinations. They will also be able to participate in a medical negligence mock trial. Additional topics will include compliance and internal investigations, licensing procedures, technology litigation, managed care litigation, and ERISA preemption. (Burke)
Perspective Elective (1Ls Spring term only)
The Health Justice Advocacy course is a live-client clinic that provides law students with an intensive, challenging education in the fundamentals of legal practice. Students practice and hone their ability to investigate facts, interview, issue spot, and advocate on behalf of a client. Students may address a variety of legal matters related to the client's health, including medical debt forgiveness, advance care planning, housing conditions and public benefits denials. Students also gain experience collaborating on an interprofessional level and an understanding of legal systems that affect poverty and health. This course is ideal for a student embarking on a public interest, social justice or health law career.
None for Fall terms.
Faculty permission for Spring term. The course is only open to 1Ls during the Spring term.
Experiential Learning
The Health Justice Project is a live-client law school clinic that provides law students with an intensive, challenging education in the fundamentals of legal practice, systemic advocacy, interdisciplinary collaboration, creative problem solving and professional values. Through direct representation of clients and participation in an interdisciplinary medical-legal partnership, students address the social, legal and systemic barriers that prevent long-term health and stability for low-income individuals and families in Chicago. Case subject matter may include housing, public benefits, disability and other areas of law. Enrollment in the Clinic requires a significant time commitment and flexibility in the student's schedule. Students are required to attend hearings and court appearances, participate in an interdisciplinary partnership and tend to other client matters throughout the semester. Students must be available to participate in a mandatory orientation prior to the start of the semester. Faculty permission required.
The sexual exploitation and trafficking of minors has reached a crisis point, both in the United States and abroad. The United States Congress has responded to this ever-increasing threat by passing extensive legislative enactments aimed at deterring this pernicious activity, providing severe – and often controversial – punishment for those who engage in it. While federal and state prosecutions in this area are at an all-time high, law enforcement and prosecutors continue to miss critical opportunities because they fail to fully understand the nature of the threat, and lack a solid grasp on the integrated arsenal of statutory tools at their disposal. Similarly, members of the judiciary, as well as victim advocates and pretrial service officers, may appreciate the laws on the proverbial books, but often lack familiarity with the sophisticated means employed by organized criminal group and the role of public corruption involved in the large-scale exploitation of children. They also misunderstand the rationalization through which individuals engaged in the exploitation of children tend to self justify their conduct, and have never confronted the statistical realities challenging the belief in meaningful rehabilitation of sex offenders. Put simply, although the complex and inter-related legislative anti-exploitation and anti-trafficking framework is now the firmly established law of the land, its theoretical and practical nuances are widely misunderstood, and indeed are all too frequently not understood at all, by the very professionals entrusted with the difficult task of protecting humanity's most vulnerable.
This seminar will start with the statutory analysis rendered more comprehensible through the vehicle of real-world examples from the experience of Judge Kendall who will explain the history and present-day reality of the federal response to child exploitation. The seminar will analyze the various laws that govern the roles of the stakeholders: prosecutors, defense attorneys, judges, immigration officials, pretrial services officers, and victim advocates. The seminar will further explore all of the victim issues that make these cases complex and challenging. Students will explore victims' needs, rights, and opportunities for redress including restitution and expungement of criminal records. Students will hear first hand from federal agents who have prosecuted human trafficking cases; will see and hear the evidence presented to federal juries, will hear from a victim of the crime, and will learn from those victim advocates who seek to redress the harms inflicted upon victims.
The seminar will span two days and have multiple speakers and employ an interactive question and answer format. Students will be required to submit a 15 page paper on a topic of interest from the seminar for a final grade.
The Instructor: Honorable Virginia M. Kendall
This course will empower you to practice in Illinois state courts (where 90% of all litigation is heard) with the efficacy of a seasoned litigator. Teaming star civil litigators with veteran judges, this redesigned two-session intensive course will focus sharply on the crucial knowledge and skills needed to survive the confusing and hectic civil court system. The course will enhance your written and oral argument skills in the context of the labyrinth of procedural rules and statutes that govern different phases of civil litigation in Illinois. Using hypothetical scenarios, students will learn how the rules apply to the facts and substantive law in a concrete way, as well as how to argue issues arising in the pre-trial setting. You will write briefs (up to 8 pages), argue motions, serve as a judge, and instruct your fellow students on the law, all over two sessions, each one lasting one and a half days (Friday afternoon and Saturday, [Session 1: February 21, 22 / Session 2: March 27, 28, 2015). The first session will generally focus on pleadings and motions directed to pleadings, while the second session will generally focus on discovery and summary judgment motion practice. Because so many graduates are now thrown directly into the courtroom either as solo practitioners or litigation associates, the course has been designed to be immediately useful the first time you go to court. (Donnelly, Durkin, Kotin, Larsen, Mulroy, Tailor)
Experiential Learning
This course is designed to introduce participants to the oral advocacy skills useful for witness examination in international arbitration evidentiary hearings. Through PowerPoint presentations, the instructor will introduce fundamental concepts in eliciting witness testimony especially in cross-examination. Students will play the roles of counsel and witnesses in simulation exercises practicing cross-examination and redirect examination skills. The current Vis International Commercial Arbitration competition case materials will be used as the fact pattern for the exercises and will be supplied in advance so students can carefully review and prepare before the class sessions. Readings will be recommended from the book International Arbitration Advocacy co-authored by the instructor, Susan L Walker. A copy will be on reserve in the law school library and copies are available online at Amazon.com.
Arbitration is increasingly the dispute mechanism of choice, particularly in international disputes. In private international commercial arbitration, neither party wants to be required to resolve a dispute in the foreign court system of the opposing party. In state to state arbitrations, and in state to private company arbitrations, no sovereign state is willing to be subject to the jurisdiction of another sovereign state. Thus, as international business and investment has grown, so has the prevalence of arbitration to resolve international disputes. This course will focus on various forms of international arbitration, whether between two private companies from different countries trying to resolve a contract dispute, two sovereign nations involved in a border dispute, or an investor and a host country dealing with an investment dispute. No prerequisite is required.
This course is designed to introduce the law student to the basics of advising and representing clients in international arbitration. The course will consider the basics of negotiating and drafting arbitration clauses such as the use of standard arbitration clauses, choice of the arbitral institution, seat of arbitration, number of arbitrators, language and the applicable law. It will then turn to the fundamentals of party representation in international arbitration such as nomination and appointment of arbitrators, written advocacy, document production, witness testimony and oral argument. The course will pay particular attention to the cross-cultural challenges and ethical issues pertaining to in international arbitration advocacy.
Experiential Learning
(This class is limited to 16 students)
The course uses as a focus the Willem C. Vis International Moot Arbitration Competition. Sponsored by Pace Law School, the Vis Moot is based on a problem governed by the U.N. Convention on Contracts for the International Sale of Goods (CISG). In the spring, an oral competition is held in two different venues, Vienna and Hong Kong. Recently, Loyola has been able to send a different team of students to each of the venues. The course includes about three weeks of study of the CISG, as well as approximately three weeks of study of international commercial arbitration, including basic laws and rules, how to draft an arbitration clause, how to choose an arbitrator, and how to participate in an arbitration as an advocate and as an arbitrator.
While the first half of the semester is spent learning about the CISG and arbitration, the second half is spent putting that knowledge into practice. When the problem on which the Moot Competition is based comes on line in October, students work collaboratively to draft Claimants' and Respondents' memoranda. The Claimant's memorandum is due in early December, and the Respondent's memorandum is due in late January. Students also present an oral argument before arbitrators from Chicago law firms, at the offices of the respective law firms. At the end of the semester, a second oral argument is held at the law school, after which students are chosen who will have the opportunity to compete in Vienna and Hong Kong during the spring semester, for an additional two hours of credit.
Through the emphasis on both brief writing and oral arguments, students make significant progress in their skills as advocates, as well as their understanding of dispute resolution in an international context. Their accomplishments have been well recognized in both competitions. More information about the Vis Moot is on the Pace Law School Website: www.cisg.law.pace.edu/vis.html.
Eligibility: If a student is part of a moot court team that will be arguing in the fall semester, he or she is not eligible to take this course, since this is a skills-based course requiring substantial out of class effort in both brief writing and oral argument. If a student is part of a moot court team that will be arguing in the spring semester, he or she is eligible to take the course in the fall, but will not be eligible to compete to be an oralist in the Vienna or Hong Kong competition. Corboy Fellows are not permitted to take this course. The course is not open to LLM students, unless they wish to audit.
Important: Permission of the professor is required. In order to apply, please submit a resume and a statement of interest to Professor Moses, firstname.lastname@example.com explaining a little about your background, and why you are interested in taking this course. (Davis, Moses)
This course will focus on various legal and practical considerations that attorneys must face both during and following the jury selection process. The course will cover: Constitutional issues; what must be proven to establish bias; the role of trial consultants (particularly in high profile cases); challenges to the array, challenges for cause and peremptory challenges; timing and procedural limitations; the significance of group dynamics; questioning techniques and the use of questionnaires; problems at trial and during deliberations; and the extent to which the parties may be entitled to examine prospective jurors in various areas of inquiry (such as occupation, education, knowledge of the case, legal and government experience, religious and educational beliefs). Students will participate in a mock voir dire, prepare a draft questionnaire and complete a brief (5-7 page) paper on a topic to be selected in consultation with the instructor. (Donner)
This course focuses on ethics and professional responsibility issues specific to the litigation context. It will address the core principles in the Model Rules of Professional Responsibility pertinent to the litigation practice: competence, communication, candor, confidentiality, conflicts of interest and client control. These topics will be considered in a "real world" situation format. In addition, certain practice issues such as engagement letters, fee agreements, termination of representation and disengagement, false testimony or evidence and corrective measures, safeguarding privileged communications and client confidences, multi-jurisdictional practice, supervisory responsibility, lateral mobility, malpractice insurance and professional discipline and other consequences of rules violations or other misconduct will be taken up and discussed. There is a paper obligation and a responsibility to present that paper in class, but no exam. (Wiseman)
Experiential Learning
This course is the second credit of a two-credit ungraded program. To prepare for the visit to London, students are required to take Introduction to the English Legal Profession (1 credit) during the fall semester prior to the trip. Participants are then required to register for this course in the spring semester after the conclusion of the trip to London. Students are required to submit a 20 page research paper by a deadline in May on a topic approved by the instructor.
Each year, students are selected to travel to London for about two weeks between semesters. In London, students engage in a number of activities focusing on the British legal professions, the system of advocacy and legal history. For students who hope to be selected for the program, completion of Trial Practice I is recommended. Applications for the program are due each April and the program faculty selects the participants for the following year. There are always far more applicants to the program than available space. (Faught)
This class will focus on mediation theory and practice from the perspective of both the mediator and the advocate. The goal is for students to gain an understanding of the mediation process and to develop a working knowledge of negotiation and problem-solving strategies, techniques and skills that can be used to more effectively represent clients in resolving disputes. The course will also address public policy, legal and ethical issues that arise in the mediation context. Mediation skills are best learned from hands-on experience. Therefore, a substantial portion of this class will involve role-playing simulations. Over the course of this class, you will have the opportunity to serve as mediators, represent clients, be clients, and give feedback as observers. (Block, Eatherton)
This course counts as an Experiential Learning and Skills Course
Students will represent pro se clients pursuing employment discrimination claims at mediations taking place at the Equal Employment Opportunity Commission (EEOC) or mediations held by federal magistrates in the U.S. District Court for the Northern District of Illinois. Under the supervision of an experienced attorney, students will work in pairs and interview and counsel a pro se client, prepare the case for mediation, and represent the client at the mediation conference. Representation is limited to the mediation. Class time will be devoted to discussion of assigned readings in employment law and mediation advocacy, pending cases, written mediation memoranda and skills development through simulations.
This course, which has won high praise from both students and clients, is open to students who have some prior experience with interest - based, problem solving skills, either through taking a mediation advocacy, mediation, client counseling or negotiation class, including the ADR class, or through participating on the client counseling, mediation or negotiation teams. Other similar experience will also be considered. LLM students are also eligible for this class. Eligibility for a Supreme Court Rule 711 student license (43 credit hours completed) is preferred but not required.
Experiential Learning
Students in this course will be trained to become certified mediators and then develop their mediation skills through hands-on experience mediating in court. The course starts with a mandatory intensive mediation skills training conducted by the Center for Conflict Resolution (CCR) at the beginning of the semester. The course will thereafter meet once a week in seminar to discuss, practice and improve upon student mediation skills. Students who complete the skills training portion of the course and meet all of CCR's certification requirements will be certified as CCR volunteer mediators and mediate actual cases in Cook County courts while continuing to meet in class once a week to discuss and build on what they learn in the mediations. Upon completion of this course and the CCR certification process, students will be able to continue volunteering as mediators for CCR, as long as they continue to meet CCR's volunteer requirements. There is no prerequisite for this class; however, preference will be given to students who have already completed a mediation or negotiation course. (Block, Eatherton)
Experiential Learning
Mediation is an alternative to litigation which enables disputing parties to negotiate their own agreed settlement. It involves an impartial third party neutral, the mediator, who assists disputing parties in this alternative dispute resolution (ADR) process. This course will offer an overview of mediation techniques, applications, and history. Through simulations and other in-class exercises, students will consider how mediation differs from other types of ADR processes, how mediation styles and models differ from one another, and how the role of the attorney-advocate changes during mediation.(Levitz, Nathanson)
Experiential Learning
Negotiating effectively is one of the most important qualities of a successful lawyer. This course seeks to help you move from negotiating by instinct, as most people do, to negotiating more thoughtfully, more comfortably and with a clearer sense of purpose.
This course merges theory with practice to: (1) develop your understanding of negotiation, and your awareness as a negotiator; (2) give you tools and concepts for analyzing and preparing for negotiations; (3) enhance your negotiating skills through frequent role plays, analysis, and feedback; and (4) teach you how to keep learning from your own negotiation experience. In addition to negotiation skills and theory, you will be introduced to issues of representation, ethics, and the place of negotiation in our legal system.
The Negotiation Workshop is a highly rewarding and interactive course. The course syllabus consists of assigned readings, simulations, and written assignments before almost every class, and attendance at one video debrief where we will analyze your skill set. (Michel, Zelizer)
This is an advanced Patent seminar that will incorporate and apply concepts introduced in the Intellectual Property survey course. The focus of this seminar is to provide students with a simulated "real-world" experience that will assist them in their subsequent practice of law. Students will be divided into plaintiffs and defendants, and the seminar will walk them through the various aspects of patent litigation from preparing the initial notice letter to arguing claim construction in a Markman hearing. In addition, students will be assigned complementary reading that helps to highlight the substantive material covered. Students will be required to draft litigation-based documents, such as complaints, answers and interrogatories. In addition, students will be required to draft a brief for a Markman hearing. Grading will be based upon these activities, as well as class participation; there will be no final exam.
Prerequisite: Students must have taken either (1) Intellectual Property (survey course); or (2) Advanced Patent Law Seminar. Please note that taking a concurrent Intellectual Property class will not satisfy the pre-requisite.
This is an advanced patent seminar course that uses a simulated litigation format to develop further the basic concepts introduced in the survey IP class. The goal is to provide students with "real world" patent litigation experience and precedent. Students are divided into plaintiffs and defendants and will participate in various aspects of an actual patent dispute including discovery, claim construction (Markman) and summary judgment. Through this process both practical and substantive aspects of patent litigation practice are covered.
Prerequisite: Intellectual Property or Patent Law Seminar except with permission from instructor or Director of Intellectual Property Program: Prof. Ho
This course offers an introduction to the art and science of preparing patent applications and prosecuting patent applications in the U.S. Patent and Trademark Office. While a discussion of selected statutory requirements and Patent Office rules will be incorporated in the lectures, the focus of the course will be on hands-on drafting and strategy. In-class exercises and homework assignments include drafting claims and various parts of a patent application, as well as preparing responses to Office Actions. There are no pre-requisites for this course, although a technical background or comfort with describing technology would be desirable. (Freeman, Hetz/Genin, Nethery, Penn)
"Daley Center" is a practical course to acquaint the future attorney with the Circuit Court of Cook County, which is one of the largest unified court systems in the world, handling more than 2 million cases annually. It is divided into eight divisions and six municipal districts with over 400 judges hearing cases daily. This course focuses on the Daley Center which is the hub of all legal activity in the City of Chicago and is the busiest of the circuit districts. It will give the provide a familiarity with the various structures, functions and operations within the Daley Center, which houses 120 court and hearing rooms, related government agencies and the Cook County Law Library (one of the largest law libraries in the nation).
This course is essential for the prospective attorney who intends to practice in Chicago and the surrounding area. It will provide practical guidance to handle a lawsuit from its inception to initial hearing before a judge. It will teach procedure both outside the courtroom as well as before the court. You will learn the process for filing a lawsuit with the Clerk of the Circuit Court, serving the lawsuit through the Sheriff of Cook County, and prosecuting the suit before the court. The course will focus on the five divisions of the County Department (Chancery, County, Domestic Relations, Law and Probate) housed in the Daley Center in addition to the First Municipal District of the Municipal Department. It will also present an opportunity to learn from and interact with practicing attorney through discussion, lectures and presentations. The advice these seasoned practitioners offer will be invaluable to the newly-licensed lawyer who will benefit greatly from their experience, guidance and direction regarding the proper practice of law and appropriate demeanor before the bench. You will understand the daily operations of the various courtrooms and the role and function of each person assigned to the court. Additionally, you will learn the functions of the courtroom and clerk's offices through on-site observation of morning court calls, filing and scheduling motions, viewing motion practice and an introduction to the Cook County Law Library and its helpful staff. This will be a non-graded course.
This course will teach the students the practical application of pre-trial discovery in Illinois. The course will demonstrate real world application of discovery, from pre-suit investigation, to interrogatories, requests for production, requests to admit, and depositions. Students will be required to participate in class projects and demonstrations on the techniques of using these discovery tools. (Phillips, Webb)
This course integrates a theoretical and practical approach to the pretrial components of litigation. Students gain an understanding of the purpose of pleadings, pretrial motions, depositions, and settlement conferences, and extend their knowledge through practical experience. The second portion of the course complements the courses in trial practices by investigating the psychology of courtroom communication and its related effects. Overall, students should develop a more well-rounded perspective of the pretrial aspects of litigation. (Murphy)
First-year law students learn that there is no right without a remedy and focus extensively on the scope and content of rights. This practical upper-level class focuses on the client's crucial question: what remedy will he get? We will examine how attorneys determine the kinds of judicial relief available to a client, and how they devise strategies tailored to the client's remedial objectives. Specifically, we will cover the determination and calculation of damages arising from various causes of action; equitable remedies including injunction, specific performance and constructive trust; and restitution. While the content and teaching method of the course are highly pragmatic, Remedies is often considered a "capstone" subject because students revisit and synthesize the relationship among private law doctrines such as tort and contract and consider from a global policy perspective the purposes that law can and does serve on behalf of individuals and groups.
The course will be taught via the problem method. Although we will read cases and learn abstract rules, we will advance and apply these concepts each week by working through a set of client problems to generate a menu of remedial options and a vocabulary for counseling clients. Students will be evaluated primarily based on their preparation of problems for in-class discussion, with a take-home final exam to determine 30 percent of the ultimate grade.
Course description
The course is designed for law students who are looking to supplement their existing knowledge of the language with Spanish that focuses on the legal field. Its main objective is to develop adequate communication skills that will allow you to advise Spanish-speaking clients on issues related to criminal, property, civil, labor, administrative, tax, commercial, and litigation law.
We will work with real documents and texts – analyzing cases, as well as reinforcing knowledge of both Spanish in the legal field as well as of different branches of law in the judiciary system. Coursework will be carried out in groups, and a system of continuous evaluation will be implemented using assignments and projects. The course will also include a cultural component, the aim of which will be to understand, contextualize, and handle effective exchanges with Spanish-speaking clients.
Xavier Espejo-Vadillo is a fifteen-year veteran language teacher from Barcelona, Spain. He studied foreign languages, linguistics, and education. In the United States he has expanded his studies in curriculum, instruction, and school administration as he continued teaching Spanish in the public and private sectors. Mr. Espejo's experience in translation and Spanish for specific purposes is mainly in the medical and industrial engineering fields. He has also worked in the legal fields of civil law and school law. Some of his fields of interest are the teaching of Spanish for specific purposes, language learning, new technologies, and content and language integrated learning.
Course requirements
Permission Required and passage of basic Spanish language competency exam is a prerequisite.
This course, which meets once a week for two hours, will deal in depth with current and timely issues in the education of children with disabilities. Students will learn federal and State statutory and regulatory procedures in determining eligibility for services, evaluation, development of the individualized education program, and provision of services in the least restrictive environment. The education of special needs children from early childhood through post-secondary transition will be addressed. The course will focus on advocacy, statutory and regulatory compliance, and dispute resolution. Students will form teams assuming the roles of parent/student advocate, school administrators, and school service providers in a variety of simulated activities throughout the semester, including: participation in eligibility and IEP conferences; disciplinary manifestation determination reviews; resolution sessions, mediation, and pre-hearing due process procedures; and determining Section 504 eligibility and developing and implementing a Section 504 service plan.
Students may also take the course for three credits by participating in additional small group seminar meetings to discuss course topics of interest in more detail. A student interested in the additional credit hour would have the option to write an additional paper of publishable quality that could be published in Loyola's e-journals, conduct a training for parents or professionals through an outside organization, or complete other additional course assignments of interest to the student and approved by the instructor.
Experiential Learning
This one credit hour course will provide students with an intensive simulated experience in the various processes of resolution of special education disputes. Areas addressed will include some or all of the following: contested IEP meetings, manifestation determination reviews, resolution meetings, mediation, and due process hearings. Assuming the roles of parent legal advocate and school district counsel, students will develop a practical working knowledge of federal and Illinois statutes and regulations governing special education dispute resolution; develop a legal understanding of, and working familiarity with, student special education records and documents; and learn how to interview and prepare clients, witnesses, school personnel, experts, and others for their respective roles in the dispute resolution process. (Hirsman/Johnson)
The aim of this seminar is to provide students with a deeper understanding of the Supreme Court of the United States, its personnel and work, and the important role it plays in American government and society. Students will consider the processes by which Justices are appointed to the Court; the standards and processes the Court uses to choose cases for review and decision on the merits from among the multitude decided each year by the lower courts, leading to the creation of precedents of national applicability; the ways in which advocates endeavor to persuade the Court that it should (or should not) grant review in a particular case; and the ways in which the so-called "merits cases" (those in which review has been granted) are briefed, argued, and decided. A substantial part of the semester will be devoted to the study of a small number of cases currently pending before the Court, either as candidates for review or for decision on the merits. Students will learn about the work of the Court by studying briefs that were actually filed and transcripts or recordings of oral arguments. The class will also discuss cases by simulating the Court's conference. Students will be required to write a series of short papers and a judicial opinion in one of the merits cases to be discussed. (Sullivan)
411- Trial Practice I (3)
This graded 3 unit course offers the opportunity to develop the skills necessary to conduct a trial, including case analysis, opening statements, direct and cross examinations of witnesses, evidentiary objections and foundations for admissibility of evidence, and closing arguments. The student/faculty ratio is 8 to 1. The faculty rotate among the student groups and each student is given the opportunity to perform the exercises necessary to learn the skill. Each student is paired with a partner and required to conduct a bench trial and a jury trial during the course of the semester. Prerequisite: Evidence
416- Trial Practice I (Intensive) (3)
Trial Practice I Intensive (Law 416) is open to students that are concurrently enrolled in the summer evidence course. The intensive course will be offered over three weekends in June to allow students the flexibility to work during the weekdays. This graded 3 unit course offers the opportunity to develop the skills necessary to conduct a trial, including case analysis, opening statements, direct and cross examinations of witnesses, evidentiary objections and foundations for admissibility of evidence, and closing arguments. The student/faculty ratio is 8 to 1. The faculty rotate among the student groups and each student is given the opportunity to perform the exercises necessary to learn the skill. Students are typically paired with a partner to conduct a bench trial and a jury trial during the course. Due to the nature of planning this course, the mini term withdrawal policies do not apply. Instructor permission to drop the course is required after April 29, 2016.
The dates and times of the course are:
Friday, June 3 1:00-5:00 p.m.
Saturday, June 4 9:00 a.m.-5:00 p.m.
Sunday, June 5 9:00 a.m.-5:00 p.m.
Saturday, June 11 9:00 a.m.-5:00 p.m.
Sunday, June 12 9:00 a.m.-5:00 p.m.
Friday, June 17 1:00-5:00 p.m.
Saturday, June 18 9:00 a.m.-5:00 p.m.
This graded 3 unit course offers the opportunity to build upon the basic trial advocacy skills developed in the Trial Practice I course through in-depth case analysis and strategy, advanced direct and cross examination including expert witnesses, and use of the written and oral motions in limine to support the basis for evidentiary objections and foundations for admissibility of evidence. The student/faculty ratio is 8 to 1. The faculty rotate among the student groups and each student is given the opportunity to perform the exercises necessary to learn the skill. Each student is paired with a partner and required to conduct a two bench trials and a jury trial during the course of the semester. Prerequisite: Evidence and Trial Practice I (LAW 411 or LAW 416 or LAW 400 or law 499).
This is a non-graded course that requires instructor permission to enroll. The course is limited to students that are currently enrolled in the LAW 400, 401, or 499. Students are required to prepare and compete in one or more mock trial competitions. Variable non-graded credit is available from one to three units depending on circumstances as determined by the instructor.
Advanced Trial Practice with Courtroom Technology is an advanced trial practice course qualifying for credit towards the advocacy certificate. This three-hour, graded credit course is designed to teach students how to prepare and try cases in a modern environment. Students will learn to conduct dynamic and persuasive courtroom presentations by combining advanced trial advocacy skills with courtroom presentation tools, including Sanction II and PowerPoint. Following several weeks of advocacy and software instruction and workshops, students pair into teams to try multiple, hi-tech, mock trials. Course materials include student licenses for Sanction II. The course will be taught by Assistant United States Attorney Michael Ferrara and plaintiff's attorney Brian Monico (both Loyola alums). Trial Practice I is a course prerequisite.


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October 29
The Amazing Journey: Who I Am by Pete Townshend
The soulful man who gazes out at the reader from the cover of the must-read memoir Who I Am may seem at odds with the enfant terrible, guitar-smashing version of Pete Townshend the public might envision. In fact, in the course of this remarkably touching and very naked self-exploration, this photo of the man who takes you in beyond blue eyes is the perfect image of Townshend.
Townshend begins his mesmerizing story with his earliest memories, beginning with his parents, his mother a singer and father a horn player. He then introduces his grandmother Denny, a complex and dark character with whom he was sent to live for a year in an attempt to "sort her out." (Needless to say this was an impossible task for a six-year-old.) Of course, later on, sex, drugs, and rock and roll all appear -- in abundance. The other members of The Who, The Rolling Stones, Paul McCartney, Jimi Hendrix, Bruce Springsteen, Eric Clapton, Eddie Vedder, and many more all make appearances. Most stirring are Townshend's characterizations of the people to whom he was close and about whom he cared most. Keith Moon, Roger Daltrey, and John Entwistle along with his family comprise the most evocative portraits. But Townshend has clear moments of insight about many others, including Kit Lambert and Chris Stamp (The Who's managers) and other longtime associates.
Still, it is Townshend's reticence to see himself in the way others might see him that is most alluring. In detailing his days as an art student, enthralled by Gustav Metzger and his theories of auto-destructive art, to his struggles and successes with creating songs for The Who, along with full-length song cycles and what is probably the most successful rock opera of all time, Tommy, Townshend is in many ways cerebral and unexpectedly measured in his self-evaluation.
It is often difficult to round out a memoir, to connect the pieces so that the life appears whole on the page, but Townshend's account of his early experiences and his musings about them help to bring this memoir full circle as they surface throughout the book. This is not to say that Townshend presents himself as someone who has it all figured out – not at all. This is the emotional pull of the narrative: he transports you within his head to his doubts, fears, creative processes, and his very strong romantic streak.
Townshend left rock and roll for a while (actually he tried to leave The Who any number of times) to work as an editor at Faber & Faber, where he mingled with many of the literati and held his own in conversation and through his editing work. Quite apparent in this memoir, and in a lovely way, is a mixture of strong intellect, sensitivity and high flown ideas along with a gentle self-mockery. As you read the last word, you will find yourself cheering what appears to be, at sixty-seven, Townshend's long-sought achievement of artistic and emotional fulfillment – he knows who he is.

subset: commoncrawl


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Sep 8, 2011 10:28 AM
Like, these 80's Glam Sharpies ($30) are so totally rad! We are using them to the max! The plain black ones we used to have are so bogus. We are so gonna doodle all over our Trapper Keeper with these, for sure.
Yes please! I used to have a pair of Keds that everyone I knew had contributed some drawing or doodle to.
YES! I remember I had a huge binder that was covered in acid-washed denim (please don't hate, it was the early 90's, it was cool then), that I had all my friends doodle on. Then, in high school, I did the same thing with a fave pair of jeans.
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Chorizo Breakfast Burrito
Mmmmm... Did some one say Burritos? Check out this game if you want to learn how to cook the best burritos ever! Cut, chop and slice the foods then cook them to perfection to make the most succulent mexican styled burritos ever. Once you have learned how
chorizo breakfast burrito, cooking, food, girl, role playing
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Added: 13 January 2012
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text:
I had always known that the
She, however, did not climb over 1,000 steps to the top of Saint Peter's Cathedral. After viewing the Sistine Chapel, the inside of
The hike up is not for the weak, but the view at the top is worth it. Seeing the spectacular and historic city of
So, Rule No. 1 came into effect early on for me because after our tour of the
Yet, my day was not done ?- by far. We next had an 8 p.m. game against Pomezia. During the first four games of our tour, I had spent my time at the end of the team bench keeping the points, rebounds and other stats of the game. For our last game of the trip, I thought I would breeze through my job since I had four games under my belt.
When in Rome Rule No. 1: Always expect the unexpected.
The first quarter of the game was surprisingly tight, as the Wildcats battled tough with a very experienced Pomezia team with the scored tied at 20-20 going into the second quarter. The Wildcats then started to pull away at the start of the second with a 6-0 run in the first minute.
When in Rome Rule No. 1: Always expect the unexpected.
With 6:43 on the clock in the second quarter, a hand-checking foul was called on a Wildcat player who nonchalantly questioned the referee about her illegal action.
The referee, unexpectedly, took the player's inquiry harshly and stormed off the court and did not return. After a short delay with both teams trying to figure out how to continue the game, coach Joan Bonvicini yells to me at the end of the bench, "Hey Julian, get in there and ref."
When in Rome Rule No. 1: Always expect the unexpected.
Without any hesitation or second guessing, even though I have never refereed a game in my life, I got up, put down my stat sheet, grabbed a whistle and got the game going again without any regard to the fact I was wearing khakis and a polo shirt.
Now, I think I am pretty good with overall basketball knowledge. I know when certain calls should be made, and I'm familiar with the basic rules of the game. I learned the hard way how difficult being a basketball referee is. The view on the court is unlike any from courtside, and blowing a whistle is much harder than you think. After spending many years taking jabs at referees for blowing calls or being too quick with a whistle, I found a new respect for referees, so much so that I might start cheering for them (and them only) when I'm at games.
After sprinting up and down the court for two and a half quarters, I worked up a heavy sweat and was completely drenched from head to toe. After a scrumptious pizza dinner at a Cuban-Italian restaurant and an hour-long bus ride back to the hotel, I was dead-tired and ready to crash.
So, after an unforgettable day in
When in
You never know when you might have to referee your first international basketball game.


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The town of Breckenridge, CO is old for a mountain town, having celebrated its 150th anniversary in November of 2009. The town offers several history museums and tours through the town and mine, giving visitors a look back into the heyday of Colorado's mining boom. It also offers one of the most popular ski resorts in the country.
Summer in Breckenridge offers a whole different set of activities: hiking, biking, fishing, climbing—these are just a few of the adventures awaiting the outdoor enthusiast. The town offers a Summer Fun Park, an alpine slide, golfing, horseback riding, and more. With all the activities offered, you are sure to find something that suits your fancy.
Breckenridge's art district is definitely worth experiencing. The town features a pedestrian-friendly area with outdoor art galleries and open studios. Local artists and visiting artists offer workshops and demonstrations. If you find accommodations in Breckenridge near downtown, most of these places are within walking distance.
Here are just a few of the Breckendridge activities awaiting you:
During the winter and early spring months, ski enthusiasts flock to Breckenridge. From Nordic skiing to terrain parks, Breckenridge has it all.
See more about skiing in Breckenridge…
During the summer months, river trips top our list of things to do. With a short drive you have access to any type of river trip imaginable. Colorado is home to the Arkansas and Colorado Rivers, as well as Clear Creek, Eagle, and Blue Rivers.
Details on the various river trips available..
The stunning mountain peaks of Colorado's great outdoors provide the perfect atmosphere for hiking. The higher elevations stay cool during the summer, and most trail heads conveniently start in downtown Breckenridge.
See more hiking and trail information…
Breckenridge is an ideal place to instill your kids with a love of the outdoors and an active lifestyle. See what kids activities Breckenridge currently has to offer.
See more kids activities information…
Breckenridge has the only municipality in the world with a Jack Nicklaus-designed golf course. With 27 holes in the Upper Blue Mountain Valley, this course truly defines mountain golfing.
See Breckenridge Golf course information…
In Breckenridge you'll find horseback rides, wagon rides, and dinner rides, all offering fresh mountain air and beautiful Colorado scenery.
More Breckenridge horseback riding info…
Get a bird's eye view of the Rockies from a hot air balloon during the summer months. A hot air balloon ride is a great way to take in Colorado's gorgeous scenery.
More Hot Air Balloon Ride info...
Browse from a selection of more unique and personalized activites in the area.
See more activity information…
July 26, 2014
One of the premiere events in Breckenridge, this event brings in over 30 breweries for tastings and offers free live music.
August 29-Sep 1, 2014
End your summer with a Rubber Duck Race, Sidewalk Sales, the Great Divide Arts Festival, a Wine Festival, and the Breck Crest Trail Marathon.
September 12-14, 2014
Come enjoy Bavarian food, great German brews, while listening to the Oompah music on Main Street.
Resort name:
(Updated: 2/29/2016)


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The Ohio State University
Other meals and transportation will be the responsibility of
the participant.
*Registration fee without hotel is available click
in full is expetcted at time of registration. No refunds can be made
cancellations; however,
substitution of attendees are accepted until 48 hours before the
starting of the Program. Program
content is subject to change without notice. Should
the program be
cancelled, a full refund of the registration fee will be processed.
weeks before the starting of the program,
the hotel will release rooms not sold from the group block and
all subsequent hotel reservations will be taken on as available basis


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Wednesday, October 3, 2012
October Stack-a-holic Challenge
37 comments:
Wow! Some gorgeous samples today and love those sketches! Hopefully I will actually get around to playing this month :)ReplyDelete
Great projects using those sketches! I usually like multi-photo layouts, too, so I don't know if I'll participate in the layout challenge, but I'm pretty sure I'll play with the card challenge this month.ReplyDelete
Awesome sketchesReplyDelete
wonderful projects. very colorful. tfs.ReplyDelete
Pretty sketches! Erin and DT your projects were fabulous, thank you for the inspiration:)ReplyDelete
Peace, Love, & Cricut Hugs!
Monica L.
I'm excited to give this one a try, thanks for the inspiration!ReplyDelete
Wonderful inspiration!ReplyDelete
I like seeing what others do with the sketches first! That really inspires me!ReplyDelete
Wow, really lovin what I am seeing. I am going to try my best to participate this month.ReplyDelete
Great sketches this month, and wonderful projects from all of you. Love the layouts, especially the jungle. Thanks for sharing.ReplyDelete
Wonderful sketches and projects!ReplyDelete
What fun sketches! I hope to play along this month!ReplyDelete
Looking forward to getting started on these sketches!ReplyDelete
- Joyce EJWOctober 3, 2012 at 11:41 PM
Fun Sketches. Love the clean lines. All the layouts were fabulous.ReplyDelete
Beautiful creations! Thanks for sharing them with us. Good luck to all who join in.ReplyDelete
Hugs, Jess
These are beautiful!!!ReplyDelete
I like both sketches and the proects were beautiful!ReplyDelete
Now I know what I'm doing for the rest of the week!! Thanks once again for such inspiring sketches...excited to enter this one!! The DT rocked these projects and your son is 100% adorable. Capturing the "tying your shoes moment" is priceless!ReplyDelete
Creative wishes,
Claire S
This comment has been removed by the author.Delete
These sketches are so cute...I love the projects that have been created...So BeautifulReplyDelete
Great sketches, the projects are all so wonderful.ReplyDelete
Great job on all the projects!!ReplyDelete
I love the sketches. I love the strips of paper on the layout sketch. Great possibilities.ReplyDelete
Great sketches and beautiful projects from the DT!ReplyDelete
Great sketches, as always!! Thanks for the inspiration, ladies!!ReplyDelete
What beautiful projects from everyone!Love the sketches too.ReplyDelete
Great sketch, Im hoping to participate in this one.ReplyDelete
Oh my goodness, those layouts are so great!!ReplyDelete
Can't wait to play along! I LOVE Britt's card!ReplyDelete
Gorgeous projects! Here is my take on the sketch!ReplyDelete
Love my Stardust Stack, it is simply the best! Kudos to the designer of this one! :)ReplyDelete
Love all the pretty patterns. Thank you for the inspiration and here's my take on the sketch! http://papercraftingparadise.blogspot.com/2012/10/word-art-wednesday.htmlReplyDelete
- TracyM #6773October 18, 2012 at 3:10 AM
Fab sketches - looking forward to some cheery crafting with my Brights Stack :)ReplyDelete
I had a lot of fun with this one! Here's my entry! thanks, erin!ReplyDelete
Loved them both and created a card and layout....both are here....ReplyDelete
love them both as well awesomeonessReplyDelete
- TracyM #6773October 28, 2012 at 3:47 AM
I loved the card sketch so much that I ended up making two and posted them on Facebook!!!ReplyDelete
Thank you for the inspiration :)


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Category Archives: Freedom
Texas Governor Elect Greg Abbott Will Sign Open Carry Bill
Just a day after becoming the governor elect for one of the country's most powerful states, Abbott has announced that he will sign an open carry bill if it reaches his desk during a post election day press conference.
Read the rest of the article: http://gunssavelives.net/blog/gun-laws/breaking-texas-governor-elect-greg-abbott-will-sign-open-carry-bill/
I Speak in the Name of Freedom
Gabby Franco speaks of her admiration for the strong foundation of the United States that comes from the Constitution.
Ammo Dealer Feels Targeted by Obama Administration's 'Operation Choke Point'
Kat O'Connor, owner of TomKat Ammunition, was puzzled as to why her Gaithersburg, Maryland business was denied certain services from a bank and suspects the Obama administration's Operation Choke Point.
"I believe the failure of Congress to enact strict gun control led to this method of starving manufacturers out of business," O'Connor told TheBlaze. "I also believe this is an unfortunate abuse of power. Sadly, I don't see how this is any different than a mafia-style shakedown, promising to leave banks and card processors alone if they 'play along' by foregoing money from certain industries, regardless of their legal status."
In her case, O'Conner said she was denied a credit card gateway for customers and an online pay portal even though her business has always complied with federal and state regulations.
"I do not believe this is mere coincidence," she said. "It would not make good business sense and is counter-intuitive for banks and card processors to drop or deny legitimate business activity on their own, unless it was somehow in their best interest to do so."
Read the rest of the article: http://www.theblaze.com/stories/2014/10/07/ammo-dealer-feels-targeted-by-obama-administrations-operation-choke-point/


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Local News
Salem High School Set Graduation Date, Amends Calendar
Under the new school calendar, students will attend school on April 21st, the monday after spring break, in order to make up for use of the district's 9th emergency day. Eight days will be added to the end of the calendar as pre-planned makeup days, meaning Freshmen, Sophomore, and Juniors will have their last day of attendance on June 5th with Teachers attending on June 6th. The last day for seniors will be May 23rd for seniors that do not have to take final exams, and May 30th for seniors who do.
The board also discussed and approved the 10 year Health Life Safety survey conducted at the school. The survey contained a list of 170 items totaling around $8 Million dollars worth of renovations needed at the school. Superintendent Brad Detering says that the majority of those costs stem from the need to replace the school's aging heating and air conditioning system, which is expected to cost around $5 million dollars. There was no definitive plans set for tackling much of the list, however Detering did recieve approval from the board to move forward with a maintainance grant proposal that intends to cover the retrofitting of the buildings door locks, allowing them to be opened and locked from both sides, with a thumb lock on the interior side, and a key lock on the exterior.
Detering also updated the board on the state of the roof damaged by high winds during the November 17th Storm Outbreak and the Early January High Wind Advisory. The school has filed an insurance claim for the roof and expects renovations to be completed over spring break.
See other LocalNews news:Carmi Man Killed in Wayne County Wreck
Mason Truck Driver Hurt in Fayette County Crash
Police Beat for Tuesday, June 28th, 2016
Rauner Pushes New Stopgap Budget, Rips Democrats' Plan
Centralia City Council Backs Vehicle Tows From Housing Authority Areas


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Comparison of Lupus Nephritis Classifications of Two International Organizations
The researchers aimed to determine the effects of the ISN-RPS re-classifications for lupus nephritis on patient outcomes.
The researchers aimed to determine the effects of the ISN-RPS re-classifications for lupus nephritis on patient outcomes.
People with lupus have an increased risk of heart disease and stroke due to premature hardening of the arteries. The researchers aimed to evaluate how effectively risk for heart disease was being assessed in a population of lupus patients being cared for in Alberta, Canada.
Establishing agreement on what constitutes a flare of lupus kidney disease could help identify the true status of the kidney in people with lupus.
Since lupus nephritis can be severe and the therapy can be toxic, it is important to be able to predict which patients would most benefit from long-term treatment.
The researchers hoped to learn whether people with lupus kidney involvement from different races shared the same set of microRNAs.
Current treatments for lupus nephritis in children are toxic and sometimes ineffective. New tests for proteins that might be abnormal in lupus nephritis could help make the diagnosis earlier and might also point to new ways of treating the disease.
Neuropsychiatric lupus (NPSLE) is difficult to diagnose and can be present when disease activity in other organs cannot be identified. The researchers hoped to learn whether antibodies to ganglioside M1 could predict childhood NPSLE any better than standard laboratory measures currently in use.
The researchers hoped to learn whether antibodies to cholesterol regulators are associated with disease activity or heart disease in people with lupus.


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Results 1 to 5 of 18
January 12th, 2014 08:09 AM #1Member
- Join Date
- Dec 2013
- Posts
- 65
Oberon - Too Much Teasing Potential?
I like the name Oberon. A Midsummer Night's Dream is one of my favourite Shakespearean comedies and I like the sound of the name. However, I discounted it as an option when I came across someone saying they went to school with an Oberon and he was teased mercilessly with being called a fairy etc. I was surprised (and slightly impressed) kids young enough to tease over something like that actually knew Oberon was 'King of the fairies' and in the last few days I've been wondering how likely it is for it to be picked up on at school? Was this example an unfortunate one-off or do you think it's a common hazard of the name?
My other concern with Oberon is not really like any potential NNs. I really don't like Ron and I'm not overly fond of Obi. Can you think of any other NNs?
January 12th, 2014 08:39 AM #3olympia/europe/college student
• ophelia marianne • phaedra st john • edie gwendolyn • isaiah silver • frances lola • nathaniel roscoe • margaux plum • oscar ignatius • tabitha elowen
• kit barnaby • emmeline rue • atlas orlando • althea leonie • grover elijah
esme helena mazarine/arlo dylan thomas
January 12th, 2014 08:53 AM #5Member
- Join Date
- Dec 2013
- Posts
- 65
January 12th, 2014 09:16 AM #7
Oberon is on my list and i really doubt anyone who is at the teasing names age knows about the reference... I think the person who made that comment is more likely assuming the kid will be teased rather then actually knowing.
I think ppl who know of the reference would have a level of maturity- well i hope..
I really like Bron as a nn I might have to run the name past my husband and see if i can sneak it onto the list.
Waiting for baby bear #1
** Freya Winifred Ivy** ~~ Garrett Van ~~
Ivy Guinevere | Scarlett Genevieve | Inara Ivy | Lennox River | Kellen March
Wilder, Xander, Imogen, Lila, Inara,
Phoebe, Liv, Lorraine, Chance, Sadie,
Trent, Heath, Nathaniel, Finn, June, Ronan
January 12th, 2014 09:38 AM #9Mommy to
Travis Nevin
Angus Loudon "Gus"*Dagny Gertrude* *Florence Imogen* *Ada Katherine "Ada Kate"* *Tessa Pearl* *Amity Geneva* *Ursula Bryony**Jethro Daniel "Jed"/"Jet"* *Harvey Blaise* *Jeremy Vincent "Jem"* *Laszlo Ozias "Lo"* *Leif (LAYf) Matthew "Lem"* *Chester William "Chet"*


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Writer: Jim Weatherly
Producer: Tony Camillo
Released: Sept. '73, Buddah
19 weeks; No. 1
Originally titled "Midnight Plane to Houston," the ode to long-distance romance from Mississippi songwriter Weatherly (who also wrote Knight's "Neither One of Us") became the biggest hit ever for Gladys Knight and the Pips. Cissy Houston had an R&B hit with it first, before Knight rode it to the top of the pop charts.
Appears on: Essential Collection (Hip-O)