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Messages - LVP
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« on: August 17, 2007, 09:24:22 PM »
I agree with that. The time you would spend relistening to the lecture would be much better spent reading your notes from the lecture, retyping the notes from the lecture, outlining the class, reading the E&E, discussing the lecture with your study group, etc., etc., etc.
Also, you absolutely have to get your prof's permission before you record, and if your profs are like my profs, most of them will not give you permission unless you have a very good reason. So, it's probably not an option anyway.
« on: August 17, 2007, 09:17:54 PM »
Is that counting The Buffalo Creek Disaster?
« on: August 17, 2007, 09:08:32 PM »
I'll tell you what our career services person told me. I'm not saying you should believe it - I'm not even saying I do or don't believe it - I'm just giving more information to be considered.
Basically, she said that if you get an interview, they've seen your resume, grades, and (if applicable) writing sample, so they already know you're qualified on paper. The interview is to see if you "fit" with them - that is, if they think you have the right personality, temperament, or other intangibles that will make you a good choice for their firm. She said it's better to be at ease with yourself and able to be comfortable talking and establishing a good rapport than it is to be able to list off all your accomplishments and merits.
Also - don't necessarily worry if you're not at a top school. I'm in Michigan, and she said that most employers generally take a few students from all of the Michigan law schools (except Cooley and Ave Maria) rather than focusing strictly on U of M. So, it's possible that firms in your area do the same thing, but I have no idea.
« on: August 13, 2007, 05:56:49 PM »
I'm going to assume (pretend?) that the OP wasn't trying to be funny, and answer it seriously.
1. I agree with this almost completely. As a side note, though, the statement "We're here to learn black-letter law" is not the best attitude. The sooner you can get past this, at least in 1L, the better.
2. Generally good advice, if that is an option. At our school, some professors allow this, some allow a limited number of them, some only allow them if you give them a note before class (and allow only a limited number), and some don't allow it at all. So - if it's an option, good advice, if not, then pretty useless. Better advice is just be prepared.
3. Comments, yes. Questions, generally yes, but if you have a decent sense for it, you can ask in a way that the class finds informative and helpful. I generally save mine for after if I can, but sometimes a question just has to be asked at the time, or it will be too hard to explain later. Do it quickly, concisely, and rarely.
4. A good rule. Some professors ask for personal experiences.
The first 5. The comment on age is inconsistent with my law school experience, but the advice is good advice. John Galt thinks arguing with professors is the most interesting part. I would wager that John Galt's classmates think seeing John Galt get embarrassed is the most interesting part of class. I would further wager (along with LawJockey07) that, as interesting as they find it, most of John Galt's classmates would strongly prefer that he shut the eff up already.
The second 5. Again, a good rule of thumb, but a rule that can be broken if you have a good sense of it. (If you're thinking about this comment or my comment on #3, and wondering if you have a good sense of it, you probably don't. If you're not wondering, you still probably don't.)
6. Like most of these rules, this one can probably be broken now and then. But seriously, if you're asking questions or making comments in order to impress anybody, then shut the eff up, for real. You're doing nobody any favors by trying to impress people, least of all yourself, who are quickly becoming a laughing stock. I'm 100% with the OP on this.
7. Your grade will probably be inversely proportional to your use of AIM in class. Grades, especially 1L grades, are of paramount importance. Using these two statements, you can decide whether it makes more sense to use AIM to make fun of your fellow students, or to just make fun of them the old fashioned way, after class.
8. Uh, whatever.
If I were to add one more, it would be:
10. If you don't know who the gunner/laughingstock/most obnoxious person in class is, it's you.
« on: August 12, 2007, 08:41:10 AM »
IMO (since you asked for advice), I would recommend not going to law school. When you have a kid you realize that nothing is or could ever be more important to you than it, even if you are able to convince yourself otherwise at some future point. Nothing could be more important to your child than having you there for it. Let your husband earn enough money to provide for the fam, and you focus on the incomprehensibly important role of being a mommy.
Just my two, likely very unpopular, cents.
What if the father also realizes that nothing is or could ever be more important than that the baby, and recognizing that being a daddy is also incomprehensibly important?
« on: August 01, 2007, 11:19:59 AM »
here's my question: I took a summer class, (final was on 7-13), and was wondering when you think I'll actually get my grade. Any thoughts?
My final was more than a week before yours, and I still don't have the grade back. If your school has a deadline, I would guess you'll get your great within a few days either way of your deadline.
« on: August 01, 2007, 07:23:47 AM »
Assuming you've run it by the school, and they've told you it's doable, then I say it sounds like a good idea! Congratulations!
« on: July 30, 2007, 04:16:12 PM »
The bookstore gave out free pocket Black's if you preordered your books, which I did. I was very glad to have it. I always had it with me, and many times I would pull it out to look something up. There are some things that aren't in there, but that's what electronic resources are for, unless you're made of money. If you are made of money, I still recommend getting the pocket Black's in addition to the unabridged, so you can leave your unabridged at home.
« on: July 27, 2007, 09:10:00 AM »
I'll show you mine, so you've got another sample to compare:
CASE NAME AND CITATION - self-explanatory
PARTIES - who's the P, who's the D
PROCEDURAL HISTORY - what happened below, how did the case get here?
DECISION - simply "affirmed" or "reversed" or "for P" or "for D" or something
FACTS - facts of the case
ISSUE - the legal question
RULE - this should usually be a quote from the case, where the court states the rule of law that applies
APPLICATION - how does the court apply the rule to the facts?
CONCLUSION - this is sometimes the same as "decision," but it can be longer
My notes and questions: - if there's something i don't get, or don't like, or something. just miscellaneous comments i might have.
What I would do (what I did) is just pick a template - either mine, or Tyrone's, or something you found somewhere else, or just something you think will work, and don't worry about it too much. Then, if you find that it doesn't work well for you, adjust it - don't get tied to anything if it doesn't work.
ProTip: Create a MS Word macro for your case brief template. When I need to brief a case, all I have to do is ctrl-alt-b, and I'm ready to go!
« on: July 27, 2007, 08:56:04 AM »
I would take the harder teacher. There's a curve, so an easier teacher means more people are going to do well, and potentially do better than you, and that's where your grade comes from. Not how well you do, but how many people do better than you. And I think you generally learn more from a harder prof. On the other hand, with your schedule as demanding as it is, it might make sense to have one class that's not so stressful, so who knows?
I would also seriously consider dropping a class. I'm in a pretty similar situation to yours, and I dropped Con Law II.
EDIT: Remember that even though Moot Court board is 1 credit, and Law Review (if your school is like ours) is 2 credits, the workload associated with them is a lot more than those numbers suggest.
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