Leah Wortham - Academia.edu (original) (raw)

Papers by Leah Wortham

The third edition of Learning From Practice covers topics relevant to law students working in rea... more The third edition of Learning From Practice covers topics relevant to law students working in real practice settings, including externships, in-house clinics, and other experiential courses. Intended for use in course seminars and tutorials, each chapter helps students succeed in their work, reflect on their development, and plan for their lives as lawyers. The book starts with topics common to all real world experience: planning to meet goals, working under supervision, observing carefully, communicating effectively, understanding bias and cultural difference, and reflection. The book offers detailed coverage of ethical issues in experiential coursework including a new chapter on professionalism. A group of chapters address key lawyering abilities such as good judgment, client relationships, collaboration, writing for practice, and making presentations. This edition expands coverage of important practice areas including judicial, criminal justice, public interest, public service, and transactional practices. The closing chapters turn to the future and focus on developing professional identity, maintaining well-being, finding a job and career, and the future of the profession. Throughout, the book encourages students toward self-direction, reflection, dialogue and collaboration, critical assessment of law practice, and well-being and career satisfaction.https://scholarship.law.edu/fac_books/1107/thumbnail.jp

Excepted reproduced with permission of West Academic Publishing Covers topics relevant to law stu... more Excepted reproduced with permission of West Academic Publishing Covers topics relevant to law students working in real practice settings, including externships, in-house clinics, and other experiential courses. Intended for use in course seminars and tutorials, each chapter helps students succeed in their work, reflect on their development, and plan for their lives as lawyers. --From book jackethttps://digitalcommons.law.uga.edu/books/1138/thumbnail.jp

Thanks to Catholic University Senior Reference Librarian Stephen E. Young for his eversuperb rese... more Thanks to Catholic University Senior Reference Librarian Stephen E. Young for his eversuperb research assistance and Alexander Scherr for suggestions and insights as editor. Many thanks also to wonderful clinical colleagues who made comments and provided citations and suggestions for the article:

and the Philippines. She has been very active in the D.C. Bar, it being the third largest in the ... more and the Philippines. She has been very active in the D.C. Bar, it being the third largest in the United States with more than 80,000 members. She has chaired the Ethics Committee, which issues interpretations of the ethical rules governing lawyers. She also chaired the D.C. Bar Rules of Professional Conduct Review Committee. During her membership, this Committee undertook a four-year review of the D.C. ethical rules in light of the work of the ABA Ethics 2000 Commission and proposed amendments to almost every rule and comment. The Committee's report was adopted by the D.C. Court of Appeals, and the new rules became effective in 2007. CORE Metadata, citation and similar papers at core.ac.uk

U. Mich. JL Reform, 1985

B. Traditional Fair Discrimination Examined 370 1. Does fairness to the public demand it? 371 a. ... more B. Traditional Fair Discrimination Examined 370 1. Does fairness to the public demand it? 371 a. The minimal standards required by state unfair discrimination statutes.

Ohio St. LJ, 1986

Women also have complained that the more favorable rates they receive in life and automobile insu... more Women also have complained that the more favorable rates they receive in life and automobile insurance are not commensurate with their statistical advantage. Id. In Los Angeles Dep't of Water and Power v. Manhart, 435 U.S. 702 (1978), and Ariz. Governing Comm. v. Norris, 463 U.S. 1073 (1983), the Supreme Court considered whether women making higher contributions or receiving lower benefits from an employer-sponsored annuity plan violated Title VII of the Civil Rights Act of 1964. 42 U.S.C. § § 2000e-2000e-17 (1982). The major share of the legal commentary on insurance classification concerns Manhart, Norris, and the issues raised in those cases. For citations to thirty such articles, comments, and notes, see Wortham, supra at 356 n.31. Identical bills to ban classification based on race, color, sex, religion, or national origin in all lines of insurance were introduced by Senator Hatfield and Representative Dingell in the 96th Congress and revised versions were introduced in subsequent Congresses.

This chapter of Building on Best Practices: Transforming Legal Education in a Changing World incl... more This chapter of Building on Best Practices: Transforming Legal Education in a Changing World includes contributions from many authors:Section A, The Socratic Method, is by Elizabeth G. PorterSection B, Analysis, Research, and Communication in Skills-Focused Courses, is by Ruth Anne Robbins, Amy Sloan & Kristen K. TiscioneSection C, Use of Technology in Teaching, is by Michele Pistone and Warren BinfordSection D, Law Libraries and Legal Education, is by Jonathan FranklinSection E, Cross-Border Teaching and Collaboration, is by Kimberly D. Ambrose, William H. D. Fernholz, Catherine F. Klein, Dana Raigrodski, Stephen A. Rosenbaum & Leah WorthamSection F, Experiential Education, includes:Incorporating Experiential Education Throughout the Curriculum, by Deborah Maranville with Cynthia Batt, Lisa Radtke Bliss & Corolyn Wilkes KaasDelivering Effective Education in In-House Clinics, by Lisa Radtke Bliss & Donald C. PetersDelivering Effective Education in Externship Programs, by Carolyn Wil...

Clinical L. Rev., 2005

The author advocates donor support for clinical education projects abroad and outlines the minima... more The author advocates donor support for clinical education projects abroad and outlines the minimal requisites that she would have for such projectsdirect experience with disadvantaged clients, faculty involvement, and sincerity and integrity of organizers. She cautions against funders and consultants pressing new clinics to fit American clinical models. She provides sample reporting questions that would require projects to reflect on goals sought and results achieved. She draws lessons for efforts to assist clinics abroad from critiques of the law and development movement (LDM), the last major international initiative in legal education reform; more recent efforts termed the New LDM; and studies of democracy assistance and rule-of-law projects, the rubrics under which many of today's current legal education initiatives have been funded.

Columbus Community Legal Services Families and the Law Clinic policies and procedures manual……………... more Columbus Community Legal Services Families and the Law Clinic policies and procedures manual…………………………………………………………………...

people, including a number of law faculty already teaching or planning to teach legal clinics in ... more people, including a number of law faculty already teaching or planning to teach legal clinics in Central and Eastern Europe and the former Soviet Union, were asked, "What are the goals that you think are most important for a legal clinic?". 2 The most common answers were teaching about ethics and improving the ethical standards of law practice in participants' respective countries through this focus in legal education. Much of the twohour session that followed concerned the following questions: How are "legal ethics" different from "normal" ethics? What are the problems of ethical norms among lawyers in the various countries that one would seek to improve?

Since the publication of Best Practices for Legal Education, the globalization of both legal educ... more Since the publication of Best Practices for Legal Education, the globalization of both legal education and law practice has exploded. Today’s lawyers increasingly serve border-crossing clients or clients who present with transnational legal issues. As law schools expand their international programs, and enroll increasing numbers of non-U.S. law students, law students transcend cultural and legal borders. As a result, they deepen their understanding of — and sharpen their critical perspective on — their own national systems. Similarly, U.S. law teachers are increasingly called to engage in border-crossing teaching and other academic pursuits.Best Practices did not address these issues. The primary aim of this section of the forthcoming book Building on Best Practices: Transforming Legal Education in a Changing World (Lexis 2015) is to identify best practices for law teachers engaged with non-U.S. or “international” learners who study or train in a U.S.-style learning environment, eit...

International Journal of Clinical Legal Education, 2014

(CUA), for his invaluable research assistance and Barbara McCoy from the CUA staff for her format... more (CUA), for his invaluable research assistance and Barbara McCoy from the CUA staff for her formatting of the numerous drafts� Thanks also to Joanna Wood (CUA 2011) and JeanMarie Krowicki (CUNY 2012) for their careful cite-checking and editorial suggestions� We deeply appreciate the thoughtful comments received from

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U. Mich. JL Reform, 1985

Ohio St. LJ, 1986

Clinical L. Rev., 2005

International Journal of Clinical Legal Education, 2014

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