506 research outputs found

    Exploring Programmatic Issues which Affect Continuing Legal Education in Kansas

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    This mixed methods research study identified common mandatory continuing legal education (MCLE) practices by Kansas providers and evaluated these against established adult and continuing education best practices

    The History of Mandatory Continuing Legal Education in Indiana

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    Nebraska MCLE Rules Leave Some Lawyers Behind

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    Active members of the Nebraska bar should be given at least some MCLE credit for successful completion of post-J.D. courses offered by ABA-approved law schools. A majority of jurisdictions in the United States that require mandatory continuing legal education have such provisions, and this also appears to be the prevalent rule in Australia, Canada, Ireland and the United Kingdom, under their system of “continuing professional development.” A rule change can be requested of the supreme court under Neb. Ct. R. § 1-103 or from the Nebraska Mandatory Continuing Legal Education Commission under Neb. Ct. R. § 3‑402.1(B). Who knows, the time spent in making such a proposal might qualify for MCLE professional responsibility credit

    MCLE: The Perils, Pitfalls, and Promise of Regulation

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    The L in CLE Stands for Legal

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    CLE in Pennsylvania: From Growing Pains to Growing Gains

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    Mandatory Legal Education is a Step in the Right Direction

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    For decades, and from sea to sea to sea, many Canadian lawyers have resisted and ridiculed mandatory continuing legal education (MCLE). But the winds of change are blowing from the West. As of January 2009 all lawyers in British Columbia will be obliged to complete 12 hours of “continuing professional development” per year. While some other provinces have imposed mandatory reporting obligations for CLE, British Columbia is the first to grasp the nettle and make actual participation in CLE mandatory. There are a number of compelling reasons for concluding that this is a very good thing

    Clinics: How to teach the art of "lawyering" - does it have a place in academia?

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    Learning the theory of law is and always will be of paramount importance, as students must understand that before they can go on to practice law. But how can we assist our students to make that transition from the theory to the practice of law? When and how is it most appropriate to undertake this? What are the challenges taking place today that we need to take into account and plan for
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