We Have a Dream: Integrating Skills Courses and Public Interest Work in the First Year of Law School (and Beyond)

The clinical and legal writing faculty at the Seattle University School of Law are experimenting with collaborative teaching projects that bring real clients and real legal problems into the first year curriculum. These “integrated skills projects” engage first year students with legal writing faculty, clinical faculty, and public interest work. These projects provide first year students with exceptional training in practical skills, generate remarkable student satisfaction, and re-ignite student passion for the practice of law. This essay (1) introduces a “continuum” of integrated legal skills projects, featuring applied examples of activities that range from discrete to more ambitious; (2) surveys the benefits that we have seen at Seattle University School of Law from the various collaborative projects we have engaged in; and (3) offers some practical tips for getting started with collaborative projects

Honestly, woman, you call yourself our mother?: Mothers and Witches in Harry Potter

This thesis aims to analyze the importance of maternal nurture and the “witches as mothers” trope in the Harry Potter series. This nurture is traditional as well as perverse and appears in characters besides the adult women. Rowling creates characters who appeal to paradigms of the Early Modern “bad mother” witch who harmed children among other accusations associated with female sexuality and motherhood. Additionally, Rowling challenges the negative stereotype of associating witches and bad mothering by presenting witches as “good mothers.” The power of maternal nurture in the series is best seen through the good mothers. This theme plays such a significant role that it even presents itself in “non-mothers” like men and children

We Have a Dream: Integrating Skills Courses and Public Interest Work in the First Year of Law School (and Beyond)

The clinical and legal writing faculty at the Seattle University School of Law are experimenting with collaborative teaching projects that bring real clients and real legal problems into the first year curriculum. These “integrated skills projects” engage first year students with legal writing faculty, clinical faculty, and public interest work. These projects provide first year students with exceptional training in practical skills, generate remarkable student satisfaction, and re-ignite student passion for the practice of law. This essay (1) introduces a “continuum” of integrated legal skills projects, featuring applied examples of activities that range from discrete to more ambitious; (2) surveys the benefits that we have seen at Seattle University School of Law from the various collaborative projects we have engaged in; and (3) offers some practical tips for getting started with collaborative projects

Lesson plans to stimulate beginning creative writing in grades three, four, and five

Thesis (Ed.M.)--Boston Universit

Teens and social media

Content creation by teenagers continues to grow, with 64% of online teenagers ages 12 to 17 engaging in at least one type of content creation, up from 57% of online teens in 2004. The use of social media is gaining a greater foothold in teen life as they embrace the conversational nature of interactive online media. Girls continue to dominate most elements of content creation. Some 35% of all teen girls blog, compared with 20% of online boys, and 54% of wired girls post photos online compared with 40% of online boys. Boys, however, do dominate one area - posting of video content online. Online teen boys are nearly twice as likely as online girls (19% vs. 10%) to have posted a video online somewhere where someone else could see it

A study of the foster home adjustment of eleven children referred by Crippled Children's Services of the Massachusetts Department of Public Health to Children's Mission to Children.

This item has been digitized by the Internet Archive. Thesis (M.S.)--Boston Universit

RDA For Cartographic Resources

The purpose of this workshop is to provide a pragmatic, brief introduction and overview to using RDA to create bibliographic records for cartographic resources. The emphasis will be on differences between RDA and AACR2R and specific examples of bibliographic records