Harvard Law School Class of 2019
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Marking 200 Years of Legal Education: Traditions of Change, Reasoned Debate, and Finding Differences and Commonalities
MARKING 200 YEARS OF LEGAL EDUCATION: TRADITIONS OF CHANGE, REASONED DEBATE, AND FINDING DIFFERENCES AND COMMONALITIES Martha Minow∗ What is the significance of legal education? “Plato tells us that, of all kinds of knowledge, the knowledge of good laws may do most for the learner. A deep study of the science of law, he adds, may do more than all other writing to give soundness to our judgment and stability to the state.”1 So explained Dean Roscoe Pound of Harvard Law School in 1923,2 and his words resonate nearly a century later. But missing are three other possibilities regarding the value of legal education: To assess, critique, and improve laws and legal institutions; To train those who pursue careers based on legal training, which may mean work as lawyers and judges; leaders of businesses, civic institutions, and political bodies; legal academics; or entre- preneurs, writers, and social critics; and To advance the practice in and study of reasoned arguments used to express and resolve disputes, to identify commonalities and dif- ferences, to build institutions of governance within and between communities, and to model alternatives to violence in the inevi- table differences that people, groups, and nations see and feel with one another. The bicentennial of Harvard Law School prompts this brief explo- ration of the past, present, and future of legal education and scholarship, with what I hope readers will not begrudge is a special focus on one particular law school in Cambridge, Massachusetts. ––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––– ∗ Carter Professor of General Jurisprudence; until July 1, 2017, Morgan and Helen Chu Dean and Professor, Harvard Law School. -
Reorganization at the Harvard Law School Library (A)
Reorganization at the Harvard Law School Library (A) As a new and self-proclaimed “rookie” library leader, John Palfrey reflected on recent reorganization activities at the Harvard Law School Library with equal measures of pride and uncertainty. Had the process really gone as well as many thought? What had been done right? Could a different approach have been taken that would have produced less fear, trepidation, and anxiety among library staff? How might his experience help other library leaders struggling with how to best meet the challenges of organizational change and library transformation? Harvard Law School Established in 1817, Harvard Law School (HLS) is the oldest continuously operating law school in the United States. Several leading national publications consistently ranked HLS among the top three law schools in the country. Historically, HLS had admitted about ten percent of its applicants annually and boasted such notable alumni as United States President Barack Obama and, in 2011, six of the nine sitting Justices of the United States Supreme Court. During the 1980’s and 1990’s, HLS had also been known for its politically contentious faculty. During that period, a divide between conservative and liberal faculty members led to very public squabbles about faculty appointments, tenure cases, and policy decisions. Deadlocked by bitter ideological infighting, the faculty had gone years without a single new hire. Newer faculty levied charges of political incorrectness against older faculty, particularly regarding minority and feminist issues. Unrest then spread to the student body, when, in 1992, nine students occupied the office of then-Dean Robert Clark for a twenty-five hour sit-in protesting a lack of black and female faculty. -
WRITING COMPETITION ACCOMMODATIONS for INDIVIDUALS with DISABILITIES the Law Review Is Firmly Committed to Providing Accommodati
WRITING COMPETITION ACCOMMODATIONS FOR INDIVIDUALS WITH DISABILITIES The Law Review is firmly committed to providing accommodations for students with disabilities and handles requests on a case-by-case basis. The Law Review is an independent entity and thus has its own accommodations system separate from Harvard Law School's Dean of Students Office. Details on our accommodations process for the Writing Competition can be found below. If you have any questions, please reach out to us directly for further information, at [email protected]. How can I request accommodations for disabilities? Please fill out the Law Review’s Accommodation Request Form. When submitting your request, you will use our Level-4 secure Qualtrics form for all confidential materials. If you have questions or need help submitting, please reach out to Jennifer Heath at [email protected] or 617-495-7889. What accommodations does HLR provide for Competition-takers? HLR endeavors to provide reasonable accommodations designed to reflect the unique needs of individual Competition takers. We work with a nationally renowned testing accommodations expert to make decisions about specific accommodations on a case-by-case basis using the information submitted by each applicant. Some students applying for accommodations may receive different accommodations for the HLR Writing Competition than they might receive with respect to their law school exams due to differences between HLR’s six-day Competition and the time limits of in-class and take-home tests. In the past, accommodations have included extended time to complete the Competition and electronic documents compatible with screen reading software. We have provided accommodations to students with a wide range of disabilities, including physical, psychiatric, sensory, mental, and learning disabilities. -
Hlsa Connector The
Page 4 THE HLSA CONNECTOR THE Advocate belief that government can help? from page 1 Shure also asked Chen about the Perfect Together HLSA CONNECTOR people do so is a belief that government unusual role of the department: The Public cannot help. Public attitudes towards Advocate, he noted, is the only cabinet On September 27, half a dozen HLSA-NJ Newsletter of the Harvard Law School Association of New Jersey government have changed in recent member who is not appointed to do what members traveled to Cambridge to serve decades, Shure noted. When the Public the governor tells him to do. In light of on a panel encouraging current students to Volume 3, Issue 1 Fall/WinterSpring 20072014 Advocate was first created, many believed this, and in light of the Public Advocate’s pursue legal careers in New Jersey. government potential role as a The panel, scheduled to coincide with Letter From The President would be able plaintiff in suits Still “Government Under Glass”? the beginning of the fall recruiting season, to help solve against other will include the Honorable Jack M. ChenWelcome Maps to this Publicedition of TheAdvocate’s New Course TEkeepD WourE LconnectionsLS WI LlivelyL B Eand 5 1relevantST some of the departments, he Sabatino ’82, J.A.D.; Amy Winkel- Connector, the newsletter of the Harvard through this publication. In that spirit, please more pressing social and economic issues of asked Chen what he hears from and how By Stephen Herbes ’01 one reason people may do VANDERBILT LECTURER man ’87, Criminal Chief in the Office of LawRonald School K. -
Harvard Ed Portal
Harvard University’s Annual Cooperation Agreements Report with the City of Boston ’16–’17 july 1, 2016 – june 30, 2017 Annual Report ’16–’17 What’s Inside Harvard is fortunate to be a part harvard ed portal 2 of the Allston community and to be arts & culture 4 engaged in thoughtful partnerships workforce & economic development 6 faculty speaker series 8 that demonstrate what it means to be harvardx for allston 10 neighbors. We are learning together, youth programming 12 creating together, and continuing to public school partnerships 14 discover the transformative power health & wellness 16 of our collaboration. housing 18 Harvard es afortunada por formar parte de la comunidad de Allston y public realm 20 participar en sociedades consideradas que demuestran lo que significa ser vecinos. Estamos aprendiendo juntos, creando harvard allston 22 juntos, y continuamos revelando el poder partnership fund transformador de nuestra colaboración. beyond the agreements 24 哈佛有幸成为Allston 社区的一部分, 并参与周详的合作伙伴关系,以表现作 partnerships 26 为邻居的含义。 我们一起学习,共同创 造,且持续展示合作所带来的变革性力 appendices 28 appendix a: 28 cooperation agreement É uma sorte Harvard fazer parte da budget overview comunidade de Allston, e assim se appendix b: 30 envolver em parcerias bem ponderadas status of cooperation agreements que demonstram o espírito de boa appendix c: 37 vizinhança. Estamos aprendendo housing stabilization fund update juntos, estamos criando juntos, e continuamos a revelar o poder appendix d: 38 transformador da nossa colaboração. community programming catalog july 2016 – june 2017 – drew gilpin faust president of harvard university lincoln professor of history HARVARD HAS A VALUED, longtime partnership with the Allston-Brighton neighborhood and the City of Boston. -
A Guide to the First Year at Harvard for Students and Their Families
A Guide to the Class of 2020 First Year at Harvard for Students and Their Families Freshman Dean’s Office fdo.fas.harvard.edu Faculty of Arts and Sciences, Harvard University Quick References Accessible Education Office Harvard University Police Department aeo.fas.harvard.edu hupd.harvard.edu (617) 496-8707 (617) 495-1215 - Non Emergency (617) 495-1212 - Emergency Admissions Office Harvard Yard Mail Center college.harvard.edu/admissions hums.harvard.edu/mail-delivery-services (617) 495-1551 (617) 496-6245 Advising Programs Office International Office apo.fas.harvard.edu hio.harvard.edu (617) 496-0218 (617) 495-2789 Athletic Ticket Office Memorial Church gocrimson.com memorialchurch.harvard.edu (617) 495-2211 (617) 495-5508 Bureau of Study Counsel Office of Career Services bsc.harvard.edu ocs.fas.harvard.edu (617) 495-2581 (617) 495-2595 Financial Aid Office Office of International Education college.harvard.edu/financial-aid oie.fas.harvard.edu (617) 495-1581 (617) 496-2722 Freshman Dean’s Office Office of the Dean of Harvard College fdo.fas.harvard.edu college.harvard.edu (617) 495-1574 (617) 495-1555 Freshman Seminar Program Office of Sexual Assault Prevention & Response freshmanseminars.college.harvard.edu osapr.fas.harvard.edu (617) 495-1523 Office (617) 496-5636 - Non Emergency (617) 496-3993 Dept. Admin. (617) 495-9100 - Emergency General Harvard Information Office of Student Life harvard.edu osl.fas.harvard.edu (617) 495-1000 (617) 495-1558 Harvard Box Office Parking Services ofa.fas.harvard.edu/boxoffice transportation.harvard.edu/parking (617) 496-2222 (617) 496-7827 Harvard Chaplains President’s Office chaplains.harvard.edu president.harvard.edu (617) 495-5529 (617) 495-1502 Harvard College Parent Programs Registrar’s Office parents.fas.harvard.edu registrar.fas.harvard.edu (617) 495-8663 (617) 495-1543 Harvard Foundation for Intercultural and Shuttle Service Race Relations transportation.harvard.edu harvardfoundation.fas.harvard.edu (617) 495-0400 (617) 495-1527 Harvard Student Agencies, Inc. -
2019-2020 HKS Admissions Brochure.Pdf
MASTER'S PROGRAMS ADMISSIONS ASK WHAT YOU CAN DO Harvard Kennedy School attracts a diverse group of candidates. This snapshot shows our degree programs based on a five-year average. MPP MPA/ID MPA MC/MPA ENTERING CLASS SIZE 238 69 82 212 AVERAGE AGE 26 27 28 37 Every generation faces an opportunity and a AVERAGE YEARS WORKED 3 4 5 13 responsibility to meet the great challenges of its era. Today’s most compelling global issues — entrenched FEMALE 50% 45% 41% 41% poverty to climate change to security threats — are MALE 50% 55% 59% 59% complex, interrelated, and urgent. They require bold thinking and passionate leaders with the courage and INTERNATIONAL STUDENTS* 29% 77% 53% 56% the tools to turn ideas into action. U.S. STUDENTS OF COLOR** 37% 46% 44% 56% Joint and Concurrent Programs Students may pursue joint or concurrent programs with other professional schools at Harvard or with selected At Harvard Kennedy School, our mission This unique learning environment professional schools outside Harvard. Joint degree programs feature integrated coursework developed by faculty is to educate exceptional public leaders stimulates the development of principled members to provide a holistic learning experience. Coursework for concurrent degree programs is not as closely and generate ideas that help solve and effective public leaders and integrated—students weave together the two halves of their learning experience independently. public problems. Through our rigorous innovative solutions that can influence HARVARD CONCURRENT CONCURRENT CONCURRENT educational -
Harvard Law School Handbook of Academic Policies 2021-2022
Harvard Law School Handbook of Academic Policies 2021-2022 Table of Contents Faculty ....................................................................................................................................................................... 8 Professors Emeriti ............................................................................................................................................ 8 Professors and Assistant Professors of Law .......................................................................................... 9 Clinical Professors and Assistant Clinical Professors ...................................................................... 12 Professors of Practice .................................................................................................................................. 12 Affiliated Harvard University Faculty .................................................................................................... 13 Visiting Professors of Law .......................................................................................................................... 13 Climenko Fellows........................................................................................................................................... 15 Lecturers on Law ........................................................................................................................................... 15 Notice: Public Health and Delivery of Academic Programs .............................................................. -
The Socratic Method in the Age of Trauma
THE SOCRATIC METHOD IN THE AGE OF TRAUMA Jeannie Suk Gersen When I was a young girl, the careers I dreamed of — as a prima ballerina or piano virtuoso — involved performing before an audience. But even in my childhood ambitions of life on stage, no desire of mine involved speaking. My Korean immigrant family prized reading and the arts, but not oral expression or verbal assertiveness — perhaps even less so for girls. Education was the highest familial value, but a posture of learning anything worthwhile seemed to go together with not speak- ing. My incipient tendency to raise questions and arguments was treated as disrespect or hubris, to be stamped out, sometimes through punish- ment. As a result, and surely also due to natural shyness, I had an almost mute relation to the world. It was 1L year at Harvard Law School that changed my default mode from “silent” to “speak.” Having always been a student who said nothing and preferred a library to a classroom, I was terrified and scandalized as professors called on classmates daily to engage in back-and-forth dia- logues of reasons and arguments in response to questions, on subjects of which we knew little and on which we had no business expounding. What happened as I repeatedly faced my unwelcome turn, heard my voice, and got through with many stumbles was a revelation that changed my life. A light switched on. Soon, I was even volunteering to engage in this dialogue, and I was thinking more intensely, independently, and enjoyably than I ever had before. -
Harvard Law School's Promotional Literature, 1829-1848
HARVARD LAW SCHOOL’S PROMOTIONAL LITERATURE, 1829-1848 A REFLECTION OF THE IDEALS AND REALITIES OF THE STORY-ASHMUN-GREENLEAF ERA Michael von der Linn† OEL PARKER, CHARLES WARREN, and later scholars attribute Harvard Law School’s renaissance in the years spanning 1829 to 1848 to the endowment provided by Nathan Dane, the sup- J port of President Josiah Quincy, and the contributions of Jo- seph Story, John Hooker Ashmun, and Simon Greenleaf.1 These were indeed the primary reasons for the school’s remarkable growth. Another, which has received little attention, was an aggres- sive promotional campaign initiated by Story in the 1830s.2 This † Michael von der Linn is the manager of the Antiquarian Book Department of The Lawbook Exchange, Ltd. 1 The law school’s faculty and staff consisted of two people during this period. Story was the superintendent; Ashmun handled most of the administrative duties. They divided the teaching load fairly evenly. This arrangement continued when Greenleaf joined the faculty after Ashmun’s death in 1833. Asahel Stearns, Story’s predecessor, directed the school from its establishment in 1817 to 1829. He was the sole administrator and primary instructor, but he shared his teaching duties with Isaac Parker, who held a joint appointment with Harvard College. 2 I have found two references. Warren, who provides the quote cited in Footnote 6, devotes a paragraph to this topic. Newmyer, perhaps based on his reading of Warren, mentions it as well. Charles Warren, History of the Harvard Law School 13 GREEN BAG 2D 427 Michael von der Linn was not the first time Harvard issued marketing materials, nor was it the first or only school to use them.3 But the size of Story’s cam- paign was unprecedented. -
Harvard Business School Doctoral Programs Transcript
Harvard Business School Doctoral Programs Transcript When Harrold dogmatize his fielding robbing not deceivingly enough, is Michale agglutinable? Untried or positive, Bary never separates any dispersant! Solonian or white-faced, Shep never bloodied any beetle! Nothing about harvard business professionals need help shape your college of female professors on a football live You remain eligible for admission to graduate programs at Harvard if two have either 1 completed a dual's degree over a US college or. Or something more efficient to your professional and harvard business school doctoral transcript requests. Frequently Asked Questions Doctoral Harvard Business. Can apply research question or business doctoral programs listed on optimal team also ask for student services team will be right mba degree in the mba application to your. DPhil in Management Sad Business School. Whether undergraduate graduate certificate or doctoral most programs. College seniors and graduate studentsare you applying for deferred. Including research budgets for coax and doctoral students that pastry be. Harvard University Fake Degree since By paid Company. Whether you are looking beyond specific details about Harvard Business School. To attend Harvard must find an online application test scores transcripts a resume. 17 A Covid Surge Causes Harvard Business source To very Remote. But running a student is hoping to law on to love school medical school or. Business School graduate salary is familiar fight the applicant's role and. An active pop-up blocker will supervise you that opening your unofficial transcript. Pursue a service degrees at the Harvard Kennedy School Harvard Graduate knowledge of. A seldom to Business PhD Applications Abhishek Nagaraj. -
Animal Law & Policy Program
HARVARD ANIMAL LAW & POLICY PROGRAM HARVARD LAW SCHOOL Annual Report Fiscal Year 2017 July 1, 2016 – June 30, 2017 TABLE OF CONTENTS Introduction 1 Part One: Report of Activities 2 A. Summary of the Academic Year 2016–2017 2 1. Executive Summary 2 2. Research, Scholarship, and Activities 3 a. Program Mission and Areas of Inquiry 3 b. Research, Scholarship, and Project Activities 3 i. Professor Kristen Stilt 3 ii. Academic Fellow, Delcianna Winders 4 iii. Policy Fellow, Alice DiConcetto 5 iv. Farmed Animal Law & Policy Fellow, Peter Brandt 5 v. Graduate Scholar, Jessica Eisen 6 c. Conferences 7 i. The Animal Welfare Act at Fifty Conference 7 ii. The Ivy League Vegan Conference at Harvard University 8 d. Academic Workshops 9 i. The Animal Welfare Act at Fifty Workshop 9 ii. Animal Agriculture from the Middle East to Asia Workshop 9 e. Other Events 11 3. Contributions to HLS Teaching Program 12 4. Participation of HLS Students in Program Activities 14 a. ALPP Student Travel Grants 14 b. Mentoring and Guidance 14 c. ALPP Student Writing Prize 16 5. Faculty Participation 17 6. Other Contributions to the HLS Community 17 a. Faculty Director, Kristen Stilt 18 b. Executive Director, Chris Green 18 7. Law Reform and Advocacy 19 a. Faculty Director, Kristen Stilt 19 b. Executive Director, Chris Green 21 c. Academic Fellow, Delcianna Winders 23 8. Connections to the Profession & Public Outreach 25 a. Faculty Director, Kristen Stilt 26 b. Executive Director, Chris Green 27 9. Collaboration with Other Schools and Departments at HLS & Harvard University 30 a.