Harvard Law School Handbook of Academic Policies 2021-2022

Total Page:16

File Type:pdf, Size:1020Kb

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 ............................................................... 21 I. Requirements for the J.D. Degree ............................................................................................................. 22 A. Residence ..................................................................................................................................................... 22 B. Statement of Learning Outcomes ....................................................................................................... 22 C. First-Year J.D. Course and Credit Requirements ........................................................................... 23 D. Upper-Level J.D. Course and Credit Requirements ..................................................................... 23 1. Required Law School Classroom Work ........................................................................................ 23 2. Required Additional Credits ............................................................................................................. 23 3. Transfer Student J.D. Program-Special Considerations ......................................................... 24 4. Minimum Credit Requirement for VA benefit-eligible students ....................................... 25 E. Definition of the Law School Credit Hour ........................................................................................ 25 F. Experiential Learning Requirement .................................................................................................. 26 G. Professional Responsibility Requirement ....................................................................................... 26 H. International and Comparative Course Requirement ................................................................ 26 I. Upper-Level J.D. Residency Requirements ....................................................................................... 27 J. Joint and Coordinated Degree Credit and Residency Requirements ..................................... 27 K. J.D. Written Work Requirement .......................................................................................................... 28 1. Option 1 of the J.D. Written Work Requirement ....................................................................... 28 2021-2022 Handbook of Academic Policies Page 1 of 127 2. Option 2 of the J.D. Written Work Requirement ....................................................................... 29 3. Experiential Learning, Professional Responsibility, and Written Work ......................... 30 4. Supervision ............................................................................................................................................. 30 5. Supervision by Visiting Faculty ....................................................................................................... 30 6. Prohibition against Compensation ................................................................................................ 30 7. Multiple Use of Papers ........................................................................................................................ 30 8. Human Subjects Research ................................................................................................................. 31 L. Pro Bono Requirement ........................................................................................................................... 31 M. Pro Bono and Written Work Credit for Political Activities...................................................... 32 1. Pro Bono Credit ..................................................................................................................................... 32 2. Written Work Credit ............................................................................................................................ 33 N. Class Attendance and Participation; Overlapping Class Times .............................................. 33 O. Grades for J.D. Students .......................................................................................................................... 34 1. Honors, Pass, Low Pass, or Fail Grades ........................................................................................ 34 2. Dean’s Scholar Prizes .......................................................................................................................... 34 3. Credit/Fail Grades ................................................................................................................................ 35 P. Extensions .................................................................................................................................................... 35 Q. Grade Changes ........................................................................................................................................... 35 R. Completion of Course Evaluations and Grade Release .............................................................. 36 S. Graduation with Honors ......................................................................................................................... 36 T. Satisfactory Academic Progress .......................................................................................................... 38 1. Minimum Grades for J.D. Students ................................................................................................. 38 2. Minimum Annual Progress for J.D. Students .............................................................................. 38 U. Retaking Courses, Taking a Different Examination in the Same Course, and Substitute Work ................................................................................................................................................................... 41 II. Requirements for Graduate Degrees ..................................................................................................... 41 A. Master of Laws (LL.M.) ........................................................................................................................... 41 1. LL.M. Residence and Credit Requirements ................................................................................. 41 2. Recommended Courses ...................................................................................................................... 42 3. Class Attendance and Participation; Overlapping Class Times .......................................... 43 4. Grades for LL.M. Students ................................................................................................................. 44 5. Completion of Course Evaluations and Grade Release .......................................................... 46 6. LL.M. Written Work Requirement .................................................................................................. 46 7. Additional Rules Relating to the LL.M. Written Work Requirement ................................ 47 2021-2022 Handbook of Academic Policies Page 2 of 127 B. Doctor of Juridical Science (S.J.D.) ...................................................................................................... 49 1. Study Plan ................................................................................................................................................ 49 2. First Year in Residence ....................................................................................................................... 49 3. Oral Examination .................................................................................................................................. 50 4. Prospectus ............................................................................................................................................... 50 5. Presentations at the S.J.D. Colloquium ......................................................................................... 51 6. Submission and acceptance of the doctoral dissertation .....................................................
Recommended publications
  • Cv Bjorkegren.Pdf
    E-mail: [email protected] Web: http://dan.bjorkegren.com Address: Department of Economics Box B Daniel Björkegren Brown University Providence, RI, 02912 Academic Employment 2014- Assistant Professor of Economics, Brown University 2019-2020 Visiting Researcher, Microsoft Research New England 2017-2018 W. Glenn Campbell and Rita Ricardo-Campbell National Fellow, Stanford University Education 2014 Ph.D. Economics Harvard University Advisors: Michael Kremer, Greg Lewis, and Ariel Pakes 2011 M.A. Economics Stanford University 2009 M. Public Policy Harvard Kennedy School 2005 B.S. Physics University of Washington Research Publications The Adoption of Network Goods: Evidence from the Spread of Mobile Phones in Rwanda. Review of Economic Studies, 2019. Behavior Revealed in Mobile Phone Usage Predicts Credit Repayment. (with Darrell Grissen) World Bank Economic Review, 2020. The Potential of Digital Credit to Bank the Poor. (with Darrell Grissen) American Economic Association Papers and Proceedings, 2018. Conference/Workshop Articles (Peer Reviewed) Assessing Bias in Smartphone Mobility Estimates in Low Income Countries. Sveta Milusheva, Daniel Björkegren, and Leonardo Viotti. ACM Conference on Computing and Sustainable Societies (COMPASS), 2021. Balancing Competing Objectives with Noisy Data: Score-Based Classifiers for Welfare- Aware Machine Learning. Esther Rolf, Max Simchowitz, Sarah Dean, Lydia Liu, Daniel Björkegren, Moritz Hardt, and Joshua Blumenstock. International Conference on Machine Learning (ICML), 2020. Workshop: Balancing Competing Objectives for Welfare-Aware Machine Learning with Imperfect Data. Esther Rolf, Max Simchowitz, Sarah Dean, Lydia Liu, Daniel Björkegren, Moritz Hardt, and Joshua Blumenstock. Neural Information Processing Systems (NeurIPS) Joint Workshop on AI for Social Good, 2019. Best Paper Award Measuring Informal Work with Digital Traces: Mobile Payphone Operators in Rwanda.
    [Show full text]
  • 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.
    [Show full text]
  • Harvard Divinity School Statement of Community Values
    Harvard Divinity School Harvard University Statement of Values Harvard Divinity School Statement of Community Values Harvard University aspires to provide education and scholarship Harvard Divinity School confirms and embraces the values of of the highest quality—to advance the frontiers of knowledge the University, seeking only to define them further in light of the and to prepare individuals for life, work, and leadership. unique nature of our local community, understanding the invaluable Achieving these aims depends on the efforts of thousands opportunity presented to us in our differences and shared concerns of faculty, students, and staff across the University. Some of as we educate scholars, teachers, ministers, and other professionals us make our contribution by engaging directly in teaching, in the study of religion for local or global leadership and service. learning, and research, others of us, by supporting and enabling those core activities in essential ways. Whatever our individual roles, and wherever we work within Harvard, we owe it to one another to uphold certain basic values of the community. These values include: At HDS: • Respect for the rights, differences, and dignity of others. • We seek to respect, understand, and learn from the cultures and beliefs of the members of our diverse community. Conscious of our own levels of privilege, we seek—with kindness and compassion—to engage in open and active dialogue that broadens our perspectives, increases our knowledge and awareness, and fosters mutual understanding and empowerment. • Honesty and integrity in all dealings. • We are committed, individually and as a community, to listening, speaking, and acting with candor, with equitability, and with courtesy, so that all may participate freely within a climate of openness, trust, and sensitivity.
    [Show full text]
  • Variationist Linguistics Meets CONTACT Linguistics
    Alexandra N. Lenz/ Mateusz Maselko (eds.) VARIATIONist Linguistics meets CONTACTLinguistics Vienna University Press © 2020, Vandenhoeck & Ruprecht GmbH & Co. KG, Göttingen ISBN Print: 9783847111443 – ISBN E-Lib: 9783737011440 Wiener Arbeiten zur Linguistik Band 6 Herausgegeben vonAlexandra N. Lenz, Melanie Malzahn, Eva-Maria Remberger und Nikolaus Ritt Advisory Board: Peter Auer, Universität Freiburg, Deutschland Ina Bornkessel-Schlesewsky, Universität South-Australia, Australien Olga Fischer, Universität Amsterdam, Niederlande Junko Ito, UC Santa Cruz, USA Hans Kamp, Universität Stuttgart, Deutschland Johanna Laakso, Universität Wien, Österreich Michele Loporcaro, Universität Zürich, Schweiz Jim McCloskey, UC Santa Cruz, USA John Nerbonne, Universität Groningen, Niederlande Peter Trudgill, Universität Agder, Norwegen © 2020, Vandenhoeck & Ruprecht GmbH & Co. KG, Göttingen ISBN Print: 9783847111443 – ISBN E-Lib: 9783737011440 Alexandra N. Lenz /Mateusz Maselko (eds.) VARIATIONist Linguistics meets CONTACT Linguistics In cooperation with Manuela Lanwermeyer With 101 figures V&Runipress Vienna University Press © 2020, Vandenhoeck & Ruprecht GmbH & Co. KG, Göttingen ISBN Print: 9783847111443 – ISBN E-Lib: 9783737011440 Bibliografische Information der Deutschen Nationalbibliothek Die Deutsche Nationalbibliothek verzeichnet diese Publikation in der Deutschen Nationalbibliografie; detaillierte bibliografische Daten sind im Internet über https://dnb.de abrufbar. Veröffentlichungen der Vienna University Press erscheinen bei V&R unipress. Gedruckt
    [Show full text]
  • Sounding Spaces
    friday, february 28 11:00 registration 12:00-12:15 opening remarks Michael Veal, Director of Graduate Studies 12:15-1:45 panel: sounds of protest Moderator: Zac Stewart sonic activism against the tear gas: hongkonger’s raging roars and sound acts Winnie W C Lai (Music, University of Pennsylvania) festa da penha in brazil’s post slavery abolition period: black cor- porealities and musicalities as contestation of a hegemonic space Eduardo Marcel Vidili (Music, Universidade Federal do Estado do Rio de Janei- ro, Visiting Scholar at University of Texas at Austin) the fact of black nonrelationality: cecil taylor in paris Matthias Mushinski (Film and Moving Image Studies, Concordia University) 2:00-3:30 workshop with daphne brooks “all things must pass”: space, place & radical racial affinities in the record shop Daphne Brooks, William R. Kenan, Jr. Professor of African American Studies, sounding spaces American Studies, and Women’s, Gender & Sexuality Studies 7th biennial yale graduate music symposium 4:00-5:30 panel: technologies of mediation Moderator: Holly Chung february 28-29, 2020 exploring the morphology of matter and space as an inclusive keynote speaker: kwami coleman (nyu) performance system using immersive technology Lewis Smith (Music, Drama, and Performing Arts, Ulster University) workshop: daphne brooks (yale) desire, sound and the postcolonial politics of cinematic adaptation in vishal bharadwaj’s haider Abhipsa Chakraborty (English, University at Buffalo) vodou on the air: radio, transnationalism, and music All events in 106
    [Show full text]
  • 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.
    [Show full text]
  • Nicolas Cornell
    Nicolas Cornell Legal Studies & Business Ethics Department Phone: (215) 573-0601 The Wharton School, University of Pennsylvania Fax: (215) 573-2006 600 Jon M. Huntsman Hall Office: 669 Jon M. Huntsman Hall 3730 Walnut Street Email: [email protected] Philadelphia, PA 19104 Homepage: http://scholar.harvard.edu/ncornell Academic Positions Assistant Professor, Michigan Law School commencing Fall 2017 Assistant Professor, Legal Studies & Business Ethics Department, Wharton School, University of Pennsylvania with affiliated appointment in the Department of Philosophy Fall 2013 until Spring 2017 Education Ph.D. Philosophy, Harvard University, 2014 Dissertation: Wrongs without Rights Committee: Christine M. Korsgaard, T.M. Scanlon, Frances Kamm, John C.P. Goldberg J.D., Magna Cum Laude, Harvard Law School, 2010 Articles Co-Chair, Harvard Law Review A.B. Philosophy, Magna Cum Laude, Harvard University, 2004 Areas of Interest Specialization: Ethics, Contract Law, Philosophy of Law Competence: Remedies, Tort Law, Political Philosophy, Environmental Ethics Research Articles The Possibility of Preemptive Forgiving, Philosophical Review (forthcoming). Wrongful Benefit & Arctic Drilling, U.C. Davis Law Review, Vo. 50 (forthcoming 2017). The Aesthetic Toll of Nudging, Georgetown Journal of Law & Public Policy, Vol. 14 (forthcoming 2016). A Complainant-Oriented Approach to Unconscionability and Contract Law, University of Pennsylvania Law Review, Vol. 164, pp.1131-1175 (2016). Wrongs, Rights, and Third Parties, Philosophy & Public Affairs, Vol. 43, No. 2, pp. 109-143 (2015). The Puzzle of the Beneficiary’s Bargain, Tulane Law Review, Vol. 90, pp. 75-128 (2015). A Third Theory of Paternalism, Michigan Law Review, Vol. 113, pp.1295-1336 (2015). Nicolas Cornell 2 Essays & Commentary Ripstein’s Buttery Rights, Jerusalem Review of Legal Studies (forthcoming).
    [Show full text]
  • Yale Higher Education Leadership Summit the COVID Crisis on Campuses: College Mission, Culture & Campus Life
    Yale Higher Education Leadership Summit The COVID Crisis on Campuses: College Mission, Culture & Campus Life Tuesday, January 26, 2021 9:30a Welcome Jeffrey Sonnenfeld, Senior Associate Dean, Yale School of Management Peter Salovey, 23rd President, Yale University Kerwin Charles, Dean, Yale School of Management Session 1 Suggestions for 12th Secretary of Education-designate, Miguel Cardona Opening Comments Sylvia Burwell; 22nd US Secretary of Health and Human Services; 15th President, American University Janet Napolitano; 3rd US Secretary of Homeland Security; 20th President, University of California John B. King Jr.; 10th US Secretary of Education; President & CEO, The Education Trust Tommy Thompson, 19th US Secretary of Health and Human Services; Interim President, University of Wisconsin System Respondents Peter Salovey, 23rd President, YALE University Vincent Price, 10th President, Duke University Mark P. Becker, 7th President, Georgia State University Sean S. Buck, Superintendent, United States Naval Academy Mary Schmidt Campbell, 10th President, Spelman College John Comerford, 21st President, Otterbein University W. Kent Fuchs, 12th President, University of Florida John I. Jenkins, 17th President, University of Notre Dame Liz McMillen, Executive Editor, The Chronicle of Higher Education Anthony Munroe, President, Borough of Manhattan Community College Eloy Ortiz Oakley, Chancellor, California Community Colleges Kent D. Syverud, 12th Chancellor & President, Syracuse University Session 2 Pandemic Pivots in Higher Education Opening Comments Christina R. Cutlip, Senior Managing Director, TIAA Scott Galloway, Professor of Marketing, NYU Stern School of Business Ava Clayton Spencer, 8th President, Bates College John C. Bravman, 17th President, Bucknell University Brian W. Casey, 17th President, Colgate University James E. Ryan, 9th President, University of Virginia Roslyn Clark Artis, 14th President, Benedict College Daniel Diermeier, 9th Chancellor, Vanderbilt University Conrado Gempesaw, 17th President, St.
    [Show full text]
  • ALUMNI NEWSLETTER 42062Bk R1 1/29/07 11:37 AM Page 2
    42062bk_r1 1/29/07 11:37 AM Page 1 2007 C APE C OD S EA C AMPS Monomoy - Wono A Family Camp You Are Cordially Invited By Berry Richardson Nancy Garran And Rick Francis To The 85th Anniversary Cape Cod Sea Camps –Monomoy and Wono 2007 Reunion Weekend and Grant W. Koch Fundraiser From Friday August 3rd thru Sunday August 5th ALUMNI NEWSLETTER 42062bk_r1 1/29/07 11:37 AM Page 2 2 CAPE COD SEA CAMPS 2007 ALUMNI NEWSLETTER CCSC Berry D. Richardson Berry’s letter It is an absolutely beautiful fall day as I write this letter to you. The leaves have changed, the air is crisp, and the sun is warm as it streams through my window. I watch a lot of the world go by in its ever changing seasons from my chair and I must say that I feel happy and blessed. Of course, it is hard for me to get up to camp and see all that is going on, but I do manage to get to “colors” and some other larger events. I have had the joy of watching my granddaughters grow up at camp with Kanchan now entering her AC year. Maya, cute little button that she is, is coming full season next summer as a JC I and I can’t wait. However, it just doesn’t seem possible that they have moved along through camp so quickly. They bring me much interesting news of the goings on at camp during the summer. Right after the summer, I attended the wonderful wedding of my sister Frances’ grandson Garran to Christie Cepetelli.
    [Show full text]
  • Curricular Reform and the Student Power Movement at Harvard University and the University of Massachusetts, 1968-1971
    University of Pennsylvania ScholarlyCommons Undergraduate Humanities Forum 2008-09: Penn Humanities Forum Undergraduate Change Research Fellows 4-2009 Quiet Revolution: Curricular Reform and the Student Power Movement at Harvard University and the University of Massachusetts, 1968-1971 Siobhan Atkins University of Pennsylvania, [email protected] Follow this and additional works at: https://repository.upenn.edu/uhf_2009 Atkins, Siobhan, "Quiet Revolution: Curricular Reform and the Student Power Movement at Harvard University and the University of Massachusetts, 1968-1971" (2009). Undergraduate Humanities Forum 2008-09: Change. 2. https://repository.upenn.edu/uhf_2009/2 2008-2009 Penn Humanities Forum on Change, Undergraduate Mellon Research Fellows http://humanities.sas.upenn.edu/08-09/fellows_uhf.shtml This paper is posted at ScholarlyCommons. https://repository.upenn.edu/uhf_2009/2 For more information, please contact [email protected]. Quiet Revolution: Curricular Reform and the Student Power Movement at Harvard University and the University of Massachusetts, 1968-1971 Abstract Siobhan C. Atkins, College '09, History The American Student Power Movement of the 1960s The “student power” movement of the 1960s in America was characterized by a push for curricular reform, academic freedom, and a greater student and faculty role in decision making at universities across the nation. Not only was the movement widespread—virtually no university remained untouched—but it also resulted in tangible reforms, many of which remain to
    [Show full text]
  • 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.
    [Show full text]
  • November 2015 Cheshvan/Kislev • 5776 Vol
    TEMPLE BETH-EL OF GREAT NECK BULLETIN MEMBER OF THE UNION FOR REFORM JUDAISM NOVEMBER 2015 CHESHVAN/KISLEV • 5776 VOL. LXXXVIII, NO. 3 The Temple Bulletin has been endowed by Sandra Atlas Bass SHABBAT, NOVEMBER 6-7 Chayei Sarah, Genesis 23:1−25:18 Shabbat Eve 6:30 pm Family Shabbat and FACEtime Shabbat K-3 7:00 pm Erev Shabbat Service: Emanuel AME Church Shabbat Shabbat Morning 10:00 am Torah Study and Prayer A Passion for SHABBAT, NOVEMBER 13-14 Tol’dot, Genesis 25:19−28:9 Shabbat Eve 7:00 pm Erev Shabbat Service Shabbat Morning 9:15 am Torah Study Forgiveness 10:30 am Congregational Shabbat Service: Joshua Oken becomes a Bar Mitzvah THURSDAY, NOVEMBER 19 10:30 am Thursday Morning Service: Jack Knupfer becomes a Bar Mitzvah SHABBAT, NOVEMBER 20-21 Vayeitzei, Genesis 28:10−32:3 Shabbat Eve 7:00 pm Erev Shabbat Service Shabbat Morning 9:15 am Torah Study 10:30 am Congregational Shabbat Service SHABBAT, NOVEMBER 27-28 Vayishlach, Genesis 32:4−36:43 Shabbat Eve 7:00 pm Erev Shabbat Service Shabbat Morning 9:15 am Torah Study 10:30 am Congregational Shabbat Service Sisters of Myra Thompson z”l Speak Victim of Charleston Church Shooting Erev Shabbat Service November 6th Rabbi’s Message Contact Us at Temple Beth-El Temple Office We are excited and moved to share with you that the very (516) 487-0900 Temple Website first Shabbat of this month we will welcome beloved guests www.tbegreatneck.org from Charleston, South Carolina, into our synagogue, into our hearts and into our homes.
    [Show full text]