Colombia Book Chapter
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Luz Estella Nagle, Colombia, in Comparative Counter-Terrorism Law (Kent Roach ed., Cambridge University Press, 2015)Clicking on the button will copy the full recommended citation.
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Luz Estella Nagle, Colombia, in Comparative Counter-Terrorism Law (Kent Roach ed., Cambridge University Press, 2015)Clicking on the button will copy the full recommended citation.
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Ciara Torres-Spelliscy, The South Doesn’t Have a Monopoly on our Racist History (2015)Clicking on the button will copy the full recommended citation.
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Christine E. Cerniglia, Professional Identity Formation: Working Backwards to Move the Profession Forward, 61 Loy. L. Rev. 313 (2015)Clicking on the button will copy the full recommended citation.
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Luz Estella Nagle et al., The IBA Global Financial Crisis Project Dublin Conference: The Presidential Priority Sessions, in Poverty, Justice, and the Rule of Law: The Report of the Second Phase of the IBA Presidential Taskforce on the Global Financial Crisis (Peter D. Maynard and Neil Gold eds., International Bar Association, 2015)Clicking on the button will copy the full recommended citation.
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Christine E. Cerniglia, Efficient Collaboration: How to Build Pathways Between Silos, Model Behavior Ideal for Professional Identity Formation, and Create Complex Experiential Modules All While Having Fun, 1 Journal of Experiential Learning i (2015)Clicking on the button will copy the full recommended citation.
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Ellen S. Podgor and Jerold H. Israel, Nutshell on White Collar Crime (5th ed., West Academic Publishing, 2015)Clicking on the button will copy the full recommended citation.
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Ellen S. Podgor et al., Statutory and Documentary Supplement for White Collar Crime: Law and Practice (4th ed., West Academic Publishing, 2015)Clicking on the button will copy the full recommended citation.
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Candace Zierdt and William J. Woodward Jr., Skills And Values: Contracts (2nd ed., LexisNexis, 2015)Clicking on the button will copy the full recommended citation.
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Kristen R. Moore et al., Managing Disruptive Patron Behavior in Law Libraries: A Grey Paper, 107 Law Libr. J. 491 (2015)Clicking on the button will copy the full recommended citation.
Nearly all law library staff have encountered, and likely will encounter, some measure of challenging patron behavior. This white paper, dubbed by the authors a "grey paper" as it attempts to analyze and contend with a fundamentally dynamic phenomenon, was written at the request of the AALL RIPS-SIS Executive Board with the hope of providing a jumping off point for further inquiry and discussion on current best practices in managing difficult, challenging or disruptive patron behavior in law libraries. In lieu of a traditional white paper solution, the authors have included a collection of best practices largely developed based on common themes which emerged from a 2014 online survey of law library staff; follow-up correspondence with several survey respondents; and a review of case law and relevant literature within law librarianship and other fields. The solutions to the problems of disruptive patron interactions can most nearly be found by providing a library atmosphere of safety for patrons and staff; equality in the staff treatment of all library patrons; consistency and predictability in staff responses accomplished by flexibility not rigidity; and communication and transparency of both policies and service limitations. This paper provides practical strategies for attaining that ideal.
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Jason S. Palmer, “The Millennials are Coming!”: Improving Self-Efficacy in Law Students Through Universal Design in Learning, 63 Clev. St. L. Rev. 675 (2015)Clicking on the button will copy the full recommended citation.
The Millennial generation has arrived in law school. This new generation of self-confident and extremely high-achieving learners merits a new interdisciplinary approach to legal education. Some institutions have explored formative assessments and regulated self-learning to improve academic success. Other universities have looked to universal design, specifically universal design in learning or universal design in instruction, as a mechanism for furthering educational goals for their students. All agree that a lack of self-efficacy can prevent Millennial students from overcoming challenges in their educational growth, and that high self-efficacy, the ability to put forth effort and persistence to successfully accomplish a goal, will lead to better learning outcomes and is a powerful predictor of educational success. None, however, have paired the theories of self-regulated learning and universal design in instruction as a vehicle to improve self-efficacy in the law school classroom. This article is the first to address the unique intersection of these learning theories and their potentially positive impact on self-efficacy for today’s learners.