Discusses needs for specialist certification and training in lawyering skills proposing a 3-year legal education program to include two years in a law school and one in a lawyer school which would be operated by the organized bar. (JT)

On the premise that corporate counsel must be an able diagnostician before he can focus on highly specialized and interrelated issues of business law, the author suggests an approach to corporate law curriculum in which the basic course balances the quality and quantity of material designed to create the needed sensitivity. (JT)

Careers and problems encountered by the large majority of M.D.-LL.B's who practice legal medicine are examined. The author argues that the legal profession must strive to create institutionalized career lines so that interprofessional medical-legal practice is a well-founded career choice. (JT)

Law and Aging could be established as a separate field of legal study when analyzed by criteria for recognition of separate fields, according to four different models of legal education. It could serve the practice, rules, principles, and policy models, but its practicality and popularity among students are questionable. (MSE)

The law schools' traditional three-year program of "generalist" training is being criticized as being either too lengthy or inefficient in preparing students for specialized practice. It is argued that student specialization in the general degree program can bring about both curriculum reform and increased collaborative activity among…

A 3-year law curriculum is outlined based on studying law as an applied social science to maximize its relevance to social life. The author contrasts it to curriculum designed to create technocrats competent in the legislative process and notes that immense changes would be necessary to implement such a curriculum. (JT)

Improvements are advocated regarding the functions of law professors, intellectual specialization, improvements in law reviews, using law firms and general counsel offices, and activities relating to the bar, the judiciary, the public, and other law schools. (LBH)

A discussion of politics in legal education focuses on the role of political neutrality in law schools and its relationship to academic freedom. It is argued that both academic freedom and good legal scholarship are best fostered by intellectual diversity among and specialization within law schools. (MSE)

A survey examined the professional affiliation (law school teacher vs. political science teacher) of individuals publishing articles on international law in law reviews, general political science journals, political science journals with an international focus, and international law journals to learn more about the distribution of international…

A discussion of academic freedom in legal education looks at the extent to which the professional, as distinguished from the purely academic, functions of law schools challenge traditional assumptions about academic freedom and institutional political neutrality. The issues of institutional diversity and specialization are also addressed. (MSE)

This time of student agitation offers law schools opportunities for substantial improvement in legal education and legal scholarship. (IR)

As a means of improving the quality of instruction in legal research, it is suggested that would-be teachers (1) undertake a residency of 2 or 3 years to work with a specialist in empirical research, or (2) more practically, be provided released time to gain research skills. (MSE)

A law school course in franchise law focuses on how various legal issues and categories interact within the context of the narrowly defined business relationship of a franchise. Four major topics included federal and state disclosure regulations, trademarks and service marks, common law contract issues, and antitrust law. Class exercises included…