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by Professor Hardy Parkerson
Jul 26, 2014
Law in the Nineties and Such Greed! -by HardyParkerson Copyright, all rights reserved.
Sittin' in a law office Fightin' piles of paper, Decidin' what to work on, Feelin' overwhelmed.
Law is hard to practice; All mixed up with politics. People call for help To get out of their messes.
Oh, how I miss the simplicity Of the ...See MoreLaw in the Nineties and Such Greed! -by HardyParkerson Copyright, all rights reserved.
Sittin' in a law office Fightin' piles of paper, Decidin' what to work on, Feelin' overwhelmed.
Law is hard to practice; All mixed up with politics. People call for help To get out of their messes.
Oh, how I miss the simplicity Of the old CODE MORROW We had before the Law Explosion In the Seventies and the Eighties!
Then I defended Jury cases on the merits. So the state's witnesses lied! Even then things were better.
The Criminal Justice Revolution came With its prima donnas: Paralegals and legal-eagles. Everybody's entitled to a gig.
Now everyone's a professional; Everbody's an expert. They've carved out more niches Than a bunch of bumble bees.
Fightin' for the money In the Criminal Justice system. A growth industry for sure, And rippin' off the poor.
Guilty of a crime! Thousand dollar fine! But I don't have a dime. I'll just serve my time.
But, Your Honor, please! Really, all them fees! Shut up, poor boy! We'll give you some time.
Admit you to bail. How much time do you need? We'll work with you. Such greed!
"Too Many Laws"
The phone's been a-ringin' Off the wall. People with problems Continue to call. "Too many lawyers," I've heard 'em say; But I say, we don't Have enough today. People got problems And serious ones too; Come see the lawyer To learn what to do. Some of 'em even got A few bucks to pay; And when they do, It makes my day. Law boo...See More"Too Many Laws"
The phone's been a-ringin' Off the wall. People with problems Continue to call. "Too many lawyers," I've heard 'em say; But I say, we don't Have enough today. People got problems And serious ones too; Come see the lawyer To learn what to do. Some of 'em even got A few bucks to pay; And when they do, It makes my day. Law books’ becomin' A thing of the past. Wonder how long This thing's gonna last. Just got a call from the F.B.I.; Wants to talk to my client Who ain't gonna lie. I need a break, Just a brief pause. It's not too many lawyers, But too many laws!
You have heard it said that we have too many lawyers. I say we do not have too many lawyers, but too many laws. Napoleon said that since every man is presumed to know the law and ignorance is no excuse for violating the law, that there should be no more laws than would fit in a one volume code that would fit in a man's hip pocket or a woman's purse. Thus the Code Napoleon, which Louisiana adopted as its own and which served us well for over two hundred years, until the Louisiana "Law Explosion" of recent y ears. Now each time the Louisiana legislature meets it passes over a thousand new laws, not like the early years of my legal career when it passed a few laws only every other yearly session. Now instead of our having a code of laws, accessible to every man, now to find the law one must be trained in legal research and delve into literally hundreds of volumes containing literally thousands of black letter statutes. Louisiana's citizens are inundated in an ocean of laws. Law has become a major industry in Louisiana: courthouses, courts, judges, clerks of court, court-reporters, bailiffs, lawyers, district attorneys, thousands of cops, law offices on every corner; and all of them busy as a one-armed paper hanger. There is no need for so many laws, for such a law industry. It is easy to understand why we need many doctors and hospitals, for we all need health-care; but law should not be such a big part of our daily lives. The less laws the better. It's time for Louisiana to return to the idea of codification: the publication of laws in plain and simply understandable principles of law contained in a one-volume code that will serve to guide the citizens and the courts as they interpret and apply the law. It's time to tell our legislators to quit passing so many laws and to vote against those who do, to tell the governor to use her veto more, to vote against them or her if they do not, to elect to office only those public officials who will pledge in advance to quit passing so many laws and to reduce the number of laws already on the books. There is more to it all than this, but this is something to think about.
Teachers supervise students employed at banks and daycares, in residence halls at Purdue, and for trucking companies. I.C.E. students work for veterinarians, in restaurants, for major manufacturers, in health care facilities, and for construction firms. In short, they’re everywhere. Click below to read the article by Sarah Powley
I was just wondering here if anyone is Alpha Phi Omega Member of Fraternity- Brother Hood and Sorority.. I'm APO-Gamma-Rho Chapter. Please let me feel you!!
Introduction
The concept of preferences to different individual learning styles was introduced in an accompanying document. (See learning styles). In this document you look at the associated concept of approaches to learning. The original work on approaches to learning was carried out by Marton and Saljo (1976). Their study explored studen...See MoreIntroduction
The concept of preferences to different individual learning styles was introduced in an accompanying document. (See learning styles). In this document you look at the associated concept of approaches to learning. The original work on approaches to learning was carried out by Marton and Saljo (1976). Their study explored students' approaches to learning a particular task. Students were given an academic text to read, and were told that they would subsequently be asked questions on that text. The students adopted two differing approaches to learning. The first group adopted an approach where they tried to understand the whole picture and tried to comprehend and understand the academic work. These students were identified with adopting a deep approach to learning. The second group tried to remember facts contained within the text, identifying and focusing on what they thought they would be asked later. They demonstrated an approach that we would recognize as rote learning, or a superficial, surface approach.
Deep and Surface Approaches
Deep and surface approaches to learning are words that most academics will have heard. In fact the idea that students can and do take a deep or surface approach to their learning is probably one of the most used bits of educational research in higher education. It is a very powerful and useful principle that educators should apply most of the time to the way they teach. It is particularly applicable in any education, subject or degree, and failure to apply it and apply it properly explains how an awful lot goes wrong with the learning processes.
Simply stated, deep learning involves the critical analysis of new ideas, linking them to already known concepts and principles, and leads to understanding and long-term retention of concepts so that they can be used for problem solving in unfamiliar contexts. Deep learning promotes understanding and application for life. In contrast, surface learning is the tacit acceptance of information and memorization as isolated and unlinked facts. It leads to superficial retention of material for examinations and does not promote understanding or long-term retention of knowledge and information.
Critical to teachers understanding of this principle is that they should not identify the student with a fixed approach to learning, but it is the design of learning opportunity that encourages students to adopt a particular approach.
Designing for Deep Learning
Very crudely: deep is good, surface is bad, and teacher should teach in a way that encourages students to adopt a deep approach; although achieving this is not so easy.
Perhaps the major influence on the students' approach to learning is the assessment methods. It is often argued that the explicit setting of “straightforward” assessments involving short questions testing separate ideas will encourage surface learning. However, again this is not necessarily the case as even the most apparently simple assessment questions can require students to demonstrate that their knowledge can be applied. For example, students can be asked to apply the laws of Ohm, Kirchhoff etc. albeit in simple cases rather than merely to quote them. (For further information on the importance of application see Laurillard (1993)).
Basic Principles and the Approaches to Learning
The evaluation of process is very valuable in determining the depth of learning, but if we concentrate on process alone we risk losing sight of the structure of the material being learned. Intelligence, like mathematics and science, is a hierarchical subject. As argued above, there is little point in trying to comprehend Kirchhoff's 2nd Law without first developing at least a working comprehension of potential, potential difference, emf., current, etc. and the ability to apply Ohm's Law reliably. This is not to say that understanding of the subject proceeds in a simple linear fashion (the naive bricks in the wall model of learning). Working with the laws of Kirchhoff, Thévenin, Norton etc. will undoubtedly lead to a deeper understanding of earlier principles, but learning cannot start there. Attempting to work with more complex principles without a good grasp of the more basic principles from which they are built can only lead to frustration and a surface learning approach in which students attempt to memorize solutions to complex problems they cannot understand. Encouraging students to practice the application of basic principles will not force them adopt a deep approach to learning, but it at least makes it possible.
Putting theory into practice
A particular example is to use problem based learning. Rather than producing assessments that require rote application of Kirchhoff's 2nd Law, such as working out the current in an abstract network, we need to provide assessments where students need to link multiple ideas and concepts together, such as using Kirchhoff's Laws, Ohm's Law and their understanding of electrical principals, to design an amplifier for a particular purpose.
Therefore, in order to encourage active learning educators need to be positive about the study of subject matter. They need to concentrate on the key concepts, not just in isolation, but also by demonstrating the way that the components link together. Educators can also see that over reliance on traditional lectures, where students are passively taking notes and not being required to engage actively with material, will not encourage a deep approach. Similarly, over assessment, through repeated testing, while seen to regularly focus the learners on the material, is likely to have the opposite effect to that desired by just encouraging memorizing of facts. Fewer assessments in general, and assessments that encourage and require students to engage with problems, will also encourage the students to use and apply their learning, facilitating the deep approaches that teacher require.
by David Powell
May 14, 2009
Hello, I wanted to make you all aware of a new DVD we've just produced here at the Bronx Zoo called "Methods for Animal Behavior Research". It is designed to be the definitive tutorial in behavioral research. Over six chapters, the viewer is taken through all of the steps of the scientific process - from conducting literature searchings to consider...See MoreHello, I wanted to make you all aware of a new DVD we've just produced here at the Bronx Zoo called "Methods for Animal Behavior Research". It is designed to be the definitive tutorial in behavioral research. Over six chapters, the viewer is taken through all of the steps of the scientific process - from conducting literature searchings to considerations for data analysis - as they pertain to behavioral research. Chapters also cover developing research questions and hypotheses, developing ethograms (behavior lists and definitions), experimental design, and observational data collection methods. Two example research projects are developed and conducted over the course of the DVD. There are supplementary materials in PDF files on the DVD as well. The chapter on behavioral data collection methods provides opportunities for students to learn each method by collecting data from video and getting feedback on their data. The DVD is a collaborative project of the Behavior Advisory Group of the Association of Zoos and Aquariums. While it is generally written at the undergraduate level, several chapters can certainly be used by high school students, and maybe even some middle school students. Most chapters are 15-30 minutes in length; the entire program is just under 3 hours in duration. The DVD is available from me at the Bronx Zoo for $5 per copy (basically just the cost of DVD production and shipping).
Any advice you have on getting the word out about the DVD would be greatly appreciated. Contact me if you have any questions. Thanks!
David Powell, Bronx Zoo
by Hardy Parkerson, J.D.
May 21, 2009
Too Many Laws! by Hardy Parkerson on April 1, 2005. © All rights reserved [link removed]
The phone's been a-ringin' Off the wall. People with problems Continue to call. "Too many lawyers," I've heard 'em say. But I say, "We don't Have enough today." People got problems And serious ones too; Come see the lawyer To learn what to do. Some of...See MoreToo Many Laws! by Hardy Parkerson on April 1, 2005. © All rights reserved [link removed]
The phone's been a-ringin' Off the wall. People with problems Continue to call. "Too many lawyers," I've heard 'em say. But I say, "We don't Have enough today." People got problems And serious ones too; Come see the lawyer To learn what to do. Some of 'em even got A few bucks to pay; And when they do, It makes my day. Law books becomin' A thing of the past. Wonder how long This thing's gonna last. Just got a call from the F.B.I.; Wants to talk to my client Who ain't gonna lie. I need a break, Just a brief pause. It's not too many lawyers, But too many laws!
by Elizabeth
May 22, 2009
The arguments made for and against Life Experience schools is compelling.
It must hard for so many participants in the debate who have invested time and money into a traditional post secondary education to digest the idea of someone who has not toiled in the same manner reaping the same reward.
On the other hand, as someone who ha...See MoreThe arguments made for and against Life Experience schools is compelling.
It must hard for so many participants in the debate who have invested time and money into a traditional post secondary education to digest the idea of someone who has not toiled in the same manner reaping the same reward.
On the other hand, as someone who has worked for 20 years paying taxes that support the public universities, I am equally incensed that the National Center for Education Statistics reports 95.4% of high school graduates and 71% of COLLEGE GRADUATES can't read a complex piece of writing. Or that the Washington Post reported in 2005 that literacy among college graduates was on a DECLINE, and "... Only 31 percent of college graduates can read a complex book and extrapolate from it. That's not saying much for the remainder."
Someone stated in an earlier post that Almeda, specifically, is operating both "illegally" and within a "loophole". These allegations contradict one another. A "loophole", while contravening the INTENT of a law, is not illegal. Loopholes are used strategically in taxes, elections, politics, and the criminal justice system. Any accredited pre-law or graduate law program worth its student fees teaches students how to find and exploit loopholes.
That is, of course, accepting the premise that Almeda exploits a loophole. I don't know if they do or do not. I do know there are other schools that are not traditional and therefore not accredited. Almeda doesn't claim, according to their website, regional accreditation. In fact, they are quite specific in advising prospective students not to enroll under circumstances where regional accreditation is required. So who is being exploited? Possibly the student with $80,000 in loans... and still can't read an op-ed piece?
(If you want to see fraud, check out [link removed]!)
Years ago, my campus career came to an abrupt halt. I spent years paying back student loans for the time spent and raising my daughter while clawing my way up the success ladder by piecing together on-line classes and various training/certifications into a career. Now that my daughter is contemplating her life after high school, I don't want her to struggle like I did to have a career. But at the same time, I want to teach her that life gives us infinite opportunities to learn. To me, this is the validation PLA programs give: that an individual can learn outside of the classroom and apply that knowledge.
If employers are properly informed of the variances between a campus education, correspondence/on-line education, and PLA degrees... EMPLOYERS should be free to make decisions for themselves as to who will add the most value to their organization, not the government and certainly not individuals who are choking on sour grapes.
PLA programs are unfamiliar to most, but they are not unique. If Almeda, or some other ACCREDITED university (who wants me to pay the equivalent of tuition + books + housing + student fees) wants to validate my life experience, why expend so much energy assailing them with allegations of fraud. After all, if 95.4% of high school graduates can't read... don't educators have a more pressing war to wage?
by Hardy Parkerson, J.D.d
May 23, 2009
Ode to Corky Orms by Hardy Parkerson on May 21, 2005. © All rights reserved [link removed]
Today we laid old Corky Orms to rest. Of all the friends I've had he was the best. And what a tribute to this old Roughneck, When thousands came to pay their last respect!
On this early day in May what lovely weather, With friends and loved...See MoreOde to Corky Orms by Hardy Parkerson on May 21, 2005. © All rights reserved [link removed]
Today we laid old Corky Orms to rest. Of all the friends I've had he was the best. And what a tribute to this old Roughneck, When thousands came to pay their last respect!
On this early day in May what lovely weather, With friends and loved ones gathered there together! In old White Oak, where he'd lived his entire life With his father, mother, brothers, sister, lovely children and a wife.
And, like Will Rogers, even from the days he was a tyke, He never met a man he didn't like. And at the bucolic graveyard on the hill Our hearts with anguish, our eyes with tears, did fill.
Yes, we said good bye to Corky, our dear friend, Yet knowing that in Heav'n we'd meet again.
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