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Relevant bibliographies by topics / University of Missouri – Columbia. School of Law

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Academic literature on the topic 'University of Missouri – Columbia. School of Law'

Author: Grafiati

Published: 4 June 2021

Last updated: 1 February 2022

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Journal articles on the topic "University of Missouri – Columbia. School of Law"

1

HOSOKAWA, MICHAEL. "University of Missouri — Columbia School of Medicine." Academic Medicine 75, Supplement (September 2000): S189—S190. http://dx.doi.org/10.1097/00001888-200009001-00055.

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Zweig, Steven C., Michael C. Hosokawa, Caroline A. Kerber, David Cravens, Erik Lindbloom, and Peggy Gray. "University of Missouri–Columbia School of Medicine." Academic Medicine 79, Supplement (July 2004): S113—S117. http://dx.doi.org/10.1097/00001888-200407001-00026.

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Kane, Kevin Y., Michael C. Hosokawa, Kathleen J. Quinn, and Laine Young-Walker. "University of Missouri–Columbia School of Medicine." Academic Medicine 95, no. 9S (September 2020): S277—S281. http://dx.doi.org/10.1097/acm.0000000000003370.

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Headrick, Linda A., Kimberly G. Hoffman, Rachel M. Brown, Weldon D. Webb, and Dena K. Higbee. "University of Missouri School of Medicine in Columbia." Academic Medicine 85 (September 2010): S310—S315. http://dx.doi.org/10.1097/acm.0b013e3181e915cb.

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Brown, Emily M., and Key Bridge Therapy. "Center for the study of dispute resolution. Mediation: The red devil dog lease and overview of ADR: The Roark v. Daily Bugle Libel Claim (tapes 3 and 4 of the Dispute Resolution and Lawyers Videotape Series). Columbia: School of Law, University of Missour." Mediation Quarterly 11, no. 2 (December 1993): 207–8. http://dx.doi.org/10.1002/crq.3900110212.

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&NA;, &NA;. "Gnatz Named Department Chairman at the University of Missouri-Columbia School of Medicine." American Journal of Physical Medicine & Rehabilitation 74, no. 3 (May 1995): 255. http://dx.doi.org/10.1097/00002060-199505000-00024.

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Bullock, Linda F. C., M. Kay Libbus, Suzanne Lewis, and Debra Gayer. "Continuing Education: Improving Perceived Competence in School Nurses." Journal of School Nursing 18, no. 6 (December 2002): 360–63. http://dx.doi.org/10.1177/10598405020180060901.

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An investigator-designed survey was used to determine if attendance at specific continuing education programs increased the perceived competence of school nurses who enrolled and completed the programs. Respondents were queried about the general content of six courses offered by the Missouri Department of Health and Senior Services in conjunction with the University of Missouri—Columbia Sinclair School of Nursing. Specific content areas were mental health concerns, suicide prevention, diabetes management, asthma management, seizure disorders, and developing clinical skills as they pertained to school-age children. Comparing a sample of school nurses who had attended the programs with a group whom had not, a statistically significant difference was found in the participant group who reported higher self-perceived competence than the nonparticipant group in all content areas. Results of the study suggest that school nurses who attend specific continuing education programs feel more competent in practice than nurses who do not attend.

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8

Crump, Eric. "Technotreachery: Play in Filtrates School." About Campus: Enriching the Student Learning Experience 1, no. 1 (March 1996): 20–23. http://dx.doi.org/10.1002/abc.6190010105.

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Eric Crump is the learning technologies coordinator for the University of Missouri-Columbia Learning Center. He is working on a number of projects, all exploring ways to use computer networks to create new learning environments and to complement conventional learning environments. His pet projects at the moment are the Online Writery, an online community of student writers; Rhetnet, an experimental scholarly cyberjournal on rhetoric and writing, and the MU Institute for Instructional Technology, a mechanism for effecting technological and pedagogical change on campus. If you would like to contact Eric to inquire about the nuts and bolts of on-line learning or about his views on learning and the academy, you can send e-mail to him at wleric@showme.missouri.edu .

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Hoffman, Kimberly, Michael Hosokawa, Robert Blake, Linda Headrick, and Gina Johnson. "Problem-Based Learning Outcomes: Ten Years of Experience at the University of Missouri???Columbia School of Medicine." Academic Medicine 81, no. 7 (July 2006): 617–25. http://dx.doi.org/10.1097/01.acm.0000232411.97399.c6.

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Viall, Carolyn. "Early accidental dislodgement of PEG tubes JB MARSHALL, G BODNARCHUK, JS BARTHEL University of Missouri School of Medicine, Columbia." Nutrition in Clinical Practice 10, no. 3 (June 1995): 125. http://dx.doi.org/10.1177/088453369501000311.

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Dissertations / Theses on the topic "University of Missouri – Columbia. School of Law"

1

Washburn, Shannon G. "Factors influencing college choice for matriculants and non-matriculants into a College of Agriculture /." free to MU campus, to others for purchase, 2002. http://wwwlib.umi.com/cr/mo/fullcit?p3052228.

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Fitzgerald, Maureen Fay. "Educating lawyers : how law graduates perceive first year law school educational practices." Thesis, 2005. http://hdl.handle.net/2429/18544.

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The purpose of this study was to better understand the educational practices used in first year law school and the impact of these practices on students. Prior research showed that students are negatively impacted during first year and that educational practices are somewhat to blame. This study is consistent with this literature and provides new and important information about the extent to which teaching methods; content and curriculum; assessment and grading; learning theory and aims of law school all contribute to the experiences of law students. The research method in this study consisted of in-depth interviews of 19 University of British Columbia law school graduates who had completed law school a few months earlier. Graduates were questioned about their perceptions of both the first year law school educational practices and their impacts, specifically in relation to the five core courses taught in first year law school. This study revealed that students found first year law school problematic in many ways. This research supports the literature that suggests the case method and the lecture method used in first year are not entirely effective or efficient for student learning. The case method seems to makes learning more difficult and slower than it needs to be. As suggested in the literature the lecture method was useful in providing information to students and this information helped students focus their studies. However, these typically didactic lectures did not appear to engage students or encourage deeper learning. The question and answer technique used in some lectures intimidated students and appeared to interfere with their learning.
Education, Faculty of
Educational Studies (EDST), Department of
Graduate

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Books on the topic "University of Missouri – Columbia. School of Law"

1

Fratcher, William Franklin. The law barn: A brief history of the School of Law, University of Missouri-Columbia. 2nd ed. Columbia, Mo: The School, 1988.

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2

A journalism of humanity: A candid history of the world's first journalism school. Columbia: University of Missouri Press, 2008.

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3

Richard, Smith. History of the School of Forestry, Fisheries, and Wildlife. [Columbia, Mo.]: University of Missouri-Columbia, College of Agriculture, 1988.

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4

Library, Columbia University Law. Catalog of the Roman law collection of the Columbia Law School Library. Boston: G.K. Hall, 1989.

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Ivy briefs: A privileged and confidential law school story. New York: Atria, 2007.

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6

Continuing Legal Education Society of British Columbia. and University of British Columbia. Faculty of Law., eds. Law school: The story of legal education in British Columbia. Vancouver: University of British Columbia, Faculty of Law, 1995.

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Shumei, Roan, ed. Da yan kan Meiguo: Yi ge 60 hou Zhongguo ji zhe ti yan Zhong Mei cha yi = Chen Qiang eye on America. Shanghai Shi: Hua dong li gong da xue chu ban she, 2009.

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Seminar on Agricultural Marketing and Policy (1989 University of Missouri--Columbia). Agricultural and rural legislation for the 1990s: Report of Seminar on Agriculture Marketing and Policy, College of Agriculture and Extension Division, University of Missouri, November 16-17, 1989, Columbia, Missouri. Columbia, Mo: Agricultural Experiment Station, University of Missouri--Columbia, 1989.

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9

Horner, William T., 1968- author, ed. Lloyd Gaines and the fight to end segregation. Columbia: University of Missouri Press, 2016.

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10

Jefferson City & Columbia, Missouri Streetmap: Including University of Missouri-Columbia: Featuring Jefferson City, School Index. Universal Map Enterprises, 2003.

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Book chapters on the topic "University of Missouri – Columbia. School of Law"

1

Ginsburg, Jane C., and Laura Moscati. "The Agreement Between Columbia Law School of New York and the Faculty of Law of Sapienza University of Rome." In Inter-University Cooperation, 45–46. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-17608-6_11.

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Ginsburg, Jane C., and Laura Moscati. "Erratum to: The Agreement Between Columbia Law School of New York and the Faculty of Law of Sapienza University of Rome." In Inter-University Cooperation, E1. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-17608-6_18.

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Rosen, Richard A., and Joseph Mosnier. "Julius Chambers Emerges." In Julius Chambers. University of North Carolina Press, 2016. http://dx.doi.org/10.5149/northcarolina/9781469628547.003.0003.

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This chapter recounts Julius Chambers's achievements during college, graduate school, and law school. After graduating summa cum laude from North Carolina College for Negroes and obtaining his masters degree in history at the University of Michigan, Chambers was admitted to the University of North Carolina School of Law, desegregated the prior decade by federal court order over the forceful objections of University and North Carolina officials. Chambers, despite being ranked 112th among the 114 students admitted to the Class of 1962 and notwithstanding a generally unwelcoming, often hostile atmosphere at the Law School and on campus, became editor-in-chief of the Law Review and graduated first in his class. This chapter also details Chambers's marriage to Vivian Giles and the couple's decision to move to New York City when, after no North Carolina law firm would grant Chambers a job interview, Columbia Law School quickly stepped forward with the offer of a one-year fellowship.

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Aronson, Amy. "Discovering Crystal." In Crystal Eastman, 41–68. Oxford University Press, 2020. http://dx.doi.org/10.1093/oso/9780199948734.003.0003.

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Crystal Eastman entered Vassar’s class of 1903, rooming with Lucy Burns, later the chief lobbyist of the National Woman’s Party. She then attended Columbia University, studying with John Bates Clark and Franklin Henry Giddings and earning a master’s degree in sociology in 1904. After a year teaching high school, she entered New York University Law School in the fall of 1905, finishing her doctor of law in 1907, second in her class. Beginning in her law school years, Eastman lived in Greenwich Village, first supporting herself by working as athletics director at the Greenwich House Settlement. In this downtown bohemia, she met Progressive and “New Woman” leaders including Lillian Wald, Florence Kelley, Mary Simkhovitch, Madeleine Doty, and Ida Rauh. She also enticed her brother Max to follow her to Greenwich Village, launching his career as a suffrage lecturer and into the editorship of The Masses, the work that would make his name.

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Rosen, Richard A., and Joseph Mosnier. "Creating LDF South." In Julius Chambers. University of North Carolina Press, 2016. http://dx.doi.org/10.5149/northcarolina/9781469628547.003.0008.

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This chapter describes Chambers's creation of a black-led and racially integrated law firm, for all intents the first such institution in the United States. In 1967, Chambers recruited two junior attorneys to his office: Adam Stein, a white George Washington University Law School graduate who had interned with Chambers in the summer of 1965, and James Ferguson, an African American from Asheville, North Carolina, who had just graduated from Columbia Law School. The three would form the nucleus of a powerful civil rights law practice for years to come. In 1968, after recruiting a young white Legal Aid attorney, James Lanning, Chambers formally created Chambers, Stein, Ferguson & Lanning. In 1969, African American attorney Robert Belton, a North Carolina native who was LDF's leading Title VII litigator, also joined the firm. So highly reputed was Chambers as a civil rights litigator, and so central was his firm to the wider LDF campaign in these years, that the firm was informally acknowledged as "LDF South."

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