Relevant bibliographies by topics / University of New Mexico. School of Law

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'University of New Mexico. School of Law'

Author: Grafiati
Published: 4 June 2021
Last updated: 16 February 2022

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Journal articles on the topic "University of New Mexico. School of Law"

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Aytug, Rana, and Lee Daly. "CONFERENCE REPORT: Politics, Policies and Diplomacy of Diaspora Governance: New Directions in Theory and Research." Migration Letters 16, no. 2 (2019): 341–44. http://dx.doi.org/10.33182/ml.v16i2.672.

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On December 6, 2018, academics from across Europe and beyond gathered at London’s Freud Museum for a conference on the politics, policies and diplomacy of diaspora governance. This conference was organized by Senior Research Fellow Dr Bahar Baser from the Centre for Trust, Peace and Social Relations (CTPSR), Coventry University, UK and Dr Henio Hoyo, Research Professor from the Department of Social Sciences/School of Law and Social Sciences, Universidad de Monterrey (UDEM) Monterrey, Mexico.
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Novak-Marcincin, Jozef, Daniela Gîfu, and Mirela Teodorescu. "Florentin Smarandache: Law of Included Multiple-Middle - Book Review." International Letters of Social and Humanistic Sciences 40 (September 2014): 29–34. http://dx.doi.org/10.18052/www.scipress.com/ilshs.40.29.

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Florentin Smarandache is known as scientist and writer. He writes in three languages: Romanian, French, and English. He graduated the Department of Mathematics and Computer Science at the University of Craiova in 1979 first of his class, earned a Ph. D. in Mathematics from the State University Moldova at Kishinev in 1997, and continued postdoctoral studies at various American Universities such as University of Texas at Austin, University of Phoenix, etc. after emigration. He did post-doctoral researches at Okayama University of Science (Japan) between 12 December 2013 - 12 January 2014; at Guangdong University of Technology (Guangzhou, China), 19 May - 14 August 2012; at ENSIETA (National Superior School of Engineers and Study of Armament), Brest, France, 15 May - 22 July 2010; and for two months, June-July 2009, at Air Force Research Laboratory in Rome, NY, USA (under State University of New York Institute of Technology). In U.S.A. he worked as a software engineer for Honeywell (1990-1995), adjunct professor for Pima Community College (1995-1997), in 1997 Assistant Professor at the University of New Mexico, Gallup Campus, promoted to Associate Professor of Mathematics in 2003, and to Full Professor in 2008. Between 2007-2009 he was the Chair of Math & Sciences Department.
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West, Mary Beth, and Joan McIver Gibson. "Facilitating Medical Ethics Case Review: What Ethics Committees Can Learn from Mediation and Facilitation Techniques." Cambridge Quarterly of Healthcare Ethics 1, no. 1 (1992): 63–74. http://dx.doi.org/10.1017/s0963180100000098.

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Medical ethics committees are increasingly called on to assist doctors, patients, and families in resolving difficult ethics issues. Although committees are becoming more sophisticated in the substance of medical ethics, little attention has been given to the processes these committees use to facilitate decision-making. In 1990, the National Institute for Dispute Resolution in Washington, D.C., provided a planning grant from its Innovation Fund to the Institute of Public Law of the University of New Mexico School of Law to look at what ethics committees can learn from facilitation and mediation techniques. The study's thesis was that, if adapted for use by medical ethics committees, facilitation and mediation techniques can be helpful to those bodies in case review consultations and in other internal committee processes. This article reports on that project.
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HOVHANNISYAN, Hasmik. "Haig KHATCHADOURIAN." WISDOM 6, no. 1 (2016): 136–38. http://dx.doi.org/10.24234/wisdom.v6i1.195.

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In 2016, the world of Philosophy lost a tremendous and tireless scholar with the passing of Professor Haig Khatchadourian.
 Haig Khatchadourian, Professor Emeritus of Philosophy at the University of Wisconsin-Milwaukee from the late 1960’s until 1994, was educated at the American University of Beirut (B.A. and M.A.) and at Duke University (Ph.D.). He also taught at the American University of Beirut (1948-49, 1956-68), Melkonian Educational Institute, Nicosia, Cyprus (1950-1951), Haigazian College, Beirut (1951-52), the University of Southern California (1968-69), and was a Visiting Professor at the University of Hawaii-Manoa (1976-77) and a Distinguished Visiting Professor at the University of New Mexico-Albuquerque (1978-79). His areas of specialization included: Aesthetics and Philosophy of the Arts, Ethics, Philosophy of Language, Political Philosophy, and Social Philosophy, among others. He was a member of learned societies and presented papers at international conferences from 1958 to 2007. He participated in the Harvard International Seminar (summer, 1962) and was a Liberal Arts Fellow in Philosophy and Law at Harvard Law School (1982-3). He received numerous honors and awards, including Outstanding Educators of America Award, 2,000 Intellectuals of the 20th Century and 2,000 Outstanding Academics of the 21st Century. He published 19 books and at least 94 articles. His most recent book is How to Do Things with Silence.
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Martinez, A. D., and B. J. Kid. "A TRIBUTE TO PROFESSOR LAVINEL G. IONESCU ON HIS 55th BIRTHDAY." SOUTHERN BRAZILIAN JOURNAL OF CHEMISTRY 6, no. 6 (1998): 1–10. http://dx.doi.org/10.48141/sbjchem.v6.n6.1998.4_1998.pdf.

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Professor Lavinel G. Ionescu was born of Romanian parents in Varset (Vrsac), Banat, Yugoslavia, on May l9, 1943. He attended primary and secondary school in Yugoslavia, Italy, and Switzerland. He obtained the Bachelor of Science Degree in Chemistry in l963 and the Master of Science Degree in l966 from the University of New Mexico, Albuquerque, USA, and the Ph.D. Degree in Physical Chemistry from New Mexico State University, Las Cruces, USA in l970. He did postdoctoral work at the University of California, Santa Barbara, and has held faculty positions at universities in the United States and Brazil. At the present, he is Professor of Chemistry at the Pontifícia Universidade Catolica do Rio Grande do Sul, Porto Alegre and the Universidade Luterana do Brasil, Canoas, RS, Brazil. His research work includes liquid scintillators, radioactive isotopes, noble gases, solution thermodynamics, surfactants and micelles, micellar catalysis, respiratory pigments, membrane models, and history and philosophy of science. He has trained more than fifty research scientists from different parts of the world, is the author of more than two hundred and fifty scientific works, and has been the recipient of many prizes and awards.
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Hernandez-Escobedo, Quetzalcoatl, Alida Ramirez-Jimenez, Jesús Manuel Dorador-Gonzalez, Miguel-Angel Perea-Moreno, and Alberto-Jesus Perea-Moreno. "Sustainable Solar Energy in Mexican Universities. Case Study: The National School of Higher Studies Juriquilla (UNAM)." Sustainability 12, no. 8 (2020): 3123. http://dx.doi.org/10.3390/su12083123.

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Universities around the world should be at the forefront of energy-saving and efficiency processes, seeking to be at the same level or preferably higher than the rest of society, and seeking the goal of 20% renewable energy by 2020. Sustainability practices have been carried out by several universities. In Mexico, the National Autonomous University of Mexico (UNAM) is a leader in this subject; in fact, the newest National School of Higher Studies - Juriquilla (ENES-J) that belongs to UNAM, located in the city of Queretaro (Mexico), is involved in its sustainability plan, with one of its main objectives being to save electric energy. UNAM has some campuses outside of Mexico City, and one of them is the National School of Higher Studies Juriquilla (ENES-J) in the state of Queretaro, where there is the Orthotics and Prosthetics Laboratory (OPL), in which has been installed a Computer Numerical Control (CNC) machine type Haas Automation model UMC-750, which has 5-axis and is an effective means to reduce the number of setups and increase accuracy for multi-sided and complex parts. This machine will be used to design, build, and assess human prosthesis. This study aimed to contribute to sustainability policies at the ENES-J from UNAM, implementing a solar photovoltaic system (PVS) to deliver electricity to the grid and contribute to reducing the electricity load at the Orthotics and Prosthetics Laboratory (OPL), as well to propose new research lines to support the sustainability policies in universities, and also proposing a financial analysis. To achieve this, in an area of 96.7 m2, 50 solar panels type mono-Si Advance Power API-M330 with an efficiency of 17.83% and a capacity factor of 20.4% will be installed and will provide 17.25 kW of power and 345 kWh of energy. The financial analysis shows the initial costs of 46,575 USD/kW, operation and maintenance (O&M) costs (savings) of 569 USD/kW-year, a monthly electricity export rate of 0.10 USD/kWh, electricity exported to the grid of 21.5 MWh, and an electricity export revenue of 2,145 USD. To assess the environmental balance with this PVS at ENES-J, an analysis of greenhouse gases (GHG) is carried out by using the RETScreen software. In this analysis, a GHG emission factor of 0.45 tCO2/MWh was found, as well as a savings of 12,089 USD per year.
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Araya-Ramírez, Iliana, Lilliam Quirós-Arias, and Amalia Ruiz-Hernández. "INTERNACIONALIZACIÓN DE LA EDUCACIÓN SUPERIOR: EXPERIENCIA DESDE LA ESCUELA DE CIENCIAS GEOGRÁFICAS, UNIVERSIDAD NACIONAL." Revista Geográfica de América Central 2, no. 55 (2016): 15. http://dx.doi.org/10.15359/rgac.2-55.1.

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<p>El presente artículo presenta la experiencia de la internacionalización y cooperación internacional que se analiza a partir de tres componentes: los instrumentos para la cooperación, las actividades académicas que favorecen la internacionalización y los productos y resultados académicos a partir de las actividades conjuntas. La metodología implicó el uso de fuentes orales como escritas, principalmente los archivos documentales de la ECG. Desde su institucionalización la disciplina Geográfica tiene una impronta en los procesos de internacionalización; en los últimos años los esfuerzos de cooperación internacional desde la Universidad Nacional, ha favorecido el desarrollo de una geografía robusta y actualizada en los nuevos enfoques teóricos metodológicos, con universidades de gran prestigio en Latinoamérica: Brasil, México, Argentina, Chile, Colombia y la tradicional cooperación con países como Estados Unidos, España y Canadá.</p><p>GLOBALIZATION OF HIGHER EDUCATION: EXPERIENCE OF THE SCHOOL OF GEOGRAPHIC SCIENCES, NATIONAL UNIVERSITY, COSTA RICA</p><p><strong>ABSTRACT</strong><br /> The experience of globalization and international cooperation is analyzed based on three indicators: tools for cooperation, academic activities, and the products and academic results from joint activities. In the School of Geographical Sciences at the National University (UNA), Geography has had a footprint in the process of globalization. The international cooperation efforts by the National University have promoted the development of a solid and updated geography in the new theoretical and methodological approaches along with prestigious universities from Brazil, Mexico, Argentina, Chile, Colombia, as well as the traditional cooperation with countries such as the United States, Canada and Spain.</p><p> </p><p><span><br /></span></p>
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Editors, RIAS. "IASA Statement of Support for the Struggle Against Racialized Violence in the United States." Review of International American Studies 13, no. 1 (2020): 291–93. http://dx.doi.org/10.31261/rias.9626.

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The International American Studies Association is dismayed to see the explosion of anger, bitterness and desperation that has been triggered by yet another senseless, cruel and wanton act of racialized violence in the United States. We stand in solidarity with and support the ongoing struggle by African Americans, indigenous peoples, ethnic minorities, migrants and the marginalized against the racialized violence perpetrated against them.
 As scholars of the United States, we see the killing of George Floyd and many before them as acts on the continuum of the history of the powerful committing racialized violence against the powerless in the United States from before the birth of that country to the here and now of the present day. This continuum stretches from the transatlantic slave trade, the genocide of the indigenous population, the denial of rights and liberties to women, through the exploitation of American workers, slavery and Jim Crow, to the exclusion and inhumane treatment of the same migrants who make a profit for American corporations and keep prices low for the U.S. consumer. As scholars of the United States, we are acutely aware of how racialized violence is systemic, of how it has been woven into the fabric of U.S. society and cultures by the powerful, and of how the struggle against it has produced some of the greatest contributions of U.S. society to world culture and heritage.
 The desperate rebellion of the powerless against racialized violence by the powerful is in turn propagandized as unreasonable or malicious. It is neither. It is an uprising to defend their own lives, their last resort after waiting for generations for justice and equal treatment from law enforcement, law makers, and the courts. In too many instances, those in power have answered such uprisings with deadly force—and in every instance, they have had alternatives to this response.
 We are calling on those in power and the people with the guns in the United States now to exercise their choices and choose an alternative to deadly force as a response to the struggle against racialized violence. You have the power and the weapons—you have a choice to do the right thing and make peace.
 We are calling on U.S. law makers to listen and address the issues of injustice and racialized violence through systemic reform that remakes the very fabric of the United States justice system, including independent accountability oversight for law enforcement.
 We are calling on our IASA members and Americanists around the world to redouble their efforts at teaching their students and educating the public of the truth about the struggle against racialized violence in the United States.
 We are calling on our IASA members and Americanists around the world to become allies in the struggle against racialized violence in the United States and in their home societies by publicizing scholarship on the truth, by listening to and amplifying the voices of black people, ethnic minorities and the marginalized, and supporting them in this struggle on their own terms.
 We are calling on all fellow scholarly associations to explore all the ways in which they can put pressure with those in power at all levels in the United States to do the right thing and end racialized violence.
 There will be no peace in our hearts and souls until justice is done and racialized violence is ended—until all of us are able “to breathe free.”
 
 Dr Manpreet Kaur Kang, President of the International American Studies Association, Professor of English and Dean, School of Humanities & Social Sciences, Guru Gobind Singh Indraprastha University, India;Dr Jennifer Frost, President of the Australian and New Zealand American Studies Association, Associate Professor of History, University of Auckland, New Zealand;Dr S. Bilge Mutluay Çetintaş, Associate Professor, Department of American Culture and Literature, Hacettepe University, Turkey;Dr Gabriela Vargas-Cetina, Professor of Anthropology, Universidad Autónoma de Yucatán, Mexico;Dr Paweł Jędrzejko, Associate Professor of American Literature, University of Silesia in Katowice, Poland;Dr Marietta Messmer, Associate Professor of American Studies, University of Groningen, The Netherlands;Dr Kryštof Kozák, Department of North American Studies, Charles University, Prague;Dr Giorgio Mariani, Professor of English and American Languages and Literatures, Department of European, American and Intercultural Studies, Università “Sapienza” of Rome;Dr György Tóth, Lecturer, History, Heritage and Politics, University of Stirling, Scotland, United Kingdom;Dr Manuel Broncano, Professor of American Literature and Director of English, Spanish, and Translation, Texas A&M International University, Laredo, USA;Dr Jiaying Cai, Lecturer at the School of English Studies, Shanghai International Studies University, China;Dr Alessandro Buffa, Secretary, Center for Postcolonial and Gender Studies, University of Naples L’Orientale, Italy;
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OBENSHAIN, SCOTT, and STEWART MENNIN. "University of New Mexico School of Medicine." Academic Medicine 75, Supplement (2000): S225—S227. http://dx.doi.org/10.1097/00001888-200009001-00065.

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Herman, Carla J., Denise Minton, and Summers Kalishman. "University of New Mexico School of Medicine." Academic Medicine 79, Supplement (2004): S131—S134. http://dx.doi.org/10.1097/00001888-200407001-00030.

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Dissertations / Theses on the topic "University of New Mexico. School of Law"

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"The new context of statutory interpretation of tax statutes in Mexico." Tulane University, 2006.

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This dissertation explains how the interpretation of tax law is rule by Article 5 of the Mexican Federal Tax Code and how this article has been interpreted by scholars, tax authorities, taxpayers and courts. Traditionally, the fundamental elements of tax law have been interpreted in a strict form, which means that the interpreter has to find the literal meaning of the statute, no more. Fortunately, this criterion was superseded by Precedent 133/2002 of the Second Courtroom of the Mexican Supreme Court which is the heart of this dissertation and was the culmination of a progressive development in the field of interpretation of tax law by federal courts. In this precedent the court held that even though articles that contemplate the essential elements of a tax are of strict application, those articles could admit other methods of interpretation in order to find their meaning. This crucial criterion has been recently complemented by the same Second Courtroom, through precedent 27/2006, in which clearly states the meaning of 'strict application' and establishes that this concept must be understood not like a strict interpretation or a method of interpretation but as the result of an interpretative activity The dissertation also explains how the cited development of the criterion held by federal courts has been poorly accepted by administrative courts and by Mexican scholars. Tax authorities and tax payers have been accepted this criterion only when it is convenient for their own interests In this work the author studies how the federal courts in USA, especially the American Supreme Court of Justice, interprets tax law and what have been stated by law and by American scholars The author also compares the Mexican and the American juridical system in relation with the interpretation of law and concludes that the differences are not essential; both countries apply the same methods; the difference is that the Mexican system grants a huge deference to the letter of law and the American system to the intention of Congress Finally, the author proposes the amendment of Article 5 of the Federal Tax Code, in order to adopt the existent criteria of the Mexican Supreme Court when interpreting tax statutes<br>acase@tulane.edu
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Guth, Jessica. "Recruiting and Being Recruited: New Lecturers at Bradford University Law School." 2008. http://hdl.handle.net/10454/2229.

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Yes<br>Every person who holds or has held an academic position at Higher Education level has a unique experience of interview and of `settling in'. This Law in Brief considers the experiences of two new lecturers who took up their posts in August 2007.
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Buckingham, Judith. "Patterns of violence in intimate relationships : a critical examination of legal responses : submitted in fulfilment of the requirements for the degree of Doctor of Philosophy, School of Law, University of Canterbury, Christchurch, New Zealand /." 2006. http://hdl.handle.net/10092/849.

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Books on the topic "University of New Mexico. School of Law"

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Education, New Mexico Dept of. Procedures manual for home school operators in New Mexico. The Dept., 2002.

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F, Butler Benjamin. The law school papers of Benjamin F. Butler: New York University School of Law in the 1830s. Greenwood Press, 1987.

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Schaus, Robert. University at Buffalo Law School: 100 years, 1887-1987 : a history. University at Buffalo Law Alumni Association, 1992.

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Anne, Stein Mary, and University of New Mexico. Center for Wildlife Law., eds. State wildlife laws handbook: Center for Wildlife Law at the Institute of Public Law, University of New Mexico, Albuquerque, New Mexico ; Ruth S. Musgrave and Mary Anne Stein ; with contributions from Karen Cantrell, Sara Parker, and Miriam Wolok. Government Institutes, 1993.

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Conference on Contract Law : from Theory to Practice (1988 New York University School of Law). Proceedings and papers of the Conference on Contract Law: from Theory to Practice: Held at the New York University School of Law, May 7, 1988. New York University School of Law, 1989.

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Labor and Employment Law Institute (9th 1992 School of Law, University of Louisville). Ninth Annual Labor and Employment Law Institute, School of Law, University of Louisville: New directions for labor and management in a changing economic environment, June 11-12, 1992. Edited by Dolson William F. F.B. Rothman, 1997.

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New, Jersey Legislature Senate Committee on Law Public Safety and Defense. Public hearing before Senate Law, Public Safety, and Defense Committee, Senate bill no. 2241 ... and proposed Senate committee substitute for Senate bill no. 893 ...: March 6, 1990, New Jersey Medical School, University of Medicine and Dentistry of New Jersey, Newark, New Jersey. The Committee, 1990.

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New Jersey. Legislature. General Assembly. Advisory Council on Women. Meeting of Assembly Advisory Council on Women: Women's health issues : March 2, 1995, New Jersey Medical School, University of Medicine and Dentistry of New Jersey. Office of Legislative Services, Public Information Office, Hearing Unit, 1995.

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Symposium on "Israel-Middle East economic relations in the year 2000" (1995 New York University). Transcript of the Symposium on Israel-Middle East Economic Relations in the Year 2000: June 6th and June 7th, 1995, New York University School of Law. American Israel Economic Corporation, 1996.

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Symposium of the Constitutional Law Resource Center (1st 1990 Des Moines, Iowa). Values in conflict: Twenty-five years after New York Times v. Sullivan : proceedings of the first annual Symposium of the Constitutional Law Resource Center, Drake University Law School, Des Moines, Iowa, March 30 and 31, 1990. [The School], 1990.

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Book chapters on the topic "University of New Mexico. School of Law"

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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. 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. Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-17608-6_18.

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Shelley, Thomas J. "The Fordham University School of Law." In Fordham, A History of the Jesuit University of New York. Fordham University Press, 2016. http://dx.doi.org/10.5422/fordham/9780823271511.003.0010.

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Beleza, Teresa Pizarro. "Dean, School of Law, New University of Lisbon." In Quality of Legislation - Principles and Instruments. Nomos Verlagsgesellschaft mbH & Co. KG, 2011. http://dx.doi.org/10.5771/9783845231792-13.

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Moore, Imogen, and Craig Newbery-Jones. "4. Starting out at law school." In The Successful Law Student: An Insider's Guide to Studying Law. Oxford University Press, 2018. http://dx.doi.org/10.1093/he/9780198757085.003.0004.

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Starting legal studies is an exciting time. However, the student might also feel a bit apprehensive about commencing a new and challenging programme of study, joining a new institution, approaching new ways of working, facing new expectations, and meeting new people. Whether they are moving away from home for the first time, changing degree courses or changing their career, some nerves and concerns are completely natural. This chapter looks at both the transition to university and an introduction to the law school itself. It explores some of the different challenges that may be faced and provides strategies to meet those challenges. It also explains a bit more about the law school and the early days to help the student to settle in as quickly as possible.
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Adkins, Mary E. "School and a Changing Profession." In Chesterfield Smith, America's Lawyer. University Press of Florida, 2020. http://dx.doi.org/10.5744/florida/9780813066660.003.0004.

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After returning from the war, Smith had purpose. He enrolled in law school at the University of Florida. His earnings and the GI Bill supported him, his wife, and his new family. Smith was a leader at the law school in a class of outstanding students, serving as an assistant to a professor and cofounding the University of Florida Law Review, a scholarly journal.
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Montaudon-Tomas, Cynthia M., Ivonne M. Montaudon-Tomas, and Maria del Carmen Williams-Pellico. "Developing a Case Writing Club to Create Local Cases in a Private University in Puebla, Mexico." In Case Study Methodology in Higher Education. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-9429-1.ch008.

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In a business school in Puebla, Mexico, numerous methodologies were introduced to create a more active learning environment as part of the new educational model. One of such methodologies was the use of case studies. Initially, cases were bought from different case centers, and/or adapted from books, which was costly and did not necessarily help students from rural communities and small villages understand the reality that businesses in the region were facing. An initiative was established to develop a writing group integrated by faculty members. Integration was fast and smooth, and the initiative turned into a writing club that produced case studies based on local businesses and businessmen, and specialized in rural and marginalized communities that have developed different entrepreneurial projects. The process in which the group was organized and the methods used to promote collaborative writing are described including the tricks of the trade of the group, which in only two years has created a repository of over 50 cases. The cases will be published as a book in 2019.
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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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Comstock, Anna Botsford. "A Sailor and a Scholar." In The Comstocks of Cornell-The Definitive Autobiography, edited by Karen Penders St Clair. Cornell University Press, 2020. http://dx.doi.org/10.7591/cornell/9781501716270.003.0002.

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This chapter examines John Henry Comstock's experience as a sailor and a scholar. Living as he did among sailors, it was natural that he should turn to sailing as the most available means of earning money. His first experience was on a small lumber vessel plying between Oswego, New York and Kingston, Canada. At the end of the first season of sailing, Henry had twenty dollars in his pocket after he had bought his clothing for the coming year, and with this surplus he started home. When he started school, the devoted teacher Miss Eleanor Dickinson encouraged Henry to take up algebra. It was the first time in his life that even a thought of higher education had dawned on his mind. A new world then opened to the boy, and Miss Dickinson taught him his algebra after school hours. To her influence Henry always attributed his ambition for an education; he had become thoroughly imbued with the desire for a college education and gave his whole thought and energy to his work in school. The chapter then details Henry's terms at Mexico Academy and Falley Seminary. In the fall of 1869, he entered Cornell University.
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Chávez-Márquez, Irma Leticia, Carmen Romelia Flores-Morales, Ana Isabel Ordóñez Parada, and Luis Raúl Sánchez-Acosta. "A Sustainable Business Incubation Model Focused on Family Firms." In Handbook of Research on Entrepreneurial Leadership and Competitive Strategy in Family Business. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-8012-6.ch020.

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Entrepreneurship is a trigger for growth and development in the global economy. Nowadays, business incubators centers have grown in importance to promote start-up programs and different services aimed to consolidate and grow new business initiatives. The objective of this research was to define an entrepreneurial model based on the best practices of the Business Incubator Center of the Accounting and Administration School at the Autonomous University of Chihuahua in Mexico. A survey of registered companies in incubation between May 2015 and July 2018 was conducted. The main results were divided into two stages, considering 101 and 318 companies, respectively. Correlations and regression analyses in this study indicate no differences in gender regarding entrepreneurial activity and business operations. A confirmed model for business incubation is outlined.
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Conference papers on the topic "University of New Mexico. School of Law"

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Ciucan-Rusu, Liviu. "Key Facts about the Decision-making Process of High School Students Regarding Career Options." In ATEE 2020 - Winter Conference. Teacher Education for Promoting Well-Being in School. LUMEN Publishing, 2021. http://dx.doi.org/10.18662/lumproc/atee2020/09.

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As a dynamic transformation of the economy, companies put pressure on universities and other educational suppliers to deliver the labor force with new knowledge and skills required, to ensure their innovation and competitiveness. Because of these dynamics, students are also under pressure when they must decide about future jobs. There is also confusion in the mind of young adult that needs to bear the influence of public media, social media, online communities about the personal development in regional, national, or global environment. In this case, universities and high schools have to inform about trends and perspectives of future career and support students in their choice but they lack of communication capabilities or marketing aspects are overestimated. Our study is based on an online survey with more than 500 participants from Mures county high schools during the 2018-2019 academic year. Most of the student wants to continue their study at university 83,2 %. As a preferential channel of information about university programs students voted as very useful, university websites and meetings with representatives of faculties. The main fields students interested in are: business, engineering, informatics, medicine, public administration and law. Around 13.4% of the high school students intend to continue their study abroad. Almost half of the respondents have clear idea of study program to be chosen. Regarding the influence factors of their choice, family and acquaintances who are already university students have the higher impact rather than colleagues, friends and professors. When referring to criteria for choosing the future university, they favor the number of tax-free places and international mobility. Generally, we can say that students consider university the most important next step in their future career and they proof themselves rather independent to decide about this step. Our study also emphasizes significant levels of indecision and we will deepen our further research for better understanding of the phenomenon.
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González, Manuel Joaquín Fernández, Svetlana Surikova, and Tamara Pigozne. "Adaptation of a Teacher Training Programme for Character Education to the Latvian Context." In 78th International Scientific Conference of University of Latvia. University of Latvia, 2020. http://dx.doi.org/10.22364/htqe.2020.01.

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This paper presents an analysis of the quality of the adaptation of the transnational teacher training programme for character education “Arete catalyst” to the socio-cultural context of Latvia. Based on the theory of cultural adaptation of educational programmes, and on a qualitative analysis of documentary sources, the quality of the adaptation was discussed by comparing the features of the adapted programme with Latvian societal needs and policy makers’ guidelines for character education (research question 1), and with the legal and institutional requirement for teacher training (research question 2). The findings revealed that the adapted Latvian programme responds widely to the needs of Latvian society and of the educational sector regarding character and virtue education, and addresses values and virtue education, as foreseen in the governmental guidelines for upbringing at school. It also complies with the Law of Education and the regulations of the Cabinet of Ministers regarding the professional development of teachers, and with the rules for approval and implementation of teacher training programmes at the University of Latvia. The adaptation process described can be useful for academics adapting existing programs to new socio-cultural contexts. This work should be continued by piloting and refining the adapted programme.
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Lisimberti, Cristina, and Katia Montalbetti. "Alternanza scuola-lavoro (work-based learning) as a resource for higher education." In Fifth International Conference on Higher Education Advances. Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/head19.2019.9352.

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In Italy, Law no. 107/2015 made obligatory for all second grade secondary school students to spend a certain number of hours on alternanza scuola-lavoro activities (work-based learning). For Italian schools this opened up new horizons as well as new challenges on multiple levels: organisational, didactic and educational. Anyway Legal provisions and scientific evidence are in fact not sufficient to guarantee quality because school and work contexts are systems guided by different motivations, models and mechanisms. “Tailoring” and “co-designing” are the main characteristics of alternanza programmes offered by Università Cattolica del Sacro Cuore; to investigate the quality of these experiences a survey has been launched. Whilst the study confirms the satisfaction of the participating schools, from the perspective of ongoing improvement, a number of areas for development emerged in relation to evaluation issue in particular. Beyond the experience itself, universities should consider alternanza a major topic for consideration, since it enhances their fundamental activities: research, education and the third mission; accommodating students on alternanza programmes is therefore a means of responding to local needs but also an opportunity to consolidate university development strategies.
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Маслаков, А. С. "Philosophical Criticism as a Phenomenon of Free Thinking." In Современное образование: векторы развития. Роль социально-гуманитарного знания в подготовке педагога: материалы V международной конференции (г. Москва, МПГУ, 27 апреля – 25 мая 2020 г.). Crossref, 2020. http://dx.doi.org/10.37492/etno.2020.76.53.023.

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в решении своих вопросов философия выступает как рефлексия и самокритика мышления. Такая критика является самообнаружением мышления. Поэтому университетский курс философии неизбежно становится школой самокритики мысли, а историко-философский материал – непосредственным объектом для повседневной учебной работы и интеллектуальной практики. Внутри этой практики критическое мышление неизбежно обретает себя как свободное мышление. Рассматривается вопрос преподавания философии в условиях перехода на новые стандарты высшего образования, ставится проблема статуса философии в современной ситуации. in solving its problems, philosophy acts as self-reflection and self-criticism of thinking. Such criticism is self-discovery of thinking. Therefore, the university course of philosophy inevitably becomes a school of self-criticism of thought, and historical and philosophical material is a direct object for everyday academic work and intellectual practice. Within this practice, critical thinking inevitably acquires itself as free thinking. The question of teaching philosophy in the areas of transition to new standards of higher education in accordance with the requirements of federal law is considered, the problem of the status of philosophy in the current situation is posed.
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Reports on the topic "University of New Mexico. School of Law"

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Foster, Jessica. Survey of Legal Mechanisms Relating to Groundwater Along the Texas-Mexico Border. Edited by Gabriel Eckstein. Texas A&M University School of Law Program in Natural Resources Systems, 2018. http://dx.doi.org/10.37419/eenrs.groundwateralongborder.

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The purpose of this study is to present a factual picture of the multiple groundwater governance frameworks that cover the same transboundary aquifers on the Texas-Mexico border. The study can then serve as a foundation to support future research and as a reference for those sharing groundwater resources on the border to use in considering whether and how to coordinate management. Currently, Texas A&amp;M School of Law, the Bush School of Government and Public Service at Texas A&amp;M University, and the Texas Water Resources Institute are collaboratively pursuing a larger interdisciplinary project, and the study presented in this report is part of that concerted endeavor. First, the project establishes a study area, then identifies who are the stakeholders in the area, and finally summarizes the various rules each entity applies to groundwater. The study area selected is based on the aquifers identified in the 2016 study noted above (see Figure 1). Although there is currently no formal agreement between governments or users in Mexico and Texas for managing the reservoirs that cross underneath the international border, this survey represents a preliminary step in addressing the larger problems that the absence of a cooperative groundwater management framework presents. All of the institutional approaches employed in the various jurisdictions surveyed here model features from which developing management approaches could draw. Equally, noting gaps in the institutional approaches themselves and the ad hoc groundwater withdrawals occurring outside the reach of those institutions illustrates potential value in engaging local users in Texas’ and Mexico’s respective groundwater governance arrangements.
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