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dc.contributor.authorKramer, Larry
dc.date.accessioned2019-06-17T17:46:30Z
dc.date.available2019-06-17T17:46:30Z
dc.date.issued2019-06
dc.identifier10.17062/cjil.v5i1.80en_US
dc.identifier.issn2379-9307en_US
dc.identifier.urihttp://hdl.handle.net/10504/123048
dc.description.abstractAs legal education incorporates more clinical offerings into the three-year JD curriculum, it becomes more like the training of other professionals. But this isn’t enough. Other professionals also are expected to serve post-graduation apprenticeships before they are deemed fully prepared to practice and so licensed to do so. Building an apprenticeship model into post-graduation legal training is a step toward redressing what are inaccurately perceived as shortfalls of legal education. Another step would be moving away from the current one-size-fits-all JD to include alternatives that involve less lengthy and intensive training and certification for specific legal tasks.en_US
dc.languageen_USen_US
dc.publisherCreighton Universityen_US
dc.rightsCopyright (c) 2019 Creighton Journal of Interdisciplinary Leadershipen_US
dc.titleSome Quick Fixesen_US
dc.description.volume5en_US
dc.title.workCreighton Journal of Interdisciplinary Leadershipen_US
dc.description.pages32-33en_US
dc.description.issue1en_US
dc.url.link1http://doi.org/10.17062/cjil.v5i1.80en_US


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