The Criminal and Juvenile Defense Clinic is a one-semester, six-credit clinic offered in both the spring and fall semesters. Under the supervision of Professor Rachel Moran, students will have the opportunity to defend both children and adults accused of crimes in juvenile and criminal court.
Law professor Rachel Paulose commented for the St. Paul Pioneer Press on the recent announcement of the federal violent crimes strategy by Minnesota U.S. Attorney Andrew Luger. She explains why this new strategy will be important to decrease the violent crime rates within the Twin Cities.
Crime In The St. Thomas School
Because of the strength of our program and our commitment to educating well-rounded lawyers, St. Thomas law school offers a vast catalog of courses that can be tailored to fit the professional aspirations of each student. Whether your passion is corporate law, civil litigation, dispute resolution, criminal law, family law, public interest law, international law or one of the many other specialty areas of law, the faculty and staff at St. Thomas can help advise you on a curriculum that truly fits with your personal and professional goals.
As one of the first law schools in the nation to offer graduate degrees in organizational ethics and compliance, St. Thomas law school offers a formal J.D. concentration in this area. Below are examples of areas in which you can choose to focus your study, each including a select list of courses.
STU Law offers ten certificate programs. STU Law offers a certificate in Admiralty and Maritime Law, Business Law, Criminal Litigation, Elder Law, Environmental Sustainability, Immigration Practice, Intellectual Property Law, Intercultural Human Rights, Real Estate Law, and Tax Law. These programs are designed for students who want to focus on a particular area of practice while in law school. To qualify for a certificate the student takes a number of classes and in some cases takes continuing legal education courses in the area of focus and/or performs pro bono work in the area of focus.
The certificate programs allow the student to gain greater insight into a particular area of the law. If the student completes all the certificate requirements then, upon graduation, he/she is provided a certificate and would have greater familiarity with that area of practice which the student might then continue to explore in practice or post-J.D. education. The requirements for each of the certificates can be found in the law school catalog.
Prior to entering academia, Dean Garcia was an Assistant State Attorney in Miami, trying felony and narcotics-related cases including attempted murder, solicitation to commit murder, burglary, kidnapping, trafficking, and white collar crimes. He also served as a criminal defense attorney in private practice in Miami. In addition to his extensive trial and motion experience, Dean Garcia has extensive appellate experience preparing briefs and arguing cases at the United States 11th Circuit Court of Appeals and the Third District Court of Appeals (Florida).
At the Biscayne College, Miami, the Bachelor of Arts in Criminal Justice degree provides the student with a skill-based, scholarly understanding of the structure and operation of the police, courts, and correctional systems. Attention is given to managerial, legal, and behavioral of crime and crime control along with important related contemporary issues such as capital punishment, the war on drugs, court reform, and terrorism.
SOC 321D CriminologyThis course provides and analysis of the incidence, distribution, and etiology of crime. The criminal as a social type is profiled. Changing philosophies of corrections and variations in criminal behavior are explored theoretically and empirically.
CCJ 3666 VictimologyThis course on the social and psychological characteristics of crime victims, their role in precipitating criminal acts, the difficulties they encounter in the criminal justice system, alternative social programs for helping crime victims, and legal policies designed o compensate, protect, and rehabilitate victims of crime.
However, this selection of teachers caused other inconveniences personified by the chemistry teacher who, despite his relatively young age, had behind him several international patents, two disasters of a medium extent, and an effaced suspended sentence for a criminal offence of general threat arising from the production of a plastic explosive in the home conditions of a single-room flat in a prefab housing estate. Whereas the schoolmistresses, enthusiastically, and the schoolmasters, at least orderly, accepted the obligation of a dignified representation of the school, the chemistry teacher silently ignored all reproofs regarding his appearance..
What was excused to the chemistry teacher, at least temporarily, was not excused to the girl students who were ordered to wear uniforms in accordance with the school regulations that included details such as underwear. Here, of course, the main role was played by the hygiene reasons, but along with them also social aspects were considered when the decision on the parts of the uniform was being made: The uniform, equal in all details, efficiently blurred the difference between those girls who were driven to school in parents' luxury saloon cars and those who got to school using the public transport. There was a continuous fight raging between the girls and the teachers about the neatness and completeness of the uniforms. "Good manners", at least of the class troublemakers, included putting on and adjusting uniforms in the last possible moment just before the class teacher came to make a record of the absent students and to inspect the classroom before classes started. Particularly the compulsory cotton underwear was an appreciative subject of scorn, not for the material used but for the design, which was called "knickers from head to tail"; however, only those students saw it in this way whose underwear, with its almost total absence of fabric, gave the reason to explore whether it was still clothing or only cleverly made makeup.
The moral duty of the girl students worthy of their names was also to profess "fashion stripes": In the spirit of its best traditions, St. Thomas School introduced corporal punishments and only the headmistress herself could say how much of her time, nerves, and arguments with ministerial officials this measure took. The legal problems were finally solved by transferring some of the parents' legal authorities to the school; since that time school offences, including offences against the regulation on the school uniform, had their "fixed rates" and, by contrast, the honour-minded students had a "moral duty" to continually have "fashion stripes" on their bottoms so as to prove how deeply they despise the observance of the school regulations. In practice it meant breaking the school regulations at least twice, so that the traces on the bottom were regularly restored by three obligatory slaps with a cane. Both sides were reconciled with this state.
Mr. Neruda, the teacher of the Czech language, did not rank among the young teachers, with neither his age, nor opinions. He hold an opinion that an unemployed child represented a potential trouble and he tried to protect his students against troubles. The Czech teacher ranked therefore among the least favourite, but at the same time the most dreaded teachers. From the students' view he had quite a considerable collection of negative qualities starting with early arrivals in the classroom, through examining by which he decimated the absolute majority of the class every day, to a terrible speed at which he dictated notes to the subject being taught. His popularity was not particularly increased by his stress laid on the silence in his classes and his habit to send naughty students to a corner - though for the class "stars" this was an opportunity for various small provocations, however, dearly paid by a duty to copy notes in exercise books, which sometimes exceeded a lot more than twenty pages if Neruda was in a good condition. The students were really frustrated as it was the Czech lesson with which the school week always began.
Rather strained relations prevailed among those three class "stars" in privacy and the reason was, of course, adolescent love. The girls' idol, compelling Karel, showed his preference to Kristýna at that time and she enviously guarded him, knowing well that Jana was a serious competitor. However, their interest in revenge made personal disagreements go aside and Kristýna, changing her school uniform for something that was sexy, in her opinion, finally agreed with hesitation that she would take a talk with Karel, a student of the Institute of Chemical Technology, about some of the more interesting properties of chemical compounds. She eventually fulfilled the promise only half-way because she knew, as a well-brought-up girl, that it was not polite to speak with full mouth. In spite of that Karel's monologue was more than inspiring and Kristýna managed to gain the necessary ingredients early in the morning before the lessons started.
It took the staff almost an hour to manage the situation and establish at least a sort of order. Only when an ambulance left and blood on the floor and walls was washed away, could the headmistress and the class mistress with the students return to the classroom. The headmistress thought it would be good to bring the students back to the scene of the crime, about whose cause she had no doubts, and the oddly silent and dumbfounded class gave her the truth. After all, only because the students were warned beforehand and they hid under the desks before the explosion, the astonishing luck within a bad luck could be explained, if we can call a luck the fact that the explosion only hurt the chemistry teacher and did not hurt the students. The headmistress decided to compensate the deficit in the proportion of harm as quickly as possible, however, she had to wait for a boy from the neighbouring boys' school whose headmaster she kindly asked for the provision of a suitable tool. The boy really took his time and after he was degradingly run down before the girls' class, he genuinely appreciated his always grumpy, but good-natured and basically soft-hearted headmaster. By contrast, the headmistress, when looking at the not particularly impressively looking paddle (she expressly asked the colleague headmaster for the biggest tool they had in the school), she understood why that boy had cheekily made the five minutes' journey between their schools take a whole hour. 2ff7e9595c
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