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BMI Calculator

BMI Calculator


A Body Mass Index (BMI) calculator is a measure of a person's weight and height to determine whether that person is at a healthy weight.  The bmi calculator can give you an idea whether you are overweight or underweight compared to the accepted normal weight for your height and gender. 

BMI calculators are designed to provide a general idea of healthy weight.  It is not designed to provide a complete view of a person's health as a result of their weight.  Instead, it is used mainly by physicians and doctors as a way to help patients with weight problems to understand generally what their healthy weight should be.  

The following steps should be used to determine your body mass index:

1.First, you must collect some basic household items that will be used to obtain the numbers needed to use the body mass index (BMI) calculator. You will need:

– A scale to measure your weight (any standard bathroom scale will work)

– A measuring tool to determine your height such as a measuring tape or yardstick (While a bmi calculator is most accurate with an exact height, you can use an estimate as long as it is within an inch of accuracy)

– Paper and a pencil or pen to record your height and weight

2.  Next you will need to weigh yourself in order to get your current weight.  Place your scale on a smooth hard floor.  In order to get the most accurate bmi calculator results, wear a limited amount of clothes to get your true weight.  Use the scale two or three times to ensure you are getting an accurate reading. 

3. Measure your height, using either the measuring tape or yard stick. Some tips for measuring your height include:

– Find a wall and with your back straight, mark the top of your head on the wall.  Step away from the wall and measure the distance from the floor to your mark. 

– If you are able to, another person can be very helpful in measuring your height.  Have the second person use a measuring tape to accurately measure the bottom of your feet to the top of your head. 

–  If you are unable to get an accurate recording of your height, you may use your best estimate from a previous doctors visit or physical.  Keep in mind that bmi calculators are most accurate when your exact height is provided.  

4. Using the paper and pen or pencil, record your weight and height.  While an online bmi calculator can bes used to calculate your bmi, you can also manually determine your bmi by performing this calculation:

– BMI = Weight (in pounds) / Height (in inches) X Height (in inches).

– Take the above amount and multiply it by 703.  This is your body mass index.  

5. One you have used one of the many bmi calculators, you must next compare your body mass index with the chart that determines whether you are at a healthy weight.  Many bmi calculators not only provide you with your body mass index, but will also tell you whether you are at a health weight, underweight, or overweight, and by how much.  

– Find a body mass index chart.  A healthy body mass index depends greatly on your age, body frame type, and gender, however the following are the general ranges of the body mass index.

– A body mass index of less than 18 is underweight

– A body mass index of between 18 to 18.5 means you are thin for your height

– Body mass index of between 18.6 – 24.9 is the range of a generally healthy weight

– A body mass index of between 25 – 29.9 means you are overweight

– A body mass index of over 30 means you are obese.  If your bmi calculator determines you are obese, it is advised that you consult a doctor immediately in order to help reach a healthy weight. 


1. Keeping your weight within a healthy range is one of the best ways to keep your body in optimal health, which will limit health problems and prolong your life expectancy.  Using a bmi calculator regularly provides you with a good indication of your current weight and overall progress if you are attempting to control your weight.  

2. If you are attempting to use the manual bmi calculator using the above mathematical equation, note that the true multiplier is not just 703, but rather 703 + (4489/64516).  However, the difference is so minimal that it should not affect your results more than one hundredth of a decimal.  Online bmi calculators will use the true multiplier, so keep this in mind if your are comparing your math to the online bmi calculator.  

3. One of the biggest issues with a bmi calculator is the fact that it does not take in to account muscle mass.  Large muscle mass, which is usually healthy, may skew the results of the bmi calculator.  However, bmi calculators are designed to only provide a healthy weight guideline for the average person, it does not provide an exact custom tailored evaluation of your personal healthy weight. 

General Tips While Using the BMI Calculator

1. While body mass index is designed to be used by average people aged 25 to 65, it has many limitation.  The bmi calculator cannot take into account your muscle mass, body type, or frame size.  People with larger frames, larger body types, or above average muscle mass may find that they are a healthy weight despite having a body mass index in the overweight or obese range.  

2. Other forms of body measurement should be used in conjunction with a bmi calculator.  Measuring your waist to hip ratio, body fat calculations, and other measurements should all be used when determining what your personal healthy weight should be.  Consult a physician, nutritionist, or weight loss specialist to get a full picture of your target weight.  

3. Should your weight be a serious concern, it is important that you use much more technical methods of body measurement, which can be accessed through medical facilities or at many gyms and health spas. 

– A skin-fold test used mechanical calipers to measure total body weight from fat.  

– A bio-electrical impedance analysis, which sends a small electrical current through your body, measures your total fat content and amount of weight from fat.

– Both of these methods provide a much more accurate measure of your body fat, muscle content, and should be used to set goals and targets if you have significant health issues stemming from weight problems.  

International Variations

While all bmi calculators use the same formula in all regions of the world, many countries use a different range to determine a healthy weight for their population.  This is mainly due to the differences in body frames and types found in different regions of the world.  Below are some examples of places that use a different scale to determine healthy weights using a bmi calculator.

– In Japan, a normal body mass index is considered between 18.5 to 22.9.  Overweight ranges from 23 – 24.9, and obesity is anything over 25.

– In Singapore, the health body mass index range is the same as Japans, however obesity starts at 27.6 and morbid obesity is considered a body mass index of over 40.  

Age and BMI Calculators

While most bmi calculators do not take into account your age, you should consult a chart that shows you what your body mass index should be compared to others in your age range.  Children's bmi ranges are completely different than those of an adult.  

– Between the ages of 2 and 20, a healthy male child's body mass index should range from a little over 16 at age 2 all the way up to a healthy bmi of 23 at age 20.  These charts take into account normal body growth and the weight associated with maturity and puberty during teenage years.  

– The health body mass index for girls aged 2 to 20 range from a health bmi of 16 at age 2 to a health bmi of 22 at age 20. 

Similarly, people over the age of 65 are not advised to use a bmi calculator, as at this age a health body mass index cannot easily be determined, as many other factors should be considered.  Instead, consult your physician to determine what your own healthy weight should be at this age.  

Gender and BMI Calculators

The most basic bmi calculators and graphs do not take into account the gender of the person, however it is widely accepted that men and women have healthy weight ranges that are different.  

– Generally, due to differences in body type and hormone differences, a woman's healthy body mass index range is slightly higher than a males.  

It is very important that you keep in mind that bmi calculators should only be used as a general indications of your weight and health.  Do not be concerned if your body mass index falls slightly into the underweight or overweight categories unless you believe you are suffering health issues as a result of your weight.  

If you fall within one of the danger zones of body mass index (a bmi of under 18.5 is considered the point of malnutrition, while a bmi of over 30 is considered obese) you should consult a doctor immediately.  Almost all people who fall in these ranges are in danger of imminent health problems which can greatly affect your quality of life and life expectancy.  


Department of Education Awards 51 Grants for Veterans

Department of Education Awards 51 Grants for Veterans

On September 28, 2012, the US Department of Education declared that $14,392,377 was awarded to 51 different Veterans Upward Bound projects across the United States.  The Department of Education estimates that 6,831 can use the grants.  

According to the Department of Education, the projects mainly help young, low-income military members.  The veterans can use the grants to adjust between military life and civilian life while increasing their education to forward their career.  
The Department of Education states that while the grants provide education in all core subject education, the grants also provide refresher courses, tutoring, help with entrance exams, help with financial aid, personal counseling, networking, and more.  
U.S. Secretary of Education, Arne Duncan, stated, “No group deserves our support for opportunities to learn and advance their knowledge and skills more than our veterans.  These Upward Bound Veterans grants will help prepare our returning veterans for college by providing the academic instruction, mentoring and guidance they need to succeed in college and in life.” 
The Veterans Upward Bound is part of the Upward Bound program that was started in 1972.  The program is one of three similar programs under the Upward Bound program, and four other programs provide student services.  The programs are listed below: 
Education Opportunity Centers
Ronald E. McNair Post-baccalaureate Achievement
Student Support Services
Talent Search
Training Program for Federal TRI programs
Upward Bound Math and Science
The Department of Education reports that the Veterans Upward Bound program has help a total of 5,780 veterans since 2007.  The new wave of grants will ensure that veterans receive the education they deserve for serving the country.  
Source: Department of Education

American Indian and Alaska Native Students Receive $2M

American Indian and Alaska Native Students Receive $2M

On October 5, 2012, the Department of Education announced that four competitive grants were awarded to tribal education agencies (TEAs).  The grants were issued under the State Tribal Education Partnership (STEP) program, and the four grants equal about $2 million collectively.  

The U.S. Department of Education announced that the grants will help increase educational opportunities to American Indian and Alaska Native students while addressing their cultural needs as well.  

According to U.S. Secretary of Education, Arne Duncan, “We have a profound obligation to ensure that all children, including American Indian and Alaska Native students, have the opportunity to receive a 21st century education.  Tribal leaders, teachers, and parents are best-suited to identify and address the needs of their children, and tribal communities deserve to play a greater role in providing American Indian and Alaska Native students with the tools and support they need to be successful in school and beyond.”  

The U.S. Department of Education reported that tribal officials constantly noted the lack of opportunities for tribes to directly participate in the education of the children.  As a result of the concerns, the Obama Administration made a proposal in the Elementary and Secondary Education Act to increase the authority of TEAs.  

The STEP program will help TEAs and state educational agencies work together.  The funded projects will give TEAs the authority to perform several state-level functions at public schools located on trial lands.  The grants will continue for three years, and the yearly amounts are provided below:

•    Nez Perce Tribe in Idaho will receive $451,481
•    Navajo Nation Diné Department of Education in New Mexico will receive $357,347
•    Chickasaw Nation in Oklahoma will receive $739,246
•    Confederated Tribes of Umatilla Indian Reservation in Oregon will receive $385,436

Source: U.S. Department of Education

College Major May Mean Millions over Career

College Major May Mean Millions over Career


On October 10, 2012, the Census Bureau released data from the 2011 American Community Survey (ACS) that saw significant differences in annual earnings between different college majors.  Two different ACS reports compared results between majors.  
The Field of Degree and Earnings by Selected Employment Characteristics: 2011 explains the relationship between bachelor’s degrees, annual earnings, and the chance of full-time employments.  The report stated bachelor’s degrees in engineering saw the highest median earnings—about $92,000 in 2011.  Degrees in performing arts, communications, education and psychology saw median annual earnings of $55,000 and below.
Science, engineering, and business degrees had the most full-time employment as well.  About 64 percent of business majors work full time, while only half of literature and language majors were employed full time.  
The Work-Life Earnings by Field of Degree and Occupation for People With a Bachelor’s Degree: 2011 examined the relationship between the amount of schooling and how much money a person would make over their lifetime.  The general consensus: get a college degree.  
People with less than high school education only make an average of $936,000 during their lifetime while those will professional degrees will make about $4.2 million.  Engineering majors with a bachelor’s degree who are in a management position will earning about $4.1 million, while service workers with an art of education major will make about $1.3 million over their lifetime.  
The following results were also reported in the reports: 
engineering, computer, math, science, business, physical science, and social science majors have the highest average work-life earnings
liberal arts majors now working in computer or mathematical occupations have median work-life earnings around $2.9 million, and liberal arts majors in office support occupations have average life-work earnings around $1.6 million
education majors are most likely to work for government entities in 2011, while engineers are the most likely to work in the private sector
Source: U.S. Census Bureau

Idaho Approved by Obama Administration for NCLB Flexibility

Idaho Approved by Obama Administration for NCLB Flexibility

On October 17, 2012, the U.S. Department of Education announced that Idaho is the latest state to receive approval for flexibility from the No Child Left Behind Act (NCLB).  Now, 34 states have been approved by the Obama Administration to adopt state plans and amend procedures set forth by the NCLB.  

States that received approval have formed plans to help all students prepare for college or a career, provide aid and focus on the students with the most needs, and encourage teaching and leadership improvements within their schools.  Many states have decided to adopt their own plans instead of the top-down requirements set forth by the NCLB.  

The first waivers from the NCLB were offered by the Obama Administration in February of 2012 after the Administration announced it would grant the waivers in September of 2011.  

U.S. Secretary of Education Arne Duncan stated, “With the addition of Idaho, a growing number of states nationwide are receiving much-needed flexibility from No Child Left Behind.  More than a million students are now captured by states’ new accountability systems, and we continue to see impressive reform plans from the local level will drive student achievement and ensure that all students are ready for college and their careers.”

The 34 states that have received waivers from the NCLB are: Arizona, Arkansas, Colorado, Connecticut, Delaware, Florida, Georgia, Idaho, Indiana, Kansas, Kentucky, Louisiana, Maryland, Massachusetts, Michigan, Minnesota, Mississippi, Missouri, Nevada, New Jersey, New Mexico, New York, North Carolina, Ohio, Oklahoma, Oregon, Rhode Island, South Carolina, South Dakota, Tennessee, Utah, Virginia, Washington and Wisconsin.  The District of Columbia has also received a waiver.  

Ten states currently have outstanding requests for waivers from the NCLB.  The following states have not requested a waiver so far: Montana, Nebraska, Pennsylvania, Texas, Vermont, and Wyoming.  

Source: U.S. Department of Education



The Fulbright Program

The Fulbright program is sponsored by the Bureau of Educational & Cultural affairs under the United States Department of State. The program provides funding not only for students, but also teachers, scholars, and professionals who plan to take advance research, graduate study, and teaching on an elementary, secondary and university level.
The mission of the Fulbright Program includes:
Stimulating closer educational relationships between United States and other countries.
Reinforcement and connecting institutions of higher learning internationally.
Saving threatened scholars and promoting academic freedom.
Constructing leadership skills and improving the capacity of both organizations and individuals to address global and local challenges.
The Fulbright program was established in 1946 under the legislation introduced by former Senator J. William Fulbright. Every year, Fulbright scholarships are awarded to about 7,500 students, adding up to approximately 294,000 total receivers of the grant in the last 60 years, with 183,000 of these individuals being from other countries.
The Fulbright scholarship receives its funding from the U.S. Congress, as well as participating governments and institutions in participating foreign countries. The United States also contributes through indirect support and cost-sharing, such as tuition wavers, university housing, and salary supplements. In 2008, the Congressional appropriation for the Fulbright scholarship was $215.4 million. Meanwhile other foreign government donated about $60 million to the program.
There are many different categories of Fulbright Scholarships, including both institutional and individual grants, as well as other exchange programs:
Roughly 1,100 American professionals and scholars are sent to approximately 125 countries, where they can conduct research or lecture in different academic and professional fields.
The Fulbright Specialist Program sends U.S. professionals and faculty to act as consultants on faculty development, curriculum, institutional planning and other related subjects at various overseas academic institutions for anywhere between 2 to 6 weeks.
The Fulbright Visiting Scholar Program gives grants to around 850 foreign scholars to conduct postdoctoral research or lecture at various U.S. institutions for an academic semester or an academic year.
The Fulbright Scholar-in-Residence Program allows U.S. universities and colleges to host foreign academics who can lecture on different subjects for either an academic semester or year. Preference for the grant is given to any institutions that are developing and serving a minority audience and/or have an international agenda. About 50 grants are awarded each year.

Other Fulbright scholarships and programs include:
The Fulbright U.S. Student Program provides fellowships for U.S. graduating college seniors, young professionals, graduate students, and artists to study overseas for an academic year. In 2008-2009, over 1,500 Americans studied abroad with either partial or full support.
The Fulbright English Teaching Assistantships Program puts U.S. students as English teaching assistants in universities or schools overseas, helping foreign students’ English abilities and U.S. knowledge while the student improves their own knowledge and language skills of the host country.
The Fulbright Foreign Student Program enables foreign young professionals, graduate students, and artists to study and research in the United States for at least 1 year or more. Approximately 1,700 newly established awards are given for support at U.S. universities, and about 1,350 awards are renewed annually.
The International Fulbright Science and Technology Award is for doctoral study at a prestigious institution in the United States in technology, science, engineering or other related fields for roughly 40 extraordinary foreign students annually.
The Fulbright Teacher Exchange Program is a one-to-one exchange of roughly 120 teachers from both primary along with secondary schools in the United States and ten other foreign countries.

FERPA Regulations

FERPA Regulations

What is FERPA?
FERPA (short for the Family Educational Rights and Privacy Act) is a Federal law that guards the privacy of student education records. FERPA is applied to all schools that receive funds under any applicable programs of the United States Department of Education. 
The Family Educational Rights and Privacy Act (FERPA) delivers certain rights to parents with respect to their child’s education records. These rights are offered to the student when he or she reaches the age of 18 or enters schooling beyond the high school level. Any student who receives these rights is deemed “eligible students” under FERPA.

Rights Awarded Under FERPA:
Eligible students or parents maintain the right to review the student’s education records that are formally maintained by the school. All academic institutions are not required to provide copies of said records unless it is deemed impossible for the parents and eligible students to review the records—remote location from the school is an acceptable reason.
Eligible students or parents maintain the right to request that an academic institution correct records if they believe said records to be misleading or inaccurate. If the academic institution decides not to edit the record, the eligible student or parent possesses the right to engage in a formal hearing. Upon the conclusion of the hearing, the eligible student or parent—if the school still decides not to alter the record—has the right to place a statement with the record to establish his or her view with regards to the contested information. 
In general, academic institutions must exhibit written permission from the eligible student or parent in order to release any information from a student’s education record. That being said, FERPA permits any academic institution to disclose these records, without consent, to the following institutions or individuals under the following conditions:
Any school official who exhibits a legitimate educational interest
Other academic institutions to which the student is transferring
Any appropriate party in connection with financial aid to the student
Accrediting organizations
State and local government bodies, within the juvenile system, pursuant to state law
Certain officials who implement evaluation or audit purposes
An academic institution may disclose, without any consent, “directory” information such as the student’s name, telephone number, date of birth, address, dates of attendance and any scholastic achievements if applicable. That being said, an academic institution must notify all eligible students and all parents concerning directory information and offer eligible students and parents a reasonable amount of time to request the institution to not disclose directory information about them. Academic institutions must notify eligible students and parents annually of their rights offered by FERPA. The means of notification (PTA bulletins, student handbooks or newspaper articles) is left to the discretion of each institution.  

School Violence Statistics of the United States

School Violence Statistics of the United States

School Violence Statistics of the United States

School violence is a subcategory of youth violence, which is a much broader public health problem that affects American society.  Youth violence has to do with the intentional use of power or physical force by a young individual between 10 and 24 years old against another person, community, or group. The result of the youth’s violent behavior is usually physical or psychological harm to others.  
In the United States, there is an estimated 50 million students who are enrolled in pre-kindergarten through 12th grade. There is also an additional 15 million students who attend universities and colleges across the country. While most schools in the United States are relatively safe and do not experience school violence, any amount of school violence is considered unacceptable.
Teachers, parents, and administrators look at schools as a safe haven of learning. Any acts of school violence can easily disrupt this learning process and have detrimental effects on the school, students, and the community as a whole.
School violence looks at violent behavior that happens: 
On the grounds school property
On the way to school (or from school)
During any school-sponsored event
On the way to a school-sponsored event (or from the event)
Some examples of school violence 
Gang violence
Fighting such as punching, kicking, and slapping
Use of weapon(s)
Electronic aggression
Here are some important findings on school violence from the National Center for Education Statistics:
Among students ages 5–18, 38 school-associated violent deaths occurred between July 1, 2008 and June 30, 2009. 24 of these deaths were homicides, while 14 deaths were suicides.
There were also 1,701 homicides among the youth ages 5–18. In the 2007 calendar year, there were youth 1,231 suicides.
Among students ages 12–18 in 2008, there were approximately 1.2 million nonfatal crime victims, which included 619,000 thefts and 629,800 violent crimes such as simple assault.
The total crime and theft victimization in-school rates of students between the ages 12 to 18 went down between 2007 and 2008 from 57 victimizations per 1,000 students to 47 in 2008.
8% of students in 2008 reported being injured or threatened or injured with a weapon, on school property
In 2009, 10% of male students in grades 9 through 12 reported being injured or threatened with a weapon by another student on school property, compared to 5% of female students.
In the 2007–08 school year, 10% of teachers in city schools reported being threatened with injury. 7% of teachers in town schools and 6% of suburban and rural schools have experienced threats of injury.
5% of teachers in city schools and 4% of suburban schools reported actually being physically attacked, which is more than the 3% of teachers in rural schools.

MSU – Offering Tools and Opportunities to Succeed in Law School

MSU - Offering Tools and Opportunities to Succeed in Law School

Montclair State University (MSU) has been described by Forbes magazine as “New Jersey’s best public university” due to its top notch academic programs. With a student-to-faculty ratio of 17 to 1, an average class size of 23 students, state-of-the-art facilities and over 300 majors and minors, (MSU) offers an unparalleled learning experience for its students.

Among its top notch degree offerings is the Bachelor of Arts in Jurisprudence. The Jurisprudence major provides students aspiring to go to law school and other graduate study a solid academic foundation. Through the Jurisprudence major at MSU, students get the fundamental knowledge that is important to understanding legal process and institutions. There are fewer than a dozen such programs in the country.

(More on  News at LAWS.com, contact Adam for interviews “adama@laws.com”)

Students interested in law school can gain admission to a well-respected law school through Montclair State University. New York Law School (NYLS) and MSU have a cooperative program that guarantees a student admission to NYLS if he or she completes the major in Jurisprudence and fulfills additional requirements. What is special about this program is that it focuses on a student’s academic accomplishments to determine admission rather than his or her Law School Admission Test (LSAT) score.

Dr. Marilyn Tayler has been with MSU since 1975, and has mentored countless students seeking admission to law school. Dr. Tayler is Jurisprudence Program Coordinator and University Pre-Law Advisor at MSU, and has talked to laws.com about the Jurisprudence major and how students can gain admission to NYLS through it.

Students can take the jurisprudence major with a view to pursue admission at any law school. In what ways does the jurisprudence major at Montclair State University prepare students for the rigors of law school?

We have a jurisprudence major. It is not a pre-law major; there is a real difference between them! A pre-law major is designed to duplicate the Socratic method and what one would get in law school. What we have designed is what we call a law in the liberal arts major; it is even broader than a law in society major. It is designed to teach students about law in relation to a number of disciplines in the social sciences and the humanities so that they get a broad idea of what law is about. Students get to understand relationships such as law and psychology, law and literature, law and philosophy, law and political science, law and government, law and sociology and so on. That is a key element of our major.

It is important to note that for the jurisprudence major we are not looking for a mass of students! In fact, we have a required GPA which is one notch under the Honors Program; because we want to send the message to students that if you are serious about going to law school you have to be a focused and good student!  We are not trying to get a lot of students.

The hallmark of our program is a year-long interdisciplinary research and writing seminar where students choose a topic that involves law and at least one other discipline. For example, students have researched topics such as the law and politics of physician-assisted suicide, the law and ethics of paid organ donor banks, the law and literature of Uncle Tom’s Cabin. Through this program, students look at law as interdisciplinary study. You may say this does not prepare you for law school, but it really does. This major gives you the vocabulary of law, the world of law and knowledge of law in the liberal arts that gives you a broader view, which truly prepares you for law school. Then, coming from this broader background, once in law school, you learn the Socratic method of thinking like a lawyer. Graduates of the Jurisprudence major who have gone on to succeed in law school are the proven testimonial to the success of this approach.

I just wrote an article that appeared in the Pre-Law Advisors National Council magazine, PLANC, which goes to every law school admissions director and every pre-law advisor in the country. The article was entitled The Ripple Effect of the New Normal. The idea is that the job market is tough for lawyers, and in response to that job market, law schools are giving students more applied preparation. That means more internships, more clinics, and more summer associate positions to try to help students build a resume, because law firms no longer want to train students on their dollar. They want students to be primed and ready for work when they walk in. There is a ripple effect of that down to the undergraduate education. For example, 25 or 30 years ago, if I were a pre-law advisor, I might tell a student that as long as you get a strong liberal arts preparation you can go to law school. Back then, it did not matter if you had never looked at a law book before. In fact, I went to law school with a PhD in Spanish! I had never previously studied anything related to law and that was okay, because law school gave me all the theory and everything I needed and practical training would occur in the real world of legal practice after law school.

At a recent national conference of pre-law advisors, and there was a law school dean who spoke and he said he calls every entering student to find out what areas of law they are interested in and by December of their first year in law school, he expects them to know where they want to spend their first summer associate position. Now, can you imagine if you just walked into law school with an English major, which is a great major for law school, but you do not know anything about law? So that is why you need either something like the jurisprudence major if you want to study law in depth, or, at the very least, you need a pre-law minor. The pre-law minor provides an alternative to the jurisprudence major, for students who want to experience the world of law in a more limited and focused way.

You need to walk into law school having a knowledge of legal vocabulary and the world of law. We have also restarted our pre-law internship, because we want students to be exposed to shadowing a lawyer and seeing what the real practice of law is about. The point is that in today’s job market, with law schools preparing students more pragmatically for the world of the job, then undergraduate schools really have to prepare students for the world of law! You cannot walk into law school totally and blissfully ignorant, and expect four months later to decide where you want to spend your first summer associate’s position! So that really argues for our jurisprudence major or our pre-law minor.

An important note about the jurisprudence major is that many of our students do not go on to law school. Many take it because they are interested in law. We recommend taking Jurisprudence as a double major, because it is interdisciplinary, and the major we recommend that it probably goes best with, although it goes well with almost any major, is political science. In the jurisprudence major, students study issues both from the vantage points of law and politics, and political science is a great analytical major! That is why political science is the single most popular major for students going to law school, because it teaches them how to think and reason analytically.

What are the advantages for a student to try to gain admission to the New York Law School Guaranteed Admission Program as opposed to try to gain admission to law school through the traditional route?

There is one tremendous advantage and that is the New York Law School agreement allows us to weigh the student’s work in the jurisprudence major instead of weighing the LSAT. In other words, there are many students who do really well in school but who are poor standardized test takers, and this gives outstanding students who do really well in school an opportunity to gain admission to an A.B.A. accredited law school in our area.  

What are the eligibility requirements to gain admission to New York Law School through this program?

A student must have a 3.5 GPA in the jurisprudence major, or a 3.4 GPA if they are a transfer student to gain admission to New York Law School through this agreement.

There is an application they must complete and our committee looks at their credentials. They must also average an A in the senior seminar.

For high schoolers interested in entering the jurisprudence program, what are the requirements to gain admission to it?

The requirements are that a student must be in the top 20 percent of their graduating class or alternatively, if they enter MSU and are not in top 20 percent of their graduating class, then they are required to have a B average overall in their freshman year or a B average in the first three courses that they take in the major.

In the six year history of this program, how many students have been able to gain admission to New York Law School through it?

Five Jurisprudence students have gained admission to this program so far. There are two reasons why this number is low. First, as I mentioned, this is a selective program, and second, a lot of high achieving students with high LSAT scores choose to enter New York Law School or other law schools through the traditional admissions process because they may get additional merit based financial aid.

To learn more about the New York Law School Guaranteed Admission Program please visit here. To learn more about Montclair State University’s other great programs, please visit their site. To learn more about education laws and news, please visit our Education Laws Page.

Interviewed with Dr. Marilyn Tayler of Montclair State University, Monctlair, New Jersey by Adam Abdelaziz. 

Montclair State University’s Political Science and Law Programs – Offering a truly Global Educational Experience

Montclair State University’s Political Science and Law Programs - Offering a truly Global Educational Experience

Montclair State University’s (MSU) Political Science and Law Department offers students a strong foundation in both politics and law, and students are taught to look at the subjects of politics and law from an interdisciplinary perspective. The Department enhances its students’ knowledge of politics, government, public affairs and the legal process. Beyond this, it seeks to educate the whole student about the responsibilities of good citizenship. Political Science and Jurisprudence students at MSU are taught how to practically apply the theories they learn in the classroom.

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At the graduate level, the Department offers a Master of Arts in Law and Governance has four concentrations from which to choose as well as a Certificate in Conflict Management in the Workplace. The concentrations offered include Conflict Management and Peace Studies; Governance, Compliance and Regulation; Legal Management and Intellectual Property. The Master of Arts in Law and Governance at MSU provides academic opportunities that have led to genuine career enhancement for its graduates. For examples, graduates of this program have found employment in the large accounting firms in partner track positions, pharmaceutical intellectual property and corporate compliance, state and federal agencies, international NGOs, and many areas of conflict management as negotiators, arbitrators, and mediators.

The following is an interview conducted by laws.com with Professor Jack Baldwin LeClair, University Distinguished Teacher and Chair of the Political Science and Law Department at MSU. He talks to laws.com about the Department, what it offers its students in terms of a truly global education, its future plans, and what other graduates have gone on to do.

What are some of the hallmarks of the Montclair State University Political Science Program?

Given its relatively small size of 12 faculty members, the department has great expertise in a wide variety of areas, We cover Russia, China, the Middle East, Central and South America, Western Europe and Sub-Saharan Africa.

We try to educate the whole student, not only providing a theoretical foundation, but also trying to orient our students as good national and world citizens by  applying their developed expertise for the public good within the context of their chosen careers.

What have students gone on to do after completing a degree in Political Science at Montclair State University?

Many of our students continue to masters and doctoral programs. Quite a few  of our students, of course, go on to law school, either through the Political Science major or the Jurisprudence major. Many of our students double major and we encourage our best and brightest to do so. We have integrated the course offering of both programs so that they overlap. In our last five year review, our outside reviewers noted that we have achieved to a large degree what many much more famous schools have attempted, which is the integration of the core curriculum of political science and jurisprudence.

What are some of the future plans of the Political Science and Law Department at Montclair State University?

We have started what we call the International Initiative. We are trying to take the curriculum that is relevant to study world affairs globally. We started last spring with what we called the Turkish Course; it was a real-time synchronized course with Bilkent University in Ankara Turkey. Bilkent University is one of that region’s, if not the world’s, finest universities. It was a real-time class taught by one of our professors and one of theirs and the classes were merged using sophisticated telecommunications   to enable students to be virtually in the same classroom. We have other well developed internship programs in public administration and international relations which are less glamorous but valuable in different sub-disciplines of Political Science.

This was a pilot project under the auspices of the US State Department and it was actually former US Secretary of State Hillary Clinton’s pet project, because she was seeking cultural diplomacy or a “Soft Diplomacy” as it is called in political science circles. The program allowed us to electronically bring to the classroom people like Marc Grossman, former United States Ambassador to Turkey, and other influential diplomatic experts   from around the world. This sort of cultural exchange that is facilitated by technology is called eDiplomacy. s  In addition to students sharing a classroom with their Turkish counterparts, working on joint projects together in political science, two internships with U.S. State Department were generated for our students.  One of these internships will be in Turkey, where we are sending a student to study at Bilkent University, and the other is a US State Department domestic internship for one of our students. This is a leap forward for our department and our university! We are trying to develop a similar project with a Greek university, and next spring we hope to run another US State Department sponsored project in another region of the globe. This will allow students to learn from and interact with another culture and country in both an intellectual and a practical way that would not be possible otherwise.

To learn more about Montclair State University’s Political Science and Law Department, please visit their site. To learn more about Montclair State University’s other great programs, please visit here. To learn more about education laws and news, please visit our Education Laws Page.

Interviewed with Professor Jack Baldwin LeClair of Montclair State University, Montclair, New Jersey by Adam Abdelaziz.