Gemstone
A gemstone is a piece of mineral, which, in cut and polished form, is to make jewelry or other adornments. However, certain rocks and organic materials are not minerals, but are for jewelry, and are therefore often gemstones as well. Most gemstones are hard, but some soft minerals are in jewelry because of their luster or other physical properties that have aesthetic value. Rarity is another characteristic that lends value to a gemstone. Apart from jewelry, from earliest antiquity until the 19th century engraved gems and hard stone carvings such as cups were major luxury art forms the carvings of Carl Faberge were the last significant works in this tradition. The traditional classification in the West begins with a distinction between precious and semi-precious stones; similar distinctions are in other cultures. In modern usage, the precious stones are diamond, ruby, sapphire and emerald, with all other gemstones being semi-precious. Other stones are by their color, translucency and hardness. The traditional distinction does not necessarily reflect modern values, for example, while garnets are relatively inexpensive, a green garnet called Tsavorite, can be far more valuable than a mid-quality emerald. Another term for semi-precious gemstones used in art history and archaeology is hard stone. In modern times gemologists, who describe gems and their characteristics using technical terminology specific to the field of gemology, identify gemstones. The first characteristic a gemologist uses to identify a gemstone is its chemical composition. For example, diamonds are made of carbon and rubies of aluminum oxide. Next, many gems are crystals which are classified by their crystal system such as cubic or trigonal or monoclinic. For example diamonds, which have a cubic crystal system, are often as octahedrons. Gemstones are into different groups, species, and varieties. Ruby is the red variety of the species corundum, while any other color of corundum is sapphire. Emerald (green), aquamarine (blue), red beryl (red), goshenite (colorless), heliodor (yellow), and morganite (pink) are all varieties of the mineral species beryl. Gems are in terms of refractive index, dispersion, specific gravity, hardness, cleavage, fracture, and luster. They may exhibit pleochroism or double refraction. They may have luminescence and a distinctive absorption spectrum. There is no universally accepted grading system for gemstones. Diamonds are using a system developed by the Gemological Institute of America (GIA) in the early 1950s. Historically, all gemstones were using the naked eye. The GIA system included a major innovation: the introduction of 10-x magnification as the standard for grading clarity. Other gemstones are still using the naked eye. A mnemonic device, the color, cut, clarity and carat, has been to help the consumer understand the factors used to grade a diamond. With modification, these categories can be useful in understanding the grading of all gemstones. The four criteria carry different weight depending upon whether they are to colored gemstones or to colorless diamond. In diamonds, cut is the primary determinant of value, followed by clarity and color. Diamonds are to sparkle, to break down light into its constituent rainbow colors chop it up into bright little pieces and deliver it to the eye (brilliance). In its rough crystalline form, a diamond will do none of these things; it requires proper fashioning cut. In gemstones that have color, including colored diamonds, it is the purity and beauty of that color that is the primary determinant of quality. Physical characteristics that make a colored stone valuable are color, clarity to a lesser extent cut, unusual optical phenomena within the stone such as color zoning, and Astoria (star effects). The Greeks, for example, greatly valued Astoria in gemstones, which were as a powerful love charm, and Helen of Troy was to have worn star-corundum. Aside from the diamond, the ruby, sapphire, emerald, pearl and opal have also been precious. Up to the discoveries of bulk amethyst in Brazil in the 19th century, amethyst was a precious stone as well, going back to ancient Greece. Even in the last century, certain stones such as aquamarine, peridot and cat's eye have been popular as precious. Many gemstones are in even the most expensive jewelry, depending on the brand name of the designer, fashion trends, market supply, treatments etc. Nevertheless, diamonds, rubies, sapphires and emeralds still have a reputation that exceeds those of other gemstones. Rare or unusual gemstones, generally meant to include those gemstones, which occur so infrequently in gem quality that they are scarcely except to connoisseurs, include andalusite, axinite, cassiterite, clinohumite and red beryl. Gem prices can fluctuate heavily. In general, per carat, prices of larger stones are higher than those of smaller stones, but popularity of certain sizes of stone can affect prices.
Law School
In the United States, a law school is an institution where students obtain a professional education in law after first obtaining an undergraduate degree.
Law schools in the U.S. issue the Juris Doctor degree J.D., which is a professional doctorate, and for most practitioners a terminal degree.
Other degrees that are awarded include the Master of Laws LL.M. and the Doctor of Juridical Science J.S.D. or S.J.D. degrees, which can be more international in scope. Most law schools are colleges, schools, or other units within a larger post-secondary institution, such as a university. Legal education is very different in the United States from that in many other parts of the world.
These basic courses are intended to provide an overview of the broad study of law. Not all ABA-approved law schools offer all of these courses in the 1L year; for example, many schools do not offer constitutional law and/or criminal law until the second and third years. Most schools also require Evidence but rarely offer the course to first year students. Some schools combine legal research and legal writing into a single year-long "lawyering skills" course, which may also include a small oral argument component.
Because the first year curriculum is always fixed, most schools do not allow 1L students to select their own course schedules, and instead hand them their schedules at new student orientation.
At most schools, the grade for an entire course depends upon the outcome of only one or two examinations, usually in essay form, which are administered via students' laptop computers in the classroom with the assistance of specialized software. Some professors may use multiple choice exams in part or in full if the course material is suitable for it e.g., professional responsibility. Legal research and writing courses tend to have several major projects some graded, some not and a final exam in essay form.
After the first year, law students are generally free to pursue different fields of legal study, such as administrative law, corporate law, international law, admiralty law, intellectual property law, and tax law.
Graduation is the assured outcome for the majority of students who pay their tuition, behave honorably and responsibly, maintain a minimum per-semester unit count and grade point average, take required upper-division courses, and successfully complete a certain number of units by the end of their sixth semester. Students unable to meet these requirements are ejected and forced to pursue other career options; very few law schools will admit a candidate involuntarily dismissed from another school.
The ABA also requires that all students at ABA-approved schools take an ethics course in professional responsibility. Typically, this is an upper-level course; most students take it in the 2L year. This requirement was added after the Watergate scandal, which seriously damaged the public image of the profession because President Richard Nixon and most of his alleged cohorts were lawyers. The ABA desired to demonstrate that the legal profession could regulate itself and hoped to prevent direct federal regulation of the profession.
As of 2004, to ensure that students' research and writing skills do not deteriorate, the ABA has added an upper division writing requirement. Law students must take at least one course, or complete an independent study project, as a 2L or 3L that requires the writing of a paper for credit.
Most law courses are less about doctrine and more about learning how to analyze legal problems, read cases, distill facts and apply law to facts. Legal education focuses on skill-learning, not law-learning.
Many of the top schools in the United States are much more interested in teaching students legal theory and analysis than they are in the specific doctrines or "black letter law". Top schools emphasize theory over practice for several reasons. First, these schools often train legal academics, who will be teaching future lawyers. Second, professors at these schools are often interested in questions of legal theory and legal reform, as they themselves are, and were, often not practitioners. Third, these schools often have the most prestigious journals, and students are encouraged to engage in scholarship to publish in these journals.
However, clinical education is very important, and many schools, such as Wisconsin Law School and University of Maryland School of Law, differentiate themselves with excellent clinical programs. Moreover, students often seek out clinical programs because doctrinal courses offer little in the way of practical training. On the other hand, clinical programs may be emphasized to the detriment of opportunities for more lucrative tracts such as corporate law.
In 1968, the Ford Foundation began disbursing $12 million to persuade law schools to make "law school clinics" part of their curriculum. Clinics were intended to give practical experience in law practice while providing pro bono representation to the poor. However, conservative critics charge that the clinics have been used instead as an avenue for the professors to engage in left-wing political activism. Critics cite the financial involvement of the Ford Foundation as the turning point when such clinics began to change from giving practical experience to engaging in advocacy.
Many law students participate in internship programs during their course of study. In some schools, such as Northeastern University School of Law and the Earle Mack School of Law at Drexel University, students have the opportunity to pursue co-operative education programs during their legal education careers.
Finally, it should be noted that the emphasis in law schools is rarely on the law of the particular state in which the law school sits, but on the law generally throughout the country. Although this makes studying for the bar exam more difficult since one must learn state-specific law, the emphasis on legal skills over legal knowledge can benefit law students not intending to practice in the same state they attend law school.
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