The University of North Carolina School of Law is a professional school within the University of North Carolina at Chapel Hill. Established in 1845, Carolina Law is among the oldest law schools in the nation and is the oldest law school in North Carolina. It is consistently ranked in the top-tier of law schools, and its 2013 US News and World Report ranking is 38th. Further, according to the US News and World Report, "Carolina Law " is among the top 10 public law schools in the Nation" -- and 17th in reputation among lawyers and judges and 20th among scholars.
With an average J.D. class size of 250, the law school has just over 700 students at any time, and retains a student-faculty ratio of 16.9 to 1. Admissions are highly competitive: for the Fall 2009 entering class, only 15.4% of applicants were accepted - making it one of the nation's most selective law schools. Minorities represent 30% of the entering class, and over half of the class is female. At least 75% of each incoming class is from North Carolina, although roughly 75% of applications are from out-of-state. This year's entering class includes students from 22 states and Australia.
Read more about University Of North Carolina School Of Law: History, Facilities, Centers and Initiatives, Clinics, Law Journals, Notable Alumni, Leadership
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“Poetry presents indivisible wholes of human consciousness, modified and ordered by the stringent requirements of form. Prose, aiming at a definite and concrete goal, generally suppresses everything inessential to its purpose; poetry, existing only to exhibit itself as an aesthetic object, aims only at completeness and perfection of form.”
—Richard Harter Fogle, U.S. critic, educator. The Imagery of Keats and Shelley, ch. 1, University of North Carolina Press (1949)
“It is well known, that the best productions of the best human intellects, are generally regarded by those intellects as mere immature freshman exercises, wholly worthless in themselves, except as initiatives for entering the great University of God after death.”
—Herman Melville (1819–1891)
“The information links are like nerves that pervade and help to animate the human organism. The sensors and monitors are analogous to the human senses that put us in touch with the world. Data bases correspond to memory; the information processors perform the function of human reasoning and comprehension. Once the postmodern infrastructure is reasonably integrated, it will greatly exceed human intelligence in reach, acuity, capacity, and precision.”
—Albert Borgman, U.S. educator, author. Crossing the Postmodern Divide, ch. 4, University of Chicago Press (1992)
“The North will at least preserve your flesh for you; Northerners are pale for good and all. There’s very little difference between a dead Swede and a young man who’s had a bad night. But the Colonial is full of maggots the day after he gets off the boat.”
—Louis-Ferdinand Céline (1894–1961)
“Poetry presents indivisible wholes of human consciousness, modified and ordered by the stringent requirements of form. Prose, aiming at a definite and concrete goal, generally suppresses everything inessential to its purpose; poetry, existing only to exhibit itself as an aesthetic object, aims only at completeness and perfection of form.”
—Richard Harter Fogle, U.S. critic, educator. The Imagery of Keats and Shelley, ch. 1, University of North Carolina Press (1949)
“The child to be concerned about is the one who is actively unhappy, [in school].... In the long run, a child’s emotional development has a far greater impact on his life than his school performance or the curriculum’s richness, so it is wise to do everything possible to change a situation in which a child is suffering excessively.”
—Dorothy H. Cohen (20th century)
“The inevitableness, the idealism, and the blessing of war, as an indispensable and stimulating law of development, must be repeatedly emphasized.”
—Friedrich Von Bernhardi (1849–1930)