to Law Wise home page
Greetings from the Kansas Supreme Court and the Kansas Bar Association. Welcome to the second edition of Law Wise for 2006 and the fifth edition of the 2005-2006 school year. The theme of March's edition of Law Wise is "Employment: An Overview."
Calendar of Events
AN OVERVIEW OF EMPLOYMENT LAW
In Kansas, like many states, when you take a job, you are considered an at-will employee. What does that mean? Basically, this concept allows an employer to fire you whenever they choose, even if they have no reason to do so. It also means that you can quit your job anytime you want without reason. This was the common law approach to employment relationships. Today, the at-will doctrine is still used, but there are certain exceptions to the rule, like discrimination or if it violates a state or federal statute. The exceptions help offset the adverse effects of the employment-at-will doctrine.
Another aspect of employment is what happens when you are at work, such as how many hours you work, your rate of pay, and assurance that you are working in a safe environment.
Almost every employer is subject to the Fair Labor Standards Act (FLSA), which provides minimum wage must be paid to employees in covered industries (currently $5.15 per hour). Many states have also enacted minimum wage laws greater than the national minimum.
The FLSA also requires employers to pay time-and-a-half wages for any hours more than 40 hours worked per week. This provision does not apply to executive, administrative employees, professional employees, and outside salespersons.
The FLSA further prohibits oppressive child labor. Children less than 14 years of age are allowed to do certain jobs, such as deliver newspapers, work for their parents, as well as some entertainment and agricultural areas. There are additional restrictions for child workers above the age of 14, including stricter restrictions on the number of hours that can be worked. Once an individual reaches 16, many of those restrictions are lifted, but they still cannot work in hazardous jobs that are detrimental to their health or well-being. Upon becoming 18, none of those restrictions apply.
The Occupational Safety and Health Act was enacted to ensure safe and healthy working conditions. This includes specific standards plus a general duty to keep workplaces safe.
Employees also have a right to work in an environment free of harassment and discrimination. Several federal and state statutes prohibit employment discrimination against members of protected classes. Title VII of the Civil Rights Act of 1964 and its amendments prohibit job discrimination against employees, applicants, and union members on the basis of race, color, national origin, religion, and gender at any stage of employment. Title VII applies to employers affecting interstate commerce and having 15 or more employees. Most states have statutes to deal with smaller employers.
The Age Discrimination in Employment Act (ADEA) prohibits discrimination based on age. The ADEA also has specific requirements and most states have statutes to cover employers that may not fall under the federal act.
This is a very general overview of some of the laws that apply to employees and employers. See Terrific Technology for Teachers for more information on places to look for employment related issues.
Pocket size versions of the U.S. Constitution are available on a first-come, first-served basis to teachers for distribution to students in recognition of Constitution Day, which is Sept. 16. One order per school will be accepted and teachers are asked to only order copies for students participating in a government class. Please note that schools will be responsible for paying shipping charges, which the KBA will invoice.
Schools may begin placing orders now, but orders will not be filled until mid-August. The deadline to order is Sept. 1. If you would like to order copies of the Constitution, please send an e-mail to Janessa Akin at firstname.lastname@example.org with your name, address, and quantity requested.
The pocket size versions of the U.S. Constitution were donated by U.S. Reps. Dennis Moore and Todd Tiahrt and U.S. Sen. Pat Roberts. Thank you Reps. Moore and Tiahrt and Sen. Roberts!
Authors: Sierra Prasada Millman, The New York Times Learning Network; Javaid Khan, The Bank Street College of Education in New York City
Grade Level: 6-12
Overview of Lesson Plan: In this lesson, students explore older people's perspectives on work and retirement by creating charts to reflect statistical trends and formulating interview questions. For homework, have students write follow-up articles that record and comment on the attitudes of their community's older workers.
Suggested Time Allowance: 1 hour
Objectives: Students will:
1. WARM-UP/DO NOW: Students respond to the following prompt in their journals (written on the board prior to class): "How old are your grandparents (or parents)? What do they do during the day? Do they work? Why or why not? If not, how do they spend their time? How do you imagine one of your grandparents, parents, or another elderly person would answer the following question: 'What do you want out of life?'"
Provide some time for students to reflect, then ask them to share their writing, and discuss it as a class. Take an informal poll, asking the following questions:
Record the data on the board, so that students may see how it compares with the data in the article they read next. Lastly, ask students to consider how their parents'/grandparents' desires and expectations compare and contrast with their own.2. As a class, read and discuss the article "More Help Wanted: Older Workers Please Apply" (Handout A found on Page 5), focusing on the following questions:
3. During the class, have students work in small groups (four to five students each) to prepare for writing follow-up articles to the one read in class, intended for publication on the Web site of their state's chapter of the American Association of Retired People (AARP). To locate your state's chapter, visit www.aarp.org/states/.
Have groups make a simple two-column chart, the first column titled "Statistics" and the second "Anecdotal Evidence." (Teachers may want to review the difference between statistical and anecdotal data with the class before proceeding.) Then reread the article as a group, filling in the chart as appropriate with examples from the article.
Then have students use the statistical data to make at least three charts (bar graphs, pie charts, etc.) to represent each set of data, using graphing paper provided by the teacher. Students may choose to include these charts as visual aids when they write their articles.
Next, have students read over the column of anecdotal evidence and develop a list of five to ten questions they can ask older employees in their town or city about retirement and work. The questions may be personal (i.e., "Do you find work to be more/equally/less fulfilling as you grow older?"), economic (i.e., "What motivated you to continue working/go back to work?"), or philosophic (i.e., "Do you think that older people will win more attention from the media if they work longer?"). All students should make copies of the statistical data, their charts, and their group's questions so they can use them when completing the homework. Provide time at the end of the period to hold a brief class discussion in which students have an opportunity to reflect on how their perceptions of older people have changed (if at all) over the course of the period.
4. WRAP-UP/HOMEWORK: For homework, have students choose two people over 55 (family, acquaintances, or strangers) - one working, one not - to interview using the questions devised in class and others they formulate on their own. They can either choose an angle (i.e., economic, personal, philosophic) to focus on or cover more than one issue. They then draw upon the statistical data from class and their charts to write a follow-up article that follows the same form as the one read in class, but focuses on the student's locale and community.
Further Questions for Discussion:
Students will be evaluated based on participation in the initial task and subsequent class discussion, contribution to the small group work, and thoughtful completion of the written assignment.
LESSON 1 - HANDOUT A
More Help Wanted: Older Workers Please Apply
In a push to recruit older workers, Home Depot, the hardware chain, now offers "snowbird specials" - winter work in Florida and summers in Maine.
Borders bookstores lure retired teachers to sales jobs with discounts and the promise of reading and discussion groups. Pitney Bowes, the business services company, pays tuition for courses in computer programming as well as spare-time skills like golf and flower arranging.
After years of encouraging workers to take early retirement as a way to cut jobs, a growing number of companies are hunting for older workers because they have lower turnover rates and, in many cases, better work performance.
Some companies like Wal-Mart are making their pitches at senior centers and others are sending company brochures to churches and community libraries and posting their attractions on Web sites. AARP, the advocacy group for older people, recently put on its Web site links to 13 "featured employers" - including MetLife, Pitney Bowes, Borders, Home Depot, Principal Financial, and Walgreens - that are recruiting older workers with offers of health benefits, training, and flexible work schedules. More than 71,000 people have used the Web site this month to seek job information.
At Home Depot, Ed Wright, 71, a retired electrical contractor, works the early shift from October to May in the electrical products department at the store in Lake Wales, Fla. Then, when the weather changes, he heads north and works part time from June to September in the Home Depot in Tullytown, Pa.
"I had heard you could do that, so I applied for a job here in Florida," he said. "It's the best of both worlds." Mr. Wright is not the only north-south commuter at the Lake Wales store. He said he had colleagues who went to Maine, Connecticut, and Colorado in the summer.
Cindy Milburn, senior director of staffing at Home Depot, said the company was looking to older workers to fill a labor shortage a decade from now. "We wanted to plant seeds early on," she said, "to build relationships with groups like AARP and government agencies that help people, including military retirees, find jobs."
Conventional wisdom has long held that workers become more costly as they grow older, with more medical problems and more missed workdays. But "overall costs are not much different based on the age of employees," said Dan Smith, senior vice president for human resources at the Borders Group. "Training and recruitment costs are much lower than for younger workers. It all evens out."
Mr. Smith said nearly 16 percent of Borders's current 32,000 employees were 50 or older, compared with only 6 percent six years ago.
For one thing, the older workers are much less likely to depart after a few years. The turnover rate for employees 50 and older was one-tenth that of workers under 30, according to Mr. Smith. "Costs of training, recruitment, and learning the job routine," he said, "are all much lower than for younger workers."
That is no small matter, especially in retailing, where 60 percent annual turnover, not counting part-time help, is the norm for specialty stores, according to the National Retail Federation, an industry trade group. If part-timers and temporary workers are covered, the turnover rate soars to 110 percent. (The group's survey did not cover department stores and outlet stores.)
Even with its loyal older people and a low turnover rate by retailing standards, Home Depot, which has 325,000 employees, hires 160,000 people each year, including part-time and seasonal workers and 20,000 for new jobs as the company adds stores, Ms. Milburn said.
Eileen Applebaum, a labor economist at Rutgers University, said the cost of turnover per worker was $2,335, on average, in a survey of representative California employers last year conducted by researchers at Rutgers and UCLA. Simply holding down the turnover rate could mean annual savings in the millions of dollars for large employers.
The recruitment efforts for the elderly are reaching a willing audience, as more older people seek work because they need extra cash and health benefits and sometimes because they miss having a 9-to-5 routine with other workers.
In the 65-to-69 age group, "about one-third of men and almost one-fourth of women were working in 2004," said Joseph F. Quinn, a labor economist and dean at Boston College. "Already, there has been a dramatic change since the mid-1980s in the labor force participation of older workers."
The percentage of men in that age group still working rose to 33 percent in 2004 from 27 percent in 1994; the percentage of women in that age group working rose to 23 percent from 18 percent. According to AARP, almost one in three workers will be 50 or older within five years.
Larry Gershell, 72, for example, was a marketing executive when he retired at 65 after 40 years in book publishing. Within a year, he found a full-time job selling books at a Borders store in Midtown Manhattan.
"I like books; I like to read; I like to know what's going on," he said. "I love talking to mothers. I tell them not to worry about their kids who read comic books."
He also likes the relaxed atmosphere. "It's not stressful," he said. "No pain in the belly anymore. When I got home from my office, my wife used to say 'you want to kick the dog.' But we didn't have a dog." Now he takes home $30 worth of free books every month, a benefit he finds "marvelous," and he also gets Borders' health benefits.
At Wal-Mart, which has 220,000 employees 55 and older, store officials are often sent on recruiting missions to churches, senior centers, and meetings of local AARP chapters, said Sarah Clark, a Wal-Mart spokeswoman.
Older workers are still mostly in sales, office work, and management, according to an analysis of Bureau of Labor Statistics data by Jared Bernstein, a labor economist at the Economic Policy Institute. But at Pitney Bowes, a manufacturing company that is also big in business services, almost one in four employees are over 50.
The company is "very aware of the demographic trends," said Bruce Nolop, Pitney's chief financial officer. "It will be very essential to appeal to the older portion of the work force."
Terry Dendy, 56, a large-format preparation-press operator, was recently hired at the company's digital imaging center in Manhattan. Mr. Dendy said he worried about his age when he looked for work after his former employer closed. "But I had friends in my age category at Pitney Bowes and they told me I should apply," he said. "I did, and after that there was no problem."
These recruiting successes, of course, also reflect economic realities as dwindling company-subsidized health coverage for retirees and inadequate savings and pensions force many older people to stay on their jobs or look for other work. Still, as baby boomers age, many are eager to work for benefits beyond the paycheck.
"They don't want to go fishing; they want to stay sharp," said Jeanne Benoit, principal director of human resources at the Charles Stark Draper Laboratory, a military research contractor in Cambridge, Mass., that creates prototypes for aerospace projects.
In industries with labor shortages, like nursing, older workers already have an edge. Nurses, who typically retire at 53, are being recruited at high rates, said Peter Buerhaus, associate dean of the School of Nursing at Vanderbilt University. "They are probably the fastest-aging work force in the country."
In 2002 and 2003, hospitals raised pay scales and hired 130,000 nurses over age 50, which made up more than 70 percent of the 185,000 total hired in those two years, Mr. Buerhaus said.
Many of those nurses may well agree with Ellen Van Valen, 67, a Home Depot manager, who says that age has little do with the desire to work.
Ms. Van Valen, who is assistant manager for internal operations at the company's store in Stratford, Conn., supervises a group that includes five workers in their 60's.
"The older folks seem to catch on a lot quicker," she said. "They're used to life in general."
Ms. Van Valen plans to work full time until she is 75. "Every day is a learning process," she said. "Hey, I could become a store manager down the road, but not right now."
Authors: Michelle Sale, The New York Times Learning Network; Tanya Yasmin Chin, The Bank Street College of Education in New York City
Grade Level: 6-12
Overview of Lesson Plan: In this lesson, students will research the issues surrounding a variety of types of discrimination, and then write editorials analyzing legal and social positions on discrimination in the United States.
Suggested Time Allowance: 1 hour
Objectives: Students will:
1. WARM-UP/DO-NOW: In their journals, have students respond to the following prompt (written on the board prior to class):
"According to the Americans with Disabilities Web site, a disability is defined as: 'a physical or mental impairment that substantially limits one or more of the major life activities of such individual; a record of such an impairment; or being regarded as having such an impairment.' Using this definition, with what types of disabilities are you familiar? What obstacles might a person face with these particular disabilities? How does society try to support a person with these types of disabilities? Try to answer these questions for as many disabilities as time allows." After a few minutes, allow students time to share their answers. The teacher should record their answers on a chart with the following headings: "Disabilities," "Obstacles," and "Supports." Discuss the following questions: How might a disabled person overcome an obstacle he or she faces? Is the Americans with Disabilities' definition of a person with a disability broad or specific? Why is it written in this fashion?
2. As a class, read and discuss the article "Lifetime Affliction Leads to a U.S. Bias Suit," (Handout A), focusing on the following questions:
3. Divide students into six groups. Explain that each group will be researching a different issue that has received attention for discrimination and create posters showing the current biases and legal struggles surrounding this issue. Assign each group a discrimination topic, such as sexual orientation, ethnicity (Hispanics or African-Americans), women, race/religion (Arab/Islam), the elderly, and rape victims.
To begin their research, provide each group with the corresponding Web site, which will introduce students to a particular issue or court case within their topic (written on the board or copied in a handout for easier access):
For each topic, students should research answers to the following questions, along with any other information they think will be valuable for this assignment (written on the board or copied in a handout for easier access):
After completing their research, each group should work together to design a poster illustrating the group being discriminated against, the major issues and agencies involved, and the laws that have been passed or amended due to increased awareness of this type of discrimination. Somewhere on their poster, students may want to include a timeline of events showing the evolution of discrimination and this issue.
4. WRAP-UP/HOMEWORK: Individually, have students write editorials for their school newspaper analyzing the plight of Ms. Robichaud as it compares to the discrimination of their assigned research topic. Students should consider the social and legal implications of both types of discrimination and make recommendations for what should happen in Ms. Robichaud's case.
Further Questions for Discussion:
Students will be evaluated based on thoughtful journal entries, participation in class and group discussions, thorough examination of issues surrounding a specific type of discrimination, and thoughtful completion of an editorial for the school's newspaper.
Lesson 2 - Handout A
NORTHPORT, Ala.-Samantha Robichaud was born with a dark purple birth mark covering her face, and she has felt the sharp sting of discrimination ever since.
"As a child, I was always exiled," Ms. Robichaud said. "No one wanted to play with me. Kids were scared that if they touched me it would rub off."
In school, Ms. Robichaud (pronounced ROW-buh-shaw) remained an outcast because of her birthmark, known as a port wine stain.
"I was never in the social scene, never with the cheerleaders or football crowd," she said. "The big joke was the guys would dare each other to make a date with me. Then some good-looking guy would go out with me and break my heart. Then everyone giggled about it."
Ms. Robichaud is 32 now, a married, mother of two, and well past worrying about schoolyard cruelty. Her struggle now is to obtain a measure of justice in a lawsuit that charges her former employer, a McDonald's restaurant, with treating her as shabbily as some grade-school children did.
In early March, the Equal Employment Opportunity Commission filed a federal lawsuit in Birmingham, 60 miles away, accusing the McDonald's franchisee of violating the Americans with Disabilities Act by refusing to promote Ms. Robichaud to manager because of how she looks. The franchisee, RPH Management, denies the accusation.
About one in 3,000 children are born with port wine stains, caused by dilated capillaries under the skin, but Ms. Robichaud's doctors said hers was one of the worst they had ever seen, and untreatable by laser surgery. Sometimes, she acknowledged, people derisively call her an alien.
In August 2000, Ms. Robichaud took a job at a McDonald's restaurant here, down Highway 43 from her high school. "I let them know when I was hired that I would be seeking a management position, that I would not want to be on the bottom of the totem pole forever," she said.
From 4 a.m. to 2 p.m. each day, she worked the grill, rushing hundreds of Big Macs and Egg McMuffins to the drive-through window and front counter. Eager to move up, she sought to master all the skills of running a McDonald's, learning how to stock the restaurant and working the counter and drive-through window when co-workers were out sick.
In her five months at McDonald's, she said she grew frustrated when some workers hired after her were promoted to manager. Ms. Robichaud, who was making $5.75 an hour, said she occasionally asked her superiors why she had not been promoted and was told she needed more experience and should learn to do some tasks faster.
One day, in January 2001, she said, opening the restaurant with the shift manager, the manager complained of health problems and voiced concern that there was no one suitable to replace her if she was out sick.
"I asked her, 'Why don't you train me to be a shift leader?'" Ms. Robichaud said. "She said: 'I'm tired of telling you a bunch of lies and coming up with a bunch of different excuses. You will never be in management here because I was told you would either make the babies cry or scare the customers off.'"
Ms. Robichaud was stunned. "I felt as if someone just slapped me upside the head," she said, tears filling her eyes. "It hurt."
A talkative woman, with a knack for telling stories, she insisted that she got along well with the customers and especially the children, often joking with them about what toys were in their Happy Meals.
After the rebuff over a promotion, Ms. Robichaud said, she decided she would "stop giving 150 percent."
"I had the willingness to do whatever it took to move up," she said. "And then someone says, 'No matter what you do, no matter what you put in, you're not going to go anywhere.' How would that make you feel?"
The next day, Ms. Robichaud said, the shift manager criticized her for working slower than usual, saying she had developed a morale problem. Ms. Robichaud was so upset that she clocked out and went home. She never went back, considering herself forced out.
The next day, she contacted the EEOC, which concluded that she had been improperly discriminated against. After months of efforts to reach a settlement with the franchisee, the commission filed suit on March 7, seeking unspecified compensatory and punitive damages.
"This is no different from a whole line of cases in which employers said, 'We can't hire someone who's black for this kind of position because our customers would be uncomfortable,'" said Sharon Rennert, acting director of the commission's Americans with Disabilities Act division. "That's illegal discrimination, and it's no different here."
Charles A. Powell III, a lawyer for RPH Management, asserted that the franchisee had done nothing wrong, but he declined to comment further on the case.
This disabilities act lawsuit is unusual because commission officials acknowledge that Ms. Robichaud is not disabled - she can walk, talk, and work as well as most people. But the lawsuit relies on a part of the law that protects workers regarded as having a disability, and Ms. Robichaud asserts that McDonald's viewed her as having a disability that disqualified her from becoming a manager.
"This is an important case," Ms. Rennert said, "because this is a qualified person, an individual who met all the requirements to work at this McDonald's, who showed enthusiasm, a desire to improve herself, and yet for all her efforts, all the employer could see was this facial disfigurement. The employer was making a mountain out of a molehill."
But several experts on the disabilities law who represent management asserted that Ms. Robichaud's case faced an uphill battle because of a 1999 Supreme Court decision interpreting the Americans with Disabilities Act. The Court defined a covered disability as one involving a substantial limitation of a major life activity. The Court added that the limitation had to involve more than one particular job.
"She faces a lot of tough legal hurdles on this," said Peter Petesch, a Washington lawyer who represents companies in employment matters. "First, why would they have hired her if they were going to discriminate against her? Second, she has to show that she's substantially limited in a major life activity, and to do that you have to examine whether she's limited from a fairly broad range of jobs. We don't know that."
The case may boil down to whether Ms. Robichaud can demonstrate that McDonald's, by not wanting to place her in a visible job, was excluding her from a broad range of jobs.
"This is exactly the type of discrimination that those of us who helped enact the ADA expected the law to address," said Chai Feldblum, a Georgetown University law professor who helped draft the disabilities act. "But given the way the law has been interpreted, it's uncertain whether a court will rule that this woman should get a remedy under the law."
If the federal courts dismiss her case, lawyers say, Ms. Robichaud will have no other legal remedy.
Since the lawsuit was filed, Ms. Robichaud has appeared several times on television, where she has sought to spread the teachings of "Beauty and the Beast" and the lessons her mother sought to instill in her - it is beauty inside that counts.
"You can be Miss America, but if you're ugly on the inside, your beauty doesn't mean anything," Ms. Robichaud said. "The beauty needs to come from the heart."
Grade Level: K-3
You can reach even the youngest students with important principles that undergird our legal system. Here's a strategy that builds on the concept of fairness. Try to keep your presentation brief - 30 minutes or so - in keeping with program schedules in elementary schools. This lesson plan can be given by an outside resource person or by the teacher. Please adapt accordingly.
Objectives: Students will:
LESSON 3 - HANDOUT A
Here are some examples of people being treated differently. Please go through them one by one. Do you think each one is fair or unfair? Why? If you think some are unfair, who is harmed and what should be done about it?
On Your Own: A guide to your legal rights and responsibilities as an adult
On Your Own is a free booklet published by the Kansas Bar Association. The booklet is intended to give general information on a few areas of law that impact a young person setting out on their own. Topics include alcoholic beverages, purchasing and maintaining a vehicle, finding a job, domestic relations, renting and leasing, credit, smart buying, consumer problems, seeking legal representation, voting and public services, and if you are arrested.
For the Record: A guide to your rights and responsibilities as a young adult
For the Record was originally produced by the KBA's Public Information Committee in cooperation with the Kansas Supreme Court. The booklet's topics include family, if one gets in trouble with the law, and other helpful topics. For the Record is available for free.
Both publications can be found in their entirety on the Kansas Bar Association's Web site at www.ksbar.org under Public Resources. To order, please call (785) 234-5696.
The Kansas Bar Association's Young Lawyers Section sponsored the 2006 High School Mock Trial Regional Competition on March 4 at the Johnson and Sedgwick County courthouses. The following six schools qualified for the state competition, which will take place April 1, in Kansas City, Kan.:
This year, awards were given to students participating in the Regional Tournaments. Individual awards included "Best Witness," "Best Direct or Cross Examination," and "Best Opening Statement/Closing Argument." A "Good Sport" award was given to the team whose members demonstrated the most professionalism, character, and class. These awards will be given out at the State Competition as well. Sponsors for the Regional awards included the Law Office of Joni Franklin, Elaine Reddick, Wichita Bar Association Young Lawyers, Graybill & Hazelwood LLC, and Duggan, Shadwick, Doerr & Kurlbaum P.C.
The teams will compete for a chance to participate in the national tournament in Oklahoma City on May 13. The winner of the state tournament will receive a scholarship to compete at the national competition.
Many of the attorney judges in this year's competition expressed an interest in assisting a high school in next year's competition. These attorneys can provide a valuable resource for the program's participants and team's coach. If you know a school or teacher who would like more information about this competition, please contact Janessa Akin at (785) 234-5696.
The Law-Related Education Inventory has the following items that are useful in working with students on discrimination issues and employment law. Check out the following:
The Law-Related Education Inventory has many resources to help teach about law-related topics. To order a catalog, call Janessa Akin at the Kansas Bar Association, (785) 234-5696. The Kansas Bar Association and the lawyers in your community sponsor the Law-Related Education Inventory. The clearinghouse will mail free copies of law-related posters, games, mock trials, booklets, lesson plans, and other aids. It is open Monday through Thursday, 8 a.m. to 7 p.m., and Friday, 8 a.m. to 5 p.m. The director of the Teachers College Resource Center, which houses the Law-Related Education Inventory, is Marla Darby. She can be reached at email@example.com.
The American Bar Association is giving away 250 free Law Day Kits to schools and youth courts around the country to help promote Law Day 2006 activities. Kits are available on a first-come, first-served basis (only one kit per organization), and will include a combination of a few of the following items: posters, pencils, stickers, bookmarks, buttons, and balloons. For more information, visit www.abanet.org/publiced/lawday/.
Are you looking for an interesting and rewarding way to serve the cause of law-related education, network with fellow teachers, and supplement your income a little? If so, then this is the job for you. Law Wise is seeking an editor beginning with the 2006-07 school year. The person selected may be a teacher, an attorney, or other person committed to law-related education. Attorney Crystal Marietta, Pittsburg, has been the editor for the past four years.
Duties consist of editing six issues of Law Wise per school year, in coordination with the Office of Judicial Administration and the Kansas Bar Association. Coordinators Ron Keefover and Janessa Akin will continue to assist by drafting articles, suggesting themes, etc. The working conditions are excellent and the job can be done from any location.
If you are interested or have questions about this opportunity, please contact Ron Keefover at (785) 296-4872.
Law Wise is published by the Kansas Bar Association during the school year. The Kansas Bar Foundation, with Interest on Lawyers' Trust Accounts funding, provides support for this publication. Published free, on request, for teachers or anyone interested in law-related education, is edited by Crystal Marietta, Pittsburg, (620) 231-5620. For further information about any projects or articles, contact Ron Keefover, Education and Information Officer of the Office of Judicial Administration, Topeka, (785) 296-4872, or Janessa Akin, Public Services Manager of the Kansas Bar Association, Topeka (785) 234-5696. Law Wise is printed at the Kansas Bar Association, 1200 S.W. Harrison, P.O. Box 1037, Topeka, Kansas 66601-1037.