The Structure of the Religious Liberty Guarantee
I met John Noonan in the office of the late David W. Louisell in January, 1974, and remember to this day just how awestruck I was at being in the company of such great scholars. I find myself even more humbled as I pen this essay in honor of the birthday of my esteemed teacher, advisor, and friend. To be invited to join the festschrift is an extraordinary honor for a former student but it is also an immense challenge. The task of writing a coherent essay for one's professor usually ends upon graduation from law school. To write one in honor of a professor (and a favorite one at that) is an altogether new experience. Because I write to pay tribute to a man whose manner of thinking has indelibly shaped the manner in which I teach my own students, my goal is to write an essay that builds upon the work he has done in the field of law and religion. And if, in the final analysis, it meets that standard, it will do so, in part, because of John Noonan's efforts as a teacher, scholar and role model.
The Bill of Rights as a Constitution
To many Americans, the Bill of Rights stands as the centerpiece of our constitutional order-and yet constitutional scholars lack an adequate account of it. Instead of being studied holistically, the Bill has been chopped up into discrete chunks of text, with each bit examined in isolation. In a typical law school curriculum, for example, the First, Ninth, and Tenth Amendments are integrated into an introductory survey course on "Constitutional Law"; the Sixth, Eighth, and much of the Fifth are taught in "Criminal Procedure"; the Seventh is covered in "Civil Procedure"; the takings clause is featured in "Property"; the Fourth becomes a course unto itself, or is perhaps folded into "Criminal Procedure" or "Evidence" (because of the judicially-created exclusionary rule); and the Second and Third are ignored.' When we turn from law school classrooms to legal scholarship, a similar pattern emerges. Each clause is typically considered separately, and some amendments-again, the Second and Third-are generally ignored by main-
Preparation courses for a medical admissions test: effectiveness contrasts with opinion
Objectives  The Undergraduate Medicine and Health Sciences Admissions Test (UMAT) is used to rank applicants for admission to many medical schools. This study aimed to determine the effects of preparation courses on UMAT performance and on students’ perceptions of their performance.