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Notice of Vacancy:
Northern District of Georgia – Bankruptcy Judge

The U.S. Court of Appeals for the 11th Circuit seeks applications from all highly qualified candidates for a 14-year appointment as U.S. Bankruptcy Judge for the Northern District of Georgia at Atlanta.

If you are interested in applying, contact James P. Gerstenlauer, circuit executive, 56 Forsyth St. NW, Atlanta, Ga. 30303, or 404-335-6535, and an application form will be forwarded to you. Applications are also available at www.ca11.uscourts.gov and from any Federal Clerk of Court in the states of Alabama, Florida and Georgia.

Applications must be submitted by potential nominees and must be received by Oct. 18, 2011. Email and fax copies of applications will not be accepted. 

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Upcoming Events

DeKalb Bar Events Family Law Section breakfast, Thursday, Oct. 6, 7:30-9 a.m., Old DeKalb Courthouse DeKalb Bar Luncheon, Thursday Oct. 20, 11:30 a.m.-1:30 p.m., Old DeKalb Courthouse Other Local Bar Events North Fulton Bar Association, Thursday, Oct. 27, starting at…

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Litigator’s Playbook: Is It ‘Seeing is Believing’ or Is It More Likely that ‘Believing Is Seeing’?

by Jeri Kagel, M.Ed., J.D.

Trial Synergy, LLC
www.trialsynergy.com

Memory – we revere it and we fear it. We rely on our own and most often we trust the memory of others, unless it disagrees with ours and then we think we know best. At varying ages, we become concerned if we do not remember something – scared that we are “losing it” and that it – not remembering – is sure to get worse and worse. We want to be able to remember.

We trust our memories. Remembering something is basically synonymous with believing in that memory. Many people tend to be adamant about what they remember, unless they are unsure from the beginning or are asked to refer to the memory far from the event remembered.

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Practice Corner: Teenagers and the Fourth Amendment

by Daniel DeWoskin
Trial Attorney
www.atlantatrial.com

I was recently invited as a guest speaker for the Government class at Decatur High School on the topic of the Fourth Amendment. The teacher left the field wide open as to what I was to cover and he made it clear that the goal was to get beyond the simplicity with which the students would dismiss everything as a violation of someone’s rights.

At first, the lack of strict parameters for the presentation caused me some concern. How would I maintain the students’ attention for an hour or an hour and a half? Certainly I didn’t want to drone on and on about case law to high school students. As my wife, friends and relatives can easily tell you, there is nothing sexy about case law. Once I was able to imagine what the students might want or expect to hear on the topic, I was prepared to address and engage them in a discussion about what the Fourth Amendment was and what it is today.

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