Teaching Law Effectively

Work of forensic personnel at the scene of crime got popularized by TV series, such as CSI: Crime Scene Investigation and its spin offs that started airing at the end of the 20 th /beginning of the 21 st century. For more than a decade CSI franchise was the most popular TV series worldwide 3 that prepared audience for more specific series, such as Dexter, Bones and alike. Until than all the credits for solving criminal cases got detectives investigating them. The vision of lonely genius solving the most difficult riddles has been awakening the imagination of general audience since the early 19 th century novels of Edgar Alan Poe, than sir Arthur Conan Doyle and later Agatha Christie to mention just those who have laid the foundation of the crime novel genre. Detectives created by them (often civilians) were using mostly their brains and logical thinking to solve cases labelled unbreakably by the 1

Legal academia and legal practice are closely related to each other, and yet they are not the same fields-not by a longshot. It isn't unlikely that you will see more experienced lawyers leaning towards a teaching career, while there are always professors who were teaching law from day one. Royalty Free Photo In due time, your own career may also come to a crossroad where the opportunity to leave legal practice and join the ranks of academics might seem more lucrative. Making a decision at that time can be extremely difficult though, which is why we are going to discuss certain important details regarding the transition from being a lawyer at court, to a professor in a university. Despite the education, knowledge and understanding of law being critical to both professors and lawyers/attorneys, their work environments couldn't be more different. The same also applies to what their roles are within their respective work environments. Teaching students to become future lawyers and professors is not easy by any stretch of the imagination, but it's not even close to the pressure that comes with being in a court room and trying to convince a judge and/or a jury. As lawyers age, they might find that the pressure of being in a courtroom is no longer something that they look forward to, at least not with the same enthusiasm as they did before. At such a time,

A Justiça Restaurativa encara o crime como um mal causado, acimade tudo, a pessoas e comunidades. A ênfase no dano implica considerarantes de mais nada as necessidades da vítima e a importância desta noprocesso legal. Implica, ademais, em responsabilidade e compromissoconcretos do infrator, que o sistema de justiça convencional interpretaexclusivamente através da pena, imposta ao condenado para compensaro dano, mas que, infelizmente, na maior parte das vezes, é irrelevante eaté mesmo contraproducente.

El manual de Ejercicios que presentamos se encuentra dirigido a docentes que, en el contexto de los procesos de reformas de los sistemas de justicia penal, orientados hacia la instalación de modelos de justicia
acusatorios, orales y adversariales, buscan iniciarse en el campo de la enseñanza en las nuevas prácticas, habilidades y destrezas que los nuevos paradigmas procesales requieren de quienes se formen como profesionales del derecho.

El Manual ofrece herramientas sencillas, innovadoras y modernas para lograr que el proceso de enseñanza-aprendizaje de las destrezas de la litigación oral se presente a las y los estudiantes de manera entretenida, sin que por ello deje de ser seria y rigurosa. En este sentido, nos proponemos despertar la vocación por un ejercicio profesional apasionado, creativo, inteligente y consecuente con la consolidación de un sistema procesal penal respetuoso del Estado Constitucional de Derecho.

The Manual of Exercises that we present is aimed at teachers who, in the context of the processes of reforms of criminal justice systems, oriented towards the installation of justice models
accusatory, oral and adversarial, seek to begin in the field of teaching in the new practices, skills and abilities that the new procedural paradigms require of those who are trained as legal professionals.

The Manual offers simple, innovative and modern tools to ensure that the teaching-learning process of oral litigation skills is presented to students in an entertaining way, without ceasing to be serious and rigorous. In this sense, we propose to awaken the vocation for a passionate, creative, intelligent and consistent professional exercise consistent with the consolidation of a criminal procedural system that respects the Constitutional Rule of Law.

"In this article, I look at the Living Healing Quilt Project (LHQP), organized by Alice Williams of the Curve Lake First Nation (Curve Lake, Ontario) and sponsored by the Indian Residential Schools Truth and Reconciliation Commission. The project involved the creation of a series of quilts by residential school survivors and intergenerational survivors and is made up of individual quilt blocks reflecting on residential school experience. I consider the LHQP as an intervention into the collected stories making up the national fabric, wherein the knotted underside of an apparently seamless entity is revealed. To do this, the LHQP is read through a series of locales, institutional spaces, ideas, and metaphors. In four sections—Fabric, Pattern, Piecing, and Binding—the LHQP is analyzed
respectively as a document of trauma, an intervention into mainstream normative narratives of nation building, as part of a feminist rethinking of quilts as emancipatory texts, and as a commentary on the role of sewing and handcraft in the attempted creation of docile and assimilated Indigenous children."

This paper received the Priestly Prize, awarded by the Association of Canadian College and University Teachers of English for the best essay published in ESC: English Studies in Canada in 2009-2010.

Heeding the call for broader access to tertiary studies for previously disadvantaged students, the University of the Free State (UFS) is one of only a few institutions in the country that offer an extended, five-year Bachelor of Laws (LLB) programme. Its more lenient admission requirements and more manageable distribution of course work across five study years have put access to professional legal studies within reach of students who would not have otherwise qualified for admission. Beyond broader access, however, still lies the challenge of student success. It is a well-documented fact that modern-day students enter higher education ill-prepared for the demands of tertiary studies, and those entering the extended LLB are no exception. The gaps in their skills sets include a lack of academic writing skills, which are among the core competencies required of a law graduate. In an effort to address this challenge, the UFS Faculty of Law has established an innovative collaboration with the Write Site, a writing centre staffed by language specialists who offer students personalised assistance with their writing assignments. This is done as part of the module Legal Skills, one of the foundational modules presented exclusively for students in the extended LLB programme. This article provides the details of the intervention, including its results to date. It concludes that the Faculty of Law/ Write Site collaboration is a model worthy of emulation, teaching students not only to write well, but also to do well in their academic field. Recommendations for fine-tuning the intervention are proposed, including a call for this type of skills assistance to be offered across the curriculum, instead of in a once-off module only. Whilst the current climate of acute human resources and funding shortfalls in higher education may make this hard to achieve, the academic success of our students and the professional success of our future lawyers and other professionals are on the line.

Confeccionado con criterios de la pedagogía constructivista, el curso persigue la construcción de lineamientos viables de estrategias interdisciplinarias de solución de los prinicpales problemas jurídicos que, en un momento específico, aquejan a una entidad local dada.  Por la ubicación de la Universidad de Quintana Roo, esta entidad es el Estado de Quintana Roo, conformada por 3 regiones físico-geográficas básicas, caracterizadas por diferentes niveles de desarrollo integral.  El curso se imparte de manera presencial, pero se encuentra muy avanzado el proceso de hacerlo en línea.  Lenguaje principalmente usado:  Español
The course, which has been constructed with a constructivist scope, seeks the construction of feasible interdisciplinary strategies to solve  the fundamental problems of a given local entity, in a certain moment of its history.  In this case, the chosen entity is the state of the mexican state of Quintana Roo,  with its unequal leves of regional development:  developed north;  developing south;  and, the underdeveloped central regional.  Presently, the course is taught in UQROO’s campus facilities, but will soon be online driven. Main language required:  Spanish.

El propósito de la presente contribución es indagar en torno a una de las interrogantes más relevantes en el plano académico para el derecho: la cuestión en torno a qué debería ser el objeto de la docencia y la investigación jurídica y como se hace, de modo particular en América Latina; así como establecer una base propositiva en torno a la prioridad que debe recibir (Molina Saldarriaga, Fundamentos Teóricos y Metodológicos del Método Clínico de Enseñanza del Derecho, 2008)
(Galván, 2008) (Cardinaux, 2008) (Pérez Lledó, Teoría y Práctica en la Enseñanza del Derecho, 2007) (Monroy Cabra, 1999) (Montoya & Santamaría, 2008) (Román, De Timarán, & Fierro, 2006) (Molina Saldarriaga, La Enseñanza Clínica del Derecho. Presupuestos Metodológicos y Teóricos para la Inclusión de la Interdisciplinariedad en la Formación Jurídica, 2012) (Flores, 2006) (Lobo, 2017)36. El tema en cuestión alude a los planos o niveles de análisis en derecho. Tanto la docencia como la investigación jurídica en América Latina están desde hace mucho tiempo, lastradas por la diversidad e inconsistencia en los enfoques o tipos de análisis respecto de la experiencia normativa del individuo (Montoya Vargas, 2005) (Bergoglio, 2007)37. Esto es especialmente relevante para el estudiante como sujeto destinatario del conocimiento jurídico dado que determina de modo esencial su enfoque y actitud hacia el ejercicio profesional, y con ello, la calidad de la justicia.

La Facultad de Derecho y la prisión presentan desde antaño una relación conflictiva y, por momentos, distante. Como primer objetivo, intento hacer una breve aproximación a esos encuentros esquivos concentrándonos en tres momentos históricos: la consolidación de la prisión como pena hegemónica durante el proceso de paz y administración, el auge de la criminología positivista hacia finales del Siglo XIX, y las perspectivas revisionistas del Derecho Penal que, durante la segunda mitad del siglo XX, nuclearon críticas al ideal resocializador de la pena.
En un segundo objetivo, propongo algunas pautas para actualizar esa tensa relación. Materias, proyectos de investigación y grupos de estudio, organización de congresos y jornadas son algunos de los indicadores posibles para dimensionar el espacio que la prisión ocupa en la formación de sus estudiantes y en las discusiones que se desarrollan dentro de la Facultad de Derecho UBA.
Por último, señalo algunas estrategias futuras que podrían permitir a la Facultad de Derecho asumir un rol relevante en la transformación de las relaciones que se despliegan dentro del espacio prisión.

This article takes the position that professors play an important role in
creating a bridge between theoretical study and the learning
that is likely to occur during a work-based internship. I
attempt to explain this role within the context of training
paralegals in Singapore.

It is striking that criminal law syllabi throughout the common law world, including in Hong Kong, primarily focus on homicide, other violent offences, sexual offences, and theft-offences typically categorised as mala in se (evil in and of themselves), as opposed to mala prohibita (wrongful only due to statutory designation). Yet a predominance of mala in se offences is not what criminal law practice really looks like in Hong Kong, whether in the courtroom or in advising clients. This article utilises police data on crime prevalence in Hong Kong as well as a self-reporting survey of criminal law practitioners in an effort to more closely align the LLB/JD criminal law teaching syllabus with the present and future realities of legal practice in Hong Kong, at least in terms of the specific offences covered. The article concludes with a series of suggested amendments to the typical criminal law syllabus employed in the local jurisdiction.

Se presenta la base de datos, conteniendo información recolectada a través de entrevistas estructuradas, de estudiantes a cargo de proyectos de investigación, en la División de Ciencias Sociales, Economicas y Administrativas de la UQROO en Chetumal.  En un ambiente académico formal que gira sobre el profesor, estas investigaciones, a menudo no reconocidos como tal,  adoptan la forma de trabajos parciales y finales de cursos, tesis, monografías, informes de estancias e informes de servicio social, entre otros.

The 1990 Native American Graves Protection and Repatriation Act authorized establishment of an advisory committee to carry out a long list of specific duties. Chartered on August 20, 1991, the Native American Graves Protection and Repatriation Review Committee has held 42 meetings over the subsequent 19 years. The review committee's responsibilities include monitoring the summary, inventory, and repatriation process; facilitating the resolution of disputes; compiling an inventory of culturally unidentifiable human remains and recommending specific actions for their disposition; consulting with the Secretary of the Interior in the development of regulations; and submitting an annual report to Congress. This paper examines the review committee's establishment and activities and assesses its effectiveness.

This paper is an examination of sociocentric indigenous systems of conflict resolution and their connection to intractable conflict when damaged. Some of the complexities that sociocentric systems of conflict resolution present include high levels of sovereignty and their basis of naturally evolved sociocentric sociological structure as an underlying condition of their existential identity and physical life-cycle. Within the complexity of the sociocentric structure, the paper discusses the larger issues and difficulties of processing loss, violence, and conflict events within a group context where meaning is communal rather than individually constructed.  Finally, the paper reviews the inherent conflict that is created by egocentric interventionist organizations and institutions’ unconscious attempts at overlaying western-urbanized forms of ethno-justice and ethno-psychology onto sociocentric structures; a practice that further devolves the structures into conflict intractability.

En español:
La comprensión de complejos conceptos jurídicos por parte de estudiantes universitarios que no estudian la carrera de Derecho se garantiza en un entorno de enseñanza donde el profesor proporciona experiencia y provoca reflexión.
Los resultados obtenidos en una experiencia de innovación docente realizada con alumnos del segundo año del Grado de Turismo de la Universidad de Zaragoza, el curso 2011/2012, en la asignatura Derecho Mercantil y Laboral del Turismo, corroboran la afirmación anterior.
El estudiante aprende cuando piensa por sí mismo y una forma de ayudarle es provocando que razone sobre experiencias constructivas para que a partir de su propia reflexión identifique relaciones y contradicciones, y posteriormente determine sus significados. Los alumnos que cursan una carrera distinta al Grado de Derecho no estudian, normalmente, las asignaturas de la rama de las ciencias jurídicas obligatorias en sus titulaciones, con el mismo interés e ímpetu que puede tener el motivado alumno de la Facultad de Derecho que pretende llegar a ser jurista.
El coaching provee al profesor universitario herramientas para ayudarle a hacer una mejor docencia. Una de ellas, acaso la más significativa, es la formulación de preguntas desafiantes y desequilibrantes dirigidas a propiciar la reflexión del estudiante y la exploración de zonas desconocidas hasta ese momento, con la finalidad de generar conocimiento profundo en un ambiente de aprendizaje placentero y colaborativo.

English:
Understanding of complex legal concepts by students who do not study a Law Degree is facilitated in a learning environment where the professor provides experience and provokes thought.
The results obtained from an experience in teaching innovation with students in the second year of the Degree in Tourism at the University of Zaragoza, during the academic year 2011-2012, in the class Commercial and Labor Tourism Law, corroborate the above statement.
Students learn only by thinking for themselves, and a way to help is causing them to reason about constructive experiences so that from their own reflection on them they identify relationships and contradictions, and then determine their meaning.
Students who do not study a Law Degree usually do not have the same level of interest and motivation as the students who are at the Faculty of Law studying a Law Degree.
The coaching method provides the university professor with the tools to provide better teaching.
One tool is formulating challenging or destabilizing questions that encourage student reflection and exploration of areas previously unfamiliar to students with the aim of generating deep insight in a pleasant and collaborative learning environment.

" Criado em outubro de 2013 por iniciativa da DIREITO GV, o OED – Observatório do Ensino do Direito – reúne, sistematiza e divulga informações sobre o ensino jurídico brasileiro, buscando contribuir para o incremento do debate e o aprofundamento das análises na área.

O projeto, de caráter permanente, almeja servir como instrumento para qualificar a reflexão sobre o ensino do direito, da formação dos alunos à sua inserção no mercado de trabalho, passando pelas metodologias de ensino utilizadas para qualificação e direcionamento profissional. Seu público alvo são acadêmicos, profissionais e autoridades participantes da discussão sobre o ensino jurídico brasileiro.

O OED divulgará regularmente relatórios, a partir de dados oficiais coletados e analisados pelo Núcleo de Metodologia de Ensino da DIREITO GV com o fim de identificar as condições concretas em que se dá o ensino do direito no Brasil.

O perfil do docente de direito no Brasil é tema do primeiro relatório produzido pelo OED. Foram aproveitadas as informações do Censo Nacional da Educação Superior do INEP, com referência ao ano de 2012."

This chapter explores the proposition that international law (or law in general) is both everywhere, in the sense that it is 'the law of the land', applicable everywhere (within its spatial jurisdiction), while at the same time being also, and always only, 'somewhere', in a specific context, in a particular interaction, attached to specific beings. The way that international law can be both these things is by means of its invocation, by agents in contexts. This chapter focuses on one specific site of invocation: the international law classroom.

Citation:
Juan M. Amaya-Castro, Teaching International Law: Both Everywhere and Somewhere,
in Liber Amicorum in Honour of a Modern Renaissance Man Gudmundur Eiríksson (Juan Carlos Saínz-Borgo, et al. (eds.)), 2017, pp 521-536.

A short video made for students in an online master's level program at Melbourne Law School, about developing and writing a research proposal in law. May be of use to supervisors and students, research mentors, or those trying to refine their own questions.

Este artículo tiene por objeto la aplicación de la técnica de innovación docente conocida como aprendizaje cooperativo en la modalidad del puzle, para la enseñanza del Derecho Civil. A estos efectos, se estudiará el marco teórico existente de esta técnica de innovación docente para proponer su aplicación práctica en distintas instituciones de Derecho Civil. Finalmente, se evaluará este método para analizar sus ventajas e inconvenientes en su aplicación.

Abstract:
Pedagogy at law school in Canada typically follows a regi-
mented structure. Apart from core courses, students are
introduced to the mechanics of how to read, write and inter-
pret law. Course o"erings are said to equip the student with
legal literacy, preparing the #rst year law student to engage
in the various fundamentals of the #rst year core curricu-
lum. Undergraduate teaching of law outside of the law school
context does not provide the same rudimentary preparation.
!e most pressing issue in undergraduate teaching is usually
the legal illiteracy of most undergraduate students whom are
new to the #eld of law. An introductory criminal law course
in a liberal arts university could never provide the kind of
introduction to legal literacy that formal legal education
mandates. !e challenge then is for the instructor to provide
a lens of analysis for the undergraduate student in order to
make law valuable outside of the context of the goals of the
legal profession. !is essay examines strategies that under-
graduate law teachers (outside of law school) can use to make
meaningful the study of the criminal law for students who
may never be bound for law school. In some ways the under-
graduate law teacher is advantaged over the law professor in
that she does not need to be bound by a positivistic faith in
law’s ability to solve problems. !is ability to move outside
of the self-contained nature of law allows for the potential of
a civics education that is informed, critical and inherently
analytical. !ese skills allow the teacher to #nd a new pur-
pose for the teaching of law, which has rami#cations for the
manner in which one teaches and conducts research.

Dynamic maps are an educational tool that provides significant advantages in the teaching of different disciplines of historical and geographical content.
 
  In the report the progress made in the project dynamic map of medieval Roman law and provincial law will be presented.
 
  Visit http://www.histleg.com/2014/02/25/mapa-de-derecho-medieval/
---
 
  Los mapas dinámicos son una herramienta didáctica que proporciona relevantes ventajas en la enseñanza de diferentes disciplinas de contenido histórico y geográfico.

  En la ponencia se expondrán los avances realizados en el proyecto de mapas dinámicos de Derecho medieval y Derecho provincial romano.

  Visita http://www.histleg.com/2014/02/25/mapa-de-derecho-medieval/


Miércoles 7, Octubre, 2015. 15:30
II Congreso Internacional de Humanidades Digitales Hispánicas
Sala A. Edificio de Humanidades
Paseo Senda del Rey, 7
Madrid

Se presenta el contenido y las actividades llevadas a cabo en el subporgrama TAP (Tutoria Academica Proactiva), en la licenciatura en derecho, de la Univesidad de Quintana Roo UQROO.  Se incluyen instrumentos y otros aspectos operacionales.

The recent clashes between pro-Assad and contra-Assad
troops in Beirut and Tripoli in May and June 2012 have demonstrated
that violence has remained a political instrument in
Lebanon. The Cedar State is deeply divided and its people
have contrary visions for their future. Reconciliation and justice
have never been achieved after the civil war in Lebanon.
Reparative justice could be a new way to solve the puzzle of
balancing justice, peace and reconciliation in (post-) conflict
societies and get to the root of the problems.

Leveraging a longitudinal dataset concerning 102 inter-firm disputes, we evaluate the effects of contract structure on trust and on the likelihood of continued collaboration. We theoretically refine and empirically extend prior research by (a) distinguishing between control and coordination functions of contracts, (b) separating goodwill-based and competence-based trust, and (c) evaluating the effects of contract structure on relational outcomes in the context of disputes. We find that control provisions increase competence-based trust, but reduce goodwill-based trust, resulting in a net decrease in the likelihood of continued collaboration. Coordination provisions increase competence-based trust, leading to an increased likelihood of continued collaboration.

"In a moment in which several different voices underline the state of crisis that characterizes criminal justice both in its conceptual premises and its practical applications, Restorative Justice captures an increasingly high interest: such a conception underlines – although with different articulations – the importance of a reparative and participatory approach to the reaction to crime.
By claiming a deeper attention to the wound that crime has actually performed, and therefore also to the persons directly involved in it, Restorative Justice purposes a decisive change of perspectives in the way punishment and its determination are conceived. Such an approach invites, first of all, to rethink the justification, the goal, and the limits of the reaction to crime, therefore tends to criticize several conceptual premises which characterised the modern and contemporary vision of criminal justice.
This study is meant to offer, at first, an introduction to Restorative Justice, analysing its constitutive elements, the main models of its practical applications, and its cultural origins; besides, it undertakes a critical analysis of some of the main ‘commonplaces’ which tend to characterise the principal argumentative schemes adopted by the advocates of such an approach. The latter analysis aims at verifying the real unity of Restorative Justice as a theory and, secondly, is intended to let emerge concepts and argumentative structures able to place Restorative Justice’s innovative strength within a solid philosophical frame.
"