Teaching Legal Research in Canadian Law Schools: Are We Meeting the Needs of the Profession?

2010 ◽  
Vol 10 (2) ◽  
pp. 98-101 ◽  
Author(s):  
John Eaton
Keyword(s):  
Education System ◽  
Legal Education ◽  
Hard Copy ◽  
Law Schools ◽  
Legal Research ◽  
Research Skills ◽  
Canadian Law ◽  
University Of Manitoba ◽  
The University ◽  
Electronic Sources

AbstractIn this philosophical article John Eaton from the University of Manitoba recounts the current legal education system in Canada and reflects on the issues involved in teaching legal research skills, including problems with where to base the training within the curriculum, and difficulties encountered in the migration from hard copy research, to current students' predilections for using electronic sources. Whilst based on the Canadian process his article has a wider application in relation to the “Google-generation” of students.

Affirmative Action and Aboriginal Government: The Case for Legal Education in Nunavut

1999 ◽  
Vol 14 (2) ◽  
pp. 21-75 ◽  
Author(s):  
Kelly Gallagher-Mackay
Keyword(s):  
Justice System ◽  
Critical Mass ◽  
Legal Education ◽  
Law School ◽  
Law Schools ◽  
Disadvantaged Communities ◽  
The Public ◽  
Education Gap ◽  
The University ◽  
And Training

AbstractThe Nunavut Land Claim Agreement commits federal and territorial governments to the recruitment and training of Inuit for positions throughout government. In the justice sector, there is currently a major shortage of Inuit lawyers or future judges. However, there also appears to be a fundamental mismatch between what existing law schools offer and what Inuit students are prepared to accept. A northern-based law school might remedy some of these problems. However, support for a law school requires un-thinking certain key tenets of legal education as we know it in Canada. In particular, it may require a step outside the university-based law school system. Universities appear to be accepted as the exclusive guardian of the concept of academic standards. Admission standards, in particular, serve as both a positivist technology of exclusion, and a political rationale for the persistence of majoritarian institutions as the major means of training members of disadvantaged communities. Distinctive institutions – eventually working with university-based law schools – have the potential to help bridge the education gap between Inuit and other Canadians. In so doing, they have the potential to train a critical mass of Inuit to meaningfully adapt the justice system to become a pillar of the public government in the Inuit homeland of Nunavut.

Problems of Legal Education Reform in Ukraine

2020 ◽  
Vol 82 ◽  
pp. 70-77
Author(s):  
Maria Bilak
Keyword(s):  
United States ◽  
Education Reform ◽  
Education System ◽  
Legal Education ◽  
Current Situation ◽  
Approaches To Teaching ◽  
Law Schools ◽  
New Model ◽  
Main Ideas

The paper attempts to study the current situation of legal education reform in Ukraine. The main ideas of the new model of legal education in Ukraine were analyzed. The author made a comparison of Ukrainian legal education system with legal educations practices in United States, Poland and Germany. The main problems negatively influencing the quality of legal education such as corruption, disproportionally high number of law schools and outdated approaches to teaching were described.

Educating the MTV Generation: Legal Information Skills Online

2004 ◽  
Vol 4 (1) ◽  
pp. 37-43 ◽  
Author(s):  
Nicki McLaurin Smith ◽  
Prue Presser
Keyword(s):  
Law School ◽  
Background Information ◽  
Legal Research ◽  
Research Skills ◽  
Information Evaluation ◽  
Legal Information ◽  
Information Skills ◽  
The University

This article is a summary of the paper presented at the 34th Annual Study Conference of BIALL held in Cardiff, June 2003 by Nicki McLaurin Smith and Prue Presser. The paper consisted of a demonstration of LIST (Legal Information Skills Tutorial), which has been developed at the University of Melbourne Law School for the purpose of teaching legal research skills. The paper covered background information, evaluation, successes and shortcomings as well as extending an invitation for involvement in future collaborative projects of this nature with the Legal Resource Centre.

How Much “Law” in Legal Studies? Approaches to Teaching Legal Research and Doctrinal Analysis in a Legal Studies Program

2014 ◽  
Vol 29 (03) ◽  
pp. 297-310 ◽  
Author(s):  
Vincent Kazmierski
Keyword(s):  
Research Methods ◽  
Legal Education ◽  
Multiple Roles ◽  
Methods Course ◽  
Law Schools ◽  
Legal Research ◽  
Pedagogical Strategies ◽  
Legal Studies ◽  
Professional Law

Abstract This article addresses the teaching of legal research methods and doctrinal analysis within a legal studies program. I argue that learning about legal research and doctrinal analysis is an important element of legal education outside professional law schools. I start by considering the ongoing debate concerning the role of legal education both inside and outside professional law schools. I then describe the way in which the research methods courses offered by the Department of Law and Legal Studies at Carleton University attempt to reconcile the tension between “law” and legal studies. In particular, I focus on how the second-year research methods course introduces students to “traditional” legal research and doctrinal analysis within a legal studies context by deploying a number of pedagogical strategies. In so doing, the course provides students with an important foundation that allows them to embrace the multiple roles of legal education outside professional law schools.

scholarly journals Comparison of Applicant's Results for Studies from Russia and Vietnam at the University of Economics, Prague

10.28945/3708 ◽  
2017 ◽  
Author(s):  
Milos Maryska ◽  
Petr Doucek ◽  
Lea Nedomova
Keyword(s):  
Education System ◽  
Logit Model ◽  
Graduation Rate ◽  
Hard Copy ◽  
Education Systems ◽  
Data Set ◽  
Entrance Exam ◽  
Entrance Exams ◽  
Study Results ◽  
The University

Aim/Purpose: The aim of this paper is analysis of applicants for study at the University of Economics, Prague (UEP) that are coming from foreign countries. The second aim is to learn the graduation rate of foreign students. Background: Knowledge about applicants results are important for changing entrance exams according to the changing situation in high school education systems and according to the changing requirements coming from teachers at UEP. The background question is, if the both components of entrance exams should have the same significance. Methodology: Entrance exams results were analysed for 2009-2016 period. We used standard statistics methods supported by the IBM SPSS tool and Microsoft Excel. All data were processed by way of Microsoft SQL Server. We analyzed the faculties that require Mathematics and English entrance exams. We are comparing mainly results of applicants from Russia and Vietnam. For graduation rate estimations the logit model approach has been applied. The data for our analysis came from UEP information systems and hard-copy applications and were then set anonymous. Contribution: Detailed analysis of situation at the UEP and guideline on how to process similar research at another universities. Paper offers comparison of Russian education system results in Mathematics and English with the education system of Vietnam. Further contribution is for Vietnamese potential applicants for study in the Czech Republic. Findings: Based on our analysis, we concluded that total number of applicants for studies was 109,996 students at the UEP during the analyzed period and applicants from Vietnam 1,686 and from Russia 7,227. For studies were accepted 717 applicants from Vietnam (42.5%) and 1,986 applicants from Russia (27.5%). We were also able to prove a slightly positive correlation between the number of points obtained for the English entrance exam and the mathematics entrance exam. However, this correlation goes slightly downhill over time. Further findings are from logit model of correlation between number of obtained points and successfully studies completion. The border for effective acceptance of students from this data set is approximately 170 obtained points in entrance exam. Recommendations for Practitioners : This analysis offers results of entrance exams on UEP from English and Mathematics. Recommendation could be held in comparison of education systems efficiency in Russia and Vietnam in these two areas with reflection requirements on students of economy at University of Economics, Prague. Recommendation for Researchers: The way of analysis, number of analyzed sample, final data and conclusions from this research. Using logit model for study success rate modeling. Offer for cooperation in analysis of entrance exams data queues. Impact on Society: Comparison of entrance exams results on University of Economics, Prague between Russian and Vietnamese applicants for study in the area of economics. Comparison of education systems effectiveness in Vietnam and in Russia in relation to economics studies in EU country. Future Research: Process this analysis in longer period and extend for another countries and nationalities. Next step planned for this is year is analysis of relation among results of Mock Entrance Exams – Entrance Exams – Study Results. This is long-term plan. In next 5 years, we should be able to answer question if there is some probability, that students failed during standard entrance exams when these students pass mock exams for example because he was in stress?

scholarly journals The University Library: A Driving Force for Reform in Legal Education?†

2012 ◽  
Vol 40 (1-2) ◽  
pp. 1-21 ◽  
Author(s):  
Ben Beljaars ◽  
René Winter
Keyword(s):  
Legal Education ◽  
Skills Training ◽  
The United States ◽  
Law Schools ◽  
Close Collaboration ◽  
Library Education ◽  
University Library ◽  
Information Skills ◽  
The University

AbstractInformation skills training offers opportunities for gradually embedding changes in legal education programs and to bring about the integration of legal knowledge, skills and experience. If shared goals are formulated in a spirit of close collaboration, curricular changes and revisions will potentially have a greater effect and be more likely to enhance long-term programs. The university library can serve as an ideal base for the use of information technology such as web portals and content integrated search engines, which in turn will help refocus attention on the use of library facilities. The harmonization and maintenance of this apparatus, however, requires both a new form of cooperation and a re-interpretation of the legal education curriculum. This article compares several library developments which could prove important for legal education from a Dutch perspective, and also examines library education in the law schools of the United States of America.

An Historical Introduction to the Teaching of International Law in Canada Part III

1977 ◽  
Vol 14 ◽  
pp. 224-256 ◽  
Author(s):  
R. St. J. MacDonald
Keyword(s):  
International Law ◽  
Legal Education ◽  
Board Of Trustees ◽  
Law School ◽  
Late Afternoon ◽  
University Of Manitoba ◽  
The Law ◽  
The University

From 1872 until 1913 legal education in Manitoba was dependent almost entirely on apprenticeship, supplemented by private study. In 1913 the Law Society of Manitoba organized an improved programme of lectures for intending members of the bar and in 1914 the society entered into an agreement with the University of Manitoba to create and operate jointly the Manitoba Law School. The school's expenses were to be shared equally by the two parent bodies and its operations were to be supervised by a board of trustees consisting of two appointees chosen by each body and a chairman elected by the appointees. The school was modelled on the Osgoode Hall Law School in Toronto and offered a three-year lecture course leading to both the LL.B. degree and admission to practice. As at Osgoode Hall, enrolment at the law school was not regarded as a substitute for service under articles. Classes were held in the morning and late afternoon and students were expected to carry out office duties during the remainder of the day.

The Disastrous First Fund-Raising Campaign in Legal Education: The Harvard Law School Centennial, 1914–1920

2013 ◽  
Vol 12 (4) ◽  
pp. 535-578
Author(s):  
Bruce A. Kimball
Keyword(s):  
World War I ◽  
Legal Education ◽  
The United States ◽  
Fund Raising ◽  
Law School ◽  
Law Students ◽  
New Venture ◽  
Law Schools ◽  
The Law ◽  
The University

Between 1915 and 1925, Harvard University conducted the first national public fund-raising campaign in higher education in the United States. At the same time, Harvard Law School attempted the first such effort in legal education. The law school organized its effort independently, in conjunction with its centennial in 1917. The university campaign succeeded magnificently by all accounts; the law school failed miserably. Though perfectly positioned for this new venture, Harvard Law School raised scarcely a quarter of its goal from merely 2 percent of its alumni. This essay presents the first account of this campaign and argues that its failure was rooted in longstanding cultural and professional objections that many of the school's alumni shared: law students and law schools neither need nor deserve benefactions, and such gifts worsen the overcrowding of the bar. Due to these objections, lethargy, apathy, and pessimism suffused the campaign. These factors weakened the leadership of the alumni association, the dean, and the president, leading to inept management, wasted time, and an unlikely strategy that was pursued ineffectively. All this doomed the campaign, particularly given the tragic interruptions of the dean's suicide and World War I, along with competition from the well-run campaigns for the University and for disaster relief due to the war.

Are ‘Digital Natives’ Equipped to Conquer the Legal Landscape?

2013 ◽  
Vol 13 (3) ◽  
pp. 172-178 ◽  
Author(s):  
Daniel Bates
Keyword(s):  
Information Literacy ◽  
Legal Education ◽  
Cultural Background ◽  
Digital Natives ◽  
Law Students ◽  
Research Skills ◽  
Precise Nature ◽  
University Of Cambridge ◽  
Teaching Research ◽  
The University

AbstractThere is no doubt that the ‘Google Generation’ or ‘Digital Natives’ are entering legal education with a very different set of skills than those who came before them. In this article Daniel Bates examines the precise nature of the skillset of those beginning their legal careers, and considers his experiences teaching research skills to law students at the University of Cambridge for over a decade. Furthermore, he considers how students' educational and cultural background in the areas of research and information literacy should inform the teaching of legal skills.

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