Elite values in twenty‐first century, United Kingdom law schools

2008 ◽  
Vol 42 (3) ◽  
pp. 291-301 ◽  
Author(s):  
Anthony Bradney
Keyword(s):  
United Kingdom ◽  
First Century ◽  
Law Schools ◽  
Twenty First Century

The Grimmness of Contemporary Fairy Tales: Exploring the Legacy of the Brothers Grimm in the Twenty-First Century

2014 ◽  
Author(s):  
Jack Zipes
Keyword(s):  
United Kingdom ◽  
South America ◽  
Fairy Tales ◽  
First Century ◽  
Brothers Grimm ◽  
The United Kingdom ◽  
Twenty First Century ◽  
North And South America ◽  
North And South

This chapter explores some of the more salient contemporary Grimm variants, primarily in the fields of literature and poetry that have appeared in North and South America, the United Kingdom, Ireland, and Australia during the twenty-first century. The chapter endeavors to choose and discuss works that represent, in the author's opinion, significant artistic contributions to our understanding of the Grimms' folk and fairy tales and are furthermore innovations that seek to alter our viewpoints on how these tales relate to current sociopolitical conditions. Alongside a discussion of these contemporary fairy tales, the chapter also touches upon its use of the terms “Grimmness” and “Grimm.”

The Historical Foundations of Judicial Review in the United Kingdom

2021 ◽  
pp. 193-230
Author(s):  
Conor McCormick
Keyword(s):  
United Kingdom ◽  
Judicial Review ◽  
Historical Analysis ◽  
Administrative Law ◽  
First Century ◽  
Fin De Siecle ◽  
The United Kingdom ◽  
Twenty First Century ◽  
Administrative Actions

This chapter analyses judicially developed standards for reviewing administrative actions in the United Kingdom between 1890 and 1910. By exploring the context, reach, types, and frequency of judicial review during that timeframe—fin de siècle—this historical analysis reveals both significant changes and significant continuities by comparison with twenty-first century standards. The chapter concentrates in particular on reported cases which undermine the Diceyan claim that administrative law did not exist in the United Kingdom during this timeframe; and reflects on the inconsistencies that pervaded that body of law. It concludes that some judges tended to deploy concepts which had the effect of restraining administrative actions, whereas other judicial constructs tended to facilitate the administrative arrangements contested in court. As such, it recommends that the role of judicial review at this time should be characterized with this duality of purpose firmly in mind.

scholarly journals Uncertain Mobilities

Transfers ◽  
2013 ◽  
Vol 3 (1) ◽  
pp. 26-44 ◽  
Author(s):  
Colin G. Pooley
Keyword(s):  
United Kingdom ◽  
Historical Perspective ◽  
Life Writing ◽  
First Century ◽  
Transport Systems ◽  
Contemporary Society ◽  
The United Kingdom ◽  
Societal Norms ◽  
Twenty First Century ◽  
Considerable Concern

Contemporary society assumes high levels of unimpeded mobility, and disruptions to the ability to move quickly and easily can cause considerable concern. This paper examines the notion of mobility uncertainty and disruption from an historical perspective, arguing that interruptions to mobility have long been a characteristic of everyday travel. It is suggested that what has changed is not so much the extent or nature of disruption, but rather the resilience of transport systems and societal norms and expectations about travel. Data are taken from five examples of life writing produced by residents of the United Kingdom during the nineteenth and early-twentieth centuries. The texts are used to illustrate the travel problems encountered and the strategies adopted to deal with them. A concluding discussion examines these themes in the context of twenty-first century mobility.

scholarly journals "Putting 'disorienting moments' at the centre of Legal Education'"

2017 ◽  
Vol 24 (3) ◽  
pp. 80
Author(s):  
Lawrence Donnelly
Keyword(s):  
Legal Education ◽  
Educational Experience ◽  
First Century ◽  
Central Component ◽  
Law Schools ◽  
National University ◽  
Twenty First Century ◽  
The Ideal

This article asks and endeavours to answer the following questions: What should we as legal academics seek to place at the heart of the educational experience for our students? And how can we do it? The article argues that the disorienting moment should be a central component of the optimal twenty-first century legal education and that clinical legal education programmes are the ideal conduits for bringing about disorienting moments for students. The article shares the reflections of students in the clinical programme in the School of Law at the National University of Ireland, Galway. These reflections, it is submitted, establish that clinics are likely the best means of provoking the deeper questioning that flows from disorienting moments. Furthermore, the students’ reflections, on their own, make a powerful case for why law schools should prioritise and resource clinical programmes.

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