Part II: Some Thoughts on the Receptiveness of Contract Rules in the CISG and UNIDROIT Principles as Reflected in One State’s (Florida) Experience of (1) Law School Faculty, (2) Members of the Bar with an International Practice, and (3) Judges

1998 ◽  
Vol 46 (suppl_1) ◽  
pp. 361-378 ◽  
Author(s):  
Michael Wallace Gordon
Keyword(s):  
1986 ◽  
Vol 16 (4) ◽  
pp. 331-341
Author(s):  
Michael P. Pagano ◽  
David Mair

A study was undertaken both to evaluate how medical students are taught to write patient records and to examine the writing done by doctors. Typical medical records, written by medical doctors, were also evaluated. A single questionnaire was sent to eighty-four medical school professors, twenty law school faculty, and five practicing attorneys. The questionnaire asked how medical records were used and what the legal implications were in authoring a patient record. The medical professionals were also asked how their schools taught medical writing. The questionnaire pointed out that most medical schools teach less than ten hours of medical writing in their curricula and that patient records are not written with an understanding of the various audiences, purposes, and uses for medical documents. Two radiology reports are discussed in terms of their clarity and usefulness for medical and extra-medical readers. The study concludes that medical students should be taught a composing process so that they will understand the audience, purpose, and use for the patient records they write.


Acta Juridica ◽  
2021 ◽  
Vol 2021 ◽  
pp. 85-106
Author(s):  
J Barnard-Naudé

This paper is a response to Dale Hutchison’s recent arguments about the role of fairness in contract law after the Constitution. From the point of view of transformative constitutionalism, the paper argues that the fairness ‘debate’ in the South African law of contract should be approached as what it so patently is, namely, as evidence of a deep ideological conflict that has existed in our law of contract for a very long time, and that this debate now exists within the context of a larger debate about the appropriate transformative reach of the Constitution. The argument takes the form of two ‘dangerous supplements’ to Hutchison’s discourse. The first of these supplements contends that indeterminacy is a symptom of the common law itself, rather than a result of contract law’s contact with the Constitution. The second dangerous supplement suggests a responsible judicial engagement with bona fides and ubuntu, one that can exploit the strengths of both the common law and the Constitution and that understands good faith and ubuntu to be ‘inter-linking’ constitutional values that should be enlisted in unison or at least in resonance when it comes to the question of fairness in our contemporary law of contract. In conclusion, I offer a reading of Hutchison’s own politics of contract law and contend that his is an altruistic politics committed to the standard form. I contend that this politics of contract law is consistent with a transformative understanding of the post-apartheid legal order. ‘Law, like every other cultural institution, is a place where we tell one another stories about our relationships with ourselves, one another, and authority. In this, law is no different from the Boston Globe, the CBS evening news, Mother Jones, or a law school faculty meeting. When we tell one another stories, we use languages and themes that different pieces of the culture make available to us, and that limit the stories we can tell. Since our stories influence how we imagine, as well as how we describe, our relationships, our stories also limit who we can be’.


2014 ◽  
Vol 18 ◽  
pp. 227
Author(s):  
C. Benjie Lewis

<p>Every academic year, new law school faculty enter legal academia. Many of these new teachers are practitioners with varying levels of legal practice experience. While the transition from practice to teaching is particular to each person, for clinical professors there are some specific challenges that transform our professional identity. Clinical professors wear many hats: teacher, lawyer, mentor, and scholar. Navigating those many hats and adjusting to various goals of teaching emerging attorneys is only a couple of challenges. Other challenges include changing the focus of our professional identity from career-centered, in its many facets, to student centered. </p><p>A core component of clinical legal education is the reflective process. A reflective lawyer is one who thoughtfully digests information and thinks about how an experience affects his or her professional growth. A reflective teacher does the same. This article shares some of my reflections on becoming a clinician and what I learned through experiences about becoming a more effective teacher. </p><p>In Part I, I reflect on my role as a supervisor of emergent attorneys and a goal facilitator for these same students who are exploring their educational and professional development. Part II includes lessons unique, I believe, to a clinician of color. Finally, Part III concludes with reflections on five core tools I have used that helped me in my transition; these tools, I believe, could be useful to new clinicians, especially those that have been practicing for a long time before teaching.</p>


2021 ◽  
pp. 208-213
Author(s):  
A.V. Averin ◽  
O.S. Kulakova

Modern challenges in the economy, active development of ICT and other circumstances require specialists of a new format: people with interdisciplinary knowledge, the so-called “T-shaped” professionals. The problem is considered in relation to graduates of the “Jurisprudence” direction. The article raises the question of the need for a lawyer (graduate of a law school/faculty) to have so-called soft skills. The article points out the need for the so-called soft skills of a lawyer (a graduate of a law school/faculty). The authors raise the question of the readiness of the education system to meet the requirements of the labor market. Examples from HR ads are provided.


2004 ◽  
Vol 65 (4) ◽  
Author(s):  
W. Edward Sell

With the graduation on May 22, 2004, two valued members of the law school faculty retired. Not only were they valued members of the faculty, but they were two of my personal friends. Because I had a significant role in their law school education and their hire onto the faculty, it is difficult to put into words my deep feelings about their departure. Therefore, I present this tribute with mixed emotion —happy for them but sad to see them depart.


2021 ◽  
pp. 14-28
Author(s):  
Justice Stephen G. Breyer ◽  
Judge Diane P. Wood ◽  
Paul Woodruff ◽  
Martha C. Nussbaum

The volume opens with the plenary panel from the original conference on War in Law and Literature in February 2018, at which Justice Stephen Breyer, Chief Judge Diane Wood, and scholar Paul Woodruff discussed the volume’s themes. The panel was preceded by a production of Euripides’s The Trojan Women (415 BCE) in modern translation, acted by a group of law-school faculty and students, and the three panelists often refer to the production they have just seen. Why The Trojan Women? The editors wanted to begin the conference with a vivid and emotionally rich example of the literature of war. Although Euripides’s play is obviously not about an American war, it was chosen for its universally resonant depiction of war’s devastation, and its effect on both combatants and the women and children they leave behind.


2000 ◽  
Vol 28 (3) ◽  
pp. 483-499 ◽  
Author(s):  
Rosemary Bunnage

As a result of my work on the Australasian Legal Literature Index (ALLI) at Monash University, Melbourne, I was invited to the Harvard Law Library in Cambridge, Massachusetts, to assess their foreign and international law journal collection and to set up a system to index the journals in the collection that were not indexed elsewhere. The primary purpose of my study was to identify the problems and to attempt to provide solutions. The project metamorphosed into evaluating the basic current awareness needs of the Harvard Law School Faculty and finding a solution for providing access to the journal collection. An indication of the enormity of the task is to compare the holdings of the Harvard foreign and international law collection, (some 4,000 journals), to the some 500 publications indexed by the Index to Foreign Legal Periodicals, the major U.S. index to foreign materials.


2004 ◽  
Vol 5 (3) ◽  
pp. 329-334
Author(s):  
Jennifer D'arcy Maher

My colleagues on this panel address the need for more internationalization in U.S. law schools and describe some of the difficulties in internationalizing instruction at a law school in a new European Union member state. As they acknowledge, internationalizing legal education can be expensive, competing with other budgetary demands on U.S. law schools. My remarks today will suggest methods to maximize internationalization less expensively, by using existing programs or by setting up new ones more effectively. Although composed for an audience of U.S. law school faculty members and administrators, these remarks, with some adaptation, may be useful for law faculty outside the United States.


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