17. Expanding legal skills—mooting, negotiation and more

2018 ◽  
Author(s):  
Imogen Moore ◽  
Craig Newbery-Jones
Keyword(s):  
Critical Thinking ◽  
Extracurricular Activities ◽  
Legal Practice ◽  
Transferable Skills ◽  
Law Student ◽  
Law Degree

A law degree can provide the student with opportunities to put their knowledge of law and your legal skills into practice, and further develop skills that are key to legal practice. This is important if they want to pursue a career as a lawyer of course, but is of much wider value in developing specific skills to enhance employability more generally. This chapter explores the important legal skills-related extracurricular activities that are commonly available, considering the value of these programmes to the successful law student. It explains how these activities can further develop skills such as analysis and critical thinking, while also developing transferable skills such as professionalism, teamwork, presentation, and timeliness.

10. Thinking Like a Lawyer: Critical Thinking and Legal Analysis

2018 ◽  
Author(s):  
Imogen Moore ◽  
Craig Newbery-Jones
Keyword(s):  
Critical Thinking ◽  
Problem Solving ◽  
Legal Analysis ◽  
Student Needs ◽  
Essay Writing ◽  
The Law ◽  
Law Student ◽  
Law Degree ◽  
Different Parts

The successful law student needs to be able to place the law in context, analyse its effects on different parts of society, apply these rules to different problems, and reflect upon the suitability of both individual laws and the law as an institution. This ability to think critically and undertake broad and deep legal analysis is important to becoming a lawyer, but is also valuable for any other career. This chapter explores the importance of critical thinking to the law degree and beyond, and looks at how the student can bring analysis and criticism into their work. It considers techniques for problem solving and essay writing, and the importance of constructing arguments balancing ‘content’ and ‘thought’.

Why Study Law? The Relevance of Legal Information to the Law Student, Researcher and Practitioner

2011 ◽  
Vol 11 (4) ◽  
pp. 221-226 ◽  
Author(s):  
Graham Virgo
Keyword(s):  
Academic Discipline ◽  
Law Students ◽  
Memorial Lecture ◽  
Legal Practice ◽  
England And Wales ◽  
Legal Information ◽  
Key Skills ◽  
Academic Researchers ◽  
Law Student ◽  
Law Degree

AbstractProfessor Graham Virgo, in delivering the 3rd Willi Steiner Memorial Lecture, asks if it is possible to become a legal practitioner in England and Wales without having studied Law as an academic discipline. Is there any point in studying for a Law degree? Students study any academic subject to acquire knowledge and to develop key skills. This is just as true of students studying Law. But is the knowledge acquired by a Law student and the skills which they develop really of benefit to them in legal practice? Crucially, what can the managers of legal information do to support the particular needs of Law students and academic researchers?

scholarly journals Clinical Legal Education: Bridging the gap between study and legal practice

2014 ◽  
Vol 2 ◽  
pp. 86
Author(s):  
Jessica Kaczmarek ◽  
Jacquie Mangan
Keyword(s):  
Education Program ◽  
Case Reports ◽  
Legal Education ◽  
Human Interaction ◽  
Legal Practice ◽  
Case File ◽  
Legal Studies ◽  
Client Relationships ◽  
Law Student ◽  
Law Degree

<p>For a law student, the academic study of the law and the actual practice of its principles seem worlds apart. With our desk piled high with books, case reports and legislation, the opportunity to experience and reflect upon the human interaction that underpins legal practice is notably lacking. While good lawyer client relationships are vital to successful legal practice, at present, a law student can obtain their law degree without ever interviewing a client or managing a case file. It was with this paradox in mind that during 2000 we embraced the opportunity to be a part of a clinical legal education program run by La Trobe University’s School of Law and Legal Studies.</p>

scholarly journals Strategi Meningkatkan Kompetensi 4C (Critical Thinking, Creativity, Communication, & Collaborative)

2021 ◽  
Vol 14 (1) ◽  
pp. 41-52
Author(s):  
Partono Partono ◽  
Hesti Nila Wardhani ◽  
Nuri Indah Setyowati ◽  
Annuriana Tsalitsa ◽  
Siti Nurrahayu Putri
Keyword(s):  
Critical Thinking ◽  
Data Collection ◽  
Extracurricular Activities ◽  
21St Century ◽  
Overseas Schools ◽  
The Future ◽  
Qualitative Descriptive ◽  
Verbal Data ◽  
Descriptive Method

Tujuan dari penelitian ini untuk mengetahui strategi dalam meningkatkan kompetensi 4C (Critical Thinking, Creativity, Communication, & Collaborative). Kompetensi 4C sangat diperlukan di masa mendatang dalam mencari tenaga kerja karena persaingan semakin ketat. Banyak juga tugas-tugas yang seharusnya dilakukan oleh manusia tetapi tergantikan dengan robot. Hal tersebut dikarenakan pada abad ke-21 ini perkembangan teknologi semakin pesat. Sehingga perlu ada keterampilan yang tidak dimiliki oleh robot yaitu keterampilan kompetensi 4C. SIDH (Sekolah Indonesia Den Haag) merupakan salah satu sekolah Indonesia luar negeri yang sangat memperhatikan kompetensi 4C. Pada sekolah tersebut selalu berupaya untuk meningkatkan kompetensi 4C dengan berbagai strategi. Dengan cara diskusi saat pembelajaran, mengikuti ekstrakulikuler, dan bekerjasama dengan pusdatin. Meningkatkan kompetensi 4C di SIDH juga dapat melalui melalui pembelajarn PAI. Pada penelitian ini menggunakan metode diskriptif kualitatif. Metode ini memberikan data berupa data verbal. Teknik pengumpulan data yang digunakan yaitu wawancara dengan guru di SIDH yaitu Safreni Candra Sari dan Ponco Handayawati melalui media aplikasi zoom dan dokumen yang diperoleh berupa gambar atau foto yang menunjukkan beberapa kegiatan di SIDH. Strategies to Improve 4C Competencies (Critical Thinking, Creativity, Communication & Collaborative)The purpose of this research is to find out strategies to improve 4C competence (Critical Thinking, Creativity, Communication, & Collaborative). 4C competence is needed in the future is looking for workers because the competition is getting tougher. There are also many tasks that should be done by humans but are replaced by robots. This is because in the 21st century the development of technology is increasingly rapid. So there need to be skills that robots don't have, namely 4C competency skills. SIDH (Sekolah Indonesia Den Haag) is one of the Indonesian overseas schools that pays attention to 4C competencies. The school always tries to improve 4C competence with various strategies. For example, through discussions during learning, taking extracurricular activities, and collaborating with Pusdatin. Improving 4C competence at SIDH can also be done through learning PAI. This study using a qualitative descriptive method. This method provides data in the form of verbal data. Data collection techniques used were interviews with teachers at SIDH, namely Safreni Candra Sari and Ponco Handayawati through the zoom application media and documents obtained in the form of pictures or photos showing some of the activities at SIDH.

scholarly journals Running drop-in advice services in a university setting

2014 ◽  
Vol 19 ◽  
pp. 383
Author(s):  
John Russell
Keyword(s):  
Higher Education ◽  
Teaching And Learning ◽  
Local Community ◽  
Practical Knowledge ◽  
Higher Education Institutions ◽  
Innovative Teaching ◽  
Transferable Skills ◽  
Legal Advice ◽  
The Law ◽  
Law Student

<p>In October 2011, London South Bank University (‘LSBU’) opened a new Drop-In Legal Advice Clinic where law student volunteers – working under the supervision of practising solicitors – provide free, on-the-spot, face-to-face legal advice to the general public. Our aim was to establish a drop-in advice service which would deliver a tangible benefit to the local community, develop students’ practical knowledge of the law in context, and provide a basis for developing a teaching and learning resource for other higher education institutions. In February 2012, we were highlighted in the Million+ think tank’s report on innovative teaching in modern universities, ‘Teaching that Matters’, as involving students in a valuable community service while gaining real-world legal experience, developing transferable skills and enhancing their employability prospects. In April 2012, we won a £5,000 LSBU Vice-Chancellor’s Enterprising Staff Award for our demonstration of enterprise in enhancing the student experience and employability, providing a significant benefit for the local community, and demonstrating a wider significance to other higher education institutions nationwide. The Legal Advice Clinic is now key to the marketing strategy for the Law Department. This paper describes our new service in its first year of operation.</p>

10. The Legal Professions

2017 ◽  
Author(s):  
Alisdair Gillespie ◽  
Siobhan Weare
Keyword(s):  
Vocational Education ◽  
Final Stage ◽  
Professional Training ◽  
Legal Profession ◽  
Ethical Behaviour ◽  
Legal Practice ◽  
Second Stage ◽  
Three Stages ◽  
Legal Professions ◽  
Law Degree

This chapter explains what the legal professions are, what they do, and how to qualify as a member of the professions. It examines the rules governing practice as a member of the professions and, in particular, the issue of ethical behaviour. There are two principal branches to the legal profession in England and Wales. The first consists of barristers and the second of solicitors. There are three stages to qualifying as a member of either profession. The first is the academic stage and involves passing either a qualifying law degree or the Graduate Diploma in Law. The second stage is vocational education, either the Bar Professional Training Course (for barristers) or Legal Practice Course (for solicitors). The final stage is work-based training consisting of either pupillage (for barristers) or a training contract (for solicitors). The chapter also discusses the emergence of CILEX as a third branch of the profession.

Australian University Law Libraries

2000 ◽  
Vol 28 (2) ◽  
pp. 424-428
Author(s):  
Nicholas Pengelley
Keyword(s):  
Law Schools ◽  
Law Student ◽  
The University ◽  
Law Degree ◽  
The Prestige

Until a few years ago there were only 12 law schools in this country. That number has now grown to 28 with rumours of more, and with the additional introduction of programmes like those run by the University of London. Law student numbers in Australia country have risen by over 60% since 1987. It can be, and has been, argued that this is simply too many for our resources and many of the newer law schools were established more with an eye to the prestige of having a law degree within the institution.

scholarly journals Preparing Law Students for the Future of Work, Technology, and Globalization

2020 ◽  
pp. 1-11
Author(s):  
Tashfeen Ahmad
Keyword(s):  
Best Practices ◽  
Law Students ◽  
Future Of Work ◽  
Emerging Trends ◽  
The Future ◽  
Law Student ◽  
Law Degree ◽  
Insight Into

This paper aims to assist lecturers, universities, and their administrators in improving their law degrees. This is in the context of the future of work. This paper will reflect on how to tailor a law degree to improve the employability of students with this degree. This piece emerged as a viewpoint to identify best practices to prepare a law student for better employability. Significant benefits and opportunities can be unlocked if educators apply and incorporate the findings from this piece. Educators should rethink how they deliver law degrees, keeping in mind the emerging trends in their respective job markets. This paper offers insight into how to tailor an exciting law programme for the future of work.

scholarly journals Improving Law Student Resilience: An Australian Perspective

2020 ◽  
Vol 27 (2) ◽  
pp. 213-258
Author(s):  
Doris Bozin ◽  
Allison Ballard ◽  
Vicki De Prazer
Keyword(s):  
Mental Health ◽  
Law Students ◽  
Professional Lives ◽  
Depression And Anxiety ◽  
Health Issues ◽  
Legal Practice ◽  
Mental Health Issues ◽  
Student Resilience ◽  
Health Practitioners ◽  
Law Student

Do university legal clinics, clinical legal educators and health practitioners have a role to play in building the resilience of law students to better equip them to manage their academic studies and their professional lives as they move into legal practice? Given that mental health issues such as depression and anxiety are rife across Australia’s law student and legal professional populations, we wondered if developing a legal clinic model in collaboration with a university-based health service would offer one way to address these concerns.

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