Anotações para uma História da Faculdade de Direito da Bahia (Notes to a History of UFBA Law School)

1991 ◽  
Author(s):  
Antonio Gidi
Keyword(s):  
Law School ◽  
History Of

scholarly journals FRANTIŠEK WEYR (1879-1951). ZAPOMNIANY NORMATYWISTA

2016 ◽  
Vol 13 (4) ◽  
pp. 91
Author(s):  
Bartosz Lewandowski
Keyword(s):  
Normative Theory ◽  
Law School ◽  
Scholarly Activity ◽  
Communist Regime ◽  
Second Republic ◽  
Legal Norms ◽  
History Of ◽  
Main Representative ◽  
Theory Of Law ◽  
Second World

FRANTIŠEK WEYR (1879-1951): A FORGOTTEN NORMATIVIST Summary František Weyr (1879-1951) was one of the most outstanding adherents of the normative theory of legal science during the inter-war period. His scholarly activity was focused on the basic issues important for normativism, on which he embarked shortly before Hans Kelsen’s, and with no influence from Kelsen (Weyr published his earliest book in 1908). Weyr was one of the founders and the main representative of the Czechoslovak Neo-Kantian Law School, which was composed of his former students, members of the Faculty of Law at the Tomáš Masaryk University in Brno. Members of the Czechoslovak Neo-Kantian Law School engaged in numerous polemics on key normativist issues (e.g. the nature of legal norms). F. Weyr’s work in the philosophy of law made a salient contribution to the turbulent history of Czechoslovakia, exerting an influence from the auspicious years of the independent Second Republic (1918-1938), through the period of the Czech and Moravian Protectorate under Nazi German occupation during the Second World War, to the postwar period under the Communist regime and its miserable demise in 1990. Weyr is appreciated in Czech scholarship for his achievements in the theory of law. Although he was one of the key figures associated with normativism, often compared with his colleague H. Kelsen, his work in scholarship is not well known in the Polish theory of law.

Who Made Notable Contributions to the Development of English Law or its Literature

1957 ◽  
Vol 15 (2) ◽  
pp. 151-162
Author(s):  
H. A. Hollond
Keyword(s):  
Legal History ◽  
Law School ◽  
The Other ◽  
The Past ◽  
Inns Of Court ◽  
History Of ◽  
English Law ◽  
National Biography

These notes on thirty-six judges and chancellors, prompted by memory of my own requirements fifty years ago, were prepared for distribution on stencilled sheets to the students attending my lectures on legal history at the Inns of Court. My aim was to provide both indications of the principal achievements of each of the lawyers named, and also references to readily accessible sources of further knowledge.The editor of this journal has kindly suggested that it would be useful to its readers to have my notes available in print.It is not nearly as difficult as it used to be for beginners to find out about the great legal figures of the past. Sir William Holdsworth, Vinerian professor at Oxford from 1922 to 1944, placed all lawyers in his debt by his book, Some Makers of English Law, published in 1938. It was based on the Tagore lectures which he had given in Calcutta.Sir Percy Winfield, Rouse Ball professor at Cambridge from 1926 to 1943, gave detailed information as to the principal law books of the past and their editions in his manual The Chief Sources of English Legal History (1925) based on lectures given at the Harvard Law School. Twenty-four of my judges and chancellors have entries in his book as authors.By far the most numerous of my references are to Holdsworth's monumental History of English Law, in thirteen volumes, cited as H.E.L. The other works most referred to are The Dictionary of National Biography cited as D.N.B.; Fourteen English Judges (1926) by the first Earl of Birkenhead, L.C. 1919–1922; and The Victorian Chancellors (1908) by J. B. Atlay.

Opening Remarks

2003 ◽  
Vol 31 (2) ◽  
pp. 163-167
Author(s):  
S. Blair Kauffman
Keyword(s):  
New York ◽  
New York City ◽  
International Law ◽  
Islamic Law ◽  
Law School ◽  
Yale University ◽  
Sunday Afternoon ◽  
History Of ◽  
The Rich ◽  
Law Library

The papers in this issue were presented at the IALL's 21st Annual Course on International Law Librarianship, held at Yale Law School, October 20 through October 23, 2002. The program featured several of America's great scholars in international law and drew on the rich resources of Yale University and its environs. It also introduced participants to the history of legal education in America and included excursions to America's first national law school, in Litchfield, Connecticut, and to the United Nations headquarters, in New York City. A pre-conference reception was held at the nearby Quinnipiac University School of Law Library, on Sunday afternoon, October 20th, in Hamden, Connecticut, and a post-conference institute on Islamic Law, was held on October 24th, at Harvard Law School, in Cambridge, Massachusetts.

From Coca-Cola to Ebola, Racial Riots to Civil Rights, Epic Ashes to Olympic Torch – the Transformation of Emory, Atlanta, and the South

2018 ◽  
Vol 46 (1) ◽  
pp. 39-44
Author(s):  
Gary Hauk
Keyword(s):  
Civil Rights ◽  
American South ◽  
Law School ◽  
The South ◽  
Emory University ◽  
History Of

Good evening, and welcome to Emory University and Emory Law School. I've been asked to give you an overview of the history of Emory, our home city of Atlanta, and in some ways the entire American South, and I've been asked to do this in less than thirty minutes. I thought I would do that with the help of PowerPoint slides, but unfortunately, we do not have the capacity to project those in this outdoor plaza. So—I will have to call on your imaginations and ask you to conjure up the images that otherwise would be shown on a screen. Let's begin.

Influences of New England Law on the Middle Colonies

1983 ◽  
Vol 1 (2) ◽  
pp. 238-250 ◽  
Author(s):  
George L. Haskins
Keyword(s):  
New England ◽  
The United States ◽  
Law School ◽  
University Of Pennsylvania ◽  
Mother Country ◽  
The World ◽  
Middle Colonies ◽  
History Of ◽  
The Law ◽  
The University

On October 3, 1881, William Henry Rawle, the distinguished Philadelphia lawyer and scholar, addressed students at the University of Pennsylvania Law School hoping to illustrate, ‘in a very general and elementary way,’ the differences between the growth of English and early Pennsylvania jurisprudence. ‘It would have been more interesting and more broadly useful,’ Rawle apologized to his audience, ‘if the attempt could have been extended to embrace the other colonies which afterwards became the United States, for there would have been not only the contrast between the mother country and her colonies, but the contrast between the colonies themselves.’ Rawle was confident that such an examination would have revealed how ‘in some cases, one colony followed or imitated another in its alteration of the law which each had brought over, and how, in others, the law was changed in one colony to suit its needs, all unconscious of similar changes in another.’ ‘Unhappily,’ Rawle explained, ‘this must be the History of the Future for the materials have as yet been sparingly given to the world.’

The Centennial History of the Harvard Law School, 1817-1917

1919 ◽  
Vol 6 (1) ◽  
pp. 70
Author(s):  
Lindsay Rogers
Keyword(s):  
Law School ◽  
History Of

The Professions and Professional Education

2019 ◽  
pp. 315-332
Author(s):  
Richard K. Neumann
Keyword(s):  
Professional Education ◽  
Medical Science ◽  
Law School ◽  
Medical Doctors ◽  
Professional Schools ◽  
Professional Career ◽  
Teaching Knowledge ◽  
Know How ◽  
History Of ◽  
Pure Knowledge

Education for a professional career differs fundamentally from other forms of education. A physician, for example, must know more than medical science. To be competent, medical doctors must know how to practice medicine, which Donald Schön called knowing-in-action. At times, professional schools have been stepchildren in universities because they taught skills as well as pure knowledge. In other eras, a medical school or a law school might be one of a university’s crown jewels. Differing degrees of acceptance in universities seem correlated to a profession’s prestige and to a professional school’s ability to generate research and publications. The tensions between trying to satisfy those criteria while simultaneously teaching knowledge-in-action with pure knowledge are essential to the history of professional education. The professions differ from one another in how they have navigated through these tensions, but the differences are variations on more or less the same theme.

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