Teaching Legal English to Law School Students Through Vocabulary Practice Tasks

Author(s):  
Cristina Pielmus ◽  
2016 ◽  
Vol 23 (3) ◽  
pp. 149
Author(s):  
Michal Urban ◽  
Hana Draslarová

<p align="JUSTIFY">For almost seven years, Street Law has been a part of the curriculum of the Prague Law School. Over the years, law students have taught law at public and private grammar schools, high schools, business schools and also some vocational schools, mostly located in the Prague region. They were all secondary schools and predominantly ethnically homogenous, since members of the largest Czech minority, the Roma, for various reasons hardly ever attend these schools. Last summer, however, a group of Prague Law School students and recent graduates travelled to Eastern Slovakia to organize Street Law workshops for Roma teenagers. This text tells the story of their journey, reflects their teaching methodology and experience and offers a perspective of a law student participating in the workshops.</p>


Author(s):  
Марина Маевская ◽  
Marina Maevskaya

The article is devoted to evaluation of priority forms of cooperation between institutes and employers, and troubled points, which impede their cooperation. Taking into account identified shortcomings (disadvantages), the most effective forms of cooperation are performed. Moved a motion of supplement to Federal act «Of Education in the Russian Federation» relating to practical studies (job training) of law school students. The model of dual education is subjected to evaluation, this model is considered to be one of the advanced forms of effective cooperation of law schools and employers. Reasoned the offer of practicability and timely adoption the model of dual education for jurist students.


2018 ◽  
Vol 5 (2) ◽  
pp. 137-151
Author(s):  
Cosmos Nike Nwedu

Whenever the discourse of clinical legal education (CLE) ascends, the likely injudicious assumption that may come to one’s mind, especially of a layman is that, it concerns only classroom or clinically confined pedagogy marked by simulations; in-house law student learning activities that end up with their regular experiences of the learning processes. However, CLE in reality, beyond parochial thinking is a socio-legal justice tool for addressing motley challenges of humanity particularly those that confront poverty-stricken and vulnerable citizens who are always undid from equal opportunities and access to the court system. Thus, this article argues that CLE transcends what goes on in typical classrooms or law clinics. The article explores different realistic clinical legal education justice initiatives (CLEJIs) that university and law school students can work with in fostering social justice in a wider societal context. To achieve this purpose, the article considers a rethink of the concept of CLE to capture its historical rationales against definitional setback offered by some authors. It further highlights some critical issues indispensable for the sustainability of CLE initiatives around the world. While the argument of this study draws upon existing findings, it presents new ideas achieved through synthesis of thinking in a qualitatively analytical perspective.


Author(s):  
Katalin Parti ◽  
Tibor Kiss ◽  
Gergely Koplányi

In order to test whether and how violence is exacerbated in online social networking sites, we utilized the BryantSmith Aggression Scale (Bryant & Smith, 2001), and included examples in the questionnaire offering solutions for 7 different hypothetical cases occurring online (Kiss, 2017). The questionnaire was sent to social work and law school students in Hungary. Prevalence and levels of aggression and its manifestation as violence online proved to be not more severe than in offline social relations. Law students were more aware than students of social work that online hostile acts are discrediting. Students of social work were significantly more prone to break into physical fights than were law students and higher level of aggression was observed in their online behavior as well. Those who spend more time online tend to be more active online and bear a significantly higher level of aggression compared to those who are less active online. To conclude, higher education has a significant role in establishing control. This is especially crucial with law students who might have to work closely with the police and local residents aiming to establish peaceful communication, problem solving, and cooperative solutions in grassroots community policing programs.


Author(s):  
Melvin A. Eisenberg

Foundational Principles of Contract Law is similar to a hornbook—that is, a one-volume treatise on a given legal subject that is intended primarily for law-school students—in length, but differs from a hornbook in two critical respect. First, hornbooks are primarily devoted to setting out the principles and rules of a given legal subject, with some attention to the rationale of those principles and rules, only occasional attention to critiquing those principles and rules, and little or no attention to considering whether those principles and rules should be modified or replaced. In contrast, while Foundational Principles sets out the principles and rules of contract law it places more emphasis on what the principles and rules of contract law should be, based on policy, morality, and experience. A major premise of Foundational Principles is that the best way to grasp contract law is to understand it from a critical perspective as an organic, dynamic subject. When contract law is approached in this way it is much easier to grasp and learn than when it is presented simply as a static collection of principles and rules. Second, Foundational Principles is intended for all members of the profession—law-school students, judges, practicing lawyers, and academics—and more generally for all persons interested in the law, including students in pre-law courses and members of the public.


1975 ◽  
Vol 12 (3) ◽  
pp. 287-297 ◽  
Author(s):  
Rebecca C. Curtis ◽  
Mark P. Zanna ◽  
Woodrow W. Campbell

An investigation of the effects of sex and Fear of Success upon academically-related perceptions and performance of law school students resulted in main effects for both sex and Fear of Success, but no interactions. Findings characteristic of women included fewer responses in class and greater reluctance to tell others if they made successful grades. Findings characteristic of high Fear of Success respondents included lower law aptitude scores and more frequent failure to volunteer answers in class when desiring to do so. No behaviors peculiar to women high in Fear of Success were obtained. The results indicated that women may be more likely than men to fear rejection, but are not more likely to fear success.


Sign in / Sign up

Export Citation Format

Share Document