bluuebunny/crossref_metadata_2025 huggingface dataset:
REENGINEERING OF THE ELECTRONIC DOCUMENT MANAGEMENT SYSTEM AT THE OIL AND GAS ENTERPRISE «LUKOIL-NIZHNEVOLZHSKNEFT»
Authors:   LUKOIL-Nizhnevolzhskneft LLC, Astrakhan, Russia, Petrov M.F. , Okladnikova S.V. ,   Astrakhan State University, Astrakhan, Russia
Published: June 2021

Digital technologies used for document management (especially in large enterprises) have changed the basic principles of office work. Optimization of internal processes helps to improve the efficiency of decision-making, including strategic ones. The widespread adoption of digital technologies in recent decades has led to a rapid increase in the volume of information and has actualized the task of digitally transforming existing business models in enterprises. The previously used principles of automating business processes are outdated. Currently, large enterprises are rethinking existing approaches to the organization of both external and internal processes, and a deep reorganization is being carried out, based on the reengineering of existing information systems. In the article, the authors consider issues related to the reengineering of the electronic document management system for Lukoil-Nizhnevolzhskneft LLC.
MECHANIZATION OF SOFT ROOF INSTALLATION PROCESSES AS A SOLUTION FOR REDUCING INDUSTRIAL INJURIES
Authors:   Belgorod State Technical University named after V.G. Shukhov, Belgorod, Russia, Romanyuk D.S. , Klimova E.V.
Published: June 2021

This article is devoted to the analysis of roofing works’ industrial injuries. The current state of the situation is considered on the basis of official statistical data. The problems and directions for development of an additional measures complex for improving the state of labor protection when performing this type of construction work have been identified. One of these measures is to develop a bitumen material stacker, the introduction of which will reduce industrial injuries and reduce the severity of roofers. The article discusses in detail the functioning of the bitumen material stacker, and also reveals the advantages of mechanization of roofing work in this way. The introduction of the invention, due to the mechanization of work processes, will reduce industrial injuries, diminish the roofers’ hard work, increase quality of roof and the work process speed.
PROBLEMS OF FIRE-FIGHTING DISTANCE ON THE TERRITORY OF MULTI-FUEL FILLING STATIONS
Authors:   National Research Moscow State University of Civil Engineering, Moscow, Russia, Parfyonenko А.P. , Timofeev A.B.
Published: June 2021

The article describes the legal and technical possibilities of fulfilling the minimum necessary and sufficient fire safety requirements without implementing the requirements or deviating from them, regulated by regulatory technical documents in the field of standardization in the design and operation of LPG sections on the territory of a MAZS. An assessment of the parameters of hazardous factors of possible man-made emergencies on the technological equipment of LPG sites for workers, fuel consumers and people who are in the residential area near multi-fuel filling stations (MAZS) according to the existing method has been carried out. Technical solutions have been developed to exclude the formation of a combustible environment at the facility, as well as measures to prevent the formation of ignition sources in a combustible environment.
Incentives and limitations of Greek blood donors: Application of the Health Belief Model in the design of recruiting strategies.
Authors: Sereti Christina , Apostolidou Ioanna , Baka Maria , Koutsoubos Nikolaos , Seretis Aristeidis , Theodoratou Maria
Published: June 2021

Background

Studies of the behavior of blood donors suggest that the examination of their incentives and reported barriers could be utilized in designing targeted recruiting strategies and awareness-raising campaigns.

Methodology

Data was collected via a questionnaire based on the Health Belief Model (HBM), aimed to examine reported incentives, limitations, benefits, and self-efficacy of 261 blood donors at Thriasio General Hospital from January 1 to March 1, 2020, after required permission provided. The analysis was performed by the use of the SPSS statistical software. In addition, a Greek translation of the K6+ distress scale was provided.

Results

Our sample consisted of 261 blood donors, the majority of which were men (88.5%), 40-50 years old (36.4%), high school graduates (49.4%), and married (53.3%). Heightened awareness of increased blood needs and blood shortages was mentioned. 92.8% of respondents believe that blood donation is an act of contribution to society or beneficial for their health (86.6%). The limited working hours of blood donation services are the main obstacle mentioned by the participants (32.8%), while 80.7% emphasized the need for public information campaigns. Based on the K6 scale answers score, most participants are classified in the intermediate-risk category for Serious Mental Illness (SMI).

Conclusion

The study of beliefs and incentives of blood donors is a critical factor in developing an effective recruiting strategy in a volunteering frame. Public information campaigns regarding the blood donation process and reminders aiming at the return of blood donors after the necessary time interval could facilitate this effort.
SAZONALIDADE MICROMETEOROLÓGICA E A CHEGADA DE UM EVENTO DE FRIAGEM NO SUDOESTE DA AMAZÔNIA BRASILEIRA
Authors: Koga Arisa , Guesso Gabriela Novais , Tartari Rodrigo
Published: June 2021

Sazonalmente, massas de ar frio provenientes do sul do continente atingem a região do sudoeste da Amazônia Brasileira em alguns dias do ano. Estes eventos são capazes de ocasionar perturbação atmosférica e alterar os parâmetros micrometeorológicos de forma a influenciar na vida biológica da floresta. O objetivo deste trabalho foi descrever a sazonalidade micrometeorológica, bem como a chegada de um evento de friagem e seus efeitos na região do município de Humaitá-AM, para o ano de 2017. Foram utilizados dados de estações meteorológicas do Instituto Nacional de Meteorologia (INMET). A precipitação total foi de 2710,6 mm.ano-1, sendo sua sazonalidade bem definida por duas estações características, seca e chuvosa. A umidade relativa do ar manteve-se com padrões típicos da região na ordem de 70-90% durante todo o ano. A radiação solar global incidente apresentou o menor valor no período de seca e o maior na transição do período seco para o chuvoso. A temperatura máxima atingiu valores na ordem de 35 ºC, e a pressão e velocidade do vento demonstraram um aumento expressivo no mês de julho e valores mínimos em novembro. O evento da passagem da friagem gerou alterações em todos os parâmetros analisados, com queda brusca na temperatura e aumento na pressão e velocidade dos ventos. A umidade relativa do ar apresentou valores baixos devido a friagem ter massa de ar seca e fria.
How to Encourage Student Voice: Obtaining Effective Feedback from Law Students in Course Evaluation
Authors: Lau Vicci Y.J.
Published: June 2021

Effective feedback allows teachers to review, reflect and improve their teaching practices. Students’ feedback is key to teachers’ reflection as they are an important stakeholder in the teaching and learning community. In order for students’ feedback to foster teachers’ critical self-reflection, it is crucial to establish an appropriate opportunity and method to motivate students to provide effective feedback. This article seeks to investigate whether mid-term student evaluations, which are conducted in the middle of the term when the course is taught half-way through, provide a potentially better or alternative opportunity in obtaining honest and effective student feedback so that teachers can hear student voice. This article reports on the findings of an empirical study on both the students’ and teachers’ perceptions on mid-term student evaluations implemented in a few post-graduate law courses at The University of Hong Kong. A total of 73 students and 9 teachers participated in and completed the surveys of this study during the academic years of 2017-2019. The findings suggest that the key factors in motivating the students to provide honest feedback through the mid-term student evaluations are the perceived benefit to the students themselves and their belief that their teachers care about their feedback. This article argues that mid-term student evaluations advance perceived caring of the teachers by showing that the teachers are empathetic, understand and respect students’ views, and are responsive and react to student needs when they listen to what the students say. The findings suggest, however, that the teachers did not perceive the mid-term student evaluations as positively as the students, but the teacher participants believed that they had received generally constructive feedback from their students through mid-term student evaluations. Based on the results of empirical analysis, this article proposes a ‘motivation-driven student evaluation cycle’ which provides a more comprehensive model in setting out the crucial and ideal steps in a student evaluation process to achieve enhancement in students’ learning and teachers’ teaching effectiveness. If both the students and the teachers have more motivation to participate in this evaluation cycle through mid-term student evaluations, then mid-term student evaluations will be instrumental in enhancing teaching and learning.
On a Need to Know Basis: “Electronic” vs. “Live” Problem-based Learning Tutor Briefings
Authors: Davys Mark , Crawford Russell
Published: June 2021

The aim of this study was to explore the perceptions of eleven different subject-specialist medical school staff with varying experience levels, of the benefits and drawbacks of adopting an electronic tutor briefing format rather than the traditional face-to-face tutor briefings when used in support of problem-based learning sessions across an eight week module in the second year of the Keele undergraduate medical curriculum. Our aim is also to identify and explore the benefits and interdisciplinary value of adopting or adapting these for the legal education discipline. This study shows that an electronic tutor briefing format is successful in supporting tutors with their teaching but there are still issues in presenting it as a wholesale replacement of the live briefings in its current form and our future work will expand this pilot into the legal education arena to test the validity of our findings in another discipline.
Moving Towards a Client-Centred Approach to Legal Advice: Examining the Potential of Qualitative Empirical Research to Explore Empowerment in a University Hosted Interdisciplinary Student Run Clinic
Authors: Strevens Caroline , Roddis Jenny , Ryder Isobel
Published: June 2021

This paper applies the notion of empowerment to clients seeking legal advice. We advocate for the adoption of a different approach to client care in the legal setting modelled on that adopted in the UK by the NHS in healthcare. We argue that moving towards a client-centred approach to legal advice giving may help to provide a possible solution to the lack of public funding for legal advice by enabling more clients to take more personal action to manage their legal issues than at present.

This article explores the potential for the use of qualitative research approaches - widely used in health research to understand the perspective of patients - in a law nursing clinical setting. Specifically, it will consider how qualitative research can be used to seek out and understand clients’ viewpoints and particularly to explore how people can be empowered to make sense of their health and wellbeing and their legal needs, when informed by legal and health advice. Furthermore, it will consider how qualitative research can be used to evaluate clinical legal education provision in Law Schools and their efficacy, and in particular to have such evaluations informed by the narrative of clinic clients’ viewpoints. The article will consider how the findings of such research methods can be used to inform and develop legal and clinical practice, with a view to improving professional service delivery and potentially establishing a different holistic approach to client care approaches in the legal profession.

The University of Portsmouth will host an interdisciplinary (Law and Nursing) student clinic, with the aim of providing educational opportunities together with legal and health advice to some of the most vulnerable people in the local community. An innovative research programme that will run in tandem with the clinic will explore the relationship between motivation, well-being and empowerment.
New Frontiers in Clinical Legal Education: Harnessing Technology to Prepare Students for Practice and Facilitate Access to Justice
Authors: Cantatore Francina
Published: June 2021

The increased use of technology in legal practice requires law schools to provide students with effective learning opportunities to prepare them for future practice. Clinical legal education (CLE) provides a suitable framework within which to introduce students to the increased demands of legal practice in the technology age. Skills such as familiarity with online systems and resources, as well as coding skills may prove desirable in future law graduates and could be incorporated successfully within a clinical framework. CLE also provides an opportunity for students to learn about digital disruption in the legal industry and new models of legal practice affecting access to justice. Advances in technology have increased opportunities to provide members of the community with solution centred access to justice initiatives. Awareness of these products and initiatives can add value to law clinics by incorporating technology-based tools to enhance access to justice. This article investigates the current focus on legal technology in Australian CLE programs and considers how legal technology may be incorporated into existing clinical structures at universities in order to: firstly, prepare law students for technology-based practice requirements after graduation; and secondly, to enhance access to justice for clients or partners of university law clinics.
Inbreeding and the Reproduction of Elitism: An Empirical Examination of Inbreeding Within Australian Legal Academia
Authors: Melville Angela , Barrow Amy , Morgan Patrick
Published: June 2021

Academic inbreeding refers to the practice of universities hiring their own graduates. Academic inbreeding has been shown to reduce research productivity, encourage hiring and promotion practices based on social connections rather than transparent, objective and merit-based criteria, and to inhibit innovation by entrenching existing academic culture. Despite the negative effects of inbreeding, there is little empirical research on the problem. This paper investigates the extent and profile of different types of inbreeding among 700 legal academics in 17 Australian law schools. It examines the extent, characteristics and effects of different types of inbred academics, including ‘highly immobile’ academics who have spent their entire careers in the one institution and ‘silver-corded’ academics who return to their alma mater after working elsewhere. We also examine whether inbreeding relates to the status of the university and law school in which an academic is employed, gender, level of appointment, and research productivity. We find that over 40% of Australian legal academics are inbred at some level, and that high levels of inbreeding are more likely to occur in elite law schools and among female and early career academics, although inbreeding does not relate to research productivity.
Using SMS to support reflection in health professional students on placement in an Aboriginal and Torres Strait Islander health context
Authors: Barlott Tim , Nelson Alison , Brown Renée , Jackson Kirsty , Rulfs Jannah
Published: June 2021

Reflective practice is a crucial aspect of being a health professional and needs to be developed throughout one’s career, starting as a student. However, it can be difficult for clinical educators to facilitate student engagement in reflection whilst on placement across a variety locations. This action research study aimed to develop and explore the use of SMS as a tool to facilitate reflective practice for health professional students on clinical placement in an Aboriginal and Torres Strait Islander context. Following three action research phases, this paper focuses on the most recent (fourth) research phase. In this phase, ten health professional students were sent a series of three reflective SMS messages per week structured around a commonly used framework within this health context, the Making Connections Framework. A focus group was utilized to explore the collective experiences of five students and evaluated using thematic analysis. Four key themes emerged: 1) transition of SMS from a personal to a professional technology, 2) benefits and limitations of the professional use of SMS, 3) SMS for reflective dialogue, and 4) SMS and reflection ‘on’ and ‘in’ practice. SMS was found to be a viable tool for prompting reflection for students on placement in an Aboriginal and Torres Strait Islander setting when embedded within a broader organisation-wide cultural integrity framework and structure.
Prosecution of Wartime Environmental Damage by Non-State Parties at the International Criminal Court
Authors: Schaffer Jessica
Published: June 2021

This article presents a novel way of prosecuting wartime environmental damage committed by non-state parties to the Rome Statute at the International Criminal Court. The current legal framework applicable during armed conflicts has many gaps and weaknesses, leaving the environment as a silent victim. The stringent threshold that must be met before environmental damage is prohibited under international humanitarian law has failed to offer any real protection, particularly in non-international armed conflicts, despite their growing prevalence. Furthermore, destruction of the environment has not materialised as a distinct crime in international law; rather, it is treated as a material element or underlying act of other crimes in the Rome Statute. Where states involved in armed conflicts are not party to the Rome Statute, individuals can seemingly enjoy impunity for serious environmental harm arising during the conflict. This article will illustrate how individuals from non-state parties could face criminal responsibility for environmental crimes where one element of the crime, namely environmental damage, is committed on the territory of a state party. This offers a novel, albeit limited route for addressing the gaps in the current law.
The Impact of a Nursing Clinical School Model on Learning, Teaching, Research and Partnership: A descriptive exploratory study
Authors: Charette Martin , Peddle Monica , McKenna Lisa G.
Published: June 2021

The Clinical School Model is a unique feature of undergraduate nurse education at La Trobe University. After 20 years of operation, little is known about the value of this model for students, staff, the university, and clinical partners. This paper presents a study that is currently taking place to investigate the impact of the clinical school model on nursing students’ learning, graduate nurses’ practice readiness, and to explore clinical stakeholders and academic staff’s perspectives. This study uses a descriptive exploratory study with a multi-method approach; combining quantitative surveys and qualitative descriptive exploratory phases, each involving a different group of participants. Quantitative surveys will be anonymous. Qualitative data collection will be done by individual semi-structured interviews and focus groups. The findings of this project will help fill a gap in the nursing literature on the outcomes of a nursing clinical school partnership, education and research model. The findings of this project will play an important role in clarifying a way forward for universities and health service agencies to work as partners in the enterprise of nurse education and nursing practice.
Clinical Legal Education in Nigeria: Envisioning the Future
Authors: Bamgbose Oludayo
Published: June 2021

Clinical Legal Education (CLE) as an educational initiative is designed to allow law schools to meet emerging practice-based needs which the traditional legal education framework fails to address. Although CLE only started in the early 1970s in Africa, it has become widely implemented across law institutions in Africa, following European and American examples. CLE in Africa started in South Africa; where, prior to 1972 there were no formal CLE programs as South African law schools mainly focused on private law rather than public law.

Another factor affecting the uptake of CLE was that law school courses were generally offered on a part-time basis, which implied that law students could be engaged in personal activities that prevented them from involvement in other important law school-related programs. The discriminatory nature of the law during the South African apartheid regime also impeded access to justice in poor communities. In light of this developing need, the South African CLE program began informally at the University of Witwatersrand, Johannesburg, and formally at the University of Cape Town, in the early 1970s. A 1973 Ford Foundation-sponsored event gave the impetus needed to begin the establishment of law clinics across other institutions in South Africa.

Within the Nigerian context, CLE was officially launched in 2005 with four pilot clinics. Today, many Nigerian law faculties and the Nigerian law school campuses now have law clinics in their respective institutions due to the advantages associated with their adoption in the contemporary era.

With Nigeria’s exit from the military regime only five years earlier, CLE was embraced by some law faculties because of its potential to increase democratic practices among the people, foster access to justice , and improve the quality of legal scholarships available to law students.

Fifteen years after the launch of CLE in Nigeria, it is now essential to take stock, to ascertain if the program is still on course and to consider what the future may hold. It is against this background that this article is structured in three segments: firstly, examining the Nigerian CLE journey to date; secondly, considering future developments; and lastly, concluding with recommendations.
Can the simulated experience of connecting through narratives and personal artefacts raise students’ perceptions of their preparedness to communicate with their patients about more than their illness?
Authors: Gaida Fellon , Frost Jane
Published: June 2021

Objective: Building therapeutic connections is at the core of quality nursing care. It is often difficult however, for neophyte nursing students to understand how meaningful connections with patients can be formed. Therapeutic connection and person-centered communication are multi-faceted constructs that require exploration and practice.

Methods: In order to explore a new way of enhancing communication skills and increasing the preparedness of students to build therapeutic relationships, a novel learning experience was created. This experience centered around multi-modal simulation which incorporated 360 degree technology, digital platforms and interactive simulation using the Mask-Ed ™(KRS simulation) technique. The experience was offered to an entire cohort of students in their first year of a Baccalaureate nursing program. Evaluation data was collected via pre and post-test questionnaires.

Results: A statistically significant improvement in student’s self-reported confidence in building rapport and initiating conversation with patients was observed. 80% of students felt the intervention had assisted with their learning and would like to see it offered again in the future.

Conclusion: Findings suggest that there is potential in combining interactive 360 degree technology and Mask-Ed™ simulation to augment the learning experience, increase student engagement and to create a safe space for students to explore learning.
How might clinical pharmacists use a profession developed competency based self-assessment tool to direct their professional development?
Authors: Sheridan Berenice
Published: June 2021

Background: The Society of Hospital Pharmacists Australia (SHPA) created a clinical competency based self-assessment task (the shpa-clin-C-A-T) to be used by clinical pharmacists throughout Australia to assess their clinical competency and direct their professional development.

Aims: The primary aim of this project was to investigate how clinical pharmacists might use the shpaclinCAT self-assessment tool to direct their professional development.

Secondary aims included identifying barriers or challenges with the use of this tool to direct professional development, whether pharmacists differ in their approach to the self-assessment task based on their level of experience and to derive recommendations for revisions to this tool.

Method: Three newly registered pharmacists and three experienced clinical pharmacists were conveniently selected to be part of this project. Due to the small sample size, this work was considered a pilot study. Each pharmacist attended a 20 minute semi-structured interview which explored the participant’s experience and the process undertaken to complete the shpaclinCAT self-assessment task. The principals of thematic analysis were used to code interview transcripts and to identify common themes.

Findings of the research: The findings of this project suggest that the shpaclinCAT self-assessment tool provides benefit to less experienced pharmacists due to its general procedural nature. More experienced pharmacists however did not find the tool captured their current level of practice. Participants suggested that the length of the assessment tool, relevancy, difficulties with understanding terminology and completing the self-assessment as potential barriers to the use of this tool.

Conclusion: This project provides further evidence of the importance of obtaining participant feedback when evaluating new assessment systems. It is recommended to target the use of this tool to less experienced pharmacists due to its general procedural nature. Further development of this tool is suggested to improve usability and its ability to direct professional development.
Piloting an Integrated, Interprofessional Programme for People Living with Type II Diabetes: Outcomes and Experiences
Authors: O'Brien Daniel , McNaughton Susan M , Flood Brenda , Morgan Jane , Bowmar Alexandra
Published: June 2021

This paper reports quantitative and descriptive qualitative findings from a mixed-methods study exploring and evaluating the outcomes and experiences of clients, staff and students piloting an integrated interprofessional programme for community members with type II diabetes. The one-day per week, eight-week programme included interprofessional appointments, group education sessions and case conferences led by students from exercise and nutrition, health promotion, nursing, occupational therapy, oral health, physiotherapy, podiatry and counselling psychology. Participants shared their experiences in individual interviews or focus groups. Client outcomes were evaluated using basic clinical indicators and the Canadian Occupational Performance Measure (COPM) that assesses client goal satisfaction and performance. While only small expected changes to clinical indicators were noted, there were moderate increases in mean COPM scores for performance and satisfaction. Descriptive qualitative analysis identified enjoyment from working as a team, better client outcomes and new knowledge or learning as the most frequent experiences. Findings suggested increased self-management empowerment for clients and their support people, while students and staff experienced both learning from, appreciating and educating each other about their own and others’ roles, and better collaboration. The success of the pilot programme has led to its continuation; however, timing and resourcing challenges noted by participants could threaten sustainability and accommodation of more clients and students.
Fred Keller Goes to Law School
Authors: Rawson Shirley L , Tyree Alan L
Published: June 2021

It seems axiomatic among some law teachers that small group “Socratic” teaching in one form or another is a superior teaching method. 1 Unfortunately, when taught to small groups it is also an expensive teaching method. While new and/or well funded schools have been able to embrace it, others find that they cannot afford the method.

The Law School at the University of Sydney is one of the oldest in Australia. For many years, it has also been one of the worst funded. Our exploration of other teaching methods was driven by our dissatisfaction with the traditional lecture method of teaching, fuelled by these economic restraints.

Our explorations led us to consider the Keller Plan teaching method. Educational research suggested that the Plan could be at least as effective as intensive small group teaching, but available at a price that we could afford.

The Keller Plan, also known as a Personalised System of Instruction (PSI), is a teaching method which combines “mastery learning” with principles of reinforcement learning theory.

Since we find that few law teachers are familiar with these concepts, the first part of this paper will be an introduction to mastery learning and its particular refinement in the Keller Plan. We will then describe some of the research which compares the Keller Plan with other teaching models, and finish with a description of a particular implementation of the Keller Plan which we used in 1990 at the University of Sydney, in a class of 130 students.
The History of New Zealand Legal Education: A Study in Ambivalence
Authors: Spiller Peter
Published: June 2021

The ambivalence which has characterised the history of legal education in England, as described in the above quote, has also been a persistent feature of legal education in New Zealand. This is not surprising in view of the heavy influence which English norms and traditions have exerted on the New Zealand profession. As in England, lawyers in New Zealand saw themselves as belonging to a cultured body of people with common skills and ideals. As part of this outlook, New Zealand lawyers came to accept, however grudgingly or hesitatingly, that they needed to know more than the mere mechanics of practice and that they needed to be exposed at least to the basics of other (academic) disciplines. At the same time, New Zealand lawyers inherited the English mindset that law, being an essentially applied discipline, was best learnt through self-help in the practice of the profession. New Zealand lawyers tenaciously clung to the English notion that immersion in practice was the only realistic way in which aspirant lawyers could learn to be effective operators of the rules and processes which regulated human conduct. This article will analyse the history of New Zealand legal education in the light of the continuing tension between the above two themes. It will do so in the context of four chronological periods which reflected important shifts in the goals and directions of New Zealand legal education.
Solutions to the Dilemmas and Concerns of Teaching International Students in Universities
Authors: Phillips DJ
Published: June 2021

[Extract] The decision by the Australian Department of Trade in 19853 to allow Australian tertiary institutions to offer places to Full Fee Paying (FFP) international students, following the release of the Goldring and Jackson Reports, resulted in large numbers of FFP students studying in Australian institutions. By 1991 such students had increased to 34,408.

The nature of Australia’s objectives in its international education programs (discussed by Harris and Jarrett and others,) vary considerably. In general, for sponsored students there is an expressed policy that “education and training programme(s are) designed to assist recipient countries to develop the human resources needed for their economic and social advancement…(and which might draw on) areas where Australia can offer a high standard of relevant expertise.” Harris and Jarrett further discussed the focusing of this aid program by the International Development Program of Australian Universities and Colleges. On the other hand, for Full Fee Paying students, the Jackson Report recommended that “Education should be regarded as an export industry in which institutions are encouraged to compete for students and funds.” This more entrepreneurial approach to higher education, subsequently adopted by the Government, has since been applied to the export of education to overseas countries and now is the main aspect of the international education program.
Introduction to this Issue
Authors: Davies Margaret , Naylor Bronwyn , Orford Anne , Otto Dianne
Published: June 2021

The papers collected in this edition of The Legal Education Review were all presented at the second Feminist Legal Academics Workshop which was held at the Australian National University on February 23 and 24, 1995. The conference was attended by approximately 80 feminist academics and public servants from Australia, New Zealand, Canada, and Japan, and represented an extraordinarily successful gathering of feminists involved in the teaching and administration of the law. The large and enthusiastic attendance was clearly a symptom of the growing awareness among legal academics of the importance of gender-sensitive reform of the traditional law curriculum. The prevailing context, however, is also one in which traditional law teaching has been identified by the Federal Government as a major contributor to inequality before the law. Combined with current developments in legal pedagogy — including what has been called a “shifting paradigm” in thinking about the law — the conditions are conducive to major changes in legal education.
Critical Legal Reading: The Elements, Strategies and Dispositions Needed to Master this Essential Skill
Authors: Steel Alex , Galloway Kate , Heath Mary , Skead Natalie
Published: June 2021

[Extract} The hypothesis that the university academic must have both a research and a teaching component to their work is under attack. At one stage it would have been said that every academic is by definition a researcher – that a research component is fundamental to the ethos of a tertiary institution and, specifically, the development of the teaching criteria for assessment and the setting of levels within that assessment. After all, how could one be comfortable that the grade for a particular piece of work was set at the appropriate level unless the assessor was knowledgeable in the research area? How could a marker confidently conclude that a student has applied the law correctly to a problem based scenario if they were not an active researcher in the relevant area of law? Universities were not to be seen as a college of teaching experts, but as experts teaching and disseminating the fruits of their research labour. It was the research component that allowed an institution to be its own benchmark and standard setter.
What Are We Trying to Achieve by Teaching Animal Law to Law Students?
Authors: James Nick , James Rochelle
Published: June 2021

Much of the academic literature on how to talk about sexual assault in law classrooms is written by lecturers, however it is often in reaction to student viewpoints. This paper responds to lecturer approaches by representing student perspectives on talking about sexual assault in Australian law classes, and how student experiences might inform teaching methods. I suggest that the student anecdotes that are recounted in the paper highlight two aims in teaching sexual assault law beyond a learning outcome involving knowledge of substantive law. The first is to acknowledge the perspective of students that have experienced sexual assault, and the second is to change student perspectives that undermine sexual assault’s gravity. This paper uses a difference feminist framework to analyse how student experiences might assist in achieving these two aims. Difference feminism complements the first aim in seeking to recognise perspectives that are less heard. It complements the second aim since, often through recognising less heard perspectives, difference feminism reveals, critiques, and thus overcomes unhelpful stereotyped attitudes, such as binary opposition. Overall, this paper illustrates the importance of considering student experiences when reflecting on how to conduct a law classroom discussion on sexual assault.
Professional Responsibility in Practice: Advocacy in the Law School Curriculum
Authors: Dickson Judith , Campbell Susan
Published: June 2021

The marginalisation of the teaching and learning of legal research in the Australian law school curriculum is, in the author’s experience, a condition common to many law schools. This is reflected in the reluctance of some law teachers to include legal research skills in the substantive law teaching schedule — often the result of unwillingness on the part of law school administrators to provide the resources necessary to ensure that such integration does not place a disproportionately heavy burden of assessment on those who are tempted. However, this may only be one of many reasons for the marginalisation of legal research in the law school experience. Rather than analyse the reasons for this marginalisation, this article deals with what needs to be done to rectify the situation, and to ensure that the teaching of legal research can be integrated into the law school curriculum in a meaningful way. This requires the use of teaching and learning theory which focuses on student-centred learning. The adoption of legal research as an integral part of the Australian law school curriculum is outlined through the use of a normative model. This objective is predicated on the assumption that legal research is an essential skill for lawyers and law students alike, and therefore should be afforded more weight in the law school curriculum. The integration of legal research, not only into the objectives of law schools but also into the fabric of the teaching and learning program, is a fundamental requirement for the production of a superior law graduate.
Putting Justice Back Into Legal Education
Authors: Walsh Tamara
Published: June 2021

[Extract] Well designed assessment can be an important part of the learning process. However, as suggested above, not all forms of assessment will fulfil this function. In order to improve education and student learning in ‘dramatic ways’, assessment must be appropriately designed and implemented. This is often a complicated task, especially in non-traditional academic disciplines, such as the teaching of professional skills, which demand experiential testing. This is further complicated by the inevitable tension between logistical convenience and sound educational practice. This article will outline five key criteria in the design of credible assessment tasks for skills subjects in an academic environment. Two models for assessment of professional skills in an academic environment (at the University of Adelaide and Bond University) will then be evaluated in relation to these criteria.
Engaging with the World: Students of Comparative Law Write for Wikipedia
Authors: Witzleb Norman
Published: June 2021

The face of postgraduate legal research in Australia has changed considerably in recent years. Certainly the number of students undertaking postgraduate research degrees at Australian law schools has burgeoned. Research degree programs in law include Masters by research, PhDs and SJDs. The rise in the numbers of postgraduate research degree students, together with an expanding array of research projects and methodologies, has generated new challenges for the postgraduate scholar, their supervisors and faculties seeking to support such students. These challenges arise in three areas: the intellectual challenges of postgraduate research in law; the personal aspects of the postgraduate research experience; and the supervision process and relationship. This article examines each of these areas, and argues that law faculties, postgraduate research supervisors and students need to reflect on the nature of contemporary postgraduate legal research, the purpose of and rationale for undertaking a postgraduate research degree in law and the unique and multifaceted challenges that must be met in developing, supervising and successfully completing a postgraduate degree project. With the current or prospective postgraduate research student in mind, this article points to some modest suggestions for enhancing law students’ research degree experience.
Entry Into Valhalla: Contextualising The Learning of Legal Ethics Through the Use of Second Life Machinima
Authors: Butler Des
Published: June 2021

The overwhelming majority of major law firms in the United States and Australia promote construction law as one of their areas of expertise. However, the overwhelming majority of law schools in these two jurisdictions do not offer construction law as a subject in their JD or LLB programs. This article briefly analyses what exactly is encompassed by the term ‘construction law’, before examining the extent to which it forms part of law school offerings in the United States and Australia. This is followed by a critical analysis of the purpose of teaching construction law and, in particular, the knowledge and skills that students should have at the end of their study of construction law. The article concludes with a suggested model construction law syllabus for law students, designed to produce graduates who have the foundation on which to build an expertise in construction law.
Foreword
Authors: James Nick
Published: June 2021

This article explores methods for incorporating Indigenous issues in Criminal Law and Procedure courses. The teaching strategies suggested have dual outcomes: they introduce students to important aspects of the interaction between Indigenous communities and the criminal justice system; and more generally, they encourage students to gain a greater understanding of cultural diversity, how it operates in the legal system, and the differential impact of the law on different groups. The article draws on the authors’ experience in teaching Criminal Law at a number of universities in Sydney since 2006. It discusses criminal procedure, substantive criminal law as well as assessment. Criminal Law is a critical site for considering Indigenous issues given the stark interface between the criminal justice system and Indigenous Australians. The pedagogical techniques considered in this article, however, are also relevant to a broad range of Law subjects.
Developing Legal Communication Skills in the South Pacific Context
Authors: Penfold Carolyn
Published: June 2021

Flinders Legal Advice Clinic is a small fledgling University student staffed legal service based in the southern suburbs of Adelaide, South Australia. Recognising that clinical education learning and teaching is multi-layered, the Flinders Legal Advice Clinic was established in 2011, drawing on best practice models from other Australian student legal clinics. An Appreciative Inquiry process was used to evaluate the Clinic in 2013, and this identified a distinctive learning opportunity emerging within the strong relationships between supervising solicitors. This paper reports on the findings concerning the pedagogic value in these supervisor relationships as highlighted by the Appreciative Inquiry process. It considers how recognising the nature, significance and value of the interactions and relationships between law supervisors in a student legal clinic can be instrumental in creating unique occasions for learning from practice.
Perceptions of Competence and Well-being in Clinical Legal Education
Authors: Taylor Monica , Walsh Tamara
Published: June 2021

This paper examines the interrelationship between clinical legal education and student well-being in an Australian setting. It reviews literature on the association between studying law and student psychological distress, and the role of clinical legal education in educating students about empathic lawyering. The paper reports on the findings of a small empirical study in an Australian university, which compared students’ and their supervisors’ perceptions of student well-being in the clinic context. Study findings discovered considerable variance between study participants’ perceptions of student well-being, with supervisors noting a tendency for students to be over confident, demanding, competitive and lacking in empathy. This finding does not accord with the literature which suggests students can become overly invested in and emotionally involved with their clients. The authors posit a range of reasons for this finding and present suggestions to address it.
Is the Wounded Healer or the Psychologically Inflexible Healer in Undergraduate Psychology and Social Work Programs More Empathic or Willing to Violate Professional Boundaries?
Authors: Dickeson Edward , Smout Matthew F.
Published: June 2021

The term ‘wounded healer’ is sometimes used to describe people with a personal experience of adversity who enter a helping profession. Wounded healers have been thought to be both especially suited to counselling - perhaps through greater empathy for those in need - and at increased risk of making poor decisions due to the influence of their own psychopathology. Undergraduate students in psychology and social work (N=112) completed online questionnaires measuring childhood adversity, parentification, empathy, psychological inflexibility and a measure developed for this study of propensity to violate professional boundaries. Despite a high prevalence of childhood adversity among respondents, neither childhood adversity nor parentification were associated with empathy or willingness to violate boundaries. Instead, higher psychological inflexibility was associated with greater propensity to violate boundaries and more personal distress in response to others’ suffering. Notwithstanding the limitations of the study, these results suggest educators selecting graduates for counselling training programs and supervisors should be careful not to let candidates’ personal histories influence judgments about their suitability for the profession.
Is there an estoppel issue in the Cronulla Sharks and Essendon Bombers doping scandal?
Authors: Thorpe David
Published: June 2021

This paper considers the application of the doctrine of estoppel to ‘shield’ from contract-based prosecution those players of the Cronulla Sharks and Essendon Bombers implicated in recent accusations of doping. The arguably different application of estoppel as between the clubs (which are contractually entitled to punish players for doping) on one hand, and the organising bodies of the National Rugby League (NRL) and the Australian football League (AFL), on the other, is also considered.
Mirror, Mirror on the Wall, who is the Fairest of them All?
Authors: Wood Asmi , Watson Nicole
Published: June 2021

In this article, the authors, both of whom are Indigenous legal scholars, reflect on changes to Australian legal education since 2005. The year 2005 was chosen as the beginning point because this was the year that Author B published a vociferous critique of the treatment of Indigenous academics and students in Australian law schools. At the time, Indigenous perspectives of the law were mostly absent from legal texts. For the lucky few Indigenous scholars who broke through the glass ceiling, the experience was often clouded by isolation and unrealistic faculty expectations. Over the supervening years, both authors have had the privilege of seeing more Indigenous people enter law schools, and they have witnessed the gradual inclusion of Indigenous knowledge in the curriculum. Cultural change within law schools, however, remains a difficult task. Therefore, it is timely to revisit Author B’s article, and ask the question – Is it now possible for Indigenous people to see themselves reflected in legal education?