bluuebunny/crossref_metadata_2025_split huggingface dataset:
AÇÕES E ESTRATÉGIAS COM INCIDÊNCIA NAS PRÁTICAS PEDAGÓGICAS: IMPLICAÇÕES NA QUALIDADE DA EDUCAÇÃO/ACTIONS AND STRATEGIES WITH INCIDENCE IN THE PEDAGOGICAL PRACTICES: IMPLICATIONS TO THE EDUCATIONAL QUALITY
Authors: Ceron Trevisol Maria Teresa , Piccione Gomes Rios Mônica , Gabriel Naidi Carmen , De Bastiani Sherlon Cristina 
Published: December 2015

<p>Neste artigo, a proposta foi analisar a diversidade e a natureza das ações e estratégias planejadas e implementadas em 18 escolas públicas municipais de Ensino Fundamental, localizadas na região Oeste catarinense, integrantes da amostra do Programa Observatório da Educação, com apoio financeiro da Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (Obeduc/Capes). A base empírica deste artigo é uma investigação de abordagem qualitativa, sem desprezar os dados quantificáveis. A produção de material empírico ocorreu por meio de questionário misto aplicado aos secretários da educação e gestores das escolas pesquisadas. A análise das respostas ao questionário aplicado foi precedida pela tabulação dos dados relativos às questões fechadas e pela definição de categorias oriundas das questões abertas. Constataram-se ações e estratégias com potencial para contribuir com a melhoria dos processos de ensino e aprendizagem e, logo, com reflexo no Índice de Desenvolvimento da Educação Básica (IDEB).</p><p><strong>Palavras-chave</strong>: Práticas pedagógicas. Qualidade da Educação Básica. Políticas Públicas de Avaliação. Gestores Escolares.</p><p> </p>
Nivel de conocimientos de los obstetras acerca del diagnóstico y tratamiento de la isoinmunización materna. Estudio de corte transversal en Bogotá (Colombia), 2012-2013
Authors: Molina-Giraldo Saulo , Bautista-Vargas Samuel , Hernández-Martínez Sandra , Rojas-Arias José Luis , Acuña-Osorio Edgar , Vásquez-Zapata Gustavo Adolfo , Alfonso-Ayala Diana Alejandra 
Published: December 2015

<p><strong>Objetivo:</strong> describir el nivel de conocimientos acerca del diagnóstico, tratamiento y pronóstico de la isoinmunización materna entre los especialistas de Ginecología y Obstetricia afiliados a la Asociación Bogotana de Perinatología (ABP).</p><p><strong>Materiales y métodos:</strong> estudio descriptivo de corte transversal. Entre noviembre de 2012 y marzo de 2013, se aplicó una encuesta elaborada por especialistas en Medicina Materno-Fetal (MMF). Se excluyeron los profesionales que ejercen su actividad fuera del territorio nacional, aquellos que no han practicado la obstetricia durante los últimos diez años y a quienes no suministraron la totalidad de la información requerida. El instrumento estuvo compuesto por 18 preguntas organizadas en tres dominios: características sociodemográficas, información sobre la práctica clínica y conocimientos. Se utilizó estadística descriptiva para el análisis en la materia.</p><p><strong>Resultados:</strong> el instrumento se aplicó a 220 profesionales de los cuales 127 (57,7 %) respondieron la encuesta en su totalidad y fueron incluidos en el análisis. El 32 % de los obstetras y el 45 % de los especialistas en MMF identificaron correctamente el punto de corte para el coombs indirecto. El 43 y 62 % de los obstetras y especialistas en MMF reconocieron el papel de la velocimetría de la arteria cerebral media para el diagnóstico de anemia fetal, y el 82 y 76 % respectivamente la utilizarían en el seguimiento del feto anémico. Tan solo el 76 % de los obstetras y el 66 % de los especialistas en MMF reconocen las indicaciones de culminar la gestación en caso de anemia fetal, en tanto que el 90 y 97 % (respectivamente) identificaron cuándo realizar cordocentesis y transfusión <em>in utero</em>. Finalmente, el 37 % de los obstetras y el 48 % de los especialistas en MMF no reconocen a la curva de Queenan-Liley como una alternativa cuando no hay acceso al Doppler fetal.</p><p><strong>Conclusión:</strong> existe una importante variabilidad con respecto al nivel de conocimientos de los obstetras y especialistas en MMF en cuanto al diagnóstico, tratamiento y seguimiento de las gestantes con isoinmunización. Se requieren más estudios que caractericen la variabilidad en la práctica clínica acerca del diagnóstico y tratamiento de la isoinmunización materna en Colombia.</p>
Analytical model for axial stress-strain behavior of welded reinforcement grid confined concrete columns
Authors: Tavio  , Kusuma B. 
Published: December 2015

In a previous study by the authors, the innovative technology of applying welded reinforcement grids (WRG) as confining steel of reinforced concrete columns (instead of traditional ties) under compression loading was experimentally investigated. A stress-strain model of concrete which takes confinement effects into account is developed based on the results of compression loading tests of reinforced concrete column specimens. The stress-strain model is formulated by evaluating the relationship between several key parameters (effective confining pressure, peak stress, strain, and ductility) and the stress-strain behavior observed in the experiments. Analytical results are then compared to experimental values available in the literature. It is shown that the predicted stress-strain relation provides better agreement with the experimental results than existing models.
Teaching Law And Educating Lawyers: Closing The Gap Through Multidisciplinary Experiential Learning
Authors: Lerner Alan , Talati Erin 
Published: December 2015

<p>Interdisciplinary legal education found its roots nearly a century ago, but recently there has been a renewed trend both in the literature and in practice to increase interdisciplinary opportunities in clinical and scholarly activities. In the classroom, proponents have argued that interdisciplinary education is essential to understanding the cultural and social contexts in which legal conflicts arise. Additionally, scholars praise the interdisciplinary model – in both teaching and practice – for its tendency to generate a higher level of thinking from those considering problems from diverse viewpoints. The use of interdisciplinary models also promotes mutual respect between professionals from different disciplines, a working knowledge of the domain of another discipline, enhanced communication through learning both the mechanisms and vocabulary of other professions, and increased understanding another discipline’s “rules, beliefs, and ethical principles.” Finally, creating an interdisciplinary framework can enhance the efficacy of the lawyer’s problem solving efforts through providing a means by which goals, strategies, and unique insights of different “helping professions” can be united in pursuit of a common purpose.</p><p>The value that interdisciplinary approaches offer is often sharply countered by the challenges it creates. The most common challenges are those created by perceived or actual role boundaries within individual professions and the process of professional socialization that occurs during traditional legal training. Although this first criticism is challenging, it is not impossible to overcome. The second barrier to productive interdisciplinary work is also mutable, and reversing a socialization process that disfavors interdisciplinary experiences should therefore be a primary focus of legal educators. This paper proposes that interdisciplinary advocacy for children involved in the child welfare system provides an intense experiential learning process, which engages students in a mutually dependent relationship with students from other disciplines and promotes long-term appreciation and facility for interdisciplinary work. It describes this experience in the context of one such clinic, providing a model for the development of future interdisciplinary endeavors.</p>
‘Bridging the Academic/Vocational Divide: the Creation of a Law Clinic in an Academic Law School’
Authors: Dignan Frank 
Published: December 2015

<p>In January 2009 I joined the Law School at the University of Hull. My main responsibility has been the establishment and development of a public serving Law Clinic providing free, confidential and independent legal advice to the local community. Clinic became operational from January 2010 and will be offered as an assessed module as part of the LLB degree, from September 2010.</p>
Legal Clinics and Professional Skills Development in Nigeria
Authors: Mokidi S. K. , Agbebaku C. A. 
Published: December 2015

<p>The educational sector has a direct bearing on the social, economic, political and scientific development of a nation hence there have been increased anxieties, in recent times, about the deteriorating state of Nigeria’s educational system. The growing concerns stem from the quality of our university graduates, which has become less than satisfactory and the law graduates are no exception. Thus there is a growing demand for reforms not only in the training of lawyers but of the entire educational system in Nigeria.</p><p>The declining professional skills of lawyers has taken an alarming trend over the last decade with the result that, clients most often do not get value for money paid for legal services and society does not also feel the much needed impact of lawyers. The present situation is attributed to a number of factors ranging from inadequate curriculum, inadequate manpower and training facilities both in the universities and the Nigerian Law School, to unfavourable government educational policies.</p>
Practical Nous as the Aim of Legal Education?
Authors: Ferris Graham , Johnson Nick 
Published: December 2015

<p>There has been an implicit assumption that legal education should be about exposition and evaluation, and should reward facility in exposition and theoretical awareness. This theoretically based assumption generates a theory-induced blindness. Specifically, it obscures the dynamic relationship between law and legal practice, despite it being a familiar aspect of the world. The lawyer as rule entrepreneur is lost sight of. One alternative assumption about legal education would be that law is a game like activity; and legal education should be directed towards promoting those qualities that would enhance performance in this game. In this approach to legal education it would be practical nous that would be sought and rewarded, and such qualities as facility in exposition and theoretical awareness would receive recognition merely as qualities that can be ancillary to and elements of practical nous. Doctrinal legal education naturally pulls towards the first theory, and clinical legal education naturally pulls towards the second. We argue for a clearer awareness of the role of rule entrepreneurship in clinical programmes and in legal education generally.</p>
Establishing An International Human Rights Clinic in the New Zealand Context
Authors: Gledhill Kris 
Published: December 2015

<p>Whilst clinical programmes are an established and core feature of legal education in the USA, and play a significant role in various other jurisdictions, they are essentially absent from New Zealand. The existence of a marked difference is itself a reason to investigate whether experiential learning should have a place in the curriculum of New Zealand’s law schools. This is done by examining briefly the growth of clinical legal education in order to illuminate its purpose; and then considering whether structural differences mean that this does not resonate as much in New Zealand. It is suggested that there are indeed some reasons for caution, in particular that there is a concern around having a two-tier system of legal provision. But it is also suggested that an international human rights clinic could surmount these reasons for caution; and a prospective design for such a programme is developed and its ability to secure the needs of students and clients is assessed.</p>
Empowering The Underprivileged: The Social Justice Mission For Clinical Legal Education In India
Authors: Prosun Sarker Shuvro 
Published: December 2015

<p>The 1960s and 1970s were an important time in the history of legal education in India, when the legal aid movement and various legal aid committees’ reports started to draw attention to the importance of experiential learning, or learning on the job, in legal education. The main aim of involving law students in the national legal aid movement was to make them feel more responsible for the considerable part of the Indian population who, because of their socio-economic status, couldn’t access justice. The history of how India’s clinical programs were introduced has a lot in common with the history of clinical programs in other parts of the world. There was a desire to create a pool of lawyers, who would serve as soldiers in the fight for social justice for underprivileged groups in the country.</p><p>While some prestigious universities started their clinical programs in the 1970s, most of the regulators of legal education took a long time to include clinical papers in the curriculum. In 1997 the Bar Council of India introduced four practical papers in the curriculum. The spirit of public service, and the widespread poverty in a country, has always been central to the push for clinical programs everywhere. But in India, the legal aid committees’ and other statutory bodies’ reports calling for clinical programs to support social justice, were always ignored. The National Knowledge Commission’s working group on legal education specifically mentioned the need to introduce students to issues relating to poverty, social change and social exclusion, through clinical legal education.</p><p>After the introductory section, the second section discusses the introduction of clinical programs with their roots in the search for social justice in the United States and India. The third section discusses the continuous deliberation by various bodies, commissions and committees about the need to introduce clinical programs with a social justice perspective in India. The fourth section discusses the social justice-based clinical programs in China and South Africa. This section tries to highlight some of the clinical models focused on serving underprivileged groups, that have been introduced and implemented in these two countries and which ~ after local modifications ~ could serve as a template for programs in Indian law schools. The fifth section tries to search for clinical models best suited to India with reference to clinical programs in China and South Africa. Several examples of clinical activities in a few Indian law schools have been highlighted in this chapter to explain these models’ effectiveness and suitability for Indian circumstances. The sixth section sets out some suggestions for law schools and stakeholders of legal education in India as to how to further the country’s social justice mission of clinical legal education.</p>
Masters of our Destiny – The Integration of law clinic into post graduate Masters provision
Authors: Clubb Karen 
Published: December 2015

<p>Increasingly students are looking to their undergraduate law degrees to do more than provide them with a qualification which acts a ‘stepping stone’ to further legal vocational training. The provision of law degrees across the sector includes both qualifying and non-qualifying degrees where the study of law is combined with other subjects, vocational and non-vocational. Not all students who obtain a qualifying law degree will continue to the vocational stage of training, but all degrees need to address the employability agenda, and law students in particular need to consider future career aspirations early on in their degree.</p><p>Clinical legal education as a teaching methodology has received considerable academic attention for the benefits student engagement can yield in enhancing the overall student learning experience This paper briefly reviews the benefits of undergraduate clinical legal education (CLE) and considers the benefits of developing this at post graduate level in a Masters in Law programme This paper considers the distinction between the two approaches and the need for a different approach to the provision of a law clinic module within a postgraduate law Masters programme, identifying a possible model of delivery.</p><p>The paper further presents some of the potential challenges in developing and maintaining this provision over time and attempts to offer some insight into how these have been considered in the development of a postgraduate law clinic module at the University of Derby.</p>
What does legal ethics teaching gain, if anything, from including a clinical component?
Authors: Cody Anna 
Published: December 2015

In some law schools legal ethics have been taught very conservatively, focussed on the law of lawyering with a heavy emphasis on ‘professional rules’ and how to ensure solicitors and barristers behave within the professional rules. Others however have proposed different models for thinking about lawyering, lawyers’ ethical duties and the role of lawyers within the legal system. In this article, legal ethics, ethical decision making and values are explored. I ask what value can be gained by including a clinical component within a standard legal ethics course even when it is a short exposure experience. I explore the range of meanings ascribed to ethics and professional responsibility, and the connection between personal and professional identities. Finally using three vital elements within the definition of an ethical legal professional, I evaluate whether the clinical component contributes to teaching students about how to be an ethical legal professional. I draw from the Best Practices of Australian clinical legal education to assist with this process, and discuss some additional learnings which students gain from seeing legal practice modelled for them in a community legal centre, located within a university faculty of law. Some of the challenges of developing an effective clinical component are explored such as the importance of training volunteer lawyer supervisors and how to assess the learning by students. The ways of sharing the individual learning across the student cohort is also a further challenge.
Clinic is the Basis for a Complete Legal Education: Quality Assurance, Learning Outcomes and the Clinical Method
Authors: Gold Neil 
Published: December 2015

Clinic is the basis for a complete legal education. The time has come to stop treating clinic as a marginal, alternative approach to learning some but not all things requisite for a sound legal education aimed at producing capable practitioners. It is a powerfully effective, experiential and varied, comprehensive approach to the structure and contents of a legal education. I will argue that given a full interpretation of the term “Clinical Legal Education” (CLE), CLE in its many forms can serve as the model for a legal education. Also, in this paper I will examine the relationship between the learning outcomes we have for a legal education and the learning methods characteristic of a variety of forms of clinical legal education. At another time it will be useful to show how assessment of learning through clinic suits the full range of outcomes as well. There is a discussion of the meaning of the term Clinical Legal Education, as I use it, in Section 6. Some readers may wish to come back to the beginning after reading the section entitled “What is clinical legal education?”.
A Systematic Review of Literature on Clinical Legal Education: A Tool for Researchers in Responding to an Explosion of Clinical Scholarship
Authors: Mkwebu Tribe 
Published: December 2015

<p>Identifying where my research, on influential factors to consider in the establishment and sustainability of clinical legal education programmes, fitted within the existing clinical scholarship was by no means an easy task hence the decision to undertake a systematic review of literature. The current explosion of clinical scholarship seem to have been influenced by Jerome Frank’s call for reform in legal education when in 1933, he asked <em>“Why not a Clinical-Lawyer School?”</em> (Frank, 1933) A constant construction of clinical scholarship is critical in understanding many of the facets of clinical legal education so as to sustain clinical programmes and foster new ones. Yet a ‘boom’ in literature scares the life out of many a scholar and novice researchers when attempting to find articles that specifically answer research questions. This paper therefore offers guidance in conducting a systematic literature review on clinical legal education through the use of a Grounded Theory methodology. Through a five- stage process that involved the formulation of a research question and protocol; the use of systematic methods to identify, select and critically appraise relevant journal articles, this paper outlines each formal methodological step in identifying and selecting journal articles for inclusion in answering the following research question: <em>[What factors are influential in the establishment and sustainability of clinical legal education programmes in Zimbabwe?]</em>. The numbers of selected articles were presented in a PRISMA flow diagram. A final selection of 91 journal articles was juxtaposed; integrated and tabulated to produce an overarching explanation which attempts to account for the range of findings (Mays et al., 2005a) of the review. Through the process of synthesis, I endeavoured to contribute significant added value to my review through an examination of the composite evidence base for similarities of the articles, whether related to the homogeneity or indeed their relatedness of findings. The type of epistemology I favour for my research has also been influenced (Carter and Little, 2007) partly by the methods and findings undertaken in this review. The paper concludes by suggesting that a systematic review method, rather than a narrative review, should be a researcher’s tool in responding to an explosion of clinical scholarship.</p><p> </p><p><strong> </strong></p><p><strong>Keywords</strong> – Boolean logic; Boolean operators; database selection; record keeping; clinical legal education; systematic review of literature; narrative review; Zimbabwe</p>
The Tyranny of Distance: Clinical Legal Education in ‘The Bush’
Authors: Giddings Jeff , Hook Barbara 
Published: December 2015

<p>This paper analyses the challenges faced by clients, students and teachers involved in a clinical program which uses new technology to deliver legal services in remote areas of Southern Queensland, Australia. A range of novel issues were addressed by Griffith University Law School, Learning Network Queensland and Caxton Legal Centre in their partnership development and delivery of this clinical program which involves the use of audio-graphics conferencing to enable students to provide legal advice and assistance to people hundreds of kilometres away. The ‘Advanced Family Law-Clinic’ program commenced in July 1999 with financial support from the Federal Attorney-General’s Department. The paper considers the range of issues which arose in development of the program.</p>
Seeing Things As We Are. Emotional Intelligence and Clinical Legal Education
Authors: James Colin 
Published: December 2015

<p>This paper considers the relevance of emotional intelligence for the cognitively dominated law school. I describe the crisis in the American legal profession and suggest how those problems are likely to be replicated in Australia. I examine what little we know about the impact of law schools on students and find the extant research is not encouraging. The paper considers how clinical legal education provides the best opportunities to engage with students on levels that could make a difference to their inner wellbeing in practice. I then look briefly at our developing understanding of emotional intelligence and its relevance in clinical legal education. The last part considers specific opportunities already in many clinical programs for encouraging students to develop their emotional capacities.</p>