bluuebunny/crossref_metadata_2025_split huggingface dataset:
“University Law Clinics and their value in undertaking client-centred law reform to provide a voice for clients’ experiences”
Authors: Curran Liz 
Published: December 2015

<p>This article examines how a clinical program can enlarge on the benefits of case work experience of enabling students by adding a course component which engages the students in identifying systemic issues in their case work which can be used to inform work on law reform issues as part of assessment in the clinical programs. The clinical program discussed in this article, demonstrates that assessment can be broadened to enable students to critique the contexts within which client issues emerge. The added component to student case work requires students to develop and use further skills in research, analysis and the evaluation of issues emerging from case work and suggest considered solutions to improve the operation of the legal system. My experience of such an approach is that it deepens students understanding not just of the law and how it is applied to their case work but also the mechanics of the law, how laws are made and how they are influenced. Student lawyers also see the important role of lawyers as members of a profession in ensuring the legal system retains public confidence. A side effect of this extension of the clinical work beyond only client work, is that students become motivated and are more employable (as they leave the course not only with skills in interviewing, communicating, letter writing, applying the law and preparing court cases) with skills in policy development and submission writing.</p>
“On teaching students to ‘act like a lawyer’: What sort of lawyer?”
Authors: Hyams Ross 
Published: December 2015

<p>Teaching professionalism is a challenge for educators in any course of professional education. It is also often very confronting for students. In legal education, both students and teachers can find the concepts foreign because of the focus on analytical and logic skills and the lack of application to ‘real life’ requirements of legal practice. </p><p>This paper investigates the intersection of clinical teaching and professional responsibility. It investigates the issue of teaching students to “act like a lawyer” and asks the fundamental question: “What sort of lawyer do we want students to act like?” In presenting this paper, it is accepted that, certainly in Australia, about 50% of law graduates end up in non-legal practicing, but related professions – and thus an approach to teaching needs to be developed which deals with this reality.</p>
Legal Education and Clinical Legal Education in Poland
Authors: Krasnicka Izabela 
Published: December 2015

<p>The aim of this paper is to present the existing legal education system and development of clinical legal education in Poland. The first part briefly introduces the general Polish higher education system including the implications of the Bologna Process and other challenges for the law faculties as higher education institutions. It then focuses on the five different apprenticeships necessary to obtain license to practice law in Poland. The second part deals with the study program and teaching methods used at Polish law faculties. It argues that the present system does not meet the requirements of the contemporary legal job market as students are not, as a rule, exposed to practical aspects of legal problems and leave law school without training in the necessary skills. The third and most extensive part is dedicated to the legal clinics operating in Poland. Some statistical data is presented on legal clinics (i.e. numbers of students, teachers, cases etc.). This part also discusses basic clinical methodology instruments used in Polish clinics. Finally it describes the establishment of the Polish Legal Clinics Foundation (Foundation), its goals, tasks, challenges and<br />achievements.</p>
Assessment– Are Grade Descriptors the Way Forward?
Authors: Murray Victoria , Nelson Tamsin 
Published: December 2015

<p>The debate on how best to assess clinic, or indeed if it should be assessed at all has raged for decades and shows no sign of abating. The passage of time has been unable to resolve the question of assessment, no doubt due in part to the expansion and diversification of clinical legal education. The scope of clinic and its role in both society and as a teaching method is constantly evolving and assessment methods must develop to reflect the ever changing clinical profile. In an attempt to bring its assessment regime up to date, in 2007/2008 Northumbria University’s Student Law Office modified its assessment regime, replacing outmoded criteria with grade descriptors. This paper focuses on the use of grade descriptors and criterion referenced assessment in clinical legal education, addressing whether clinic should be assessed and which of the two methods is best suited to clinical legal education. The article draws on the experiences of clinicians and students to determine what issues this change in assessment regime has raised for the assessors and the student body. It concludes that it is appropriate to assess clinic by fully grading and suggests grade descriptors are the way forward.</p>
A Medical/Legal Teaching and Assessment Collaboration on Domestic Violence: Assessment Using Standardized Patients/Standardized Clients
Authors: Sedillo Lopez Antoinette , Crandall Cameron , Campos Gabriel , Rimple Diane , Neidhart Mary , McCarty Teresita , Clark Lou , McLaughlin Steve , Martell Carrie 
Published: December 2015

<p>Assessment of skills is an important, emerging topic in law school education. Two recent and influential books, Educating Lawyers published by the Carnegie Foundation and Best Practices in Legal Education, published by the Clinical Legal Education Association have both suggested dramatic reform of legal education. Among other reforms, these studies urge law schools to use “outcome-based” assessments, i.e., using learning objectives and assessing knowledge and skills in standardized situations based on specific criteria, rather than simply comparing students’ performances to each other. </p>
"Walking on two legs in Chinese law schools": A Chinese/U.S. Program in Experimental Legal Education
Authors: Landsberg Brian 
Published: December 2015

Dong Jingbo, a young faculty member at the China University of Political Science and Law in Beijing, used to teach using only the traditional lecture technique which she had experienced in her own legal education in China and Korea. Until, that is, Professor Dong attended summer workshops given by Pacific McGeorge, in partnership with American University’s Washington College of Law, and also earned an LL.M. at Pacific McGeorge, in the Teaching of Advocacy. Her classes no longer are limited to lecture. She has developed a simulation to use in Chinese criminal law classes, has demonstrated it to other Chinese law professors and has written a law review article about it.2 The simulation is based on a news story about a man who used his wife’s ATM card to make two successive withdrawals of 10,000 RMB, while the receipts reflected a total withdrawal of only 2 RMB, and even though his wife had only 10,000 RMB in her account. The man was charged with theft. Professor Dong assigns students to play the role of the prosecutor, defense counsel and judge. They are given the definition of theft, and must argue and decide the case. She then provides a series of additional facts, requiring deeper analysis. Introduction of this role play into the class builds on learning theory to provide deeper understanding of the elements of the crime of theft than a student could obtain by listening to a lecture. Moreover, this learning by doing encourages analysis, fact development, understanding of the important role of the theory of the case, and independent thinking. For these reasons, and as our experience in China affirms, role play is a useful learning method in traditional, simulation, and clinical law courses.
Multidisciplinary clinics – broadening the outlook of clinical learning
Authors: Hyams Ross , Gertner Fay 
Published: December 2015

<p>Students exposed to the clinical legal education environment quickly acknowledge that clients’ presentation of their legal problems is much more complicated, subtle and multifaceted than they could ever have believed was possible. They regularly report to their clinical supervisors that their classroom experience has not adequately provided them with either the practical skills or legal knowledge that they need in order to deal confidently and competently with the many factors and complexities underlying clients’ legal problems. They report feelings of inadequacy in their dealings with issues that often form a deep-rooted subtext to clients’ legal problems. These issues may be a mixture of psychiatric, financial, social, educational and ethnic or language factors.</p><p><br />In recognition of this inadequacy reported by clinical students, this paper focuses on the necessity of developing multidisciplinary legal clinics - law students working in a clinic together with students from other disciplines, such as social work, financial counselling and psychology. Professionals across a wide range of fields have increasingly recognised the advantages of multidisciplinary practice in teaching, scholarship and service delivery to clients. A multidisciplinary approach to legal practice is becoming more relevant as legal systems change to encompass processes and procedures of justice delivery which deviate from the traditional adversarial paradigm.</p><p>The aim of this paper is to investigate the challenges of establishing and working in such a clinic.</p>
Interface of Law and Medicine in Clinical Legal Education: Success story of the Women’s Law Clinic in improving the health of women and ensuring women’s access to Justice in Nigeria
Authors: Omoragbon Kevwe 
Published: December 2015

<p>Specialist law clinics now operate both in the developed and developing world. The historical background of these specialist law clinics can be traced to the United States. They also abound in South Africa, Europe and are fast emerging in several African countries. It is however outside the scope of this paper to describe the wide variety of specialist law clinic models that exist in other countries.</p><p><br />At present in Nigeria, there are seven Nigerian Universities with law clinics. These law clinics in enhancing the social justice frontier have developed projects addressing specific problems; making them specialists in service delivery, but the Women’s Law Clinic, is the only gender specialist law clinic.</p>
Street Law Based CLE: A Student-Impact-Assessment
Authors: Mohd Suhaimi Asnida , Mohd Zulkifli Nur Farzana 
Published: December 2015

<p>The term ‘Street Law’ authentically refers to the specially-created, experimental teaching syllabus developed by a group of students of the Georgetown University Law Center, Washington D.C., United States of America in 1972. The syllabus merged legal content together with unconventional teaching methods, taking the ‘law’ out of the typical lecture-classroom setting directly to its intended target audience: non-laywer members of society; aiming to educate them in basic legal principles in simple and practical ways so that it would be easier for the audience to comprehend. The defining character of the course, i.e. its straight-forward connection to its ‘on-the-streetlearners’ became its own name. In fact, it took on an identity of its own becoming a recognized part of the legal curriculum and the founding brand-name of a non-profit, non-governmental organisation known as Street Law Inc, based in the state of Maryland, USA as early as 1986.</p>
Clinical legal education in Croatia – from providing legal assistance to the poor to practical education of students
Authors: Preložnjak Barbara 
Published: December 2015

<p>Although clinical legal education has a long tradition in common law countries, the countries of the continental European legal system, to which the Republic of Croatia (hereinafter Croatia) belongs, have recognized its importance in the last few years. The first established legal clinic in Croatia was the one of the Faculty of Law at the University of Rijeka. It has been implemented as part of the curriculum for the academic year 1996/1997 and offered to the fourth year students as an elective course entitled “Clinic for Civil Law”. Within the Rijeka Clinic, law students were able to acquire theoretical and practical knowledge, by resolving hypothetical cases, under the supervision and with the support of teachers, lawyers, judges, notaries public and state attorneys. In 2002, with the support of the Institute Open Society from Budapest, the Faculty of Law at the University of Osijek established a legal clinic in the form of practical training for students of the third and fourth year of legal studies. By participating in the clinic’s activity, students of Osijek Law Faculty helped provide legal aid to citizens of lower economic status. This included help in providing general legal information and legal advice, as well as help in covering procedural cost from the funds donated to the Clinic. The lack of financial means that were needed for daily expenditures meant that the Legal Clinic in Osijek was temporarily closed. Nowadays, faculty members of Osijek Law Faculty are trying to solve financial problems and to continue previous good practice in providing legal aid to the poor citizens.</p>
Law student attitudes towards pro bono and voluntary work: The experience at Northumbria University
Authors: McKeown Paul 
Published: December 2015

<p>This study considers whether participation in pro bono legal work during a programme of academic study at Northumbria University increases the likelihood of future participation in pro bono activity amongst law students.</p><p>This was a quantitative study in which an online survey, measuring altruistic attitudes, was sent to students enrolled on the M Law Exempting degree programme at Northumbria University. The author analysed the data by comparing the attitudes of those students who had engaged in pro bono activity during the fourth year of the programme against those students who had yet to engage in pro bono activity, being those students in Years 1, 2 and 3 of the programme.</p><p>The data suggests that whilst the students value engagement in pro bono activity, this is principally due to the personal benefits which they gain. In particular, respondents reported improvement in legal skills and enhanced employability as a consequence of participation in pro bono work. The data indicates that there is an increased awareness of social and economic issues whilst engaged in pro bono work but this does not translate into a desire to continue pro bono work after graduation.</p>It was therefore concluded that participation in pro bono work during the course of academic study does not increase the likelihood of future participation in pro bono activity following graduation.
Promoting Refugee Law as a Means of Challenging the Status Quo at University Level Education In Europe: The Role of the Refugee Law Clinic
Authors: Anagnost Stephan 
Published: December 2015

<p>The purpose of this paper is to provide a look into the state of the art of clinical legal education at select European universities, using refugee law clinics as a model.</p><p>In addition, this article will look into the work to date at refugee law clinics in the Central European and Baltic States (CEBS) and Western Europe and their prospects for the future.</p><p>Finally, it is the purpose of this article to explore a number of the trans-Atlantic initiatives between legal-aid and legal clinic programs.</p>
Reflections on the Implementation of Clinical Legal Education in Moi University, Kenya
Authors: Ojienda T. , Oduor M. 
Published: December 2015

<p>In this work the author intends to examine the challenges faced by the faculty in its quest to incorporate the clinical based approach into its curriculum. In doing so, the author will have to examine the basis upon which the faculty’s CLE is grounded and the method used by the faculty implementing it. An assessment will be made of the specific successes and challenges faced by the faculty in implementing the programme and lastly recommendations to improve its operation will be made. Though references will be drawn from other jurisdictions in certain instances, the author will confine himself within the subject of this work, i.e, CLE in Moi University, Kenya.</p>
Exchanging Places: Experiences of the First Irwin Mitchell International Clinical Scholar
Authors: Wilson Martin 
Published: December 2015

<p>What do most people think of a law degree – plentiful amounts of hard work, endless reading, an expensive Legal Practice Course or Bar Vocational Course followed by an extremely competitive application process to secure a job in the graduate’s respective field of work? What if students were given the opportunity to work in another jurisdiction, such as Australia, for one month in a student-run law office during the summer, with £1000 to get them on their way? ‘Sounds good’, I thought. ‘So what do I have to do to get the chance’? And then the one catch is divulged – the student must complete a compulsory piece of coursework and achieve one of the top 10 marks in their year. (The writer expects a few raised eyebrows at this stage!)</p>
Political Interference in Clinical Programs: Lessons From The U.S. Experience
Authors: Joy Peter 
Published: December 2015

<p>This article reviews the history of political interference in clinical programs in the United States, considers the attacks on clinical programs in the context of attacks on other lawyers representing the poor or other marginalized clients, and draws lessons from the experience in the United States that may be helpful to clinical programs in other countries. With the spread of clinical teaching throughout the world, it is likely that law faculty teaching clinical courses in other countries may encounter the types of political interference with client and case selection experienced by their colleagues in the United States. </p><p>Part I of this article examines the access to justice mission of clinical legal education in the United States and briefly traces the history and types of political interference in law school clinical programs. It also discusses the ethical obligations of lawyers to represent unpopular or controversial clients or causes, and considers how the attacks on clinical programs interfere with a lawyer’s ethical obligation to act independently of third-party interests. </p><p>Part II examines the relationship between access to justice and the attacks on the major sources of public interest lawyers in the United States. Part II contends that access to the courts is a cornerstone principle for the rule of law, and access to the courts depends on having the assistance of a lawyer. Part II draws a connection between the political interference in clinical programs and other attacks on public interest lawyers.</p><p>Part III analyzes the legacy of political interference on clinical programs. It discusses the effects of both the highly publicized attacks on clinical programs and the more frequent questions concerning clinical programs’ choices of clients and cases. It argues that the breadth of political interference in clinical programs in the United States indicates that any clinical program may be targeted even if the clinical faculty believe that they are taking non-controversial cases. Part III also questions whether political interference in clinical programs will be as great an issue in those countries that make legal assistance in civil cases more available to persons who are unable to afford to hire a lawyer than does the Unites States.</p><p>The article concludes that law school clinical programs can model the highest ideals of the legal profession by evaluating potential cases on the legal merits and pedagogical value and not with a concern for whether or not the case or client may be controversial. </p>
How Should We Assess Interviewing and Counseling Skills?
Authors: Grosberg Lawrence 
Published: December 2015

<p>The need to teach interviewing and counseling skills has long been established among clinical legal educators. Even among our non-clinical colleagues, these skills are recognized as integral to competent lawyering. While there remains considerable difference of opinion within the United States as to whether teaching such skills should be in a required course or simply be available as an elective, there is no doubt that a twenty-first century American law school must include the teaching of these skills in its curricular array.</p><p>This paper first briefly describes the structure of legal education in the United States (insofar as clinical and skills teaching is concerned) and the almost total absence of any bar admission training or apprenticeship requirements. If the law schools are not required to fully train all future lawyers and the bar admission authorities likewise disavow responsibility for doing so, should clinical law professors assume the burden? I then go on to discuss the primary clinical evaluation technique of directly observing the student's performance, sometimes referred to as the gold standard method of assessment. Against the backdrop of the assertion that it is beneficial to use multiple methods of assessment, I then describe the several methods I have used to address the question of how best to assess interviewing and counseling skills. As an aside, it becomes clear that much more empirical analysis is in order.</p>
‘Publicity v Privacy: finding the balance’ When and how to publish reports of mental health homicide independent investigations
Authors: Scott-Moncrieff Lucy , Marsden Ed 
Published: December 2015

<p>In 1994 the Department of Health published its guidance on the discharge of mentally disordered people and their continuing care in the community (HSG (94) 27) which established, for the first time, that when a mental health service user kills someone <em>“it will always be necessary to hold an Inquiry which is independent of the providers involved”</em>. The independent investigation (as these inquiries are now called) would take place after the completion of any legal proceedings and its purpose was stated to be: <em>“To learn lessons for the future”</em>. The independent investigation would be commissioned by the responsible strategic health authority, which would also decide on whether to publish it and, if so, in what form.</p>
This strange republic of the good: Community treatment orders and their conditions
Authors: Hewitt David 
Published: December 2015

The Community Treatment Order (CTO) was introduced by the Mental Health Act 2007, and from the start, it was controversial. There is evidence that even the principle of community compulsion was opposed by a majority of psychiatrists, and it was said that many would resign rather than implement CTOs. Happily, that prediction has not been realised. In fact, it seems that many psychiatrists, and more than one Approved Mental Health Professional (AMHP), have seized upon CTOs with something approaching alacrity.
Mental disability law in central and eastern Europe: paper, practice, promise
Authors: Lewis Oliver 
Published: December 2015

<p>This paper explores socio-legal issues within mental disability systems in central and eastern Europe, focusing on the ten countries which have entered into an accession partnership with the European Union (EU) and will become members within the next few years, namely (starting from the north): Estonia, Latvia, Lithuania, Poland, Czech Republic, Slovakia, Hungary, Slovenia, Romania and Bulgaria, countries with a combined population of almost 100 million people. These EU accession countries share a recent history of either being parts of the Soviet Union (Estonia, Latvia, Lithuania), part of the Socialist Republic of Yugoslavia (Slovenia) or ruled from communist Moscow (the others).</p>