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It seems impossible to explain language choice and practice in the multilingual, understudied context of an asylum law firm by simply referring to official policy texts and linguistic (human) rights. Based on linguistic-ethnographic data (in the form of participant observations, recordings and interviews conducted in the Belgian context), this study integrates a top-down perspective (focusing on the influence of language management) with a bottom-up perspective (by eliciting the research participants' language attitudes and ideologies and by investigating what actually happens in practice). Approaching these different parameters of language policy from a discourse analytical perspective, shows how a clear framework of linguistic (human) rights to regulate lawyer-client communication is missing. Because of the lack of concrete stipulations on how to make language choice acts, interpretation of linguistic needs is left to the individual assessment of lawyers. This leads to highly situated decision-making practices, where lawyers draw on their own experience as well as the input of others to organise multilingual interaction. Although a top-down policy exists, practice shows a lack of regulation and transparency in the selection of linguistic strategies/support on the ground.

Rural school leaders encounter an array of complex issues that require legal counsel. Student discipline, contract disputes, employee conduct, special education, and a host of other topics require school boards and superintendents to utilize school attorneys. This descriptive phenomenological study explored the daily experiences of ten school attorneys representing multiple school districts in rural areas. Three salient themes emerged (a) the work of a school attorney, (b) relationships and interactions with school personnel, and (c) insights for others. Themes provide a comprehensive picture regarding school attorneys' roles, responsibilities, and engagements with school personnel within rural schools. Implications, including the importance of building relationships between school attorneys and school leaders and of gaining experience in schools are offered. Finally, future research with more school attorneys specializing in special education and disability law, who represent diverse and rich backgrounds in rural settings would augment the findings from this study.

The article describes possible explanations for the relative decline in teacher salaries during recent decades. The article focuses on the Norwegian case, but the situation regarding teacher salaries in Norway is equivalent in many other countries across the globe. Based on comparisons with other professions, three contributing explanations are proposed. All of these contributing explanations relate to a common theme of flexibility. The first proposed explanation is flexibility in certification, while the second and third have to do with flexibility in hiring.

This article employs the method of prosopography to reach a deeper understanding of a group of 53 trailblazing Chinese students who were the first to enrol in American law schools between 1878 and 1911, during the waning years of the Qing era. Most of them contributed greatly to the subsequent development of China's legal and diplomatic institutions, playing instrumental roles in legal education, diplomacy, government and the judiciary. Given these accomplishments, this group of students is worthy of detailed study and research, and this article examines their characteristics, background, subsequent contributions and other key pieces of information.

This paper is based within the framework of step-by-step approach to teaching legal translation. The underlying philosophy behind this approach is that when specific aspects of legal translations are tackled in isolation and trainees become aware of the pitfalls involved and the possible solutions, this helps them in further training as well as in their professional practice. Drawing on this assumption, this paper introduces a case study dealing with understanding and interpretation of English legal texts from the classroom perspective. The paper presents a number of problems that pose difficulties to trainees and proposes exercises to help them overcome such problems in a systematic way. Although this paper uses Czech as a target language, the exercises can be adapted to teach legal translation from English into other target languages. The issues have been selected based on the author's experience with addressing recurring problems faced by legal translation trainees. Such issues include understanding complex sentences showing all-inclusiveness and syntactic discontinuities, legal cross-referencing expressions (e.g. "subject to" and "without prejudice to") or conjunctions whose meaning may not be transparent (e.g. "provided," "however," "that").

Educational psychologists (EPs) have a legal and ethical obligation to gain informed consent prior to any psychological involvement. As EPs work across the 0 to 25 age range, the person giving consent may vary according to the needs of the individual service user and so it is necessary to be aware of relevant legislation and case law. This study explored what might be considered best practice for EPs in gaining consent across the 0 to 25 age range by conducting semi-structured interviews with six professionals as part of an expert reference group. The interviews were thematically analysed using a hybrid inductive-deductive approach. Six main themes were identified: ethical obligations; children's rights; legal obligations; partnership; informed consent; and, barriers to best practice. There was considerable overlap between some of the main themes, reflecting the complexity of the issue. The findings are discussed in relation to literature in other areas of psychological practice. Implications for practice for individual EPs and EP services are considered, such as the possibility of developing a guidance document for use across the profession, as well as directions for further research.

Over a half century ago, researchers found that so-called classic professions attract socially advantaged recruits with better labour market outcomes; however, as semi professions become increasingly institutionalized, and classic professional programs expand, differences between these two groups may be less pronounced. Using Statistics Canada's 2018 National Graduate Survey, we compare inputs and outcomes of four classic professions (law, pharmacy, medicine, and dentistry) and three semi-professions (teaching, social work, and nursing). Bivariate statistics show semi-professions have more non-traditional graduates who invest less in training. Multiple linear regression models also show that after controlling for demographics, classic professions have stronger education-job matches and higher earnings three years after graduation. We interpret these findings as being consistent with our theory of intensifying logic, where classic professions have tight training-job connections, and accommodating logic which suggests semi-professions have looser labour market connections. We end by discussing directions for future research on the classic and semi-professions.

Background: Increased social integration of individuals with intellectual disabilities or autism could may raise their likelihood of interacting with justice system and legal staff. Aims: The present article aimed to determine the perceptions of the legal support staff about the individuals with intellectual disabilities or autism. Materials and Methods: In the study, conducted with the phenomenological method, the views of 15 legal support staff were obtained. The study reported what participants perceived and examined whether participants had an accurate understanding of the experiences/support needs of people with intellectual disabilities/autism. The data were analysed with content analysis. Results: Three themes were determined: (1) Experience of interview with an individual with intellectual disabilities/autism, (2) attitudes of judges, lawyers and other staff, and (3) abuse/trauma. Discussion: Findings are consistent with literature. Individuals with intellectual disabilities/autism have problems in expressing themselves, also staff do not know them, do not know their features. Studies show that staff often do not know what to do in these interviews. Conclusion: Based on the participant perspectives, it was determined that individuals with intellectual disabilities/autism experienced self-expression problems, interviewees did not understand children/individuals with intellectual disabilities or autism and could exhibit negative attitudes, the children could be abused and traumatised during judicial processes, they were more prone to abuse when compared to their peers, they could be involved in certain events more frequently and could be pushed to crime.

Background: The article addresses the reality of prison professionals in ordinary and open prison conditions, which includes the perceptions of women prisoners, due to their low institutional presence that limits their reintegration, from a socio-educational perspective. The aim is to analyse psycho-emotional, educational, and work-related dimensions of professionals and the perception of female prisoners. Methods: The study was carried out with a mixed design from two research projects. The sample consisted of 102 professionals and 75 women from 13 autonomous communities. The instruments were semi-structured questionnaires and interviews with the female prisoners. For the analysis, content analysis, basic statistics, contingency tables, and independence tests were carried out. Results: The results indicate a lower presence of educational professionals and a higher presence of women. Most of them believe more in the reintegration of women, but see ordinary imprisonment and drug consumption as a limitation for it. The professionals state the lack of resources, bureaucratisation, and management, lack of training, and retraining as the main problems and needs. For their part, women demand individualised interventions adapted to their circumstances. Conclusions: In short, it shows a professional reality that can be improved but with strengths such as motivation, experience, and social skills. The socio-educational dimension is valued for the dignification of women prisoners, their transition to life in freedom, and their reintegration.

Communication centers on university campuses can benefit from the experience of other disciplines with established norms and educational practices. This article examines the legal profession, the business profession, and healthcare with the intent to locate meaningful overlap that can be practically applied to communication centers. While different, each of the three fields promotes shared decision-making, ongoing training specific to ethical practice, and promotes technical adaptation. Examining service and training in these three professional fields led the authors to identify a framework for communication centers that focuses on the following areas: standard practice and education, ethics, and technology.

Discursive input functions as the core decisive element in answering the legal dilemma of whether someone is eligible for international protection. This pleads in favour of strengthening the narrative-discursive component in migration studies by offering a micro-sociolinguistic analysis of interactional data from diverse legal encounters with applicants for international protection. This article adopts a case study approach, bringing together two different data sets collected in a Belgian context. In focusing on asylum claims based on reasons of sexual orientation and gender identity, the article foregrounds discursive tensions emblematic for the treatment of disclosure in and around the asylum procedure. The first part of our article draws on data from the guidance and counselling side of the asylum procedure in examining legal consultations which took place in the lawyer's office. The second part of our article turns to the communication that takes place during asylum interviews between applicants and asylum officers. Juxtaposing both analyses, reveals how disclosure is complicated by the different stakeholders that mediate the situated interaction as well as by the legal-administrative categories that govern the asylum procedure. The way in which institutional actors and assumptions are deeply implicated in the creation of asylum narratives, is not only at odds with the government's evaluation premises about how stories come into being in isolation, it also entails a certain level of vulnerability as mediation holds the potential to obscure the indexical load of the asylum seeker's testimony.

In recent years, immigrant family apprehensions at the United States southern border have more than doubled. Those wishing to stay enter a complex legal process as they either fight for lawful status or remain unauthorized. The trauma many experienced may inhibit their ability to articulate claims to legal status. Yet several relief options are only available to applicants who have suffered trauma. Social worker-lawyer collaboration can enhance advocacy on such cases. Social work educators can train practitioners to engage in effective interprofessional partnerships. We developed an interprofessional training tailored to social worker-lawyer collaborations supporting immigrant clients. We present the curriculum structure and post-training survey results, and offer suggestions for social work education on interprofessional collaborations in immigrant client advocacy.

Legal practices are perceived as an epitome of the battle between good and evil. However, a different battle over the preparedness of the next-generation lawyers is now trending amongst law practitioners. Analytical ability, attention to detail and logical reasoning were perceived as sufficient skillsets for legal practitioners. However, are these skillsets adequate when conducting a substantive legal analysis that might require some form of numeracy? To answer this question, two focus-group discussions were held with various legal practitioners, in order to explore the need for numeracy skills in legal practice. The findings revealed that numeracy skills are deemed highly important, since the majority of legal practices require numeracy at some or other stage. In view of the findings, it is recommended that curriculum practitioners start with the review process of these qualifications, in order to prepare industry-ready graduates that are equipped to deal with numeracy in a confident and knowledgeable manner.

In 1623, Hernando Ruiz de Alarcón, a parish priest in Atenango, Mexico, was commissioned by his archbishop to record Nahua beliefs and healing practices for the purpose of denouncing their superstitions and demonic magic. His "Treatise on the Heathen Superstitions That Today Live Among the Indians Native to This New Spain," 1629 underscores Spanish prejudice against diversity in religion, preserves the idolatrous and magical practices it discredits, and reveals the author's colonial mindset. Raised in the same restrictive Spanish colonial environment, Hernando's brother Juan was classically trained in Civil and Canon law. He became one of the major authors of the Spanish Golden Age, writing "comedias" that focused on loyalty, friendship, and honesty. His work often reveals a disparate view of magical practice. This article explores how applying epigenetics, the study of environmental influences on gene activation and its effects on physical and emotional behavior, to their circumstances can provide a tool for exploring their sibling differences in relation to magic. Colonial Mexico, Spain, the Catholic religion, the university, and personal physical challenges acted on genetic factors to form the essential nature and works of Hernando and Juan Ruiz de Alarcón.

Diversity in the legal profession is key to ensuring representation and equity in laws, but there is a longstanding imbalance in the representation of marginalized racial and ethnic groups in the legal profession. By merging literature, quantitative data, and qualitative evidence under the lens of critical race theory and QuantCrit, this article charts the systemic nature of inequities in the legal profession pipeline. Then, it focuses on strategies higher education institutions might employ to address inequities.

It has already been affirmed that power and control embedded in questions varies according to question type (Luchjenbroers 1999, Rigney 1999 etc). The paper ranges question types according to their degree of control and observes that those with high degree of control lost their power and control through the process of interpreting. It is further observed that since lawyers always maintain power and control through the type of questions they ask (such as declarative, yes/no, alternative questions) they are at the losing end whenever there is the need for court interpreter. Similarly, the use of discourse markers in the court (such as now, so, and, ok), also signifies lawyer's power and control over the witnesses and defendants and these are always used to further enhance the power, coercion and challenging nature of the lawyers (see Hale 1999). The study further notes that the power and control of questions coating discourse markers are always reducing through the process of interpreting. The paper opines that the presence of courtroom interpreters in court reduces the power and control of lawyers in court.

Bangladesh does not have an official second language. However, apart from Bangla, English is the only other language widely used in the country. There has been a sustained debate whether English is a foreign language (EFL) or English is the second language (ESL) in Bangladesh, for often it is found that the function of English in the country is much closer to that of the second language. English in Bangladesh had a turbulent past as well as has an undefined but overwhelming present. Due to globalization and major economic connections with the outer world the presence of English has always been there. The all- embracing state of English in Bangladesh now is undeniable. The function of English in Educational sectors, Government sectors, courts, private organizations, media and communication etc. reveal the overpowering effect of English in the lives of people in Bangladesh. As such the all obtruding impact of English in the present life posits the enquiry on the future of the language in the land. This paper is a qualitative study that analyzes the domains of language use. The results reflect an urgency of change of the official status of English in Bangladesh from a foreign language to a second language.

This research motivates to identify the legal education model in the Arab region and Saudi Arabia in particular. It is found that Arab legal system is derived from the Roman law and French models. The French teaching model is spread in the Kingdom through the professors educated from the French law schools. The french model of legal education follows the lecture approach. The formal legal education in the Kingdom is initiated by Institute of Public Administration (IPA) during 1970s. IPA offered two-year displomas after Sha'ria graduation. Afterwards, King Saudi University started the systematic legal education since 1980s. Law graduates are required at least 4-years law degree and 3-years apprenticeship in a law firm as a trainee lawyer. This research also differentiates the legal education system of France, Saudi Arabia and US. We find that that Saudi Arabian system is more similar to French system and lesser similar to the US system.

The objective of this study was to find out how effective the use of cloud technologies is in the formation and development of critical thinking in future lawyers. An experimental model using cloud technologies was tested in training courses in the special (Civil Law, Fundamentals of Administrative Law) and general (English for Specific Purposes, Business English) subjects of the educational professional programme for training specialists of Specialty 081 "Law". The method of test control and the method of component analysis were used to diagnose the level of academic performance of students selected for the pedagogical experiment in the training courses. To accomplish the research objectives, the results of the author's tests (seven control points) performed by students of both groups. IBM SPSS Statistics 25.0.0.1 software was used to analyse the quantitative data. Two-tailed P-value and Student's t test were calculated for statistical processing of experimental data. The study showed the effectiveness of the use of cloud technologies for the formation and development of critical thinking in future lawyers. The authors conclude that the use of cloud technologies in the professional and linguistic training of lawyers also facilitates feedback, which increases students' educational motivation and allows for monitoring changes in students' personality development.

This article is a discussion of the role of the University Counsel (sometimes called the General Counsel) as "adviser, officer, administrator, and agent" in the university setting. The article discusses the nature of the "fiduciary duty" in university governance and describes several of the substantive areas of the law with which the University Counsel must become familiar: faculty employment and tenure discussions; share governance; sponsored research; student rights; and the many issues relating to college athletics.

In this article, I show how the study of the poems of Charles Reznikoff -- a 20th century American lawyer -- helps teach the critical art of paraphrase to International law students, lawyers from The Temple's LLM Program. Scholars have acknowledged the difficulty of teaching paraphrase to students from civil law countries, acknowledging that it too often results in patchwriting or mere recitation, drained of any text-based policy analysis. Drawing on the fields of ESL, Composition, and Legal Writing, I show how the study of the poetry helps my student learn US-style legal writing. We use the poetry of Reznikoff, who, during the 20th century, wrote poems about reported cases in which race played a dominant role. The students summarize Reznikoff's poems into prose form and reported cases into poetry. Moving from one genre to another enhances the students' paraphrase skills, which they then apply to a modern search and seizure problem raising the issue of racial profiling. The students now demonstrate improved paraphrase skills and are more familiar with policy analysis -- skills that will greatly enhance their ability to practice law. Students in the humanities, sciences, and social sciences -- any field that values critical thinking and writing -- will also benefit learning these skills.

We charted how one educator's use of proleptic language--or language that invoked students' imagined future identities as if they are fully realized in the present--situated students in communities of academic and professional practice, both within the tangible community of the classroom and within those intangible communities consisting of college students, litigators, music producers, and activists which her students aspired to join. Students demonstrated transformative agency in aligning, resisting, and reinterpreting these proleptic bids, which appeared to create opportunities for students to engage in authentic uses of academic discourse as well as to develop critical rhetorical flexibility--or skill in using all language resources flexibly and critically as a part of participation in an array of social contexts. We suggest that the use of proleptic talk transforms the tenor of academic language instruction by centering students'--rather than teachers'--goals for language learning and by recognizing learners' past, present, and future selves.

The written artifacts of nineteenth-century Virginian Robert Reid Howison (1820--1906) lend themselves to an analysis of Howison as a self-directed, lifelong learner, and non-traditional educator as evidenced through his scholarship stemming from his vocational roles as lawyer and minister as well as his work as a historian. Howison's autobiography provides the chronology to examine his life, situated within a tumultuous cultural milieu, and it offers insights into intellectual participation outside of an academic setting. Despite Howison's prolific career, he is largely unknown in contemporary literature; however, he is a worthy role model of independent scholarship for 21st century educators.

Remarks adapted from presentation: "Disrupting Law, Reclaiming Justice," a Conversation on Gillian Hadfield's "Rules for a Flat World" on October 8, 2018 at Creighton University. Despite the advancement in the ADR movement, there is much work to be done for justice to be accessible to "All." The legal profession continues to lack diversity among its members and a uniform way of thinking impedes a transformative change to the legal infrastructure. Conflict as an interdisciplinary field draws upon a more diverse group of professionals and theoretical frameworks. I propose that conflict processes, not the legal system, should be the overarching umbrella under which all conflict resolution/engagement processes fall.

In "Rules for a Flat World", Hadfield argues that although the world is becoming increasingly connected and faster paced due to leaps in technological innovation, the prevailing legal systems -- established by governments and run almost exclusively by lawyers -- have not kept pace. They are increasingly proving ill suited for and counterproductive to the evolving economic environment. Although coming from a different perspective, Hadfield's encouragement of market-based solutions is highly consonant with those of classical liberals who advocate privatizing all government.

Gillian Hadfield's astute Rules for a Flat World proposes a private market solution to rule-making because the current legislative or regulatory framework no longer meets the needs of a fast-paced digital economy. Further, lawyers have largely priced themselves out of the reach of many who would benefit from their services. By laying out Habermas's criticisms of the flaws in social integration created by market mechanisms, the paper warns that Hadfield's reliance on the market may import undesirable consequences into her proposal because the market structurally fails to address the human rights of many workers in the global economy. The paper then considers values such as dignity as proposed in Catholic Social Thought as a leavening agent to strengthen Hadfield's paper from the standpoint of human rights.

This article scrutinises the Escorting and Safeguarding Team to Governance and Development (TP4), a newly established prosecutor task force in Indonesia appointed to supervise government projects. Its effects in curbing the corruption that has plagued said projects and boosting the budget absorption of the Indonesian government are also explored. The research is conducted as a quantitative case study to the works of the regional TP4 of Central Java during the period of January 2016 until July 2018. The TP4 was established by the High Prosecutor Office of Central Java in 2016. The findings of this study show that the establishment of the TP4 in Central Java has contributed to the exponential increase in budget absorption rates and has drastically reduced the level of corruption crimes. The research also shows that such achievements are due to the 2 roles played by the TP4: As a legal advisor, it extends exhaustive support mechanisms; as a legal inspectorate, it has exhaustive alternative legal settlement mechanisms. Hence, we contend that the TP4 has proven its efficiency in achieving 2 seemingly contradictory goals (i.e., curbing and preventing corruption while enabling bureaucrats to progress with their projects without fearing corruption indictment). However, we also acknowledge the limitations of this study, as only statistical data have measured the progress of the TP4. Because of this, we suggest that progress cannot be solely determined by numbers but also by indications of positive behavioural reform within the Indonesian bureaucracy. Thus, further research is required on this topic.

The research aimsto explore the cognitive-semantic structure of the above child rights phenomenon through the language analysis, and compare the perceptions of different stakeholders as target audiences with regard to diverse formats of the Convention contents and its essence representation. The research data combines academic literature on the topic, the text of the Convention on the rights of the child, its child friendly version as the background material for empirical study, and the data from the open-ended questionnaire. The research sample includes social workers, teachers, and lawyers who deal with children's rights issues. The research methods integrate theoretical analysis of relevant literature, textual analysis of the Convention text (including content analysis, manual and automated coding, distributional analysis), and open-ended questionnaire of the experts in the field under study. SPSS was used for statistical data processing. The research findings show that the linear enumeration of rights through the Convention articles leads just to the same linear perception of the above. Meanwhile, schematic verbal-visual representation of the Convention as a cognitive-semantic macrostructure provides grounds for synergetic interpretation where not just the rights, but the stakeholders, the scope and specifics of their duties and obligations, societal contexts of their activities and measures to ensure child's rights can be explicitly introduced. The findings lead to the conclusion that the interpretation of the Convention text through its cognitive-semantic structure can contribute to enhancing public awareness and education on the child's rights within social care, legal, secondary and higher education settings. The research results cast new light on the potential of discourse analysis for the Convention interpretation within legal, educational and academic contexts.

Professional accrediting and regulating bodies are increasingly trying to delineate the knowledge and skills needed for entry-to-practice for quality assurance and international labor mobility. The purpose of this study was to compare how professions describe and represent competence. Current, publicly accessible Canadian entry-to-practice competence frameworks for ten professions (Medicine, Nursing, Occupational Therapy, Pharmacy, Psychology, Social Work, Teaching, Engineering, Law, and Planning) were analyzed through content and inductive thematic analysis. Findings revealed that although professions describe similar core competencies across technical and intrinsic domains, systematic differences exist in the architectures of the frameworks. Professions with 'meta-competencies' describe competence as being more integrated/holistic. Whereas professions without meta-competencies describe competence as either behavioral-/performance-like lists of 'attributes' or groups of knowledge, skills, and ethical/professional values. How competence is represented within frameworks has implications for how professional education programs conceptualize competence and subsequently design and enact curricula, teaching and learning opportunities, and systems of assessment.

Teachers are tasked with the important role of educating and empowering the Nation's youth. Although teaching is a rewarding vocation, teachers are subjected to risk and liabilities on a daily basis. The rising number of school-based litigation and the litigious nature of today's society bolster the need for teachers to abide and understand the administrative, statutory, judicial, and constitutional laws mandated in the state of Texas. Aside from the general liabilities faced by educators, agricultural science teachers are exposed to additional liabilities due to their unique professional responsibilities. A systematic delivery of educational law training could potentially aid in improving the educational law competency of teachers in Texas. However, educational law training is only viable if the most pertinent educational law issues are being addressed. To identify the most important educational law issues, this Delphi study involved the inquiry of school district superintendents' and attorneys' opinions of the most important educational law issues. The panel indicated teacher rights, student discipline, special education, and teacher's communication with students as the most important general educational laws issues. Moreover, the issues of student safety/supervision, communication with parents and superiors, and financial responsibility were the most important agricultural education-related issues faced by teachers.

Background: Supports following reunification play an important role in successful transitions from out-of-home care to home and school settings for children and their families. There are several stakeholders who play critical roles supporting families during this transition. One key role is tied to legal professionals, who often work closely with the child or family while in care and then continue to monitor family progress during the transition from foster care to the home setting. Although work has been conducted to understand what supports other stakeholders feel children and families need during this transition, little is known about the perspectives of legal professionals. Objective: This exploratory study gathered perspectives from legal professionals regarding the challenges these youths and families face and necessary supports to promote successful reunification. Three research questions guided this work: (1) How prepared do legal professionals feel youth and families are for the reunification period? (2) What do legal professionals perceive as existing barriers for youth and families during reunification? and (3) What services do legal professional perceive as necessary to promote successful reunification and the effectiveness of existing supports? Methods: Participants (N=13) completed a brief survey including demographic items and questions on reunification supports following departure from foster care. Participants also engaged in a focus group using the nominal group technique to address two primary questions that addressed challenges faced by families during reunification and necessary supports or services to promote positive youth and family outcomes. Results: Participants felt that families were not well prepared for reunification and that current supports were somewhat effective to support this transition period. They also indicated supports in the mental health domain to be most important. A total of 36 independent barriers were generated for the first question and 27 supports were identified for question two. Conclusion: Establishing effective and accessible supports for families during reunification is necessary for positive family outcomes. This study highlighted barriers in preventing successful reunification, namely limited access to resources and supports in preventing successful reunification and the importance of mental health support for the entire family in promoting successful outcomes.

A qualitative study of twelve student conduct administrators sought to capture their lived experiences relative to the impacts of federal and state regulation, case law, the media, attorney encroachment, parental involvement, and the use of litigation to supersede traditional processes on their professional work and personal lives. The interviews invited participants to share personal narratives about their lived experiences and led to the discovery of seven themes pertaining to the judicialization of their work: (1) communication, (2) conservative decision making, (3) mental health concerns, (4) responding to perceptions of what student conduct is, (5) the role of campus legal counsel, (6) the shift from being student-centered to process-centered, and (7) impacts of students' attorneys. Findings revealed that although this phenomenon has created harms for these practitioners, it has also allowed them to develop strategies for wellness, self-care, and sustainability in the profession.

Historically, attorney representation in higher education student conduct hearings have not been prevalent. Given the greater implications of disciplinary hearings on students in contemporary society, many have argued for attorney representation to be the norm. As a result, legislatures have passed laws requiring public institutions to permit attorney representation. However, colleges and universities assert that the disciplinary process is educational and collaborative and attorney representation would create an adversarial system. This article examines the required due process afforded by the U.S. Constitution, the arguments for both change to have attorney representation and to preserve the educational system, and implications for higher education leadership and attorneys, alike.

On a hot July day in 1854, 24-year-old schoolteacher Elizabeth Jennings, accompanied by a friend, attempted to board a horse-drawn trolley to attend Sunday church services in Lower Manhattan. The Irish conductor refused, telling Jennings, who was African American, to await a horsecar for "her people." When Jennings resisted, the conductor and a nearby police officer physically ejected her. Elizabeth Jennings reported her ordeal to her father, prominent entrepreneur and abolitionist Thomas L. Jennings, and to her church congregation. Thomas Jennings appealed to the Legal Rights Association, of which he was a co-founder, to raise funds for representation. Future U.S. President Chester A. Arthur, of the firm Culver, Parker, and Arthur, signed on as Elizabeth Jennings' attorney against the Third Avenue Railway Company. In the New York Supreme Court, in February 1855, Arthur argued that the Third Avenue Railway Company violated Elizabeth Jennings' "common carrier rights," which stipulated that transportation conveyances were "bound to carry all persons if sober, well-behaved, and free from disease, [and] had the same rights as others; and could neither be excluded." The judge instructed the jury that the company was liable "for the acts of their agents," and the jury awarded Jennings a $250 settlement (half of what she sued for). As a result, the Third Avenue Railway Company, as well as other trolley companies in New York City, reversed their segregation ordinances. Elizabeth Jennings' story is a powerful example of activism for racial equality in antebellum America, yet there was barely a "thumbnail sketch" about her in history books, noted African American historian John H. Hewitt. These lesser-known historical narratives can serve as powerful tools for engaging students in historical empathy. This article presents activities, which can be adapted for varying grade levels, and are designed to be carried out over several class periods. They are modeled on the Inquiry Design Model Blueprint, with questions, tasks, and source analysis focused on "Elizabeth Jennings v. Third Avenue Railway Company."

This is a conceptual paper that examines the origin and development of universities and their current role in global society. There has been an unprecedented and exponential growth of technology and artificial intelligence capabilities over the past ten years which is challenging current working practices and affecting all areas of society. The paper examines how this role may change to match the new demands placed on them by a digitally enabled society that has greater leisure time. The design of the paper is first to detail some of the changes in work practices that are taking place and how these will impact on society. It then offers several ways in which universities could modify their role to respond to these emerging challenges. This could include new courses, new organisational structures and new pedagogical practices. The paper provides a platform for discussion and debate around the strategic vision and direction of travel for higher education.

This article aims to describe protection assistance provided for victims of sexual abuse with disabilities. This article is the result of research gathered by using the qualitative method. This method described data with interpretative and flexibility for the contextual meaning of the data. It can be found of data than for analysis with comprehensive; for that, this research used an interview to stakeholders of object data in the field with snowball technic. Key informants in this research were lawyers, psychologists, and social workers--Sapda NGO, Sigab NGO, and the Disabilities Communication Forum of Gunungkidul ("Forum Komunikasi Disabilitas Gunungkidul"--FKDG). For the argument, or we can mention triangulation, I was searching for field data by using the observation and documentation method. Based on the data with narrative and description of grows, so that, we can be knowing of assistance women with disabilities of sexual abuse to do which of ways, social advocating and association, psychologist treatment, transforms of netw orking "'Komunitas Disabilitas' (Community of Disabilities)", and support for the regulatory affirmative action.

The global labor market in general and the Israeli market in particular have been experiencing considerable changes in recent decades, affecting the supply of jobs in various occupations. There seems to be an association between changes in the supply of jobs in the labor market and shifts in the demand for higher education. Examination of two case studies in the Israeli economy shows a bidirectional interaction between the labor market and the system of higher education. In one case, the growing supply of jobs in the field of computers and engineering was found to result in an increasing demand for academic education in this discipline. In the second case, the growing demand for academic education in law resulted in a flooded labor market in this industry with bad effects for the industry. The public policy formed in Israel to regulate the labor market and the system of higher education is aimed at the short term and makes do with examining actual circumstances retrospectively and attempting to improve them by directing students to various disciplines in order to meet the needs of the labor market or correct its failures. It does not, however, examine future trends and try to identify prospective needs and faults that can be predicted in the present.

An employment contract between the student and the host organization may be the unintended consequence of a work-integrated learning (WIL) placement. The student, as an 'inadvertent employee' of the host organization, can expose the university to risk. A case study involving thirteen Australian university lawyers identifies the legal and reputational risks associated with paid and unpaid WIL placements, and how university lawyers manage these risks through WIL agreements, legal advice and the support of external agencies. In Australia, the key themes which emerge from university lawyer experiences, and the existing literature, are the vocational placement exemption under the "Fair Work Act 2009" (Cth), and scholarship payments. The article concludes with a series of lessons for WIL practitioners in terms of managing the labor-related risks of WIL programs.

This short article offers a lawyer's perspective on working with immigrant youth, with three goals in mind. The first is to outline key features of the legal landscape immigrant children navigate in the United States, in order to provide contextual information of practical value in serving the young client/patient. The second goal is to use that context as guidance for effectively serving young immigrants: for eliciting information, interpreting information, and supporting progress toward positive outcomes. The third overarching goal is the hope of developing more mechanisms for communication and collaboration across the professional disciplines serving immigrant youth. The article concludes with a short starter list of further readings and resources.

This article describes the evolution of, and rationale for, a mixed methods study of risk management by university lawyers in the specific context of work-integrated learning (WIL) programs. The evolution provides a road map of the research design, incorporating references to research methods texts used by the author at each stage of the mixed methods design. The roadmap also includes primary resources developed during the mixed methods study, such as survey instruments, invitations to participate, consent forms, conceptual models and interview guides. These resources can be accessed by WIL researchers to assist them with navigating mixed methods design. WIL researchers are also provided with a number of strategies to promote the validity of their research and research limitations to be mindful of when conducting WIL research using mixed methods.

This study explores interpreters' role performance, lawyers' reactions to interpreters' performance, and the perceptions and expectations of the interpreter role among these two groups of professionals. It adopts an ethnographic approach to generate data from observations made in Australia of 20 authentic interpreted lawyer-client interviews and post-observation interviews with the lawyers and the interpreters respectively. The study shows that interpreters are very active participants in lawyer-client interviews, as manifested in their various forms of intervention and in their adoption of roles not stipulated in their professional ethics. The interpreters' active performance of their role relates to their perception of their function, their understanding of the relevant communicative tasks, their assumptions about lawyer's professional needs, and their previous interpreting experience. While lawyers strongly supported an understanding of the interpreter role as "impartial and faithful" and spoke against certain types of interpreter interference, such as interpreters using summarisation, yet in actual practice, very few lawyers were observed to question or stop interpreters' interference, and the lawyers' inaction may in fact be partly responsible for the interpreters' adoption of additional roles. These findings have implications for the professional development of interpreters and for lawyers in how to conduct effective interpreted legal interviews.

In Ethiopia, there have been significant legislative frameworks in order to protect the rights of children and reduce their vulnerability. However, many of the relevant child right instruments have not yet been implemented to a satisfying degree. The aim of this article is to understand the challenges that impede the effectiveness of child rights system from children's perspective. The empirical data upon which the author draws was gathered through repeated periods of qualitative fieldwork carried out in 2014/2015 with 24 children in the town of Dilla in Gedeo, southern Ethiopia. Parents, legal experts, police officers, and social workers also participated in the study. The author used informal dialogue, in-depth interviews, and focus group discussions to obtain the empirical data. This study has also benefited from various secondary sources. As the study shows, negative social construct of children, culturally embedded decisions and practices, poverty and deprivation, gaps in legislative frameworks, lack of resources, coordination, and commitment among responsible actors are identified as major challenges that impede the enforcement of child rights system. Thus, it is necessary to adopt holistic approach and deal with the broader structural and social barriers that denied children what they deserve in so many ways.

Introduction. Data, information and knowledge together constitute a vital business asset for every organization that enables every business activity, every business process and every business decision. The global legal industry is facing unprecedented change, which inevitably creates challenges for individual law firms. These global changes affect law firms' business as well as information environments. Method. Qualitative interview-based empirical research was conducted with partners and practice managers in law firms in Australia, South Africa and the United States of America, to investigate the changes in the legal industry, the challenges subsequently faced by law firms, and how these challenges are being addressed. Analysis. The interview transcripts were thematically analysed, supported by the NVivo10 qualitative analysis software. Results. The legal sector, one of the most data, information and knowledge intensive industries, is currently undergoing unprecedented change resulting in numerous challenges for law firms that are creating increased pressure to be more effective and efficient. Conclusion. The findings show that significant improvement to law firms' business performance can be driven by overcoming barriers to information asset management such as lack of executive awareness, justification, business governance, leadership and management, as well as ineffective tools. This paper recommends the steps that law firms can take to overcome these barriers.

The Australian Learning and Teaching Council's Bachelor of Laws Learning and Teaching Academic Standards Statement identified "thinking skills" as one of the six threshold learning outcomes for a Bachelor of Laws Program, which reinforced the significance of learning, teaching and assessing "thinking skills" in law schools (Kift, Israel & Field, 2010). The fundamental conceptions underpinning "thinking skills" in a legal education context are "legal reasoning," "critical analysis" and "creative thinking." These conceptions shed light on what it means to "think like a lawyer" and help shape a professional legal identity. This paper identifies a number of acronyms used to teach traditional "legal reasoning," drawing particular attention to IRAC, which is commonly understood within the legal academy as Issue, Rule, Application and Conclusion. An incremental development approach to learning, teaching and assessing IRAC is recommended whereby first year law students use a legal reasoning grid to a simple problem-based question before applying IRAC to a more complicated problem-based question in the form of barrister's advice. An example of a criterion-referenced assessment rubric that breaks IRAC down into five performance standards is shared with the community of practice.

This article reports on the use of "discourse maps" in conjunction with genre and discourse analysis to help teach communicative practices for contract negotiation. Using one map as a baseline to understand the intertextual process of negotiating a contract in communication with business clients and counterpart lawyers, other maps can zoom in and examine the discursive features of email genres, cover letters, and different versions of the contract under negotiation. The type of discourse maps developed in this study can be utilized for task-based writing materials and role-play activities that facilitate the authentic experience of negotiating a business deal.

Experimental studies examining child 'witnesses' under cross-examination typically rely on researchers questioning children using a 'barrister's script'. In the current research, experienced barristers used a defence statement from a mock perpetrator (who committed a theft 11 months earlier) to challenge typically developing children's evidence under cross-examination. We also assessed whether Registered Intermediaries (RIs), trained professionals who facilitate communication between vulnerable witnesses and members of the justice system, help children reduce compliance with misleading cross-examination suggestions. Results demonstrated that children (6-11 years) complied with barristers' challenges to a high degree: 94% agreed with at least one of the barristers' seven false suggestions. However, when assisted by an RI, children were significantly less compliant with barrister challenges. These findings, and additional analyses of the nature of child responses and barrister questions, provide novel exploratory evidence for the beneficial role of RIs in tempering the adverse effects of cross-examination style questioning for children.

Visual images in introductory textbooks play an important role in constructing the concept of race for students entering the field of criminal justice/criminology. Prior studies on race depictions in criminal justice/criminology textbooks have focused on individual images depicting persons as criminal justice personnel, relating to type of crime or criminal justice context, and as victim. By analyzing a total of 2,286 individuals in 1,943 images from 23 textbooks this study expands on this approach by also differentiating exclusive portrayals from social compositions (two or more individuals), analyzing placement of image within substantive area of the text, and by examining interactive depictions (victim/criminal, professional/criminal, and victim/professional) according to race. The results reveal noteworthy racially biased depictions in introductory criminal justice/criminology textbooks.

Action learning has evolved with multiple variants and a multiplicity of interpretations which have moved it away from Revans Classical Principles. This account of practice describes the use of an adapted action learning set within the legal profession with a specific focus on a 'provided' problem and collective reflective practice in the form of critical reflective questioning. Reformulating the classic action learning equation L (Learning) = P (Practice Knowledge) + Q (Questioning Insight) to L = P (Shared Experience of Practice) + (C)RQ (Critical Reflective Questioning), I reflect upon the way in which the participants engaged with this new approach and consider the adaptivity of action learning within professional legal practice.

In the area of law, metacognition is an implicit goal of instruction, as legal studies classes often stress learning to "think like a lawyer." However, the explicit metacognitive model for using legal reasoning to break down complex problems and seek solutions is rarely identified. This article explicitly identifies the metacognitive model for thinking like a lawyer and provides concrete steps for direct instruction in this method of analysis. The method of analysis and the resulting model are useful to beyond the legal studies classroom, as the legal reasoning model is substantially similar to a model for critical thinking.

The relevance of the study to the problem of determining the place of prosecutors in the system of state bodies carrying out criminal prosecution, is determined, firstly, by the ongoing scientific debates and lack of consensus about the nature of the Prosecutor's office, the place and role of prosecutorial supervision in the structure of the system of state activities, and secondly, reform of the judicial system in Russia determined the structural changes in the public administration system and structure of state bodies carrying out criminal prosecution. The purpose of this article is to develop the functional-legal approach that defines the place of the Prosecutor's office in the system of state bodies carrying out criminal prosecution in Russia. The leading method to study the problem is the deductive method, allowing studying the activities of the Prosecutor's office for criminal prosecution. A leading method underlying the solution to the problem is to study the legal foundations of judicial reform and to transfer its legal mechanisms to functionally-legal development of the prosecution's power. The paper shows that the problem of determining the functions of the Prosecutor is theoretically unsolved. The practical significance of the results obtained lies in the fact that the vesting of certain provisions concerning the organization and activities of the Prosecutor's office, with status of the principle seems far-fetched and artificial.