Emma Jones – författare

With their tidal imagination, the poems in this debut collection sweep between old worlds and new, seeking the lost and recovering the found among shipwrecks, underwater zoos and discovered lands. Emma Jones brings her inventive worlds dramatically to life in a series of vividly distilled meetings - of settlers and indigenous peoples, of seawaters and shore, of humanity and the wilds of nature. Here, tigers stalk the captive and the free, while Death encounters his own double and Daphne tells of her new leaves, 'They sing, and make the world.' The same might be said of the poems themselves in this restless and memorable search for belonging.

Key Directions in Legal Education identifies and explores key contemporary and emerging themes that are significant and heavily debated within legal education from both UK and international perspectives. It provides a rich comparative dialogue and insights into the current and future directions of legal education.The book discusses in detail topics including the pressures on law schools exerted by external stakeholders, the fostering of interdisciplinary approaches and collaboration within legal education and the evolution of discourses around teaching and learning legal skills. It elaborates on the continuing development of clinical legal education as a component of the law degree and the emergence and use of innovative technologies within law teaching. The approach of pairing UK and international authors to obtain comparative insights and analysis on a range of key themes is original and provides both a genuine comparative dialogue and a clear international focus.This book will be of great interest for researchers, academics and post-graduate students in the field of law and legal pedagogy.

Law schools are failing both their staff and students by requiring them to prize reason and rationality and to suppress or ignore emotions. Despite innovations in terms of both content and teaching techniques, there is little evidence that emotions are effectively acknowledged or utilised within legal education. Instead law schools are clinging to an out-dated and erroneous perception of emotions as at best, irrational, and at worst dangerous. In contrast to this, educational and scientific developments have demonstrated that emotions are a fundamental, inescapable part of learning, teaching and skills development. Harnessing these emotions will therefore have a transformative effect on legal education and enable it to adapt to the needs and demands of the twenty-first century. This book provides a theoretical overview of the role played by emotions in all aspects of the life of the law school. It explores the relationship emotions have with key traditional and contemporary approaches to legal education, the ways in which emotions can be conceptualised, their interaction with the politics and policies of legal education and their role within teaching and learning. The book also considers the importance of emotional wellbeing for both law students and legal academics Overall, this book argues for a more holistic form of legal education in which emotions play a valuable (and valued) role. This requires a new vision for law schools, in which emotions are acknowledged and embedded at all levels, institutional and personal.

This book aims to assist legal educators and law schools in integrating wellbeing within the design and delivery of the legal curriculum. It also encourages the evaluation of wellbeing-related initiatives, to develop an evidence-based, sustainable approach to its inclusion. The contributions to this volume each focus upon different aspects of wellbeing and the curriculum, including the applications of vulnerability and social identity theory, the role of transitions and inductions, the implementation and evaluation of law school wellbeing initiatives, reflections on both the Socratic method and assessment, the results of a longitudinal student study and a consideration of the legal profession’s perspective. They contain both theoretical and empirical evidence to support the development of wellbeing-informed teaching and learning and foster positive interactions and experiences for both staff and students. Taken together, and coupled with international perspectives, they provide evidence and examples to support a holistic approach to wellbeing in legal education which moves beyond simply ameliorating damaging impacts and instead identifies meaningful routes to fostering positive wellbeing.This volume will be of interest to legal academics and others with an interest in legal education, including legal professionals and law students. It will also appeal to those who have an interest in integrating wellbeing into the curriculum within higher education. This book was originally published as a special issue of The Law Teacher.

This book aims to assist legal educators and law schools in integrating wellbeing within the design and delivery of the legal curriculum. It also encourages the evaluation of wellbeing-related initiatives, to develop an evidence-based, sustainable approach to its inclusion. The contributions to this volume each focus upon different aspects of wellbeing and the curriculum, including the applications of vulnerability and social identity theory, the role of transitions and inductions, the implementation and evaluation of law school wellbeing initiatives, reflections on both the Socratic method and assessment, the results of a longitudinal student study and a consideration of the legal profession’s perspective. They contain both theoretical and empirical evidence to support the development of wellbeing-informed teaching and learning and foster positive interactions and experiences for both staff and students. Taken together, and coupled with international perspectives, they provide evidence and examples to support a holistic approach to wellbeing in legal education which moves beyond simply ameliorating damaging impacts and instead identifies meaningful routes to fostering positive wellbeing.This volume will be of interest to legal academics and others with an interest in legal education, including legal professionals and law students. It will also appeal to those who have an interest in integrating wellbeing into the curriculum within higher education. This book was originally published as a special issue of The Law Teacher.

In today’s rapidly changing legal landscape, becoming a digital lawyer is vital to success within the legal profession. Technology and Legal Practice: Becoming a Digital Lawyer is a toolkit for gaining the key attributes and skills required to utilise technology within legal practice effectively.Digital technologies have already begun a radical transformation of the legal profession and the justice system. This textbook introduces students to key topics, from the role of blockchain to the use of digital evidence in courtrooms, supported by contemporary case studies and integrated, interactive activities.The second edition updates reflect the changes that have been brought about by developments in Generative AI since the textbook was first published, along with general updates throughout the book. Using this textbook will allow students to identify, discuss, and reflect on emerging issues and trends within digital lawyering in a critical and informed manner, drawing on both its theoretical basis and accounts of its use in legal practice.Technology and Legal Practice is ideal for use as a main textbook on modules focused on technology and law, and as a supplementary textbook on modules covering lawyering and legal skills more generally.To accompany the publication of the second edition, students from the University of Sheffield School of Law's Sheffield Digital Justice team created the Digital Lawyering podcast. Each of the three episodes contains an in depth interview with the book's authors relating to key themes within the work. The team behind the podcasts are Maa Abena Afriyie-Owusu, Sophie Atkin, Rory Ekers, George Marshall, Francis Otterburn, Nina Rico and Emily Rutherford. The time stamps for episode 3 are as follows:4:40 - First Question (Is human interaction Crucial for the maintenance of rapport?): 11:20 - Change between chapters and the rapidly changing nature of AI in the legal sector16:59 - What are law firms looking for in terms of AI use - are they open to AI change23:20 - Will AI settle down in the future33:19 - whether firms need to be up to date with AI to get an advantage39:30 - will hallucinations lessen over time and therefore result in lawyers’ roles being lessened.41:34 - which types of AI should students use?51:35 - Will universities begin to produce their own AI services56:10 - Outro and Summary

In today’s rapidly changing legal landscape, becoming a digital lawyer is vital to success within the legal profession. Technology and Legal Practice: Becoming a Digital Lawyer is a toolkit for gaining the key attributes and skills required to utilise technology within legal practice effectively.Digital technologies have already begun a radical transformation of the legal profession and the justice system. This textbook introduces students to key topics, from the role of blockchain to the use of digital evidence in courtrooms, supported by contemporary case studies and integrated, interactive activities.The second edition updates reflect the changes that have been brought about by developments in Generative AI since the textbook was first published, along with general updates throughout the book. Using this textbook will allow students to identify, discuss, and reflect on emerging issues and trends within digital lawyering in a critical and informed manner, drawing on both its theoretical basis and accounts of its use in legal practice.Technology and Legal Practice is ideal for use as a main textbook on modules focused on technology and law, and as a supplementary textbook on modules covering lawyering and legal skills more generally.To accompany the publication of the second edition, students from the University of Sheffield School of Law's Sheffield Digital Justice team created the Digital Lawyering podcast. Each of the three episodes contains an in depth interview with the book's authors relating to key themes within the work. The team behind the podcasts are Maa Abena Afriyie-Owusu, Sophie Atkin, Rory Ekers, George Marshall, Francis Otterburn, Nina Rico and Emily Rutherford. The time stamps for episode 3 are as follows:4:40 - First Question (Is human interaction Crucial for the maintenance of rapport?): 11:20 - Change between chapters and the rapidly changing nature of AI in the legal sector16:59 - What are law firms looking for in terms of AI use - are they open to AI change23:20 - Will AI settle down in the future33:19 - whether firms need to be up to date with AI to get an advantage39:30 - will hallucinations lessen over time and therefore result in lawyers’ roles being lessened.41:34 - which types of AI should students use?51:35 - Will universities begin to produce their own AI services56:10 - Outro and Summary

This Concise Encyclopedia provides a thorough overview of legal education and explores diverse topics including the use of digital skills in law schools, and the intersection between law and economics and law and humanities. Carefully curated, it presents an invaluable survey of legal pedagogy.Incisive and informative, the Encyclopedia considers different jurisdictions around the world, dissecting the history, contemporary situation and regulation of legal education and enabling the reader to make global comparisons. Entries include analyses of topics including pro-bono initiatives and public legal education in prisons. They cover key perspectives and approaches, from the traditional to the innovative and experimental, such as AI and game-based learning.The Elgar Concise Encyclopedia of Legal Education is an essential resource for students and academics interested in law and society, legal education, and teaching methods in law. Its content will also be of value to other professionals and practitioners in the field.Key Features:111 entries written by leading scholars and practitioners in the fieldIndividual bibliographies facilitate further reading.A range of contemporary topics that highlight different approaches to legal education across Africa, Asia, Europe, North and South America, and Oceania

Key Directions in Legal Education identifies and explores key contemporary and emerging themes that are significant and heavily debated within legal education from both UK and international perspectives. It provides a rich comparative dialogue and insights into the current and future directions of legal education.The book discusses in detail topics including the pressures on law schools exerted by external stakeholders, the fostering of interdisciplinary approaches and collaboration within legal education and the evolution of discourses around teaching and learning legal skills. It elaborates on the continuing development of clinical legal education as a component of the law degree and the emergence and use of innovative technologies within law teaching. The approach of pairing UK and international authors to obtain comparative insights and analysis on a range of key themes is original and provides both a genuine comparative dialogue and a clear international focus.This book will be of great interest for researchers, academics and post-graduate students in the field of law and legal pedagogy.

Law schools are failing both their staff and students by requiring them to prize reason and rationality and to suppress or ignore emotions. Despite innovations in terms of both content and teaching techniques, there is little evidence that emotions are effectively acknowledged or utilised within legal education. Instead law schools are clinging to an out-dated and erroneous perception of emotions as at best, irrational, and at worst dangerous. In contrast to this, educational and scientific developments have demonstrated that emotions are a fundamental, inescapable part of learning, teaching and skills development. Harnessing these emotions will therefore have a transformative effect on legal education and enable it to adapt to the needs and demands of the twenty-first century. This book provides a theoretical overview of the role played by emotions in all aspects of the life of the law school. It explores the relationship emotions have with key traditional and contemporary approaches to legal education, the ways in which emotions can be conceptualised, their interaction with the politics and policies of legal education and their role within teaching and learning. The book also considers the importance of emotional wellbeing for both law students and legal academics Overall, this book argues for a more holistic form of legal education in which emotions play a valuable (and valued) role. This requires a new vision for law schools, in which emotions are acknowledged and embedded at all levels, institutional and personal.

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Legal professionals are thought to have higher levels of mental health issues and lower levels of wellbeing than the general population.Drawing on qualitative data from new research with legal practitioners, this in-depth study of mental health and wellbeing in the UK and Republic of Ireland’s legal sector is a timely contribution to the urgent international debate on these issues.The authors present a comprehensive discussion of the cultural, structural and other causes of legal professionals’ compromised wellbeing. They explore the everyday demands and difficulties of the legal working environment and consider the impacts on individuals, the legal profession and wider society. Making comparisons with systems overseas, this is an invaluable resource that provides evidence-based suggestions for swift and effective organisational and policy-related interventions in the legal sector.

Safe drinking water is essential to daily life. Meeting that demand with bottled water is a luxury too far, argues Emma Jones. She is not a lone critic of the packaged water industry. However, this author looks to history for solutions to a major sustainability problem: in the design, management and use of the city. With original stories from London's archives, Parched City tracks drinking-water obsessions through a popular architectural history tale.

This volume brings together new research by some of the world's leading experts, exploring the artistic production and cultural context of Renaissance sculpture from Ghiberti's Gates of Paradise to the small bronzes of Giambologna and his followers. The essays cover a range of sculptural materials and forms to cast fresh light on the artists, their creative and collaborative processes, and those who commissioned, owned and responded to their work. The papers were originally presented at a conference at the V&A in 2010 as part of the Robert H. Smith Renaissance Sculpture Programme.

This book provides a novel contribution to the wider bodies of literature on student and academic wellbeing by including a series of rich and nuanced discussions of specific aspects of the wellbeing of legal academics.

This book examines transitions from law school to the legal profession, and their impact on wellbeing. Similarly, there is a growing body of international evidence demonstrating poor levels of wellbeing within the legal profession, with lawyers suffering higher levels of stress, anxiety and depression than the general population.

This book examines transitions from law school to the legal profession, and their impact on wellbeing. Similarly, there is a growing body of international evidence demonstrating poor levels of wellbeing within the legal profession, with lawyers suffering higher levels of stress, anxiety and depression than the general population.