Richard Grimes - Böcker

Whilst educational theory has developed significantly in recent years, much of the law curriculum remains content-driven and delivered traditionally, predominantly through lecture format. Students are, in the main, treated as empty vessels to be filled by the eminent academics of the day. Re-thinking Legal Education under the Common and Civil Law draws on the experience of teachers, practitioners and students across the world who are committed to developing a more effective learning process. Little attention has, historically, been paid to the importance of the application of theory, the role of reflective learning, the understanding and acquisition of lawyering skills and the development of professional responsibility and wider ethical values. With contributions from across the global north and south, this book examines the history of educating our lawyers, the influences and constraints that may shape the curriculum, the means of delivering it and the models that could be used to tackle current shortcomings. The whole is intended to represent what might be desirable and possible if we are to produce lawyers that are fit for purpose in the 21st century, be that in either in civil or common law jurisdictions.This book will be of direct assistance to those who wish to understand the theory and practice of legal pedagogy in an experiential context. It will be essential reading for academics, researchers and teachers in the fields of law and education, particularly those concerned with curriculum design and developing interactive teaching methods. It is likely to be of interest to law students too – particularly those who value a more direct engagement in their learning.

This book makes the case for a more legally literate society and then addresses why and how a law school might contribute to achieving that. Moreover examining what public legal education (PLE) is and the forms it can take, the book looks specifically at the ways in which a law school can get involved, including whether that is as part of an academic, credit-bearing, course or as extra-curricular activity.Divided into five main chapters, the book first examines the nature of PLE and why its provision is so central to the functioning of modern society. Models of PLE are then set out ranging from face-to-face tuition to the use of hard-copy material, including the growing importance of e-based technology. One model of PLE that has proven to be very attractive to law schools – Street Law – is described and analysed in detail. The book then turns to look at the considerations for a law school wishing to incorporate PLE into its offerings be that as part of the formal curriculum or not. The subject of evaluation is then raised – how might we find out if what we do by way of PLE is effective and how it might be improved upon? The final chapter reaches conclusions, some penned by the book’s author and others drawn from key figures in the PLE movement. This book provides a thorough examination of PLE in a law school context and contains a set of templates that can be implemented and/or adapted for use as the situation and jurisdiction dictate. An accessible and compelling read, this book will be of interest to law students, legal academics, practising lawyers, community activists and all those interested in PLE.

This book makes the case for a more legally literate society and then addresses why and how a law school might contribute to achieving that. Moreover examining what public legal education (PLE) is and the forms it can take, the book looks specifically at the ways in which a law school can get involved, including whether that is as part of an academic, credit-bearing, course or as extra-curricular activity.Divided into five main chapters, the book first examines the nature of PLE and why its provision is so central to the functioning of modern society. Models of PLE are then set out ranging from face-to-face tuition to the use of hard-copy material, including the growing importance of e-based technology. One model of PLE that has proven to be very attractive to law schools – Street Law – is described and analysed in detail. The book then turns to look at the considerations for a law school wishing to incorporate PLE into its offerings be that as part of the formal curriculum or not. The subject of evaluation is then raised – how might we find out if what we do by way of PLE is effective and how it might be improved upon? The final chapter reaches conclusions, some penned by the book’s author and others drawn from key figures in the PLE movement. This book provides a thorough examination of PLE in a law school context and contains a set of templates that can be implemented and/or adapted for use as the situation and jurisdiction dictate. An accessible and compelling read, this book will be of interest to law students, legal academics, practising lawyers, community activists and all those interested in PLE.

This highly topical book demonstrates the theoretical and practical importance of the study of migration law. It outlines approaches that may be taken in the design, delivery and monitoring of this study in law schools and universities to ensure an optimum level of learning. Drawing on examples of best practice from around the world, this book uses a theoretical framework and examples from real clients to simulations to help promote the learning and teaching of the law affecting migrants. It showcases contributions from over 30 academics and practitioners experienced in asylum and immigration law and helps to unpick how to teach the complex international laws and procedures relating to migration between different countries and regions. The various sections of the book explore educational best practice, what content can be covered, models for teaching and learning, strategies to deal with challenges and ways forward. The book will appeal to scholars, researchers and practitioners of migration and asylum law, those teaching migration law electives and involved in curriculum design, as well as students of international, common and civil law.

This highly topical book demonstrates the theoretical and practical importance of the study of migration law. It outlines approaches that may be taken in the design, delivery and monitoring of this study in law schools and universities to ensure an optimum level of learning. Drawing on examples of best practice from around the world, this book uses a theoretical framework and examples from real clients to simulations to help promote the learning and teaching of the law affecting migrants. It showcases contributions from over 30 academics and practitioners experienced in asylum and immigration law and helps to unpick how to teach the complex international laws and procedures relating to migration between different countries and regions. The various sections of the book explore educational best practice, what content can be covered, models for teaching and learning, strategies to deal with challenges and ways forward. The book will appeal to scholars, researchers and practitioners of migration and asylum law, those teaching migration law electives and involved in curriculum design, as well as students of international, common and civil law.

Whilst educational theory has developed significantly in recent years, much of the law curriculum remains content-driven and delivered traditionally, predominantly through lecture format. Students are, in the main, treated as empty vessels to be filled by the eminent academics of the day. Re-thinking Legal Education under the Common and Civil Law draws on the experience of teachers, practitioners and students across the world who are committed to developing a more effective learning process. Little attention has, historically, been paid to the importance of the application of theory, the role of reflective learning, the understanding and acquisition of lawyering skills and the development of professional responsibility and wider ethical values. With contributions from across the global north and south, this book examines the history of educating our lawyers, the influences and constraints that may shape the curriculum, the means of delivering it and the models that could be used to tackle current shortcomings. The whole is intended to represent what might be desirable and possible if we are to produce lawyers that are fit for purpose in the 21st century, be that in either in civil or common law jurisdictions.This book will be of direct assistance to those who wish to understand the theory and practice of legal pedagogy in an experiential context. It will be essential reading for academics, researchers and teachers in the fields of law and education, particularly those concerned with curriculum design and developing interactive teaching methods. It is likely to be of interest to law students too – particularly those who value a more direct engagement in their learning.

Arguing for the critical importance of the topic within law school curricula (whether for academic credit purposes or not), this novel and exceptionally timely book explores a fundamental question: should law schools teach about climate and environmental justice?Despite the urgency of climate and environmental protection issues, many law schools present the topic as optional for students or don’t engage at all. Arguing for the inclusion of climate and environmental justice at the earliest possible opportunity, this book presents study models in a variety of contexts and jurisdictions to support research into curriculum development and design. Case study examples of planned climate and environmental justice research and offerings at national and international levels are presented to support those who wish to include and/or expand provisions. This book also addresses concerns and initiatives of indigenous peoples, demonstrating how partnerships between law schools and others remain integral to establishing sustainable learning initiatives.Ultimately promoting and supporting the study of climate and environmental justice in a legal and applied context, this book will be of interest to scholars, researchers and academics involved with sustainability education, training and leadership, legal education and curriculum design. Clinical legal educators may also find the volume of interest.

This accessible How To Guide provides practical, expert guidance on how to successfully set up and run a law clinic. Donald Nicolson, JoNel Newman and Richard Grimes explore the process of designing a clinic to address unmet legal needs, enhance student learning, and maximise the additional benefits of a clinic. How to Set up and Run a Law Clinic is a comprehensive guide to the theory and practice of running a clinic. Based on the authors’ first-hand experience, the book analyses a variety of day-to-day issues that can arise when setting up a law clinic and provides invaluable solutions to these commonly occurring challenges. In investigating how clinics may be run, and what services they can provide, the book investigates possible tensions between educational and social justice objectives, and how they may be resolved to meet these dual aims. The book examines how the expectations of all stakeholders, including those with regulatory oversight of clinical activities, can be managed and met.Those working within law schools who are wishing to set up or expand law clinics will find this book to be highly useful. It will be a valuable resource for those aiming to enhance employability and experiential learning offerings. Students, and legal practitioners, wishing to gain insight into the value of clinical work will also find this to be a helpful guide.

The importance of simulation in education, specifically in legal subjects, is here discussed and explored within this innovative collection. Demonstrating how simulation can be constructed and developed for learning, teaching and assessment, the text argues that simulation is a pedagogically valuable and practical tool in teaching the modern law curriculum. With contributions from law teachers within the UK, Australia, Hong Kong, South Africa and the USA, the authors draw on their experiences in teaching law in the areas of clinical legal education, legal process, evidence, criminal law, family law and employment law as well as teaching law to non-law students. They claim that simulation, as a form of experiential and problem-based learning, enables students to integrate the ’classroom’ experience with the real world experiences they will encounter in their professional lives. This book will be of relevance not only to law teachers but university teachers generally, as well as those interested in legal education and the theory of law.

 

 

§        Fully revised and updated according to the specific needs of your high attainers, with appropriate language and content.

§        A wealth of questions in each of the text books challenge, reinforce and consolidate learning.

§        The structures support a condensed two year Key Stage three and are ideal preparation for GCSEs or IGCSE.

§        Practical Resource and Assessment Packs provide teachers with additional support for practical work, assessment, end of unit tests and extension work.

The importance of simulation in education, specifically in legal subjects, is here discussed and explored within this innovative collection. Demonstrating how simulation can be constructed and developed for learning, teaching and assessment, the text argues that simulation is a pedagogically valuable and practical tool in teaching the modern law curriculum. With contributions from law teachers within the UK, Australia, Hong Kong, South Africa and the USA, the authors draw on their experiences in teaching law in the areas of clinical legal education, legal process, evidence, criminal law, family law and employment law as well as teaching law to non-law students. They claim that simulation, as a form of experiential and problem-based learning, enables students to integrate the ’classroom’ experience with the real world experiences they will encounter in their professional lives. This book will be of relevance not only to law teachers but university teachers generally, as well as those interested in legal education and the theory of law.

Create apps in C++ and leverage its latest features using modern programming techniques.Key FeaturesDevelop strong C++ skills to build a variety of applicationsExplore features of C++17, such as containers, algorithms, and threadsGrasp the standard support for threading and concurrency and use them in basic daily tasksBook DescriptionC++ is one of the most widely used programming languages. It is fast, flexible, and used to solve many programming problems.This Learning Path gives you an in-depth and hands-on experience of working with C++, using the latest recipes and understanding most recent developments. You will explore C++ programming constructs by learning about language structures, functions, and classes, which will help you identify the execution flow through code. You will also understand the importance of the C++ standard library as well as memory allocation for writing better and faster programs.Modern C++: Efficient and Scalable Application Development deals with the challenges faced with advanced C++ programming. You will work through advanced topics such as multithreading, networking, concurrency, lambda expressions, and many more recipes.By the end of this Learning Path, you will have all the skills to become a master C++ programmer.This Learning Path includes content from the following Packt products:Beginning C++ Programming by Richard GrimesModern C++ Programming Cookbook by Marius BancilaThe Modern C++ Challenge by Marius Bancila What you will learnBecome familiar with the structure of C++ projectsIdentify the main structures in the language: functions and classesLearn to debug your programsLeverage C++ features to obtain increased robustness and performanceExplore functions and callable objects with a focus on modern featuresSerialize and deserialize JSON and XML dataCreate client-server applications that communicate over TCP/IPUse design patterns to solve real-world problemsWho this book is forThis Learning Path is designed for developers who want to gain a solid foundation in C++. The desire to learn how to code in C++ is all you need to get started with this Learning Path

This accessible How To Guide provides practical, expert guidance on how to successfully set up and run a law clinic. Donald Nicolson, JoNel Newman and Richard Grimes explore the process of designing a clinic to address unmet legal needs, enhance student learning, and maximise the additional benefits of a clinic. How to Set up and Run a Law Clinic is a comprehensive guide to the theory and practice of running a clinic. Based on the authors’ first-hand experience, the book analyses a variety of day-to-day issues that can arise when setting up a law clinic and provides invaluable solutions to these commonly occurring challenges. In investigating how clinics may be run, and what services they can provide, the book investigates possible tensions between educational and social justice objectives, and how they may be resolved to meet these dual aims. The book examines how the expectations of all stakeholders, including those with regulatory oversight of clinical activities, can be managed and met.Those working within law schools who are wishing to set up or expand law clinics will find this book to be highly useful. It will be a valuable resource for those aiming to enhance employability and experiential learning offerings. Students, and legal practitioners, wishing to gain insight into the value of clinical work will also find this to be a helpful guide.