Law Course Research Articles

Perceived stress among physiotherapy and law students at UNEC - Nanuque Campus: A comparative study

Introduction: Stress is the result of a set of disorders that occur on a daily basis, causing an irregularity in the individual's homeostasis. Entering the academic environment brings with it various divergent situations that can culminate in a possible appearance or increase in stress, bringing changes in the emotional state due to the more intense pace of life, learning difficulties, and a decline in academic performance. Aim: To carry out a comparative study on perceived stress among Physiotherapy and Law students at the Centro Universitário de Caratinga (UNEC) - Nanuque Campus. Methodology: This is a quantitative, exploratory and descriptive study, in which the presence of stress was studied and analyzed among Physiotherapy and Law students from the 1st and 9th periods enrolled at the UNEC - Nanuque Campus, using a structured and validated questionnaire that assessed the students' level of stress. Results: Composed of 107 students from the Physiotherapy and Law courses from the 1st and 9th periods, the sample identified that in both courses more than 50% of the students showed medium stress, the Physiotherapy course showed higher levels of stress than the Law course and when compared by gender between the courses, women showed a higher level of stress than men. Conclusion: The study highlighted the possible reasons for increased stress in students, showing that it can negatively affect some aspects of social and academic life, and that attitudes are needed to minimize damage and possible stressors.

The university training of the sports manager in Italy between legislative misapplications and overlapping degree courses

PurposeThe implementation of the 2021 sports reform in Italy introduced new professional figures, including the sports manager, defined by Legislative Decree no. 36/2021. According to this law, a master's degree in Organization and Management of Services for Exercise and Sport Sciences (LM-47) is required to practice as a sports manager. However, some universities offer bachelor's and master's degree courses in sports management under different study classes, such as Sciences of Legal Services (L-14), Administration and Organization Sciences (L-16), Business and Management Sciences (L-18), and Business Economics (LM-77). These degree courses may qualify individuals as pseudo-sports managers, despite substantial differences in the educational content compared to the legally defined sports manager profile. This study aimed to assess the illegitimate overlap of degree courses outside the class LM-47 and the discrepancies in their study plans compared to those of LM-47, which is the only one corresponding to the sports manager profile.MethodsThis documentary investigation used the two Ministerial Decrees of 2007 of the bachelor’s and master’s degree classes to extrapolate the degree courses involved in the overlap. Universitaly portal was used to identify the relevant subjects included in the individual degree courses in sports management other than the LM-47. The textual analysis of the objectives and content of the degree courses was done through the literature review tool Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA), highlighting the relevant or consistent elements of the profile of the sports manager as established by law.ResultsDegree courses in Law and Sports Management in class L-14 have a juridical professional profile, which is minimally relevant to the sports manager's role. Similarly, degree courses in Economics and Business Management Sciences in the class L-18 and Administration and Organization Sciences in the class L-16 focus on economic–financial administration and management control, lacking alignment with the sports manager profile. Even master's degree courses in the class LM-77 exhibit disparities with the sports manager profile as defined by the law. Furthermore, all these degree courses lack European credit transfer system (ECTS) credits in the exercise and sport sciences area, an essential aspect of the sports manager profession.ConclusionThere are evident contradictions in the degree courses designed for sports managers other than LM-47. According to the law, a master’s degree in study class LM-47 is required to pursue this profession, but there are several degree programs from different classes of study (juridical and economic) available in the national educational offering. This situation may lead to the misapplication of Legislative Decree no. 36/2021 and result in problems with professional accreditation and limited employment opportunities for graduates of such courses. To promote the development of this professional figure, it is necessary to improve the educational offerings in the LM-47 with a more integrated approach to various economic and juridical knowledge to meet the educational needs of future sports managers who navigate the real dynamics of the sports industry.

Research on Teaching Reform and Innovation of Law Course in the Context of Big Data

Research on Teaching Reform and Innovation of Law Course in the Context of Big Data

Assessing Relationship Between Curricular Placement of Law Courses and Multistate Pharmacy Jurisprudence Examination Pass Rates

Assessing Relationship Between Curricular Placement of Law Courses and Multistate Pharmacy Jurisprudence Examination Pass Rates

Mapping Pharmacy Laws to Multistate Pharmacy Jurisprudence Exam Competencies to Inform Pharmacy Law Course Development

Mapping Pharmacy Laws to Multistate Pharmacy Jurisprudence Exam Competencies to Inform Pharmacy Law Course Development

THE ROLE OF THE TEACHER IN HIGHER LEGAL EDUCATION AND THE IMPACTS ON THE STUDENT’S ACADEMIC TRAINING

This article aims to analyze the role of the teacher in Higher Legal Education regarding its contribution to the academic training of students, as well as the impacts and repercussions on the learning of these students. Thus, it is necessary to verify about the performance of teachers, in the pedagogical relationship between teaching and learning. Thus, this text starts from the formation of a didactic of Higher Legal Education, which is a pedagogical reference, in order to understand the social functioning of this and with the following problem: what are the impacts of the didactics of Higher Legal Education in the academic formation of students? The methodology used involves the techniques of documental, statistical and bibliographic review analysis characteristic of qualitative research, which communicates the ideas of pedagogical didactics and practical knowledge. To this end, a study of the main aspects related to the theme was carried out, aiming, at the end, to demonstrate that the reflections on the inter-relationship between student and teacher, which lead to the need of joint elaboration are didactic-methodological tools and strategies that improve the quality in the teaching process and learning of Law Courses. The result is also the contribution to the strengthening of knowledge, with the realization of the social right to education, through the constitutional means necessary to guarantee these, in search of a higher legal education of quality.

The Construction of “Curriculum Ideology and Politic” in Finance and Law Courses under the Theory of Embodied Cognition

Financial and legal courses play a key role in the professionalism of financial students, but the “Curriculum Ideology and Politic” in this course area is facing problems such as the deviation of the subject and the content, the alienation of the course and the profession, and the disconnection between moral education and intellectual education. and intellectual education. An effective solution is to introduce the theory of embodied cognition, which emphasises students’ practice, experience and participation, and can effectively reconcile the contradiction between knowledge transmission and value shaping to ensure their consistency. Under the guidance of the concept of embodied cognition, the construction of “Curriculum Ideology and Politic” in combination with specific courses has proved its value in enhancing students’ participation and emotional resonance, and realised the same direction of knowledge transmission, ability shaping and value guidance. However, different “embodied” teaching behaviours still have limitations, and teachers still need to choose appropriate methods according to the teaching content and students’ characteristics. Looking ahead, the reform of Curriculum Ideology and Politic under the perspective of embodied cognition should pay more attention to the importance of teachers’ “teaching by words and example”, balance the relationship between human beings and technology, and ensure the effectiveness of Curriculum Ideology and Politic.

Brave spaces in nursing ethics education: Courage through pedagogy.

Nursing students must graduate prepared to bravely enact the art and science of nursing in environments infiltrated with ethical challenges. Given the necessity and moral obligation of nurses to engage in discourse within nursing ethics, nursing students must be provided a moral supportive learning space for these opportunities. Situating conversations and pedagogy within a brave space may offer a framework to engage in civil discourse while fostering moral courage for learners. The aim of this research is to explore the influence of a structured self-assessment tool called the ESA "Engagement Self-Assessment" on the alignment and creation of a brave space in a nursing ethics course. This study used an exploratory, cross-sectional survey design. Data from 39 undergraduate nursing students enrolled in a nursing healthcare ethics & law course using the ESA were recruited. Participation was voluntary and informed without coercion. Written consent was obtained prior to participation. Research ethics approval was obtained by the Institutional Research Ethics Board of the recruited participants (Ethics # 2022-23-03). The ESA provided structured self-reflection on the impact of shared vulnerability within a brave space. However, commitment to a brave space was not strongly influenced by the ESA, but rather by a mutual "commitment to others." A teaching tool such as an ESA can be used to facilitate instructor expectations of civil discourse and discussion of difficult topics. Rules of engagement such as those found in brave spaces can help transform fear of vulnerability into authentic growth for learners. A morally supportive learning space can support critical opportunities for ethical development. This study provides insight into how self-assessment and the use of a brave space in nursing ethics education can facilitate a morally supportive learning space.

Essence of the Stipulation in the Roman Private Law

Introduction. The issues of stipulation were widely covered in the ancient Roman Law sources of knowledge. Throughout the history of Roman Law, the institution of stipulation has undergone some changes. The stipulation arose in the archaic period and got the greatest development in the classical era. Within the Roman Private Law course, which is obligatory for substantial study of the Law curriculum, the special place is allocated to the topic of stipulation. The aim of the present study is to provide the scientific analysis of the Roman Law sources of knowledge with regard to the subject matter of the institute of stipulation in the Roman Private Law, finding out its structural features, origin and evolvement in the historical perspective.Materials and Methods. The legal, organisational, worldview, methodological and other aspects of studying the stipulation within the Roman Private Law have been considered by applying the methods of scientific cognition generally accepted in Russia: general scientific (dialectical) and specific scientific (analysis, synthesis, historical case specific, logical, etc.) methods.Results. The stipulation is an unilateral agreement (contract) used in the Roman Law, concluded orally (verbally) between the parties (debtor and creditor) in the form of solemn declarations regarding the proprietary rights of the Roman citizens and foreigners. The mandatory attributes of the stipulation are: the grounds, the subject, the parties, the form and classification. Various juridical factors used to be the grounds for arising the stipulation. Alongside, according to the Roman Law School, the provided obligation was referred to the range of conventional (contractual) ones, was unilateral and had an abstract nature. Any obligation comprising the ownership right as well as the right of possession could constitute the subject of the stipulation. The provisions on monetary assessment timeframe of an object of obligation, various conditions for terminating the stipulation, circumstances excluding the defense's claims in the lawsuit based on the stipulation, and mandatory requirements for making a deal have been considered in the article. The parties to the agreement were both Roman citizens and foreigners. The deal could be made for the benefit of a creditor as well as his heirs. The obligations within the stipulation and the features of slaves’ participation in the agreement have been considered. In such agreements the parties were represented by: guardians, adstipulators, donators. The timeframe for fulfilling an obligation should have been indicated as a condition for concluding an agreement, and the period for claims in the lawsuit began from the moment of detecting the violations of an obligation, which took place during the factual happening of an event in the frame of the agreement. The potential perspective has been highlighted during studying the history of obligations within the stipulation on the territory of the Bosporan kingdom, being the part of the Roman protectorate. The examples of the institution of stipulation acceptance in the current Law of Obligations have been considered.Discussion and Conclusions. The conducted research has theoretical and practical value and is targeted at the educators providing professional training to future lawyers. Thus, one of the topics proposed for including into the Study Module “Roman Private Law” is the stipulation, which is traditionally studied within the Roman Law of Obligations.

The real cost of teaching in a refugee camp: Asking the difficult questions

AbstractThis article asks difficult questions about higher-education courses provided by Western institutions to people living in refugee camps. It critically examines a blended-learning approach that incorporates a massive online open course (MOOC) into a scaffolded higher-education program—the University of Geneva’s Connected Blended Learning model—in the Kakuma refugee camp. It assesses the effectiveness of this approach in an accredited University of Geneva human-rights law course, which ran in the Kakuma camp from 2017 to 2020. On the basis of the long experience of the course leaders and research carried out with students who participated in the course, the article explores ways of improving this model by answering difficult questions about the real cost of teaching in a refugee camp. This paper was co-written by a professor, a researcher, and students who were involved in the course, two of whom are refugees living in Kakuma refugee camp.

Short notice: Roman Law MOOC

This(French) MOOC (Massive Open Online Course) of Roman Law has been imagined tohelp the law students of the University of Liège to study Roman law. Due to thefact that the Roman Law course is a compulsory second year course, it bringstogether a large number of students, which largely prevents the practicalpossibility of organising an interactive course.

Telaah Atas Ijtihad Umar Bin Khaṭṭab Perspektif Maqāṣid Al-Syarī'ah

<p>In the course of Islamic law, there were several issues of muamalat that were not found in law at the time of the Prophet, so the companions made ijtihad to find them. In fact, not infrequently the laws set by the companions seemed to contradict the teachings of the Prophet. As ijtihad was carried out by Umar bin Khaṭṭab in several ways such as: aborting the had punishment for adulterers, aborting the punishment for cutting off the hands of thieves, stopping giving zakat to <em>mu'allaf</em>, not dividing spoils of war between Muslim soldiers. Regarding some of these ijtihad, many people praised Umar's intelligence in grounding Islamic law. However, there are also some scholars who make Umar the pioneer of sharia deconstruction. This article attempts to examine Umar's ijtihad with the <em>maqāṣid al-syarī'ah</em> approach. Through research of the type of library research with a descriptive-analytic approach, it can be concluded that, <em>first:</em> Umar's ijtihad in some of the above cases did not actually deconstruct Islamic law, but because of his intelligence and foresight in seeing the factors that could hinder the implementation of these lawsuits. <em>Second: </em>Umar bin Khaṭṭab saw the <em>naṣ</em> textually and contextually in a balanced way, without annulling the existing <em>naṣ</em>.</p>

Utilizing Experiential Learning Methods to Teach Substantive Law Courses to Undergraduate Students

This study proposes experiential learning methods for delivering and assessing substantive law courses to undergraduate students. The study reviews current experiential learning methods used to teach contract law, the most common substantive law course offered to law and non-law undergraduate students. The identified methods are synthesized and mapped to Kolb’s Experiential Learning Cycle. The study follows the PRISMA-ScR checklist and explanation guidelines to report its findings. A scholarly search was conducted on Google Scholar and four online databases (ACM Digital Library, EMERALD, PROQUEST and SCOPUS). Of the 44 studies that met the inclusion criteria, 141 essential original constructs were collected, and 7 methods were derived. The study found that role-plays and simulation methods recorded the highest percentage of original constructs (38%, n = 54), followed by fieldwork and clinical methods (26%, n = 36), case-based methods (11%, n = 15), writing task methods (9%, n = 12), problem-based learning methods (7%, n = 11), street law (5%, n = 7) and seminar-based methods (4%, n = 6). The study also synthesized 23 new items for experiential learning methods that may guide the teaching of substantive law courses to undergraduate students. This scoping review adds significant value to the current body of knowledge by presenting novel items that law academics can use to adopt experiential learning methods for teaching substantive law to undergraduate students. These items can also be adapted for the development of experiential-based learning course syllabi and assessments for other substantive law courses not included as a sample of analysis.

Sport law in U.S. undergraduate sport management programs: What should we be teaching?

Sport law knowledge is a vital component of sport management education and professional preparation for those working in the sport and recreation industries. It has been more than 15 years since scholars fully analyzed the content of sport law courses. Given the increase in litigation surrounding the sport industry, there is increased focus and interest in the law as a teaching tool within the sport management curriculum. Sport management curricula must continue to evolve and adapt to respond to the dynamic nature of industry and academia. Therefore, this study updates foundational work on the content of sport law classes in U.S. undergraduate sport management programs. Through an online survey of sport law course instructors in undergraduate sport management programs, we discovered all instructors include Title IX in their courses. Consistent with previous research, the next most covered areas included aspects of negligence law and contract law. Many instructors thought that criminal domestic violence/intimate partner violence was an important topic that they were not covering in their course. We did find differences in course content by instructor educational degree and legal practice history. This work can inform sport management program assessments and sport law course syllabi construction.

Reflections on the Functional Positioning of the Claims Analysis Method in the Teaching of Civil Law

Traditional civil law teaching mostly adopts theoretical lectures, and the lecture method with the goal of knowledge transfer has become the mainstream method of teaching civil law courses. Although the academic community once criticized this theoretical, abstract teaching method, its mainstream status has not been shaken. On the one hand, it is because the lecture method I,s an effective way for teachers to impart systematic knowledge and students to receive indirect knowledge; on the other hand, it is because China is a traditional statutory country, and although the civil law is an imported product, it is still formulated in a codified and cultural way. With the promulgation of the Civil Code, the teaching method of claim basis as the analysis method was gradually introduced to China by researchers studying in Germany and has become a more popular teaching method in the teaching of civil law. As an important successor of German civil jurisprudence, whether the claim-based analysis method, which is more in line with the legislative structure of the Civil Code, should be promoted as a necessary teaching method has become a more important topic. In the German legal education system, the analytical method of claim basis covers almost all stages from theory to practice and has a very important supporting role for German jurisprudence. However, it is undeniable that the claim basis analysis method itself has limitations. On the one hand, it provides an omniscient judge's perspective, which does not belong to the norm of real judicial practice; in addition, from the inherited situation of other countries in the civil law system, the complete adoption of the claim basis analysis method will raise the cost of the whole legal education. From the viewpoint of the actual requirements of legal education in China, the claim basis analysis method can only be used as one of the means of legal teaching and requires the relevant curriculum system to cooperate to complete the reasonable positioning of the claim basis analysis method.

Independência e participação das elites políticas da Bahia na Assembleia Constituinte de 1823

When the work of the Constituent and Legislative General Assembly of the Empire of Brazil was begun in 1823, the state of Bahia was absent. It was to arrive at a delay, as in its capital and surrounding region the fight for independence was still underway. Such a situation sparked controversies and debates which highlighted the province’s economic and political importance, whose absence, according to various deputies, rendered the implementation of certain agendas inviable. Between impasses and decisions, it is possible to understand Bahia’s insertion in parliamentary debates and to problematize the intentions, interests, and plans of its representatives when they comment on issues such as amnesty, provincial government, and the creation of law courses in Brazil, based on the speeches registered in the annals of the Senate. The minutes of the Constituent General Assembly’s sessions held in 1823 are the sources used here, interpreted and problematized from the perspective of the discourse analysis method.

Can Administrative Law be taught in English? A proposal for the Environmental Law course

Given the relevance of linguistic skills in the European Higher Education Area (EHEA), this work proposes a teaching method that allows addressing some of the challenges posed by teaching Administrative Law in English. Specifically, we are referring to the lack of materials or to the anisomorphism. This method reaches its full potential in areas of Administrative Law that are strongly communitarized, as it uses European Union Law as a source of content and as a methodological tool. As we will see with Environmental Law course, the utility of the normative and jurisprudential resources that European Union Law offers in English is twofold: they enrich the theoretical-practical content of the course and facilitate the assimilation of the legal terminology necessary to understand the peculiarities of the Spanish legal system.

Contemporary Business Law Courses: An Exploratory Study of Undergraduate Textbook Content and Pedagogical Planning

Contemporary Business Law Courses: An Exploratory Study of Undergraduate Textbook Content and Pedagogical Planning

Learning modules: problem-based learning, blended learning and flipping the classroom

ABSTRACT In 2020, the author introduced a new learning and assessment programme to the compulsory Land Law course at the University of Auckland, Faculty of Law. This article introduces, explains and evaluates the programme design. The Learning Modules programme has five components: structured pre-tutorial activities guiding students through a problem; tutorials in which tutors facilitate discussion on the problem; post-tutorial quizzes testing understanding of ideas arising in the problem; and exam-oriented review exercises in the form of modelling exercises and example exercises. First, the article discusses three pedagogical theories: problem-based learning, blended learning and flipping the classroom. Secondly, the article outlines the Learning Modules programme. Thirdly, the article uses student survey data from 2020 and 2021 to evaluate the extent to which the programme represents problem-based learning, blended learning and flipping the classroom. In doing so, the article considers how closely a programme needs to conform with the classical characteristics of each theory to be considered to represent them. The article concludes that the programme can be said to represent each of the three theories, depending on how they are formulated.

Innovative model of teaching in law experiment center based on LETS software

Abstract Modern 21st-century society is the cultivation of practical ability, innovation ability, and comprehensive ability of talents, and the cultivation of innovative talents has put forward higher requirements for experimental teaching. With the development of artificial intelligence, “Internet+” and other technologies, the legal education model is facing significant challenges and opportunities in experimental teaching, and the traditional teaching model cannot meet its needs in the experimental teaching of law using “Internet+,” artificial intelligence, and other technologies. The design and implementation of the virtual experimental teaching platform of law can hit the pain points of legal documents, case seminars, mock courts, and legal clinics, etc. The experimental platform driven by information technology and the traditional law experimental courses is mutually supportive. The teaching of law experiment center makes up for the shortage of traditional experimental teaching mode, and the system integrity, functional automation, teacher-student interactivity, and ease of use of the LETS experiment platform, all of which can greatly promote the effectiveness of teaching law courses.