Law Course Research Articles

MATA KULIAH HUKUM DIANTARA PROGRAM STUDI PENDIDIKAN KEWARGANEGARAAN DENGAN PROGRAM STUDI HUKUM

ABSTRACT
 The implementation of law courses at the Teacher Training and Education Faculty Citizenship Education Program has many similarities with the law study Program. But it also has a striking difference between the two. So that the limitation of delivering law course material in the Citizenship Education Study Program is needed. So that the Learning Implementation Plan (RPP) and Semester Learning Plan (RPS) can be made proportionally. For this reason, knowing the limitations and adjustments of this law course should be emphasized and clarified. This study uses a library method (desk research) with a Normative Juridical Research approach. From the results of the discussion of this study, it was found that Graduate Learning Outcomes (CPL) became the basis for determining the required boundaries. For this reason, the role of law courses at the Teacher Training and Education Faculty of Citizenship Education Study Program must be directed to get graduates who have the attitude and character of the Indonesian nation who believe and fear God Almighty, have noble character, have noble character, have noble character, have noble character. . healthy, knowledgeable, capable, creative. , be independent, and become democratic and responsible citizens as stipulated in the National Education Goals
 Keywords: Law Studies Courses; Learning Outcomes of Graduates, National Education Goals

Innovative Research on Computer Information Teaching Method of Ideological and Moral Cultivation and Basic Law Courses

With the continuous advancement of education modernization and informatization, ideological and moral cultivation and basic legal courses need to change the traditional teaching mode, and be closer to reality and life. This article takes the course of ideological and moral cultivation and basic law as an example to explore the innovation of teaching methods under computer information. The study found that combining the unique resources of the information age and combining with traditional courses effectively changed the traditional “teaching” and “teaching” methods, greatly mobilizing students’ enthusiasm, conducive to the dissemination of knowledge and better participation by students learning process.

Analysis of the Effect of Computer Technology on the Path of Tax Accounting Teaching Reform in Accounting Major under the Background of China’s Tax Reform

With the continuous improvement of China’s economy and the continuous adjustment of economic structure, in order to effectively manage the tax, our government departments continue to strengthen the reform of tax law. So the content of tax law course of accounting major in college and universities has been adjusted accordingly. In order to ensure the quality of students’ teaching and the employment of the society, the school will also carry out the corresponding reform of teaching work to adapt to the tax law reform in the market economy environment. This article analyzes the effect of computer technology on the path of professional tax accounting teaching reform[1-2].

Artificial Intelligence and Intellectual Property: The Issues of the Legal Regulation of Patent Relations

Introduction: in the paper, the author analyzed the current problems associated with the use of artificial intelligence in the field of intellectual property. Thanks to the active introduction of this technology in many areas of human activity, there is a rapid growth of innovative processes. On the one hand, such active improvement of the computer technology system creates a favorable environment for the development of economic, political and social relations. On the other hand, however, the potential for the further development of artificial intelligence is of serious concern in the scientific community. In particular, modern digital technologies are developing much faster than the legal framework designed to regulate them is improving. In this regard, the first branch of law that has faced the greatest difficulties is intellectual property law, since it is a branch of law directly related to innovation processes. The purpose of the research is achieved by solving a number of tasks: to determine the role of artificial intelligence as a “subject” of patent relations, as well as the boundaries of responsibility for patent infringement by AI. The methodology is based on a theoretical approach to the study of the legal framework in the field of intellectual property. Based on the analysis of the theoretical data obtained, the author provides the examples of patent violations related to the use of artificial intelligence technology, as well as highlights some modern approaches to solving this problem. The results of the research can be used to determine the key goals and objectives in the law enforcement, research, as well as in educational and teaching activities, in particular, during lectures and seminars on courses in intellectual property law, copyright and patent law. Conclusions: the development of artificial intelligence technologies is central to the development of better intellectual property management systems. The development of new doctrines for new technologies, the modification of the existing patent system, as well as the changes in the policy of intellectual property rights protection contribute to the effective development of innovative processes and the improvement of the legal system as a whole.

Research on Autonomous Learning of Civil Engineering Law Course Group Based on Proficient Teaching

Research on Autonomous Learning of Civil Engineering Law Course Group Based on Proficient Teaching

Pengembangan Bahan Ajar Pengantar Hukum Bisnis Dengan Pendekatan Dialog Kreatif Partisipatori

The aim of this research is; (1) to determine the process of developing and producing teaching materials for introducing business law with a participatory creative dialogue approach; (2) to determine the feasibility of introductory business law teaching materials using a participatory creative dialogue approach. The research and development (R D) method was used in this research with stages, namely (1) initial investigation and design, (2) realization, (3) testing, and (4) descriptive-qualitative analysis to determine the feasibility of the resulting teaching materials. both in material, content / substance, language, appearance, user friendly for lecturers and students. The results of the assessment of the feasibility of teaching materials developed were assessed by students, lecturers and experts with indicators of accuracy of content assessment, accuracy of content coverage, digestibility, language use, compulsion, illustrations, completeness of the components showing an average score of 3.68 or very good category. Thus the teaching materials developed are very good for use in introductory business law courses or can be used as a relevant reference source in introductory business law courses.

Development of Personal Income Taxation Achievement by Practicing Skills within the Class in the Course of Tax Law

This academic article presents the principles of teaching and learning to promote proactive learning or active learning. Action by focusing on learning is important, and also using the proactive learning management process. The use of learning through the use of practicing skills within the class. The goal of teaching and learning management that focuses on the students is to manage learners to create new knowledge through self-thinking process, allowing the learner to learn by doing, and to understand. It can bring knowledge to integrate into daily life and have qualifications for the goals of education that want learners to be smart, good and happy. Good teaching is a dynamic movement, constantly changing, both in organizing activities and teaching method which consists of creating atmosphere, technique, style, content, and things that are not too far from the students and planning of teaching and learning systematically.

Research on Ideological and Political Teaching of Property Management Law Course in Higher Vocational Colleges

Research on Ideological and Political Teaching of Property Management Law Course in Higher Vocational Colleges

Investigating Students’ Attitudes, Motives, Participation and Performance Regarding Out‑of‑Class Communication (OCC) in a Flipped Classroom

In a flipped classroom, students engage in active learning during class time and have individual information‑transmission outside class time. University students need to complete the pre/post‑class activities to fully benefit from flipped classroom. It is important that teachers adopt practical methods including teacher‑student out‑of‑classroom communication (OCC) to help students manage their time effectively and stay on task. This research examines the practice of OOC in a flipped first‑year postgraduate Business Law course at an Australian university that comprises a large overseas student cohort. By means of a questionnaire, the researcher collected data about student perceptions of OCC, their motives for engaging in OCC, and the change of the motives in a flipped classroom. Student demographics, online participation, and academic performance data were exported from the university database. The student answers, participation, and performance were measured and compared with t‑tests. The preliminary results show that in a flipped classroom, students were more motivated to engage in OCC. Moreover, the short‑term online participation improved for the students who were communicated by the teacher outside classroom. However, an analysis of the data indicated no statistically significant difference in students’ academic performance. In the concluding sections of this paper, the limitations of this study are acknowledged, followed by several recommendations for future research.

Integrating Law, Technology and Design: Teaching Data Protection & Privacy Law in a Digital Age

In this paper, we identified five fundamental principles for developing data protection law courses in today’s digital age. The paper outlines the broader context of the transformation of legal education in a digital age; describes the importance of integrating legal-thinking and design-thinking with a deeper understanding of the underlying technologies and user-interfaces; and introduces the main features of a new approach to teaching data protection and privacy. The main argument of the paper is to suggest that the data protection lawyer of the future will become a key intermediary of innovation – or a ‘transaction engineer’ – who helps facilitate and coordinate new forms of business and other social relationships; contributes to harnessing the benefits of disruptive technologies, automation and digital connectivity to build next generation legal services; and contributes to the development of a legally compliant and socially responsible technological infrastructure. To perform this function effectively, however, data protection professionals need to develop a new mindset, along with several new skills and capacities, including a better understanding of the technological architecture of a post-digital transformation world, as well as the power and importance of legal design. Crucially, this means re-visiting the law school curriculum and legal education, more generally. From a pedagogical perspective, we propose a task-oriented, “sandbox”, and “gamified” approach to data protection law that delivers a more meaningful student experience in which students are given the space to experiment via engagement with timely and practical problems.

Impact of the business mindset on student perceptions of the non-compete agreement

One of the major tasks of the Business Law course is the acquisition and right application of legal concepts by business and public administration students. This article makes an insight into the inconsistency exposed through surveying the students' opinions on non-compete agreements. The study bases on the hypothesis that the business mindset which dominates American society influences the students' perception of this legal concept. Pursuing the aim to unveil the cognitive factors influencing the students' perception, the author traces the formation and historical dynamics of the concept of business mindset in the US, and its influence on popular attitudes to legal concepts resulting in the positive perception of non-compete agreement. Contributing to such positive perception was creation of a delusional myth compensating for the harsh reality of capitalism and euphemizing the words ‘capitalism’ and ‘capitalist’. The author offers actions to address students’ perception, in order to bring their subjective views and attitudes in compliance with legal reality and scientific worldview.

Stephan Kuttner: A Remembrance

Stephan Kuttner:A Remembrance Stanley Chodorow As did everyone else in our field of medieval canon law, I read everything Stephan Kuttner wrote from the 1930s to the 1990s. Actually, I read everything at least twice, because when Stephan was assembling the volumes of his collected articles for publication by Variorum Reprints, he called on me to help with the project. Even before we undertook that effort, I knew that Stephan had never let go of any of his publications. As he continued his work and learn new things, he returned to his earlier work and made notes. On every publication, he had files with corrections and additions carefully noted. When he faced the prospect of reprinting the articles, he and I gathered and organized all those notes and additions and appended them to the volumes. It pleased him greatly to title the additions 'Retractationes', the title of the revisions and reconsiderations that St. Augustine wrote at the end of his life. Stephan was one of those rare people who knew that his work was invaluable and who could not be accused of hubris or excessive self-regard in so thinking. I began working with Stephan in 1971-1972, during a year I spent on an ACLS Fellowship at the School of Law at Berkeley. Stephan had moved to Berkeley from Yale the year before to become one of two directors of the Robbins Collection, dedicated to research in religious and civil law. David Daube, a renowned scholar of civil and Jewish law, was his co-director. Stephan brought the Institute of Medieval Canon Law with him from Yale; he had founded the Institute at The Catholic University of America in the 1950s, after emigrating from Europe during World War II. I was taking law courses as part of my fellowship, but I spent every available hour in the Institute doing research in the Robbins Collection and learning from Stephan. The relationship we developed during that year led to my assisting him with the Variorum project. [End Page 15] As I learned during that year at Berkeley, Americans did not do their doctoral work under Stephan Kuttner. (Robert Somerville was the only American student who took his doctorate under him.) Rather, those who regarded themselves as studying with Stephan were recent Ph.Ds. That pattern began, so far as I know, with my own mentor, Brian Tierney, who completed his doctorate at Cambridge under Walter Ullmann and then won a position, with Stephan's help, at Catholic University. Brian established the pattern many of us later followed. It was not that we went to study with Stephan at Catholic or Yale or Berkeley, but that we worked in his aura and absorbed his standards by listening to his direct comments, reading his scholarship, and observing him at work. I came to think that a doctoral student was not yet knowledgeable or experienced enough to get what Stephan had to offer, although Somerville's example belies that view. The danger for a doctoral student working with Stephan was that he set such a high standard of knowledge and insight that one could not imagine being able to do scholarship worthy of his example or sit for the exams of the doctoral program with him as one of the examiners. Once one had done all that, one could work with the master. The experience of working with Stephan was humbling. His scholarship set the standard we all aspired to, and his genius sometimes overwhelmed. It was a common experience to go ask him a question and hear, 'Oh. You asked me that three months ago, and the answer I gave you was …'. He was not criticizing you; he was merely stating a fact. By the time I was working with him, he had gotten over any feelings of superiority he might have had as a young man. He just remembered everything and from time to time noted the fact. The most common experience of working in his shop was the feeling that his help and his example made you better at the job. He did not give an impression of a stellar classroom teacher, but he was a marvelous teacher to all...

Using Peer Assisted Learning to improve academic engagement and progression of first year online law students

The University of Southern Queensland’s online study environment continues to grow with over 16,000 students studying online. Pre-Covid-19, online enrolments typically represent around 67% of all students studying at USQ. This article usefully analyses quantitative data in order to evaluate the effectiveness of the pilot of an online peer-assisted learning program for first-year Law students. The article asks whether a customised online Meet-Up program can objectively enhance student engagement and academic performance in a first-year law course. Results from the pilot were positive and are a productive contribution to the literature on online peer-assisted learning.

A Study on the Effectiveness of Problem-based Learning in Legal Education in India

Legal education in India aims at enabling learners to think critically and apply what they have learned. Problem-based learning (PBL) can be used as an effective tool to achieve this objective. This study was carried out to understand the effectiveness of this tool in legal education. A comparative analysis of the traditional method with PBL has shown that the latter leads to benefits in the form of better retention of knowledge and recall, improved problem-solving skill, better decision-making ability and development of lifelong-learning ability. This article discusses the methodology adopted and the results generated through application of the method in the taxation law course taught to undergraduate students of law.

Analysis of the reform on Tax Law course from the perspective of in-class ideological and political education

<em>Tax Law</em> course is a compulsory course for accounting talents. The students trained will integrate into all walks of life in different levels. They are not only accounting talents, but also social citizens. Any work should be done in line with its professional ethics. Carrying out the research on <em>Tax Law</em> course reform from the perspective of in-class ideological and political education and taking students' ideological and political education as the basis of professional skills is not only conducive to their own professional development, but also benefits the development and growth of enterprises and countries. This paper explores the ideological and political elements corresponding to the course content from the perspective of in-class ideological and political education and seeks the path of its ideological and political reform and the means to ensure its effective implementation, in order to provide reference for the further reform and implementation of in-class ideological and political education.

Taking an action reflective assessment approach when teaching dispute management

Encouraging life-long learner skills and preparing students for a new style of lawyering in the 21st Century to meet changing needs requires approaching teaching in renewed ways. This paper describes the action reflection learning approach adopted when teaching a mediation law course in an Australian law school. The approach and outcomes are described with specific attention to how this style of teaching enriches the student experience. Student reflections describe the teaching method as having developed their skills, learning and appreciation of a new conflict resolution advocacy style.

Власть императора в российском правовом дискурсе второй половины XIX–начала XX вв.: обоснование и варианты интерпретации

The article is devoted to resolving the issue of how the legal intellectual elite of the period under review understood the imperial power, its origin, capabilities and authorities. The legal professorship formed an outwardly consistent discourse between the theoretical aspects of state law and the content of the Basic State Laws of the Russian Empire: teachers had to justify and explain the existence of the unlimited power of the monarch. They analyzed the courses of state law developed by nine professors of the Imperial Universities and the School of Law. The methodological basis of this study is the history of intellectual culture as an analysis of legal ideas and discourses in the context of the second half of the 19th - early 20th centuries. The power of the emperor is characterized by the authors of textbooks in a section that is most often called «On the Supreme Power». Russian autocracy was described by jurists in a conceptual and categorical apparatus borrowed from their European colleagues. Legal scholars were looking for a balance between their own personal and scientific ideas and the form of government that existed in the Russian Empire. Despite the differences in the political outlook, they saw the reason for the Russian autocracy in the historical development: a vast territory, low population density, and the virtual absence of a struggle between the government and society. For state scholars closely associated with Western jurisprudence, who shared its values, it was important to emphasize the belonging of the Russian Empire to the European world, where a skeptical view of the Russian monarchy remained. This way out was the idea of legality. Without disputing the content of the «Fundamental State Laws» and guided by censorship considerations, the professors tried to convey to the student university audience the idea that the bureaucratic apparatus formed in the empire is a natural limiter of the imperial power; the legal framework is an obstacle to despotism, and the judiciary is in fact independent. This kind of theoretical constructs became a compromise between the preservation of absolute monarchical power and the worldview of those jurists who shared liberal values

„Sok szíves üdvözlettel régi barátos…”. Colegamenti di amicizia di Coriolan Petranu con storici magiari

"„Sok szíves üdvözlettel régi barátos...” (“With kind regards, your old friend...”). Coriolan Petranu’s Friendly Connections to the Hungarian Historians. Coriolan Petranu is the founder of modern art history education and scientific research in Transylvania. He had received special education in this field of study that is relatively new in the region. He started his studies in 1911 at the University of Budapest, attending courses in law and art history. During the 1912-1913 academic year he joined the class of Professor Adolph Goldschmiedt (1863-1944) at the Friedrich-Wilhelm University in Berlin. The professor was an illustrious personality from the same generation as art historians Emil Mâle, Wilhelm Vögte, Bernard Berenson, Roger Fry, Aby Warburg, and Heinrich Wölfflin, specialists who had provided a decisive impetus to art historical research during the twentieth century. In the end of 1913, Coriolan Petranu favored Vienna, with its prestigious art historical school attached to the university from the capital of the Austro-Hungarian Empire. There he completed and perfected his education under the supervision of Professor Josef Strzygowski (1862-1941). The latter scholar was highly appreciated for his contributions to the field of universal art history by including the cultures of Asia Minor (Syria, Mesopotamia, Armenia, and Persia), revealing the influence that this area had on proto-Christian art, as well as by researching ancient art in Northern Europe. In March 1920 the young art historian successfully defended his doctoral dissertation entitled Inhaltsproblem und Kunstgeschichte (”Content and art history”). He thus earned his doctor in philosophy title that opened him access to higher education teaching and art history research. His debut was positively marked by his activity as museographer at the Fine Art Museum in Budapest (Szepműveszeti Muzeum) in 1917-1918. Coriolan Petranu has researched Romanian vernacular architecture (creating a topography of wooden churches in Transylvania) and his publications were appreciated, published in the era’s specialized periodicals and volumes or presented during international congresses (such as those held in Stockholm in 1933, Warsaw in 1933, Sofia in 1934, Basel in 1936 and Paris in 1937). The Transylvanian art historian under analysis has exchanged numerous letters with specialists in the field. The valuable lot of correspondence, comprising several thousands of letters that he has received from the United States of America, Great Britain, Spain, France, Switzerland, The Netherlands, Denmark, Sweden, Norway, Finland, Estonia, Latvia, Czechoslovakia, Austria, Hungary, Poland, the USSR, Serbia, Bulgaria, and Egypt represents a true history of the stage and development of art history as a field of study during the Interwar Period. The archive of the Art History Seminary of the University in Cluj preserves one section dedicated to Hungarian letters that he has send to Hungarian specialists, art historians, ethnographers, ethnologists or colleagues passionate about fine art (Prof. Gerevich Tibor, Prof. Takács Zoltán, Dr. Viski Károly, Count Dr. Teleki Domokos). His correspondence with Fritz Valjavec, editor of the “Südostdeutsche Forschungen” periodical printed in München, is also significant and revealing. The letters in question reveal C. Petranu’s significant contribution through his reviews of books published by Hungarian art historians and ethnographers. Beyond the theoretical debates during which Prof. Petranu has criticized the theories formulated by Prof. Gerevich’s school that envisaged the globalization of Hungarian art between the Middle Ages and the Early Modern Period and that also included in this general category the works of German masters and artists with other ethnic backgrounds, he has also displayed a friendly attitude and appreciation for the activity/works of his Hungarian colleagues (Viski Károly and Takács Zoltán). The previously unpublished Romanian-Hungarian and Hungarian-Romanian set of letters discussed here attest to this. Keywords: Transylvania, correspondence, vernacular architecture, reviews, photographs, Gerevich Tibor, Dr. Viski Károly "

Formation of Legal Education at the University of Melbourne: International Experience for the University of Lviv

In the article the formation of legal education at the University of Melbourne, its short and successful path to worldwide recognitionis examined. The importance of researching such a successful example for national legal education is shown. Important researchby well-known professors who have worked at the University of Lviv and the University of Melbourne is depicted, and their contributionto the study of legal education in Melbourne is revealed.The author of the article shows that the experience of legal education in one of the oldest law schools in Australia – the Universityof Melbourne, which is now one of the world’s leading universities, as well as 50 best educational institutions in the world, is importantas an example of legal education for Ukrainian universities, in particular Lviv University. Legal education at Lviv University occupiesa significant place in the education of young professionals for crucial government positions.Founded in 1853, the University of Melbourne is the second oldest university in Australia. This is a state research university. Itconsists of 10 colleges located on the main campus and in the surrounding suburbs, which offer academic, cultural and sports programs.The University of Melbourne often ranks first among Australian universities in the world rankings. More than 46 % of his students areforeigners. This school is officially accredited by the Australian Department of Education and Training.The teaching of law, until 1873 at the University of Melbourne, was governed directly by the board and faculty; there was nocouncil or committee in charge of the faculty, and no head or administrator to lead the law course other than faculty and university officials.It was the council that decided on the details of the curriculum and considered students’ complaints about things like absenteeismand lecture venues. Other disciplines were in the same position. Not only in the field of law, but in general, the university did not havefaculties that would be responsible for certain areas of study.The university was so small that in 1872 it had only 134 students, 53 of whom studied law. In the early 1870s, the situation wasfavorable for change. The council committee explored the possibility of expanding the teaching of law by creating more subjects andlecture courses, and at the same time, by creating a new body, a faculty to oversee them.The council committee called this change the creation of a law school, and since then the terms “law school” (“law schools”) and“law faculty” have sometimes been interchangeable. Law classes were called a “school of law” for several months after their foundingin 1872. This term was sometimes used in another sense (as a discipline with honors). Despite the ambiguous terminology, the councilmeant the creation of the faculty and the accompanying reorganization of teaching in 1872–1873.The author of the article argues that building a legal education in Ukraine is impossible without a proper study of the experience,knowledge and practical skills that existed at the University of Melbourne. The opinion is based on the fact that the organization ofwork, cooperation with students and involvement of a large number of foreigners remains a model to follow. This approach to coope -ration and establishing contacts with their structure has made them famous and universally recognized worldwide. We can see thisbecause the University of Melbourne is now one of the world’s leading universities, as well as one of 50 best educational institutionsin the world.

Poeta embriagado de ideias íntimas

O artigo pretende analisar os procedimentos irônicos e descritivos do po­ema “Ideias íntimas” (Álvares de Azevedo), eleitos para forjar um conflito com o sistema poético tradicional e seu tempo artístico. O texto discute a construção do eu lírico como um poeta que se apresenta como um es­tudante do curso de direito que, interrompendo os estudos, contempla, expõe e interpreta algumas imagens de obras de arte de sua autoria e de outros.