Legal Workshop Research Articles

Sued, Subpoenaed or Sworn in: Use of a Flipped-Classroom Style Medicolegal Workshop for Emergency Medicine Residents.

It is an unfortunate truth that Emergency Medicine (EM) physicians will, at some point, have contact with the medicolegal system. However, most EM residency training programs lack education on the legal system in their curriculum, leaving EM physicians unprepared for litigation. To fill this gap, we designed a high-yield and succinct medical legal workshop highlighting legal issues commonly encountered by EM physicians. We aimed to determine the effectiveness of this curriculum by measuring pre and post knowledge questions. A two-hour session included a case-based discussion of common misconceptions held by physicians about the legal system, proper steps when interacting with the legal system and review of legal documents. This session was developed with the involvement of our hospital legal counsel and discussed real encounters. The effectiveness of the session was determined using pre- and post-session surveys assessing participant knowledge and comfort approaching the scenarios. A total of 34 EM residents had the opportunity to complete this workshop as a part of their conference curriculum. A total of 26 participants completed the pre-survey and 19 participants completed the post-survey. No participants had previous training in the legal aspects of medicine, including handling a subpoena, serving as a witness, or giving a deposition. The pre-survey demonstrated that there was significant uncertainty surrounding the processes, definitions, and the legal system interaction. Many participants stated they would not know what to do if they received a subpoena (85.71%), were called as a witness in a trial (96.43%) or receive correspondence from a lawyer (96.43%). The post survey revealed an increased knowledge base and confidence following the session. 100% of residents reported knowing what to do after receiving a subpoena, being called as a witness and understanding the process involved in giving a deposition. All residents reported that the session was beneficial and provided crucial information. EM residents have limited baseline understanding of how to approach common legal scenarios. Educational materials available for this curriculum topic are limited. Based on the rapid knowledge increase observed in our residents, we believe our workshop could be adapted for use at other residency programs.

Legal workshop for community foundations

Legal workshop for community foundations

Legal workshop for community foundations

Legal workshop for community foundations

Legal workshop for community foundations

Legal workshop for community foundations

Legal workshop for community foundations

Legal workshop for community foundations

DIGITALIZATION OF CIVIL JUSTICE IN THE EUROPEAN UNION

The paper presents briefly the efforts of the European Union to digitalize the field of judicial cooperation in civil and commercial cases. Following a short introduction, it refers to the new era of digital transition, which was kickstarted by the 2020 Communication of the Commission. Data from the EU Justice Scoreboard and updates in the legislative field are shedding light to the steps taken. The e-codex system and aspects of digitalization in specific EU Regulations in the field of civil and commercial proceedings are scrutinized, with the aim to give insight to the forthcoming developments in the EU. This paper was presented at the International Legal Workshop “Strengthening the Rule of Law through E-justice” (October 29-30, 2021, Bishkek, Kyrgyzstan) and published with support of Volkswagen Foundation (Germany).

Legal workshop for community foundations

Nonprofit Business AdvisorVolume 2023, Issue 401 p. 4-4 Conferences & Events Legal workshop for community foundations First published: 12 January 2023 https://doi.org/10.1002/nba.31389Read the full textAboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinkedInRedditWechat No abstract is available for this article. Volume2023, Issue401February 2023Pages 4-4 RelatedInformation

Building Capacity to Cope with Ethical Dilemmas in Legal Practice Through Teaching Giving Voice to Valuess Techniques (Presentation Slides)

This panel presentation will be a basic introduction for a more detailed session on Saturday with Viv Holmes, Anneka Ferguson (in absencia) which will discuss the theory, practice, research and student responses that informs our courses. In the context of Recommendations 6 and 7 Critical issues and challenges are presented. How can teachers challenge students to explore ethical dilemmas emerging in all area of practice be they commercial, property, consumer and civil law? How can we as teachers not just teach students to identify ethical issues but also assist them in building the tools necessary to actively and appropriately deal with such dilemmas?In the ANU Legal Workshop (delivered in a blended mode with face to face and on-line teaching) the professional legal training course for graduates to become admitted to legal practice, we use Mary Gentile’s ‘Giving Voice to Values’ (GVV) approach. This will be briefly explained.I have taught ethics in an undergraduate context and am now teaching at graduate levels and see more opportunities using the GVV approach. In Legal Workshop’s Ethics subject and in a subject, ‘Professional Development’ (PM) that supports key practice areas, we use GVV to engage students at a deeper level so they learn about themselves and their working environment. The key GVV approach is to equip students with not only the ability to identify an ethical problems but also strategies to enable them to act on their ethical duties. Our aim is to build the students’ resilience, build their capacity to act ethically and speak up appropriately and wisely. During my section of the panel presentation, I will ask the audience to participate by doing the first exercise students undertake- a Professional Development Journal Entry. This activity is based on GVV’s ‘Tale of Two Stories’ and requires students to recall and then reflect on a time in their lives when they have, and have not, ‘spoken’ their values. The activity is a useful lead-in to tackling ethical issues in legal workplace scenarios as the course progresses (tomorrow’s session). This activity starts the reflective practice conversation and flags issues that emerging lawyers face in responding ethically. In student debriefs some of our students (many of whom work in legal practice as para-legals, judges associates, waitressing, marketing and fact food outlets etc.) indicate they already often encounter unethical practice and that examining the reasons why they speak or do not speak out is useful for the later exercises. The discussion also has scope for teachers to share their experiences, values and ethical dilemmas and how they did or not deal with them. In the follow-up session on Saturday we will explore how the GVV approach enables students to develop and practise skill for acting ethically. It is suggested a similar activity could be used in undergraduate level to start reflective practice and the values and ethics discussion with students earlier.

Conference Paper- Access to Justice Making it Come Alive and a Reality for Students and Enabling Engaged Future Practitionerss

The presentation commenced with a 20 minute discussion and illustration by Dr. Liz Curran who has worked for many years as a clinical legal education supervising solicitor in an academic role and now works in Professional Legal Training role in the ANU Legal Workshop. She has been an active researcher on access to justice and human rights for over a decade with numerous research projects, articles and as a commentator.In 2008 Dr Curran wrote in the Alternative Law Journal that ‘from this vantage point, being an academic and a practitioner, a constructive inter-play occurs where theory can inform practice and vice versa.’ It is this inter-play which can make a valuable contribution to policy debates, student learning and development and their sense of being involved in upholding justice and the rule of law. From such a vantage point, universities in their teaching and research and policy makers can tap into evidence based information on the experience of the day-to-day dilemmas facing the members of the community for whom survival, emotional and physical well-being can be precarious. Dr Curran’s presentation outlines:• How by using scenario based learning and role play rooted in real client experience of the complexity of the legal system and services to the most disadvantaged can inform, expose and better prepare students for practice. The presenter will outline examples of using role play rooted in real life experience that she utilised that can add a human dimension to skills based learning and a critical consideration of the law and its application in graduate and under-graduate teaching.• How using materials and assessments that involve students in identifying trends and exploring solutions to problems can assist them as future lawyers in seeing they have a place in shaping the administration of justice more broadly. She will provide examples of how students’ work has influenced decision-makers.This presentation was followed by a 20-minute interactive conversation with questions to stimulate small group discussion and report back.• Logistics, for example, maximum number of participants, AV requirements and desirable room configuration.

The Possibility Of Wellbeing: Preliminary Results From Surveys Of Australian Professional Legal Education Students

Surveys of students in the Australian National University’s Legal Workshop Professional Legal Education (PLE) programme showed that students began and ended a core course with low levels of psychological distress. In contrast to other studies, we found no evidence of elevated symptoms of depressive symptoms and no signs that this PLE programme may impair wellbeing. While small increases in average stress symptoms were observed, this was associated with a more positive course experience. Self-perceptions of professional identity and concurrent legal employment predicted lower distress, suggesting that wellbeing is enhanced by building meaningful connections between legal education and students’ wider identities.

Looking back at the legal workshop: essential learning points

Following the British Association of Cosmetic nurses' annual conference in October, the group organised a successful legal workshop led by a practising barrister in the field of health care. In this column, association president Liz Bardolph highlights the key lessons learned on the day

Amicus Curiae Pro Bono Publico: Open Access Online Publication at the Institute of Advanced Legal Studies

AbstractIn this paper Steven Whittle describes recent work at the Institute of Advanced Legal Studies to provide open online access to the IALS/SALS official journal Amicus Curiae and selected papers from the Institute's annual W. G. Hart Legal Workshop. It discusses some of the issues involved in a transition from print to web publication and looks at the benefits anticipated from additional web delivery.

Professionalism in pre-practice legal education: an insight into the universal nature of professionalism and the development of professional identity

This article offers insight into the universality of professionalism in legal education. It does so in the context of an evaluation of a unit that forms part of the Australian National University's Legal Workshop Graduate Diploma in Legal Practice. The evaluation is undertaken with reference to a Scottish vocational course and experience upon which the ANU Legal Workshop course is based. It also seeks to inform the debate about including the development of professional identity in pre-practice legal education. The evaluation of the ANU Legal Workshop unit involved a comparison of experiences in both ANU and the University of Strathclyde. The comparison indicates that legal professional identity has universal elements and that professional working can be embedded in students' learning even where that occurs wholly online. This suggests that the development of professional culture and professional identity can be encouraged to start prior to admission to practice.

Mapping the international law of finance: a report on the W G Hart Workshop 1998

Summary of the three-day 1998 W.G. Hart Legal Workshop which received 45 papers from a broad range of speakers on Transnational Corporate Finance and the Challenge to the Law which were presented to an aggregate audience of about 120 people. The audience was largely academic with some practitioners of finance law from Europe, the USA, and South East Asia also present. Article by Alistair Hudson (Queen Mary, University of London) published in Amicus Curiae - Journal of the Institute of Advanced Legal Studies and its Society for Advanced Legal Studies. The Journal is produced by the Society for Advanced Legal Studies at the Institute of Advanced Legal Studies, University of London.

Debating the key issues

A note on the W G Hart Legal Workshop 1999 entitled “Legal regulation of the employment relation”. Published in the First Page feature of Amicus Curiae - Journal of the Institute of Advanced Legal Studies and its Society for Advanced Legal Studies. The Journal is produced by the Society for Advanced Legal Studies at the Institute of Advanced Legal Studies, University of London.

Lifting the Veil: The Use of Focus Groups and Trial Simulations in Legal Research

Journal of Law and SocietyVolume 35, Issue s1 p. 30-51 Lifting the Veil: The Use of Focus Groups and Trial Simulations in Legal Research Emily Finch, Emily Finch Lecturer in Law at Brunei Law School. [email protected]Search for more papers by this authorVanessa E. Munro, Vanessa E. Munro Professor of Socio-Legal Studies at the University of Nottingham. [email protected]Search for more papers by this author Emily Finch, Emily Finch Lecturer in Law at Brunei Law School. [email protected]Search for more papers by this authorVanessa E. Munro, Vanessa E. Munro Professor of Socio-Legal Studies at the University of Nottingham. [email protected]Search for more papers by this author First published: 08 May 2008 https://doi.org/10.1111/j.1467-6478.2008.00423.xCitations: 12 With the usual caveats, the authors would like to thank Kathryn Holdsworth and Louise Rea for their excellent research assistance on this project. An earlier version of this paper was presented at the WG Hart Legal Workshop on ‘Understanding Law and Legal Process’ held at the Institute of Advanced Legal Studies, London in June 2005. Read the full textAboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Citing Literature Volume35, Issues1Special Issue: Law's Reality: Case Studies in Empirical Research on LawJune 2008Pages 30-51 RelatedInformation

Book Review:Papers on Japanese Small-Type Coastal Whaling, Submitted by the Government of Japan to the International Whaling Commission, 1986–1995, Sixth International Whaling Symposium: The International Legal Workshop, Report, January 7–9, 1996

Book Review:Papers on Japanese Small-Type Coastal Whaling, Submitted by the Government of Japan to the International Whaling Commission, 1986–1995, Sixth International Whaling Symposium: The International Legal Workshop, Report, January 7–9, 1996

SETTING OBJECTIVES AND ASSESSING COMPETENCE IN PROFESSIONAL LEGAL EDUCATION

ABSTRACT Professional Legal Education in the Australian Capital Territory (ACT) is undertaken at the Legal Workshop. A problem‐based learning orientation is a prominent feature of their programme. In this paper the assessment of the problem‐based learning used in the Workshop is described. All stages of this assessment process, including setting the course objectives, defining the conditions under which the problems (tasks) will be undertaken, and setting the criteria which are the standards for the assessment of success in the task, are described. The importance of criterion‐referenced assessment in the stage of setting assessment standards is emphasised. The results of the first attempt to use this assessment method are then described, and problems emerging with the process are discussed. Although this first “reality test” reveals some difficulties with the assessment method, it is concluded that this novel and innovative teaching and assessment technique has been appropriately applied to Professional L...