Law Professors: A Profile of the Teaching Branch of the legal Profession

In the United States, law schools provide the principal route of entry into the legal profession. Indeed, education in a law school is the only experience that virtually all members of the modern legal profession have in common. The gatekeeping function of law schools places the nation's law teachers in a most influential position. Although law professors play a vital role in selecting and molding the members of the profession, little research has been done on them. This article presents the results of the American Bar Foundation's first major study of law teachers. The author finds them to be a most highly credentialed group of lawyers, the overwhelming majority of whom are graduates of a small group of elite law schools. She also finds that possession of a degree from one of these schools appears to be not only highly determinative of who become law teachers but also of the nature of teachers' academic careers.     

'Failed Sociologists' in the Market Place: Law Schools in Australia

This paper traces the stunted evolution of Australian law faculties from 'trade schools' to liberal law schools. Higher education funding cuts and increased accountability to a government that is throwing the universities onto the competition of the market now combine with the traditional influence of a conservative profession to put Australian law schools in a precarious position. We argue that Australian law schools should transform themselves by embracing the contradictory position they inhabit, and using it to develop a broader concept of the legal knowledge they pass on and the legal practice for which they prepare their students.     

Gender differences in life-course theory of recidivism: a survival analysis

This study of 300 women and 300 men graduates of a boot camp finds that there are noteworthy gender differences in predictors of tenure in the community without criminal recidivism in a 5-year follow-up. The Cox proportional hazards models show that urban residence, childhood and recent abuses, living with a criminal partner, selling drugs, stress, depression, fearfulness, and suicidal thoughts are stronger positive predictors of recidivism for women than for men. Men are more likely to return to prison because of criminal peer associations, carrying weapons, alcohol abuse, and aggressive feelings. Job satisfaction and education lengthen time in the community more for men than women, whereas the number of children and relationships are more important to tenure in the community for women. The implications for the findings for theory are discussed.     

Grunwick and trade union recognition

This article considers the approach of law schools to the assessment of students' use of English. The QAA subject benchmark statement for law requires students to demonstrate the ability to use English proficiently but over recent years there has been anecdotal evidence that some students who lack this ability have obtained law degrees. To obtain further information on how law schools try to ensure compliance with the relevant benchmark, a short questionnaire was sent to a randomly selected sample of 20 English law schools. This article presents the results of that research, considers some of its possible implications and concludes that the assessment methods that many law schools are currently employing do not ensure compliance with the relevant benchmark.     

BUILDING A MULTIDISCIPLINARY, COLLABORATIVE CHILD PROTECTION SYSTEM

The process of preparing lawyers and other professionals to work for the benefit of troubled children requires an understanding of concepts that extend far beyond the traditional course structure currently employed in American law schools. It is clear that mental health problems of children and families, compounded by substance abuse, influence behavior, resulting in children entering family and juvenile courts as victims of abuse or neglect and committing criminal acts. It is incumbent on law schools to incorporate training in fields far different from the traditional didactic experience in legal curricula if they are to address the current needs of children and familes who are ensnared in the nation's juvenile justice system. The beginning point of this process is within the legal training apparatus of America. Law schools must expand their curriculum to incorporate other disciplines to produce an advocate capable of serving the interest of children and society.     

The place of law in a business studies curriculum

Abstract

LEGAL ETHICS are the values that inform the practice of law. This article establishes what and how Australian law schools teach about legal ethics and suggests what and how Australian law schools should teach about legal ethics.

First, the article establishes that Australian law schools tend to teach legal ethics as if it were only concerned with the law of lawyering. It also establishes that Australian law schools tend to teach legal ethics discretely over the course of one subject out of the whole undergraduate curriculum.

Secondly, this article suggests the adoption of a new approach to legal ethics as the ability to exercise legal ethical judgment. It also suggests a pervasive method of instruction that integrates issues of legal ethics and the process of legal ethical judgment into every subject in the undergraduate curriculum in combination with discrete subjects on the context and substance of the law of lawyering.     

Contextualizing the Different Voice: Women,Occupational Goals,and Legal Education*

Essentialist views reporting the existence of distinct gender differences have received much criticism. Despite these critiques, there is little empirical research on the limitations of these approaches in institutions such as law schools. While studies of legal education have been informed by gender difference theory, few have sought to contextualize difference. This study examines gender difference among students attending Harvard Law School. Using survey and interview data, this study demonstrates that difference is mediated by such variables as occupational goals, social class, and race. Implications of differences among women are discussed as they relate to reforms in legal education.     

Intensive teaching in law subjects

The use of intensive teaching is increasing in Australian law schools. For some Australian law schools, most of their masters subjects are now taught on an intensive basis. This article reviews the literature on intensive teaching. The observation is made that there has been little discussion in the literature of the merits of such teaching in law schools. The article also reports the results of a statistical analysis comparing the student evaluations of a subject in the masters program of an Australian law school that was taught on an intensive basis with the student evaluations of the same subject taught by the same teacher across a full semester. Finally, the article reports the results of interviews with teachers at one Australian law school that makes extensive use of intensive teaching in its masters program. The teachers identify successful teaching techniques and they also identify some challenges with intensive teaching.     

Through a screen,darkly: Electronic legal education in Europe

Abstract

Electronic legal education involves the use of information, communication and instructional technologies to enhance students’ learning of the law and to provide law teachers with environments and tools for teaching the law. With the fast growth of the Internet many Law schools and Law faculties are moving their education and training into web environments. This may open new ways of teaching and learning the law by providing students with an environment in which they can manage legal information and legal knowledge for their personal professional use. However, it is clear that throughout Europe there are divergent as well as convergent uses of the web and IT This article explores some of the issues inherent in this, and suggests a number of projects that would enable ICT in legal education to facilitate the aims of the Sorbonne‐Bologna process.     

国家与经济发展:关于发展问题的深层次思考

研究一个国家的经济发展问题离不开政治因素的讨论。作为政治因素的核心,国家自然应进入我们的研究视野。应建立国家经济学,把政治观念与新古典的分析方法结合起来,探讨经济发展的源泉,揭示经济发展规律,研究经济发展问题。     

Law School Climates: Job Satisfaction Among Tenured US Law Professors

In this article, we combine quantitative and qualitative methods to investigate why post‐tenure law professors of color and women professors within the US legal academy are differentially dissatisfied with their work lives. Previous social science research has indicated lingering difficulties for professionals from traditionally marginalized groups as they advance to higher levels. Post‐tenure law professors have been understudied relative to similar senior‐level professionals. Mixed methods allow us to isolate institutional structure and implicit cultural bias as key mediators of this dissatisfaction, converging on issues of respect, voice, and collegiality as crucial. We use the example of the legal academy to show how empirical research can shed important light on the realities of legal professionals—here, the faculty who are training the next generation of US attorneys. Following in the new legal realist tradition, we demonstrate the power of mixed empirical methodologies for grasping social realities pertinent to law.     

公安内部法律监督论

公安内部法律监督是国家法律监督的重要组成部分。其主体是公安机关内部法律监督部门,客体是公安机关的执法行为,内容是公安机关执法活动的合法性。开展公安内部法律监督,是保障公安执法权依法行使、建立和完善社会主义市场经济、加强社会主义民主法制建设、解决公安队伍自身存在的客观问题、保证外部法律监督措施得以落实的必然要求。公安内部法律监督主要通过对规范性文件的法律审核、对各类案件的审核把关、对执法过错行为实行责任追究等方式来实现。强化公安内部法律监督应当建立监督的力量机制,树立监督的权威地位,加大监督的力度,加强监督的制度化建设。     

Changes to the training of English and Welsh lawyers: implications for the future of university law schools

The focus of this article is upon the plans by the Bar Standards Board and, in particular, the Solicitors Regulation Authority to remodel the education and training processes for barristers and solicitors. Introducing the most radical changes to legal education in recent decades, the proposals present Anglo-Welsh law schools with dilemmas in terms of their future educational models, student recruitment and issues of equal opportunities and accessibility. However, opportunities are also present, should some law schools wish to utilise the momentum for change to move away from constraints necessitated by following an, in part, professionally determined syllabus. Research Excellence Framework, professorial expertise and doctoral degree data are used to demonstrate that some law schools have moved away from focusing on areas most relevant to professional practice, but have retained a dependence on qualifying law degree status to recruit students in comparatively large numbers.     

从法律角度研究中国土地制度变迁路径及土地制度安排

Through the discussion of property rights of land in the People’s Republic of China by examining the evolution of legal frameworks governing land institutions and that of the rights embodied, it traces out the development of urban and rural land tenure changes during the pre-reform era (pre-1978) and post-reform era (post-1978). Analysis shows that after thirty years of opening up and orientation towards a market economy, there is still a wide divergence of rights between urban and rural land tenure. Quasi-leasehold system of urban land tenure, accompanied by relatively well-established titling and registration procedures as well as an open market for transaction, has been established. In contrast, although the rural land contracting system has endowed farmers with thirty years of agricultural land usufruct rights and attempts to strengthen farmers’ tenure security have been made progressively over the years, farmers are yet not enjoying the full bundles of land rights. Imminent reforms in rural land tenure includes, but not restricted to, the following crucial areas: Farmers’ right to mortgage their land, a well-functioning land market, well-defined and just causes for land requisition written in law, a clear delineation of the different roles and rights of the collective and individual farmers.     

Socio‐legal Studies in France: Beyond the Law Faculty

This article is the third in an occasional series dealing with the development, current status, and future of socio‐legal studies in selected countries. It follows articles by Kim Economides (Aotearoa/New Zealand) and Harry Arthurs and Annie Bunting (Canada). In this article we argue that in France one can identify work that corresponds to the key strands of socio‐legal research in Anglo‐American societies but that ‘socio‐legal’ as a category of research and scholarship does not have the presence it has in the United Kingdom. French law faculties continue to be strongly shaped by a traditional disciplinary orthodoxy rooted in a highly and distinctively structured form of doctrinal analysis. In the first part, we explain the relatively limited presence of socio‐legal studies in French law faculties in terms of the historical and institutional mechanisms by which disciplinary closure has been created and maintained around traditional orthodoxies. But in the second part we will trace the presence – predominantly outside law faculties – of significant fragments of socio‐legal practice in the scholarship of law and allied disciplines.     

法律人思维中的规范隐退

在法学出现了各种流派以后,有一个重要现象值得法治论者去研究。这就是除了教义学属性的法律解释学以及分析实证主义法学以外,多数法学流派的主要观点都是对现行法律规范的效力进行程度不同的消解、修正、甚至废止。这一方面丰富了法学研究的内容,使人们更全面地理解法律,但另一方面也从不同的角度挑战了法律甚至法治的权威。对此,法治论者必须正视。在很多法学流派中,由于带有教义学属性的法律解释学的基本观点被批判,尤其是后现代法学对法治基本原则的解构,使我们感觉到,法律人的思维(包括法学研究)中出现了规范的失落或者说法律的隐退。本文分析了在法律决断论和主体选择论的矛盾下,法律规范的尴尬地位、规范隐退的表现、原因以及拯救的姿态与理路,所蕴涵的问题意识在于批判能动司法的理论基础。     

Modest Expectations: Gender and Property Rights in Urban Mexico

This article examines gender and property in Guadalajara, Mexico, in the light of debates that oppose formal title to the social embeddedness of rights in customary law and assert that titling is bad for women. The article focuses on urban homes, private property, and civil law but finds that qualities regarded as characterizing customary property relations also shape popular understandings of property in urban Mexico. Discussion groups and social surveys in four low-income neighborhoods addressed two aspects of family law and property: whose name should appear on titles, and who should inherit the home. The results show that women, as wives, sisters, and daughters, have a secondary relationship to property. They also suggest that the opposition of individual title to socially embedded rights is a false dichotomy and that generalizing arguments about formalization and especially the negative gender implications of titling risks replicating the universalizing tendencies of Western property models.     

The importance of teaching dispute resolution in a twenty-first-century law school

Civil justice reviews over the past 20 years have encouraged the use of alternative dispute resolution (ADR) and particularly mediation. Mediation is arguably now becoming more mainstream in terms of dispute resolution process choice. In some instances law changes have been introduced requiring parties in dispute to consider using mediation; similarly, lawyers have an ethical responsibility to provide advice to their clients about the range of dispute resolution processes available. What is lacking however is a corresponding appreciation of the changing attitudes to the teaching of dispute resolution in the majority of UK law schools, where the promotion of adversarialism within the curriculum appears to remain the focus as the primary and only method of dispute resolution. The article argues that this is unreflective of current attitudes and thinking towards dispute resolution in most common law countries, where litigation is no longer necessarily the primary dispute resolution process of choice. Whilst there was token appreciation of the importance of mediation advocacy and its inclusion recommended within the Bar Practice Training Course (BPTC), the recent Legal Education and Training Review was silent on any suggestions about the inclusion of dispute resolution based curriculum content at any stage of legal education in England and Wales. The article will explore the historical development of lawyers’ attitudes to dispute resolution within the civil justice arena and academics’ teaching of curriculum associated with it in UK law schools. The article will pose questions on why recent legal history suggests that law schools should now perhaps take a more socio-legal approach to their curriculum content and embrace the teaching of dispute resolution as a defined subject area for the twenty-first-century law school.     

‘Culturally Unsuited to Property Rights?’: Colonial Land Laws and African Societies

Hernando de Soto, advocate of central registers of land rights, raised the possibility of Africans being culturally unsuited to property rights. This article argues that sub‐Saharan Africa's high proportion of tribal/communal land (as distinguished from private and public/state land) results from a combination of geography, history, and population distribution. External colonial rule created a dual system of land tenure that restrained private property rights in the tribal/communal land areas. The research draws upon archival evidence from the colonial land tenure panel chaired by Lord Hailey (1945–50). The finding is not that Africans are inherently culturally unsuited to property ownership, but that colonialism reinforced pluralistic forms of property rights, which create particular challenges to land law reform.     

The Impact of European Integration on Private Law: Reductionist Perceptions, True Conflicts and a New Constitutional Perspective

If private law is defined simply as a matter of core areas such as substantive contract, torts, property or family law, it may be doubted whether European law has significantly affected national private law systems; or conversely, whether national private law is relevant to European integration. However, this paper argues that such conclusions are misleading: while there have been very few European interventions into the core areas of civil codes or the common law, the integration process has impacted forcefully upon deeper structures of national legal systems. Challenging the institutional embeddedness of national private law, European primary and regulatory law has remodelled (public) concepts of private autonomy, the realm of private governance and the social responsibility of private actors. How then to present and evaluate this indirect impact? Drawing upon concrete examples, this paper seeks first to understand this European challenge to the interdependence of national private law, borrowing from political science's analytical tool of multi-level governance to highlight the complex interrelations between European rights and regulatory law and national private law; and secondly attempts actively to assess the legitimacy of the impact of integration upon private law with the aid of the explicitly normative theory of deliberative supranationalism. However, precisely because Europe remains in a state of flux, and dependent upon contingent political processes, no final conclusions are drawn: as is the case with so many areas subject to integrationist logic, the contours of the ‘new European private law’ cannot be laid down in advance, and are instead a long and weary matter of cooperation and fine-tuning between national and European judiciaries.