What Went Wrong with NATO?

This article provides a perspective on strategic trends in the NATO alliance and the broader transatlantic relationship. It evaluates the extent of NATO's successes and failures over the last 15 years in the areas of the Balkans, NATO enlargement, and the international campaign against terrorism. The central conclusion is that, while NATO's members have significant technical reforms available that could help to reinvigorate the institution, none is likely to come to fruition without a major change in strategic concepts on both sides of the Atlantic.     

Encountering the Past: Grand Narratives,Fragmented Histories and LGBTI Rights ‘Progress’

Law and Critique - Past and future coalesce in discussions of LGBTI rights, often embedded in narratives of progress, civilisation, colonisation and emancipation. An understanding of these dynamics...     

THROUGH A DIFFERENT LENS: USING FILM TO TEACH FAMILY LAW

This article discusses the aspects of narrative and character development that make films a useful tool to supplement classroom legal education. Moreover, utilizing film is particularly effective for learning and exploring the dynamics of human relationships at the center of family law cases. When designing a film and family law course instructors should seek to promote creative thinking, cultural competence, student exploration of bias and assumptions and best practices for attorneys based on the examples provided in the film. Films make the learning process more fun, but still provide substantial opportunities to broaden students' concept of the impact of law on family members.     

Supplemental instruction: Students helping students’ learning at university college London (UCL) and university of central Lancashire (UCLAN)

Abstract

The Supplemental Instruction (SI) programme aims to provide an untapped learning resource for academics interested in developing first year students’ cognitive capabilities alongside their personal skills. This study examines whether the pilot SI programme meets the needs of first year students in their academic and personal development within the Law faculties of UCL and UCLAN. Whereas the US model places prime emphasis on increasing grades, the UK model develops more holistically to include both cognitive and affective aspects of learning, in which the benefits to the second year Leaders become as important as the outcomes for first year students.