Understanding Dworkin through art: object-based learning and law

This article explores object-based learning (OBL), a burgeoning pedagogical approach in higher education. Object-based learning engages students’ pre-existing visual and conceptual literacy as a gateway to work through difficult threshold concepts. The article advocates this exciting learning model in law by articulating what it is, explaining how it can be applied through the example of teaching Dworkin in a jurisprudence module. The article introduces OBL approaches, details how it is relevant to jurisprudential teaching as well as its scope for application across legal teaching. It explains how such an approach moves away from transmission modes of teaching into transformational ones, accessing students’ abstract web of comprehension in conjunction with text-based learning to produce more imaginative and creative critical thinking skills.     

The pedagogy of legal reasoning: democracy,discourse and community

Learning legal reasoning is a central part of any undergraduate law degree and remains a threshold concept: one which is vital for any law student to grasp, but which is often difficult to explain. It is a form of reasoning which is very distinctive to the discipline. This article explores the applicability of learning theories typically used to ground pedagogy in higher education to the specific task of teaching legal reasoning. Constructivist or experiential theories of learning are widely used in higher education, but they need to be used with a clear focus on the specific nature of legal reasoning, which does not fit neatly within the assumptions about learning which underpin many constructivist approaches. Situated learning theories, which place emphasis on the role of the community in constructing knowledge, can also be of value. However, steps need to be taken to avoid replicating the hierarchy of the legal community within educational communities. Overall, the pedagogy of legal reasoning needs to pay attention to the specific nature of legal reasoning, to enable students to access the discourse of the legal community to use as a model, and to take students seriously as members of that community.     

Keeping Creativity Downtown: Policy Learning from San Francisco,Seattle, and Vancouver for Municipal Cultural Planning in Toronto

I examine Toronto's interest in the policy learning process regarding possible solutions to development pressure downtown though understanding policies from San Francisco, Seattle, and Vancouver. Grounded by the analysis of creative city interventions and incorporating a theoretical framework of policy adaptation, the investigation is informed by interviews with fifty-one multi-sector stakeholders, historical and archival materials, and policy documents. Return to urban living and the creative cities movement challenge city centers in preserving creative and cultural businesses and organizations. Emergent data themes include: (1) research and strategic planning; (2) stakeholder partnerships; and (3) economic development incorporating economic benefit and social good.     

The Strategic Use of Public Information in Anti-Corruption Agencies: Evidence from the Asia-Pacific Region

In this era of anti-corruption policy-making, the Internet provides a potentially critical strategic resource for anti-corruption agencies (ACAs) aiming to promote organizational and policy learning. Realizing its potential is a creative challenge that will tap different types of capacities in the agency and its environment. We present a framework for understanding the information-related functions that underpin policy and organizational learning for ACAs, develop a rating criteria to assess strategic information usage, and then assess five ACAs in the Asia Pacific region on one aspect of strategic information usage: dissemination via the Internet. Agencies differ markedly in the degree to which their use of public information dissemination via the Internet is “strategic” in nature, pointing towards a new arena for capacity building and strategy development.     

高职院校要重视和加强大学生择业观教育——以秦皇岛市高职院校为例

受当今社会文化观和价值观多元化的影响,高职院校学生择业观存在过于限定自身择业地域和就业单位、过多重视薪酬福利、对自己的认识和评估不准确、择业准备不充分等问题。学生择业价值观不正确、学校对学生就业方面指导不足、政府相关政策和经济发展环境的影响是造成这些问题的主要原因。为此,应通过以下五个方面加强大学生择业观教育：一是放宽户籍限制,促进人才流动;二是合理调整薪酬期望值,正确看待教育的投入产出;三是加强学生的价值观教育;四是建立全程的就业指导模式;五是鼓励学生积极参与实践。     

文化传承创新视域下的高校思想政治教育

高校开展思想政治教育工作的重要目的是为了实现文化的传承创新,两者之间是辩证统一的关系。从高等教育的基本职能、大学生思想现状等来看,高校在开展思想政治教育工作时,需要通过以下三个方面加强文化传承创新：一是要增强思想政治教育的人文内涵和底蕴,不断加强校园文化建设;二是要坚持思想政治教育课程改革创新,以文化教育为载体,做到政治性与文化性兼具;三是要坚持以人为本,培养大学生文化自觉和自信,以实现思想政治教育、自我教育双赢。     

Trials of Women for Homicide in Nineteenth-Century England

This study examines the rates of trial of women on charges of murder at five yearly intervals from 1845 to 1900. Most women in the nineteenth century were charged with murdering their new-born infants or older children, though few were convicted. Also discussed are the rates of trial for charges of "concealment of birth," a charge frequently used when a jury was reluctant to convict an accused woman of the more serious charge of murder.     

Using the cognitive interview with adults with mild learning disabilities

Abstract

Forty-seven adults with mild learning disabilities (mild intellectual disabilities) attending day-centres and thirty-eight adults from the general population viewed a videorecording of an accident. A day later the participants were interviewed using either a cognitive interview (CI) or a structured interview (SI, a control interview). Compared with their counterparts with learning disabilities, adults from the general population recalled more correct information and made fewer confabulations about persons and objects. Nevertheless, the type of interview had an impact. For both groups, the CI was more effective than the SI in enhancing recall although, for the ‘learning disabilities’ group, the CI also produced a disproportionate increase in the reporting of person confabulations. All the same, the accuracy ratios were similar across interview types (80% for the CI and 82% for the SI). It is suggested that the CI could be helpful in assisting people with learning disabilities to provide information about events they have seen.     

A case study of a male sex offender with zoosexual interests and behaviours

Abstract

This paper reviews assessment, treatment and supervision issues in relation to a high-risk, borderline functioning, male sex offender with zoosexual interests and behaviours. Mr Z was convicted of multiple sexual offences including rape, indecent assault and indecent exposure as well as actual and threatened bodily harm. He was convicted for two counts of attempted buggery of horses and he received a Probation Order to engage in group and individual work, as deemed appropriate. Significant treatment challenges emerged due to his cognitive/intellectual difficulties, coping problems (including anger management issues) and dissimulation. Further, continuing evidence of high-risk behaviours associated with his index offence as well as previously identified patterns of offending were reported. Ongoing concerns prompted a referral for a polygraph examination to gain additional information about Mr Z's offence history and to achieve a better understanding of his treatment needs. These findings are discussed and specific attention is focused on Mr Z's zoosexual behaviours.