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Bilingual study and research : the need and the challenges / / Nicolás Etcheverry Estrázulas
| Bilingual study and research : the need and the challenges / / Nicolás Etcheverry Estrázulas |
| Autore | Etcheverry Estrázulas Nicolás |
| Pubbl/distr/stampa | Cham, Switzerland : , : Springer International Publishing, , [2021] |
| Descrizione fisica | 1 online resource (312 pages) |
| Disciplina | 372.6 |
| Collana | Ius Comparatum - Global Studies in Comparative Law |
| Soggetto topico |
Education, Bilingual - Ability testing
Law - Study and teaching Ensenyament del dret Ensenyament bilingüe |
| Soggetto genere / forma | Llibres electrònics |
| ISBN | 3-030-84550-8 |
| Formato | Materiale a stampa  |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Intro -- Contents -- Bilingual Study and Research: The Need and Challenges -- 1 Introduction -- 2 Bilingual Legal Education in Belgium -- 3 Bilingual Legal Education in Canada -- 4 Bilingual Legal Education in China -- 5 Bilingual Legal Education in Czechia -- 6 Bilingual Legal Education in Finland -- 7 Bilingual Legal Education in France -- 8 Bilingual Legal Education in Germany -- 9 Bilingual Legal Education in Italy -- 10 Bilingual Legal Education in Japan -- 11 Bilingual Legal Education in Mexico -- 12 Bilingual Legal Education in Romania -- 13 Bilingual Legal Education in Singapore -- 14 Bilingual Legal Education in Taiwan -- 15 Bilingual Legal Education in the United States -- References -- Multilinguism in Legal Practice and Legal Education: The Case of Belgium -- 1 Introduction -- 2 Regulatory Framework -- 2.1 Overview of the Distribution of Competences in the Field of Education and the Use of Languages for Educational Purposes -- 2.2 Language Education and Education in a Foreign Language: The Regulatory Framework Applicable in the Flemish Community to Un... -- 2.2.1 Maximum Limits Imposed by or Pursuant to the Decrees of the Flemish Community -- 2.2.2 The curriculum´s Agreed Minimum Content with Regard to Language Skills -- 2.3 Language Education and Education in a Foreign Language: The Regulatory Framework Applicable in the French Community to Uni... -- 2.3.1 Maximum Limits Imposed by or Pursuant to the Decrees of the French Community -- 2.3.2 The Curriculum´s Agreed Minimum Content with Regard to Language Skills -- 3 Some Facts and Figures -- 3.1 The Université Saint-Louis: Bruxelles -- 3.2 KU Leuven -- 4 Bilingual (and Trilingual) Bachelors in Law at the Université Saint-Louis-Bruxelles and the KU Leuven-Campus Brussels -- 4.1 The Underlying Motives.
4.2 The Multilingual Bachelors in Law at the Université Saint-Louis-Bruxelles and KU Leuven, Campus Brussels: Facts and Figures -- 4.2.1 History -- 4.2.2 Evolution of the Number of Students -- 4.2.3 Language Proficiency for Admission: The Profile of Students Following a Bilingual Program -- 4.3 Content of the Various Bilingual Bachelor Programs -- 4.3.1 Overview of the Monolingual Bachelor Programs -- 4.3.2 The Bilingual Bachelor Program, Jointly Organized by KU Leuven-Campus Brussels and the Université Saint-Louis-Bruxelles -- 4.3.3 The Bilingual French-English Bachelor Program at the Université Saint-Louis-Bruxelles -- 4.3.4 The Trilingual French-Dutch-English Bachelor Program at the Université Saint-Louis-Bruxelles -- 4.4 Resources -- 4.5 The Outcome -- 4.6 The Future -- Transsystemic and Multilingual Contexts of Legal Education: Short Iterations on Two Dogmas of Legal Positivism -- 1 Introduction -- 2 A First Dogma of Legal Positivism: The Rule-Paradigm -- 3 A Second Dogma of Legal Positivism: A ``Realist´´ Epistemology -- 4 Concluding Remarks -- References -- National Report: Bilingual Legal Education in China -- 1 Bilingual Legal Education in China -- 2 Bilingual Legal Education for Chinese students -- 2.1 Bilingual Legal Education in Ethnic Minority Areas in China -- 2.1.1 Inner Mongolia University Law School -- 2.2 Bilingual Legal Education in Non-Ethnic Minority Areas -- 2.2.1 Chinese and English -- Renmin University of China Law School -- Peking University School of Transnational Law -- China University of Political Science and Law -- China: EU School of Law(ECSL) -- College of Comparative Law of CUPL -- Shanghai Jiao Tong University, Koguan School of Law -- Southwest University of Political Science and Law, School of International Law -- Shanghai University of Finance and Economics School of Law -- 2.2.2 Chinese and One Foreign Language. Law School of Shandong University -- 2.3 Short Analysis and Summary -- 3 Bilingual Legal Education for Foreign Students-Chinese Law Program -- 3.1 Introduction of Chinese Law Program -- 3.2 Career Development After Graduation -- 3.3 Bilingual Legal Education in Chinese Law Program -- 3.4 Examples -- 3.4.1 Peking University -- 3.4.2 Tsinghua University -- 3.4.3 Fudan University -- 3.4.4 Renmin University of China -- Language Aspects of Legal Education and Research in Czechia: Recent Dominance of English in International Communication and He... -- 1 Introduction -- 1.1 Foreword -- 1.2 Approach -- 1.3 Minority Languages in Czechia -- 1.4 Czech as National and State Language -- 1.5 English in Czechia -- 2 English as Global Lingua Franca and Its Impact on Academia -- 2.1 Remark of Esperanto -- 2.2 Consequences of the Dominance of English -- 2.3 Academia as a Forefront of Anglicisation and Overlap with Internationalisation -- 2.4 Students Exchange and Education of Domestic Students -- 2.5 Shortcomings of Anglicisation -- 2.6 English Advertisement for Academic Jobs and Mandatory English Habilitations -- 2.7 Relation Between Law and Language -- 2.8 Specifics of Internationalisation of Legal Practice, Education and Publishing -- 2.9 Complementarity of International and European Laws -- 2.10 Dominance of a Language of Common Law in International Legal Discourse -- 3 Other Foreign Languages in Czech Law, Legal Education, and Research -- 3.1 History Changing Language Landscape -- 3.2 Turbulent Developments of Czech Law -- 3.3 Latin: Roots of European Culture -- 3.4 German: Former Dominance and Recent Impulse -- 3.5 French: Remembering Its Importance in International Culture and Politics -- 3.6 Russian: Surprisingly Weak Impact -- 3.7 Polish: Stronger Role than Expected -- 3.8 Slovak: Younger Brother -- 4 Conclusions. 4.1 Czechia as Namibia and Pakistan in Tertiary Education? -- 4.2 Balance of Czech, English and Other Languages in Legal Education and Research -- 4.3 Impetuous Anglicisation Averted -- 4.4 Need for Language Policy and Icelandic Inspiration -- References -- Bilingual Legal Education in Finland -- 1 Finland and Bilingualism -- 1.1 The Notion of Bilingualism -- 1.2 Finland and Bilingualism in General -- 1.3 Bilingualism in the Education System -- 2 Bilingual Legal Education at the University of Helsinki -- 2.1 General Facts About the University of Helsinki and the Faculty of Law -- 2.2 Structure and Content of the Legal Education -- 2.2.1 Structure -- 2.2.2 Studies, Courses and Examination -- 2.3 The Vaasa Unit of Legal Studies -- 3 Evaluation of the Bilingual Legal Education System -- Bilingual Legal Education: A French Perspective -- 1 Background to Bilingual Legal Education -- 2 Defining Bilingual Legal Education in the French Context -- 3 Mapping French Bilingual Legal Education -- 4 Institutional Settings -- 5 Global Drive for Bilingual Legal Programmes -- 5.1 International Exchange Programmes -- 5.2 Double Degrees and Joint Law Degrees -- 5.3 Degrees Partially Taught in a Foreign Language -- 6 Need for Bilingual Jurists and How to Meet It -- 6.1 Bilingual Legal Skills in the Workplace -- 6.2 Bilingual Legal Skills in the Academia -- 7 Challenges of Bilingual Education in France -- 8 Conclusion -- References -- Legal Documents -- Secondary Sources -- Language in Law and in German Universities´ Legal Education: With a Glance on European Networks -- 1 By Way of Introduction: A Few Foundational Words on the Importance of Language and Its Diversity in Law -- 2 Survey on German Universities´ Pluri-Linguist Offers in Legal Education -- 2.1 Foreign Language Requirements/Courses in the State Exam (German Final Exam in Law) -- 2.1.1 Overall Framework. 2.1.2 List of Universities with Extended Programmes of Foreign Law Taught in Mother Tongue (``Fremdsprachiges Rechtsstudium´´,... -- 2.1.3 List of Universities Allowing the Year of Specialisation to be Passed Abroad (``Schwerpunkt im Ausland´´) -- 2.2 Master Programmes (LL.M.) at German Universities (in German and Foreign Language) -- 2.2.1 Overall Framework -- 2.2.2 Master Programmes (LL.M.) on German Law (or Large Sub-Areas) -- 2.2.3 Master Programmes (LL.M.) on Targeted Subject Areas or Regional Contexts -- 2.3 Double Degree Programmes (with Participation of German Universities) -- 2.4 Funding and Summary -- 3 Educational and Policy Considerations -- 4 Language in Europe and in the European Law School in Particular -- 5 Concluding Remarks -- Annex 1: Einige grundlegende Überlegungen zur Bedeutung von Sprache (und Vielsprachigkeit) im Recht - sowie zur European Law S... -- Annexe 2: Quelques considérations élémentaires sur l´importance de la langue (et du plurilinguisme) en droit - et sur la Europ... -- References -- Bilingual Legal Education in Italy: Translating Languages Into Teaching Methods -- 1 Introduction -- 2 Bilingual Regions and Legal Education -- 2.1 Premise -- 2.2 Bilingual Regions and Normative Bilingualism -- 2.3 University Legal Education in Bilingual Regions -- 2.4 Post Graduate Legal Education in Bilingual Regions -- 3 Bilingual Legal Education on the National Level -- 3.1 Internationalization -- 3.2 Europeanization -- 3.3 A Relevant Example: Trento University Faculty of Law -- 3.4 Obstacles and Challenges -- 4 Conclusions -- References -- Bilingual Legal Education in Japan -- Bilingual Legal Education in Mexico: Studying the Native Languages and Looking at Global Law -- 1 Introduction. Some Data About Mexico -- 2 The Teaching of Law -- 2.1 Universities and Law Students -- 2.2 Foreign Students and Visiting Professors. 3 Towards a Bilingual Legal Education. |
| Record Nr. | UNINA-9910522914003321 |
Etcheverry Estrázulas Nicolás
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| Cham, Switzerland : , : Springer International Publishing, , [2021] | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
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Teaching criminology and criminal justice : challenges for higher education / / edited by Suzanne Young and Katie Strudwick
| Teaching criminology and criminal justice : challenges for higher education / / edited by Suzanne Young and Katie Strudwick |
| Pubbl/distr/stampa | Cham, Switzerland : , : Palgrave Macmillan, , [2022] |
| Descrizione fisica | 1 online resource (277 pages) |
| Disciplina | 364.0711 |
| Soggetto topico |
Criminology - Study and teaching (Higher)
Criminologia Ensenyament del dret |
| Soggetto genere / forma | Llibres electrònics |
| ISBN | 3-031-14899-1 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Intro -- Acknowledgements -- Contents -- Notes on Contributors -- Acronyms -- List of Figures -- List of Tables -- 1 Introduction -- Addressing the Challenges in Teaching Criminology and Criminal Justice -- Themes of the Edited Collection -- References -- Part I The Challenges of Diversity and Inclusion -- 2 Exploring the Criminology Curriculum-Reflections on Developing and Embedding Critical Information Literacy -- Introduction -- Reflecting on Our Criminology Curriculum -- Researching Critical Information Literacy -- Staff and Student Personal Reflections on the Criminology Curriculum and Curriculum Development -- A Sense of Belonging-How the Current Curriculum Includes and Excludes Students and Staff -- Reflexive Practice-How Staff and Students Reflect on Curriculum Content -- Creation of Resources-Opportunities and Barriers to the Creation and Co-creation of Curriculum Resources -- The Importance of Critical Information Literacy for Criminology -- Concluding Thoughts -- Top Tips: Embedding Critical Information Literacy -- References -- 3 Teaching Criminal Justice as Feminist Praxis -- Introduction -- Challenges to Feminist Identity and Ideology -- Embodying and Embedding Intersectionality -- Reflective Practice as Praxis -- Making Learning Relevant -- Conclusion -- Top Tips: Teaching Criminal Justice as Feminist Practice -- References -- 4 Teaching 'Race' in the Criminology Classroom: Towards an Anti-Racist Pedagogy -- Introduction -- Race as a Threshold Concept in Criminology -- Pedagogical Reconstruction and Preparing to Teach About Race -- Teaching About Race: Facilitating an Anti-Racist Classroom -- Conclusion -- Top Tips: Teaching About 'Race' -- Notes -- References -- 5 Promoting Success for All in Criminology: Widening Participation and Recognising Difference -- Introduction.
Promoting Success for All in Criminology: The Widening Participation Strategy -- Social and Cultural Deficits -- The Skills Deficit and the 'Ideal' Student -- Deficits and Links to Attrition -- Addressing Social, Cultural and Skills Deficits -- Conclusion -- Top Tips: Promoting Inclusion in Criminology Cohorts -- References -- Part II The Challenges of Creating Authentic Learning Environments -- 6 Putting the Cyber into Cybercrime Teaching -- Introduction -- Criminology and Cybercrime -- Interdisciplinary Cybercrime Pedagogy -- Pedagogy and Digital Criminology -- Applied Socio-Technical Project -- Conclusion -- Top Tips: Teaching Cybercrime -- References -- 7 Visualising Injustice with Undergraduate Smartphone Photography -- Introduction -- Challenges in Creating Authentic Assessments -- Setting the Scene for Smartphone Photography -- Legal and Ethical Challenges -- Pedagogical Benefits of Visual Criminology -- A Case Study for the Visual Assessment? -- Concluding Comments -- Top Tips: Visual Learning and Teaching -- References -- 8 Transforming Criminology: Strategies for Embedding 'Employability' Across the Criminology Undergraduate Curricula -- Introduction -- Defining Employability -- HE and Work Ready Graduates -- HE in Wales -- Employability and the Case Study Institution -- Meeting the Needs of Employers and Students Through Curriculum Enhancement -- Enhancing the Swansea Undergraduate Curriculum -- Limitations of the Sample -- Results -- Decision-Making and Enrolling for a Criminology Degree -- Career Aspirations and Choices -- Recognition of Transferable Skills -- Transforming Cultural Norms: The Teaching Versus Research Nexus -- Discussion: A Discrete and Integrated Approach -- Measuring Success -- Concluding Thoughts -- Top Tips: Embedding Employability -- References -- Part III The Challenges of Creating Transformative Conversations. 9 Balancing Sympathy and Empathy in an Emotive Discipline -- Introduction -- Pedagogies of Empathy -- The Challenge of Achieving Empathy When Teaching Penology -- Deconstructing Empathy and Sympathy -- Achieving Empathy -- Conclusion -- Top Tips: Teaching an Emotive Discipline -- References -- 10 Reasonably Uncomfortable: Teaching Sensitive Material Sensitively -- Introduction -- What Is Sensitive Material and Why Does It Matter to Criminology? -- Students Prior Knowledge and Engaging Participation -- Delivering Engagement -- Ensuring Boundaries -- Working with and Acknowledging Student Experience -- Self-Care and Protection as a Teacher of Sensitive Topics -- Conclusion -- Top Tips: Teaching Sensitive Material in Criminology -- References -- 11 Decolonising the Curriculum: Who is in the Room? -- Introduction -- Background Context/Setting the Scene -- Who Is Here -- Obstacles -- The Programme -- The Subaltern Voice: In the Room Where It Happens -- Confronting Emotion -- So What Did We Want Students to Learn, in the End? -- Conclusion -- Top Tips: Decolonising Learning and Teaching -- Notes -- References -- 12 Conclusion: Pedagogical Principles for Criminology and Criminal Justice -- Introduction -- Pedagogical Principles for Criminology -- Create Authentic Learning Experiences -- Diversifying the Learning Opportunities -- Encourage Difficult and Uncomfortable Conversations -- Create Opportunities for Students Within and Beyond University -- Conclusion -- References -- Index. |
| Record Nr. | UNINA-9910633911403321 |
| Cham, Switzerland : , : Palgrave Macmillan, , [2022] | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
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Wellbeing and the Legal Academy / / Caroline Strevens and Emma Jones, editors
| Wellbeing and the Legal Academy / / Caroline Strevens and Emma Jones, editors |
| Edizione | [1st ed. 2023.] |
| Pubbl/distr/stampa | Cham, Switzerland : , : Springer, , [2023] |
| Descrizione fisica | 1 online resource (145 pages) |
| Disciplina | 306 |
| Collana | SpringerBriefs in Education Series |
| Soggetto topico |
Law - Study and teaching (Higher)
Well-being Educació superior Ensenyament del dret Estudiants universitaris Benestar |
| Soggetto genere / forma | Llibres electrònics |
| ISBN | 3-031-20691-6 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Intro -- Contents -- Editors and Contributors -- 1 Introduction: Wellbeing and the Legal Academy -- 1.1 Aim of This Volume -- 1.2 Contributions to the Volume -- 1.3 The Concept of Wellbeing -- 1.4 Workload -- 1.5 Competence -- 1.6 Communication -- 1.7 Community -- 1.8 The Impact of COVID-19 -- 1.9 Conclusion -- References -- 2 An Analysis of Studies on the Wellbeing of Law Teachers in the UK and Australia in 2020 Using the Lens of Seven Psychosocial Hazards of Academic Work -- 2.1 Introduction -- 2.2 Methodology -- 2.2.1 Methodological Limitations -- 2.3 Results -- 2.3.1 2020 Study -- 2.4 Analysis of the 2020 UK and Australian Law Teacher Studies Through the Lens of the HSE's 7 Psychosocial Hazards of Academic Work -- 2.4.1 Work Demands -- 2.4.2 Control -- 2.4.3 Support -- 2.4.4 Relationships in the Workplace -- 2.4.5 Role -- 2.4.6 Change Management -- 2.5 Conclusion -- References -- 3 Examining Teaching-Focused Law Teachers Through the Prism of Self-determination Theory -- 3.1 Introduction -- 3.2 Methodology -- 3.3 Interview Themes -- 3.3.1 Movement -- 3.3.2 Relationships -- 3.3.3 Value and Visibility -- 3.4 Discussion and Conclusion -- References -- 4 Sessional Law Teacher Well-Being: An Empirical Australian Study -- 4.1 Introduction and Terminology -- 4.2 Sessional Academics in the Higher Education Sector -- 4.3 Sessional Academics in the Legal Academy -- 4.4 Challenges Facing Sessional Academics -- 4.5 Sessional Law Academic Well-Being -- 4.6 Australian Sessional Law Teacher Study -- 4.6.1 Aims -- 4.6.2 Methods and Participants -- 4.6.3 Measures -- 4.6.4 Results -- 4.7 Discussion and Observations -- 4.8 Limitations -- 4.9 Conclusion -- References -- 5 Value Me: Supporting Confident Career Management and Increased Wellbeing in Early and Mid-Career Academics -- 5.1 Introduction -- 5.2 Context -- 5.3 Self-Determination Theory.
5.3.1 The Importance of Personal Values -- 5.4 The Value Me Framework -- 5.4.1 Evaluation of the Value Me Framework with Students -- 5.5 A Proposal: Adapting the Value Me Framework as a Career Management Programme for Staff -- 5.5.1 Self-Directed Learning and Signalling Importance -- 5.5.2 Coaching and Mentoring -- 5.5.3 Why Coaching? -- 5.5.4 Mentoring -- 5.5.5 Journaling and Reflection -- 5.6 Potential Benefits of Value Me as a Career Management Programme -- 5.7 Limitations -- 5.8 Conclusion -- References -- 6 Schizophrenia and Law Teaching-Rights and Obligations of Academic Teachers Towards Students Afflicted by the Illness -- 6.1 Introduction -- 6.2 Student with Diagnosed Schizophrenia-Why is This Illness so Severe? -- 6.3 The Role of the Teacher in the Didactic Process -- 6.4 A Student Diagnosed with Schizophrenia as a Participant in the Didactic Process -- 6.5 The Academic's Well-Being in the Classroom Full of Unexpected Challenge -- 6.6 The Dilemma of a Law Teacher -- 6.7 Conclusions -- References -- 7 Caring About Complaints: Perceptions of Complaints Procedures Considered Through the Lens of Ethic of Care -- 7.1 Introduction -- 7.2 The Ethic of Care -- 7.3 Research Design -- 7.4 Results -- 7.4.1 Personal Issues -- 7.4.2 Procedural Issues -- 7.5 Discussion -- 7.5.1 Personal Issues -- 7.5.2 Procedural Issues -- 7.6 Limitations -- 7.7 Conclusions -- Appendix 7.1: Interview Prompts -- References. |
| Record Nr. | UNINA-9910672448903321 |
| Cham, Switzerland : , : Springer, , [2023] | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
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