Law schools are failing both their staff and students by requiring them to prize reason and rationality and to suppress or ignore emotions. Despite innovations in terms of both content and teaching techniques, there is little evidence that emotions are effectively acknowledged or utilised within legal education. Instead law schools are clinging to an out-dated and erroneous perception of emotions as at best, irrational, and at worst dangerous. In contrast to this, educational and scientific developments have demonstrated that emotions are a fundamental, inescapable part of learning, teaching and skills development. Harnessing these emotions will therefore have a transformative effect on legal education and enable it to adapt to the needs and demands of the twenty-first century. This book provides a theoretical overview of the role played by emotions in all aspects of the life of the law school. It explores the relationship emotions have with key traditional and contemporary approaches to legal education, the ways in which emotions can be conceptualised, their interaction with the politics and policies of legal education and their role within teaching and learning. The book also considers the importance of emotional wellbeing for both law students and legal academics Overall, this book argues for a more holistic form of legal education in which emotions play a valuable (and valued) role. This requires a new vision for law schools, in which emotions are acknowledged and embedded at all levels, institutional and personal.
Law schools are failing both their staff and students by requiring them to prize reason and rationality and to suppress or ignore emotions. Despite innovations in terms of both content and teaching techniques, there is little evidence that emotions are effectively acknowledged or utilised within legal education. Instead law schools are clinging to an out-dated and erroneous perception of emotions as at best, irrational, and at worst dangerous. In contrast to this, educational and scientific developments have demonstrated that emotions are a fundamental, inescapable part of learning, teaching and skills development. Harnessing these emotions will therefore have a transformative effect on legal education and enable it to adapt to the needs and demands of the twenty-first century. This book provides a theoretical overview of the role played by emotions in all aspects of the life of the law school. It explores the relationship emotions have with key traditional and contemporary approaches to legal education, the ways in which emotions can be conceptualised, their interaction with the politics and policies of legal education and their role within teaching and learning. The book also considers the importance of emotional wellbeing for both law students and legal academics Overall, this book argues for a more holistic form of legal education in which emotions play a valuable (and valued) role. This requires a new vision for law schools, in which emotions are acknowledged and embedded at all levels, institutional and personal.
This exploration of mental health and wellbeing in the UK and Republic of Ireland's legal sector is a timely addition to international debates on the topic. It uses qualitative research to explore how cultural or structural factors impact practitioners, the legal profession, and wider society, suggesting interventions to improve wellbeing.
Legal professionals are thought to have higher levels of mental health issues and lower levels of wellbeing than the general population. Drawing on qualitative data from new research with legal practitioners, this in-depth study of mental health and wellbeing in the UK and Republic of Ireland’s legal sector is a timely contribution to the urgent international debate on these issues. The authors present a comprehensive discussion of the cultural, structural and other causes of legal professionals’ compromised wellbeing. They explore the everyday demands and difficulties of the legal working environment and consider the impacts on individuals, the legal profession and wider society. Making comparisons with systems overseas, this is an invaluable resource that provides evidence-based suggestions for swift and effective organisational and policy-related interventions in the legal sector.
In today’s rapidly changing legal landscape, becoming a digital lawyer is vital to success within the legal profession. This textbook provides an accessible and thorough introduction to digital lawyering, present and future, and a toolkit for gaining the key attributes and skills required to utilise technology within legal practice effectively. Digital technologies have already begun a radical transformation of the legal profession and the justice system. Digital Lawyering introduces students to all key topics, from the role of blockchain to the use of digital evidence in courtrooms, supported by contemporary case studies and integrated, interactive activities. The book considers specific forms of technology, such as Big Data, analytics and artificial intelligence, but also broader issues including regulation, privacy and ethics. It encourages students to explore the impact of digital lawyering upon professional identity, and to consider the emerging skills and competencies employers now require. Using this textbook will allow students to identify, discuss and reflect on emerging issues and trends within digital lawyering in a critical and informed manner, drawing on both its theoretical basis and accounts of its use in legal practice. Digital Lawyering is ideal for use as a main textbook on modules focused on technology and law, and as a supplementary textbook on modules covering lawyering and legal skills more generally.
“[E]ssential reading for anyone learning to be a teacher… This book will continue to be a core text on our ITE programmes.” Rachele Newman. Director of Initial Teacher Education, University of Southampton, UK “A comprehensive ‘must have’ for every new teacher entering the profession: a wide variety of short chapters, packed full of key, research-evidenced ideas, brilliantly articulated by a team of expert authors… Fantastic!” Mark Winterbottom, Professor of Education, University of Cambridge, UK “The beauty of the book is that the authors do not attempt to simplify teaching, instead they celebrate and explore the complexities of being a teacher.” Stefanie Sullivan, Deputy Head of School, Director of Initial Teacher Education, University of Nottingham, UK This timely new edition remains the ultimate guide for students in the core areas of teaching policy, assessment and curriculum planning, while also covering the relevant issues facing educators and students today. Grounded in contemporary research and empirical evidence, Becoming a Teacher provides a critical yet accessible exploration of the complexities involved in starting a career in secondary education. New chapters include topics such as wellbeing and mental health, social justice, decolonising the curricula and how to develop teacher identity when starting a career. Themes such as digital pedagogy now run through the core of the book, reflecting the future of our education system. The book: -Supports students with a blend of theory and practical solutions -Integrates a wide range of issues, contexts and perspectives -Guides and encourages readers to reflect on their own learning and teaching -Covers practical classroom implementations, theoretical and empirical research, social and cultural dimensions and much more Benefitting from the expertise of top academics in the education field while leaving room for the reader to engage with their own critical reflection, this book is essential for PGCE and Education students to gain a thorough understanding of the many facets of education as well as their own role as a teacher. Simon Gibbons is Senior Lecturer in English Education and Director of Teacher Education at King’s College London, UK. He is a former chair of the National Association for the Teaching of English. Richard Brock is a Lecturer in Science Education at King’s College London, UK. He taught secondary physics for many years in greater London and has also taught English in Japan and worked in special education. Melissa Glackin is Senior Lecturer in Science Education and the Director of the MA in STEM Education at King’s College London, UK. Elizabeth Rushton is Head of Department of Curriculum, Pedagogy and Assessment at the Institute of Education, University College London, UK. She previously led the Geography PGCE at King’s College London after having worked as a geography teacher and as Director of Evaluation for an education charity. Emma Towers is a Teaching Fellow in Education Policy at King’s College London, UK. Before moving into higher education, she worked as a primary school teacher in London schools.
This practical guide provides legal practitioners, participants, witnesses and all those with an interest in public inquiries, with stage-by-stage 'hands on' guidance on the process of public inquiries into matters of public concern. With its user-friendly format of summaries, checklists, 'top tips' and flow charts, this book looks at the setting up of a public inquiry through to its close. It includes information on: - the appointment of the chair and inquiry team; - the choice and significance of the venue; - the drawing up of inquiry procedures, protocols and rulings; - the appointment and role of core participants; - evidence taking; - conducting and attending hearings; - the role of experts; - the writing and publication of the inquiry report. Drawing on the authors' extensive experience as public inquiry lawyers, working on inquiries such as the Bloody Sunday Inquiry, Mid Staffordshire NHS Foundation Trust Inquiry, Leveson Inquiry and Grenfell Tower Inquiry, together with contributions from a number of other eminent practitioners in the field, this book provides valuable, comprehensive guidance on the public inquiry process.
In the 1970s, the Ford Pinto car earned a bad reputation. It sometimes started on fire after rear-end collisions, killing the passengers inside.Ford Pinto Fuel Tanksexamines the scope of the disaster, its causes, and how people can keep a similar disaster from happening again. Easy-to-read text, vivid images, and helpful back matter give readers a clear look at this subject. Features include a table of contents, infographics, a glossary, additional resources, and an index. Aligned to Common Core Standards and correlated to state standards. Core Library is an imprint of Abdo Publishing, a division of ABDO.
Embryo research, cloning, assisted conception, neonatal care, saviour siblings, organ transplants, drug trials - modern developments have transformed the field of medicine almost beyond recognition in recent decades and the law struggles to keep up. In this highly acclaimed and very accessible book, now in its sixth edition, Margaret Brazier and Emma Cave provide an incisive survey of the legal situation in areas as diverse as fertility treatment, patient consent, assisted dying, malpractice and medical privacy. The book has been fully revised and updated to cover the latest cases, from assisted dying to informed consent; legislative reform of the NHS, professional regulation and redress; European regulations on data protection and clinical trials; and legislation and policy reforms on organ donation, assisted conception and mental capacity. Essential reading for healthcare professionals, lecturers, medical and law students, this book is of relevance to all whose perusal of the daily news causes wonder, hope and consternation at the advances and limitations of medicine, patients and the law.
Emma and I most cordially invite you to accompany us as our special arm-chair guest on an overland journey through the most exciting continent on the Planet Earth. We shall begin our journey in Cape Town, South Africa in the fall of 1964. During the following ten months we will travel and camp along Africas Great North Road. A variety of recently created nations and peoples, a few still struggling to be free, will be visited, among them, South Africa, Rhodesia (now Zimbabwe), Zambia, Tanzania, Kenya, Uganda and the Congo. There are, at present, more than 700 separate tribes living south of the Great Sahara Desert. Obviously all of them cannot be included. However, we will visit and camp-out with the typical African where he lives, whether it be an Afrikaner living in one of the exclusive multi-level homes cut into the rock cliffs overlooking the Bay of Cape Town surrounded by twelve-foot walls capped with broken glass and razor wire or a Wanderobo tribesman dressed in a loincloth and carrying a bow and sheath of poisoned arrows met along a primitive dusty track running through the Bush country of Tanzania. Our self-contained VW camper gave us the freedom to camp along the streets of any city or village or along the track where Native Africans were living much as they have for many hundreds of years. Please be prepared, watching people and so-called wild animals can take many hours and, in some instances, the supply of daylight runs out. Frequently camp was made along the track out in the Bush and was visited by elephants during the night or a pride of lions stopping by to sharpen their claws on our tires. In one instance several elephants stripped branches off a tree under which we were camped not one of them touched the camper!
Child Agency and Voice in Therapy offers innovatory ways of thinking about, and working with, children in therapy. The book: considers different practices such as respecting the rights of the child in therapy and recognising and listening to children as ‘active agents’ and ‘experts’; features approaches that: access children’s views of their therapy; engage with them as researchers or co-researchers; and that use play and arts-based methods; draws on arts therapies research in ways that enable insight and learning for all those engaged with children’s therapy and wellbeing; considers how the contexts of the therapy, such as a school or counselling centre, relate to the ways children experience themselves and their therapy in relation to rights, agency and voice. Child Agency and Voice in Therapy will be beneficial for all child therapists and is a good resource for courses concerning childhood welfare, therapy, education, wellbeing and mental health.
When Emma and Ted loaded their 150 BSA motorcycle on the Italian Trans-Mediterranean ship sailing for Tunisia, North Africa their plan was to spend four months touring and camping through Tunisia. Due to language problems they boarded the ship without the proper papers and/or tickets.Arrival in the port of Tunis presented a cultural shock in addition to the information that camping would be impossible, as the English-speaking Arab agent explained, "We are having a war just now because of the French Ocupation Forces. After establishing their base camp at the Hostel in Bir el Bey ten miles from Tunis a series of adventures over the following four months enfolded. On a journey to the remote island of Djerba in southern Tunisia the small, over-loaded ferry, caught in a sudden squall nearly capsized. During a trip into the northern Sahara, south of the Oasis of Gabes they were caught in a life threatening sandstorm in the Sahara and a Locust Plague in the Gabes Oasis on the return journey north. An Arab named "Habib" added the element of intrigue. He assisted Ted in securing photographs of Bedouin Nomads. His basic motive was to secure the favors of Ted's wife Emma. When he began to resort to life-threatening tactics the assistance of the American Counsulate was required. With the cooperation of the French Occupation Forces Habib was restrained until safe passage could be secured from Tunis to Marsaille, France.
Thank you for visiting our website. Would you like to provide feedback on how we could improve your experience?
This site does not use any third party cookies with one exception — it uses cookies from Google to deliver its services and to analyze traffic.Learn More.