When Australian law teaching began in 1857, few lawyers in common-law systems had studied law at university. The University of Melbourne's new course joined the early stages of a dual transformation, of legal training into university study and of contemporary common law into an academic discipline. Victoria's Supreme Court immediately gave the law school what was known in America as 'diploma privilege': its students could enter legal practice without passing a separate admission exam. Soon university study became mandatory for locally trained lawyers, ensuring the law school's survival but placing it at the centre of disputes over the kind of education the profession should receive. Friction between practitioners and academics hinted at the negotiation of new roles as university study shifted legal training further from its apprenticeship origins. The structure of the university (linked to the judiciary through membership of its governing council) and the profession (whose organisations did not control the admission of new practitioners) aided the law school's efforts to defend both its training role and its curriculum against outside attack. / Legal academics turned increasingly to the social sciences to maintain law's claim to be not only a professional skill, but an academic discipline. A research-based and reform-oriented theory of law appealed to the nascent academic profession, linking it to legal practice and the development of public policy but at the same time marking out for the law school a domain of its own. American ideas informed thinking about research and, in particular, pedagogy, although the university's slender financial resources, dependent on government grants, limited change until after World War II. In other ways the law school consciously departed from American models. It taught undergraduate, not graduate, students, and its curriculum included history, jurisprudence and non-legal subjects alongside legal doctrine. Its few professors specialised in public law and jurisprudence, leaving private law to a corps of part-time practitioner-teachers. The result was a distinctive model of state-certified compulsory education in both legal doctrine and the history and social meanings of law.

Information technology has transformed the manner in which personal identifying information is collected, stored and shared in government agencies and private businesses. The social security number has become the de facto identifier for individuals due to its notable qualities: a nine-digit number assigned to one person by the United States government. As individuals are increasingly asked to disclose personal information, the question arises: How does the lack of awareness of social security number laws contribute to the loss of privacy, loss of control of personal information and the threat of identity theft? This study examines awareness levels of social security number laws and policies that affect individuals’ daily lives from the perspective of the information science profession. This study also examines concerns relative to widespread usage of the social security number. A quantitative research method using an online survey was employed using convenience and snowball sampling of adult university students and other community members. Survey results were analyzed by age, gender, educational achievement and student status. Awareness levels were shown to differ significantly by age. There were no differences in overall concern found to exist by any demographic. Survey results showed libraries were consulted for privacy information less often than search engines. Study findings support increasing awareness levels of privacy laws by encouraging use of library resources.

Information technology has transformed the manner in which personal identifying information is collected, stored and shared in government agencies and private businesses. The social security number has become the de facto identifier for individuals due to its notable qualities: a nine-digit number assigned to one person by the United States government. As individuals are increasingly asked to disclose personal information, the question arises: How does the lack of awareness of social security number laws contribute to the loss of privacy, loss of control of personal information and the threat of identity theft? This study examines awareness levels of social security number laws and policies that affect individuals’ daily lives from the perspective of the information science profession. This study also examines concerns relative to widespread usage of the social security number. A quantitative research method using an online survey was employed using convenience and snowball sampling of adult university students and other community members. Survey results were analyzed by age, gender, educational achievement and student status. Awareness levels were shown to differ significantly by age. There were no differences in overall concern found to exist by any demographic. Survey results showed libraries were consulted for privacy information less often than search engines. Study findings support increasing awareness levels of privacy laws by encouraging use of library resources.

Teisinis švietimas, kuris skatintų pozityvią tėvystę, pirmiausia turėtų būti neatsiejamas nuo vaiko teisių apsaugos. Šiuo metu didžioji dalis visuomenės pateisina smurto panaudojimą kaip auklėjimo priemonę, pagrindinė to priežastis - žinių trūkumas ir bausmės už smurtavimą išvengiamumas (Žmogaus teisių stebėjimo institutas, 2009). Todėl vis labiau plėtojama vaiko teisių kontrolė, apsauga, skatinama atsižvelgti į vaiko teises, jas žinoti ir nepažeidinėti. Požiūris į vaiką yra esminis, veiksnys tiesiogiai susijęs su suaugusiųjų elgesiu su vaiku, jo poreikių patenkinimu, nes tik suaugusiųjų dėka yra įgyvendinamos vaiko teisės (Kairienė, 2007). Tačiau tam reikia žinoti svarbiausius teisinius šaltinius, apsaugančius vaiką: Lietuvos Respublikos Konstitucija, Lietuvos Respublikos vaiko teisių apsaugos pagrindų įstatymas, Vaiko teisių konvencija. Todėl teisinis švietimas, ypač vaiko teisių klausimais, gali būti traktuojama kaip pozityvios tėvystės prielaida. Jei tėvai būtų labiau informuoti apie teisinius dalykus, pozityvi tėvystė būtų daug sparčiau plėtojama ir įgyvendinama, nes tai užkirstų kelią smurtui prieš vaikus ir nepriežiūrai, taip pat nekiltų tiek daug klausimų, nesusipratimų susidūrus su teisiniais niuansais. Išsamiau tyrinėjant tema išryškėja tokie pagrindiniai probleminiai klausimai: Kodėl teisinis švietimas reikšmingas pozityviai tėvystei? Kaip skatinti tėvus domėtis, žinoti ir užtikrinti savo vaiko teises, pareigas šeimoje, mokykloje ir kitoje socialinėje aplinkoje... [toliau žr. visą tekstą] / Legal education, which should promote positive parenthood, ought not to be isolated from the protection of the rights of the child. At present the majority of the society justifies corporal punishment as a means of upbringing. The cause of this phenomenon is both the lack of understanding and the fact that parents are rarely punished for using corporal punishment. (The Institute of Supervision of Human Rights, 2009). Therefore, the rights of the child control, protection is being expanded, the society is encouraged to pay attention to the child’s rights, to be aware of them and not to violate them. The approach to the child is an essential factor which is directly linked with the way adults treat the child, the fulfillment of their needs, since the child’s needs are fulfilled only with the help of adults (Kairiene, 2007). In order to understand the fact one must know the most important legal documents defending the rights of the child: The Constitution of the Republic of Lithuania, the Law of the Protection of the Child’s rights of the Republic of Lithuania, Convention on the Rights of the Child. That is why juristic education, on the rights of the child in particular, should be treated as the assumption for positive parenthood. If parents were better informed about legal topics, positive parenthood would be implemented much faster since that would prevent child abuse and neglect as well as misunderstandings related to legal matter. If we have a closer look at the subject... [to full text]

Magistro baigiamajame darbe išanalizuoti ir įvertinti specialiųjų ugdymosi poreikių mokinių ugdymo bendrojo ugdymo mokyklose pagrindiniai aspektai, jų teises ir pareigas reglamentuojantys dokumentai, atskleista teisinio ugdymo svarba specialiųjų ugdymosi poreikių mokiniams, išsiaiškintos teisinio ugdymo galimybės specialiųjų ugdymosi poreikių turintiems mokiniams bendrojo ugdymo mokykloje. Pirmoje darbo dalyje teoriniu aspektu nagrinėjama specialiųjų ugdymosi poreikių samprata, minėtų mokinių ugdymas inkliuzijos sąlygomis bendrojo ugdymo mokykloje, jų teises ir pareigas reglamentuojantys dokumentai, bei teisinis ugdymas bendrojo ugdymo mokykloje. Antroje darbo dalyje praktiškai nagrinėjama esama specialiųjų ugdymosi poreikių turinčių mokinių teisinio ugdymo situacija bendrojo ugdymo mokykloje, analizuojami tyrimo rezultatai, pateikiamos išvados. / This Master's Thesis is to analyse and evaluate the main aspects of education of students with special educational needs (SEN) in the schools of General Education, the regulations of their rights and duties, to reveal the importance of legal education for SEN students, to explain the possibilities of legal education for SEN students in the schools of General Education. The first part examines the theoretical aspects of the concept of special education needs, the education of SEN students under the conditions of inclusion, the regulations of their rights and duties as well as legal educating in the schools of General Education. The second part practically examines the current situation of legal education of SEN students in the schools of General Education, analyses the results and presents the conclusions.

Lithuania gained independence fifteen years ago. But still the understanding of human rights (as rights of citizens) and responsibilities among young people is interpreted in a wrong way. This wrong perception impedes the development of democracy at the civic society. A special attention should be paid to a person, like a full-fledged member of society. Due to this reason, legal education should be one of the main aims of civic society. In this work the features of youth legal education are explored by analyzing the conceptions of youth legal socialization and legal education.

While the word 'critique' appeared frequently in Australian legal education texts between 1987 and 2003, the meaning and the emphasis accorded critique varied widely. Michel Foucault's ideas about the close relationship between knowledge and power provide a theoretical framework within which this inconsistency of meaning and emphasis can be described, analysed and explained. Rather than monolithic, the discipline of legal education was by 2003 a dynamic nexus of distinct and competing discourses: doctrinalism, vocationalism, corporatism, liberalism, pedagogicalism and radicalism. Each of these six discourses was simultaneously a form of knowledge and an expression of disciplinary power within the law school. As a form of knowledge, each discourse accorded critique a different meaning and a different emphasis as a consequence of a range of historical, social and political contingencies. As an expression of power, each discourse was an attempt to achieve a set of objectives including the universalisation of a particular approach to the teaching of law and the enhancement of the status of a particular role within the law school. Critique, in a variety of forms, was a strategy employed by each discourse in order to achieve these objectives and to dominate and displace competing discourses.

A body of critical legal scholarship argues that, by the time they have completed their studies, students who enter legal education holding social ideals and intending to use their legal education to achieve social change, have become cynical about the ability of the law to do so and no longer possess such ideals. This is explained by critical scholars to be the result of a process of ideological indoctrination, aimed at ensuring that graduates uphold the narrow and conservative interests of the legal profession and capitalist society, being exercised by law schools acting as adjuncts of the legal profession, and exercised upon the passive body of the law student. By using Foucault’s work on knowledge, power, and the subject to interrogate the assumptions upon which this narrative is based, this thesis intends to suggest a way of thinking differently to the approach taken by many critical legal scholars. It then uses an analytics of government (based on Foucault’s notion of ‘governmentality’) to consider the construction of the legal identity differently. It examines the ways in which the governance of the legal identity is rationalised, programmed, and implemented, in three Queensland law schools. It also looks at the way that five prescriptive texts to ‘surviving’ law school suggest students establish and practise a relation to themselves in order to construct their own legal identities. Overall, this analysis shows that governance is not simply conducted in the profession’s interests, but occurs due to a complex arrangement of different practices, which can lead to the construction of skilled legal professional identities as well as ethical lawyer-citizens that hold an interest in justice. The implications of such an analytics provide the basis for original ways of understanding legal education, and legal education scholarship.

Made available in DSpace on 2016-06-02T19:35:29Z (GMT). No. of bitstreams: 1 TeseFFAJ.pdf: 1326881 bytes, checksum: 97741e5f6f7e242fe6f77c72dc875cae (MD5) Previous issue date: 2006-12-19 / The intention of this work is to inquire if contradictions are penetrating the education of the Right in the country, to understand its process of mercantilism and technicality and to study the consequences that laborious education of the Right can generate, everything without forgetting that the combination between the society urban-industrial and the democratic State of Right, after 1988, increased the economic contradictions, social and typically capitalist politics and, therefore, increased the demands for the services named "operators of the law". It was analyzed, that, the existing relations between histories of Brazil, the Right and legal education, adopting a description-critical vision. The research presented initially gave brief considerations to the history of Brazil and its relation with the Right, discourse concerning the Portuguese magistrate of the colonial period and the graduate-jurist of XIX and XX centuries, as well as the subordination of the "operators of the law" to the interests of the hegemonic elites at each moment. It became, after that, a referring, data-collecting to all the implanted courses of the Right until the present, proceeding to an approach by geographic region and, inside of them, for an unit of the federacy, differentiating, still, the private institutions of the public. It was elaborated, at this moment, a brief case study on a public university. It was looked into, to identify the entities related with the education of the Right in the country and its legal and/or statutory attributions, also scoring the moments where such people can and/or must intervene with the creation and management of the institutions of superior education, as well as with which half are endowed with checking into these. The research continued with the study of the objectives of the education of the Right, looking to identify its real function in Brazil. History demonstrates that the State and the professionals of the Right in Brazil effectively had never been worried about the poverty, or the "forgotten", with the excluded ones, with the great mass of the population. They had always been protective of an elitist legalism that moved them away from the Brazilian historical reality, what has occurred until the present. The yearnings of the population for a life improvement, for more respect and dignity, had generated very elitist demand that attracted the private initiative for a market until then little explored and superior education. Consequence of this was the proliferation of the private superior courses in the country, also the courses of the Right. Such proliferation is imposed and must be accepted by the State and the professional organizations. To the State it only remains to check the quality of offered education. To the professional organizations its only charge is to select those that will be able to exert definitive professions. Both are hindered to restrict the opening of courses with foundations that disrespect the disposed in the Great Charter. The proliferation of the courses of the Right with certainty will increase the respect to the rights of the excluded and, therefore, it will improve the practical one of justice in the country. The opening of new courses of graduation for the Right and the subsequent increase of the possibility of more people to graduate in legal sciences, it constitutes a small step in direction to the practical one of justice in Brazil, to the reduction of the social inequalities and to the rise of the dignity for human being of the Brazilian. / Objetivou este trabalho averiguar que contradições estão permeando o ensino de Direito no país, entender seu processo de mercantilização e tecnificação e estudar as conseqüências que um massificante ensino de Direito pode gerar, tudo sem se olvidar que a combinação entre a sociedade urbano-industrial e o Estado democrático de Direito, após 1988, potencializou as contradições econômicas, sociais e políticas tipicamente capitalistas e, por conseguinte, aumentou as demandas pelos serviços dos chamados operadores da lei . Analisou-se, assim, as relações existentes entre as histórias do Brasil, do Direito e do ensino jurídico, adotando uma visão histórico-crítica. A pesquisa apresentou inicialmente breves considerações sobre a história do Brasil e sua relação com o Direito, discorrendo acerca do magistrado português do período colonial e do bacharel-jurista dos séculos XIX e XX, bem como da subordinação dos operadores da lei aos interesses das elites hegemônicas em cada momento. Fez-se, em seguida, um levantamento de dados referentes a todos os cursos de Direito implantados até os dias de hoje, procedendo a uma abordagem por região geográfica e, dentro delas, por unidade da federação, diferenciando, ainda, as instituições privadas das públicas. Elaborou-se, neste momento, um breve estudo de caso sobre uma universidade pública. Procurou-se, após, identificar as entidades relacionadas com o ensino do Direito no país e suas atribuições legais e/ou estatutárias, pontuando também os momentos em que tais pessoas podem e/ou devem interferir na criação e gestão das instituições de ensino superior, assim como de quais meios são dotados para a fiscalização destas. Prosseguiu a pesquisa com o estudo dos objetivos do ensino de Direito, procurando identificar sua real função hoje no Brasil. A história demonstra que o Estado e os profissionais do Direito no Brasil nunca estiveram efetivamente preocupados com a pobreza, com os esquecidos , com os excluídos, com a grande massa da população. Sempre foram afetos de um legalismo elitista que os afastava da realidade histórica brasileira, o que ocorre até os dias de hoje. Os anseios da população por uma melhoria de vida, por mais respeito e dignidade, geraram demanda que atraiu a iniciativa privada para um mercado até então pouco explorado e demasiadamente elitista: o ensino superior. Conseqüência disso foi a proliferação dos cursos superiores privados no país, inclusive os cursos de Direito. Tal proliferação se impõe e deve ser aceita pelo Estado e pelas organizações profissionais. Ao Estado resta apenas fiscalizar a qualidade do ensino oferecido. Às organizações profissionais incumbe somente selecionar aqueles que poderão exercer determinadas profissões. Ambos estão impedidos de restringir a abertura de cursos com fundamentos que desrespeitam o disposto na Carta Magna. A proliferação dos cursos de Direito com certeza aumentará o respeito aos direitos dos excluídos e, pois, melhorará a prática da justiça no país. A abertura de novos cursos de graduação em Direito e o conseqüente aumento da possibilidade de mais pessoas se graduarem nas ciências jurídicas se constitui num pequeno passo em direção à prática da justiça no Brasil, à diminuição das desigualdades sociais e à elevação da dignidade humana do brasileiro.

Le droit public est un élément structurant l’organisation des facultés de droit depuis la fin du XIXe siècle en France. Pourtant, la notion reste bien souvent problématique : l’objet de cette étude est d’en préciser la portée dans l’enseignement, à partir de l’exemple de la Faculté de droit de Paris. Celle-ci, par ses effectifs, sa proximité avec les institutions politiques et la concurrence directe d’autres établissements d’enseignement supérieur joue un rôle de premier plan dans l’élaboration et la mise en œuvre des réformes qui conduisent sous la IIIe République à la généralisation du droit public dans les facultés de droit. Elle permet ainsi de comprendre le processus de spécialisation des professeurs de droit, marqué notamment par le sectionnement de l’agrégation en 1896. Loin de produire des résultats simples, ces évolutions créent une série d’équilibres instables et de tensions. La volonté des publicistes de former un groupe distinct de celui des privatistes se heurte au souhait largement répandu de maintenir l’unité de la science juridique. Le droit public lui-même n’est pas homogène. Ensemble de matières (droit administratif, droit international public, droit constitutionnel, législation financière) plus que savoir cohérent, il est traversé par deux tendances : l’une en fait un savoir formalisé et autonome, capable d’imposer sa logique propre à l’écume des faits, l’autre à l’inverse le rattache aux sciences politiques et économiques. Le succès tardif de la première tendance ne doit pas dissimuler la volonté, dans la première moitié du XXe siècle, de faire du droit public un savoir lié à l’actualité et explicatif du social. / Public law has been instrumental in organizing Law Schools in France since the late 19th century. However, the notion remains problematic: based on the example of the Law School of Paris, the purpose of this study is thus to examine its specific impact on legal teaching. The Parisian School of Law, by far the biggest and closest to political institutions, played a leading role in the reforms which led to a generalization of public law in Law Schools during the Third Republic. Its framework provides a good example of how legal scholars have specialized after the separation, in 1896, of the agrégation recruitment competition into different sections, one of them being for public law and one for private law. Far from being simple, these evolutions remain unstable. Public law scholars both wish to distinguish themselves from the dominating civilists, and to maintain the unity of legal science. Public law itself is not a homogeneous field of knowledge. A collection of disciplines (administrative law, international public law, constitutional law, financial legislation) rather than a coherent science, it is characterized by two trends: the first sees public law as a formalized and autonomous body of knowledge, able to comprehend facts through its distinctive logic; on the contrary, the second trend sees it simply as a part of political and economic sciences. Before the supremacy of the first trend imposed itself – rather late – in the first half of the 20th century, public law was considered a social knowledge, used to explain contemporary political events.