Pedagogical leadership studies how to facilitate learning, mostly in Education and from the perspective of the principal being the pedagogical leader. One context somewhere in between Education and workplace learning is the two-year training as a law clerk in the Swedish court system. Few studies have been made on how law clerks learn, how the court or judges facilitates their learning and how legal expertise develop. The aim of this study is to increase knowledge on law clerks’ workplace learning. The research question is how do law clerks learn in their everyday work? A qualitative study with semi-structured couple interviews was conducted. The respondents were 22 law clerks, judges, and court clerks from a department in a district court. Situated learning was used as a theoretical framework for the analysis.  The result presents law clerks’ trajectory from apprentices through legitimate peripheral participation in the community of praxis. Law clerks start to produce and deliver legitimate work directly, they negotiate and form their learning and professional identity through participation in their daily work. They observe, imitate, ask questions, make mistakes, and try different ways to solve the problem at hand. They must through themselves out to find their own way and their own identity as a senior law clerk. The judges, the Masters, facilitate law clerks’ situated learning by giving or restricting access to participation. Due to power relations, law clerks are unwilling to ask questions and display their ignorance which limit their legitimate participation. Law clerks need to initiate to gain access to the community of praxis and negotiate their judicial independence, the situated knowledge. This study contributes to the field of workplace learning and development of legal expertise by describing how law clerks learn. The judges facilitate this learning in a way that could be described as pedagogical leadership. / Pedagogiskt ledarskap som forskningsfält tittar på hur lärande möjliggörs och begränsas, främst inom pedagogisk verksamhet och med rektor som utövare av pedagogiskt ledarskap. Kontexten och dess utformning har betydelse för lärandet som sker och hur det pedagogiska ledarskapet utövas. Notarietjänstgöring i domstol är en kontext som inte har utforskats inom ramen för pedagogiskt ledarskap. Det är en utbildningsanställning som både avser att ge examinerade jurister möjlighet att praktisera juridik och förse domstolen med arbetskraft. Det finns få studier som undersöker notariers lärande eller hur juridisk expertis utvecklas på domstol. Studiens syfte är att bidra med kunskap om notariers lärande inom ramen för det arbetsplatslärande som notarieutbildningen utgör. Frågeställningen är hur sker notariers lärande i det dagliga arbetet? En kvalitativ studie med semistrukturerade (tematiskt öppna) parintervjuer genomfördes på tingsrätt. Deltagarna bestod av notarier, domare och handläggare. Analysen genomfördes med situerat lärande som teoretiskt redskap. Resultatet presenteras i form av notariers utvecklingsresa genom ett legitimt perifert deltagande i praktikgemenskapen. Notarierna hoppar på den branta utvecklingskurvan, ser andra göra, kopierar andra, frågar, gör fel och gör olika, vågar hoppa och släppa kontrollen, hittar sitt sätt att göra och formas in i sin roll och identitet som senior notarie. Domarna möjliggör detta lärande genom att ge notarierna tillgång till legitimt deltagande och erbjuder potentiella identiteter och olika sätt att vara som domare, så att notarierna kan formas in i domarrollen och välja sitt eget sätt att vara domare på. Genom att begränsa tillgången till deltagande hindrar domarna notariernas lärandeprocess på ett sätt och möjliggör den på annat. Maktrelationer och betyg gör notarierna oroliga och rädda för att blotta sin okunskap vilket hindrar dem från att ställa de frågor som krävs för deras legitima deltagande. Notarierna behöver ta eget initiativ för att få mer tillgång till praktikgemenskapen, vilket också är en del i deras identitetsformande av att bli självständig. Genom att delta i det dagliga arbetet och utföra arbetsuppgifter innan de själva har överblick på rättskedjan, sker ett lärande hos notarierna. Studien ger ett kunskapsbidrag genom att beskriva hur notariers lärande kan ske, eller hur juridisk expertis kan utvecklas, i det dagliga arbetet. Domarnas möjliggörande av notariers lärande skulle kunna ses som ett pedagogiskt ledarskap i en kontext utanför skolvärlden.

我國繼受羅馬－日耳曼法系傳統，法學教育的內涵是博雅教育。英國與美國在普通法學徒制的傳統下，法學教育的目標是訓練合格律師的職業教育。此即Max Weber區分的理性的法學教育與經驗性的法學教育模式。本文將以法律文化研究中法律多元主義的觀點，觀察並描述整體法律運作的實際狀況，包含法律歷來的演進過程，以及支配法律運作的原理原則。並將法律體系與社會的其他部門，同樣置諸文化脈絡之內，探究法學教育模式之間的相互影響。 法律文化傳統影響法學教育目標，而教育目標的確定又帶動教學方法的演進。近年來美國的學士後法律學位模式，亦即一般為期三年的J.D，被東亞的日本、南韓與中國紛紛借鏡，我國也有全面引進之議。但在確定法學院的教育目標和教學品質之後，即不應以任何形式控制法律從業人員的數量，而應依循資格考的原則，讓接受過充分法學訓練者皆能進入法律的實踐階段。

Made available in DSpace on 2016-04-26T20:28:19Z (GMT). No. of bitstreams: 1 Claudia Mansani Queda de Toledo.pdf: 506204 bytes, checksum: 5c191c30caaa3b88edfd876de943eb72 (MD5) Previous issue date: 2008-12-03 / The Masters dissertation under the title The Legal Education in Brazil and the democratic rule of law - critical analysis of teaching criminal law, is an analysis of the disparity observed between the teaching of criminal law and social reality as it is part and indicates the need for a new look to the teaching of criminal law, consistent with the expectations of modern society. The work shows a crisis in legal education, disclosed the meeting between what is taking place within the faculties of law and that perpetrators of Education considered modern feel as ideal way to a training committed to social dialectics. To locate the subject, presents a historical review of the Brazilian legal education in order to verify the remote reflected in the current model adopted and point to existing legislation that regulates. The objectives are at identifying what the expected profile for graduates of colleges of law and whether or not they are being considered qualified to confront this new moment of the social teaching of criminal law in the face of the guiding principles of democratic rule of law. Another goal is to uncover what role the university in the democratic rule of law as an appropriate forum to bring the work practices of a pipeline and processing dialectically adjusted to the clamor of social reality. The study also puts the science of law and guided always by an ideology and shows the importance of attending the university education together with research and extension, a prospect inseparable / A dissertação de mestrado sob o título O Ensino Jurídico no Brasil e o Estado Democrático de Direito análise crítica do ensino do Direito Penal, é uma análise do descompasso observado entre o ensino do Direito Penal e a realidade social em que se insere e indica para a necessidade de um novo olhar para o ensino do Direito Penal, condizente com as expectativas da sociedade moderna. O trabalho evidencia uma crise no ensino jurídico, revelada a partir do confronto entre o que se realiza no âmbito das faculdades de direito e o que os autores de Educação considerados modernos consideram como caminho ideal para uma formação comprometida com a dialética social. Para situar o tema, apresenta uma resenha histórica do ensino jurídico brasileiro com a finalidade de verificar quais os reflexos remotos no modelo atual adotado e de apontar para a legislação vigente que o regulamenta. Os objetivos situam-se em identificar qual o perfil esperado para os egressos das faculdades de direito e se estão ou não sendo considerados capacitados ao enfrentamento deste novo momento social do ensino do Direito Penal diante dos princípios norteadores do Estado Democrático de Direito. Outro objetivo é o desvelar qual o papel da universidade no Estado Democrático de Direito como instância adequada para aproximar as práticas profissionais de uma conduta transformadora e dialeticamente ajustada ao clamor da realidade social. O estudo insere ainda a ciência do direito como norteada sempre por uma ideologia e revela a importância do atendimento universitário ao ensino acompanhado da pesquisa e da extensão, numa perspectiva indissociável

Examination of the context of record creation, maintenance, and use is a valuable tool which allows the archivist to build a body of knowledge regarding archival records and their creators. Such knowledge enables the archivist to make informed decisions in all realms of archival practice. This discussion focuses upon the women's organization, undertaking a case study of three organizations in Vancouver, British Columbia in order to provide information about their record keeping practices. The case study employs open-ended focus interviews, observation, and document analysis, where provided. Participants are selected based upon their involvement in the creation, maintenance, and use of records in their respective organizations. They are asked to provide information as to the administrative history of the organization and to describe the processes by which they receive, create, use, organize, maintain, and destroy records. Participants are also asked to characterize their organization and its record keeping practices as they relate to the concept of a women's organization. A framework for analysis is established, which allows for further characterization of each women's organization. This framework addresses the voluntary nature of most women's organizations, as well as their unique processes and forms. Three models are presented which allow for further characterization of the history, structure, and practices of each organization. The distinctive internal processes, forms, and record keeping practices of the Women's International League for Peace and Freedom, the Western Businesswomen's Association, and the West Coast Women's Legal Education and Action Fund are presented. The thesis concludes by providing recommendations regarding further explorations of record creation, maintenance, and use and their value for the archival profession.

The objective of the following article is to demonstrate the importance of giving classes about the human rights of children and teenagers at public educational institutions, given that this aspect is included in legal education and lies in the context of the Project Curso socialmente responsable (Socially responsible course).This project was awarded a sum of money or fund (Fondo Concursable para docentes), which was for a group of teachers that belong to the Academic Council of Social Responsibility (DARS) at the Pontificia Universidad Católica del Perú (PUCP). The aim of this project was to bring together the students of both the course of Social Awareness or Prosode (Faculty of Law-PUCP) and Didactics of Social Sciences (Faculty of Education- PUCP), and give them the opportunity to share their ideas/perceptions about the responsibility of the university. / El presente artículo evidencia la importancia de la enseñanza de los derechos humanos de los niños, niñas y adolescentes en instituciones educativas del Estado, considerando que este aspecto se ubica en la educación legal y se enmarca en el proyecto Curso socialmente responsable, ganador del Fondo Concursable para Docentes de la Dirección Académica de Responsabilidad Social (DARS) de la Pontificia Universidad Católica del Perú. Mediante el proyecto se buscó un encuentro entre estudiantes del curso de Proyección Social de Derecho (Prosode) de la Facultad de Derecho y los alumnos del curso de Didáctica de las Ciencias Sociales de la Facultad de Educación en relación con la responsabilidad universitaria. / Este artigo tem como objetivo destacar a importância da educação em direitos humanos de crianças e adolescentes em instituições de ensino do Estado,considerando que esta área está localizada na educação legal e faz parte do projeto do curso socialmente responsável, vencedor do Fundo competitiva para a Faculda de Acadêmico de Responsabilidade Social (DARS) of Pontifícia Universidade Católica do Peru. O projeto buscou uma reunião com alunos docurso de Direito Social-Prosode da Faculdade de Direito e alunos do curso de Educação de Ciências Sociais da Faculdade de Educação sobre a responsabilidade acadêmica.

Made available in DSpace on 2015-05-07T14:27:29Z (GMT). No. of bitstreams: 1 arquivototal.pdf: 23757628 bytes, checksum: b79e1a17dd584c671b61d47956f6c726 (MD5) Previous issue date: 2014-04-11 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / The practical experience of courses provided by Law Schools in Brazil shows that the legal education is not following the contemporary social transformations. On the other hand, the society is increasingly seeking for a more efficient, non-bureaucratical and speedier access to justice. However, this access is not being possible through traditional means of conflict resolution, what means lawsuits. Actually, the Judiciary seems inadequate in order to attend a constantly growing number of procedures and law professionals do not have awareness that we must privilege the pacification culture over the litigation culture. Therefore, due to so many crisis, either in Judiciary, in State, in the university legal education, it is necessary to find ways to provide practical and real effectiveness to make the access to justice as a citizen fundamental right, consequently, contributing to promote social, human and economic development in the democratic rule-of-law State. To achieve this objective, it must exist a join effort of society, legislators, legal scholars and students, in order to change the paradigm of a dogmatic and archaic legal education, which has its foundations in the history of a centralized and absolute Law, guided by utilization and application of what the laws dictate. This overpassed educational method, nowadays countered by several jurists, always withdrew the critical and interpretational power of the people, as it is evident in studies of the jurist theoretical common sense. Considering those aspects, this work aims to disseminate the phenomenon of extrajudicial conflict resolution as a new paradigm to be adopted for a legal education dedicated to alternative dispute resolution founded in negotiation techniques and game theory. / A experiência prática de disciplinas oferecidas nos cursos de direito das universidades federais brasileiras mostra que o ensino jurídico não está acompanhando as transformações sociais contemporâneas. Por sua vez, a sociedade vem buscando cada vez mais um acesso à justiça que seja célere, eficiente e desburocratizado. Todavia, esse acesso não tem sido possível através do meio tradicional de solução de conflitos, que é a prestação da tutela jurisdicional pelo Estado-juiz. Na verdade, o que se verifica é a insuficiência do Poder Judiciário para atender um número sempre crescente de demandas processuais e a falta de consciência dos operadores do direito de que é preciso privilegiar a cultura da pacificação, em detrimento da cultura da litigância. Assim, diante de tantas crises, seja do Poder Judiciário, seja do Estado, seja da educação jurídica universitária, faz-se necessário encontrar caminhos para que se dê efetividade prática e real de acesso à justiça como direito fundamental do cidadão, contribuindo, assim, para promover o desenvolvimento econômico, social e humano no Estado democrático de direito. Para que isso ocorra, é necessário um esforço conjunto da sociedade, dos legisladores, dos estudiosos do direito, dos docentes e discentes, no sentido de mudar um paradigma de educação jurídica dogmática e arcaica que tem suas origens na história de um direito centralizado e absoluto, disciplinado pela utilização e aplicação do que ditam as leis. Essa forma superada de educação, combatida atualmente por vários juristas, sempre tirou das pessoas o poder de interpretação e de crítica, consoante se evidencia nos estudos sobre o senso comum teórico do jurista. Levando em consideração esses aspectos, o presente trabalho tem por objetivo difundir o fenômeno da desjudicialização dos conflitos como um novo paradigma a ser adotado para uma educação jurídica que se volte para a prática da atividade advocatícia negocial, fundamentada por técnicas de negociação e pela teoria dos jogos.

Examination of the context of record creation, maintenance, and use is a valuable tool which allows the archivist to build a body of knowledge regarding archival records and their creators. Such knowledge enables the archivist to make informed decisions in all realms of archival practice. This discussion focuses upon the women's organization, undertaking a case study of three organizations in Vancouver, British Columbia in order to provide information about their record keeping practices. The case study employs open-ended focus interviews, observation, and document analysis, where provided. Participants are selected based upon their involvement in the creation, maintenance, and use of records in their respective organizations. They are asked to provide information as to the administrative history of the organization and to describe the processes by which they receive, create, use, organize, maintain, and destroy records. Participants are also asked to characterize their organization and its record keeping practices as they relate to the concept of a women's organization. A framework for analysis is established, which allows for further characterization of each women's organization. This framework addresses the voluntary nature of most women's organizations, as well as their unique processes and forms. Three models are presented which allow for further characterization of the history, structure, and practices of each organization. The distinctive internal processes, forms, and record keeping practices of the Women's International League for Peace and Freedom, the Western Businesswomen's Association, and the West Coast Women's Legal Education and Action Fund are presented. The thesis concludes by providing recommendations regarding further explorations of record creation, maintenance, and use and their value for the archival profession. / Arts, Faculty of / Library, Archival and Information Studies (SLAIS), School of / Graduate

No description available.

二十一世紀是個資訊快速傳遞與蓬勃發展的世紀，在網際網路的推波助瀾下，使人類在資訊的掌握與應用上更為便利與快速。舉凡資料檢索、電子商務、視訊會議、大眾傳播、線上遊戲、電子化政府，無不受到資訊社會深刻的影響；但在另一方面，網際網路也成了各種犯罪行為的溫床，諸如網路垃圾郵件、網路色情、網路智慧財產、資訊隱私權、駭客入侵、網路咖啡店的不當經營等等，不但影響現實社會秩序，更直接衝擊資訊社會未來的發展。 因此，層出不窮的網路問題使法律的立法與執行成了關注的焦點，這可以從近幾年的法律修正即可窺之，例如著作權法以及刑法的針對網際網路而做的相關修正，但是這些法律真能遏止這些行為的成長趨勢嗎？我們從歷年的司法案件調查中，可以發現答案是否定的。換句話說，法律並未如預期般的發揮它的功能，而且似乎也無法單獨依靠法律來解決所有問題，那麼是不是有其他諸如教育或是科技工具的應用可以配合呢？因此，本研究將把焦點集中在校園網路，來探索校園學術網路規範實際狀況，並且從法律社會學的理論做為研究路徑，探討目前校園資訊教育落實的情況，這樣的探討包括從法律社會學的視角，以及從現實社會實際狀況的觀察；並進一步反思校園學術網路規範產生現實與理想的落差因素。最後則提出其他面向的思考，做為未來校園資訊教育實施的建議，依序說明如後： 第一章 緒論 就本文之研究背景、動機與目的與研究方法加以說明。 第二章 校園網路規範相關研究 分別就目前網路法律教育、校園學術網路之管理、網路犯罪現況以及法律規範實行狀況加以分析。 第三章 校園網路規範之相關問題—從法律社會學的功能結構理論來觀察 首先說明法律社會學理論的研究主軸，並且就傳統法學研究與法律社會學研究、法律社會學派與其他法學派加以比較；其後介紹法律社會學理論的歷史脈絡，以此開始觀察功能結構理論。透過結構面、功能面以及法律功能的理解，進一步省思功能結構理論在個人價值觀以及法律文化的觀察。 第四章 從法律文化觀察校園學術網路規範 透過對功能結構理論的理解以及反思，本章從個人主觀利益的考量以及法律文化的角度來觀察校園網路環境。亦即從個人對法律主觀的需求來了解法律的目的，並且透過對歷史發展上法律文化的理解，近一步推展至網路時代的法律文化，並且延伸至校園網路的法律文化；其後並觀察校園網路社會默許的規則，以及提出社會學上新治理觀與對話機制的建立，透過對話溝通以及批判思考理論的應用，除了能夠帶動所有參與者間互動反思的機會，還能有效解決糾紛。 第五章 結論 綜合本文之研究心得，指出現行網路規範缺乏對個人主觀利益的衡量，以及校園學術網路法律文化的觀察，使得規範所能發揮的空間有限。在另一方面，透過對站規或版規的形成，以及網路所塑造出的複數主體交錯環境，產生一種新的自我驅動、自我維生的機制，反而能夠務實地解決彼此的問題。除此之外，透過一來一往的溝通對話，進而使得學生自己培養理性的思辯能力。因為透過參與者的意見交流，除了引發主體的自我省覺之外，更能據此建立一個全新的思考方向。在這樣一個「解構」與「建構」的過程，學生的批判思考、教師的批判思考、校方的批判思考都將引發出來，並透過「公開討論」的方式，充分展現交流的目的，使得規範得以發揮整合的功能，期能供立法省思及校園實務之參考。

Made available in DSpace on 2014-12-17T14:20:28Z (GMT). No. of bitstreams: 1 FranciscoFOA_TESE.pdf: 1341314 bytes, checksum: 772c57d4fc2a6ec3d0e3d2fbc9d49e99 (MD5) Previous issue date: 2013-04-01 / This thesis deals with the intellectual itinerary of the humanist, lawyer and educator RN Helio Vasconcelos in building a more cohesive society, just and egalitarian, less marked by inequality, by poverty, ignorance and lack of freedom of his people suffered and loved. It also shows, as after suffering the hardships caused by the political persecution and imprisonment, exile faced with dignity, developing an exemplary job of defending the rights of children and adolescents. For this, redo the way that intellectual humanist, simple man who never gave up their way of thinking, of viewing the world, to love and respect all that surrounds him, thinking globally and acting locally, always holding the defense Rights human. Helium shows how solidarity exercised intensely and as bothered with the real interests of the community to hold public office. It seeks to demonstrate the need for reformulation of Legal Education in order to stimulate the formation of a lawyer gifted humanist profile / Essa tese trata do itiner?rio intelectual do humanista, advogado e educador potiguar H?lio Vasconcelos na constru??o de uma sociedade mais solid?ria, justa e igualit?ria, menos marcada pela desigualdade, pela mis?ria, pela ignor?ncia e pela aus?ncia de liberdade de seu povo sofrido e amado. Mostra ainda, como, ap?s sofrer as agruras provocadas pelo encarceramento e pela persegui??o pol?tica, enfrentou com dignidade o ex?lio, desenvolvendo um trabalho exemplar de defesa dos direitos da crian?a e do adolescente. Para isso, refaz o caminho desse intelectual humanista, homem simples que jamais abriu m?o de sua forma de pensar, de encarar o mundo, de amar e respeitar a tudo aquilo que o cerca, pensando globalmente e agindo localmente, sempre empunhando a defesa dos Direitos Humanos. Mostra como H?lio exerceu a solidariedade de forma intensa e como se preocupou com os reais interesses da coletividade ao exercer cargos p?blicos. Procura demonstrar a necessidade de reformula??o da Educa??o Jur?dica, a fim de estimular a forma??o juristas dotados de um perfil humanista