Relevant bibliographies by topics / Academic legal writing

Academic literature on the topic 'Academic legal writing'

Author: Grafiati
Published: 10 December 2022
Last updated: 28 January 2023

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Journal articles on the topic "Academic legal writing"

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Łuczak, Aleksandra. "SCAFFOLDING THE WRITING COMPONENT OF THE ENGLISH FOR LAW SYLLABUS AT UNIVERSITY." Studies in Logic, Grammar and Rhetoric 34, no. 1 (October 1, 2013): 93–111. http://dx.doi.org/10.2478/slgr-2013-0025.

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Abstract The present paper is intended to be a practical guide for teachers who need to run writing for law classes for pre-experienced law students with no or little experience of academic or legal writing. It provides the teachers with advice on how to teach students to draft modern documents by sequencing and selecting the content that reflects the needs of practising lawyers. It shows how legal writing stems from academic and general writing. Overlapping or common elements of academic and legal writing are identified and sequenced in order to create an introductory base for writing for legal purposes. Types of texts that lawyers draft have been selected and used as the scaffold- ing for writing tasks specially designed to suit the students’ proficiency and expertise.
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Mohd Zain, Muhamad Ikhwan bin, Nur Ezan Rahmat, Mohd Naqiuddin Zulkarnain, and Shipra Awasthi. "Plagiarism of Academic Writing in Malaysian Universities: A legal analysis." Environment-Behaviour Proceedings Journal 6, no. 16 (March 28, 2021): 197–202. http://dx.doi.org/10.21834/ebpj.v6i16.2709.

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Plagiarism is not a recent issue as it has existed for a long time, especially within the academic world. The study aims to examine the applicable laws in Malaysia relating to plagiarism from the academic's perspective by referring to India as the benchmark jurisdiction. The findings have shown that there are no standard policies for all educational institutions in coping with plagiarism. Therefore, it is recommended that the Malaysian government needs to address the gap in current regulations by having uniform legislation for all institutions on that particular academic misconduct on plagiarism. Keywords: Academic Plagiarism; Research Plagiarism Misconduct; Plagiarism Policy eISSN: 2398-4287© 2021. The Authors. Published for AMER ABRA cE-Bs by e-International Publishing House, Ltd., UK. This is an open access article under the CC BYNC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/). Peer–review under responsibility of AMER (Association of Malaysian Environment-Behaviour Researchers), ABRA (Association of Behavioural Researchers on Asians/Africans/Arabians) and cE-Bs (Centre for Environment-Behaviour Studies), Faculty of Architecture, Planning & Surveying, Universiti Teknologi MARA, Malaysia. DOI: https://doi.org/10.21834/ebpj.v6i16.2709
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Robson, Ruthann. "Law Students as Legal Scholars: An Essay/Review of Scholarly Writing for Law Students and Academic Legal Writing." CUNY Law Review 7, no. 1 (April 1, 2004): 195. http://dx.doi.org/10.31641/clr070106.

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Crocker, Angela Diane. "No Silver Bullet For Poor Legal Writing Skills - Hard Lessons From the Front Lines in the Battle Against Academic Disadvantage in a South African Law School." Potchefstroom Electronic Law Journal 21 (February 2, 2018): 1–27. http://dx.doi.org/10.17159/1727-3781/2018/v21i0a1368.

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Many first-year students in the School of Law at the University of KwaZulu-Natal, Howard College, who have been disadvantaged by a poor primary and secondary education, exhibit poor legal writing skills. Over a period of four years, in order to address this urgent need for legal writing instruction, the School of Law introduced two successive legal writing interventions. The first intervention was the Concise Writing Programme, followed by the Integrated Skills in Context Programme. The Concise Writing Programme focused on English writing skills and grammar, in the hope that first-year law students would be able to transfer these generic writing skills to the more specific legal discourse within which they were learning to operate. The Law School reviewed the success of this initial programme and found that students who took part in the programme not only lacked the motivation to learn generic English writing skills, but that they also did not find it easy to transfer these skills to the more specific legal writing environment. The Law School then implemented a second legal writing intervention – The Integrated Skills in Context Programme. This programme acknowledged the fact that legal writing has a multi-faceted nature, encompassing legal analysis and application, as well as logical sequencing and argument, all of which could not be taught in a vacuum, particularly when most of the student base was largely unfamiliar with any form of legal discourse and many had English as a second language. This paper recognises that there is no silver bullet to improving the legal writing skills of these students. The reality is that it will take hard work as well as financial incentives to make a difference to these students’ legal writing skills. Our students need intensive one-on-one attention by qualified academics, and this means that those doing the fighting must be recognised and adequately compensated.
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Luhach, Suman. "Recreating Discourse Community for Appropriating HOCs in Law Undergraduates’ Academic Writing." IAFOR Journal of Education 8, no. 4 (November 27, 2020): 151–70. http://dx.doi.org/10.22492/ije.8.4.09.

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Like any other discipline, academic writing is equally crucial for law undergraduates to master. Project reports, argumentative essay writing on current socio-legal affairs and research paper writing comprise requisites in academia for law learners. Students’ appropriation of higher order concerns in academic writing is a major challenge for teachers, as the physical classroom discourse community is typically passive and does not give enough opportunities to students to think critically about their writing processes. The teacher is expected to provide feedback to students on their writing, which often leads to the creation of only one feedback centre, restriction of the scope for varied perceptions and formation of multiple small discourses where the teacher is the central point of reference in every discourse. Consequentially, students can fail to develop self/peer-critiques in the ongoing discourse. The present paper has its focus on the recreation of discourse communities using a learning management system at the Law School, Bennett University, India, to promote peer-to-peer learning for honing higher order concerns in academic writing. The paper investigates how law students behave whilst interacting in a recreated online discourse community, benefit through peer feedback, and enhance their knowledge of the academic writing genre of argumentative essays, its subject matter and rhetoric involved. The methodological triangulation of pre-test/post-test analysis, student survey and conceptual content analysis of students’ interaction transcripts support recreation of online discourse communities in academic writing instruction.
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Shniger, D. O. "Legal Writing, Design and Aesthetics in Legal Education: The Results of the Scientific and Practical Seminar (April 10, 2021)." Actual Problems of Russian Law 16, no. 8 (September 4, 2021): 207–12. http://dx.doi.org/10.17803/1994-1471.2021.129.8.207-212.

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The paper provides an overview of the scientific and practical seminar "Legal Writing, Design and Aesthetics in Legal Education" held on April 10, 2021 within the framework of the 8th Moscow Legal Forum at Kutafin Moscow State Law University (MSAL). The paper summarizes the speeches of the participants. The importance of legal design at the present stage of legal education development is emphasized. It is concluded that legal design helps to improve this form with regard to maximum respect and attention to the person, which is the essence of design thinking. Legal design is not about embellishing documents and is not intended to make the document catchy or unusual. Primary in relation to legal design is legal writing, the skills that all students must be taught. It is noted that at MSAL within the framework of a strategic academic unit specially created as part of the Department of Business and Corporate Law (MSAL) a soft skills training program is to be introduced starting from the 2021/2022 academic year. There, in the form of a master class practicing lawyers will teach students the skills of writing and negotiating, judicial rhetoric, and the basics of personal brand development.
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Safonova, M. A., and A. A. Safonov. "Managing Co-Authorship as a Competence of Academic Writing: Organizational and Legal Points." Vysshee Obrazovanie v Rossii = Higher Education in Russia 29, no. 5 (June 4, 2020): 73–84. http://dx.doi.org/10.31992/0869-3617-2020-29-5-73-84.

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Working on projects in co-authorship rather than individually is becoming an increasingly attractive option for many members of the Russian academic community. The reasons lie in the fact that collaboration allows reducing administrative, financial, and temporal expenses. For instance, the recent events concerning the coronavirus require prompt and effective methods of exchanging data to publish works on medicine and microbiology, without arousing any disputes of an organizational or legal kind. Embracing a broad area of linguistic and cultural knowledge, academic writing can also intend to develop people’s awareness of such problems as models of co-authorship, horizontal and vertical types of academic co-operation, functions assigned to members of collaborative groups at different stages of writing and publishing a text, whole ownership and that of individual contributions. The ambiguous interpretation of the concept ‘creative contribution’ provided by the Civil Code of the Russian Federation often impedes cooperation among co-authors, which demonstrates the need to consider legal and organizational points concerning co-publications in academic writing courses, the goal being to prevent future co-authors from potential conflicts and assisting them in managing their work efficiently.
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Pradhana, Ryan Surya. "AUTONOMY OF FINANCIAL MANAGEMENT AT STATE COLLEGE WITH LEGAL ENTITY." Jurnal Hukum Peratun 4, no. 2 (August 31, 2021): 171–90. http://dx.doi.org/10.25216/peratun.422021.171-190.

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After promulgation of The Law of Republic Indonesia No. 12 Year 2012 on Higher Education, State College with Legal Entity (PTN-BH) has an authority to conduct its own institutional management which is not only academic autonomy, but also non-academic autonomy too, where that financial management autonomy is included. For this reason, this paper was made in order to examine the extent of financial management autonomy in PTN-BH. The writing method used in this research is a normative juridical approach using a statutory approach and a conceptual approach. This paper uses the legal-normative method, namely an approach based on legal materials by examining concepts, theories, legal principles, and legislation, as well as literature related to writing. It is found in this writing that the PTN-BH’s autonomy of financial management is distributed by delegation authority scheme based on PTN-BH statute. One of critical point from the regulation is the separation of PTN-BH’s wealth of the country’s wealth which is cause a genuine legal concequences on various aspect.
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Mohd Zain, Muhammad Ikhwan, Nur Ezan Rahmat, and Mohd Naqiuddin Zulkarnain. "A Legal Perspective on Academic Plagiarism of Research Writing in Malaysian Universities." Malaysian Journal of Social Sciences and Humanities (MJSSH) 6, no. 7 (July 10, 2021): 282–92. http://dx.doi.org/10.47405/mjssh.v6i7.844.

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Plagiarism is acknowledged as dangerous, especially when academicians are accused of being engaged in malpractice in publishing their research papers. The increased amount of online access to research led to academic dishonesty and plagiarism rising in higher learning institutions. It is challenging to balance the academic and public interest demand with the intervention of globalisation in education, which introduces the hegemonic world ranking universities. Plagiarism has resulted in the unoriginality of research outputs which can affect the knowledge in the future. It also resulted in the academicians abusing their honour while writing research papers in whatever discipline of knowledge. This is a severe problem that needs a quick reform to the legal framework. From the qualitative data, the study believes that by having a proper provision relating to plagiarism in the legal framework, especially for the academicians, plagiarism cases in the educational institution may be reduced. The current existing policies and guidelines should be inserted directly into any relevant Act or rules and regulation to be imposed on the parties involved. The government needs to produce a fair and standard provision on plagiarism in dealing with the weaknesses or loopholes in the educational institution policies and regulations for academic integrity to be upheld.
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Spencer, Rachel. "Private Lives: Confronting the inherent difficulties of reflective writing in clinical legal education." International Journal of Clinical Legal Education 21, no. 2 (November 5, 2014): 177. http://dx.doi.org/10.19164/ijcle.v21i2.387.

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<p>The use of reflective writing has long been recognised as an important component of clinical legal education pedagogy. However, current literature about reflective writing exposes a gap about student perceptions of reflective writing.</p><p>This article provides an analysis of the results of formal qualitative research that was conducted into student perceptions of reflective writing in the clinical legal education context. The research was designed to investigate whether students perceived any benefit from reflective writing and what difficulties they actually encountered in the process of writing which is particularly different to other forms of academic assessment. The article explores the exact nature of the difficulties experienced by students and suggests an improved pedagogy of reflective writing in the clinical legal education context. The article offers several suggestions and recommendations as to how this might be achieved.</p>
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Dissertations / Theses on the topic "Academic legal writing"

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Maclean, Hector Roderick 1950. "Learning literacies in the law : constructing legal subjectivities." Monash University, School of Literary, Visual and Performance Studies, 2003. http://arrow.monash.edu.au/hdl/1959.1/5792.

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Callahan, Shannon. "Public Domain: Using Technical Communication to Improve Public Access to the Law." Honors in the Major Thesis, University of Central Florida, 2004. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/699.

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This item is only available in print in the UCF Libraries. If this is your Honors Thesis, you can help us make it available online for use by researchers around the world by following the instructions on the distribution consent form at http://library.ucf
Bachelors
Arts and Sciences
English; Technical Writing
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Gurney, Nicholas Scott. "As God as my witness: a contemporary analysis of theology's presence in the courtroom as it relates to the "oath or affirmation" requirement within the Florida rules of evidence." Honors in the Major Thesis, University of Central Florida, 2011. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/390.

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The existence of the oath in the courtroom can be traced back thousands of years throughout history, but the use, meaning, and effect of the oath in law has changed dramatically. The oath as we know it was once a powerful truth-telling instrument that our ancestors used to call upon a higher power. It was the belief of many that the oath itself was not sworn to man or state, but rather directly to a deity. The oath has since then evolved as a result of ever changing beliefs, fueled by increasing tolerance, shaping the oath into more of a tradition, and less of an edict. For centuries, theorists have attempted to determine whether an oath in court is actually effective at accomplishing its goal. The intent of this thesis is to examine the origin of the oath all the way up to the present day. It will be through a comprehensive study of federal law, state law, case law, articles, and publications that we will better understand the oath as a truth-telling instrument that in recent times has lost its effect. From there, it will be possible to better form a solution to a problem that plagues our courtrooms: perjury, or the act of lying under oath. This thesis will seek to establish the best way for our community to actively work towards ensuring the integrity and effectiveness of our judicial system.
B.A. and B.S.
Bachelors
Health and Public Affairs
Legal Studies
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Harb, Hiba. "La production écrite en droit : analyse linguistique et propositions didactiques." Thesis, Artois, 2017. http://www.theses.fr/2017ARTO0007.

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La mobilité internationale des étudiants qui souhaitent suivre une formation supérieure en France ou à l’étranger est en augmentation depuis des années. Le domaine du Français Langue Etrangère a évolué en donnant naissance aux nouvelles approches d’enseignement de la langue française, parmi lesquelles le Français sur Objectif Universitaire. Notre problématique de recherche s’inscrit dans cette optique dans la mesure où elle concerne les étudiants arabophones et allophones inscrits dans l’une des filières de droit en France. Notre analyse des copies d’examens de ces étudiants montre qu’ils ont beaucoup de difficultés au niveau de l’écrit juridique sur le plan linguistique et pragmatique. En plus, les réponses sur le questionnaire que nous avons distribué à ce public d’apprenants met en évidence leurs pratiques rédactionnelles, et nous permet d’apporter des solutions pédagogiques adaptées face aux difficultés rencontrées, ce qui constitue l’objectif principal de notre recherche. Outre le problème au niveau de la production écrite, nous proposons des moyens qui favorisent l’interaction entre les étudiants, les enseignants, et les professionnels appartenant au domaine du droit
The international mobility of students who wish to pursue higher education in France or abroad has been increasing for several years. This movement continues to create specific demands that universities are called upon to meet by adapting their programs to the new demands of teaching and learning French. This is the reason why the domain of the French as Foreign Language has evolved, giving birth to new approaches to teaching the French language, among which the French for Academic Purpose. Our research problem is in line with this point of view insofar as it concerns the foreign non-francophone and Arabic-speaking students enrolled in Law majors in France. Our analysis of the exam copies of these students shows that they have many difficulties in linguistic and pragmatic in writing. In addition, the answers on the survey that we have distributed to this audience of learners highlights their writing practices, and allows us to provide educational solutions adapted to the difficulties encountered, which is the main objective of our research . In addition to the problem of written production, we propose ways to promote interaction between students, teachers and professionals in the field of law
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Books on the topic "Academic legal writing"

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E, Murray Kristen, ed. Scholarly writing: Ideas, examples, and execution. Durham, N.C: Carolina Academic Press, 2010.

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E, Murray Kristen, ed. Scholarly writing: Ideas, examples, and execution. 2nd ed. Durham, N.C: Carolina Academic Press, 2012.

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A short guide to writing about law. New Jersey: Pearson Education, 2010.

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Fa xue xue wei lun wen xie zuo fang fa: Writing methods on theses of legal degrees. Beijing: Fa lü chu ban she, 2006.

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Fajans, Elizabeth. Scholarly writing for law students: Seminar papers, law review notes, and law review competition papers. 4th ed. St. Paul, MN: Thomson/West, 2011.

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Fajans, Elizabeth. Scholarly writing for law students: Seminar papers, law review notes, and law review competition papers. 4th ed. St. Paul, MN: Thomson/West, 2011.

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Volokh, Eugene. Academic legal writing: Law review articles, student notes, and seminar papers. New York, N.Y: Foundation Press, 2003.

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Fajans, Elizabeth. Scholarly writing for law students: Seminar papers, law review notes, and law review competition papers. St. Paul, Minn: West Pub. Co., 1995.

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Fajans, Elizabeth. Scholarly writing for law students: Seminar papers, law review notes, and law review competition papers. 2nd ed. St. Paul, Minn: West Group, 2000.

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Fajans, Elizabeth. Scholarly writing for law students: Seminar papers, law review notes, and law review competition papers. 3rd ed. St. Paul, MN: Thomson/West, 2005.

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Book chapters on the topic "Academic legal writing"

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Watson Hamilton, Jonnette. "The Distinctive Nature of Academic Integrity in Graduate Legal Education." In Academic Integrity in Canada, 333–50. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-83255-1_17.

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AbstractThis chapter examines the distinctive nature of academic integrity in graduate legal education in Canada, a nature rooted in the fact that almost all graduate students in law have practiced law. I consider the general acceptance of the unattributed copying of others’ writing within the legal profession and the judiciary, contrasting that tolerance―even approval―with the unsympathetic reception given the same practices in the academy. I then turn to graduate legal education in common law Canada and the diversity among graduate students in law, including significant differences in their undergraduate legal education. Then, because many of the graduate students who have practiced outside Canada want to be admitted to practice law in Canada, I look at the impact that academic misconduct may have on their ability to be admitted to practice. In order to do so, I review all published Canadian court and tribunal admission decisions that considered academic misconduct committed while in law school. Lastly, in light of unique challenges of graduate legal education, I offer some suggestions for preventing academic misconduct and facilitating students’ engagement with their own scholarship.
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Finch, Emily, and Stefan Fafinski. "11. Writing skills." In Legal Skills, 221–52. Oxford University Press, 2019. http://dx.doi.org/10.1093/he/9780198831273.003.0011.

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This chapter outlines the elements of good written English with particular emphasis on the way that language is used in academic legal writing. It includes sections on language, grammar, and punctuation as well as practical guidance on matters such as selecting quotations and writing in a concise manner so as to keep within the word limit.
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Finch, Emily, and Stefan Fafinski. "10. Writing skills." In Legal Skills. Oxford University Press, 2017. http://dx.doi.org/10.1093/he/9780198784715.003.0010.

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This chapter outlines the elements of good written English with particular emphasis on the way that language is used in academic legal writing. It includes sections on language, grammar, and punctuation as well as practical guidance on matters such as selecting quotations and writing in a concise manner so as to keep within the word limit.
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Finch, Emily, and Stefan Fafinski. "11. Writing skills." In Legal Skills, 236–66. Oxford University Press, 2021. http://dx.doi.org/10.1093/he/9780192893642.003.0011.

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This chapter outlines the elements of good written English with particular emphasis on the way that language is used in academic legal writing. It includes sections on language, grammar, and punctuation as well as practical guidance on matters such as selecting quotations and writing in a concise manner so as to keep within the word limit.
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Tabidze, Anna. "Teaching Analytical Reasoning and Legal Writing:." In Teaching Theory and Academic Writing, 113–18. Budrich UniPress, 2008. http://dx.doi.org/10.2307/j.ctvhhhgks.15.

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Holland, James, and Julian Webb. "4. From Reading to Writing." In Learning Legal Rules, 101–26. Oxford University Press, 2019. http://dx.doi.org/10.1093/he/9780198799900.003.0004.

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This chapter discusses the techniques involved in basic academic legal writing—an important aspect of one of the key skills required by employers, namely written communication. It covers writing legal essays—conveying information, constructing an argument, and applying the information and arguments to the essay title; answering legal problems and considering questions of legal liability; how to present your answers by use of the IRAC system; planning your answers and checking your work; the significance of referencing and the various methods used to reference work; and marking standards used by various quality assurance bodies and how law essays are marked.
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Holland, James, and Julian Webb. "4. From Reading to Writing." In Learning Legal Rules, 105–31. Oxford University Press, 2022. http://dx.doi.org/10.1093/he/9780192849090.003.0004.

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This chapter discusses the techniques involved in basic academic legal writing—an important aspect of one of the key skills required by employers, namely written communication. It covers writing legal essays—conveying information, constructing an argument, and applying the information and arguments to the essay title; answering legal problems and considering questions of legal liability; how to present your answers by use of the IRAC system; planning your answers and checking your work; the significance of referencing and the various methods used to reference work; and marking standards used by various quality assurance bodies and how law essays are marked.
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Bhat, P. Ishwara. "Legal Writing Based on Research." In Idea and Methods of Legal Research, 601–34. Oxford University Press, 2020. http://dx.doi.org/10.1093/oso/9780199493098.003.0018.

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Like other forms of legal writing, such as client-related writing for litigation and transaction purposes and norm-creating legal writing in the form of legislation and judgments, academic legal writing based on research has great importance for legal development. Its forms include research report, article, notes/comments, and book review. Clarity of expression, continuity of thought, coherent presentation, and readability are the ideals to be attained. Formulation of ideas by responding to data and perspectives of legal ideals is a good starting point for preparation of a draft. Sketching the outline or synopsis or writing an abstract provides some shape to the draft thesis. Writing with originality and by due acknowledgement of sources; maintaining fairly high level of discussion; and writing without bias, deviations and repetition contribute to quality writing. Finally, post-draft refinement should address the issues of avoiding errors of language, subject, and technicality of references.
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Moore, Imogen, and Craig Newbery-Jones. "6. Studying law: Developing (Legal) Skills." In The Successful Law Student: An Insider's Guide to Studying Law. Oxford University Press, 2018. http://dx.doi.org/10.1093/he/9780198757085.003.0006.

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This chapter discusses the general skills for employment that the student will develop while studying law. It will also focus on some of the more specific ‘legal’ skills they will acquire. General skills are true transferable skills. This means that they are applicable in most, if not all, spheres of employment. These include collaboration/teamwork, problem solving, researching (hardcopy and digital) and referencing, decision making, time management, project management; and oral, written and digital communication. Subject-specific skills are the employability skills that are relevant to specific types of employment or academic subjects. These include advocacy, negotiation skills, client interviewing, letter writing, and legal research.
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"Promise." In Continuity, Influences and Integration in Scottish Legal History, edited by Hector L. MacQueen, 311–45. Edinburgh University Press, 2021. http://dx.doi.org/10.3366/edinburgh/9781474488761.003.0016.

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The chapter shows how for several hundred years Scots law has held to the proposition that a promise, seriously intended, is legally binding without the need for acceptance. Stair set out the position clearly in his Institutions, and although later writers lacked his clarity of vision and capacity for analysis, the law remained essentially unchanged until the Requirements of Writing (Scotland) Act 1995. In the mid-twentieth century the writings of T B Smith gave rise to a renewed interest in the doctrine of promise which was reflected in a number of academic articles and two Scottish Law Commission Memoranda. This chapter seeks, in particular, to consider Stair’s treatment of promise against the background of the canon law and the jus commune, and actual Scottish practice. It investigates the state of Scots law in the years between the Scottish Reformation in 1559/60 and the appearance of Stair’s Institutions in 1681; and it explores the influence of the pre-Reformation Canon law on the later Scottish law of obligations. It also addresses some of the questions of terminology which bedevil this entire area of law.
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Conference papers on the topic "Academic legal writing"

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Marković, Đorđe. "VIDOVDANSKI USTAV U UDžBENICIMA USTAVNOG PRAVA – VEK KASNIJE." In 100 GODINA OD VIDOVDANSKOG USTAVA. Faculty of law, University of Kragujevac, 2021. http://dx.doi.org/10.46793/zbvu21.057m.

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The article analyses the attitude of writers of the constitutional law textbooks from the former Yugoslavia towards the Vidovdan Constitution. The author focuses on the textbooks used at the time of writing in teaching and for exam preparation of Constitutional Law at state-owned law faculties as of academic year 2020/21. However, the analysis also includes several textbooks that represent a kind of historical readings. By comparing the relevant materials, the author made an attempt to shed light on scientific, legal and even political attitude of various authors towards the Vidovdan Constitution, and indirectly towards the Yugoslav state itself. The significance of this analysis is reflected in the fact that young generations - future lawyers and members of the social elites of the states created on Yugoslav foundations, get acquainted with their constitutional history through textbooks of constitutional law.
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Glushkova, Svetlana. "Liberal Ideas of B.N. Chicherin: The Past and The Present." In The Public/Private in Modern Civilization, the 22nd Russian Scientific-Practical Conference (with international participation) (Yekaterinburg, April 16-17, 2020). Liberal Arts University – University for Humanities, Yekaterinburg, 2020. http://dx.doi.org/10.35853/ufh-public/private-2020-25.

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Russian liberal heritage, first of all, the scientific works of the famous Russian legal expert Boris Chicherin, is the fundamental basis for the developing science of human rights in modern Russia; it is from this position that this article examines Chicherin’s work. The main purpose of the study is to identify Chicherin’s priorities in shaping new progressive ideas for Russia and to examine the transformation of his views. In examining and analysing Chicherin’s liberal ideas, historical, logical and comparative methods were applied. It has been concluded that Chicherin set the foundation of the liberal theory of human rights, elaborated a set of progressive ideas and a blueprint of reforms, which determined the formation of several generations of liberals in autocratic Russia and are still relevant today. Defending the priority of private law over public law, Chicherin argued: a civil order based on private law must always be free from state absorption. He was among the first in Russia to develop the idea of a constitutional state in relation with the creation of free institutions and the formation of a high intellectual and moral level of society. By developing the new policy of ‘liberal measures and strong state authority’ as an optimal model for Russian state and society, Chicherin gave rise to the formation of political science in Russia. The author believes that the analysis and discussion of Chicherin’s academic writings in university classrooms and at academic conferences contribute to the formation of a culture of human rights, a liberal worldview, a new generation of reformers, and the advancement of the emerging science of human rights.
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Reports on the topic "Academic legal writing"

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Mager, Franziska, and Silvia Galandini. Research Ethics: A practical guide. Oxfam GB, November 2020. http://dx.doi.org/10.21201/2020.6416.

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Any research must follow ethical principles, particularly when it involves people as participants and is likely to impact them. This is standard practice in academic research and a legal requirement in medical trials, but also applies to research carried out by Oxfam. Oxfam’s work focuses on vulnerable populations, and takes place under difficult circumstances. When research takes place in such vulnerable and fragile contexts, high ethical standards need to be met and tailored to the specific characteristics of each situation. Oxfam welcomes the adaptation of this guideline by other NGOs, community organizations and researchers working in fragile contexts and with vulnerable communities. The guideline should be read together with other relevant Oxfam and Oxfam GB policies and protocols, including the guidelines on Writing Terms of Reference for Research, Integrating Gender in Research Planning and Doing Research with Enumerators. A flowchart summarizing the guideline is also available to download on this page.
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