Relevant bibliographies by topics / Legal practice, lawyering and the legal profession

Academic literature on the topic 'Legal practice, lawyering and the legal profession'

Author: Grafiati
Published: 10 December 2022
Last updated: 29 January 2023

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Journal articles on the topic "Legal practice, lawyering and the legal profession"

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Hutchinson, Allan C. "Calgary and Everything after: A Postmodern Re-Vision of Lawyering." Alberta Law Review 33, no. 4 (August 1, 1995): 768. http://dx.doi.org/10.29173/alr1114.

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Hutchinson encourages a re-thinking of the ethics of lawyering. He explores the need to transform through legal theory what is done in legal practice and what is justified to be left undone. This exploration begins with a discussion of the traditional image of the ethical lawyer. He then exposes this image to a series of critiques and introduces alternate models of legal practice. A postmodern vision of lawyering is introduced which reframes and reworks these traditional ways of thinking. By the adoption of such a postmodern re- vision of lawyering, change in legal practice may come about through the legal profession, rather than in spite of it.
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Tam, Waikeung. "Political Transition and the Rise of Cause Lawyering: The Case of Hong Kong." Law & Social Inquiry 35, no. 03 (2010): 663–87. http://dx.doi.org/10.1111/j.1747-4469.2010.01199.x.

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This article examines how cause lawyering can flourish under authoritarianism. Using the case of Hong Kong, it argues that the process of the sovereignty transition between the 1980s and 1997 contributed to the emergence of cause lawyering by establishing a favorable legal opportunity structure, by creating a political structure that provides incentive for lawyers‐cum‐politicians to engage in cause lawyering, and by prompting a few dedicated foreign human rights lawyers to move their practices to Hong Kong. Apart from the factors related to the sovereignty transition, other factors also facilitated the rise of cause lawyering in Hong Kong, including a rights‐receptive judiciary, an autonomous legal profession, and a government‐funded legal aid system.
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Batesmith, Alex. "International Prosecutors as Cause Lawyers." Journal of International Criminal Justice 19, no. 4 (September 1, 2021): 803–30. http://dx.doi.org/10.1093/jicj/mqab068.

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Abstract This article contributes to the developing socio-legal perspectives on the practical realities, power dynamics, and external perceptions of international criminal law (ICL) by exploring the professional sense of self among international prosecutors. Drawing upon original interviews with ‘everyday’ practitioners, the article uses the prism of ‘cause lawyering’ — the practice of law primarily for a lawyer’s moral, political or ideological commitments — to illustrate the struggle between ICL’s legal professionals within Bourdieu’s concept of the juridical field. As a majoritarian practice among international prosecutors, cause lawyering evidences the position-taking of actors who look to assert their authority over and distinction from others within the field, while also exemplifying the strong correlation between professional role and personal identity. Identifying some of the consequences of cause lawyering for ICL, the article concludes by considering the broader implications of a relational study of the discipline’s legal professionals.
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Menkel-Meadow, Carrie. "Exploring a Research Agenda of the Feminization of the Legal Profession: Theories of Gender and Social Change." Law & Social Inquiry 14, no. 02 (1989): 289–319. http://dx.doi.org/10.1111/j.1747-4469.1989.tb00063.x.

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This essay suggests that recent work in feminist theory should reorient the questions that are asked about the role of gender in the legal profession. Some use gender as a category of analysis to explore differences that reinforce conventional gendered stereotypes, such as the conceptualization of work and family in lawyering as a “women's issue.” Others use conventional sociology of the professions analysis, such as stratification, to measure women's “success” and “satisfaction” in the context of the traditional law firm. By focusing on some recent historical and sociological research on women in the legal and medical professions, the author illustrates how we might ask different questions, not to reify gender differences but to more fully examine the role that gender difference, as socially constructed, might play in the transformation of law practice.
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Thanaraj, Ann, and Michael Sales. "Lawyering in a Digital Age: A Practice Report on the Design of a Virtual Law Clinic at Cumbria." International Journal of Clinical Legal Education 22, no. 3 (November 30, 2015): 334. http://dx.doi.org/10.19164/ijcle.v22i3.471.

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<p>This practice paper offers a modest proposition that could make law graduates more capable of serving their clients in a modernised and efficient manner. We propose that in addition to law clinics and other forms of experiential activities, law schools could add a new type of clinical component to their curriculum that teaches students to use technology to assist in the delivery of legal services. Digital lawyering skills will help law students learn core competencies needed in an increasingly technological profession, and it may help close the gap between offering access to justice by making legal services available online in the most accessible and convenient way possible and in equipping law graduates with a modernised and digital legal education. </p>
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Green, Bruce A. "The Religious Lawyering Critique." Journal of Law and Religion 21, no. 2 (2006): 283–97. http://dx.doi.org/10.1017/s0748081400005610.

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One might think about the relationship between law practice and religion in different ways, depending on how one views either the professional norms or religious belief and observance. Some of the most recent academic literature on “religious lawyering” is premised on a highly critical view of the profession's norms and a claim that religious convictions that bear on the practice of law are incompatible with, and preferable to, aspects of the professional norms. My purpose here is to identify, and raise some questions about, both this critique and this suggestion, and to show how they are in tension with other insights of the religious lawyering literature.A conception of the relevance of religion to lawyers' work need not begin with a critical view of professional norms and professionalism. On the contrary, one might start with the premise that the legal profession's expectations for law practice are socially and morally laudable, and perceive lawyers' religious convictions as providing support for good lawyering. This was the understanding expressed by Henry A. Boardman, a Presbyterian Minister, in an 1849 oration that was surely among the earliest recorded reflections on the relevance of religion to the work of U.S. lawyers.
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Cody, Anna. "What does legal ethics teaching gain, if anything, from including a clinical component?" International Journal of Clinical Legal Education 22, no. 1 (February 9, 2015): 47. http://dx.doi.org/10.19164/ijcle.v22i1.405.

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In some law schools legal ethics have been taught very conservatively, focussed on the law of lawyering with a heavy emphasis on ‘professional rules’ and how to ensure solicitors and barristers behave within the professional rules. Others however have proposed different models for thinking about lawyering, lawyers’ ethical duties and the role of lawyers within the legal system. In this article, legal ethics, ethical decision making and values are explored. I ask what value can be gained by including a clinical component within a standard legal ethics course even when it is a short exposure experience. I explore the range of meanings ascribed to ethics and professional responsibility, and the connection between personal and professional identities. Finally using three vital elements within the definition of an ethical legal professional, I evaluate whether the clinical component contributes to teaching students about how to be an ethical legal professional. I draw from the Best Practices of Australian clinical legal education to assist with this process, and discuss some additional learnings which students gain from seeing legal practice modelled for them in a community legal centre, located within a university faculty of law. Some of the challenges of developing an effective clinical component are explored such as the importance of training volunteer lawyer supervisors and how to assess the learning by students. The ways of sharing the individual learning across the student cohort is also a further challenge.
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Leiper, Janet. "Nurturing Commitment in the Legal Profession: Student Experiences with the Osgoode Public Interest Requirement." German Law Journal 10, no. 6-7 (July 2009): 1087–94. http://dx.doi.org/10.1017/s2071832200001486.

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“Eye-opening,” “disheartening,” and “inspiring” are some of the words used by law students who met in 2008–2009 to discuss their mosaic of experience in the field doing public interest work. These students had returned from placements under the first mandatory public interest requirement to be introduced in a Canadian law school (the Osgoode Public Interest Requirement, OPIR). OPIR arose from questions about the relationship between what is learned in law school and what is required to be a professional. Academics have challenged each other to do more to instill an “ethos of professionalism” during law school. Others have suggested that law students who do not receive exposure to the world outside the walls of the law school carry an “idealized conception of the profession” and are often unaware of the many practice contexts available to them. Others have warned that if ethical and professional responsibilities are not modeled and articulated for students, that teaching only the “law of lawyering” does not prepare students for becoming ethical lawyers. Teacher-educator Lee Shulman has bluntly accused law schools of “failing miserably” at connecting its lessons in how to “think like a lawyer” with how to “act like a lawyer.” For years, there have been similar concerns raised about the decline of professionalism among lawyers, both in Canada and in the U.S. A survey of Osgoode graduates revealed that students wanted more opportunities to engage with the community and to experience non-traditional forms of law practice. Osgoode Hall Law School grappled with many of these questions, and in 2007 it approved changes to the curriculum, including a new first year Ethics course (Ethical Lawyering in a Global Community, ELGC) and OPIR. In addition to the more traditional first year mandatory course load, Osgoode Hall law students must also complete ELGC, a minimum of 40 hours of public interest work and then engage in a discussion or written exercise reflecting on their experiences. These reflections are a valuable lens for seeing the profession and the administration of justice through the eyes of first and second year law students. Their experiences remind us in the profession that learning can flow in both directions.
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Bliss, Lisa, Sylvia Caley, and Robert Pettignano. "A Model for Interdisciplinary Clinical Education: Medical and Legal Professionals Learning and Working Together to Promote Public Health." International Journal of Clinical Legal Education 18 (July 8, 2014): 149. http://dx.doi.org/10.19164/ijcle.v18i0.4.

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<p>Interdisciplinary training for professionals is becoming more common in higher education. Educators are beginning to understand the benefit of jointly training students in complex and interrelated skills that improve and complement the primary skills needed to succeed in a particular profession. Legal educators have recognized the value of encouraging flexible, collaborative thinkers who become better problem-solvers through interdisciplinary learning. Many of these are also coming to realize the importance of interdisciplinary training as a component of readiness for professional practice. For many law students, law school clinics are the first opportunity they have to learn legal skills and to engage in problem-solving for real clients. This experiential learning opportunity is often powerful and transformative, and can imprint skills, values, and practice habits that stay with students throughout their professional careers. Incorporating interdisciplinary learning opportunities into the law school clinic experience affords opportunities for co-learning, holistic problem-solving, and community building during young professionals’ formative years. Learning to be a lawyer in the context of an interdisciplinary law school clinic combines the experience of working with real clients and academic inquiry into the nature of the lawyering process itself and the ethical and fundamental practices of other professionals. Clinics serve as incubators for professional development. They provide opportunities for reflection on the practice of law, professionalism, social justice, and countless skills that help ready students for the profession of law. The HeLP Legal Services Clinic at Georgia State University College of Law aims to create an interdisciplinary dimension to such practice and inquiry, and thus influence the way in which the professional students from the law and medicine disciplines work together as learners and future professionals.</p>
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Babacan, Alperhan, and Hurriyet Babacan. "A transformative approach to work integrated learning in legal education." Education + Training 57, no. 2 (March 16, 2015): 170–83. http://dx.doi.org/10.1108/et-07-2013-0098.

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Purpose – The purpose of this paper is to discuss the current context, scope and problems in the provision of work-integrated learning (WIL) in legal education and how the adoption transformative pedagogies in WIL which is offered in legal education can foster personal and social transformation in addition to enhancing lawyering skills. The paper draws on learning from Australia, England and the USA. Design/methodology/approach – The backdrop of this conceptual paper is WIL and transformative education. The text begins with a critique of existing WIL frameworks and practices in legal education in Australia, England and the USA. This exposes a focus on skills enhancement at the expense of social and personal transformation. Drawing on transformative learning, the paper proposes practices which can be used in WIL offered in legal education to enhance personal and social transformation. Findings – There is very little literature on how legal education and WIL in legal education can enhance personal and social transformation. Tensions continue to exist between the predominant aim of instilling the legal skills necessary to ensure that graduates are prepared for legal practice through WIL programmes and between the need to simultaneously enhance critical consciousness and social transformation necessary for active participation in social and professional life. Research limitations/implications – More research is required on the best manner in which the ideals and practices of emancipatory education can be installed within WIL programmes so as to successfully reduce the tensions between the instilling of legal skills required to practice law and the need to train students to be holistic, critical and constructive thinkers. Practical implications – The suggestions made in this paper provide a framework to adopt critical pedagogies in the provision of WIL in legal education. The theoeretical and practice-based suggestions presented in this paper are also relevant to other professional disciplines where personal transformation is desired. Originality/value – The literature on legal education predominantly focuses on enhancing lawyering skills and competencies and there is an absence of the utilisation of transformative pedagogies in legal education generally and WIL offered in legal education. Drawing predominantly on the literature and practices relating to legal education in Australia and incorporating comparative insights from England and the USA, the paper contributes to the broader literature on transformative learning. Most significantly, the paper contributes specifically to the use of transformative pedagogies in WIL offered in legal education through the suggestion of practices relating to critical reflection and dialogue which are not commonly used in legal education.
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Dissertations / Theses on the topic "Legal practice, lawyering and the legal profession"

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Haller, Linda Ruth. "Discipline of the Queensland legal profession /." [St. Lucia, Qld.], 2006. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe19682.pdf.

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Twaib, Fauz. "The legal profession in Tanzania : the law and practice /." Bayreuth : Breitinger, 1997. http://www.gbv.de/dms/spk/sbb/recht/toc/273442953.pdf.

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Lancaster, Colin. "Break with tradition : the impact of the legal profession and the dominant paradigms of legal practice, legal needs and legal services on the development of law centres in Strathclyde and the West Midlands." Thesis, University of Edinburgh, 2002. http://hdl.handle.net/1842/10537.

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This thesis takes as its starting point the proposition that the restricted development of law centres in the United Kingdom has been a result of the exercise of power by the legal profession. This was based on the evidence of the legal profession's influence on the initial development of public legal services policy and the profession's active opposition to the emergence of the first law centres in the United Kingdom. However, law centres remained on the margins of public legal services policy, despite the retreat of the profession from its original position. Thus, it was suggested that the key issue was not simply the power of the profession, but also the power of the dominant paradigms of legal practice, legal needs and legal services. This is reflected in the private practice and casework orientation of the legal aid system. Law centres challenge the dominant paradigms in many ways. They offer a multi-faceted approach to the resolution of the legal and socio-economic problems of the poor and do so in a not-for-profit, community-controlled and often collectivist context. Through quantitative and qualitative techniques employed in a multiple case study setting, this study sought to test the 'power hypothesis' empirically. Focusing on all of the law centres operating at any time between 1974 and 1997 in Strathclyde and the West Midlands, detailed accounts of significant events and periods in each centre's birth, life and, where appropriate, death were constructed. The thesis provides for the first time a social historical narrative of the development of law centres in these two locations. These accounts reveal that the profession and the dominant paradigms have had an impact on law centres in many significant ways. However, several of the greatest difficulties faced by law centres cannot be explained by reference to this conceptual framework. Accordingly, the thesis concludes that a wider theoretical framework is required to explain the development of law centres. This wider framework must draw on several existing traditions. It should recognise the importance of community, local and ethnic politics; social exclusion and ethnicity; and organisational and change management. However, it must also recognise the power of the legal profession and the dominant paradigms, as the additional challenges this brings distinguish the experience of law centres from that of other radical, community organisations.
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Trammell, Rebecca Sewanee. "Technology and Legal Research| What Is Taught and What Is Used in the Practice of Law." Thesis, Nova Southeastern University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3717127.

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Law schools are criticized for graduating students who lack the skills necessary to practice law. Legal research is a foundational ability necessary to support lawyering competency. The American Bar Association (ABA) establishes standards for legal education that include a requirement that each law student receive substantial instruction in legal skills, including legal research. Despite the recognized importance of legal research in legal education, there is no consensus of what to teach as part of a legal research course or even how to teach such a course.

Legal educators struggle to address these issues. The practicing bar and judiciary have expressed concerns about law school graduates ability to conduct legal research. Studies have been conducted detailing the poor research ability of law students and their lack of skills. Although deficiencies in law student research skills have been identified, there is no agreement as to how to remediate these deficiencies. This dissertation suggests the legal research resources that should be taught in law schools by identifying the research resources used by practicing attorneys and comparing them to those resources currently included in legal research instruction at the 202 ABA-accredited law schools.

Multiple data sources were used in this study. Practitioner resource information was based on data provided by practicing attorneys responding to the 2013 ABA Legal Technology Survey. Resources taught in ABA-accredited law schools were identified through three sources: a 2014 law school legal research survey sent to the 202 ABA-accredited law schools, a review of law school syllabi from ABA-accredited law school legal research and legal research and writing courses, and the Association of Legal Writing Directors 2013 annual survey of legal research and writing faculty. The combined data from these three sources were compared to the resources used by practicing lawyers identified in the annual national 2013 ABA Legal Technology Survey. This comparison of what is taught with what is used in practice identifies a deficiency in law school instruction in the research resources used by practicing attorneys. These survey results detail distinct areas of inadequate instruction in legal research resources and provide legal educators with detailed information necessary to develop a curriculum that will result in graduating students with practice-ready competencies.

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Lussier, Danielle. "Law with Heart and Beadwork: Decolonizing Legal Education, Developing Indigenous Legal Pedagogy, and Healing Community." Thesis, Université d'Ottawa / University of Ottawa, 2021. http://hdl.handle.net/10393/42012.

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Employing decolonized, Indigenous research methods, the author considers Métis Beadwork Practice through the analytical lens of Therapeutic Jurisprudence and establishes the practice as a holistic Indigenous Legal Pedagogy for knowledge creation and mobilization in legal education. The author agrees with Drs. Friedland and Napoleon who suggest that a significant challenge in and to Indigenous legal research is that such research occupies a space of “deep absence,” with the starting line moved back as a consequence of colonialism. Building on the work of Dr. Shawn Wilson, the author espouses an Indigenous Research Paradigm which requires a prioritization of the relationship to the ideas and making space for non-linear logic systems and Indigenous ways of knowing in scholarly research. In her work, the author prioritizes synthesis over deconstruction on the belief that deconstructing relationships to ideas for the purpose of analyzing them would have the effect of damaging the cognitive and emotional relationships developed through the research ceremony. While the work embodies the four essential elements of autoethnography, the author argues that the work of Indigenous scholars speaking in their own voices is sui generis in nature. She argues that Indigenous scholars who employ storytelling and other culturally-relevant knowledge mobilization practices are engaging a distinct Indigenous Research Method. This work ultimately progresses in a non-linear fashion and incorporates extra-intellectual knowledge including poetry, music, and photography. The use of multiple fonts and other formatting devices including right justification are used to underline shifts in voice and perspective throughout the work. These pedagogical choices valourize the ways of knowing of Indigenous women and honour the author’s Métis worldview, including her understanding that all things are interrelated. The author examines, and ultimately eschews, notions of neutral objectivity in research as colonial constructs that undermine Indigenous Knowledge Systems and contribute to the ongoing colonization of Indigenous peoples in post-secondary education. Following an introduction to the legal and social history of Forced Assimilative Education of Indigenous Peoples in Canada, the author reviews recent research into ongoing colonialism, racism, and ethno-stress experienced by Indigenous Learners in post-secondary education. The ii author subsequently explores the specific concern of the subjugation and erasure of Indigenous women’s knowledge in academia. She conducts a review of existing literature in the sphere of Feminist Legal Theory, examining and ultimately rejecting intersectionality and conceptualizations of sisterhood as possible remedies to discrimination faced by Indigenous women legal scholars. She argues that the lived experience of Indigenous women is situated not at an intersection, but rather in the centre of a colonialism collision. As a consequence, the author argues that existing Feminist Legal Theory does not create adequate space for Indigenous difference, experiences, or worldviews. Offering insight into legal education, legal ethics, and professionalization processes, the author also explores questions of lived experience of Indigenous lawyers beyond the legal academy. She argues that learning the language of law is but the first element in a complex professionalization process that engages structures of patriarchal hierarchy in addition to the other forces, including colonialism and racism, that shape the legal profession. She further argues that, for Indigenous peoples, learning to speak the linear, official language of legal education represents a collision of even more complex systems of dominance, with the regulated approach to learning and problem-solving standing in direct opposition to Indigenous ways of knowing. Consequently, Indigenous law Learners frequently experience an intellectual rupture when engaging in the professional assimilation process. The author offers an overview of Calls to Action 27, 28, 42, and 50 of the Truth and Reconciliation Commission of Canada and an introductory environmental scan of ongoing efforts to decolonize and indigenize law schools including land-based learning and the development of Indigenous Course Requirements (ICRs). The author subsequently considers the process of decolonizing the legal academy through the analytical lenses of Therapeutic Jurisprudence and Therapeutic Jurisprudence+. She ultimately positions the act of decolonizing legal education as an act grounded in decolonial love with the potential for healing individuals and communities struggling with ongoing colonialism and racism in the academy. Building on the work of the late Professor Patricia Monture-Angus and contemporary Indigenous legal scholars including Drs. Tracey Lindberg, Darcy Lindberg, Val Napoleon, and John Burrows, the author considers possibilities for reimaging legal education through the development and use of Indigenous Legal Pedagogies. The author argues that Beadwork Practice holds a distinctive language of possibility as an Indigenous Legal Pedagogical practice as a result of deeply entrenched links between beads and law. The author explores the social and legal history of beads as a tool for legal knowledge production and mobilization in the context of wampum belts and beyond, including the use of Métis beadwork as a mnemonic device to facilitate intergenerational knowledge transfer of stories and songs that carry law. Further, she examines colonial law and policy that served to undermine the legal value of beads, and canvases emerging trends in the revitalization of community beadwork practice. Finally, the author positions Beadwork Practice as a holistic Indigenous Legal Pedagogy to support not only the revitalization of Indigenous Legal Orders and the development of cross-cultural competency as required under Calls to Action 27 and 28, but also therapeutic objectives of individual and community healing.
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Parker, Christine. "Lawyers' justice, lawyers' domination : regulating the legal profession for access to justice." Phd thesis, 1997. http://hdl.handle.net/1885/145976.

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Hsiao, Ya-Chun, and 蕭雅純. "A Healthcare Profession with Uncertain Legal Status— The Scope of Practice and QualificationCertification Standards for Nurse Practitioners." Thesis, 2014. http://ndltd.ncl.edu.tw/handle/ydp865.

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碩士
國立交通大學
管理學院科技法律學程
102
Recently, insufficient reimbursement of health insurance and the shortage of medical resource have caused the shortage of physicians and difficulty to hospital management. To maintain the balance between quality and cost of health care, hospitals often substitute nurses for physicians in many occasions due to their lower salary. The role of nurse practitioners is therefore transformed from traditional nursing care to collaboration with physicians. The scope of nurse practitioners’ practice partly overlaps with the scope of practice for physicians. However, the unclear regulations defining the scope of nurse practitioners’ practice increases the risk of malpractice litigations to nurse practitioners and creates danger on the safety of public health. Therefore, it is essential to revise the current regulations, including clarifying the scope of practice, raising the standards of training and certification, and enhancing the independence of nurse practitioners’ practice, for improvement of health care quality under the limited medical resource.
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Lasseko-Phooko, Matilda E. K. "Challenges to gender equality in the legal profession in South Africa : a case for putting gender on the transformation agenda." Diss., 2019. http://hdl.handle.net/10500/25608.

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This study demonstrates the negative effect of stereotypes in the progression of women in the legal profession in South Africa and the laws, policies and measures that reinforce gender and sex stereotypes are discriminatory on the basis of gender and sex. This notwithstanding, it considers whether gender equality can be achieved where the measures adopted for gender transformation are premised on gender or sex stereotypes. The study analyses the Cape Bar Maternity Policy in concluding that this approach is justifiable and necessary to achieve substantive gender equality. In addition, this study provides recommendations for the legal profession to achieve substantive gender equality that include: special measures to ensure that the working environment is cognisant of the lived realities of women; requiring practitioners to confront their individual bias by holding them accountable for habits and attitudes that maintain gender inequality; and linking the career advancement of legal professionals to a demonstrable commitment to gender transformation.
Jurisprudence
LL. M. (Human Rights Law)
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Maur, Jakub. "Výkon advokacie se zaměřením na povinnosti advokáta." Doctoral thesis, 2020. http://www.nusl.cz/ntk/nusl-436280.

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Legal practice with the focus on the duties of an attorney at law Abstract The dissertation thesis focuses on the exercise of the legal profession in the Czech Republic and its aim is to contribute to the professional and scientific discussion on the provision of attorney services, focusing on the attorney-client legal relationship. In its theoretical part, the dissertation thesis marginally discusses the historical context of the emergence of the legal profession as an independent and separate profession of legally erudite persons, both at the general level and at its specific levels, while emphasizing the strict observance of the constitutional right to legal assistance and its national and international legal anchoring and enforceability. The thesis analyses in detail and critically evaluates the performance of the legal profession de lege lata in accordance with the current legislation in force and simultaneously in comparison at the European and international level. The main content of the thesis is primarily the analysis of the legal relationship between the attorney-at-law and the client with an emphasis on a detailed analysis of the attorney-at-law's rights and obligations in individual legal proceedings and aside from them and on the performance of attorney services de lege artis. The dissertation...
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Books on the topic "Legal practice, lawyering and the legal profession"

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Linowitz, Sol M. The betrayed profession: Lawyering at the end of the twentieth century. New York: C. Scribner's Sons, 1994.

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1928-, Mayer Martin, ed. The betrayed profession: Lawyering at the end of the twentieth century. Baltimore, Md: Johns Hopkins University Press, 1996.

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Statement of fundamental lawyering skills and professional values. Chicago, Ill: American Bar Association, Section of Legal Education and Admissions to the Bar, 1992.

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Hayden, Paul T. Ethical lawyering: Legal and professional responsibilities in the practice of law. St. Paul, MN: Thomson/West, 2003.

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Ethical lawyering: Legal and professional responsibilities in the practice of law. 3rd ed. St. Paul, MN: Thomson/West, 2012.

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Ethical lawyering: Legal and professional responsibilities in the practice of law. 2nd ed. St. Paul, MN: Thomson/West, 2007.

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American Bar Association. Task Force on Law Schools and the Profession: Narrowing the Gap. Statement of fundamental lawyering skills and professional values: Tentative draft. Chicago: The Task Force, 1991.

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1947-, Neumann Richard K., ed. Essential lawyering skills: Interviewing, counseling, negotiation, and persuasive fact analysis. 3rd ed. New York, NY: Aspen Publishers, 2007.

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1947-, Neumann Richard K., ed. Essential lawyering skills: Interviewing, counseling, negotiation, and persuasive fact analysis. 2nd ed. New York: Aspen Publishers, 2003.

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1930-, Friedman Lawrence Meir, and Scheiber Harry N, eds. Legal culture and the legal profession. Boulder, Colo: Westview Press, 1996.

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Book chapters on the topic "Legal practice, lawyering and the legal profession"

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Ryan, Francine, Ann Thanaraj, and Emma Jones. "The changing legal profession." In Digital Lawyering, 368–403. London: Routledge, 2021. http://dx.doi.org/10.4324/9780429298219-12.

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McNamara, Michael John. "Supervision: Linking Legal Education and Legal Practice." In Supervision in the Legal Profession, 3–18. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-4159-9_1.

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McNamara, Michael John. "Supervisory Relationships in Legal Practice." In Supervision in the Legal Profession, 161–93. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-4159-9_7.

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McNamara, Michael John. "The Legal Practice Environment: Constraining Supervision." In Supervision in the Legal Profession, 43–66. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-4159-9_3.

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McNamara, Michael John. "The Functions of Supervision in Legal Practice." In Supervision in the Legal Profession, 123–60. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-4159-9_6.

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Sommerlad, Hilary. "Socio-Legal Studies and the Cultural Practice of Lawyering." In Exploring the ‘Socio’ of Socio-Legal Studies, 181–202. London: Macmillan Education UK, 2013. http://dx.doi.org/10.1007/978-1-137-31463-5_9.

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Rab, Suzanne. "Legal Education and Legal Profession During and Beyond COVID-19 Building Bonds Between Academia and Practice." In Legal Education and Legal Profession During and After COVID-19, 287–325. Singapore: Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-19-2568-9_18.

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Clark, Michael J. "General Practice and Coroners’ Practice: Medico-legal Work and the Irish Medical Profession, c. 1830–c. 1890." In Cultures of Care in Irish Medical History, 1750–1970, 37–56. London: Palgrave Macmillan UK, 2010. http://dx.doi.org/10.1057/9780230304628_3.

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Winstone, Julia. "Towards Gender Equality in the Solicitors’ Profession in England and Wales A Practical, Intersectional, Socio-legal Approach." In Towards Gender Equality in Law, 177–92. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-98072-6_9.

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AbstractOver 30 years of initiatives to improve the career progression of women in the solicitors’ profession in England and Wales have failed to achieve gender equality in practice. Equality legislation from the 1970s onwards, has still not translated to equality for women solicitors in retention, progression, partnership and equal pay in private practice. Significant numbers of women have entered the profession and remained at junior levels since the 1970s, outnumbering male entrants since 1992-3 and practising men solicitors since 2017. A gap persists between participation rates for men and women, with the number of women active in the profession reducing with age and experience. This chapter presents a practical, intersectional, socio-legal approach to overcome the barriers faced by many women solicitors, based on current issues identified by practising, non-practising solicitors and left professionals. Practical initiatives are developed to effect meaningful change in practice to maximise opportunities available for all.
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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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Conference papers on the topic "Legal practice, lawyering and the legal profession"

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Ćorić, Dragana. "OBUKA ADVOKATSKOG PRIPRAVNIKA ZA SAMOSTALAN RAD KAO SPECIFIČNA USLUGA I DELATNOST ADVOKATA." In XVIII Majsko savetovanje. University of Kragujevac, Faculty of Law, 2022. http://dx.doi.org/10.46793/xviiimajsko.531c.

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The law faculties with their programs provide the basic corpus of knowledge and skills to young lawyers, which are necessary for their independent work in one of the legal professions. In order to better prepare them for independent work in the legal profession, a two-year legal-trainee practice has been established and is taking place in the lawyer’s office. During this practice, the lawyer (principal) conducts activities that provide the legal trainee ith the necessary skills to work and deal with clients and other state bodies better than after the solely graduation. We can view this relationship as a special type of service activity, which a lawyer performs within his profession, which at the same time improves himself and his work, and on the other hand introduces a new person to the profession in an adequate way.
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Petrova, Daniela. "LEGAL REGULATION OF THE HEALTH MEDIATOR AND ITS IMPACT ON THE SUSTAINABLE DEVELOPMENT OF SOCIAL CAPITAL." In THE MEDIATION IN THE DIFFERENT PUBLIC SPHERES 2021. University publishing house "Science and Economics", University of Economics - Varna, 2021. http://dx.doi.org/10.36997/mdps2021.22.

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The activity of the health mediator has a sustainable impact on people's lives, both in the smaller community groups and on the overall educational, health and economic growth of the society. During the Kovid 19 pandemic, the practice of the profession of health mediator is of utmost importance and significance, with a view to informing and preventing health. The author of this article presents the legal framework of the health mediator in the national and European legislation. The aim of the author is to present the legal and professional requirements for the health mediator. The health mediator is already an established and legally regulated profession, which operates in the individual municipalities in the Republic of Bulgaria.
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Petrova, Daniela. "LEGAL REGULATION OF THE HEALTH MEDIATOR AND ITS IMPACT ON THE SUSTAINABLE DEVELOPMENT OF SOCIAL CAPITAL." In THE MEDIATION IN THE DIFFERENT PUBLIC SPHERES 2021. University publishing house "Science and Economics", University of Economics - Varna, 2021. http://dx.doi.org/10.36997/mdps2021.243.

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The activity of the health mediator has a sustainable impact on people's lives, both in the smaller community groups and on the overall educational, health and economic growth of the society. During the Kovid 19 pandemic, the practice of the profession of health mediator is of utmost importance and significance, with a view to informing and preventing health. The author of this article presents the legal framework of the health mediator in the national and European legislation. The aim of the author is to present the legal and professional requirements for the health mediator. The health mediator is already an established and legally regulated profession, which operates in the individual municipalities in the Republic of Bulgaria.
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Schwartz, Jeff E., Richard T. Girards, and Karen A. Borrelli. "U.S. Patent/Intellectual Property Law: What Should Engineers Know?" In ASME 2000 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2000. http://dx.doi.org/10.1115/imece2000-1190.

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Abstract Engineers, by the practice of their profession, regularly apply new methods and products to the end of solving old problems. These new methods and products may prove to be both commercially useful and financially valuable. The U.S. intellectual property system can afford such innovations broad protection from old fashioned “poaching” by securing for their creators/inventors powerful legal rights to such innovations.
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