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Journal articles on the topic 'Legal training'

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Published: 4 June 2021
Last updated: 20 February 2023

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1

Sherr, Avrom. "Professional Legal Training." Journal of Law and Society 19, no. 1 (1992): 163. http://dx.doi.org/10.2307/1410035.

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2

양혜성. "Legal Education and Training Lawyers in China." KOOKMIN LAW REVIEW 20, no. 2 (February 2008): 331–51. http://dx.doi.org/10.17251/legal.2008.20.2.331.

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3

Bestué, Carmen, and Mariana Orozco. "Online training in legal translation." Babel. Revue internationale de la traduction / International Journal of Translation 62, no. 3 (November 21, 2016): 470–94. http://dx.doi.org/10.1075/babel.62.3.06bes.

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In 2010 the first fully online Masters Degree on Translation and Interpreting in the USA was launched, and it included Legal Translation as a subject. The authors of this paper were in charge of designing the contents of this subject, creating the didactic materials to be used and actually teaching the subject. In this paper the authors explain how the curriculum was designed, the criteria developed to create the didactic materials and how it actually worked in a very specific context as is the University of Texas at Brownsville, set next to the border between Mexico and the USA, where most of the students are bilingual and have a background of Mexican and American cultures which create an unique environment of legal cultures mediation.
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4

Farnan, L. A. "Legal Issues in Clinical Training." Music Therapy Perspectives 8, no. 1 (January 1, 1990): 93–94. http://dx.doi.org/10.1093/mtp/8.1.93.

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5

Ventura, Marco. "Legal Issues in Ministerial Training." Ecclesiastical Law Journal 16, no. 2 (April 15, 2014): 217–18. http://dx.doi.org/10.1017/s0956618x14000131.

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6

Antúnez Sánchez, Alcides Francisco. "ENVIRONMENTAL LEGAL TRAINING. HOLISTIC CHARACTERIZATION." Revue Européenne du Droit Social 58, no. 1 (December 5, 2022): 85–111. http://dx.doi.org/10.53373/reds.2023.58.1.0103.

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7

홍선기. "Current German Legal Training System and the Alternatives for Korea." KOOKMIN LAW REVIEW 28, no. 1 (June 2015): 115–56. http://dx.doi.org/10.17251/legal.2015.28.1.115.

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8

Sokolova, S. V. "LEGAL CULTURE AND LEGAL TRAINING FORMATION IN PEDAGOGICAL THEORY." Innovate Pedagogy 18, no. 2 (2019): 94–97. http://dx.doi.org/10.32843/2663-6085-2019-18-2-19.

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9

Guth, Jessica, and Chris Ashford. "The Legal Education and Training Review: regulating socio-legal and liberal legal education?" Law Teacher 48, no. 1 (January 2, 2014): 5–19. http://dx.doi.org/10.1080/03069400.2013.875304.

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10

Herbert, David L. "LEGAL ISSUES: Medical, Legal Considerations for Strength Training for Children." National Strength & Conditioning Association Journal 15, no. 6 (1993): 77. http://dx.doi.org/10.1519/0744-0049(1993)015<0077:mlcfst>2.3.co;2.

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11

Andrukh, O. N., and M. K. Chaduneli. "Legal paradox in initial vocational training." Izvestiya MGTU MAMI 7, no. 4-2 (April 20, 2013): 356–59. http://dx.doi.org/10.17816/2074-0530-68292.

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The article analyzes the legal instruments in the field of vocational education and studied the legal paradox as a mismatch of the law of the Russian Federation "On Education" to the Constitution of the Russian Federation with respect to initial vocational training which do not guarantee access to free primary vocational education on high society's needs for personnel.
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12

Eckert, Jill M., and Berend Mets. "The Legal Background for Residency Training." International Anesthesiology Clinics 46, no. 4 (2008): 127–35. http://dx.doi.org/10.1097/aia.0b013e31818837b7.

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13

Shepherd, George B. "Cartels and Controls in Legal Training." Antitrust Bulletin 45, no. 2 (June 2000): 437–66. http://dx.doi.org/10.1177/0003603x0004500206.

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14

Slazak, Maria. "Legal education and training in Poland." European Journal of Legal Education 4, no. 2 (October 2007): 217–20. http://dx.doi.org/10.1080/16841360802531449.

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15

Hunter‐Jones, John. "Legal instruction within initial teacher training." Journal of Education for Teaching 32, no. 3 (August 2006): 259–68. http://dx.doi.org/10.1080/02607470600782302.

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16

Winterberg, Chase A. "Legal factors shaping workplace harassment training." Industrial and Organizational Psychology 13, no. 2 (June 2020): 159–62. http://dx.doi.org/10.1017/iop.2020.29.

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17

Haines, Mark. "Legal Research Training: Moving the Bar." Legal Information Management 10, no. 2 (June 2010): 86–89. http://dx.doi.org/10.1017/s1472669610000368.

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AbstractThe Bar Vocational Course, which all potential barristers must complete, emphasises the importance of legal research skills. Mark Haines from BPP College outlines its current structure and heralds the arrival of the new Bar Professional Training Course
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18

Ajayi, Johnson F. "Ethical and legal education in training." Obstetrician & Gynaecologist 7, no. 3 (July 2005): 209. http://dx.doi.org/10.1576/toag.2005.7.3.209.

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19

Barker, Robert L. "Independent Social Workers and Legal Training." Journal of Independent Social Work 3, no. 3 (April 5, 1989): 1–5. http://dx.doi.org/10.1300/j283v03n03_01.

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20

Northcott, Jill, and Gillian Brown. "Legal translator training: Partnership between teachers of English for legal purposes and legal specialists." English for Specific Purposes 25, no. 3 (January 2006): 358–75. http://dx.doi.org/10.1016/j.esp.2005.08.003.

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21

Teresita, Aparicio Miriam. "Teacher training: History, legal and political bases and educational practices today." New Trends and Issues Proceedings on Humanities and Social Sciences 4, no. 1 (August 26, 2017): 110–14. http://dx.doi.org/10.18844/prosoc.v4i1.2241.

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22

Balogh, Dorka. "The Role of Genres and Text Selection in Legal Translator Training." Studies in Logic, Grammar and Rhetoric 58, no. 1 (June 1, 2019): 17–34. http://dx.doi.org/10.2478/slgr-2019-0015.

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Abstract The development of genre-awareness is a key issue in legal translator training, as, according to research, semantic text comprehension depends largely on the recognition of genres/text types. Legal translators must be familiar with the rhetorical and textual conventions of legal genres both in the source- and the target language – the two code systems – to realise the communicative aim of the translation, and to be able to produce texts that are acceptable by the professional community. Consequently, in legal translator training the development of intercultural competence has double implications: it refers not only to the ability to transfer between legal systems, but also between legal genres. The biggest challenge of translator training is to improve skills and competences effectively through a selection of texts that realistically meet the changing needs of the translation market, but, at the same time, can be successfully adjusted to the level of proficiency attained by students at different levels of the training. Drawing on both practical experience and empirical research, the paper attempts to present a methodological scheme for the selection and grading of legal genres and text types in legal translator training, taking into account some of the functional typologies, and several other relevant aspects. With a practical approach, the selected genres are introduced in the context of exercises aimed at improving genre-transfer competence and some other skills vital for legal translators. Although the presented scheme/case study has been designed for an actual 3-semester legal translator training where students have legal degrees, it is supplemented with further methodological guidelines so that it can be adapted to other legal translator trainings of any level.
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23

Kyslyi, Anatolii, Mariia Pysmenna, Oleksandr Kolomoiets, Olena Volobuieva, and Valerii Davydenko. "Educational processes of training, retraining and advanced training of private detectives in Ukraine." Cuestiones Políticas 38, Especial (October 25, 2020): 421–35. http://dx.doi.org/10.46398/cuestpol.38e.28.

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The aim of the article was to carry out a retrospective analysis of the legal acts on the legalization of private detective activities in Ukraine and, at the same time, consider the characteristics of training, retraining and advanced training of private detectives in order to to further improve legislation in this area. The subject of the study is essentially the process of training, retraining and advanced training of private detectives in Ukraine. During the research, the following scientific methods were used: dialectical method, methods of synthesis and analysis, methods of induction and deduction, statistical method, historical and legal and formal and legal methods. The peculiarities of the Law of Ukraine "On the Activity of Private Detective (Search)" were considered, its advantages and disadvantages were described. By way of conclusion, he emphasizes that the existing legal education system, introduced in civil educational institutions, is not adequate for the training of private detectives. For these and other political and legal reasons, the need to train private detectives in the system of higher education institutions with specific learning conditions in the heat of the requirements imposed by reality itself is argued.
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24

Lacey, Nicola. "‘Legal Education as Training for Hierarchy’ Revisited." Transnational Legal Theory 5, no. 4 (December 31, 2014): 596–600. http://dx.doi.org/10.5235/20414005.5.4.596.

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25

Задорнов, Александр. "Legal Training of Graduates of Theological Schools." Праксис, no. 2(4) (August 15, 2020): 47–56. http://dx.doi.org/10.31802/praxis.2020.4.2.003.

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Актуальные программы бакалавриата и магистратуры духовных школ Русской Православной Церкви должны обеспечить, среди прочего, появление целого поколения квалифицированных церковных правоведов. Последние должны быть способны не только представлять актуальные аналитические доклады, исходящие из канонической теории, но и создать ту практику правоприменения, которая позволит развиваться каноническому праву в будущем. В настоящей статье рассматриваются возможности и перспективы повышения правовой подготовки студентов духовных школ, а также первоочередные задачи для этой работы. The actual programs of undergraduate and master’s studies of theological schools of the Russian Orthodox Church should ensure, among other things, the emergence of a whole generation of qualified Church legal scholars. The latter should be able not only to present rel evant analytical reports emanating from canonical theory, but also to create the practice of en forcement that will allow the development of canon law in the future. This article examines the possibilities and prospects for improving the legal training of students of theological schools, as well as the priorities for this work.
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26

Nebot, Esther Monzó. "Corpus-based Activities in Legal Translator Training." Interpreter and Translator Trainer 2, no. 2 (September 2008): 221–52. http://dx.doi.org/10.1080/1750399x.2008.10798775.

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27

Sales, Nicola. "Flipping the Classroom: Revolutionising Legal Research Training." Legal Information Management 13, no. 4 (November 19, 2013): 231–35. http://dx.doi.org/10.1017/s1472669613000534.

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AbstractAt the University of Salford it is a struggle to find sufficient timetable space to deliver in-depth legal research training to new first year students. The training delivered often alienated students due to the information overload they experienced. Timetable pressures resulted in sessions being librarian-led with little interaction with students. This left students feeling overwhelmed, often nervous of using the library and performing research. As a result law students resorted to using Google as their academic research tool of choice. To combat these problems the Law Librarian, Nicola Sales, implemented the innovative training concept of ‘flipping the classroom’. Rather than using teaching time to instruct students in ‘how to’ perform research by demonstrating resources and concepts, the classroom was flipped so students studied online content before entering the classroom. Face to face teaching time was then spent actively learning through practical tasks and discussion to consolidate student learning. Students took responsibility for their own learning and teaching sessions were based on group work and discussion, facilitated by the librarian rather than being librarian-led. This article is based on the presentation, ‘Flipping Training’ delivered at the BIALL Conference 2013. It will look at how the ‘flipping the classroom’ concept works and how it has been implemented at the University of Salford. It will examine the benefits and drawbacks of flipping training as well as ideas for implementing flipped training within other organisations.
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28

Woellhaf, Adam. "Legal Research Training at Middle Temple Library." Legal Information Management 17, no. 3 (September 2017): 155–62. http://dx.doi.org/10.1017/s1472669617000329.

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AbstractThis article, written by Adam Woellhaf, describes the legal research training offered by Middle Temple Library to Inns of Court members. It examines the challenges of designing and delivering legal research training to practitioners, as well as offering guidance and advice to others in their own legal research training efforts. It also looks at the potential for using mobile technology in legal research instruction.
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29

van der Merwe, Annelize, Arnold Greyling, and Antonel Olckers. "Training of legal professionals in DNA evidence." Forensic Science International: Genetics Supplement Series 4, no. 1 (2013): e85-e86. http://dx.doi.org/10.1016/j.fsigss.2013.10.043.

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30

Hague, Adam, Frances Yarlett, J. E. F. Fitzgerald, Goldie Khera, and Jonathan Wild. "Medico-legal training amongst UK surgical trainees." International Journal of Surgery 11, no. 8 (October 2013): 695. http://dx.doi.org/10.1016/j.ijsu.2013.06.578.

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31

Topornin, Boris N. "Legal reform and development of higher legal education in Russia." Gosudarstvo i pravo, no. 2 (2022): 249. http://dx.doi.org/10.31857/s102694520018872-0.

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The article deals with a number of topical issues of training lawyers in Russia that meet modern realities. Special attention is paid to the problems of the correlation between the mandatory all-Russian standard and university autonomy, general cultural and special education, in-depth study of the theory and practice of pre-revolutionary Russia, the formation of a modern scientific and cultural worldview, including knowledge in both the socio-humanitarian and natural science spheres, the legitimization of legal education, the separation of university and specialized higher legal education, the levels of higher legal education, the training of lawyers in commercial universities, relations of higher education with science , etc.
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32

Burns, Kylie, and Terry Hutchinson. "The impact of “empirical facts” on legal scholarship and legal research training." Law Teacher 43, no. 2 (July 2, 2009): 153–78. http://dx.doi.org/10.1080/03069400903004236.

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33

Petrova, I., and O. Kurdes. "PECULIARITIES OF TRAINING AND ADVANCED TRAINING OF FINGERPRINT EXPERTS." Archives of Criminology and Forensic Sciences 3 (October 3, 2021): 65–71. http://dx.doi.org/10.32353/acfs.3.2021.07.

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The Article purpose is identification of shortcomings in training, retraining and advanced training of fingerprint experts as well as outline of scientific basis for improving this area of activity. The analysis of domestic scientists’ developments has made it possible to establish that in Ukraine there is no single unified regulatory legal act governing training, retraining and advanced training of a forensic expert, regardless of his institutional subordination. It is proved that current regulatory legal framework for professional training of forensic experts, in particular fingerprint experts, of the system of the Ministry of Justice of Ukraine is at the stage of formation and development and requires further reformation. It is necessary to highlight the section: Procedure for specialists’ training and internship in the Regulations on the Central Expert Qualification Commission under the Ministry of Justice of Ukraine and Certification of Forensic Experts, and to develop a separate regulatory legal act regarding the procedure for advanced training on its basis. Particular attention is drawn to the absence of guidelines on the organization of the education process while forensic expert training, negatively affecting the process of learning during on-site training (in forensic science institutions). Expediency of the development of guidelines on forensic experts’ training for each individual expert specialization is established, which are suggested to be added as separate R&D topics to research work plan of the Ministry of Justice of Ukraine. It is indicated that a detailed study of the introduction of such a component as mentoring into the system of forensic experts’ training is essential. It is stressed that development of the regulatory legal framework for training forensic experts abroad in corresponding forensic science institutions, and the coordination of this area of activity by the Ministry will have a positive impact not only on the quality of training but also on the acquisition of world experience with the subsequent possibility of improving methods for conducting fingerprint analyses.
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34

Bogdanovich, N. V., V. V. Delibalt, and A. V. Degtyarev. "Online and Offline Training: Trends in Education of Special-ists in the Field of Forensic and Legal Psychology." Psychology and Law 12, no. 2 (2022): 224–38. http://dx.doi.org/10.17759/psylaw.2022120216.

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This article reveals the features of training psychologists for developmental and psychocorrectional activities in the context of legal psychology. Definitions and differentiation of these activities are given, and the concept of “training” is defined as a group form of their implementation. These stages in training of specialists are noted: client experience, theoretical training, workshop, practice. The algorithms for designing of developmental and psycho-corrective trainings are described, including four types of logic for the development of training programs: the content logic, the logic of the training program, the logic of the training “day”, the logic of activity switching. The specifics of online trainings are high-lighted: the limitations of this format along with the possibilities for overcoming them. The study emphasizes the importance of supervision in the development of students' expertise, as well as the formation of their expertise in the field of supervisory analysis of trainings. On the whole, the study concludes the need to expand the scope of training of psychologists by helping them to master Internet technologies.
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35

Leeuw, Frans L. "Empirical Legal Research: The Gap between Facts and Values and Legal Academic Training." Utrecht Law Review 11, no. 2 (July 2, 2015): 19. http://dx.doi.org/10.18352/ulr.315.

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36

Hirowatari, Seigo. "On the Reform of the Legal Education and the Legal Training in Japan." TRENDS IN THE SCIENCES 5, no. 5 (2000): 33–38. http://dx.doi.org/10.5363/tits.5.5_33.

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37

Rix, Keith J. B. "Medico-legal work of psychiatrists: direction, not drift." Psychiatrist 35, no. 7 (July 2011): 272–74. http://dx.doi.org/10.1192/pb.bp.111.034116.

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SummaryNewly appointed consultants should not 'simply drift into (medico-legal) work because solicitors have asked them to’. They should already have had expert witness training. This is a challenge for training scheme organisers and consultant trainers. There should be no shortage of training opportunities. Core training should include the preparation of ‘ghost’ reports drafted by trainees but owned by the consultant. Higher training should provide opportunities for trainees to prepare reports in their own right albeit under supervision. Background reading and experience of court are also needed. Such training should avoid newly appointed consultants having to decline solicitors' requests to prepare psychiatric reports.
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38

Klabal, Ondrej. "Synonyms as a Challenge in Legal Translation Training." Białostockie Studia Prawnicze 27, no. 4 (December 1, 2022): 69–82. http://dx.doi.org/10.15290/bsp.2022.27.04.05.

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Abstract Even though it is sometimes argued that synonymy is undesirable in legal language, legal language is not devoid of it. In fact, legal language involves cases of syntactical synonymy and lexical synonymy as well as cases of absolute and partial synonymy. Therefore synonymy must be addressed in a legal translation classroom to make trainees aware of all the issues that it may involve, as well as of the fact that terms that may be perceived as synonymous by laypeople are not actually synonymous to lawyers (e.g. murder, homicide, manslaughter). What also needs to be addressed in a legal translation classroom are situations of near-synonyms, whose usage is governed by collocational or contextual restrictions (e.g. breach, violate, infringe) and sometimes involves slight nuances in meaning (e.g. liability v. responsibility, or unlawful, illegal, illicit, etc.). This article introduces a step-by-step approach designed to introduce legal translation trainees to a variety of issues related to (non-)synonymy in legal language, and presents a series of exercises that have been prepared to this end in line with the scaffolding approach. Although the exercises are designed for the English–Czech language pair, they are easily transferable to any teaching context involving English.
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39

Stepanova, Albina Afanasievna. "Legal education and modern challenges." Uchenyy Sovet (Academic Council), no. 12 (November 18, 2022): 750–57. http://dx.doi.org/10.33920/nik-02-2212-01.

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Globalization, internetization, the closed world due to the spread of the coronavirus infection, the introduction of new forms of education, and other challenges of our time have a serious impact on education in general and on the quality of specialist training. The article examines the trends in the development of modern legal education and provides the recommendations for solving and overcoming the problems that arise in the implementation of the modern model of training highly qualified lawyers.
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40

Cui, Long-Zhe. "A Study on the Legal Training Chinese-Korean." Yonsei Law Review 31, no. 1 (March 31, 2021): 589–620. http://dx.doi.org/10.21717/ylr.31.1.19.

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41

Kang, John, and Hyoung Wook Park. "Training residents in the prevention of legal disputes." Journal of the Korean Medical Association 56, no. 8 (2013): 686. http://dx.doi.org/10.5124/jkma.2013.56.8.686.

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42

Kutt, Lawrence M. "Should Altitude Simulation Be Legal for Athletics Training?" High Altitude Medicine & Biology 6, no. 2 (June 2005): 189–90. http://dx.doi.org/10.1089/ham.2005.6.189.

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43

Galyashina, E., and V. Nikishin. "Media security of megascience projects: legal experts training." Journal of Physics: Conference Series 1685 (November 2020): 012004. http://dx.doi.org/10.1088/1742-6596/1685/1/012004.

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44

Ginger, Serge. "Legal status and training of psychotherapists in Europe." European Journal of Psychotherapy & Counselling 11, no. 2 (June 2009): 173–82. http://dx.doi.org/10.1080/13642530902927311.

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45

Matsiuk, Liudmyla. "Future Teachers’ Legal Training in Belarus and Kazakhstan." Comparative Professional Pedagogy 7, no. 4 (December 1, 2017): 45–51. http://dx.doi.org/10.1515/rpp-2017-0049.

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Abstract The content of legal education of future primary school teachers which is adequate to the structural and functional model of teacher’s professional readiness for increasing legal literacy of primary school pupils has been revealed and the main groups of competences, namely, normative and institutional, ideological and value-based, forecasting, procedural and functional as well as criteria and levels of readiness at the level of realizing certain actions during curricula and extracurricular activities and methods of diagnozing its effectiveness have been defined. The factors hampering innovations in professional activity of modern teachers have beenoutlined, in particular, socioeconomic factors and psychological barriers, personal anxiety, conformism, fear of one’s own incompetence, low self-esteem, subjective-biased attitude to innovations, unwillingness to take independent decisions without appropriate recommendations and guidelines. The pedagogical conditions that contribute to forming future teachers’ professional readiness for increasing legal literacy have been defined, namely, forming legal knowledge in the process of studying professional disciplines, improving the content of legal education by means of a special course, level-based diagnostics of professional readiness, etc. The training process has been considered as a certain educational strategy, based on the principles of students’ independent search and providing individualized and differentiated approaches to their training. It has been justified that professional training of future teachers for increasing legal literacy of primary shcool pupils is improved based on the influence of society due to adhereing to humanistic and democratic principles that significantly affect teachers’ innovative activities and perform initiating and stimulating functions. The methodical system of forming students’ knowledge, skills and developing their professional and personal qualities and abilities necessary for successful realization of professional legal activities has been studied. Comparative analysis of future teachers’ legal training in higher education institutions of Ukraine, Belarus and Kazakhstan has been conducted.
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46

Bitonte, Robert A., Michelle Gutierrez Harris, and Donald DeSanto. "Mandatory Medical Legal Training in Postgraduate Residency Programs." Journal of Legal Medicine 40, sup1 (February 1, 2020): 3. http://dx.doi.org/10.1080/01947648.2020.1715720.

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47

Fedorchenko, Volodymyr, and Nataliіa Fedorchenko. "Fostering Legal Culture in Tourism Specialists." Journal of the National Academy of Legal Sciences of Ukraine 27, no. 1 (March 25, 2020): 58–70. http://dx.doi.org/10.37635/jnalsu.27(1).2020.58-70.

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The paper analyses the situation in the foreign and domestic systems of training specialists in the tourism sector, the role of legal culture in the training of tourism personnel. The purpose of this paper is to form a legal culture by means of the organization of a training process for future tourism professionals. The dynamics of approaches to the training of specialists in the tourism industry and the factors of modern perspective, innovative, and creative activity were determined. The features of tourism and tourism education are considered. The experience of training specialists in leading tourist schools in the world, studying foreign programs and basic models of training and the expediency of its use in the practice of domestic educational institutions of the tourist profile are investigated. Ideas and systems for ensuring the continuity of tourist education from the beginning to the end of a career are substantiated. Particular attention is given to the three basic principles of higher education (accessibility, equality of opportunity, diversity). The specificity of the efficiency of professional activity in the tourism sector and its interrelation with the tourism professional training of highly qualified specialists, who are able to compete in the market of the service industry, are analyzed. The basic approaches to the formation and stages of development of tourist education in Ukraine and in other European countries are analysed. The scientific works on the problems of tourism are examined, the conclusions are drawn for the use of the above experience. Priorities of modern tasks of organizational and pedagogical work in tourism are outlined. The specificity of the efficiency of the professional activity of the tourism sector and its interrelation with the tourism legal culture are analysed. The importance of forming a legal culture in the educational system, in the context of tourist activity, was proved. Reasons for confirming the relevance of the task of developing the legal culture of employees of the tourism industry are substantiated.
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48

OH, Soogeun. "A Reflection on Practical Training in Legal Education in South Korea." Asian Journal of Law and Society 3, no. 2 (July 28, 2016): 227–36. http://dx.doi.org/10.1017/als.2016.35.

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AbstractThe emphasis on practical training in legal education has come to the fore in many countries. It is little different in South Korea, where curricula for legal education now include a range of courses categorized as “practical training.” The author questions whether the subjects taught under the title “practical training” effectively prepare students for practice in the real world. Education in legal theory and practical training are connected, which makes the categorization of courses specifically aimed at practical training inappropriate. More emphasis should be given to instilling practice awareness throughout all of legal education. It is argued that, in order to develop professional skills, incorporating practice awareness throughout the entire legal education curricula is important—that is, not limiting such skills to practical training courses, but integrating them throughout the teaching of legal theory.
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Simonnæs, Ingrid. "Challenges in legal translation - revisited." Linguistica 53, no. 2 (December 1, 2013): 91–102. http://dx.doi.org/10.4312/linguistica.53.2.91-102.

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The aim of this paper is to discuss challenges in legal translation from the view of a teacher who evaluates the work of semi-professional translators in a special setting. Recurrent translation errors may subsequently be used as a pedagogical resource in specialised translator training. The observation of recurrent challenges confronting the candidates in legal translation and the absence of formal translator training programs are the reasons why NHH now offers an on-line course in legal translation, JurDist, focusing i.a. on useful translation strategies.
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50

Belov, Sergey A. "Should Legal Education Be Legal Only?" Zakon 20, no. 1 (January 2023): 23–30. http://dx.doi.org/10.37239/0869-4400-2023-20-1-23-30.

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It is difficult to talk about legal education, and above all about its basic conceptual foundations and principles, without understanding what kind of professional and social activities graduates of law schools are prepared for. Is the task of training lawyers reduced to mastering the skills of performing routine legal functions? If not, what other social and professional prospects open up for those who have received a higher legal education? On the one hand, what should be the peculiarity of legal education in comparison with other types of education and, on the other hand, what is the social mission of those who study law? Offering some general answers to these questions, the author seeks to show that the key to the effective implementation of the role of law in modern society can only be a deep assimilation of fundamental values and principles of law in the process of obtaining legal education. To fulfil this task and for a confident position in the developing labour market, a law student should receive not only narrow professional knowledge and skills, but also a broad, versatile education.
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