Gotowe bibliografie tematyczne / Legal training

Gotowa bibliografia na temat „Legal training”

Autor: Grafiati
Data publikacji: 4 czerwca 2021
Data aktualizacji: 20 lutego 2023

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Artykuły w czasopismach na temat "Legal training"

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Sherr, Avrom. "Professional Legal Training". Journal of Law and Society 19, nr 1 (1992): 163. http://dx.doi.org/10.2307/1410035.

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양혜성. "Legal Education and Training Lawyers in China". KOOKMIN LAW REVIEW 20, nr 2 (luty 2008): 331–51. http://dx.doi.org/10.17251/legal.2008.20.2.331.

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Bestué, Carmen, i Mariana Orozco. "Online training in legal translation". Babel. Revue internationale de la traduction / International Journal of Translation 62, nr 3 (21.11.2016): 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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Farnan, L. A. "Legal Issues in Clinical Training". Music Therapy Perspectives 8, nr 1 (1.01.1990): 93–94. http://dx.doi.org/10.1093/mtp/8.1.93.

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Ventura, Marco. "Legal Issues in Ministerial Training". Ecclesiastical Law Journal 16, nr 2 (15.04.2014): 217–18. http://dx.doi.org/10.1017/s0956618x14000131.

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Antúnez Sánchez, Alcides Francisco. "ENVIRONMENTAL LEGAL TRAINING. HOLISTIC CHARACTERIZATION". Revue Européenne du Droit Social 58, nr 1 (5.12.2022): 85–111. http://dx.doi.org/10.53373/reds.2023.58.1.0103.

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홍선기. "Current German Legal Training System and the Alternatives for Korea". KOOKMIN LAW REVIEW 28, nr 1 (czerwiec 2015): 115–56. http://dx.doi.org/10.17251/legal.2015.28.1.115.

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Sokolova, S. V. "LEGAL CULTURE AND LEGAL TRAINING FORMATION IN PEDAGOGICAL THEORY". Innovate Pedagogy 18, nr 2 (2019): 94–97. http://dx.doi.org/10.32843/2663-6085-2019-18-2-19.

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Guth, Jessica, i Chris Ashford. "The Legal Education and Training Review: regulating socio-legal and liberal legal education?" Law Teacher 48, nr 1 (2.01.2014): 5–19. http://dx.doi.org/10.1080/03069400.2013.875304.

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Herbert, David L. "LEGAL ISSUES: Medical, Legal Considerations for Strength Training for Children". National Strength & Conditioning Association Journal 15, nr 6 (1993): 77. http://dx.doi.org/10.1519/0744-0049(1993)015<0077:mlcfst>2.3.co;2.

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Rozprawy doktorskie na temat "Legal training"

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Chay, Allan James, i N/A. "Lawyer Problem Solving: An Investigation of the Knowledge Used in Solving Practical Legal Problems". Griffith University. School of Education and Professional Studies, 2007. http://www4.gu.edu.au:8080/adt-root/public/adt-QGU20070927.100346.

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This study investigates the knowledge that legal practitioners use to solve authentic practical legal problems in naturalistic settings. The study examines the declarative and procedural knowledge that practitioners use in that context and whether experienced practitioners use knowledge organised in encapsulated and script form (Boshuizen & Schmidt, 1992; Schmidt, Norman, & Boshuizen, 1990) to enable ‘expert’ performance. The purpose of the study is to provide an empirically-based understanding of the knowledge used in solving real-life practical legal problems, for the information of the providers of practical legal training in Australia and other common law countries. The providers of that training use assumptions about that knowledge and how it is acquired, which do not always rest on coherent theoretical or empirically-derived foundations. The study uses the lawyering literature to identify the knowledge such literature considers is required to solve practical legal problems in lawyer and client interview settings. The study also examines the assumptions about the nature of that knowledge, and how it is acquired, which are apparent in the approaches of the providers of practical legal training. The limitations of those assumptions are identified from a cognitive perspective. The study examines cognitive conceptions of the knowledge used in problem solving in particular fields and how that knowledge becomes proceduralised and organised into structures called chunks and schemas. A particular examination is made of cognitive theories developed in the field of medical problem solving, which use the concepts of ‘encapsulations’ and ‘illness scripts’ to explain ‘expert’ performance in diagnosing disease in clinical settings. This analysis is used to synthesise the prediction that experienced legal practitioners may develop and use structures similar to encapsulations and illness scripts in problem solving. This prediction is based on the similarities between the way medical practitioners and legal practitioners are educated and trained, and are taught to solve problems using a hypotheticodeductive method (or a domain variant in the case of law), and on the similarities between clinical settings and lawyer and client interview settings. The study also examines theories that explain human problem solving by reference to a metaphorical ‘problem space’, and synthesises the prediction that practical legal problem solving can be explained by a problem space theory that was developed to accommodate complex, ill-defined problems. That theory uses the concepts of a problem zone to reflect the ill-defined nature of the problem as presented to the problem solver, a search and construction zone to reflect the phenomenon that the problem solver will have to construct operators to use to solve the problem, and a satisficing zone to reflect the phenomenon that there will be no single unambiguous solution to the problem (Middleton, 1998). The study uses the lawyering literature to identify the characteristics of practical legal problems in a lawyer and client interview setting. The cognitive literature is used to identify the cognitive conceptions that correspond to those characteristics. It is argued that these problems are complex, ill-defined problems that have to be found by the problem solver using weak problem solving strategies such as problem decomposition, attribute identification and means-ends analysis (Simon, 1973; Dillon, 1982; Newell, 1980). Based on these predictions two research questions are developed as follows: How do legal practitioners find and construct practical legal problems? Are there differences in the knowledge that experienced legal practitioners use and that which novice practitioners use? Do those differences reflect differences in the individual practitioner’s underlying knowledge and how that knowledge is organised? These questions are investigated in four case studies. Two of these studies involve experienced legal practitioners and two involve novices. These studies reveal that all the subjects used similar general problem solving strategies to find and construct problems. The subjects all constructed a series of problems rather than one large problem. The subjects did not all find and construct the same problems and some subjects’ constructions of problems changed as new information came to light. Most subjects did not finish the construction of problems at the interview. The processes that the subjects use to construct problems can be explained by Middleton’s (1998) problem space model, although this study suggests that model needs to be modified to accommodate the on-going emergent character of practical legal problems as they occur in lawyer and client interview settings. The investigation revealed qualitative differences between the problem attributes and moves that the experienced subjects identified and those that the novices identified. In summary, the experienced subjects identified attributes and moves that were more detailed, more directly related to the ‘facts’ and more concrete than those that the novices identified. Both the experienced subjects and the novices appeared to rely on recognition (Newell & Simon, 1972) to identify problem attributes and moves rather than on any apparent step-by-step legal analysis and reasoning process. This study suggests that the superior performance of the experienced subjects may be explained by their use of knowledge in encapsulated and script form, as predicted. The study discusses the implications of its findings for practical legal training courses as a need to provide students with general problem solving knowledge, provide them with the knowledge that they will need to recognise problems in specific areas of practice, to help them start to develop knowledge in encapsulated and script form, and to develop an understanding of the limits of institutional training in developing professional expertise.
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Chay, Allan James. "Lawyer Problem Solving: An Investigation of the Knowledge Used in Solving Practical Legal Problems". Thesis, Griffith University, 2007. http://hdl.handle.net/10072/366172.

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This study investigates the knowledge that legal practitioners use to solve authentic practical legal problems in naturalistic settings. The study examines the declarative and procedural knowledge that practitioners use in that context and whether experienced practitioners use knowledge organised in encapsulated and script form (Boshuizen & Schmidt, 1992; Schmidt, Norman, & Boshuizen, 1990) to enable ‘expert’ performance. The purpose of the study is to provide an empirically-based understanding of the knowledge used in solving real-life practical legal problems, for the information of the providers of practical legal training in Australia and other common law countries. The providers of that training use assumptions about that knowledge and how it is acquired, which do not always rest on coherent theoretical or empirically-derived foundations. The study uses the lawyering literature to identify the knowledge such literature considers is required to solve practical legal problems in lawyer and client interview settings. The study also examines the assumptions about the nature of that knowledge, and how it is acquired, which are apparent in the approaches of the providers of practical legal training. The limitations of those assumptions are identified from a cognitive perspective. The study examines cognitive conceptions of the knowledge used in problem solving in particular fields and how that knowledge becomes proceduralised and organised into structures called chunks and schemas. A particular examination is made of cognitive theories developed in the field of medical problem solving, which use the concepts of ‘encapsulations’ and ‘illness scripts’ to explain ‘expert’ performance in diagnosing disease in clinical settings. This analysis is used to synthesise the prediction that experienced legal practitioners may develop and use structures similar to encapsulations and illness scripts in problem solving. This prediction is based on the similarities between the way medical practitioners and legal practitioners are educated and trained, and are taught to solve problems using a hypotheticodeductive method (or a domain variant in the case of law), and on the similarities between clinical settings and lawyer and client interview settings. The study also examines theories that explain human problem solving by reference to a metaphorical ‘problem space’, and synthesises the prediction that practical legal problem solving can be explained by a problem space theory that was developed to accommodate complex, ill-defined problems. That theory uses the concepts of a problem zone to reflect the ill-defined nature of the problem as presented to the problem solver, a search and construction zone to reflect the phenomenon that the problem solver will have to construct operators to use to solve the problem, and a satisficing zone to reflect the phenomenon that there will be no single unambiguous solution to the problem (Middleton, 1998). The study uses the lawyering literature to identify the characteristics of practical legal problems in a lawyer and client interview setting. The cognitive literature is used to identify the cognitive conceptions that correspond to those characteristics. It is argued that these problems are complex, ill-defined problems that have to be found by the problem solver using weak problem solving strategies such as problem decomposition, attribute identification and means-ends analysis (Simon, 1973; Dillon, 1982; Newell, 1980). Based on these predictions two research questions are developed as follows: How do legal practitioners find and construct practical legal problems? Are there differences in the knowledge that experienced legal practitioners use and that which novice practitioners use? Do those differences reflect differences in the individual practitioner’s underlying knowledge and how that knowledge is organised? These questions are investigated in four case studies. Two of these studies involve experienced legal practitioners and two involve novices. These studies reveal that all the subjects used similar general problem solving strategies to find and construct problems. The subjects all constructed a series of problems rather than one large problem. The subjects did not all find and construct the same problems and some subjects’ constructions of problems changed as new information came to light. Most subjects did not finish the construction of problems at the interview. The processes that the subjects use to construct problems can be explained by Middleton’s (1998) problem space model, although this study suggests that model needs to be modified to accommodate the on-going emergent character of practical legal problems as they occur in lawyer and client interview settings. The investigation revealed qualitative differences between the problem attributes and moves that the experienced subjects identified and those that the novices identified. In summary, the experienced subjects identified attributes and moves that were more detailed, more directly related to the ‘facts’ and more concrete than those that the novices identified. Both the experienced subjects and the novices appeared to rely on recognition (Newell & Simon, 1972) to identify problem attributes and moves rather than on any apparent step-by-step legal analysis and reasoning process. This study suggests that the superior performance of the experienced subjects may be explained by their use of knowledge in encapsulated and script form, as predicted. The study discusses the implications of its findings for practical legal training courses as a need to provide students with general problem solving knowledge, provide them with the knowledge that they will need to recognise problems in specific areas of practice, to help them start to develop knowledge in encapsulated and script form, and to develop an understanding of the limits of institutional training in developing professional expertise.
Thesis (Professional Doctorate)
Doctor of Education (EdD)
School of Education and Professional Studies
Faculty of Education
Full Text
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Joyner, Brian N. "Basic entry level skills & legal requirements for law enforcement bloodhound canine teams". Online version, 2003. http://www.uwstout.edu/lib/thesis/2003/2003joynerb.pdf.

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França, Sandra Stefani Amaral [UNESP]. "Políticas para formação de professores: reflexões sobre o estágio supervisionado – do legal ao real". Universidade Estadual Paulista (UNESP), 2012. http://hdl.handle.net/11449/92312.

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Made available in DSpace on 2014-06-11T19:25:59Z (GMT). No. of bitstreams: 0 Previous issue date: 2012-02-24Bitstream added on 2014-06-13T18:53:52Z : No. of bitstreams: 1 franca_ssa_me_prud.pdf: 522871 bytes, checksum: ba21403a7b62e2c4a461c43ea939bfc7 (MD5)
Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)
Relacionado à linha de pesquisa “Políticas Públicas, Organização Escolar e Formação de Professores”, o presente trabalho aborda as “Políticas para formação de professores: reflexões sobre o estágio supervisionado – do legal ao real”. Tendo como ponto de partida a reflexão do estágio curricular supervisionado no Curso de Pedagogia, inserido em seu contexto histórico, político, econômico e social, este trabalho pretende compreender as relações que se estabelecem entre as políticas públicas de formação de professores e o estágio supervisionado enquanto uma atividade que prevê a associação entre teoria e prática e que possibilitaria a emancipação do futuro educador. O objetivo é refletirmos sobre o estágio supervisionado para além de seus aspectos positivos e negativos, mas sim, com base na abordagem histórica dialética, discutir os fundamentos do estágio, questionando a visão estática da realidade. Os procedimentos metodológicos adotados para o desenvolvimento da pesquisa foram: a análise documental da legislação federal a partir da LDB de 1996 e diplomas afins; levantamento dos trabalhos científicos (teses, dissertações, livros, artigos, relatórios) sobre o tema do estágio na formação de professores...
Related to the research line on Public Policy, School Organization and Training of Teachers, this work addresses the Policies for training of teachers: reflections on the supervised trainee – from the legal to the real. Taking as its starting point the discussion of the supervised curricular training in Pedagogy Course, inserted in their historical, political, economic, and social context, this work aims to understand the relationships that are established between the public policies for the training of teachers and the supervised training while an activity that provides for the association between theory and practice and that would allow the emancipation of the future educator. The goal is to reflect on the supervised training in addition to their positive and negative aspects, but rather, based on historical dialectical approach, discuss the foundations of the internship, and questioning the static view of reality. The methodological procedures adopted for the development of the research were: The documentary analysis of federal legislation since the LDB/1996 and other rules, survey of scientific papers (theses, dissertations, books, articles, reports) on the theme of the stage in the training of teachers of the elementary... (Complete abstract click electronic access below)
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Coetzer, Louwrens Stefanus Daniel. "The legal consequences of migration of public Further Education and Training college employees to the Department of Higher Education and Training". Thesis, Nelson Mandela Metropolitan University, 2016. http://hdl.handle.net/10948/6983.

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Staff, previously employed by Public Technical and Vocation Education and Training (TVET) Colleges, migrated (transferred) to the Department of Higher Education and Training (DHET) in terms of Section 197 of the Labour Relations Act. This treatise investigates the legal consequences of the migration of the staff from the fifty (50) TVET Colleges to DHET and focuses on the different categories of staff. The conditions of service of all the categories of staff before migration are compared with that after the migration. Meaningful recommendations are made about negotiations that should take place in the respective bargaining chambers in order to ensure a smooth transition that will prevent unnecessary legal consequences in future. The treatise furthermore analyses the legal consequences of staff, employed by temporary employment services to perform outsourced functions at TVET Colleges, who did not migrate to DHET. The legal implications of these members of staff is debated and evaluated. The treatise also discusses the performance management system and the changes from the integrated quality management system of lecturers to the performance management development system of public servants. TVET Colleges absorb the employment costs (as a separate employer) to ensure that there is growth in the Full Time Equivalents of Ministerial programmes, funded by DHET. The treatise makes meaningful recommendations to the new employer (DHET) with regard to the appointment of staff to conduct ministerial programmes and the overtime remuneration of current staff that willingly agree to work overtime but are not fairly remunerated by DHET. The treatise also considers the second phase of the migration process, namely the development of a blueprint organogram and the development of job descriptions for the different functions identified on the organogram. The process should ideally be followed by a restructuring process where staff are placed in identified functions and must be capacitated to perform the functions adequately. This process will ensure alignment of functions in the fifty TVET Colleges. Finally, the treatise notes the issue of workplace discipline at the TVET College and the definition of the workplace. It offers a proposal to the DHET to negotiate with the unions about defining the workplace as this has a legal consequence for attaining the objective of sound labour relations. It make meaningful recommendations about the overlapping regulatory requirements applicable to the TVET College as a legal person and DHET as an employer.
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França, Sandra Stefani Amaral. "Políticas para formação de professores : reflexões sobre o estágio supervisionado - do legal ao real /". Presidente Prudente : [s.n.], 2012. http://hdl.handle.net/11449/92312.

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Orientador: Alberto Albuquerque Gomes
Banca: Tereza Jesus Ferreira Scheide
Banca: Maria de Fátima Salum Moreira
Resumo: Relacionado à linha de pesquisa "Políticas Públicas, Organização Escolar e Formação de Professores", o presente trabalho aborda as "Políticas para formação de professores: reflexões sobre o estágio supervisionado - do legal ao real". Tendo como ponto de partida a reflexão do estágio curricular supervisionado no Curso de Pedagogia, inserido em seu contexto histórico, político, econômico e social, este trabalho pretende compreender as relações que se estabelecem entre as políticas públicas de formação de professores e o estágio supervisionado enquanto uma atividade que prevê a associação entre teoria e prática e que possibilitaria a emancipação do futuro educador. O objetivo é refletirmos sobre o estágio supervisionado para além de seus aspectos positivos e negativos, mas sim, com base na abordagem histórica dialética, discutir os fundamentos do estágio, questionando a visão estática da realidade. Os procedimentos metodológicos adotados para o desenvolvimento da pesquisa foram: a análise documental da legislação federal a partir da LDB de 1996 e diplomas afins; levantamento dos trabalhos científicos (teses, dissertações, livros, artigos, relatórios) sobre o tema do estágio na formação de professores... (Resumo completo, clicar acesso eletrônico abaixo)
Abstract: Related to the research line on "Public Policy, School Organization and Training of Teachers", this work addresses the "Policies for training of teachers: reflections on the supervised trainee - from the legal to the real". Taking as its starting point the discussion of the supervised curricular training in Pedagogy Course, inserted in their historical, political, economic, and social context, this work aims to understand the relationships that are established between the public policies for the training of teachers and the supervised training while an activity that provides for the association between theory and practice and that would allow the emancipation of the future educator. The goal is to reflect on the supervised training in addition to their positive and negative aspects, but rather, based on historical dialectical approach, discuss the foundations of the internship, and questioning the static view of reality. The methodological procedures adopted for the development of the research were: The documentary analysis of federal legislation since the LDB/1996 and other rules, survey of scientific papers (theses, dissertations, books, articles, reports) on the theme of the stage in the training of teachers of the elementary... (Complete abstract click electronic access below)
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Mengel, Nadia. "Training needs of the legal profession on the child as witness : a social work investigation / Nadia Mengel". Thesis, North-West University, 2008. http://hdl.handle.net/10394/4086.

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This social work research study explores whether members of the legal profession are aware of the unique characteristics of a child witness that one must take cognisance of when interviewing them. This is explored by means of a questionnaire to determine if and what training needs exist with members of the legal sector with regards to the child witness. The following themes were identified from the questionnaire where members of the legal profession require further training on: child development, children's language development, children's normal sexual development, process of disclosure in sexual abuse, interviewing skills, rapport building skills, minimum age for testifying, factors determining credibility of the child witness, children's statements and report of events, truth vs. lie testing and interview protocols.
Thesis (M.A. (MW))--North-West University, Potchefstroom Campus, 2009.
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Wang, Meng-Lin. "Competency identification and training program specifications for new instructors with implications for potential legal liability /". The Ohio State University, 1994. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487861396024993.

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Carrier, Sarah. "Parental challenges to educational and legal definitions of their children's special educational needs : an examination of decision-making in the field of special educational needs". Thesis, University of Sheffield, 2002. http://etheses.whiterose.ac.uk/3528/.

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This study explores parents' perspectives on their children's special educational needs and relates those perspectives to legal and other professional discourses. The key concepts used to organise the enquiry are Special Educational Needs (SEN), the Duty of Care and parents' expectations. Ten case studies were undertaken and the findings compared with a number of set-piece, land-mark cases which were followed through the legal process, from the High Court, through the Court of Appeal and finally, on 27 July 2000, the unanimous judgement of seven law lords in the House of Lords. Comparison of the local case studies with the legal cases produced interesting implications for the future of special educational needs. Ten parents were interviewed at the local level, as well as the local authority officer responsible for statements of SEN, the LEA parent partnership officer, and an parent advocate employed by a charity. At the national level, interviews were carried out with the solicitor acting for the plaintiff and the Principal Educational Psychologist of the defendant Local Education Authority. The main conclusions are first, that parents' definitions of their children's special educational needs, despite much exhortation in the academic literature about parental involvement, are still undervalued by professionals. Further, some parents are less able than others to articulate those needs and further their children's interests, and will be reliant on professionals or interest groups to assist them. Second, those professionals owe them a legal duty of care and can be liable for negligence if they give inadequate or wrong advice. This is relevant to the current debates about the role of educational psychologists and the promotion of inclusion. The third conclusion is that the recent decisions in the House of Lords will have resource implications for LEA insurance as well as for the delivery of the education service, and finally the commitment to equality of opportunity and inclusive education means that all children with any kind of need, special or otherwise, statemented or not, must have access to an education which will help them reach their full potential.
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Lind, Karlberg Jamilla. "Aid and Empowerment of Local Communities : a qualitative study of the Village Legal Workers Training in the Babati District". Thesis, Södertörns högskola, Institutionen för livsvetenskaper, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-33383.

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In 2003 the Swedish Land Management Program (LAMP) initiated the Village Legal Workers (VLW) Training in the Babati District aiming at empowering local communities through raising awareness of legal rights among the villagers. A VLW is trained in legal rights and will then share his/her knowledge with other villagers through meetings and seminars. The aim of this thesis is to examine the effectiveness of Swedish aid on empowerment of local communities and empowerment of women. To meet these aims of the paper three questions were formulated: to what extent have the goals (empowering local communities) of LAMPs VLWs Training been achieved in Dareda Kati and Haysam, to what extent has the project used a Bottom-up approach and has LAMPs VLWs Training contributed to empowerment of women? To answer these questions a qualitative method was used through semistructured interviews with VLWs and participants of the education by VLWs. Bottom-up approach has been chosen to describe the methods for achieving empowerment and Gender theory has been chosen to describe the procedure of empowerment of women, which consider the social constructions of men and women. The results of this study indicate that VLWs and participants of the education thought that raising awareness of legal rights is of great importance. The expectations and the goals of the project have not quite been fulfilled due to lack of financial resources and support from the Babati District Council (BDC) and the Legal and Human Rights Centre (LHRC).
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Książki na temat "Legal training"

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L, Herbert David, red. Legal aspects of personal fitness training. Wyd. 2. Canton, Ohio: PRC Pub., 1997.

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Koeberle, Brian E. Legal aspects of personal fitness training. Canton, Ohio: Professional Reports Corp., 1990.

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Johnston, Valerie J. Developing vocational legal training for the Bar. Sheffield: Faculty of Law, University of Sheffield, 1990.

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Milazzo, Vickie L. Intensive training institute in legal nurse consulting. Houston, Tex. (2476 Bolsover St., Houston 77005): Medical-Legal Consulting Institute, 1998.

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Great Britain. Lord Chancellor's Advisory Committee on Legal Education and Conduct. First report on legal education and training. London: Lord Chancellor's Advisory Committee on Legal Education and Conduct, 1996.

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M, Moreland William, red. Training and legal issues: The law and how it relates to training. Amherst, MA: HRD Press, 1994.

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Zuckerman, Deborah. Life services planning, training volunteers and practitioners. Washington, D.C: American Bar Association, Commission on the Mentally Disabled [and] Commission on Legal Problems of the Elderly, 1994.

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Committee, Canadian Bar Association Ontario Branch Academic Legal Education. Report on co-operative legal education. [Toronto]: Canadian Bar Association-Ontario, 1987.

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Limited, Dataline International. Training and welfare of Kenyan journalists. Nairobi: Media Council of Kenya, 2013.

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Bruyère, Susanne M. The ADA and personnel training. [Ithaca, N.Y: Program on Employment and Disability, New York State School of Industrial and Labor Relations, Cornell University, 1994.

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Części książek na temat "Legal training"

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Bikeev, Igor I., i Pavel A. Kabanov. "Legal Regulation of Training Platforms". W The Platform Economy, 175–85. Singapore: Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-19-3242-7_12.

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Kahane, Ernest S., i William McCook. "Certification: Business and Legal Issues". W Evaluating Corporate Training: Models and Issues, 337–58. Dordrecht: Springer Netherlands, 1998. http://dx.doi.org/10.1007/978-94-011-4850-4_16.

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González Le Saux, Marianne. "Training and Disciplining Lawyers Through Legal Aid: Chile, 1932–1960s". W Histories of Legal Aid, 253–86. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-80271-4_9.

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Ukueberuwa, Dede, Christopher Nguyen i Daniel Tranel. "Ethics, legal standards, and policy in neuropsychology." W The neuropsychologist’s roadmap: A training and career guide., 261–82. Washington: American Psychological Association, 2021. http://dx.doi.org/10.1037/0000250-015.

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Sidorova, A., i E. Kalashnikova. "Current Issues of Legal Personnel Training in Telemedicine". W Digital Economy and the New Labor Market: Jobs, Competences and Innovative HR Technologies, 65–70. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-60926-9_9.

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Klabal, Ondrej. "Chapter 9. Teaching contrastive legal grammar for translators". W Instrumentalising Foreign Language Pedagogy in Translator and Interpreter Training, 156–76. Amsterdam: John Benjamins Publishing Company, 2023. http://dx.doi.org/10.1075/btl.161.09kla.

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This chapter instrumentalises an area of foreign language teaching that is often neglected in translation programmes’ curricula, namely the contrastive grammar of specialised languages. More specifically, this chapter addresses the incorporation of the contrastive grammar of legal English and Czech into an English grammar classroom. First, the rationale behind such an approach is presented with reference to the existing legal translation competence models and curricular design. Second, a number of linguistic phenomena encountered in English legal texts, and possibly neglected in English language classes for translators, are discussed from a socio-constructivist training perspective, and a series of exercises is presented that may be used, or adapted for use, by the instructors of such courses to help them cover these specific aspects of English grammar.
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Al-Kandari, Ahmed, i Inderbir S. Gill. "Difficulties in Laparoscopic Training, Mentoring, and Medico-Legal Issues". W Difficult Conditions in Laparoscopic Urologic Surgery, 501–17. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-52581-5_35.

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Preziosi, Isabella, i Christopher Garwood. "Chapter 11. Training legal interpreters in an imperfect world". W Teaching Dialogue Interpreting, 218–37. Amsterdam: John Benjamins Publishing Company, 2017. http://dx.doi.org/10.1075/btl.138.11pre.

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Al-Kandari, Ahmed M., i Inderbir S. Gill. "Difficulties in Laparoscopic Training, Mentoring, and Medico-Legal Issues". W Difficult conditions in laparoscopic urologic surgery, 433–49. London: Springer London, 2010. http://dx.doi.org/10.1007/978-1-84882-105-7_30.

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Baumann, Anette. "The Imperial Chamber Court (1495–1806) as an Educational and Training Institution". W Legal Literacy in Premodern European Societies, 43–58. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-96863-6_3.

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Streszczenia konferencji na temat "Legal training"

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Muravev, Yury. "Machine translation and legal tech in legal translation training". W DTMIS '20: International Scientific Conference - Digital Transformation on Manufacturing, Infrastructure and Service. New York, NY, USA: ACM, 2020. http://dx.doi.org/10.1145/3446434.3446553.

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Mingyue Wen. "Training mode of the superior legal talent". W 2012 4th Electronic System-Integration Technology Conference (ESTC). IEEE, 2012. http://dx.doi.org/10.1109/estc.2012.6485765.

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"Contemporary Enlightenment of Sinicization of Marxist Legal Thought". W 2020 International Conference on Educational Training and Educational Phenomena. Scholar Publishing Group, 2020. http://dx.doi.org/10.38007/proceedings.0000935.

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Kovalenko, D. "Professional and legal training of a teacher-engineer". W 2012 15th International Conference on Interactive Collaborative Learning (ICL). IEEE, 2012. http://dx.doi.org/10.1109/icl.2012.6402027.

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"Research on Legal Management System of Foreign Enterprises". W 2018 4th International Conference on Education & Training, Management and Humanities Science. Clausius Scientific Press, 2018. http://dx.doi.org/10.23977/etmhs.2018.29048.

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Liu, Lianxiang. "Reflections on the Training of University Students' Legal Literacy". W 3rd International Conference on Arts, Design and Contemporary Education (ICADCE 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/icadce-17.2017.188.

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Muslumov, Rustam, Ekaterina Purgina, Irina Polyakova i Andrey Menshikov. "EFFICIENCY OF LEGAL COMPETENCE TRAINING FOR SECONDARY SCHOOL PUPILS". W International Technology, Education and Development Conference. IATED, 2016. http://dx.doi.org/10.21125/inted.2016.1996.

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"Analysis on the Training Mode of Economic and Legal Compound Talents in Colleges and Universities ——a Probe into the Training of Corporate Legal Personnel". W 2020 Conference on Educational Science and Educational Skills. Scholar Publishing Group, 2020. http://dx.doi.org/10.38007/proceedings.0000567.

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"Research on Commercial Law Classroom Teaching under the Mechanism of Innovating Legal Talents". W 2020 International Conference on Educational Training and Educational Phenomena. Scholar Publishing Group, 2020. http://dx.doi.org/10.38007/proceedings.0000973.

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Romanov, Dmitry. "Some Methodological Principles For Translation Training (Russian – English) In Groups Of The Legal Track Of Training". W Topical Issues of Linguistics and Teaching Methods in Business and Professional Communication. European Publisher, 2020. http://dx.doi.org/10.15405/epsbs.2020.12.02.66.

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Raporty organizacyjne na temat "Legal training"

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Bogdanova, E. N. Electronic training course "Legal basis for the activities of a doctor". SIB-Expertise, grudzień 2022. http://dx.doi.org/10.12731/er0648.15122022.

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Курс ""Правовые основы деятельности врача"" сочетает в себе нормы различных отраслей права и правовых институтов. Курс посвящён особенностям правоприменительной практики при реализации гражданами прав на выбор медицинской организации, получения информации о объеме медицинской помощи, полученной в рамках программы государственных гарантий; проанализированы проблемы неоднозначного правоприменения судами отдельных положений действующего законодательства. Представлен опыт экспертной и правоприменительной деятельности и освещены отдельные проблемы правового регулирования по специфическим видам медицинской деятельности. Курс предназначен для студентов и преподавателей высших медицинских учебных заведений, а также для слушателей системы последипломного профессионального образования специалистов здравоохранения (ординаторов, аспирантов, врачей и юристов ЛПУ). Может быть полезным экспертам, адвокатам, работникам правоохранительных органов и страховых медицинских организаций, студентам юридических факультетов, широкому кругу читателей. Указанные обстоятельства позволяют говорить об особой роли и особом значении курса ""Правовые основы деятельности врача"" для изучения. Использование электронного учебного курса предполагает формирование коммуникативной и учебно-познавательной компетенций студентов, умений извлекать информацию из различных правовых источников, отрабатывать самостоятельные навыки работы в условиях удаленного доступа. Электронный учебный курс состоит из тематических блоков, каждый из которых содержит следующие разделы: теоретический материал, практикум. Теоретический раздел состоит из тематического плана, информационных источников по каждой теме раздела. Раздел «практикум» содержит тестовые задания, ситуационные задачи, задания для самостоятельной работы, темы рефератов. Доступность и простота интерфейса не требует специальной подготовки. Электронный учебный курс открывает новые возможности для модернизации преподавания курса.
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Ismailova, L. Yu, S. V. Kosikov, V. S. Zaytsev i I. O. Sleptsov. educational computer game THE ADVENTURES OF THE GUSARIK" OR THE BASIS OF THE THEORY OF THE STATE AND LAW (version 1.0). SIB-Expertise, lipiec 2022. http://dx.doi.org/10.12731/er0577.04072022.

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TRAINING GAME IS DESIGNED TO OBTAIN NEW AND TEST EXISTING KNOWLEDGE IN THE FIELD OF ONE OF THE MOST IMPORTANT LEGAL DISCIPLINES - THEORY OF STATE AND LAW. GAME ALLOWS TO TEST ITS FORCES IN INTERACTIVE MODE IN SOLVING A LARGE NUMBER OF THEORETICAL AND PRACTICAL QUESTIONS. THE STUDENT CAN WORK OUT NEW TOPICS USING NUMEROUS COMMENTS AND CHECK THE RESULTS OF THEIR ASSIMILATION. GAME CHARACTER'S CLUES AND FACIAL EXPRESSIONS MOTIVATE THE PLAYER TO CAREFULLY WORK WITH THE OBJECT AND ALLOW YOU TO INDEPENDENTLY WORK ON TOPICS THAT CAUSED DIFFICULTIES IN THE CONTROL MODE. GAME CONTENT COMPLIES WITH THE PROGRAM OF THE STATE STANDARD IN THE SPECIALTY "LAW." THE MAIN GOAL OF THE GAME IS TO HELP IN HIGHLIGHTING THEORETICAL LEGAL STRUCTURES IN PRACTICAL SITUATIONS, TO DEVELOP THE SKILLS OF LEGAL ANALYSIS OF THE TEXT OF LEGAL NORMS AND LAW ENFORCEMENT DOCUMENTS, AND THEREBY TO INCREASE THE EFFECTIVENESS OF THE APPLICATION OF LAW.IN ADDITION, THE EDucational GAME WILL INTRODUCE PROFESSIONAL LEGAL TERMINOLOGY IN THIS FIELD. THE GAME "THEORY OF STATE AND LAW" CAN BE USEFUL FOR STUDENTS OF LAW UNIVERSITIES AND FACULTIES, PRACTICING LAWYERS AND EVERYONE WISHING TO IMPROVE THEIR QUALIFICATIONS IN THE FIELD OF LAW. CERTAIN SECTIONS OF THE GAME WILL BE USEFUL FOR TRAINING IN THE UNIVERSITY IN LEGAL SPECIALTIES.
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LEONOV, T. M., V. M. BOLSHAKOVA i P. YU NAUMOV. THEORETICAL AND LEGAL ASPECTS OF PROVIDING MEDICAL ASSISTANCE TO EMPLOYEES OF THE MILITARY PROSECUTOR’S OFFICE. Science and Innovation Center Publishing House, 2021. http://dx.doi.org/10.12731/2576-9634-2021-5-4-12.

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The work is devoted to a comprehensive study of medical support, incl. sanatorium-resort treatment of employees of the military prosecutor’s office and members of their families (persons who are dependent on them). It is noted that health care is structurally included in services that, in addition to cash payments and benefits in kind, represent the entire social security system. The main attention in the article is focused on the analysis of the normative legal regulation of the health protection of employees of the military prosecutor’s office, as well as the provision of medical assistance to them (prophylactic medical examination, medical examination, military medical examination, medical and psychological rehabilitation, sanatorium treatment, reimbursement of expenses for drugs and treatment) of proper quality and in the required volume. The key scientific results of the study are the generalization of legal information and scientific knowledge about the procedure for providing medical assistance to employees of the military prosecutor’s office. The main scientific results of the article can be applied to organize training in the discipline «Military law and military legislation». The article will be of interest to persons conducting scientific research on the problems of social protection of servicemen and their families.
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Lewis, Dustin. Three Pathways to Secure Greater Respect for International Law concerning War Algorithms. Harvard Law School Program on International Law and Armed Conflict, 2020. http://dx.doi.org/10.54813/wwxn5790.

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Existing and emerging applications of artificial intelligence in armed conflicts and other systems reliant upon war algorithms and data span diverse areas. Natural persons may increasingly depend upon these technologies in decisions and activities related to killing combatants, destroying enemy installations, detaining adversaries, protecting civilians, undertaking missions at sea, conferring legal advice, and configuring logistics. In intergovernmental debates on autonomous weapons, a normative impasse appears to have emerged. Some countries assert that existing law suffices, while several others call for new rules. Meanwhile, the vast majority of efforts by States to address relevant systems focus by and large on weapons, means, and methods of warfare. Partly as a result, the broad spectrum of other far-reaching applications is rarely brought into view. One normatively grounded way to help identify and address relevant issues is to elaborate pathways that States, international organizations, non-state parties to armed conflict, and others may pursue to help secure greater respect for international law. In this commentary, I elaborate on three such pathways: forming and publicly expressing positions on key legal issues, taking measures relative to their own conduct, and taking steps relative to the behavior of others. None of these pathways is sufficient in itself, and there are no doubt many others that ought to be pursued. But each of the identified tracks is arguably necessary to ensure that international law is — or becomes — fit for purpose. By forming and publicly expressing positions on relevant legal issues, international actors may help clarify existing legal parameters, pinpoint salient enduring and emerging issues, and detect areas of convergence and divergence. Elaborating legal views may also help foster greater trust among current and potential adversaries. To be sure, in recent years, States have already fashioned hundreds of statements on autonomous weapons. Yet positions on other application areas are much more difficult to find. Further, forming and publicly expressing views on legal issues that span thematic and functional areas arguably may help States and others overcome the current normative stalemate on autonomous weapons. Doing so may also help identify — and allocate due attention and resources to — additional salient thematic and functional areas. Therefore, I raise a handful of cross-domain issues for consideration. These issues touch on things like exercising human agency, reposing legally mandated evaluative decisions in natural persons, and committing to engage only in scrutable conduct. International actors may also take measures relative to their own conduct. To help illustrate this pathway, I outline several such existing measures. In doing so, I invite readers to inventory and peruse these types of steps in order to assess whether the nature or character of increasingly complex socio-technical systems reliant upon war algorithms and data may warrant revitalized commitments or adjustments to existing measures — or, perhaps, development of new ones. I outline things like enacting legislation necessary to prosecute alleged perpetrators of grave breaches, making legal advisers available to the armed forces, and taking steps to prevent abuses of the emblem. Finally, international actors may take measures relative to the conduct of others. To help illustrate this pathway, I outline some of the existing steps that other States, international organizations, and non-state parties may take to help secure respect for the law by those undertaking the conduct. These measures may include things like addressing matters of legal compliance by exerting diplomatic pressure, resorting to penal sanctions to repress violations, conditioning or refusing arms transfers, and monitoring the fate of transferred detainees. Concerning military partnerships in particular, I highlight steps such as conditioning joint operations on a partner’s compliance with the law, planning operations jointly in order to prevent violations, and opting out of specific operations if there is an expectation that the operations would violate applicable law. Some themes and commitments cut across these three pathways. Arguably, respect for the law turns in no small part on whether natural persons can and will foresee, understand, administer, and trace the components, behaviors, and effects of relevant systems. It may be advisable, moreover, to institute ongoing cross-disciplinary education and training as well as the provision of sufficient technical facilities for all relevant actors, from commanders to legal advisers to prosecutors to judges. Further, it may be prudent to establish ongoing monitoring of others’ technical capabilities. Finally, it may be warranted for relevant international actors to pledge to engage, and to call upon others to engage, only in armed-conflict-related conduct that is sufficiently attributable, discernable, and scrutable.
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Vakaliuk, Tetiana A., Valerii V. Kontsedailo, Dmytro S. Antoniuk, Olha V. Korotun, Iryna S. Mintii i Andrey V. Pikilnyak. Using game simulator Software Inc in the Software Engineering education. [б. в.], luty 2020. http://dx.doi.org/10.31812/123456789/3762.

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The article presents the possibilities of using game simulator Sotware Inc in the training of future software engineer in higher education. Attention is drawn to some specific settings that need to be taken into account when training in the course of training future software engineers. More and more educational institutions are introducing new teaching methods, which result in the use of engineering students, in particular, future software engineers, to deal with real professional situations in the learning process. The use of modern ICT, including game simulators, in the educational process, allows to improve the quality of educational material and to enhance the educational effects from the use of innovative pedagogical programs and methods, as it gives teachers additional opportunities for constructing individual educational trajectories of students. The use of ICT allows for a differentiated approach to students with different levels of readiness to study. A feature of any software engineer is the need to understand the related subject area for which the software is being developed. An important condition for the preparation of a highly qualified specialist is the independent fulfillment by the student of scientific research, the generation, and implementation of his idea into a finished commercial product. In the process of research, students gain knowledge, skills of the future IT specialist and competences of the legal protection of the results of intellectual activity, technological audit, marketing, product realization in the market of innovations. Note that when the real-world practice is impossible for students, game simulators that simulate real software development processes are an alternative.
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Mayfield, Colin. Capacity Development in the Water Sector: the case of Massive Open On-line Courses. United Nations University Institute for Water, Environment and Health, styczeń 2017. http://dx.doi.org/10.53328/mwud6984.

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The Sustainable Development Goal 6 targets are all dependent on capacity development as outlined in SDG 6a “Expand international cooperation and capacity-building support to developing countries in water- and sanitation related activities and programmes “. Massive Open On-line Courses (MOOCs) and distance learning in general have a significant role to play in this expansion. This report examines the role that MOOCs and similar courses could play in capacity development in the water sector. The appearance of MOOCs in 2010/11 led within 4 years to a huge increase in this type of course and in student enrollment. Some problems with student dropout rates, over-estimating the transformational and disruptive nature of MOOCs and uncertain business models remain, but less “massive” MOOCs with more engaged students are overcoming these problems. There are many existing distance learning courses and programmes in the water sector designed to train and/ or educate professionals, operators, graduate and undergraduate students and, to a lesser extent, members of communities dealing with water issues. There are few existing true MOOCs in the water sector. MOOCs could supply significant numbers of qualified practitioners for the water sector. A suite of programmes on water-related topics would allow anyone to try the courses and determine whether they were appropriate and useful. If they were, the students could officially enroll in the course or programme to gain a meaningful qualification or simply to upgrade their qualifications. To make MOOCs more relevant to education and training in the water sector an analysis of the requirements in the sector and the potential demand for such courses is required. Cooperation between institutions preparing MOOCs would be desirable given the substantial time and funding required to produce excellent quality courses. One attractive model for cooperation would be to produce modules on all aspects of water and sanitation dealing with technical, scientific, social, legal and management topics. These should be produced by recognized experts in each field and should be “stand-alone” or complete in themselves. If all modules were made freely available, users or mentors could assemble different MOOCs by linking relevant modules. Then extracts, simplified or less technical versions of the modules could then be used to produce presentations to encourage public participation and for other training purposes. Adaptive learning, where course materials are more tailored to individual students based on their test results and reactions to the material, can be an integral part of MOOCs. MOOCs efficiently provide access to quality courses at low or no cost to students around the world, they enable students to try courses at their convenience, they can be tailored to both professional and technical aspects, and they are very suitable to provide adaptive learning courses. Cooperation between institutions would provide many course modules for the water sector that collectively could provide excellent programmes to address the challenges of capacity development for SDG 6 and other issues within the water sector.
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Formal and informal abortion services in Rajasthan, India: Results of a situation analysis. Population Council, 2004. http://dx.doi.org/10.31899/rh17.1003.

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As part of a Population Council program of research on unwanted pregnancy and induced abortion in Rajasthan, the Population Council and the Centre for Operations Research and Training conducted a situation analysis of abortion services in both the formal and informal sectors in six districts. This report offers insights into the availability and organization of abortion services in the sampled areas in Rajasthan. The report also documents a vast array of informal providers who offer services for delayed menstruation or unwanted pregnancy. Informal providers appear particularly accessible to women because they are far more prevalent in rural areas than formal providers, are generally well known in the community, maintain extended working hours, and sometimes provide care at women’s homes. The findings underscore the need to improve access to affordable, high-quality, legal abortion services, particularly in rural areas. Until this is done, informal providers and uncertified facilities will remain the best option for poor and rural women despite the fact that abortion has been legal in India for over 30 years.
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Unwanted pregnancy and induced abortion: Data from men and women in Rajasthan, India. Population Council, 2004. http://dx.doi.org/10.31899/rh17.1015.

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This report is the result of a collaborative project between the Population Council and the Centre for Operations Research and Training, conducted as part of a Council program of research on unwanted pregnancy and induced abortion in Rajasthan, India. Designed as a complement to service-delivery activities being undertaken in Rajasthan by the Indian nongovernmental reproductive health service provider Parivar Seva Sanstha, the program of research aimed to provide a multifaceted picture of the on-the-ground realities related to unwanted pregnancy and abortion in six districts of Rajasthan. Detailed pregnancy histories yielded data on levels of unwanted pregnancy and induced abortion in the sampled areas in Rajasthan. As noted in this report, the legal right to abortion is not a reality for the majority of women in the sample in Rajasthan. Women have strong desires to meet their reproductive intentions, but existing methods of family planning and abortion services are not meeting their needs. According to the report, public information campaigns to educate women, their spouses, and other family members about the legal right to abortion, as well as efforts to revise the Medical Termination of Pregnancy Act, are imperative if access to abortion services is to improve.
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Understanding induced abortion: Findings from a programme of research in Rajasthan, India. Population Council, 2004. http://dx.doi.org/10.31899/rh17.1013.

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In India, abortion has been legal for over 30 years, following the enactment of the Medical Termination of Pregnancy (MTP) Act in 1971. While the MTP Act permits abortion for a broad range of social and medical reasons, it also includes provisions regarding delivery of services that have proved to constrain access to safe and legal abortion for the great majority of women in India. Due in part to these constraints, up to 90 percent of the six million induced abortions estimated to occur annually in India are illegal—provided in uncertified settings and/or by uncertified providers. Many are unsafe and result in significant morbidity and mortality. The situation is particularly poor in the less-developed states of north India, including Rajasthan. Thus, Rajasthan is among the states in India where increased access to safe abortion services is most needed. The Population Council, in partnership with the Centre for Operations Research and Training and Ibtada, undertook a program of research on unwanted pregnancy and induced abortion in six districts of Rajasthan. The program aimed to provide comprehensive data on abortion to guide future programs and policies. Findings from three studies conducted from 2001 to 2002 are detailed in this brief.
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Scaling-up improved postabortion care in Egypt: Introduction to University and Ministry of Health and Population Hospitals. Population Council, 1997. http://dx.doi.org/10.31899/rh1997.1007.

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In Egypt, the legal, religious, and societal restrictions on abortion have constrained the provision of high-quality emergency health care services provided to postabortion patients, including links with family planning (FP) services. In 1994, a small-scale pilot study was conducted by the Egyptian Fertility Care Society and the Population Council's ANE OR/TA Project (1995) to improve postabortion care in Egypt. The study intervention included an intensive training program for physicians on the use of Manual Vacuum Aspiration instruments under local anesthesia. Physicians were also instructed in infection-control practices and counseling postabortion patients about their medical condition and FP. The study findings reflected significant improvements in the care of postabortion patients. The positive impact of this pilot study led the Population Council's ANE OR/TA Project to develop a comprehensive Introduction Program for Improved Postabortion Care in Egypt which was approved by the Government of Egypt. As noted in this report, one major component of this program is expanding the improved postabortion care services based on experiences gained in the pilot study.
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