Human rights: The truth of numbers and the imperfection of reality

Following the empirical study on the perception that law school students at the Portucalense University had about the respect for human rights, with regard to the subject of prisoners and the manner in which penalties are enforced, we had the opportunity to inquire in the July 2019 a law class, this time comprising Brazilian students from the most diverse states of Brazil and who went to the Portucalense University in Oporto, Portugal, for the sole purpose of attending the Master of Law course, in the area of specialisation in Political and Legal Sciences. This time the study had the purpose of analysing and studying this class, considering the peculiarity of the sample, with unique characteristics. The surveys were distributed and were answered freely, individually and anonymously by 13 students who were present in a classroom. This is a group of students with a middle age ranging between 30 and 40 years and who already had professional work experience in forensic areas (notaries, judges, lawyers, etc.). We wanted to know to what extent these students were sensitised towards the human rights issues relating to prison sentences, their purposes and ways of execution. We also wanted to verify if the students had in their luggage of knowledge, from the teaching of legal subjects acquired in Brazil, the notions of basic principles regarding to the execution of prison sentences. We concluded that these are students receptive to the principles of human rights related to prisoners and their penalties, unanimously defending the end of preventive penalties, even though only one of them said that he felt safe in his country, besides the remaining 12 demonstrated insecureness and 10 out of those 12 have already been victims of crime in Brazil. On the other hand, we recorded curious outcomes and, sometimes somewhat inconsistent, results that we crossed over so that we can relate them to each other and this can be seen in the rest of the article. Keywords: Human rights, prison sentences, purposes of the penalties, victims of crime, insecureness.

Foundational Principles of Contract Law

Foundational Principles of Contract Law is similar to a hornbook—that is, a one-volume treatise on a given legal subject that is intended primarily for law-school students—in length, but differs from a hornbook in two critical respect. First, hornbooks are primarily devoted to setting out the principles and rules of a given legal subject, with some attention to the rationale of those principles and rules, only occasional attention to critiquing those principles and rules, and little or no attention to considering whether those principles and rules should be modified or replaced. In contrast, while Foundational Principles sets out the principles and rules of contract law it places more emphasis on what the principles and rules of contract law should be, based on policy, morality, and experience. A major premise of Foundational Principles is that the best way to grasp contract law is to understand it from a critical perspective as an organic, dynamic subject. When contract law is approached in this way it is much easier to grasp and learn than when it is presented simply as a static collection of principles and rules. Second, Foundational Principles is intended for all members of the profession—law-school students, judges, practicing lawyers, and academics—and more generally for all persons interested in the law, including students in pre-law courses and members of the public.

Architecture of aggression in cyberspace. Testing cyber aggression in young adults in Hungary

In order to test whether and how violence is exacerbated in online social networking sites, we utilized the BryantSmith Aggression Scale (Bryant & Smith, 2001), and included examples in the questionnaire offering solutions for 7 different hypothetical cases occurring online (Kiss, 2017). The questionnaire was sent to social work and law school students in Hungary. Prevalence and levels of aggression and its manifestation as violence online proved to be not more severe than in offline social relations. Law students were more aware than students of social work that online hostile acts are discrediting. Students of social work were significantly more prone to break into physical fights than were law students and higher level of aggression was observed in their online behavior as well. Those who spend more time online tend to be more active online and bear a significantly higher level of aggression compared to those who are less active online. To conclude, higher education has a significant role in establishing control. This is especially crucial with law students who might have to work closely with the police and local residents aiming to establish peaceful communication, problem solving, and cooperative solutions in grassroots community policing programs.

Taking Clinical Legal Education from Classrooms to Streets: A Practical Perspective to Solving Social Problems

Whenever the discourse of clinical legal education (CLE) ascends, the likely injudicious assumption that may come to one’s mind, especially of a layman is that, it concerns only classroom or clinically confined pedagogy marked by simulations; in-house law student learning activities that end up with their regular experiences of the learning processes. However, CLE in reality, beyond parochial thinking is a socio-legal justice tool for addressing motley challenges of humanity particularly those that confront poverty-stricken and vulnerable citizens who are always undid from equal opportunities and access to the court system. Thus, this article argues that CLE transcends what goes on in typical classrooms or law clinics. The article explores different realistic clinical legal education justice initiatives (CLEJIs) that university and law school students can work with in fostering social justice in a wider societal context. To achieve this purpose, the article considers a rethink of the concept of CLE to capture its historical rationales against definitional setback offered by some authors. It further highlights some critical issues indispensable for the sustainability of CLE initiatives around the world. While the argument of this study draws upon existing findings, it presents new ideas achieved through synthesis of thinking in a qualitatively analytical perspective.

Law schools and employers cooperation as a factor of graduating students` preparation of high quality and their job connection

The article is devoted to evaluation of priority forms of cooperation between institutes and employers, and troubled points, which impede their cooperation. Taking into account identified shortcomings (disadvantages), the most effective forms of cooperation are performed. Moved a motion of supplement to Federal act «Of Education in the Russian Federation» relating to practical studies (job training) of law school students. The model of dual education is subjected to evaluation, this model is considered to be one of the advanced forms of effective cooperation of law schools and employers. Reasoned the offer of practicability and timely adoption the model of dual education for jurist students.

Social preferences of future physicians

We measure the social preferences of a sample of US medical students and compare their preferences with those of the general population sampled in the American Life Panel (ALP). We also compare the medical students with a subsample of highly educated, wealthy ALP subjects as well as elite law school students and undergraduate students. We further associate the heterogeneity in social preferences within medical students to the tier ranking of their medical schools and their expected specialty choice. Our experimental design allows us to rigorously distinguish altruism from preferences regarding equality–efficiency tradeoffs and accurately measure both at the individual level rather than pooling data or assuming homogeneity across subjects. This is particularly informative, because the subjects in our sample display widely heterogeneous social preferences in terms of both their altruism and equality–efficiency tradeoffs. We find that medical students are substantially less altruistic and more efficiency focused than the average American. Furthermore, medical students attending the top-ranked medical schools are less altruistic than those attending lower-ranked schools. We further show that the social preferences of those attending top-ranked medical schools are statistically indistinguishable from the preferences of a sample of elite law school students. The key limitation of this study is that our experimental measures of social preferences have not yet been externally validated against actual physician practice behaviors. Pending this future research, we probed the predictive validity of our experimental measures of social preferences by showing that the medical students choosing higher-paying medical specialties are less altruistic than those choosing lower-paying specialties.

Street law for Czech and Slovak young Roma musicians

<p align="JUSTIFY">For almost seven years, Street Law has been a part of the curriculum of the Prague Law School. Over the years, law students have taught law at public and private grammar schools, high schools, business schools and also some vocational schools, mostly located in the Prague region. They were all secondary schools and predominantly ethnically homogenous, since members of the largest Czech minority, the Roma, for various reasons hardly ever attend these schools. Last summer, however, a group of Prague Law School students and recent graduates travelled to Eastern Slovakia to organize Street Law workshops for Roma teenagers. This text tells the story of their journey, reflects their teaching methodology and experience and offers a perspective of a law student participating in the workshops.</p>