Learning Law is an indispensable guide, providing the foundational knowledge and skills required for the study and practice of law.

This second edition of Introduction to Tribal Legal Studies is the only available comprehensive introduction to tribal law. In clear and straightforward language, Justin B. Richland and Sarah Deer discuss the history and structure of tribal justice systems; the scope of criminal and civil jurisdictions; and the various means by which the integrity of tribal courts is maintained. This book is an indispensable resource for students, tribal leaders, and tribal communities interested in the complicated relationship between tribal, federal, and state law. The second edition provides significant updates on all changes in laws affecting the tribes, numerous new case studies (including studies on Alaskan tribes and family law), and a new concluding chapter.

Demonstrating how simulation can be constructed and developed for learning, teaching and assessment, the text argues that simulation is a pedagogically valuable and practical tool in teaching the modern law curriculum, and discusses the claim that this form of experiential and problem-based learning enables students to integrate the ‘classroom’ experience with the real world experiences they will encounter in their professional lives. The study is based on contributions from law teachers within the UK, Australia, Hong Kong, South Africa and the USA, as well as the authors own experiences in teaching law.

This book offers a critical and insightful study of various doctoral programs in law, focusing on the English-speaking world. That the structures of doctoral degree programs in law differ between the United States and much of the Commonwealth are an issue that requires no debate. What is missing in the discourse, however, is a narrative on how these programs are structured and how they compare. This book attempts to fill that gap. A key objective of the study is to provide an international and comparative analysis of the efficacy of the American- and British-styled models of law doctorates. In so doing, it provides a conceptual and theoretical framework for the development of effective doctoral programs in law, contending that the defining characteristic of a doctorate is that it recognizes an independent contribution to the subject rather than the completion of taught coursework, however, advanced. The book goes on to examine the concept of a higher doctorate in law as a possible means of strengthening the concept of a law doctorate in legal academia. This book was written against the backdrop of the recently adopted Global Convention on the Recognition of Qualifications concerning higher education. It was adopted by the UNESCO General Conference in Paris on November 25, 2019, making it the first United Nations treaty on higher education with a global scope. The target audience of the book includes scholars in higher education; scholars in legal education; law school deans and administrators; law professors and students; Ministries of Higher Education in countries around the globe; accrediting agencies for doctoral studies; bar admission and legal education societies; and UNESCO and other international organizations.

Legal education systems, like legal systems themselves, were framed across Asia without exception according to foreign models. These reflect the vestiges of colonialism, and can be said to amount to imitating the style and purposes of legal education typical in Western and relatively "pure" common law and civilian systems. Today, however, we see Asian legal education coming into its own and beginning to accept responsibility for designing curricula and approaches that fit the region’s particular needs. This book explores how conventional "transplanted" approaches as regards program design as well as modes of teaching are, or are on the cusp of being, reimagined and discerns emerging home-grown traces of innovation replacing imitation in countries and universities across East Asia.

"This short and readable critical biography emphasizes the relationship between Franz Kafka's life and works as read through his culture and his understanding of his own 'body'. Kafka's writings, letters and diaries provide a window into his ongoing attempt to create an identity for himself in a world where being a Central European Jew dictated an uneasy fate. Sander L. Gilman stresses the image and role of the Jew in Kafka's world of the 'modern' and how Kafka responded to these attitudes, actions and stereotypes." "Gilman also looks at the impact of psychoanalysis on Kafka and his works. The book contains much material that elucidates how Kafka reshaped such experiences of the world in his literary texts. It examines the creation of the 'Kafka-myth' after his death, presenting material emerging from the subsequent eighty years, including work by such illustrious minds as Walter Benjamin and Ted Hughes."--BOOK JACKET.

Whilst educational theory has developed significantly in recent years, much of the law curriculum remains content-driven and delivered traditionally, predominantly through lecture format. Students are, in the main, treated as empty vessels to be filled by the eminent academics of the day. Re-thinking Legal Education under the Common and Civil Law draws on the experience of teachers, practitioners and students across the world who are committed to developing a more effective learning process. Little attention has, historically, been paid to the importance of the application of theory, the role of reflective learning, the understanding and acquisition of lawyering skills and the development of professional responsibility and wider ethical values. With contributions from across the global north and south, this book examines the history of educating our lawyers, the influences and constraints that may shape the curriculum, the means of delivering it and the models that could be used to tackle current shortcomings. The whole is intended to represent what might be desirable and possible if we are to produce lawyers that are fit for purpose in the 21st century, be that in either in civil or common law jurisdictions. This book will be of direct assistance to those who wish to understand the theory and practice of legal pedagogy in an experiential context. It will be essential reading for academics, researchers and teachers in the fields of law and education, particularly those concerned with curriculum design and developing interactive teaching methods. It is likely to be of interest to law students too – particularly those who value a more direct engagement in their learning.

The "Dictionary of German National Biography" is unique, complete and comprehensive with biographies of 60,000 people from the German-speaking world. It covers not only individuals from Germany but also from Austria, Switzerland and other countries where German is or used to be spoken. Coverage stretches all the way from the time of Charlemagne to the present day and includes lesser-known as well as world-famous Germans. In order to ensure that entries were as objective as possible, only individuals whose life and works have come to an end were included.