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We are currently witnessing an unprecedented transformation in the legal profession and legal education. The Legal Services Act 2007 and the Legal Aid, Sentencing and Punishment of Offenders Act 2012 have both enabled and necessitated dramatic structural changes to the profession, as well as impacting on its ethos and ethicality. The recent Legal Education and Training Review (LETR) promises similarly dramatic change to the provision of legal education, reflecting the shifting landscape of both the legal professional market and Higher Education in general. These transformative changes bring both exciting opportunities and challenges with which everyone involved in the law – from University lecturers, to Senior Partners in leading law firms, to the judiciary – must grapple. This edited collection comprises a selection of papers presented at the 2nd conference of CEPLER, Birmingham Law School's Centre for Professional Legal Education and Research. The aim of the Conference, and thus this collection, was to bring together leading academic scholars, senior figures from professional practice, policy-makers, and representatives of the regulatory authorities, to reflect on the key issues arising from this transformative moment. As such, this volume of essays covers diverse ground, from curriculum development to professional theory, enriched and enhanced by the range of backgrounds and perspectives of its contributors.
Introductory texts in psychology present an opportunity to discover reasons for human behaviour and address the issues which impact upon their behaviour. This first Australian and New Zealand adaptation of the well respected Psychology 9th edition, by Bernstein et al. continues to strike a balance between classical and contemporary topics with an easy to read, comprehensive, research-oriented approach. The text takes an active learning approach with the use of hallmark pedagogical features such as Linkages, Focus on Research Methods, and Thinking Critically. Features enriching this adaptation include research, issues and examples of psychology relevant to the Australian and New Zealand regional perspective; indigenous research; graduate attributes and psychological literacy sections; other cultural and international considerations, and extended online appendices for searching psychology databases and careers in psychology.
The forum for computer-assisted reporting.
The book provides an updated account of justice reform in Afghanistan, which started in the wake of the US-led military intervention of 2001. In particular, it focuses on the role of international actors and their interaction with local stakeholders, highlighting some provisional results, together with problems and dilemmas encountered in the reform activities. Since the mid-1990s, justice system reform has become increasingly important in state-building operations, particularly with regard to the international administrations of Bosnia, Kosovo, East Slavonia and East Timor. Statebuilding and Justice Reform examines in depth the reform of justice in Afghanistan, evaluating whether the success of reform may be linked to any specific feature or approach. In doing so, it stresses the need for development programmes in the field of justice to be implemented through a multilateral approach, involving domestic authorities and other relevant stakeholders. Success is therefore linked to limiting the political interests of donors; establishing functioning pooled financing mechanisms; restricting the use of bilateral projects; improving the efficacy of technical and financial aid; and concentrating the attention on the ‘demand for justice’ at local level rather than on the traditional supply of financial and technical assistance. This book will be of much interest to students of Afghanistan, intervention and statebuilding, peacekeeping, and post-conflict reconstruction, as well as International Relations in general. Matteo Tondini is a researcher and a legal advisor. He has served as a project advisor to the Embassy of Italy in Kabul, Development Cooperation Unit, working within the ‘Afghanistan Justice Program’ and has a Phd in Political Systems and Institutional Change, from the Institute of Advanced Studies, Lucca, Italy.
With plain language and practical examples, Popham covers key understandings for school leaders, including validity, formative assessment, interpreting test results, instructional sensitivity, and more.

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