Het forensisch tekort:Rede uitgesproken door Prof. dr. A.P.A. Broeders

Afscheidscollege van prof.dr. A.P.A. Broeders, hoogleraar Criminalistiek in de Faculteit der Rechtsgeleerdheid en wetenschappelijk directeur van The Maastricht Forensic Institute tevens hoogleraar Criminalistiek in de Faculteit der Rechtsgeleerdheid aan de Universiteit Leide

Over de afschaffing van belastingverdragen

Rede, uitgesproken bij de aanvaarding van het ambt van hoogleraar Internationaal Belastingrecht aan de Faculteit der Rechtsgeleerdheid van de Erasmus Universiteit Rotterdam op 27 juni 2006, (ingekorte) leesversie zonder voetnoten

Belgium’s legal periodicals as vectors of translation policy : how Flemish legal journals contributed to the development of a Dutch legal language

Belgium’s national history has been characterized by linguistic issues. As soon as Belgium gained independence in 1830, French was promoted as the nation’s first and most important language, despite the fact that a large majority of its people spoke Flemish. Constitutionally, the choice of which language to use was free, but the legal world easily adopted French. Flemish was only able to loosen the yoke of French during the final quarter of the nineteenth century, after a few sensational court cases. Jurists played a primordial role in the use of Flemish as a full-fledged legal professional language and one of their instruments were legal periodicals. Editors and authors used their position to offer colleagues translations of legal terminology, and gave guidelines as to how Flemish could and should be used in the Flanders court rooms (in Wallonia, French was used exclusively). This article examines the works that promoted the idea of Flemish as a professional legal language and the methods that were seen as the best way to reach the goal of a unilingual legal world in Flander

An explicit model for learning to structure and analyze decisions by judges

Legal practitioners and legal scientists need to have knowledge of the general rules that apply in the legal system. This involves both knowledge of the legislation and knowledge of the decisions by judges that function as general rules of law. Law students preparing themselves for the legal profession need to acquire these kinds of knowledge. A student has to have knowledge about where to look for decisions, understand the structure of decisions and learn to determine what makes a decision relevant to the body of applicable rules in the legal system. Legal education primarily aims at acquiring insight in the legal sources, their history and background. This basic knowledge is of great importance; legal problem solving is hardly possible without an understanding of the legal knowledge. To illustrate the use of this knowledge in practice, teachers work through decisions as examples. However, it is difficult, if not impossible, to learn by explanation or by imitation alone. A more effective way to obtain expertise is by actually performing the task, i.e. students should do the exercises, while the teacher provides feedback on their solutions. For effective learning, also the solution process should be monitored and provided with feedback. Furthermore it is desirable for students to be able to ask for help at any time during the process. They should also be able to practice over and over again. An ideal situation would have a teacher available for every student, monitoring the student while practicing and providing support where and whenever necessary. However, this being not practically feasible, the second best option is to offer the student electronic support. CASE (Case Analysis and Structuring Environment) is an environment where a law student can practice with finding decisions, with structuring its text and with analysing the decision in order to be able to determine in what way it adds to the body of applicable rules in the legal system. CASE is developed using a principled and structured design approach. A short description of this approach is followed by an analysis of the learning task, the difficulties law students experience and the remedies proposed on the basis of both the task analysis and the stated difficulties. This is followed by a description of architecture, functionality, platform and implementation of CASE and a description of a session with CASE and future work

Wie is bevoegdd/verantwoordelijk in geval van overlast door dieren

Who is competent/responsible for nuisance due to animal

Een balie met stamboom: de woelige eerste decennia van de Gentse orde van advocaten

Three articles on the first decennies of the Ghent bar of lawyers: - The establishment of the Ghent bar in 1812, under the Napoleonic decree of 1810; - The attitude of king William and his minister of Justice towards advocates (1815-1830); - Orangists at the Ghent bar in the first years of Belgium's independence