An evaluation of the use of electronic monitoring as a condition of bail in Scotland

The aims of the evaluation were to assess the implementation of EM bail in replacing custodial remands, and to conduct a cost analysis of EM bail in contrast to those given custody. The study included the collection of qualitative and quantitative data, matched comparison data and cost analysis. Interviews were conducted with 10 Steering Group members and 45 professionals (comprising the police, social work, procurators fiscal, clerks of court, judges, sheriffs, defence agents, advocates, the electronic monitoring companies and victims' agencies). Interviews with 16 bailees and 15 household members were also undertaken. Quantitative data were collected from various sources, namely: court pro formas, Reliance/Serco databases, court files, social work files, police records, Scottish Criminal Record Office and data provided by the Scottish Executive Justice Statistics Branch, the Scottish Court Service and the Scottish Prison Service. Data from 3 comparison sheriff courts also provided a range of information on accused remanded in custody or bailed with or without conditions in areas outwith the pilot sites to ascertain whether EM bail is being used as a direct alternative to custodial remand and to explore differences in final sentences for the 2 groups

Teaching Social Justice Lawyering: Systematically Including Community Legal Education in Law School Clinics

There is a body of literature on clinical legal theory that urges a focus in clinics beyond the single client to an explicit teaching of social justice lawyering. This Article adds to this emerging body of work by discussing the valuable role community legal education plays as a vehicle for teaching skills and values essential to single client representation and social justice lawyering. The Article examines the theoretical underpinnings of clinical legal education, community organizing and community education and how they influenced the authors’ design and implementation of community legal education within their clinics. It then discusses two projects designed to help victims of domestic violence. The first project has been ongoing for several years in a clinic with a long history of incorporating community education into its work. The second project was undertaken for the first time by a clinic teaching community legal education after a long hiatus. Through the discussion of these two projects, the Article evaluates and explains the pedagogical and logistical successes and challenges of incorporating community education into clinical programs and assesses the justice outcomes of their community work, both to the communities served and to their students

Teaching Social Justice Lawyering: Systematically Including Community Legal Education in Law School Clinics

There is a body of literature on clinical legal theory that urges a focus in clinics beyond the single client to an explicit teaching of social justice lawyering. This Article adds to this emerging body of work by discussing the valuable role community legal education plays as a vehicle for teaching skills and values essential to single client representation and social justice lawyering. The Article examines the theoretical underpinnings of clinical legal education, community organizing and community education and how they influenced the authors’ design and implementation of community legal education within their clinics. It then discusses two projects designed to help victims of domestic violence. The first project has been ongoing for several years in a clinic with a long history of incorporating community education into its work. The second project was undertaken for the first time by a clinic teaching community legal education after a long hiatus. Through the discussion of these two projects, the Article evaluates and explains the pedagogical and logistical successes and challenges of incorporating community education into clinical programs and assesses the justice outcomes of their community work, both to the communities served and to their students

A Teacher\u27s Trouble: Risk, Responsibility and Rebellion

What follows is an edited transcript of a session at the 1995 Annual Meeting of the Association of American Law Schools, held in New Orleans, Louisiana, January 7, 1995. The meeting was a joint plenary session of the AALS Section on Professional Responsibility and the Section on Clinical Legal Education. The meeting was planned and the role plays were written by Professors Margaret Martin Barry and Lisa Lerman of The Catholic University of America and Professor Homer La Rue of Howard University. The purpose of the program was to foster interaction among teachers of professional responsibility and clinical teachers about issues that arise in both clinical and non-clinical teaching. As Professor Sandy Ogilvy of Catholic University said in introducing the session, the planners wanted to bring together the perspective on the profession of the professional responsibility teachers, with the expertise in teaching methodology of the clinicians, with the thought that each group would be interested in what the other group had to say. Interesting ethical issues arise daily in clinical programs, and the planners wanted to encourage cross-fertilization between these two fields and increased collaboration within law schools between clinical teachers and teachers of professional responsibility. In developing the three role plays presented in this program, the planners selected issues that raise ethical or professional dilemmas for the law teachers as well as for their students. The transcript of this discussion explores only some of the issues potentially raised by the role play scenarios. The editors of the Clinical Law Review invite readers to submit commentary reacting to the issues raised in this discussion, or raising other issues suggested by the role plays but not fully discussed by the participants. The Review will consider such submissions for possible publication in its next issue. Readers might also consider initiating further dialogue with colleagues through one of the relevant internet listservs (lawclinic, legalethics or lawprof); such dialogue also may be submitted for possible publication

Exploring the Meaning of Experiential Deaning

This article explores the position of associate dean of experiential education in law schools across the country and the central role associate deans play in the changing landscape of legal education. Experiential deans have broad responsibility for overseeing law schools’ experiential education programs. Additional responsibilities differ between institutions, but range from leading efforts to comply with new ABA standards to overseeing the integration of experiential education into the broader curriculum. Analyzing survey data collected from associate experiential deans across the country, the authors find the structure, content, and authority of the position is under-developed. The authors make recommendations on how institutions can carve out the role intentionally and provide institutional support to increase the efficacy of the position