Teaching legal writing in a South African context : an evaluation of the work of student tutors in assisting with the development of legal writing skills in first year law students at one South African law school.

Thesis (M.Ed.)-University of Natal, 2001.In this study, an analysis and an evaluation of the feedback comments made by fourth year law students on legal writing assignments of first year law students is made. The purpose is to formulate a sense of the student tutors' shared capacity to critique legal writing, and thereby assist in developing the writing skills of first year students at one South African law school. A review of the literature on legal writing from the United States of America suggests that there has been a shift away from the current-traditional paradigm, which focussed on formal features of legal writing. The 'new legal rhetoric' approach, based on research and theoretical understandings which view writing as a recursive process , has now been widely adopted. This approach has been further extended by the 'social perspective,' which acknowledges writing as a social practice. which novice writers can learn from experts within the legal discourse community. Finally, critical reading and writing theorists propose a politicised approach to writing, encouraging critiques of alienating discourse practices. Legal writing pedagogy in the United States has reflected these changing theoretical perspectives. The 'process' approach to teaching writing requires intensive writing instruction and practice by novices. Several drafts of assignments are submitted, and instructors respond with appropriate written (and verbal) feedback comments, which are intended to motivate revisions. The implications of this approach are that increased numbers of trained writing instructors are required to implement such a labour-intensive pedagogy. Resource constraints, and the difficulties of staffing such programmes, have resulted in innovative models being devised. The use of student tutors to assist in teaching legal writing inspired the introduction of a comparable tutor-training course at the University of Natal, Durban Law School, in 1999. In this study, eighteen pieces of writing: three different examples of first year law students' writing, on which six tutors had each written feedback comments, were analysed. The number, accuracy and type of comments were tabulated, and the tone and quality of the responses were evaluated against the theoretical frameworks reviewed above. A descriptive, qualitative interpretation of their commenting practice develops a detailed sense of their successes and deficiencies. The conclusions which emerged suggest that modifications to the tutors' education and training , and closer supervision/monitoring procedures would enhance the tutors' theoretical understandings, as well as their commenting practice. The value and viability of such a programme is confirmed by the empirical information, and indicates that student tutors can extend teaching resources, to provide the assistance necessary to implement intensive legal writing instruction. In a South African context, where academic literacy skills are so often deficient in first year students, a programme which builds capacity and extends limited teaching resources can be extremely beneficial

The undergraduate law curriculum : fitness for purpose?

Thesis (Ph.D.)-University of KwaZulu-Natal, Durban, 2009.This study reviews the curriculum of the four-year undergraduate Baccalaureus Legum (LLB) degree, introduced in 1998 as part of the transformation agenda in post-apartheid South Africa. Ten years since its inception, the question is whether the vision of the originators has translated into curricula that are producing a representative supply of appropriately-educated graduates for practice as legal professionals. The demand for the transformation of legal education resulted in the introduction of an undergraduate LLB as a single, affordable qualification for entry to legal practice. Law faculties were permitted to develop their own curricula, although there was agreement on core content. Three key principles were to inform curriculum design: (i) South African law exists in and applies to a diverse or pluralistic society; (ii) skills appropriate to the practice of law must be integrated into the degree; and (iii) faculties must strive to inculcate ethical values in students. A decade later, stakeholders are expressing dissatisfaction with the quality of graduates. Few graduates complete the LLB within four years, and a significant proportion of African students, already under-represented in law faculties, do not complete their studies. The attorneys’ profession is still predominantly white-owned. In the first part of the study, phenomenological interviews were conducted with three members of the 1996 Task Group of Law Deans who drafted the proposals for the new degree. The data elicited described the lived experience of curriculum change. Five current Law Deans were also interviewed to develop an understanding of their experience of implementing the law curriculum. The second component of the study was a phenomenographic analysis, in which six graduates, who are now attorneys, were interviewed, to identify their experiences of the law curriculum at one Law faculty. The graduates’ employers were interviewed to ascertain their perceptions of the graduates’ preparedness for professional practice. The study suggests that reactive conservatism on the part of legal academics resulted in law curricula that replicate a cycle of disadvantage, and fail to achieve transformative learning which integrates knowledge, skills and ethical values. A focus on incorporating an ontological component in law curricula, to develop high quality legal professionals is recommended

An analysis of the textual practices of undergraduate and postgraduate novice writers in law

Criticisms in the media and in the law professions about the writing skills of law graduates have drawn attention to the challenges that novice law students experience in acquiring these skills at the foundation level. Our research project attempts to understand the nature of these challenges from multiple perspectives: firstly, by sourcing students' understandings of their challenges with legal writing through semi-structured interviews, followed by a close textual analysis of samples of their writing, as well as through feedback from teaching staff. In this paper, we present the findings of our textual analysis of their writing. We illustrate how their difficulties with legal writing manifest at the levels of content, concept and lexico-grammar and how the students' struggles with legal concepts had implications for their overall engagement with the content of the subject matter. At the level of content, students exhibited problems with the appropriate presentation of subject matter, achieving precision in their writing and showing evidence of an appreciation of what counts as tacit knowledge within the discipline, while at the lexico-grammatical level they struggled with tense, preposition and article use. The paper concludes by recommending some strategies for responding to these challenges while taking into account their resource implications

The effect of integration on learning : an analysis and evaluation of a legal writing project in a South African Law Faculty

This article analyses the implementation and evaluation of a first-year legal writing programme which, over a period of three years, was increasingly integrated into the law curriculum of two first-year courses with a concomitant improvement in students’ assignment marks, as well as in their and their tutors’ perceptions of their learning. It argues that an increasingly integrated approach improves the legal reasoning and writing abilities expected of a first-year law student. The course design focused on the genres required in the law degree along with the underlying cognitive skills of analysis, synthesis, application, evaluation and argument necessary for legal reasoning. Students were required to submit four writing tasks to trained final-year student writing tutors who provided extensive personalised feedback. These ungraded tasks served to scaffold students’ subsequent submissions of coursework assignments. External evaluations of the project each year facilitated reflection and informed changes made to the project design. The conclusion drawn is that a particular type of integration that is achieved through ‘insider-outsider’ collaboration between an academic literacy expert and a law academic may be most effective in achieving the desired outcomes

Eculizumab is a safe and effective treatment in pediatric patients with atypical hemolytic uremic syndrome

Atypical hemolytic uremic syndrome (aHUS) is caused by alternative complement pathway dysregulation, leading to systemic thrombotic microangiopathy (TMA) and severe end-organ damage. Based on 2 prospective studies in mostly adults and retrospective data in children, eculizumab, a terminal complement inhibitor, is approved for aHUS treatment. Here we prospectively evaluated efficacy and safety of weight-based dosing of eculizumab in eligible pediatric patients with aHUS in an open-label phase II study. The primary end point was complete TMA response by 26 weeks. Twenty-two patients (aged 5 months-17 years) were treated; 16 were newly diagnosed, 12 had no prior plasma exchange/infusion during current TMA symptomatology, 11 received baseline dialysis, and 2 had prior renal transplants. By week 26, 14 achieved a complete TMA response, 18 achieved hematologic normalization, and 16 had 25% or better improvement in serum creatinine. Plasma exchange/infusion was discontinued in all, and 9 of the 11 patients who required dialysis at baseline discontinued, whereas none initiated new dialysis. Eculizumab was well tolerated; no deaths or meningococcal infections occurred. Bone marrow failure, wrist fracture, and acute respiratory failure were reported as unrelated severe adverse events. Thus, our findings establish the efficacy and safety of eculizumab for pediatric patients with aHUS and are consistent with proposed immediate eculizumab initiation following diagnosis in children

Energy and protein requirements for children with CKD stages 2-5 and on dialysis-clinical practice recommendations from the Pediatric Renal Nutrition Taskforce

Dietary management in pediatric chronic kidney disease (CKD) is an area fraught with uncertainties and wide variations in practice. Even in tertiary pediatric nephrology centers, expert dietetic input is often lacking. The Pediatric Renal Nutrition Taskforce (PRNT), an international team of pediatric renal dietitians and pediatric nephrologists, was established to develop clinical practice recommendations (CPRs) to address these challenges and to serve as a resource for nutritional care. We present CPRs for energy and protein requirements for children with CKD stages 2-5 and those on dialysis (CKD2-5D). We address energy requirements in the context of poor growth, obesity, and different levels of physical activity, together with the additional protein needs to compensate for dialysate losses. We describe how to achieve the dietary prescription for energy and protein using breastmilk, formulas, food, and dietary supplements, which can be incorporated into everyday practice. Statements with a low grade of evidence, or based on opinion, must be considered and adapted for the individual patient by the treating physician and dietitian according to their clinical judgment. Research recommendations have been suggested. The CPRs will be regularly audited and updated by the PRNT.Peer reviewe

The dietary management of calcium and phosphate in children with CKD stages 2-5 and on dialysis-clinical practice recommendation from the Pediatric Renal Nutrition Taskforce

In children with chronic kidney disease (CKD), optimal control of bone and mineral homeostasis is essential, not only for the prevention of debilitating skeletal complications and achieving adequate growth but also for preventing vascular calcification and cardiovascular disease. Complications of mineral bone disease (MBD) are common and contribute to the high morbidity and mortality seen in children with CKD. Although several studies describe the prevalence of abnormal calcium, phosphate, parathyroid hormone, and vitamin D levels as well as associated clinical and radiological complications and their medical management, little is known about the dietary requirements and management of calcium (Ca) and phosphate (P) in children with CKD. The Pediatric Renal Nutrition Taskforce (PRNT) is an international team of pediatric renal dietitians and pediatric nephrologists, who develop clinical practice recommendations (CPRs) for the nutritional management of various aspects of renal disease management in children. We present CPRs for the dietary intake of Ca and P in children with CKD stages 2-5 and on dialysis (CKD2-5D), describing the common Ca- and P-containing foods, the assessment of dietary Ca and P intake, requirements for Ca and P in healthy children and necessary modifications for children with CKD2-5D, and dietary management of hypo- and hypercalcemia and hyperphosphatemia. The statements have been graded, and statements with a low grade or those that are opinion-based must be carefully considered and adapted to individual patient needs based on the clinical judgment of the treating physician and dietitian. These CPRs will be regularly audited and updated by the PRNT.Peer reviewe

Assessment of nutritional status in children with kidney diseases-clinical practice recommendations from the Pediatric Renal Nutrition Taskforce

In children with kidney diseases, an assessment of the child's growth and nutritional status is important to guide the dietary prescription. No single metric can comprehensively describe the nutrition status; therefore, a series of indices and tools are required for evaluation. The Pediatric Renal Nutrition Taskforce (PRNT) is an international team of pediatric renal dietitians and pediatric nephrologists who develop clinical practice recommendations (CPRs) for the nutritional management of children with kidney diseases. Herein, we present CPRs for nutritional assessment, including measurement of anthropometric and biochemical parameters and evaluation of dietary intake. The statements have been graded using the American Academy of Pediatrics grading matrix. Statements with a low grade or those that are opinion-based must be carefully considered and adapted to individual patient needs based on the clinical judgment of the treating physician and dietitian. Audit and research recommendations are provided. The CPRs will be periodically audited and updated by the PRNT.Peer reviewe

Delivery of a nutritional prescription by enteral tube feeding in children with chronic kidney disease stages 2-5 and on dialysis-clinical practice recommendations from the Pediatric Renal Nutrition Taskforce

The nutritional prescription (whether in the form of food or liquid formulas) may be taken orally when a child has the capacity for spontaneous intake by mouth, but may need to be administered partially or completely by nasogastric tube or gastrostomy device ("enteral tube feeding"). The relative use of each of these methods varies both within and between countries. The Pediatric Renal Nutrition Taskforce (PRNT), an international team of pediatric renal dietitians and pediatric nephrologists, has developed clinical practice recommendations (CPRs) based on evidence where available, or on the expert opinion of the Taskforce members, using a Delphi process to seek consensus from the wider community of experts in the field. We present CPRs for delivery of the nutritional prescription via enteral tube feeding to children with chronic kidney disease stages 2-5 and on dialysis. We address the types of enteral feeding tubes, when they should be used, placement techniques, recommendations and contraindications for their use, and evidence for their effects on growth parameters. Statements with a low grade of evidence, or based on opinion, must be considered and adapted for the individual patient by the treating physician and dietitian according to their clinical judgement. Research recommendations have been suggested. The CPRs will be regularly audited and updated by the PRNT