Working the Nexus: Teaching students to think, read and problem-solve like a lawyer

Despite a clear case for thinking skills in legal education, the approach to teaching these skills often appears to be implied in law curricula rather than identified explicitly. Thinking skills could be taught as part of reading law and legal problem solving. However, learning the full suite of thinking skills requires active teaching strategies which go beyond exposing students to the text of the law, and training them in its application by solving problem scenarios. The challenge for law teachers is to articulate how to learn legal thinking skills, and to do so at each level of the degree. This article outlines how the nexus between three component skills: critical legal thinking, reading law, and legal problem solving, can be put to work to provide a cohesive and scaffolded approach to the teaching of legal thinking. Although the approach in this article arises from the Smart Casual project, producing discipline-specific professional development resources directed at sessional teachers in law, we suggest that its application is relevant to all law teachers

Critical legal reading: The elements, strategies and dispositions needed to master this essential skill

Alex Steel, Kate Galloway, Mary Heath, Natalie Skead, Mark Israel, Anne Hewit

Relationship between complementary and alternative medicine use and incidence of adverse birth outcomes: an examination of a nationally representative sample of 1835 Australian women

Objective: there is evidence of high use of complementary and alternative medicine (CAM) by pregnant women. Despite debate and controversy regarding CAM use in pregnancy there has been little research focus upon the impacts of CAM use on birth outcomes. This paper reports findings outlining the incidence of adverse birth outcomes among women accessing CAM during pregnancy. Design: a survey-based cohort sub-study from the nationally-representative Australian Longitudinal Study on Women's Health (ALSWH) was undertaken in 2010. Participants: women (aged 31-36 years) who identified in 2009 as pregnant or recently given birth (. n=2445) from the younger cohort (. n=8012) of ALSWH were recruited for the study. Measurements and findings: participants' responses were analysed to examine the relationship between use of CAM and adverse birth outcomes from their most recent pregnancy. Of the respondents (. n=1835; 79.2%), there were variations in birth outcomes for the women who used different CAM. Notably, the outcome which was most commonly associated with CAM use was emotional distress. This was found to occur more commonly in women who practised meditation/yoga at home, used flower essences, or consulted with a chiropractor. In contrast, women who consulted with a chiropractor or consumed herbal teas were less likely to report a premature birth, whilst participation in yoga classes was associated with an increased incidence of post partum/intrapartum haemorrhage. Key conclusions: the results emphasise the necessity for further research evaluating the safety and effectiveness of CAM for pregnant women, with a particular focus on birth outcomes. Implications for practice: health professionals providing care need to be aware of the potential birth outcomes associated with CAM use during pregnancy to enable the provision of accurate information to women in their care, and to assist in safely supporting women accessing CAM to assist with pregnancy, labour and birth

Fostering “Quiet Inclusion”: Interaction and Diversity in the Australian Law Classroom

Law schools and the legal profession in Australia have long been associated with social reproduction of the elite.1 Scholars have been inclined to reflect on the structural arrangements that sustain this association, which form one important dimension of its persistence. However, the ways people interact with one another can also entrench privilege, by indicating that the values, attributes, and views of some people are either accepted and wanted or are unaccepted and unwanted—quietly including or excluding. This sorting also happens in law schools and in legal practice, partly because of behavior modeled in law schools

Defining Identity Crimes

The objective of this paper is to report on the definitions of the terms used and in use across different regions for identity crime, namely, identity fraud, identity theft, and identity deception. The purpose is to clarify the meaning of the terms used with a view to gaining a consensus amongst the various stakeholders. This consensus is essential to enable further research. Without consensus measurement and comparisons are meaningless. Our study of identity fraud has an industry-driven research agenda. A grounded theory research methodology is used when interviewing government agencies and private organisation participants. Interviews sought to better understand current information and communications technology (ICT) practitioners’ security and privacy issues with respect to identity fraud perpetrator attacks. We found there to be consensus among stakeholders for the meaning of identity fraud and identity theft but less agreement for identity deception