Month: October 2021

Study Skills Series: Taking part in classes

Posted on by foluke.adebisi

by Robert Craig, University of Bristol Law School

[The introduction to the series can be found here]

In classes, it might be thought to be better to choose your own moment to contribute rather than perhaps be randomly asked a direct question that you were not expecting by the tutor in the class. They will be trying to involve you in order to encourage you to make the best use of classes, which are designed to help you develop and test your ideas and reactions to the material by discussing them with your tutor and peers. But, to repeat, it is far better for you to pick a good moment to contribute something, even if it is just a question. (more…)

What Are Law Schools For?

Posted on by foluke.adebisi

by Foluke Adebisi, University of Bristol Law School

I wrote an article as part of a special issue that reflects on the state of the traditional law school and legal education. The full text is open access and can be accessed here or through your local library or other institutional channels. The purpose of the article was to think through the role of law schools in local and global society, especially in teaching the world to our students, especially if we want to engage with the possibility of changing the world. (more…)

Study Skill Series: Proactive Learning

Posted on by foluke.adebisi

by Robert Craig, University of Bristol Law School

[The introduction to the series can be found here]

Law is a subject where there is usually a strong correlation between effort and progress. Experience with generations of law students suggests that it is a bad idea to “leave things until later” in your class preparation because it is much harder to come back to things, from scratch, when they are not fresh in your mind. Also, the volume of material can quickly add up. Little and often is better and, incidentally, pacing yourself well over time also helps you to learn and remember the content far more easily – not to mention that the discipline of training your mind to keep plugging away regularly is a useful, and marketable, life skill. You will be justified in giving yourself a little pat on the back when you get to the revision period if you are actually revising rather than “catching up”. (more…)

Should treatments for covid-19 be denied to people who have refused to be vaccinated?

Posted on by foluke.adebisi

 

by John Coggon, Professor, Law School, University of Bristol

Since the early stages of the covid-19 pandemic, urgent attention has been given to expediting the approval and provision of treatments that are shown to prevent or limit the harms that people experience when they contract covid-19. Such treatments have both reduced the burden of disease and lessened rates of mortality. As with any treatments within a healthcare system, these come against considerations of rationing and prioritisation. Any treatment is a finite resource, and in some instances there may be insufficient supply to provide it to all people who might benefit clinically. How, in such instances, may the NHS best, and most fairly, allocate a limited resource?1

(more…)

Study Skills Series: SQ3R

Posted on by foluke.adebisi

by Robert Craig, University of Bristol Law School

[The introduction to the series can be found here]

One widely recommended way to try to distil complex texts into notes is called “the SQ3R method”. It means “Skim, Question, Read, Recall, Review”. Some of you may find it useful, but – again – don’t force yourself to do things that don’t work for you. In essence, the SQ3R method means you first Skim the whole chapter and make a note of the main section headings, so you have an overview. Then you ask yourself (“Question”) what you are trying to get from the material – try to identify a few main things you want to know after each subsection. Then you Read a small section of the chapter – say 3-4 pages – without taking notes. Then you look away and Recall the main points. Then you Review those points by writing down the main points in your own words and from memory. This is crucial. Don’t write out what the author of the textbook said. And try to use simple, clear sentences. Also consider using the dictation tool on Word – my note taking improved massively when I started using that.

(more…)

How does the UK promote migration whilst preserving the hostile environment? Inequality in the implementation of the Global Compact on Migration

Posted on by foluke.adebisi

by Kathryn Allinson, University of Bristol, and Clara Della Croce, School of Oriental and African Studies (SOAS).

Photo: David Mirzoeff/Global Justice Now

Introduction

The UK has adopted the Marrakesh Compact and agreed to implement the objectives which it sets out (see paragraph 41 of the Marrakesh Compact). The UK Government has repeatedly claimed that national policy is not in conflict with the Marrakesh Compact. Alistair Burt’s, Minister for the Middle East, written statement to Parliament on 10 December 2018 acknowledges that the UK is bound by existing human rights obligations, that these rights are owed specifically to migrants and that UK polices are in line with them. More recently, the UK’s 2020 report to the European Regional Review of the Marrakesh Compact, outlined that ‘the GCM is fully integrated into the UK policy architecture… GCM principles are reflected in wider UK migration policy and maintains senior official/ministerial focus on the GCM.’ The UK government consistently claims that UK policy is in line with the obligations in the Marrakesh Compact and that these are in accordance with international legal obligations owed to migrants. (more…)

Study Skill Series: How do I prepare for class?

Posted on by foluke.adebisi

by Robert Craig, University of Bristol Law School

[The introduction to the series can be found here]

Preparing properly for synchronous sessions is essential for them to be useful for you and for others in the seminar – please make the effort to engage actively with your peers and academic tutor for both seminars and consolidation sessions. It is impossible to take any meaningful part in seminars without doing a significant amount of prereading and thinking before class. Going to seminars with insufficient preparation tends to be quite stressful for most people because it is quite hard to follow what is going on if you are not on top of the materials. (more…)

Capitalising spousal periodical payments on divorce: Is it time to include investment advice and ongoing costs?

Posted on by foluke.adebisi

Professor Emma Hitchings, University of Bristol Law School

from http://401kcalculator.org/

When making financial orders on divorce, the case of Duxbury v Duxbury ([1992] Fam 62n, CA) introduced a calculation which provided a means to achieve a lump sum as an alternative to ongoing periodical payments (maintenance) between ex-spouses. This calculation enables couples to achieve a clean break (i.e. no ongoing financial ties after divorce), so that a lump sum is invested to provide a continuing annual income. In my recent Child and Family Law Quarterly article, on which this blog is based (‘Reconsidering the Duxbury Default’ [2021] CFLQ 275), I explore the Duxbury calculation in greater depth, presenting findings from an analysis of reported cases over the past 10 years and exploring why the courts appear reluctant to move away from it. However, in this blog, I want to focus on a practical concern arising from the continued use of Duxbury – the failure to provide for any allowance for costs incurred in setting up and running the invested funds and why this is important for those individuals who are required to invest a Duxbury lump sum to provide for future income. 

(more…)