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DOI

La enseñanza del Derecho Romano a través de problemas

01 Jan 2010-Iss: 11, pp 11-19
TL;DR: The work of the Juridical Clinic for the Protection of the Infancy and the Adolescence of the Law Faculty of the University of Barcelona as mentioned in this paper has been described in detail.
Abstract: The purpose of the present document is to announce and share the experience of the work of the Juridical Clinic for the Protection of the Infancy and the Adolescence of the Law Faculty of the University of Barcelona; the aims and the methodology of work. In the frame of the Juridical Clinic, the students, of the last course of the Degree of Law, develop practices in a professional environment in order to acquire the competitions that they qualify for the exercise of the professions juridical; but not only that, the particular aim of our Clinic is to compromise the students with the defense of the people’s rights and the most vulnerable groups of our company. To such effect, we articulate a participative, collaborative work and in network between the own students, the teachers or academic tutors and the attorneys of the entities who take part in the Clinic. Between all, we unite efforts to advance in the study, the investigation and the defense of the rights of the children and the most vulnerable teenagers or in situation of social exclusion.

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Citations
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Journal ArticleDOI
TL;DR: In this paper, the authors investigate how universities, as transmitters of social awareness, should reflect the problem of inequality between the sexes in educational processes and reflect gender studies in managing knowledge through cross-curricular studies.

6 citations

Posted Content
TL;DR: In this paper, aportar algunos materiales filmicos al objeto de que el profesorado pueda llevarlo a la practica en el contexto aulico y asi dar un toque de novedad que, sin lugar a dudas, llamara la atencion de los discentes por la materia.
Abstract: El cine constituye uno de los metodos mas poderosos de difusion del saber, promoviendo metodologias activas, y su entrada en los estudios de Derecho constituye una evolucion de las clases tradicionales, anteriores al EEES (Espacio Europeo de Educacion Superior), en las que el alumnado representaba el papel de un mero receptor de informacion. Con este trabajo pretendemos aportar algunos materiales filmicos al objeto de que el profesorado pueda llevarlo a la practica en el contexto aulico y asi dar un toque de novedad que, sin lugar a dudas, llamara la atencion de los discentes por la materia.

4 citations

Journal ArticleDOI
15 Mar 2021
TL;DR: In this paper, the dominant pedagogical model in the academic programs of administration offered by the Universities attached to the Central Chapter of the Colombian Association of Faculties of Administration was analyzed.
Abstract: The objective of the article is to show the dominant pedagogical model in the academic programs of Administration offered by the Universities attached to the Central Chapter of the Colombian Association of Faculties of Administration. The study was developed in two phases: the first was to contrast the pedagogical models described in the Educational Projects of the Programs against the teaching practice, and the second was the characterization of the pedagogical features. Significant features of an inter structuring pedagogical model were evidenced.

2 citations

DOI
05 Apr 2011
TL;DR: In this article, the authors analyze the student's positive opinions and values rising from an experience of PBL and show how the PBL strategy improves their capacities in learning and solving out professional problems, and how this happen due to the facilitation of the peerinteraction and the possibility of having a clear action-oriented approach.
Abstract: Training professionals in Law has been traditionally developed according to different frames and kinds of learning experiences. Nevertheless, such span of learning potential and different professional frames has not been historically assumed by the Spanish universities who conducted a common curricular model, both centralized and focused mainly to a content memorization, according to a dogmatic interpretation of them. Despite the former, there are different qualitatively contrasted teaching strategies, which can be implemented in Law professional training. PBL is one of the best known approaches among them. In this paper different relevant issues giving teaching such approach are reviewed. The article analyzes the student’s positive opinions and values rising from an experience of PBL. Such values reflect its significant contribution to a deep learning and as a strategic way for enhancing their sense of professionalism. The students’ empirical data shows how the PBL strategy improves their capacities in learning and solving out professional problems. Thus, it seems to exert a positively impact in how manage their learning autonomy as students. The collected data shows how this happen due to the facilitation of the peer-interaction and the possibility of having a clear action-oriented approach.

2 citations

References
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Book
01 Jan 2002
TL;DR: The positivismo juridico considera a norma como un comando, formulando una teoria imperativa del Derecho as mentioned in this paper, and sostiene la teoria de la coherencia and la completeness del ordenamiento jurídico.
Abstract: La concepcion del Derecho nace cuando el "Derecho positivo" y el "Derecho natural" ya no se consideran en el mismo sentido, sino el Derecho positivo pasa a ser contemplado en sentido propio. El positivismo juridico considera a la norma como un comando, formulando una teoria imperativa del Derecho. Considerando la estructura no de la aislada norma, sino del conjunto de normas juridicas vigentes en la sociedad, el positivismo juridico sostiene la teoria de la coherencia y la completitud del ordenamiento juridico.

92 citations

Journal ArticleDOI
Jerome Frank1

90 citations

Journal ArticleDOI
TL;DR: In this paper, the authors explore a unique collection of student feedback data from a period of over 18 years and focus on two aspects of student satisfaction: where priorities have changed and where student concerns have remained consistent.
Abstract: Benchmarking satisfaction over time can be extremely valuable where a consistent feedback cycle is employed. However, the value of benchmarking over a long period of time has not been analysed in depth. What is the value of benchmarking this type of data over time? What does it tell us about a feedback and action cycle? What impact does a study of historical student feedback have on our understanding of quality? This paper explores a unique collection of student feedback data from a period of over 18 years and focuses on two aspects of student feedback. First, the paper identifies that significant changes have occurred over time, which are reflected in the data. In particular, the data indicate not only where priorities have changed but also where student concerns have remained consistent. Second, the paper argues that the questionnaire itself is a dynamic tool and the ways in which its structure develops reflect historical change.

70 citations

Book
01 Nov 1996
TL;DR: In this article, the authors discuss differences between schools: the early studies, the current studies, and the differences within schools, and peer group differences, and propose a model to maximize achievement and equality in education.
Abstract: 1. Equality and Achievement in Education. 2. Methodological Issues. 3. Differences Between Homes. 4. Differences Between Schools: The Early Studies. 5. Differences Between Schools: The Current Studies. 6. Differences Within Schools. 7. Peer Group Differences. 8. Maximizing Achievement and Equality.

54 citations