case study for llb students

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The essential cases every law student should know

Cases capture human stories, shape public debate and establish new expectations of the state. Their wider effect can reflect society's consciousness but often lead to new laws. Cases and judges' decisions are a law student's bread and butter. Here are a few you will come across:

Care for thy neighbour:

In 1932 Mrs Donoghue launched the modern law of negligence, after finding her ginger beer less than appealing. Known to generations of law students as the "snail in the bottle" case, it is best known for Lord Atkin's famous neighbour principle. In declaring we should take reasonable care to avoid harm to those we foresee can be affected, he established when we owe duties to each other. Accidents and injuries were forever to be reshaped into claims and compensation.

Foreign detainees

Known as the Belmarsh decision , there is no modern case that better sets the boundary between national security and civil liberties. Decided by a panel of nine law lords, the 2004 decision became an important milestone in judges protecting both the rule of law and human rights. In a challenge to the Labour policy of indefinitely detaining foreign terrorist suspects without charge, the majority declared the British state acted illegally and in a discriminatory way. In his powerful rejection, Lord Hoffman stated "The real threat to the life of the nation… comes not from terrorism but from laws such as these."

Spanish fisherman

Providing the legal backdrop to a decade of EU-scepticism is the 1991 case of Factortame , this case on the rights of Spanish fisherman to fish in British waters is a mainstay on any public law course. It confirmed the priority of European laws over UK acts of parliament and thus struck a blow against parliament's legal supremacy. In so doing it provoked much constitutional debate about the extent of EU legal powers - and Britain's relationship with Europe as a whole.

Officially the longest case in English legal history, this ten year David v Goliath libel battle exposed the price of justice when corporations take on individuals. The fast food giant sued green campaigners David Morris and Helen Steel for libel over a stinging pamphlet criticising the their ethical credentials. McDonalds walked away with both a win and a PR disaster. The European court of human rights later declared in 2005 that the pair, who were unfunded and were representing themselves, had been denied their right to a fair trial.

Jodie and Mary

In the year 2000 the plight of conjoined twins made front page news . The question was whether it was justified to separate and knowingly "kill" the weaker Mary in order to save her stronger sister Jodie, given both were destined for a premature death. In spite of parents favouring non-separation, doctors wanted a declaration that such an operation would be lawful. In a maze of ethical and legal conflicts, Lord Justice Ward rather hollowly declared that "this is a court of law, not a court of morals."

After admitting to sleepless nights, the judges allowed the doctors to separate. Lord Justice Brooke declared the situation as one of necessity, allowing the option of a lesser evil. The stronger twin survived and made a full recovery. The thankfully rare case, otherwise found in philosophy debates, demonstrates the relationship between law and morality, perhaps one of the first questions on a legal theory course.

Domestic abuse

A year after marital rape was declared rape in 1991, came the case of Kiranjit Ahluwalia , who had been abused for over a decade by a violent husband. She was convicted of murder after setting her husband alight as he slept. In recognising long-term domestic abuse and the possibility of a slow-burn anger that led to her snapping, the case was a cause célèbre for feminist and domestic abuse groups. Though finally the decision in the end was based on diminished responsibility, it was seen as a benchmark for tackling the gender bias in the criminal law and raising public awareness of domestic abuse. Ahluwalia's conviction was reduced to manslaughter, and she was freed.

International human rights law received a global TV audience in 1998 after former Chilean dictator General Pinochet was arrested in London. Under the rules of universal jurisdiction, he was detained following a Spanish extradition request facing charges of crimes against humanity. The law lords declared that there could be a limit to the immunity enjoyed by heads of states. Though Pinochet was never extradited, the case sent out a strong message about accountability for leaders who commit human rights abuses,before the international criminal court was established.

The case is also well known among lawyers when after the first hearing it was disclosed that that one of the ruling law lords, Lord Hoffmann, was a director of Amnesty International, a party to the cases. The entire hearing had to be repeated to show that "justice must not only be done but be seen to be done."

The internet age

Injunctions, twitter, privacy and the extra marital activities of footballers were all the rage in early 2011. Nothing struck up more attention than the application for an injunction by Ryan Giggs against the Sun. His name was widely tweeted and the situation became more farcical when MP John Hemming revealed his name in the House of Commons. The debate forced the law to react to an age of the internet and social media. The case followed a long line of celebrity court battles in the 2000's, and became another marker in the debate between balancing freedom of expression and the right to a private life.

From across the Atlantic arguably no case better demonstrates the political and social impact of judicial decisions. The landmark decision in 1973 upheld a woman's right to an abortion. Synonymous with abortion in the USA. Hundreds of thousands march on the US supreme court on the anniversary of the decision each year.

Any of Denning's cases

In our common law system, many judges leave their mark on a particular area of law. However clichéd, no judge will live longer in the memory of law students than the controversial Lord Denning. He demonstrates the power of personality in a subject that is often seen technical, dry and rule-based. In the words of Lord Irvine, "the word Denning became a byword for the law itself." Denning reminds us that all cases are eventually decided by individuals who are made up of values and personal perspectives that make them who they are. Students , you are encouraged to think, debate and learn the law in the same spirit. Good luck.

Are there any need-to-know cases missing from this list? Add them in the comments below.

• Studying law
• UK criminal justice
• International criminal justice
• Universal jurisdiction
• Injunctions

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Research skills for LLB assessments

The Future Lawyer Weekly Update – w/c 12th October

Writing skills for LLB assessments

• Tips for Students
• law students
• take home assessments
• take home exams

Advice written by Law Answered , who produce fantastic study and revision notes and case books for the LLB. Their LLB notes also include step-by-step plans for answering problem questions and essay questions so that you can smash your LLB exams.

With law schools and universities having closed their doors due to the escalating COVID-19 situation, many are now proposing to assess their students by way of “take home” examinations, such as research topics which students will submit their answers to 24 hours after being handed their assessment.

To excel in these kind of take home assessments you’ll need to hone a different set of skills to those that you might have been working on for the rest of the year. Research skills will be particularly important, so we thought we’d share a few quick tips.

Where to begin?

Remember that there are two types of authorities: primary and secondary. Primary sources, such as statute and case law, will be the most authoritative, but it may help you to focus your research and to understand how the law applies in practice by beginning with secondary sources and commentary on the law.

Reading practice notes on Practical Law can really help you to get a good introduction to a topic, so that you can begin to narrow down your research. Once you have an overview of a topic, you can start to read more detailed commentary which might be relevant, such as academic views in journals, commentary in Halsbury’s Laws of England and summaries of cases on Westlaw.

How do I make sure I’m looking at the most up to date law?

You must ensure that the resources you are using are up to date. Most online resources  will show you the current law, but beware – some won’t!

Legislation on legislation.gov.uk is not always the latest version in force. It’s better to use Westlaw for legislation. When using Westlaw, make sure that you have selected the option that shows the current legislation in force. It is also possible to look back at the legislation in force at a particular time, so make sure you have not confused your date range.

Don’t simply assume that what you are looking at is up to date. Make sure to check each time. For example, statutes on Westlaw will have green, yellow and red icons next to particular sections indicating whether parts of a statute are in force, partially or completely repealed, or nor yet in force. Westlaw has similar icons for case law to indicate how a court’s decision has been subsequently treated.

If you’re using hard copy resources, these often vary among themselves, so query with your law library’s librarian as to how to check that a book is up-to-date. Some hard copy resources periodically publish hard copy supplements which you need to read alongside the original edition.

You can also refer to secondary resources such as Halsbury’s Is It In Force? to check on whether particular legislation is now in force.

When do I know that I’ve done enough research?

Once you have gathered all the primary and secondary sources of law and identified which are most relevant, focus your research. Read the most relevant resources in detail and make sure to check on any other materials which those resources refer to, such as other case law on the same topic. You don’t want to hurt your chances by spending too long researching every little point and risking going down a rabbit hole – remember that you have to start writing at some point. You should stop further extensive research once you have a good overview of the topic and have a sense of the answer to the question you are being assessed on. You should have done sufficient research to be able to discuss supporting points for your answer in detail. You should also have an idea of opposing views and relevant counter-arguments. If so, it’s now time to start planning your answer!

This article was written by the team at Law Answered , who also have a free guide to Exam Skills for Take-Home Assessments – sign up to their mailing list via lawanswered.com/llb to get your free guide and make sure to check out their other first-class guides to the core LLB modules too.

Good luck in your assessments!

For more advice, check out our article on study techniques that an aspiring lawyer shouldn’t ignore!

Camilla Uppal

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• How to Prepare for Law School
• How to brief a case
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How to write a case brief for law school: Excerpt reproduced from Introduction to the Study of Law: Cases and Materials ,

Third edition (lexisnexis 2009) by michael makdisi & john makdisi.

C. HOW TO BRIEF

The previous section described the parts of a case in order to make it easier to read and identify the pertinent information that you will use to create your briefs. This section will describe the parts of a brief in order to give you an idea about what a brief is, what is helpful to include in a brief, and what purpose it serves. Case briefs are a necessary study aid in law school that helps to encapsulate and analyze the mountainous mass of material that law students must digest. The case brief represents a final product after reading a case, rereading it, taking it apart, and putting it back together again. In addition to its function as a tool for self-instruction and referencing, the case brief also provides a valuable “cheat sheet” for class participation.

Who will read your brief? Most professors will espouse the value of briefing but will never ask to see that you have, in fact, briefed. As a practicing lawyer, your client doesn’t care if you brief, so long as you win the case. The judges certainly don’t care if you brief, so long as you competently practice the law. You are the person that the brief will serve! Keep this in mind when deciding what elements to include as part of your brief and when deciding what information to include under those elements.

What are the elements of a brief? Different people will tell you to include different things in your brief. Most likely, upon entering law school, this will happen with one or more of your instructors. While opinions may vary, four elements that are essential to any useful brief are the following:

(a) Facts (name of the case and its parties, what happened factually and procedurally, and the judgment)

(b) Issues (what is in dispute)

(c) Holding (the applied rule of law)

(d) Rationale (reasons for the holding)

If you include nothing but these four elements, you should have everything you need in order to recall effectively the information from the case during class or several months later when studying for exams.

Because briefs are made for yourself, you may want to include other elements that expand the four elements listed above. Depending on the case, the inclusion of additional elements may be useful. For example, a case that has a long and important section expounding dicta might call for a separate section in your brief labeled: Dicta. Whatever elements you decide to include, however, remember that the brief is a tool intended for personal use. To the extent that more elements will help with organization and use of the brief, include them. On the other hand, if you find that having more elements makes your brief cumbersome and hard to use, cut back on the number of elements. At a minimum, however, make sure you include the four elements listed above.

Elements that you may want to consider including in addition to the four basic elements are:

(e) Dicta (commentary about the decision that was not the basis for the decision)

(f) Dissent (if a valuable dissenting opinion exits, the dissent’s opinion)

(g) Party’s Arguments (each party’s opposing argument concerning the ultimate issue)

(h) Comments (personal commentary)

Personal comments can be useful if you have a thought that does not fit elsewhere. In the personal experience of one of the authors, this element was used to label cases as specific kinds (e.g., as a case of vicarious liability) or make mental notes about what he found peculiar or puzzling about cases. This element allowed him to release his thoughts (without losing them) so that he could move on to other cases.

In addition to these elements, it may help you to organize your thoughts, as some people do, by dividing Facts into separate elements:

(1) Facts of the case (what actually happened, the controversy)

(2) Procedural History (what events within the court system led to the present case)

(3) Judgment (what the court actually decided)

Procedural History is usually minimal and most of the time irrelevant to the ultimate importance of a case; however, this is not always true. One subject in which Procedure History is virtually always relevant is Civil Procedure.

When describing the Judgment of the case, distinguish it from the Holding. The Judgment is the factual determination by the court, in favor of one party, such as “affirmed,” “reversed,” or “remanded.” In contrast, the Holding is the applied rule of law that serves as the basis for the ultimate judgment.

Remember that the purpose of a brief is to remind you of the important details that make the case significant in terms of the law. It will be a reference tool when you are drilled by a professor and will be a study aid when you prepare for exams. A brief is also like a puzzle piece.

The elements of the brief create the unique shape and colors of the piece, and, when combined with other pieces, the picture of the common law takes form. A well-constructed brief will save you lots of time by removing the need to return to the case to remember the important details and also by making it easier to put together the pieces of the common law puzzle.

D. EXTRACTING THE RELEVANT INFORMATION: ANNOTATING AND HIGHLIGHTING

So now that you know the basic elements of a brief, what information is important to include under each element? The simple answer is: whatever is relevant. But what parts of a case are relevant? When you read your first few cases, you may think that everything that the judge said was relevant to his ultimate conclusion. Even if this were true, what is relevant for the judge to make his decision is not always relevant for you to include in your brief. Remember, the reason to make a brief is not to persuade the world that the ultimate decision in the case is a sound one, but rather to aid in refreshing your memory concerning the most important parts of the case.

What facts are relevant to include in a brief? You should include the facts that are necessary to remind you of the story. If you forget the story, you will not remember how the law in the case was applied. You should also include the facts that are dispositive to the decision in the case. For instance, if the fact that a car is white is a determining factor in the case, the brief should note that the case involves a white car and not simply a car. To the extent that the procedural history either helps you to remember the case or plays an important role in the ultimate outcome, you should include these facts as well.

What issues and conclusions are relevant to include in a brief? There is usually one main issue on which the court rests its decision. This may seem simple, but the court may talk about multiple issues, and may discuss multiple arguments from both sides of the case. Be sure to distinguish the issues from the arguments made by the parties. The relevant issue or issues, and corresponding conclusions, are the ones for which the court made a final decision and which are binding. The court may discuss intermediate conclusions or issues, but stay focused on the main issue and conclusion which binds future courts.

What rationale is important to include in a brief? This is probably the most difficult aspect of the case to determine. Remember that everything that is discussed may have been relevant to the judge, but it is not necessarily relevant to the rationale of the decision. The goal is to remind yourself of the basic reasoning that the court used to come to its decision and the key factors that made the decision favor one side or the other.

A brief should be brief! Overly long or cumbersome briefs are not very helpful because you will not be able to skim them easily when you review your notes or when the professor drills you. On the other hand, a brief that is too short will be equally unhelpful because it lacks sufficient information to refresh your memory. Try to keep your briefs to one page in length. This will make it easy for you to organize and reference them.

Do not get discouraged. Learning to brief and figuring out exactly what to include will take time and practice. The more you brief, the easier it will become to extract the relevant information.

While a brief is an extremely helpful and important study aid, annotating and highlighting are other tools for breaking down the mass of material in your casebook. The remainder of this section will discuss these different techniques and show how they complement and enhance the briefing process.

Annotating Cases

Many of you probably already read with a pencil or pen, but if you do not, now is the time to get in the habit. Cases are so dense and full of information that you will find yourself spending considerable amounts of time rereading cases to find what you need. An effective way to reduce this time is to annotate the margins of the casebook. Your pencil (or pen) will be one of your best friends while reading a case. It will allow you to mark off the different sections (such as facts, procedural history, or conclusions), thus allowing you to clear your mind of thoughts and providing an invaluable resource when briefing and reviewing.

You might be wondering why annotating is important if you make an adequate, well-constructed brief. By their very nature briefs cannot cover everything in a case. Even with a thorough, well-constructed brief you may want to reference the original case in order to reread dicta that might not have seemed important at the time, to review the complete procedural history or set of facts, or to scour the rationale for a better understanding of the case; annotating makes these tasks easier. Whether you return to a case after a few hours or a few months, annotations will swiftly guide you to the pertinent parts of the case by providing a roadmap of the important sections. Your textual markings and margin notes will refresh your memory and restore specific thoughts you might have had about either the case in general or an individual passage.

Annotations will also remind you of forgotten thoughts and random ideas by providing a medium for personal comments.

In addition to making it easier to review an original case, annotating cases during the first review of a case makes the briefing process easier. With adequate annotations, the important details needed for your brief will be much easier to retrieve. Without annotations, you will likely have difficulty locating the information you seek even in the short cases. It might seem strange that it would be hard to reference a short case, but even a short case will likely take you at least fifteen to twenty-five minutes to read, while longer cases may take as much as thirty minutes to an hour to complete. No matter how long it takes, the dense material of all cases makes it difficult to remember all your thoughts, and trying to locate specific sections of the analysis may feel like you are trying to locate a needle in a haystack. An annotation in the margin, however, will not only swiftly guide you to a pertinent section, but will also refresh the thoughts that you had while reading that section.

When you read a case for the first time, read for the story and for a basic understanding of the dispute, the issues, the rationale, and the decision. As you hit these elements (or what you think are these elements) make a mark in the margins. Your markings can be as simple as “facts” (with a bracket that indicates the relevant part of the paragraph). When you spot an issue, you may simply mark “issue” or instead provide a synopsis in your own words. When a case sparks an idea — write that idea in the margin as well — you never know when a seemingly irrelevant idea might turn into something more.

Finally, when you spot a particularly important part of the text, underline it (or highlight it as described below).

With a basic understanding of the case, and with annotations in the margin, the second read-through of the case should be much easier. You can direct your reading to the most important sections and will have an easier time identifying what is and is not important. Continue rereading the case until you have identified all the relevant information that you need to make your brief, including the issue(s), the facts, the holding, and the relevant parts of the analysis.

Pencil or pen — which is better to use when annotating? Our recommendation is a mechanical pencil. Mechanical pencils make finer markings than regular pencils, and also than ballpoint pens. Although you might think a pencil might smear more than a pen, with its sharp point a mechanical pencil uses very little excess lead and will not smear as much as you might imagine. A mechanical pencil will also give you the freedom to make mistakes without consequences. When you first start annotating, you may think that some passages are more important than they really are, and therefore you may resist the urge to make a mark in order to preserve your book and prevent false guideposts. With a pencil, however, the ability to erase and rewrite removes this problem.

Highlighting

Why highlight? Like annotating, highlighting may seem unimportant if you create thorough, well-constructed briefs, but highlighting directly helps you to brief. It makes cases, especially the more complicated ones, easy to digest, review and use to extract information.

Highlighting takes advantage of colors to provide a uniquely effective method for reviewing and referencing a case. If you prefer a visual approach to learning, you may find highlighting to be a very effective tool.

If annotating and highlighting are so effective, why brief? Because the process of summarizing a case and putting it into your own words within a brief provides an understanding of the law and of the case that you cannot gain through the process of highlighting or annotating.

The process of putting the case into your own words forces you to digest the material, while annotating and highlighting can be accomplished in a much more passive manner.

What should you highlight? Similar to annotating, the best parts of the case to highlight are those that represent the needed information for your brief such as the facts, the issue, the holding and the rationale.

Unlike annotating, highlighting provides an effective way to color code, which makes referring to the case even easier. In addition, Highlighters are particularly useful in marking off entire sections by using brackets. These brackets will allow you to color-code the case without highlighting all the text, leaving the most important phrases untouched for a more detailed highlight marking or underlining.

Highlighting is a personal tool, and therefore should be used to the extent that highlighting helps, but should be modified in a way that makes it personally time efficient and beneficial. For instance, you might combine the use of annotations in the margins with the visual benefit of highlighting the relevant text. You may prefer to underline the relevant text with a pencil, but to use a highlighter to bracket off the different sections of a case. Whatever you choose to do, make sure that it works for you, regardless of what others recommend. The techniques in the remainder of this section will describe ways to make full use of your highlighters.

First, buy yourself a set of multi-colored highlighters, with at least four, or perhaps five or six different colors. Yellow, pink, and orange are usually the brightest. Depending on the brand, purple and green can be dark, but still work well. Although blue is a beautiful color, it tends to darken and hide the text.

Therefore we recommend that you save blue for the elements that you rarely highlight.

For each different section of the case, choose a color, and use that color only when highlighting the section of the case designated for that color. Consider using yellow for the text that you tend to highlight most frequently. Because yellow is the brightest, you may be inclined to use yellow for the Conclusions in order to make them stand out the most. If you do this, however, you will exhaust your other colors much faster than yellow and this will require that you purchase an entire set of new highlighters when a single color runs out because colors such as green are not sold separately. If instead you choose to use yellow on a more frequently highlighted section such as the Analysis, when it comes time to replace your yellow marker, you will need only to replace your yellow highlighter individually. In the personal experience on one of the authors, the sections of cases that seemed to demand the most highlighter attention were the

Facts and the Analysis, while the Issues and Holdings demanded the least. Other Considerations and

Procedural History required lots of highlighting in particular cases although not in every case.

Experiment if you must, but try to choose a color scheme early on in the semester and stick with it. That way, when you come back to the first cases of the semester, you will not be confused with multiple color schemes. The basic sections of a case for which you should consider giving a different color are:

• Procedural History

• Issue (and questions presented)

• Holding (and conclusions)

• Analysis (rationale)

• Other Considerations (such as dicta)

Not all of these sections demand a separate color. You may find that combining Facts and Procedural History or Issues and Holdings works best. Furthermore, as mentioned above, some sections may not warrant highlighting in every case (e.g., dicta probably do not need to be highlighted unless they are particularly important). If you decide that a single color is all that you need, then stick to one, but if you find yourself highlighting lots of text from many different sections, reconsider the use of at least a few different colors. Highlighters make text stand out, but only when used appropriately. The use of many colors enables you to highlight more text without reducing the highlighter’s effectiveness. Three to four colors provides decent color variation without the cumbersomeness of handling too many markers.

Once you are comfortable with your color scheme, determining exactly what to highlight still may be difficult. Similar to knowing what to annotate, experience will perfect your highlighting skills. Be careful not to highlight everything, thus ruining your highlighters’ effectiveness; at the same time, do not be afraid to make mistakes.

Now that we have covered the basics of reading, annotating, highlighting, and briefing a case, you are ready to start practicing. Keep the tips and techniques mentioned in this chapter in mind when you tackle the four topics in the remainder of this book. If you have difficultly, refer back to this chapter to help guide you as you master the case method of study and the art of using the common law.

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More Helpful Links

• The American Legal System
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Essential case law for llb students | comprehensive guide, delving into the world of case law: a must-read for llb students.

As a student pursuing a Bachelor of Laws (LLB) degree, you are likely to be familiar with the importance of case law in shaping legal principles and precedents. Case law serves as a crucial component of legal education, providing valuable insights into the application of law in real-life situations. In this blog post, we will explore the significance of case law for LLB students and delve into some notable examples that have left a lasting impact on the legal landscape.

Understanding the Role of Case Law

Case law, also known as common law, refers to the body of legal decisions made by judges in court cases. These decisions establish precedents that serve as a guide for future cases. By studying case law, LLB students can gain a deeper understanding of legal principles and their application in different contexts. Additionally, case law helps students develop critical thinking and analytical skills, enabling them to interpret and apply the law effectively in their professional careers.

Notable Case Law Examples

Let`s take a closer look at some influential case law examples that have shaped the legal landscape:

Impact Case Law Legal Education

For LLB students, studying case law is not merely an academic exercise; it is a means of gaining practical insights into the complexities of law and the judicial process. By analyzing and critiquing landmark cases, students can sharpen their legal reasoning skills and develop a nuanced understanding of the legal system. Furthermore, exposure to diverse case law examples empowers students to think critically about the social, political, and ethical dimensions of the law, preparing them for the challenges of legal practice in the real world.

As you embark on your journey through law school, embrace the study of case law with enthusiasm and curiosity. Each case has a story to tell and a lesson to impart, shaping the way you perceive and engage with the law. The dynamic nature of case law ensures that your legal education is a continuous, evolving process, enriched by the wisdom and precedent set by past court decisions.

With a solid foundation in case law, LLB students can navigate the complexities of legal practice with confidence and competence, equipped with the analytical tools necessary to make sound judgments and arguments. Let the allure of case law captivate your imagination and inspire you to become a knowledgeable, astute legal professional.

As you delve into the world of case law, remember that each precedent holds the potential to spark new insights and perspectives, shaping the future of the legal profession. Embrace the study of case law as a source of intellectual enrichment and a testament to the enduring power of the law in shaping society.

With determination and passion, embark on your journey through the rich tapestry of case law, and witness the transformative impact it can have on your legal education and professional growth.

Case Law for LLB Students: 10 Popular Legal Questions

Legal contract: case law for llb students.

Case law is an essential aspect of legal studies for LLB students, providing valuable insights into the application of legal principles in real-life scenarios. This contract outlines the terms and conditions for accessing and utilizing case law resources for educational purposes.

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Why study an LLB law degree? — The University of Law

An LLB and an MLaw will give you the foundations needed to build a successful law career. Learn about their differences and discover what makes courses at the University of Law unique

Victoria Weir is the programme and student lead for undergraduate programmes. After working in art galleries for ten years she studied the GDL conversion course before completing her Bar training at the Inns of Court School of Law. She specialises in property law, which has led to her teaching land law for many years but she sometimes gets called upon to teach family and public law.

What is an LLB law degree and an MLaw?

The LLB is a shorthand name for the undergraduate law programme Bachelor of Law. Most students studying law at university are likely to be enrolled on an LLB programme. As part of our degree, you will study a range of core subject areas and optional subjects, which will equip you with the knowledge and skills you need to build a successful career in the law.

The MLaw degree is an integrated Masters degree. In many ways the first three years are the same as the LLB and you will study the same core subjects. The difference comes when you choose optional subjects because there are specific options which you must choose, and what happens at the end of the three-year period.

Students enrolled on the LLB will complete their degree after three years and will then choose whether they wish to continue with their studies and take the steps they need to qualify as either a solicitor or a barrister, or to pursue another career or even further academic study.

For those enrolled on the MLaw, at the end of year three you will continue with an additional year of study to prepare you to sit the SQE 1 exams, which are the compulsory assessments for anyone wishing to qualify as a solicitor in England and Wales. Another difference is that students enrolled on the MLaw programme are required to sit specific options, which will prepare them for the SQE assessment.

All graduates from the LLB programme can go on to sit the SQE if they wish (and at ULaw we offer a range of courses to help students prepare for these assessments) but the MLaw means that provided you pass all your assessments as you work through your degree you can pass seamlessly on to the SQE 1 programme. As the MLaw is an integrated Masters, it means your undergraduate loan can be extended from three years to four and used to pay for your Masters qualification and SQE Part 1 preparation.

What are the courses' unique selling points?

First and foremost is our emphasis on practical law. We teach the law that you need to know to support clients in your future role as a solicitor or barrister and all our teaching focuses on helping you develop those skills.

Teaching is delivered in a very structured way with emphasis on our workshops, where students work in small groups facilitated by a tutor. We follow a model of teaching called PEC, which stands for Prepare, Engage and Consolidate and students are given structured tasks and reading to help them prepare for the teaching sessions before coming to class to engage and put their learning in to practice.

Beyond the design of our courses is the fact that the vast majority of tutors are qualified lawyers. This means that they can bring their subject to life and explain how the law which is being taught in the classroom is used to help people resolve their issues in real life. Our emphasis on teaching means that students are the absolute focus of the staff, and our sole aim is to support our students to get the best results that they can.

Finally, what makes a degree at ULaw unique is that our primary focus is on law and legal training. So, you are studying at an institution which will be teaching lawyers at every level of their studies from students just starting out on their degrees, to those at the end of their legal training about to start their careers. In fact, we have trained more practising lawyers than anyone else in the UK and we are the largest provider of legal education in the UK.

What type of student would suit this course?

The LLB at the University of Law is perfect for anyone who has an interest in law and wider society and who may be interested in studying in a supportive but challenging environment. Whether or not our students end up pursuing a career in law, we know that the skills and knowledge that you acquire will be beneficial for any route you take in the future.

In terms of qualities that make a good student, I think the first thing is curiosity. You need a questioning and enquiring mind. You need to have resilience. A degree is a marathon, not a sprint and during the course of three (or four) years of study you will undoubtedly face challenges. Our most successful students are those who have been able to overcome challenges. Attention to detail and the ability to gather information from a range of sources is a key skill you will need and of course, a desire to learn.

What skills and knowledge does an LLB equip students with?

Our LLBs equip our students with the skills and knowledge they will need to excel in a professional career.

You will study a range of subjects, which will provide you with a strong foundation on which to build your legal career. Core subjects include public law, which looks at the composition of our state and the relationship between citizens and the state. If this is a topic that interests you there is the opportunity to extend this by choosing our human rights module as an option. Land law looks at all aspects of land ownership in England and Wales and again this knowledge can be developed further by choosing our real estate module, which looks at the process for buying and selling land.

In terms of skills, students will have the opportunity to develop their communication skills across a range of formats from oral presentations to written work. Analysis is a key skill and so learning how to spot the issues that a client’s situation raises will develop this. Another key skill is the ability to explain complex ideas in a clear and concise way. Finally, one of the most important skills you will develop is time management.

How does the LLB help graduates to progress their career?

Legal knowledge is an essential part of the SQE assessment, and our degree is intended to equip you with much of the knowledge you need to be successful in the SQE.

But our degree is not just about classroom learning. Embedded into our curriculum are employability sessions, which help students to prepare for the recruitment process by offering CV writing workshops, tips on securing work experience placements and how to approach applications for vacation schemes.

Regular employer talks allow students to develop their networking skills and to acquire commercial awareness. We also have a thriving pro bono department where students can put in to practice the skills and knowledge they have developed while helping those who may not be able to afford legal assistance.

Finally, we offer a range of extra-curricular activities, which are focused on students having the opportunity to further develop key legal skills such as client interviewing and mooting (a form of legal debate).

Tell us about the practical focus of the courses

From day one we aim to get our students thinking like a lawyer. So, all our teaching materials are presented in a way that enables students to see legal issues as real life problems, which real people may experience, rather than a dry academic subject. Students receive instructions from clients in the form of emails or letters. Supporting documents are presented in the form of the types of documents which lawyers would be expected to review, which may be title documents in land or articles of association in business modules. The emphasis is on students using the skills that they are being taught to analyse the issues and use the law to help resolve the problem or to provide advice on next steps. Many of our assessments take the form of portfolios where students are asked to prepare a range of documents from reports to memos or may take the form of giving advice to clients so that students are developing the written communication skills that will be required in a professional setting.

What advice do you have for anyone considering an LLB?

• Be realistic . A career in law is incredibly rewarding but also very demanding. Do you understand what is involved? Many of us enjoy court-based dramas on TV and this shapes our view of what life as a lawyer is like but it is not very realistic. Work experience can help give an insight into the everyday life of a lawyer and can help confirm this is the degree for you.
• Be prepared . Law is all around us and the types of issues that we discuss in class come up every day. Start to develop the curiosity you need to be a good lawyer by reading newspapers such as The Times and The Guardian . Listen to the news on the radio and try and find radio programmes such as Law in Action where contemporary legal issues are discussed.
• Plan ahead . Recognise that if you are studying full time you need to be able to dedicate full time hours to your study. Think about how you are going to meet your living expenses through the year and think about what you can do ahead of time to minimise the number of hours you need to work during term time.
• Go for it . The law is a fascinating topic and touches every aspect of our lives. It is intellectually challenging but incredibly stimulating. It is not just for would be lawyers, anyone hoping to secure a professional career at the end of their degree can benefit from the skills, knowledge and experience that a law degree offers.

Find out more

• Search undergraduate law degrees at The University of Law .
• Take a look at the law sector .

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LLB Degree Case Study - Swansea University

Read this page to find out what it is like to study an LLB at Swansea University

Swansea University LLB

• Find out about Rhiannon’s experience at Swansea University
• Read about some of the extra-curriculars on offer at the university
• See the importance of working with a law clinic

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• Deciding on Law
• How to Become a Lawyer
• Areas of Law
• Solicitor vs Barrister
• What is a Solicitor
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• Legal Executive
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• Legal Apprenticeships
• LLB – The Ultimate Guide to LLB
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• UCAS Law | Applying to Study Law
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• Expert Insight: Royal Holloway Student
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• Expert Insight: Swansea University
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• PGDL (Conversion)
• Bar Training Guide
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• Law Firm Applications
• Pupillage: a Guide for Aspiring Barristers
• Law Firm Insights
• Networking Guide
• Diversity In Law

We spoke to Rhiannon, a current LLB student at Swansea University, about her experience of the course and of the university in general. Read on for an insight into why she decided to study law there and what to expect from the course.

Why did you choose to study at Swansea?

I was initially attracted to choosing Swansea as the staff I had met from the Law School were really welcoming and seemed genuinely interested in their students’ satisfaction with their studies. Having been here for nearly three years now, I can fully attest that this is the case and that student needs are at the heart of the Law School. One of the things I appreciate most about studying in Swansea is the attention given to student voice, and the fact staff are always so approachable if ever I need help.

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What involvement have you had with Swansea Law Clinic?

Although I was not particularly aware of the Swansea Law Clinic when I first became a student here, my involvement with it has only served to reaffirm my decision to study here. Since the start of my second year I have been a volunteer with the Miscarriage of Justice Project run by the Clinic, in which a group of students work together with the Clinic Director on behalf of charity Inside Justice to investigate the safety of our clients’ conviction.

Being part of this Project has been valuable for giving me experience in working on a real-life criminal case, something I doubt I would have otherwise had the opportunity to do. In addition to this, I have had the opportunity to represent the Project on the newly-formed Student Board, allowing me to participate in the running of the Clinic.

Do you have any plans for the future?

As I am hoping to pursue a career in the legal profession upon graduation, the practical experience I have gained through being part of Swansea Law Clinic is incredibly important to help me stand out amongst other candidates.

Aside from the obvious legal aspects of the Law Clinic, participation has given me the chance to develop other skills which will be useful in a future workplace, such as teamwork, communication and handling confidential information.

Have you participated in any other extra-curricular activities?

Aside from the Law Clinic, there are other extra-curricular opportunities on offer through the Law School which are useful as preparation for life after university. There are a number of skills competitions which students can participate in including mooting , client interviewing, negotiations and mediation. Mooting competitively with the university has helped me increase my confidence and hone my advocacy skills, as well as giving me the chance to meet new people who I might not otherwise have met.

Would you recommend studying at Swansea?

Outside of law, I’ve enjoyed staying in Swansea; it’s a good-sized city, and being by the beach and so near the Gower Coast is never a bad thing! There are also lots of other societies and sports clubs, which can serve as a good distraction from law when you’re in need of some time off from studying. In short, I would definitely recommend Swansea, especially if you are considering a career in law post-graduation!

Find out more about Swansea’s Law Programmes

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Expert Insight: Studying at the University of Leicester Law School

Llb degree student case study - ucl.

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The Law Blog

A peer-reviewed blog on Law and Society

5 Interesting Law Case Studies: A takeaway of knowledge for students

For Indians, it is a common phenomenon to undermine the judicial system and mock the professionals by saying they don’t do any work. But is it really true?

In the year 2014, the Delhi high court granted a divorce to an 85-year old man after a waiting period of 32 years. This, in turn, shattered all hopes of resuming his married life.  There are almost 27 million cases that are pending in the Indian courts while they remain short of around 5000 judges.

The story that I mentioned in the beginning is something that the High Court and Supreme Court judges are facing every day. It’s almost like a bubble breaker for a common man. As a child, there have been innumerable instances where I overheard ‘men in my family’ talk about the legal scenarios and judiciary system of India. Most of the times, it started and ended with the same thing ‘ the judges in our country don’t do any work ’. It’s easy to say so, but how would we know the reality behind the harsh truth?

Judges, lawyers and the entire judiciary system is working extremely hard to ensure they clear the backlog. They are unable to do so, not because they don’t want to, but because there is a shortage of resources.

In fact, there are a number of law case studies which are extremely long and have a lot of knowledge about law. For example, the Nirbhaya judgement sheet is around 429 pages long which explains the reason it takes a particular case so long.

Here are 5 Interesting Law Case Studies which is a great knowledge takeaway for the students of today :

• Tarakeswar Case (1874)

The popularity of the case is understandable from the fact that authorities had to sell tickets at the entry. The case revolves around Nobin Chandra and his wife Elokeshi. Nobin slit his wife’s throat for allegedly having an affair with the chief priest of Tarakeshwar Temple . Nobin confessed his crime to the police, but the locals were mostly on his side. Due to this, Nobin was released after two years while serving life imprisonment. However, the priest was put behind the bars for three years. In fact, there were rumours doing rounds that the priest had raped Elokeshi by promising to help her with “ fertility issues ”. This case was even more important due to the ‘ British Raj ’ prevalent during that time.

• Bhawal Case (1921-1946)

One of the most peculiar identity cases of that time, it revolves around a possible pretender who affirmed to be the prince of Bhawal Estate , largest zamindari estate of Bengal.

Ramendra , a kumar of Bhawal estate died in early 1900, but there was tittle-tattle among people that he was not really dead. In 1921, a religious man who looked like Ramendra was spotted in Dhaka. The former tenants and farmers of Ramendra supported his claim to the title. The entire village trusted him except Ramendra’s widow, Bibhabati . After a long legal procedure of 25 years , the court ruled in his favor after which he passed away due to a stroke.

The interesting thing is that during the case, the look-alike (or whatever) also moved to Calcutta and even collected 1/3 rd of the estate revenue.

• Kiranjit Ahluwalia’s Case

Kiranjit Ahluwalia’s case came a year after marital rape was declared as ‘rape’ in 1991. She was convicted of murder by burning her husband alive during his sleep. The lady in question had been a victim of domestic violence for over a decade and had been in severe depression when she took the step. The case set a benchmark for improving public awareness on domestic abuse. As a final verdict, she was convicted to life imprisonment. However, she was later freed as her conviction of murder was reduced to manslaughter.

If you want to understand the implications of judicial decisions on the political and the social environment, no case is as good as this one. The decision in 1973 supported a woman’s right to abortion and is celebrated by women each year today. The popularity of this decision is such that thousands of people march in the support every year.

• Mathura Rape Case (1972)

One of the most prominent cases in the history of India, mainly due to the protests following the final verdict which saw a major overhaul in the rape laws of the country. In the city of Mathura, a tribal woman was raped by two constables within the premises of a police station. During the trial, the judge found the accused not guilty. Can you guess the reason given behind this unfair judgement? As per the judge, a sexual act within the premises of a police station was permitted and consensual. However, this law had to be amended due to the massive protests all over the country, with everyone saying- Submission does not mean consent.

These were some of the cases which are extremely interesting if you go through the entire judgement. Some cases would have surely made you go “ Like what! Are you serious this ever happened? ” This proves one thing- The lives of lawyers and judges aren’t as easy as it seems and you must be prepared before taking up the L.L.B. course. They may seem right to some and wrong to others. However, as history has it, wherever they have been wrong, they have acknowledged their mistakes, and the judgement has been changed as well. So, let them do their work while we do ours.

ABOUT THE AUTHOR

SANYA SAJJANHAR

Ms Sanya Sajjanhar is the academic writer at Sharda University. She has keen interest in writing articles pertaining to Law Courses.

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LL.B Course Materials Related Information

I term ll.b..

LB-101 Jurisprudence-I | 2023 LB-102 Principles of Contract | 2023 LB-103 Law of Torts | 2023 LB-104 Law of Crimes- I | 2023 LB-105 Family Law I | 2023

II Term LL.B.

LB- 201 Law of Evidence  

LB-202 Family Law

LB-203 Law of Crimes- II

LB-204 Property Law

LB- 205 Public International Law

III Term LL.B.

Compulsory Subjects:

LB-301: Constitutional Law – I

LB-302: Code of Civil Procedure and Limitation Act

LB-303: Company Law

LB-304: Special Contracts

Optional Subjects 

LB- 3031: Media and Law

LB- 3032: Private International Law

LB- 3033: Legal Philosophy including Theory of Justice

LB- 3034: White Collar Crimes

IV Term LL.B.

LB-401 - Constitution Law | 2023 LB-402 - Administrative Law | 2023 LB-403 - Labour Law | 2023 LB-4031- Gender Justice & Feminist Jurisprudence | 2023 LB-4032- International Institutions | 2023 LB-4033- Competition Law | 2023 LB-4034- Legislative Drafting | 2023 LB-4035 - Humanitarian Law and Refugee Law | 2023 LB-4036 - Intellectual Property Rights Law-I | 2023

VI Term LL.B.

LB-601 - Advocacy Professional Ethics and Accountancy for Lawyers | 2023 LB-602 - ADR Course | 2023 LB-603 - Environmental Law | 2023 LB-604 - Principles of Taxation Law | 2023 LB-6031 - Interpretation of Statutes | 2023 LB-6032 - Insurance and Banking Law | 2023 LB-6033 Election Laws | 2023 LB-6034 - Minor Acts and Supreme Courts Rules | 2023

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Constitutional Law - Notes, Case Laws And Study Material

Explore constitutional law resources: notes, case laws, and study material at legal bites..

A basic understanding of the Constitutional Law is a must for every individual. The Constitution of India is the supreme law of the country. It includes the fundamental principles governing the Union and its territories; states and various rights; Executive, legislature and judiciary; Emergency provisions, etc. This subject also has ample weightage in every competitive exam related to law and order.

Legal Bites brings you the best study material on this subject with our brilliant up-to-date notes and case laws. The course is divided into fourteen modules to provide readers with a systematic study of constitutional laws. The modules have been specially designed to give students an in-depth insight into every aspect of constitutional law.

The well-researched miscellaneous articles and the 10-part series of important questions towards the end of this course give students an edge when participating in national-level competitions and exams. Our study material holds the key to success for aspiring lawyers.

Important articles and study material on Constitutional Law – Click on the links to Read:

Module i: historical overview and nature of the indian constitution.

• Introduction to concepts of the Constitution, Constitutional law and Constitutionalism
• Historical Background and Evolution of the Constitution
• Constitutional Law MCQs for Law Aspirants : Solved High-Quality MCQs for Judiciary Prelims
• Constituent Assembly – Journey and Challenges
• Indian Constituent Assembly: Features and its Committees
• Main Sources of the Indian Constitution
• Introduction to the Constitution of India
• Constitution of India – Full Text

Preamble: An Interpreter of the Constitution

• Preamble to the Constitution of India: Introduction, Features and Significance
• Features of the Constitution and a brief comparison with Various Constitutions
• Limited Government in India | Explained

Important Books and Practice Tests (Must Have)

• Constitutional Law of India by HM Seervai
• Constitution of India by V. N. Shukla
• The Constitution Of India Bare Act Along with Supreme Court Guidelines, Landmark Judgment, Important Tips, Legal Maxims, Words and phrases-Legally Defined
• 1000+ Detailed Questions MCQ Test Series for Competitions (Redirect to Law Aspirants)

Module II: Union and its Territory

• Formation of a state
• Concepts of Citizenship and Nationality
• Citizenship law in India | All you need to know
• A brief overview of the Citizenship Act, 1955

Module III: Concept of State and Various Fundamental Rights

• Concept of 'State' under Article 12
• Meaning of 'Law' under Article 13
• Article 13 and Power of Amendment under Article 368
• Right to Equality: Concept and Explanation | Article 14-18
• Case Analysis: Indra Sawhney v. Union of India (1993)
• Case Study: R.C. Poudyal v. Union of India [AIR 1993 SC 1804]
• Right to Freedom: Categories and Dimensions of Article 19
• The Golden Triangle in the Indian Constitution: Articles 14, 19, and 21
• Right to Life & Personal Liberty | Article 21 Explained
• Right to Privacy: Evolution

Module IV: Other Fundamental Rights

• Right to Education
• Right to Have a Clean and Healthy Environment: Analysing the Judicial Trends
• Right to Die with Dignity: A Constitutional Perspective
• Right Against Exploitation: A Comprehensive Analysis
• Right to Freedom of Religion (Articles 25-28)
• Cultural and Educational Rights (Art 29-30)
• Right to constitutional remedies (Art 32 and 226)
• Right to Property under the Indian Constitution Explained
• Martial Law in the Constitution of India

Module V: Interrelationship between Fundamental Rights and other parts of the Constitution

• Fundamental Rights and Directive Principles of State Policy
• Parliamentary Privileges And Fundamental Rights
• Fundamental Rights and Emergency Provisions
• Freedom of Trade and Commerce: Explained

Module VI: Directive Principles Of State Policy And Fundamental Duties

• Directive Principles of State Policy: An Overview
• Fundamental Duties Enshrined in the Constitution of India

MODULE VII: Executive

• Constitutional provisions related to the President of India
• Constitutional provisions related to Governor
• Federalism in India: Unitary, Quasi, Cooperative, Competitive

MODULE VIII: Parliament and State Legislature

• The various forms of Government: A primary synopsis
• Indian Parliament: Composition, Functions, Privileges & Inter-relation
• State Legislature: Composition, Functions and Privileges
• Anti-Defection Law / Tenth Schedule
• Local Self Government In India | Panchayati Raj Institution & Urban Local self-governments

MODULE IX: Centre-State Relationship

• Distribution of Power: Legislative Relations between Centre and State
• Centre-State Financial relationship – Taxing powers of Union and State
• Administrative Relationship between the Centre and States
• Analysis of Provisions Related to Languages under the Indian Constitution

MODULE X: Union and State Judiciary

• Union Judiciary – Composition, Appointment, Condition of Services and Removal of Judges
• Jurisdiction of Supreme Court
• Special Leave Petition; Article 136 | Concept & Explanation
• State Judiciary – Composition, Appointment, Conditions of Services and Removal of Judges
• Jurisdiction of High Courts
• Judicial Review and Judicial Activism

MODULE XI: Emergency Provisions

• National Emergency Provisions Under the Indian Constitution
• Relationship between Fundamental Rights and Emergency Provisions

MODULE XII: Amendment of the Constitution

• The Doctrine of Basic Structure
• Judicial Review
• Constitutional Values of Landmark Amendments in India
• Important amendments in the Constitution of India

MODULE XIII: Other Miscellaneous Topics

• Schedules in the Indian Constitution | Explained
• Impact of Scrapping of Article 370 on the Fundamental Rights of the Citizens of J&K
• Public Service Commissions: Background, Establishment & Function
• Election Commission Of India: History, Composition, Powers and Functions
• Order of Precedence of the Government of India

Other Important articles and study material on Constitutional Law – Click on the links to Read:

8 Landmark Judgments on Article 15 of the Indian Constitution

• Conceptual Framework and Historical Evolution of the Right to Health
• Preventive Detention: Purpose and Implications
• Right to Privacy: Its Sanctity in India
• Important Judgments on Article 19: A Conceptual Analysis
• Genesis and Growth of Public Interest Litigation in India
• Salient Features of the Constitution of India
• Union and its Territories: As provided under Article 1-4 of the Indian Constitution
• Indian Constitution: Federal or Quasi-Federal
• Citizenship of India under the Indian Constitution
• Introduction to the Fundamental Rights of an Individual: As provided against the State
• Fundamental Rights – Nature, Scope and Importance
• Writ Jurisdiction of the Supreme Court
• Relationship between Fundamental Rights and Directive Principles of State Policies (DPSPs)
• Fundamental Duties
• Governor's Role in the Context of Centre-State Relations
• Emergency Provisions
• Special Status of Jammu and Kashmir
• Freedom of Trade, Commerce And Intercourse
• Secularism in India – An Overview and Comparison with Saudi Arabia
• Pros and Cons of Constitutionalism

Concept of Eminent Domain

Significance of Studying Constitutional Law

Practice Prelims Test Series – Constitutional Law

Important Doctrines

Doctrine of Autrefois Acquit and Autrefois Convict: Double Jeopardy Protections in Law

• Doctrine of Territorial Nexus; Meaning, Explanation and Case Laws

Doctrine of Prospective Overruling

• Doctrine of Eclipse in Constitutional Law: Analysis with Related Case Laws
• Doctrine of Laches: Meaning and Elements
• Doctrine of Colourable Legislation
• Doctrine of Pith and Substance: Applicability in the Indian Constitution
• Doctrine of Incidental or Ancillary Powers: Explanation with Related Case Laws

Doctrine of Repugnancy

Important Case Laws

• Sajjan Singh v. State of Rajasthan (1965)
• Minerva Mills v. Union of India (1980)
• Bennett Coleman v. Union of India (1973)
• Indian Young Lawyers Association & Ors. v. The State of Kerala & Ors. (2018)
• Kuldip Nayar v. Union of India (2006)
• Lily Thomas v Union of India (2013)
• S.R. Bommai v. Union of India (1994)
• State of Haryana v. State of Punjab (2002)

Important Mains Questions Series for Judiciary, APO & University Exams

• Constitutional Law Mains Questions Series Part-I
• Constitutional Law Mains Questions Series Part-II
• Constitutional Law Mains Questions Series Part-III
• Constitutional Law Mains Questions Series Part-IV
• Constitutional Law Mains Questions Series Part-V
• Constitutional Law Mains Questions Series Part-VI
• Constitutional Law Mains Questions Series Part-VII
• Constitutional Law Mains Questions Series Part-VIII
• Constitutional Law Mains Questions Series Part-IX
• Constitutional Law Mains Questions Series Part-X

Your valuable feedback in the form of comments or any desired inputs are encouraged and always welcome. Every contribution toward a goal is valuable, regardless of how small it may be.

Admin Legal Bites

Legal Bites Study Materials correspond to what is taught in law schools and what is tested in competitive exams. It pledges to offer a competitive advantage, prepare for tests, and save a lot of money.

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Human Rights Law Notes, Study Materials and Case Laws

• Human Rights Subject-wise Law Notes
• October 28, 2023

Human Rights are the basic rights that a human being has as a virtue of being a human. Human Rights Law deals with protection of the human rights.

Hello Readers!

This article provides Human Rights Law notes with case laws .  As a learner, you can consider it as a  free, online, and self-paced course.  As a competitive exams aspirant, you will find it perfect for  Judicial Service Exams, UPSC CSE Law Optional, etc.  And as a reader, this article on Human Rights Law notes is sufficient for you to  learn or research  on Human Rights Law!

Note: For books on Human Rights Law,  click here .

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Concept of Human Rights

Documents relating to human rights, protection agencies and mechanism s, impact and implementation of international human rights norms in india, group rights and implementation mechanism, other important points, for books on human rights law,  click here ., for notes on other subjects,  click here ., for case briefs and analysis,  click here ..

We hope you found Human Rights Law notes’ on every topic related to Human Rights Law . If you think we missed anything, help us by mentioning the details in  this form .

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Note: The post was first published on 16th January 2021.

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Home » Blogs, News, Advice » Career Advice » 13 Useful Websites for Law Students in India

13 Useful Websites for Law Students in India

• Mar 8, 2024
• 24 Comments

By Tanuj Kalia

For serious law students; here are 13 very useful websites. Do go through them for the good health of your career:

List of 13 Useful Websites for Law Students in India

1.  Legal500.com: Lets you know about the top law firms and that too with neat divisions on the basis of the place the law firm is situated in; the tier to which it belongs; the practice areas etc. A little time here will help you arrive at the law firm you should look to intern at or work for.

2.  LegallyIndia and 3.   Bar and Bench  and 4. LiveLaw.in : Three leading websites which cover legal news; latest deals and lets you know how good or bad a law firm is doing; the people they are hiring and the places they are expanding to.

LiveLaw is more focused on court reporting.

LegallyIndia’s comments; which come in dozens and scores are perhaps the best insider knowledge a law student can wish for.

5.  RSG India: The contact details of the law firm partners given on this website can prove more than handy for the internship seeker. Also see this website for analysis on the movers and shakers among the law firms. A close reading can also help you decide the law firms you want to pin point for your career.

6.  Letmeknow and 7.   Twenty19:  and 8. InternShala :  These websites are not just restricted for law students but cover the whole gamut of internship, conferences, seminars, B-Plan Competitions happening in India. A little hunting and scouring will be well worth the time.

9.  All conferences: While LetMeknow, InternShala and Twenty19 cater to the Indian audience; AllConferences.com spreads its net further. For the bold and the ambitious, eager to visit foreign lands for that highly esteemed paper presentation and that much wanted foreign trip; this is the place to be.

10. SuperLawyer.in : Interviews with leading lawyers, young lawyers, in nearly every area of law (or non law). Contains some big names, some not so big names.

11. Nyaaya.in : Nyaaya intends to be a resource of all laws and all laws explained in easy English.   The newest kid on the block.

12. IndianKanoon : The Google of all laws in India. Free to search and a gold mine!

13 . Rainmaker India Youtube Channel : Lots of legal gyaan, interviews with top notch lawyers.

And obviously, for all legal opportunities, you can visit Lawctopus.com.

Note: This article was first published on December 4, 2010 and republished on October 28, 2023. We have now revised and updated the post on March 8, 2024.

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24 Responses

This blog is very useful for the students. I want to add one website that is very helpful to law students

https://srislaw.com/

You missed out http://www.indiacode.nic.in and http://www.advocatekhoj.com , no list are complete without these two websites.

Your blog is very informative and helpful, tank you for sharing this post..!!

Your article is very nice and informative. Thanks for sharing it!

Nice blog keep up your good work

Thanks for sharing me this important post. It really useful for me

This is nice way for law coaching

Analysis of Tempo Driver Sarabjeet Singh’s Use of Force against Delhi Police Personnel at Mukherjee Nagar on 17 Jun 2019

1. Everyone likes to blame and abuse the police. It is so easy. Even those, whom we consider as responsible persons in our society, do so without analysing the consequences of such an act. It does not require uncommon sense to see that the Delhi police carries a heavy responsibility of maintaining law and order in the nation’s capital. They have to do so in spite of being under manned, over worked and under payed. Not only do they have a very difficult work environment, but their duty exposes them frequently to potential situations of grave bodily harm from anti-social elements, criminal and convicts. 2. The recent incident of tempo driver Sarabjeet Singh, a driver from the Sikh community, attacking Delhi police personnel with a sword on 17 June is one such incident. Shortly after the incident, some of the community members had even ganged up to assault and beat the ACP of Mukherjee Nagar police station. Most political parties too appear to have prejudged the incident and held only the Delhi Police in the wrong for unwarranted abuse of power in the said incident. In fact three police constables have already been suspended. The police force does not form a voter base, since on the voting day itself, they are probably deployed elsewhere for ensuring conduct of free and fair polls. Hence abusing the police, holding them accountable and blaming them in a knee jerk reaction is the easiest thing to do. But, is it a correct assessment of the situation, and is the view held by the media, society, people, politician justified? Thankfully somebody had video graphed and posted videos of the whole incident online, and ample details are available to form a clear picture of events as they actually transpired. Let’s do a point by point study and analysis. 3. As per information available and accessible in the public domain, the tempo driver Sarabjeet Singh and his minor son, who were driving a tempo, hit a police van in Mukherjee Nagar. An argument with the police personnel followed. No physical assault or tussle took place initially. 4. Sarabjeet Singh, being from a minority community is privileged to carry a kirpan / knife under Article 25 of the Indian Constitution for religious practice and profession of his faith. This is an exceptional privilege; for, if any other Indian carries such a weapon, he may be booked under the Indian Arms Act 1959. Mind you, this is very important issue. No one from any other community; Hindu, Muslim, Parsi, Jain, Buddhist or a Jew can carry such weapon. Hence use of a sword by Sarbjeet Singh to threaten and attack the police personnel performing their duty is not only a crime by itself, but is also an abuse of his religious and minority privilege. This abuse of privilege by a minority community member over his Hindu brethren and policemen on duty is clearly visible in the videos available in the media. 5 Threatening police personnel on duty, and stopping them from doing their duty, by itself, is an offence under section under section 186 of IPC, and is punishable with three months of imprisonment. Additionally Sarabjeet used his sword in complete disregard to authority and order of police personnel which is also an offence under section 188 of IPC 1860 – disobedience of order duly promulgated by public servant. Displaying and using a naked sword to prevent the police from carrying out their duty under threat of injury is an offence u/s 189 of the IPC. 6. All the above mentioned action / offences by Sarabjeet are prima fascie visible in the videos being circulated. Sections 96 and 97 of the IPC 1860 provides right of private defence. The Delhi Police, in exercise of their right to private defence against a sword wielding man, would have been reasonably justified in shooting him down with a gun or inflicting much more grievous injury. But they exercised great restraint and didn’t do so. Instead, they risked life and injury to physically over power and disarm him. This is not use of maximum and / or unbridled force but application of restraint, caution and minimum force. In this case, the Delhi Police personnel clearly deserve appreciation for a job well done; for performing their duty with courage, restraint and professionalism. 7. There was no justification for Sarabjeet Singh to have pulled out his sword to threaten and attack the police. Sarabjeet was a history sheeter, with a history of violent assaults. In such a situation, where he had pulled out his sword to threaten the police, the latter need to deal with him firmly. Mind you, Police has a responsibility of providing security to the whole society and not just one person. They have to do it within the limited resources and time available. They did handle the offender firmly or may be slightly roughly; but it was human reaction from personal who had been assaulted with a sword for no fault of theirs, and for carrying out their duty. 8. Surprisingly, while the father was battling the Police, his minor son drove his tempo over police personnel trying to control Sarabjeet, injuring few policemen. Being a minor, he did not even have a license. The lad, in a display of utter disregard for law, uniformed police and authority of the state, chooses to undertake a vicious assault on the police personnel doing their duty, knowing that he is likely to cause them grave injuries. While police had the option of shooting down the armed attacker Sarabjeet Singh, but they use minimum force. However, the offender’s son doesn’t have such inhibition. He is quite comfortable in mauling the police personnel under his tempo, with an attempt to kill them. By doing such act he has not only committed an offence under section 322 of IPC – ‘voluntary causing grievous hurt’, but he is also guilty of attempt to murder. In addition he has violated provisions of motor vehicle act by rashly, negligently driving vehicle over police personnel, and driving without licence. He is also guilty under section 287 of IPC – negligent conduct with respect to machinery. However, he probably knew that, being a minor, he would get away lightly. Apparently, while the youngster knew his rights and privileges, he did not understand his duties and responsibilities to the society, or both father and son chose to ignore them. But why should we? At least the political leadership and the media, while commenting on the incident, should at least think of the families of the police personals exposed to such threats and risks throughout the day; every day. 9. In spite of the professional handling of a known repeat offender, most politicians and media personnel have found it convenient to condemn the Delhi police force. Arvind Kejriwal, the Chief Minister of Delhi, has condemned only the Delhi Police. In a knee jerk reaction, three constables have already been suspended to appease the minority community and a potential vote bank. The police, being uniformed personnel, are easy target of condemnation and ridicule. Everyone condemns the police every time without thinking of the effect it will have on their morale. Why should it be difficult to understand that even the police deserve justice and support from the leadership and the public whom they serve? 10. Sadly, in spite of the videos of a sword wielding history sheeter Sarabjeet Singh and the assault on ACP Mukherjee Nagar, some members from the minority community have come out in full support of Sarabjeet Singh. They have made it a “we versus them” issue. i.e “sikh vs non-sikhs”. Such conduct is clearly unbecoming of them and merits condemnation. 11. As a society we fail when we do not come out in support of those who are doing their duty in ensuring our protection. The arguments that police personnel are corrupt, take bribe and are rude is no justification for any group of hooligan to beat up policeman on duty. Even if some elements of the police force are dishonest, we must understand the Police force is essentially a supporting force; a necessity that we cannot do without. We too must come out in full support when men in uniform needs our support. At no point in time should it become a convenient norm to threaten and thrash the police force. If the police force is removed even for a day, it will result in total anarchy in the state. Does anyone need an example? 12. Under pressure of the big media houses with their personal agenda, and with the political leadership keen to conserve their vote banks, the police was forced to release Sarabjeet Singh. This is, sadly, a failure of the state and the society. This was in fact, an ideal occasion when the political and religious leadership of the minority community should have come out, publicly and unconditionally, in support of the Delhi police action and insisted that any and all persons from their community, who commit a crime, are criminals, and should be treated as such. It is heartening to see that some prominent persons from the Muslim community in Kolkata have done just that. They have publicly appealed to CM ‘Mamata Didi’ to prosecute all criminals from their community as per law, without any attempt to appease the community. May the same sense prevail upon all of us in Delhi too. p.s. author’s views are not against a community, but hooligans and goonda elements who exploit and abuse the law by taking law in their hands to subjugate the state. I choose to speak truth as I see it. My information is drawn only from open sources.

A student of Law

Lt Cdr Bharat Singh, LLB final year, CCS University. [email protected]

It amazing n very helpful for given detail information. Search Lawyers in Nagpur.

search in really good for given details information of lawyers and advocates in nagpur for a students.

Nice Information. It is nicely presented and very informative for me.

Amazing What is regional organization

Nice Article balance of power

Thankyou all of you for giving your valuable websites.

v.v.important for new advocate .

Its a good list… I might add 3 more useful sites – http://vakilno1.com http://indiacode.nic.in http://consumerlawindia.com

How did you miss this? Specifically, it provides bills and enactments with a summary. http://www.prsindia.org/

Also, a student must see the only repository of State laws. http://www.lawsofindia.org/ The list may be modified on subject specific (Sources; news,comments and notes; internships; conferences…)

http://www.advocate khoj.com

Apart from searching jobs if someone is interested in reading about law and public policy …..then few more sites… The Wire Economic and Political Weekly

http://www.indianlawyersforum.com

I want to websites releted to the case study

I want to add two more websites which are very useful in point of view of lawyers as well as students:-

http://www.indiankanoon.org http://www.legalserviceindia.com

These are the limited version , for law students in india there are couple of other sites also which are very useful for research purpose etc.

for e.g. chambersandpartners indianlawyerclub indialegalinformation findlaw.com alsa.org ilsa.org http://lawlib.wlu.edu/lj/ washlaw.edu conferencealerts.com practicallawyer.com whoswholegal.com asil.org legal.com http://www.eisil.org/ http://ilex.asil.org/

go to above mention also for more information……the list is expandable and cannot be restrict to few only as said above.

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The Real Deal: Josh Paulson (McIntire ’99) of P2 Capital Partners Brings Real-World Case Study to Comm Students

The Founding Partner of P2 Capital Partners returns to McIntire with the intent of imparting the same level of impact that guest speakers and their experiences had on his own education.

Corey Mittenberg

Senior Content Writer

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As growing businesses reach their objectives, larger questions can often arise about the next big steps to take. Should they take the company public? Sell to private equity? Or perhaps make a deal with a strategic acquirer?

Decisions such as these don’t come easily.

To demonstrate the thought processes behind the complexities of these real-world business issues, Commerce School alumnus and McIntire Foundation Board Member Josh Paulson has been visiting his alma mater and students in Professor Felicia Marston ’s Private Equity course. He’s been sharing a Harvard Business School case study (“Interline Brands: Don’t Stop Believing”)—which has also been taught to executive students—based on his own experiences.

Early this semester, Paulson, whose firm, P2 Capital Partners, invests in public and private companies, came to Marston’s class for the fourth time in recent years to discuss a deal brokered with Interline Brands, a national distributor that provides maintenance products and services to the apartment, educational, and healthcare facility markets. P2 was attracted to Interline, as it was a market leader with a stable revenue base in highly fragmented markets with above-market growth opportunities led by an excellent management team.

Paulson explains that Interline was a great company that has become out of favor in the public markets and found it challenging to make the necessary investments for growth as a public company. As a result, he proposed taking the company private to then-CEO Mike Grebe. As P2 owned 8% of the public shares of Interline at the time, he suggested they buy the entire company at a significant premium to accelerate growth in a private context. And grow Interline they did. Then, they were in a position to sell the company—if they wanted to, that is.

“That’s really what the case talks about,” says Paulson. “The history of the company, our involvement as a public shareholder, the approach to take the company private, and what Mike and his team achieved as a private company. Then Felicia spends time with the students, saying, ‘Now that you’ve achieved these growth objectives, should P2 and its partner exit the company, and if so, how?’ Then there’s a really robust discussion,” he says about the company that was successfully sold to The Home Depot.

Marston says the students were incredibly engaged with the case. “This made for a rewarding experience for everyone, including me as a professor,” she insists, noting that the Interline case study offers the opportunity for students to consider different perspectives beyond what might be considered typical leveraged buyout deals. “For example, [the case discusses] public versus private markets, how CEOs negotiate in both markets, Josh’s participation as an investor, and more,” she says.

Paulson says that the students get to hear the viewpoints of both P2 and Interline. “A lot of times, you’ll hear the perspective of an investment firm, but getting to hear directly from the management team brings the full picture to the students,” he says.

Though Grebe was unable to attend the most recent session, he says that he always looks forward to the experience at the Commerce School. “First and foremost, I enjoy the passion of Professor Marston leading the class; she is adept at drawing out the best from her students. I also enjoy the energy of young leaders taking in the small insights we are there to offer,” he says.

What Paulson shares has proven essential. “One of the many benefits of having alumni participate in our class is that they are able to offer the wisdom that comes from experience in ways that I cannot,” Marston says.

It Comes Down to the People

Paulson says that the biggest eye-opener for students ultimately concerns the management team involved: “The case reminds me of the biggest lesson from John Griffin ’s (McIntire ’85) class [The Analyst’s Edge, which Paulson took as a McIntire student]; it’s all about the management team that you’re backing in an investment. That’s one thing that really comes to life in this case: If you’re trying to change the operating results of a company as an investor, it’s not just about how good the CEO is, it’s about how good he or she is at motivating thousands of people and making a judgment on that,” he says, explaining that it also connects to the company culture and the ability to navigate ups and downs.

Grebe says that while anyone can supply capital, you need someone who can weather the difficulties: “Things go bump in the night. At 4 a.m. Starting in a far-away country. It is at those moments you fully appreciate who has your back in a foxhole. Anyone can stand by you when things go well. You must choose a partner who will be there for you and the company when times are challenging.”

He adds that Paulson taught him “to underplay achievements and become a nicer, more likeable person. You want to partner with someone who knows how to have fun and does not take themselves too seriously. Teammates will follow that kind of leadership.”

An Essential Day’s Learning

Vic Lin (McIntire ’24) was surprised to learn that P2 adopts a private equity investment approach with public equities and was similarly intrigued by the details of the close collaboration it took with Interline in the case study. “This nuanced relationship dynamic not only provides valuable insight into the investment proposal but also sheds light on the intricacies of relational dynamics within such transactions,” he says.

Jamie Morrison (McIntire ’24) was also fascinated by the intricacies of the deal process. “A standout takeaway was the comprehensive approach taken by private equity firms when exiting, considering the interests of all stakeholders involved,” she says. “Paulson’s narrative illustrates the importance of collaborative engagement with management teams, prioritizing mutual goals over purely financial gains for limited partners.”

Sam Slaymaker (McIntire ’24) found the case study session engaging and a singular educational experience. “It gave our class a look inside the mind of a high-level dealmaker and walked us through a really unique interaction with Interline that spanned multiple transactions and faced different obstacles,” he says. “Josh’s experiences at P2 are really unique and unlike anything else I’ve learned about in Professor Marston’s Private Equity class or any other McIntire class, so I really enjoyed getting to understand his and his firm’s philosophy and process through the lens of a real transaction.”

For Paulson, interacting with Marston’s classes is “always one of the best days of my year,” he says.

“I’m always so impressed by Felicia and the McIntire students. You almost forget that these are college students. It feels very much like Harvard Business School (HBS) in terms of the energy in the class, the thoughtfulness of students’ responses,” he says, as he and Grebe have also taught the case at HBS. “The McIntire students have great familiarity with the private equity industry and a variety of the soft issues involved with running and selling a company.”

Paulson returns to McIntire with the intent of imparting the same level of impact that guest speakers and their experiences had on his own education. “Had it not been for John Griffin’s class, where we were introduced to the world of investing with case studies and real-world speakers, I may never have realized how passionate I was about investing.  My hope is that by teaching the case, we can do the same for current students,” he says.

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Montclair SCM Student Team Finishes Second in National Case Study Competition

Posted in: College News and Announcements , School of Communication and Media News

A team of Montclair State School of Communication & Media students finished second in the prestigious Bateman Case Study Competition, hosted by the Public Relations Student Society of America (PRSSA). The national contest challenges student teams to design, implement, and measure a public relations campaign to support the goals of a real-world client.

This year’s client was Culturs , a global lifestyle network that enhances community and fosters human connection between cross-cultural populations including racially and culturally blended individuals. The missing “e” in Culturs represents the often-hidden diversities of these populations. 

Throughout the academic year, the Montclair team conducted extensive research with the Montclair community to discover insights for its robust on and offline campaign.  Their findings highlighted that more than half of students who identify as multi-ethnic have felt out of place or not fully belonging to one culture; and that 60% of respondents felt their culture was represented on campus but didn’t feel fully seen or heard.

The Montclair Culturs campaign was developed by five SCM students: Rianna Cafaro (’24), Gabriella Castillo (’24), Diana Ochoa-Perez (’24), Kaylee Seitz (’25) and Gina-Marie Zoccoli (’25). Professor Mary Scott served as the faculty advisor for the third consecutive year, SVP Communications at United Entertainment Group Heter Myers was the industry advisor and SCM Professor Erin Weinberg provided critical support and guidance to the team. 

“Participating in this competition provided my team and I a deep understanding of and experience in executing a PR campaign from start to finish.” Cafaro said. “Montclair Culturs created a movement that soared beyond our expectations and I am so proud of the work we accomplished.”

The Montclair students advanced to the finals of the competition against teams from BYU and winner University of Florida, and over eight other semi-final teams that received honorable mention. PRSSA received 45 campagn entries. 

The Montclair Culturs campaign set out to establish an inclusive community that celebrates cultural diversity through engaging conversations and shared learning experiences, fostering a deeper understanding and appreciation of multiculturalism.

Highlights of the Montclair team’s campaign and presentation to a panel of judges on May 2 in New York City included:

• The Melting Pot Meals :  a collaborative digital and printed cookbook featuring Montclair students sharing cultural dishes from around the world and the significance of these recipes.
• Cultur-ella: Inspired by Coachella, the team hosted a festival celebrating the cultures of Montclair State through dance, music, and art. The more than 300 attendees made cultural bracelets, danced alongside the LASO dance troupe, Montclair West African Drumming, and influencer Jerseyy Joe, and also learned about the many cultural organizations on campus including Daughta Speaks, the Dominican Student Organization (DSO), the Korean Culture and Language Association (KCLA), the Latin American Student Organization(LASO), the Mexican-American Student Association (MASA), and the Veteran and Military Resource office.
• Cultural Print: More than 500 people took the pledge to embrace cultural diversity and shared their personal cultural print on our world map representing their heritage and ethnicities.
• Living in Full Color: An Intimate Conversation on Culture:   a curated conversation with NBC and Telemundo, Montclair faculty and students on multiculturalism and 21st-century diversity.  Kicked off by Provost Junius Gonzales and hosted by Associate Provost for Hispanic Initiatives and International Programs Katia Paz Goldfarb, the event featured WNBC reporter Checkey Beckford and  Telemundo 47’s Ashley Chaparro, Yessi Hernandez and Alexa Rodriguez.  

“Participating in this year’s Bateman Challenge was a dream assignment for our team especially since we saw an authentic impact on the entire campus community,” Professor Scott said. “Inspired by our client Culturs’ mission, the team built and successfully implemented a campaign that provided a platform and addressed the unmet needs of our richly diverse campus – enabling important conversations, rich storytelling, fostering a more connected community and a commitment to future actions. I am immensely proud of our students who worked incredibly hard to execute a strategic campaign that was worthy of this national recognition.”

About the School of Communication and Media:  The School of Communication and Media offers a range of dynamic programs in communication and media to a talented and diverse student population of over 1,800. Offering degrees in film and television, social media and public relations, advertising, journalism and digital media, sports communication, communication and media studies, animation and visual effects, and an MA devoted to strategic communication, the School prepares the next generation of communication and media practitioners and leaders. The School houses award-winning student programs that include  WMSC Radio ,  The Montclarion  newspaper,   Hawk Communications  Agency, the  Red Hawk Sports Network ,  Hawk+  OTT streaming platform, and  News Lab , as well as the  Center for Cooperative Media , which serves the public by working to grow and strengthen local journalism. Student projects and programs have recently received national recognition from PRSSA’s Bateman Competition, an Edward R Murrow Award, several Marconi Award nominations, and a College Television Award from the Academy of Television Arts & Sciences.

Media Contact : Keith Green, School of Communication and Media, 973-655-3701 or  [email protected]

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Congratulations to the MUSE 389/589: Case Studies in Community Museums students on their exhibition!

Congratulations to the MUSE 389/589: Case Studies in Community Museums students on their exhibition  Welcome to the Illinois Distributed Museum: Empowerment through Innovation  showing through May in the Main Library's Marshall Gallery .  One of several projects carried out for the Illinois Distributed Museum, this year's class used anthropologically inspired design thinking to increase and improve engagement with this University Archives-based digital museum.

From left to right, Norah Harson, Etienne Sirois, Maddie Jones, Jacob Sobel, Myles Jude, Albert Lopez, Dr. Frankenberg, and Dylan Bogash.

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Engaging students in the feedback process

Peter Puxon, Academic Communication Centre (IoE) and Dr Peter Bratby Natural Sciences (MAPS), explain how they put feedback at the centre of the learning process.

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Watch the video on MediaCentral . Download the transcript [docx] . 

Emphasise learning-focused feedback

We all want to improve the way that feedback is delivered, understood and acted upon. But it can be a challenge, especially when feedback is ‘transmission-focussed’: only concerned with teachers’ comments and evaluation.

To change this, we can introduce more ‘learning-focused’ feedback into our teaching, which continually makes the point that feedback is a learning opportunity.

We believe that feedback is effective when students are receptive, when they understand their assessments’ expectations and when they share responsibilities for the feedback process. So, it is important to incorporate activities which develop students’ understanding of feedback as feedback for learning, rather than feedback on learning.

Design feedback for learning into the curriculum

In our case, the module convenor, an academic communication lecturer and postgraduate teaching assistants redesigned the curriculum of our 3rd Year Natural Sciences Literature Review Module. In this module, students are assessed on a 3,000-word literature review and a five-minute presentation.

To help students develop the skills to produce this work, they attend interactive sessions on a fortnightly basis, which are led by postgraduate teaching assistants (PGTAs).To meaningfully engage students with feedback, some sessions contained activities aimed at:

• increasing assessment literacy
• developing shared responsibilities
• managing affectstudents’ emotional responses to feedback).

Increase assessment literacy

Assessment literacy is the ability to understand the purpose and processes of assessment, and accurately judge one’s own work.

To improve accurate judgement, students in our module completed a early in the course. We also provided high-scoring literature reviews from previous students together with marker feedback, and a genre analysis task with an example literature review. In the fortnightly sessions, students were encouraged to share drafts of their work with their peers, and they had the opportunity to clarify terminology in the marking criteria with the PGTAs. Finally, students presented a draft version of their presentation to a small group of peers with guidance from their tutor. The students then shared critical feedback with each other.

Develop shared responsibilities

Students need to be aware that the responsibility for feedback does not lie exclusively with educators. Instead, a culture of shared responsibility for giving and receiving feedback should be developed.

We incorporated several tasks designed to help develop this culture. Early in our module, students completed a supervision plan in which the supervisor and student decided how and when feedback should be provided. In addition, students examined supervisor feedback on a previously submitted literature review.

They discussed the quality of feedback with guiding questions:

• Is this effective feedback?
• What would improve this feedback?
• What advice would you give to the supervisor on giving effective feedback?

As a result, the students were more aware of what would constitute effective feedback for them. So, when students submitted their first draft of their review with an they could better articulate their feedback needs. First students commented on the staff-designed criteria, then they proposed changes which were negotiated with staff. The intention here was to clarify assessment expectations and to give a sense of ownership in the assessment process.

Manage students’ emotional responses to feedback

Ideally, we want our students to manage their emotional responses and avoid defensiveness when receiving critical feedback. This requires establishing a trusting and caring atmosphere, but it also requires that students take responsibility for their emotional responses and develop effective strategies for dealing with feedback.

We used the fortnightly sessions to help students develop these strategies. First, PGTAs shared examples of critical feedback they had received from their supervisors, and talked about how they handled this experience. Second, the students had a feedback before they completed their assignment. Lastly, the students discussed a number of provided student comments (e.g., ‘I think it is so hard to take on feedback on board, as you've got your own specific writing style and you're so stuck in your way’), and why they thought the student felt that way.

An ongoing dialogue about feedback is key

Throughout the module, we explicitly made students aware that active engagement with the feedback process was an organising principle. This meant that as well as all the activities listed above, the importance of feedback literacy became an ongoing dialogue between students, PGTAs, lecturers and supervisors.

Students may require a lot of encouragement to change from an assessment-focussed to a feedback-focussed mindset, so embed feedback-related activities throughout your teaching.

Further reading

• Carless, D. and Boud, D. (2018) The Development of Student Feedback Literacy: Enabling Uptake of Feedback. Assessment & Evaluation in Higher Education 43(8), 1315–1325. doi:10.1080/02602938.2018.1463354.
• Evans, C. (2016) Enhancing assessment feedback practice in higher education: The EAT framework. Southampton: University of Southampton, UK
• Nash, R.A., and Winstone, N. E. (2017) Responsibility-sharing in the giving and receiving of assessment feedback, Frontiers in Psychology, 8, 1519

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Columbia Bars Student Protester Who Said ‘Zionists Don’t Deserve to Live’

After video surfaced on social media, the student, Khymani James, said on Friday that his comments were wrong.

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By Katherine Rosman

Katherine Rosman reported from the campus of Columbia University.

Columbia University announced on Friday that it had barred from its campus a leader in the pro-Palestinian student protest encampment who declared on video in January that “Zionists don’t deserve to live.”

Video of the incendiary comments resurfaced online Thursday evening, forcing the school to again confront an issue at the core of the conflict rippling across campuses nationwide: the tension between pro-Palestinian activism and antisemitism.

The student, Khymani James, made the comments during and after a disciplinary hearing with Columbia administrators that he recorded and then posted on Instagram.

The hearing, conducted by an administrator of the university’s Center for Student Success and Intervention , was focused on an earlier comment he shared on social media, in which he discussed fighting a Zionist. “I don’t fight to injure or for there to be a winner or a loser, I fight to kill,” he wrote.

A Columbia administrator asked, “Do you see why that is problematic in any way?”

Mr. James replied, “No.”

He also compared Zionists to white supremacists and Nazis. “These are all the same people,” he said. “The existence of them and the projects they have built, i.e. Israel, it’s all antithetical to peace. It’s all antithetical to peace. And so, yes, I feel very comfortable, very comfortable, calling for those people to die.”

And, Mr. James said, “Be grateful that I’m not just going out and murdering Zionists.”

In announcing their decision to bar Mr. James from campus, the university did not make clear if he had been suspended or permanently expelled.

Other protest groups condemned the comments and pointed out that one student’s statements do not reflect the tenor of the movement as a whole. But the remarks were widely shared on social media and go to the heart of a question that has animated criticism of the protests: How much of the movement in support of the Palestinian people in Gaza is tainted by antisemitism?

College administrators have pledged to Congress that they will take swift action against hateful attacks on Jewish students and antisemitic threats. “I promise you, from the messages I’m hearing from students, they are getting the message that violations of our policies will have consequences,” Columbia’s president, Nemat Shafik, told congressional leaders last week.

On Friday, a school spokesman said, “Calls of violence and statements targeted at individuals based on their religious, ethnic or national identity are unacceptable and violate university policy.”

Brian Cohen, the executive director of Columbia/Barnard Hillel, the center for Jewish campus life, described Mr. James’s statements as dangerous. “I think students who make comments like that don’t belong on campus,” he said.

Noa Fay, 23, a first-year student at the School of International and Public Affairs, said she was shocked by the “unabashedness” of the video. “It’s one of the more blatant examples of antisemitism and, just, rhetoric that is inconsistent with the values that we have at Columbia,” she said. “I was mostly very surprised to see that it was just so out in the open.”

Early Friday morning, Mr. James posted a statement on social media addressing his comments. “What I said was wrong,” he wrote. “Every member of our community deserves to feel safe without qualification.” He noted that he made these comments in January before he become involved with the protest movement and added that the leaders of the student protests did not condone the comments. “I agree with their assessment,” he wrote.

Mr. James did not respond to a request for comment, and student protesters declined to address the matter at a news conference on the Columbia campus Friday afternoon.

But in an interview earlier in the week, Mr. James drew a distinction between the ideas of anti-Zionism, which describes opposition to the Jewish state of Israel, and antisemitism. “There is a difference,” he said. “We’ve always had Jewish people as part of our community where they have expressed themselves, they feel safe, and they feel loved. And we want all people to feel safe in this encampment. We are a multiracial, multigenerational group of people.”

Sophie Ellman-Golan, the communications director of Jews for Racial & Economic Justice and a Barnard College graduate, said she found Mr. James’s comments awful and upsetting but she added that it was clear his views did not represent those of the other campus protesters.

Ms. Ellman-Golan said that in her 10 years as an organizer, there were always people who tried to inject hateful messages into public action, and that such messages tended to be amplified by those looking to smear entire movements.

“For people who want to believe that characterization, that our movements are inevitably and permanently hostile to us as Jews, this is catnip, right?” she said. “It’s irresistible.”

A spokeswoman for Jewish Voice for Peace, a pro-Palestinian advocacy group, said in a statement that the organization was glad Mr. James had realized he was wrong and had acknowledged that his words were harmful.

“We believe that all people have the capacity to transform — many of our own members once supported Israel’s violence against Palestinians,” the statement said, adding that “within the movement we are committed to holding one another accountable to respecting the dignity of all human beings.”

One student protester who is Jewish and who has spoken to Mr. James about the video said she believed he was committed to nonviolence and acceptance of all people. She said that he had reacted emotionally after being trolled online and that it was unfair that his decision to vent his frustration on social media was being used against him.

It remains unclear how many students are directing the Columbia protests, but Mr. James, 20, emerged as a public face of the demonstrations this week when he led a news conference to assert the demands the movement is making of the Columbia administration.

“This encampment — a peaceful, student-led demonstration — is part of the larger movement of Palestinian liberation,” Mr. James said at the conference.

In his biography on X, he calls himself an “anticapitalist” and “anti-imperialist.”

Mr. James was raised in Boston, and graduated from Boston Latin Academy, according to a 2021 interview with The Bay State Banner.

He told The Banner that at Columbia, he planned to study economics and political science. “The ultimate destination is Congress,” he said.

Eryn Davis , Stephanie Saul , Olivia Bensimon and Claire Fahy contributed reporting.

Katherine Rosman covers newsmakers, power players and individuals making an imprint on New York City. More about Katherine Rosman

Our Coverage of the U.S. Campus Protests

News and Analysis

UChicago : Police officers removed the pro-Palestinian encampment  at the University of Chicago, a move that was sure to be closely watched because the school has long considered itself a model for free expression on campus .

Rhode Island School of Design:  Pro-Palestinian protesters barricaded themselves inside the main administrative building  at the private art and design school in Providence, R.I.

M.I.T.:  Tensions escalated on the campus of the Massachusetts Institute of Technology, as pro-Palestinian protesters resisted a deadline to clear an encampment .

Outside Agitators:  Officials in New York City have blamed “external actors” for escalating demonstrations at Columbia, but student protesters reject the claim .

Clashes at U.C.L.A.: A New York Times examination of more than 100 videos from clashes at the University of California, Los Angeles, shows how counterprotesters provoked the violence .

Reactions Abroad:  The world is watching what is happening on American campuses with shock, pride, relish and alarm. Here is a selection of views from outside the United States .

A Spotlight on Student Journalists:  Columbia’s radio station and other student-led news outlets have provided some of the most detailed coverage  of the turmoil engulfing campuses.