Notice bibliographique
Résumé
It seems a long time ago now that my colleague at the University of Salford, Paul Chynoweth, floated the idea that I might take forward his brainchild and, with the guidance and support of ASCE Editor Dr. Amarjit Singh, guest edit a special issue of the Legal Affairs Section of the Journal of Professional Issues in Engineering Education and Practice dedicated to teaching law on engineering and construction programs. Much has happened since that lunchtime proposal in spring 2007, not least that a new Journal has been developed by Dr. Singh, the Journal of Legal Affairs and Dispute Resolution in Engineering and Construction, which is now home to this project. Moreover, I have been pleasantly surprised that the topic for the special issue has attracted so much interest that it has been necessary to publish the fruits of the call for papers in two tranches, the second being scheduled soon for release. The sheer range and geographical origin of submissions has been a revelation, and I hope that these two special issues may play a part in consolidating the wider community of construction law academics. I thank all contributors for their efforts and their patience, and Dr. Singh and the ASCE team for their support. I have deliberately opened this first issue with Matthew Bell’s avowedly nonexhaustive survey of “Construction Law Graduate Studies around the World,” Despite making no claim to being comprehensive, it nonetheless demonstrates how law relating to construction is being taken seriously at higher education institutions in the United States, Australia, Hong Kong, Canada, the United Kingdom, France, Singapore, and Holland. The preponderance of courses outlined are based in the United Kingdom. While the long-established course at King’s College London may have prompted other U.K. institutions to consider construction law a viable postgraduate subject area, it will be interesting to see whether debate prompted by publication of this survey in fact reveals that the breadth and depth of construction law postgraduate studies is significantly wider than Matthew’s survey suggests. I suspect it is, since some of the other papers even in these two special issues indicate postgraduate construction law being taught at institutions not included in the survey. Certainly at undergraduate level construction law is widely studied, being an integral part of the education of many different construction professionals. Emmanuel Ntumy’s reflections on his experience of “Teaching Law Courses to Non-Law Students in an Engineering Faculty” in Botswana introduces some of the issues that consideration of these two special issues as a whole may suggest are universal issues for teachers of construction law to engineering and construction students. Such issues are how to deal with primary legal resources case law and legislation with a group for whom the entire topic is alien, or how best to get such a group to grasp necessary legal principles. Emmanuel’s solution,
Récupéré en direct depuis OpenAlex et désinversé. Les résumés ne sont pas conservés dans cette base de données : les index inversés représentent 8,6 Go des 9,3 Go de texte de la base, et le serveur dispose de 13 Go libres.
Comment cette classification a été obtenuedéplier
Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,001 | 0,000 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,000 | 0,000 |
| Études des sciences et des technologies | 0,000 | 0,000 |
| Communication savante | 0,000 | 0,001 |
| Science ouverte | 0,000 | 0,000 |
| Intégrité de la recherche | 0,000 | 0,000 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,000 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule tête enseignante, pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».