Bibliographic record
Abstract
This article examines what the author calls “the great disconnect” between law schools and the profession. After a discussion of the purpose of law school and the current status of the academy and articling, the article traces the history of the relationship between law faculties and the profession over the past century. This relationship has, for the past 50 years, resulted in little connection between the academy and the profession. Recent efforts by the Federation of Law Societies of Canada to regulate curriculum have now made the relationship more important than ever.The author looks at the effect the great disconnect has had on Canadian law schools and makes a number of recommendations on their future relationship with the profession, including institutional links with law societies and the Canadian Bar Association. Curriculum reform can also help bridge the great disconnect by implementing an integrated approach to legal education proposed by the Carnegie Foundation for the Advancement of Teaching, an approach that is being implemented in many law schools across the United States.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.010 | 0.020 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.003 | 0.002 |
| Science and technology studies | 0.026 | 0.048 |
| Scholarly communication | 0.017 | 0.017 |
| Open science | 0.002 | 0.016 |
| Research integrity | 0.006 | 0.013 |
| Insufficient payload (model declined to judge) | 0.005 | 0.001 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".