New Osgoode program assists law students to meet needs of people with disabilities
Bibliographic record
Abstract
New Osgoode program assists law students to meet needs of people with disabilities\nTORONTO, December 5, 2012 – York University’s Osgoode Hall Law School, which has been a leader in “law in action” for several decades, this week approved the creation of a new experiential education program to assist law students in understanding the issues of people with disabilities.\nThe Disability Law Intensive Program, the first of its kind in Canada, will provide second and third-year Osgoode Juris Doctor (JD) students with a unique opportunity to learn about a vast scope of law that mostly affects people with disabilities.\nIn partnership with ARCH Disability Law Centre, a specialty community legal aid clinic dedicated to defending and advancing the equality rights of people with disabilities in Ontario, the students will engage in the practice of disability law through involvement in individual client advocacy and systemic policy-based advocacy.\nStarting next September, up to 12 students will participate in the program throughout the 2013-14 academic year. A skills training week will be held in August at ARCH after which the students will begin their clinical placement. Every two weeks throughout the academic year, the students will participate in an academic seminar at Osgoode and they will also be required to complete a major research paper as part of the 15-credit program.\n“The Disability Law Intensive Program is a wonderful opportunity for Osgoode, and its students, to make a positive difference within the disability community,” said Osgoode Dean Lorne Sossin. “We are grateful for collaborative partnerships with organizations such as ARCH because they expose our students to law in action.”\nThe program, which was approved by Osgoode Faculty Council on the International Day of Disabled Persons (December 3, 2012), will be co-directed in 2013-14 by Osgoode Professor Roxanne Mykitiuk, an internationally recognized expert in disability rights, and Marian MacGregor, an adjunct faculty member and director of Osgoode’s Community and Legal Aid Services Program (CLASP).\nMacGregor was awarded a Community Leadership in Justice Fellowship in 2011 from the Law Foundation of Ontario that allowed her to take an eight-month leave of absence from CLASP to help develop the Disability Law Intensive Program.\n"The impact of disability, often combined with poverty, can create serious access to justice barriers," said MacGregor, who has practised extensively in the area of poverty law. "This new program will produce lawyers who are better equipped to meet the distinct needs of clients with disabilities, as well as involve students in the systemic change that needs to take place."\nMykitiuk added that the Disability Law Intensive Program, which was designed with student consultation and input, will provide a first-hand opportunity to see “how law applies in concrete ways to people, problems and issues and how the practice of law can be very different than the study of law.”\nThe Disability Law Intensive Program is the latest in a growing number of clinical and intensive programs that form part of Osgoode Hall Law School’s celebrated experiential education offerings.\nOsgoode is the first law school in Canada to introduce an experiential education requirement – referred to as a “praxicum” – into its JD curriculum. Commencing with the Class of 2015, which arrived in September 2012, every Osgoode JD student will be exposed to law in action through an experiential course or program as part of their legal education.\nIn addition, Osgoode has opened an Office of Experiential Education to serve as a catalyst for the development of new courses, programs and clinics, and provide support to the faculty, students and staff.\n-30-\nFor further information, please contact:\nVirginia Corner\nCommunications Manager\nOsgoode Hall Law School of York University\n416-736-5820\nvcorner@osgoode.yorku.ca
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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 | 0.001 | 0.002 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.000 |
| Science and technology studies | 0.009 | 0.002 |
| Scholarly communication | 0.003 | 0.003 |
| Open science | 0.001 | 0.006 |
| Research integrity | 0.002 | 0.004 |
| Insufficient payload (model declined to judge) | 0.165 | 0.019 |
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".