Knowing where to go for help Knowing what intended outcome is and how to get it Knowledge of rights and entitlements/remedies Spotting the legal issue/law-related problem Information e.g. internet websites Advice/support services Con dence to resolve issue Impetus to resolve issue Persistenceprepared to resolve the problem Greater understanding of rights/entitlements and remedies Written communication Attitude towards people Planning what to do next

The author uses a behavioral perspective to survey theory that may be useful in mediation. He notes the lack of diffusion of knowledge of theory among practitioners and argues that mediators should pay more explicit attention to theory. He presents a matrix comprising the behavioral factors of perception, emotion, cognition, communication, and intervention at the micro, meso, and macro levels of conflict and uses this matrix to organize and review some mediation theories. Several types of intervention theory are identified: integrated, generic, dialectical, developmental, and dialogical. The article closes by posing some outstanding theoretical issues and questioning whether current mediator training programs are adequate to bridge the gap between theory and practice.

No abstract

This article considers the future of scholarly electronic journals (or ejournals) in the light of their short history with a particular focus on the discipline of law*. The author argues that self-publication by scholars on their own Web sites is not an adequate substitute for the peer reviewing and active dissemination which can be provided by an ejournal**. E Law - Murdoch University Electronic Journal of Law is used as an example of what such journals can contribute.

The aim of this article is to encourage law teachers to produce interactive teaching/learning materials in law and to share the lessons that they learn from their work to enrich what we know about the development of, and student learning with, multimedia teaching/learning products. In this article I describe the process of the creation of an interactive CD-ROM designed to teach law students and trainee legal practitioners legal ethics and professional responsibility (“LE/PR”). I outline some of the problems that were faced and the lessons that were learned so that other law teachers and multi-media developers might profit from them and more confidently embark on producing interactive teaching/ learning materials that enrich learning in law. In so doing, I hope to be able to contribute to the development of a scholarship of teaching as advocated by Boyer and other educationalists and translate what Laurillard suggests about teaching and learning with multi-media into practice.