Accommodation and lodging are an integral component of the tourism and hospitality industry. Given the sectors' growing contribution to resource consumption and waste, there is a growing body of literature on the attitudes, behaviours and practices of consumers, managers, staff and owners of lodging with respect to sustainability. This paper presents the results of a systematic analysis of articles on attitudes, behaviours and practices of consumers and the provision of accommodation with respect to sustainability. The results indicate that there is a dearth of longitudinal studies on the sustainability of practices and behaviours. There are limitations in geographical coverage as well as methods, with research dominated by convenience sampling approaches. It is concluded that while there appear to be improvements in the potential sustainability of lodging with respect to technological approaches, the lack of systematic long-term studies on behavioural interventions represents a significant challenge to reducing the absolute emissions of the sector as well as reductions in energy and water use and waste production. Given the lack of longitudinal studies, it is not known whether observed behavioural changes are sustained over time.
Learning legal reasoning is a central part of any undergraduate law degree and remains a threshold concept: one which is vital for any law student to grasp, but which is often difficult to explain. It is a form of reasoning which is very distinctive to the discipline. This article explores the applicability of learning theories typically used to ground pedagogy in higher education to the specific task of teaching legal reasoning. Constructivist or experiential theories of learning are highly applicable in all forms of higher education, but they need to be used with a clear focus on the specific nature of legal reasoning, which does not fit neatly within the assumptions about learning which underpin some experiential approaches. Situated learning theories, which place emphasis on the role of the community in constructing knowledge, can also be of value. However, steps need to be taken to avoid replicating the hierarchy of the legal community within educational communities. Overall, the pedagogy of legal reasoning needs to pay attention to the specific nature of legal argument, take seriously students' individual starting points, and treat tutors and other legal scholars as models of discourse and argument.
The purpose of this article is to examine whether legal culture has an influence on the implementation of EC law in member states by means of one case study; the failure of the French legal community to recognise and apply a prohibition against indirect as well as direct discrimination, which is well established in EC legislation and case law. It is suggested that legal cultural factors may have some role to play. The focus of French legal culture on the importance of legal certainty has contributed to an emphasis on a formal concept of equality within the law, to which the concept of indirect discrimination is not suited. The paradoxical role of the French judge, who is given very little power in theory and who is therefore able to take the inevitable policy decisions behind the cloak of judicial anonymity, means that she is able to avoid the obligation placed on her by EC law to implement a prohibition on indirect sex discrimination.
EDITORIALBrexit and the Law School: from vacillating between despair and hope to building responsibility and community Putting together this special issue of The Law Teacher, and writing this editorial, has been an intense and in some ways enjoyable experience, but also a highly emotional and personally resonant one. Working on Brexit and the Law School has meant reflecting on our past experiences, present lives and future plans. We want to be transparent about our own positions, because they obviously influence our knowledge and understanding, the agendas we set and research questions we ask, 1 including those that informed the discussions in the workshops that preceded this special issue 2 and the papers within it. Hence, we begin this editorial by writing about ourselves and our experiences of UK law schools, before turning to the stories that we believe that this project on Brexit and the Law School is telling.We are both mid-career women working in Northern English law schools: pre-1992, civic institutions with global perspectives and ambitions. Those law schools are roughly similar in terms of staff and student numbers. Sheffield has a high proportion of undergraduate students from the "Northern corridor" from Liverpool to Hull. Leeds also draws large numbers from this area, but has perhaps more from the Midlands, London and the South, and more overseas undergraduate students. Sheffield sends roughly a third of its undergraduate students on a year abroad, many to Europe under the Erasmus+ scheme. 3 Leeds sends fewer (over 10% every year) with more going to destinations outside the EU. Both schools have LLM programmes that recruit predominantly non-EU overseas students, and not much EU law is taught within those programmes. Both of us have experience of leadership of and/or within those law schools (in Hervey's case also within others in the North of England and Midlands), and are thus particularly conscious of the make-up and aspirations of our student bodies. We also both have experience as external examiners, through periodic review or other quality assurance processes, and as "Research Excellence Framework (REF) critical friend", of a number of other UK-based law schools, including in the south of England, Scotland, Northern Ireland and in both the pre-and post-1992 sector. We have research collaborations with people in law schools across the UK, and beyond.
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