授業の目的 【日本語】
Goals of the Course(JPN) | | |
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授業の目的 【英語】
Goals of the Course | | | In the 21st century, countries transitioning to market economies are increasingly codifying not only civil law, which is the basis of the market economy, but also public law, especially administrative law. These codifications include the Administrative Litigation Law, the Administrative Appeals Law, and the Administrative Procedure Law. The teacher of this lecture has been a JICA and Ministry of Justice expert for the last 20 years working on projects to support the codification of administrative law in Uzbekistan, Mongolia, Vietnam, and China. First, we will discuss the significance and limitations of the codification of administrative law in countries in transition to the market economy, based on the expertise and experience of the experts involved in this project. Second, after the codification, countries in transition to the market economy have the major problem of dysfunctional legal practice in that they are unable to use previously unfamiliar legal principles and concepts in actual operations or conflicts. The challenge here is even more challenging for the venue of the codification, which fundamentally renews the interpretation of law by courts and administrative agencies, which traditionally used only textual interpretation. This lecture will discuss the current state of legal interpretation after codification and the issues to be overcome. In addition, administrative law theory is also facing a difficult task of reviewing conventional socialist law and building a new system. In this lecture, we will examine the traditional socialist legal theory, and whether the transition countries have their own way of developing theory. It is the purpose of this lecture that through knowing the difficulty of codification, and its practice after codification, especially the difficulty of interpreting the new unfamiliar code, the participants of this lecture have acquired a high degree of expertise in law in order to respond to the legal construction in their own countries articulated to a globalized society, and play a central role in the society based on such deep expertise. |
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到達目標 【日本語】
Objectives of the Course(JPN) | | |
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到達目標 【英語】
Objectives of the Course | | The goal of this lecture is for participants to acquire the following knowledge on the legal assistance at the end of the lecture.
The participants will acquire the aspects of knowledge on the legal assistance as follow: ① Importance of the “process” ② Importance of “institution” ③ Importance of “comparisons” ④ Importance of “history” ⑤ Importance of the mechanism of institutional change. |
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授業の内容や構成
Course Content / Plan | | Lecture / Theme / Lecture Course Description / Learning outside the class / Related page
1
Introduction
2
Legal Assistance in Administrative Law ①
3
Legal Assistance in Administrative Law ②
4
Meta-Theory of Administrative Law Assistance ①
5
Meta-Theory of Administrative Law Assistance ②
6
Administrative Law Reform in the Former Soviet Republics
7
Socialist Administrative Law①
8
Socialist Administrative Law②
9
Reform on Administrative Procedure Act①
10
Reform on Administrative Procedure Act②
11
Reform on Administrative Litigation Act①
12
Reform on Administrative Litigation Act②
13
Legal Interpretation of Administrative Law①
14
Legal Interpretation of Administrative Law②
15
Wrap Up |
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履修条件・関連する科目
Course Prerequisites and Related Courses | | |
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成績評価の方法と基準
Course Evaluation Method and Criteria | | | Participation and Class Contribution: 30% (30 points out of 100, Passing score 20 points), Written Reports: 70%(70 points out of 100, Passing score 40 points) |
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教科書・テキスト
Textbook | | Brian Z. Tamanaha, The Primacy of Society and the Failures of Law and Development, 44
CORNELL INT'l L.J. 209 (2011). file:///C:/Users/User/Downloads/44CornellIntlLJ209.pdf |
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参考書
Reference Book | | Fenton, Howard N. 2000. "Administrative Law Reform in the Former Soviet Union," The Journal of East European Law 7:47. -Russell-Einhorn, M., J. Lubbers, and V. Milor. 2002. "Strengthening Access to Information and Public Participation in Transition Countries- Latvia as a Case Study in Administrative Law Reform," Administrative Law Review 54(1):459. -Russell-Einhorn, M. and H. Fenton. 2008. Using Administrative Law Tools and Concepts to strengthen USAID Programming- A Guide for USAID Democracy and Governmental Officers. USAID. -Tamanaha, Brian Z. 2011. "The Primacy of Society and the Failures of Law and Development," Cornell International Law Journal 209:44. -Tamanaha, Brian Z. 2011. "The Rule of Law and Legal Pluralism Development," Legal Studies Research Paper Series, Paper No. 11-07-01.
-Socialist Law in Socialist East Asia, edited by Fu Hualing, John Gillespie, Pip Nicholson, and William Partlett. Cambridge: Cambridge University Press, 2018. |
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課外学習等（授業時間外学習の指示）
Study Load(Self-directed Learning Outside Course Hours) | | | *After the class, review the lecture contents and read the ones that interest you in the materials introduced during class. |
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注意事項
Notice for Students | | |
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授業開講形態等
Lecture format, etc. | |
授業開講形態（対面遠隔併用で実施する授業一覧）は、名古屋大学大学院法学研究科ホームページの「NEWS ニュース」に掲載します。URL：https://www.law.nagoya-u.ac.jp/
※履修登録後に授業形態等に変更がある場合には、NUCTの授業サイトで案内します。
List of hybrid classes employing both face-to-face and remote teaching methods will be posted in the "News" of the homepage of the Graduate School of Law.
URL：https://www.law.nagoya-u.ac.jp
*If there are any changes in the teaching methods after the period of course registration, it will be announced on NUCT. |
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遠隔授業（オンデマンド型）で行う場合の追加措置
Additional measures for remote class (on-demand class) | |
遠隔授業はNUCTで行う。教員への質問方法、学生同士の意見交換の方法は次のとおりとする。なお、教員より別の指示がある場合は、その指示に従うこと。
・教員への質問は、NUCT機能「メッセージ」により行うこと。
・授業に関する受講学生間の意見交換は、NUCT機能「メッセージ」により行うこと。
（※担当教員が「フォーラム」機能を追加設定した場合は「フォーラム」も利用可。）
Remote classes are conducted via NUCT. Questions to instructors should be asked using the NUCT "Message" function.
Student discussions will be conducted using the NUCT "Message" function. (If the instructor has added the "Forum" function, the "Forum" can also be used.)
Follow your instructor's directions if your instructor has any other directions. |
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