Problems in Creation of Information Systems of Legal Knowledge and Estimation of Entropy of Legal Information

2006 ◽  
Author(s):  
Lyubov Nykolaychuk ◽  
Oksana Chehodar
Keyword(s):  
Information Systems ◽  
Legal Knowledge ◽  
Legal Information

What's the Point? Next-Generation Legal Information Systems and Microsoft Sharepoint: Contender or Pretender?

2007 ◽  
Vol 7 (4) ◽  
pp. 268-271 ◽  
Author(s):  
Chris Wallis
Keyword(s):  
Information Systems ◽  
Next Generation ◽  
Legal Information

AbstractIn this article Chris Wallis examines some of the recent and impending developments in technology for managing legal information – in all its various guises. He looks in some detail at the facilities offered by Microsoft Sharepoint and tries to identify its USPs.

Legal E-Learning and E-Government

2011 ◽  
pp. 1142-1153
Author(s):  
C. R. Brunschwig
Keyword(s):  
Learning Environments ◽  
Web Sites ◽  
Legal Knowledge ◽  
Emotional Needs ◽  
Educational Design ◽  
Legal Information ◽  
Government Web Sites ◽  
E Learning ◽  
Key Terms

Today, most e-government Web sites are limited to providing and disseminating legal or legally relevant information (hereafter legal information; see “Key Terms” section). Generally speaking, the online provision of legal information is not made in line with sound educational principles. Most likely, this could be said about the provision of all kinds of information on e-government Web sites. As I am a lawyer, I only feel entitled to assess legal information. Hence, I would like to limit my reflections in this article to legal information. As a number of examples suggest, e-government Web sites are not conceived as legal e-learning environments (e.g., http://www.ch.ch, http://www.admin.ch, http://www.bund.de, http://bundesregierung.de, http://www.help.gv.at, http://europa.eu.int, http://www.firstgov.gov. All visited January 4, 2005). Problems (Mis)conceiving the state’s online presence is detrimental since the lack of educational design fails to ensure that users can assimilate and process the legal information which e-government Web sites provide in an effective and sustainable manner. Within the communicative framework applied here, mere provision means that so-called e-government addressees (see “Key Terms” section) are not assisted in their efforts to assimilate and process the legal information they find on e-government Web sites. Their chances of building up legal or legally relevant knowledge (hereafter legal knowledge) are compromised as a result. There is good reason to doubt that the prevalent uneducational design of legal information can arouse the interest of the envisaged target audience(s), let alone evoke positive emotions. Furthermore, it is to be doubted whether current design can do proper justice to the cognitive and emotional needs which e-government addressees undoubtedly have. Moreover, the lack of appropriate educational design would appear to call into question the mid- to long-term success of managing legal information on e-government Web sites in an uneducational fashion. Questions These problems raise several questions: How can e-government addressees assimilate and process legal information in a sustainable manner? How can e-government Web sites be designed such that their addressees can build up their legal knowledge more effectively? How should legal information on e-government Web sites be designed to arouse (and sustain) their target audience’s interest, offer it pleasure, and meet its cognitive and emotional needs? How should legal information management on such Web sites be practiced to assure mid- to long-term success? How might the e-government actors responsible for creating such sites reconceive what is now mere legal information dissemination as legal information communication? Would legal information on e-government Web sites need to be scripted in line with educational principles? Should such sites be designed as legal e-learning environments? Given the broad range of electronic learning environments, how would legal e-learning scenarios need to be designed in the context of e-government Web sites? Which specific requirements of what I have called legal (information) design (Brunschwig, 2001; see “Key Terms” section) would apply to legal e-learning environments on e-government Web sites? Relevance of Questions Resolving the previous problems would have a number of significant benefits: E-government addressees would be able to assimilate and process legal information in a sustainable manner. They would be able to build up their legal knowledge with fewer constraints. They would absorb legal information with greater interest, pleasure, and gratification, thereby inducing a learning curve. Their cognitive and emotional needs would be met more adequately. Moreover, the image of those responsible for managing online legal information would improve in the mid- to long term because they could no longer be (dis)qualified as merely disseminating legal information but would be acknowledged for their efforts to communicate it. In creating e-government Web sites along stringent educational principles, these sites would be conceived as legal e-learning environments much more effectively, aligning them with the specific context of e-government Web sites and their addressees’ needs. Hypothesis Designing e-government Web sites as legal e-learning environments would benefit all those concerned in the ways sketched previously above.

scholarly journals NECESSARY AND SUFFICIENT LEGAL KNOWLEDGE OF A FUTURE HISTORY AND LEGAL TEACHER

2020 ◽  
pp. 67-74
Author(s):  
Дар’я Коваль
Keyword(s):  
Legal Status ◽  
Professional Activity ◽  
Legal Knowledge ◽  
Correct Judgment ◽  
Legal Information ◽  
Personal Action ◽  
The Law ◽  
Legal Concepts ◽  
The Right ◽  
Necessary And Sufficient

The article defines the category of “knowledge of the law”, reveals their components ‒ the level, scope and content of legal information. The relation between the concepts of “information” and “knowledge” has been established. Necessary and sufficient legal knowledge for the future teacher of history and jurisprudence have been identified, which includes: a system of historical, legal and psychological-pedagogical knowledge necessary and sufficient for professional activity, their breadth, volume, depth; mastering the process of acquiring this knowledge with subsequent use of it in educational and legal activities; focus on studying the law, legal literature, solving legal situations and considering social and legal problems, seeking information on changes in the social and legal life of society and the state, studying historical and legal disciplines, the legal status of a person, free operation of elementary legal concepts, awareness of the need for legal knowledge, knowledge of human and child rights in future professional activity and their proper application in defending their views, positions. The levels of legal knowledge sufficiency are set: high, medium, low, according to the characteristics: breadth of legal knowledge, their volume, depth. The high level includes students whose breadth, volume, depth of legal knowledge make it possible to always find the right legal criterion for personal action, on the one hand, and on the other, require legitimate behaviour and correct judgment from others. For intermediate-level students, interest in legal knowledge is limited to the “required” curriculum. Students with low levels of interest in law are unstable, with many gaps in legal knowledge. In general, the level of knowledge is insufficient to understand legal relations. Students do not have the necessary skills and abilities to conduct law enforcement work with students.

scholarly journals Legal Knowledge Extraction for Knowledge Graph Based Question-Answering

2020 ◽  
Author(s):  
Francesco Sovrano ◽  
Monica Palmirani ◽  
Fabio Vitali
Keyword(s):  
Natural Language ◽  
Language Processing ◽  
Design Patterns ◽  
Question Answering ◽  
Knowledge Extraction ◽  
Knowledge Graph ◽  
Legal Knowledge ◽  
Legal Information ◽  
Event Time ◽  
Legal Domain

This paper presents the Open Knowledge Extraction (OKE) tools combined with natural language analysis of the sentence in order to enrich the semantic of the legal knowledge extracted from legal text. In particular the use case is on international private law with specific regard to the Rome I Regulation EC 593/2008, Rome II Regulation EC 864/2007, and Brussels I bis Regulation EU 1215/2012. A Knowledge Graph (KG) is built using OKE and Natural Language Processing (NLP) methods jointly with the main ontology design patterns defined for the legal domain (e.g., event, time, role, agent, right, obligations, jurisdiction). Using critical questions, underlined by legal experts in the domain, we have built a question answering tool capable to support the information retrieval and to answer to these queries. The system should help the legal expert to retrieve the relevant legal information connected with topics, concepts, entities, normative references in order to integrate his/her searching activities.

scholarly journals LYNX: Towards a Legal Knowledge Graph for Multilingual Europe

2020 ◽  
Vol 37 (1) ◽  
pp. 175-178
Author(s):  
Víctor Rodríguez Doncel ◽  
Elena Montiel Ponsoda
Keyword(s):  
Information Retrieval ◽  
Knowledge Graph ◽  
Legal Knowledge ◽  
Information Discovery ◽  
Legal Compliance ◽  
Semantic Web Technologies ◽  
Legal Information ◽  
Web Technologies ◽  
Innovation Project ◽  
Cross Lingual

Lynx is an innovation project in Europe whose objective is to develop services for legal compliance. A legal knowledge graph is built over multilingual, multijurisdictional documents using semantic web technologies. A collection of services implementing natural language techniques enables better legal information retrieval, cross-lingual answering of questions and information discovery. Three use cases are discussed, as well as the overall impact of the project.  

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