[{"url":"https://theconversation.com/france-three-overlapping-woes-are-fuelling-a-generation-of-discontent-295102","titre":"France: three overlapping woes are fuelling a generation of discontent","pubDate":"Thu, 29 Oct 2026 07:58:22 +0100","description":"KEY TAKEAWAYS The French high schooler-led uprising is not a sign of a generational struggle pitting the young against baby boomers. The uprisings indicate a state of discontentment reflecting three grievances: failings within the education system, eco-anxiety and concerns over employment in the age of AI. Far from demanding a break with the established order, young protesters are simply asking for the right to live a good and fair life... like their predecessors before them. Rarely has Freud’s Civilization and Its Discontents seemed so relevant to the times in which we are living. Although the discontents we are currently witnessing do not necessarily affect society as a whole, they are certainly impacting an entire generation born in the 21st century, as well as their parents and their social environment. Admittedly, we know that generations are not homogeneous and that any attempt to generalise is an oversimplification. Nevertheless, the high schoolers that are taking to the streets to protest in this day and age belong to a relatively homogeneous age cohort. You would be forgiven for thinking that the current unrest is the result of a clash of generations. From the outside, it is often viewed as a generational tug of war between a struggling young population and the rest: an aging but relatively prosperous Europe . Criticism is, without doubt, being directed at “baby-boomers” or those born during the thirty years following World War II (which were marked by economic prosperity and low unemployment, conditions that now seem a world away today). The problem lies elsewhere Nevertheless, this is not a generational conflict, and the fact that a substantial proportion of parents , as well as the majority of the population , share the students’ demands shows that the problem lies elsewhere. These demands are nothing new, and they help explain why many parents joined their children during the first demonstrations, along with teachers, to show their support over deteriorating conditions in high schools. The students and their initial demands were hijacked by more politically radical movements, some even revolutionary or anarchist, as well as opportunistic groups that took advantage of the disorder to loot shops and businesses, without any tangible political agenda. According to an official report dated October 14, 2026, “937 law enforcement officers, 248 students and 149 members of educational staff have been injured since the beginning of the high school student movement.” The demonstrations on October 18 resulted in more than 1,800 arrests . The proliferation of various groups with overlapping demands muddles the student movements’ original message, leaving us with little more than the smouldering remnants of a battlefield. Nevertheless, it is the central concerns of these students that I wish to explore here. Ultimately, this movement appears to lie at the intersection of several anxiety-inducing issues. Rather than speaking of a convergence of struggles, we should speak of a convergence of anxieties. Three sources of anxiety The movement appears to reflect the convergence of three factors that are also sources of concern: the perceived deterioration of public education ecological anxiety the new difficulties young people face in the labour market, particularly those associated with the development of artificial intelligence (AI). These three factors provide fertile ground for psychosocial anxiety. The high school students’ main demands appear legitimate and concern improving working conditions: replacing absent teachers, shortening excessively long school days, reducing the number of students per class, repairing and maintaining infrastructure, and improving or abolishing Parcoursup , the widely criticised higher education admissions platform that is often difficult to understand. These demands echo the broader perception that conditions in the French school system have deteriorated and that the system is relatively inefficient compared with those of neighbouring countries.","id":3248553,"source":"The Conversation – Articles (FR)"},{"source":"Canadian Association of Law Libraries / L'Association canadienne des bibliothèques de droit CALL/ACBD Blog","description":"CALL member Erica Friesen, Research and Instruction Librarian & Online Learning Specialist at the Lederman Law Library at Queen's University in Kingston, Ontario recently wrote an article on \" Thoughts on the New Lexis+ Brief Analysis Tool: For Law Students and Novice Researchers \". It originally appeared on Slaw.ca on September 28, 2022. It is republished here with permission of the author. New academic year; new legal research tools. Something new always comes out right as another cohort of students is gearing up to begin their law degree. And, as with many new product launches these days, “artificial intelligence” is often a prominently displayed term with accompanying materials. As legal publishers continue to launch AI-driven research tools in Canada, what do students and other novice researchers need to know to be prepared for their first forays into legal research? Lexis recently launched the latest version of their legal research platform, Lexis+ Canada, for Canadian law schools. It features significant updates that employ artificial intelligence, including a “Brief Analysis” tool in line with similar products offered by Westlaw Edge (on the US platform) and vLex (already available in Canada). According to Lexis+, this tool helps researchers “expedite completion of briefs and other legal documents.” Once your document is uploaded, it spits out a report including the following categories: 1) recommended cases, 2) cases and legislation cited in your document, 3) jurisdiction, and 4) extracted and recommended concepts. While I do not intend to comment on the utility of this tool for practitioners, I have no doubt that students beginning law school or working in summer or articling positions are bound to encounter this new feature sooner or later. When you do, you may have questions: should I be using this tool? How or how not? The landing page for this tool in Lexis+ contains no information on how this tool works and the Lexis+ Canada “Help” database so far contains minimal documentation. Confusion or uncertainty is understandable with such opacity. To gain some insight, let’s run an experiment: take two case comments written by different authors on the same Supreme Court case from 2004. [1] An older decision means that we should retrieve an abundance of recommendations from the intervening 18 years. Both comments include an overview of the area of law at the time of this decision as well as an analysis of how this particular decision would change the area of law. Once Lexis analyzed these documents, I exported the resulting report and compared the results for each comment. Here are the two documents, in case you’d like to run the experiment yourself: Comment A: Teresa Scassa, “Recalibrating Copyright Law?: A Comment on the Supreme Court of Canada’s Decision in CCH Canadian Limited et al. v. Law Society of Upper Canada ”, Case Comment, (2004) 3:2 CJLT 89. Comment B: WL Hayhurst, “The Canadian Supreme Court on Copyright: CCH Canadian Ltd. v. Law Society of Upper Canada ”, Case Comment, (2004-2005) 41 Can Bus LJ 134. Recommended Cases “Recommendations” is the section of the Brief Analysis report that lists additional case law for you to consider adding to your legal document. Brief Analysis recommended 58 unique cases in total between Comment A and Comment B. However, only 10 of those cases were the same between the two documents (after adjusting for “recommended” cases that were actually cited in the other document). See Figure 1 . Key takeaway: Legal research and writing is an art, not a science. AI-driven tools like these run on the material that you upload, so you can expect substantially different results depending on the quality of analysis and the decisions you made in producing the original document. This does not mean that there is no value in using the tool, but you cannot expect it to help you build something from nothing. Recommendations are based on the content in the document,","id":3241473,"titre":"CALL Member Article: Thoughts on the New Lexis+ Brief Analysis Tool: For Law Students and Novice Researchers","url":"https://www.callacbd.ca/CALL-Blog/12957419","pubDate":"Mon, 26 Oct 2026 07:55:49 +0100"},{"pubDate":"Mon, 26 Oct 2026 07:55:48 +0100","url":"https://www.callacbd.ca/CALL-Blog/12614092","titre":"Using Vinyl & Spotify to Understand Legal Information Online","source":"Canadian Association of Law Libraries / L'Association canadienne des bibliothèques de droit CALL/ACBD Blog","id":3241462,"description":"Hannah Steeves, the Instruction & Reference Librarian at the Sir James Dunn Law Library, Dalhousie University (Halifax), recently wrote an article on \"Using Vinyl & Spotify to Understand Legal Information Online\" . It originally appeared on Slaw.ca on February 15, 2022 . Most legal research is done online through a combination of open and subscription databases. Legal information is available at our fingertips through Justice Laws, LEGISinfo, CanLII, Westlaw, Lexis, ProView, SOQUIJ, [insert your preferred database here], and the list goes on. The availability of electronic resources has radically changed—and will continue to change—the way legal professionals conduct research. However, despite my enthusiasm for the improved accessibility and retrievability, I think the lack of engagement that new legal researchers have with print resources creates comprehension issues. The disconnect between a source’s print and electronic formats reduces their understanding of the process used to create the document. Understanding this process helps us understand the organization of information and makes a researcher more efficient. New legal researchers are often introduced directly to the electronic version of a source without fully understanding how it came to be. For example, a student might learn about legislation and be shown how to trace a legislative history using Justice Laws without ever interacting with the print, bound statutes. They are missing the benefits of seeing the tangible organization of annual, revised, and consolidated statutes. Another example is having a student use ProView without ever flipping through a physical binder and understanding how loose-leaf releases work. Although they know each source is unique, they all present approximately the same online. Unfortunately, limited class time and COVID-19 have made it nearly impossible to get students into the library to conduct research with print sources. I try to grab print copies of case reporters, volumes of statutes, and loose-leafs to show students in person or on Zoom, but the effect is not the same as engaging with the print source directly. Instead, when I meet with students, I often see ~18 tabs open in their browsers with sites ranging from course materials, Google, CanLII, and their preferred subscription platform. They ask me, “ Why does this have to be so complicated?” And they’re right! It does seem complicated, at first glance. If we had created these resources using our modern digital environment, they would be organized differently. Print established the rules, and the digital versions have been bound by them. When I try to explain why the digital versions might seem unnecessarily complex, but that understanding how to use the print sources will improve their navigation of the digital versions, I use the following analogy. First, assuming Spotify is the most common music app, I ask students whether they’re more likely to download/stream full albums or singles. Once they’ve answered, I explain that the point of this question is to determine that they understand that a single song is situated within an album—the album is a collection of songs. Next, I ask if they know why artists produce albums. This one takes a bit of waiting, and in a classroom setting a music aficionado may bring up the concept album (and rightly so!), but usually there’s someone who knows that the standard album is a result of the time limitations set by vinyl, specifically the 33 rpm LP record . (Or maybe they Google it as I’m waiting for an answer—who am I to judge?) With a brief explanation, it becomes clear that vinyl restricted artists to around 44 minutes of playing time, and this explains the standard album format still used today. The next step is to connect the persistence of the album through various eras of music. The album has survived the evolution of music distribution. Historically, it started with vinyl, but remained through transitions between audio cassette, the CD, through to"},{"id":3197413,"description":"New FTC warning letters cite unsupported Coronavirus-related health and earnings claims sgressin April 24, 2020 | 12:44PM New FTC warning letters cite unsupported Coronavirus-related health and earnings claims By Seena Gressin The FTC is not the pen pal you want if you operate a multi-level marketing company but aren’t closely monitoring your distributors. In its latest round of warning letters, the FTC warns ten MLM companies that they are responsible for the claims made by their participants. The letters direct the companies to report within 48 hours what actions they’ve taken to stop their distributors from claiming their products can treat or prevent Coronavirus disease, that MLM business opportunity participants are likely to earn substantial income, or both. The FTC says that the health and earnings claims are unsubstantiated and therefore violate truth-in-advertising laws. The products at issue are not scientifically proven to treat or prevent COVID-19, the disease that Coronavirus causes. The FTC previously has sent warning letters to companies about their Coronavirus-related health claims, but the new letters are the first to also target claims about potential business opportunity earnings. The letters come at a time when millions of people are out of work and facing financial challenges as a result of the pandemic. MLM companies rely on a network of independent distributors, sometimes called business opportunity participants, to buy and resell their products, often through direct person-to-person sales or online. MLMs typically offer participants a cut of the sales made by people the participant recruits to invest in the business opportunity. The new recruits then try to sell the products, and try to recruit more people to do the same. Most people who join MLMs make little or no money. According to the FTC, distributors of the MLM companies receiving the letters have posted promotional messages on Facebook, Instagram, and other social media sites. Health claims the FTC letters cite include: “STAY SAFE!! MAKE YOUR IMMUNE SYSTEM STRONG!!!” Standard coronavirus protection kit . #antiseptics and #immunity_support.” “HOW WILL YOU FIGHT OFF CORONA? USE NUTRABURST-CHAGA- .... #coronacure #coronaprevention ... #immunesupport #immunebooster ... #immunesystembooster” “Got the coronavirus heebeegeebees? Boost your immunity with this amazing deal!!!!” “... If interested to learn more or obtain oils or rollers Let me know A little extra protection can help #doterra #NursesCOVID19 #Dialysis #ImmunityBoosters #ImproveRespiratoryFunction” Earnings claims the FTC letters cite include: “...Living in quarantine and where 14 million people applied for unemployment just last week ... I’ll stick with the opportunity to change people’s lives ... turn a small investment into six figures .... #arbonne ... #quarantine #2020” “Need to make extra money? Find it difficult to pay your bills? Were you laid off/ #fired? Be your own Boss w/doTERRA essential oils. Msg me to achieve financial independence #laidoff #unemployed #cantpaymybills #cantpaymyrent #student #sales #sidehustle #makemoney #stayathomemom.” “[E]veryone’s getting stimulus checks right now... There is no better investment you could do... Take that money that you’re about to get back... figure out a way to make this happen tonight.” In the letters alleging unsubstantiated health claims, FTC staff reminds the companies that, under the FTC Act, claims that a product can prevent, treat, or cure a serious disease require the support of well-controlled human clinical studies. Because “no such study is currently known to exist” for the advertised products, the FTC says the companies “must immediately cease making all such claims.” In the letters alleging deceptive earnings claims, FTC staff reminds the companies that under the FTC Act, “claims about the potential to achieve a wealthy lifestyle, career-level income, or significant","source":"FTC USA Business Blog Posts","pubDate":"Mon, 05 Oct 2026 08:07:08 +0200","url":"https://www.ftc.gov/business-guidance/blog/2020/04/new-ftc-warning-letters-cite-unsupported-coronavirus-related-health-earnings-claims","titre":"New FTC warning letters cite unsupported Coronavirus-related health and earnings claims"},{"url":"https://www.slaw.ca/2026/09/03/the-argument-for-encouraging-student-use-of-ai-in-first-year-law/","titre":"The Argument for Encouraging Student Use of AI in First-Year Law","pubDate":"Fri, 04 Sep 2026 07:59:07 +0200","description":"A consensus is emerging in law schools across Canada and the US that AI has no place in teaching the core curriculum, because it impedes student learning, especially in first year. Schools are beginning to follow the University of Chicago’s lead in banning AI in first-year core courses. Some profs are also banning laptops in classrooms — taking every precaution to shield students’ developing minds from the corrosive effects of AI. Michael Plaxton, one of the leading voices in Canada thinking through the many challenges AI poses to legal education, crystallizes the argument: “The case for law schools must be . . . [more] The post The Argument for Encouraging Student Use of AI in First-Year Law appeared first on Slaw","id":3133345,"source":"Slaw"},{"id":3110437,"description":"This summer our law library intern (shout out to Bailey Kaye!) is reviewing our archival casebook collection for a digitization project. Among them was a casebook for exchange students arriving at Dalhousie Law School in 1978. It outlined an introduction to the common law, as provided by the Sir James Dunn Law Library. In this casebook, the Sir James Dunn Law Library included a helpful list of general information about library etiquette. Let’s review how you were to conduct yourself in the law library of 1978, shall we? The one rule that has survived nearly word-for-word, across nearly fifty years . . . [more] The post Briefcases & Cigarettes: The Law Library of 1978 appeared first on Slaw","source":"Slaw","pubDate":"Sat, 22 Aug 2026 07:56:57 +0200","url":"https://www.slaw.ca/2026/08/21/briefcases-cigarettes-the-law-library-of-1978/","titre":"Briefcases & Cigarettes: The Law Library of 1978"},{"pubDate":"Fri, 14 Aug 2026 07:58:00 +0200","titre":"Call for Submissions: Arizona Journal of International & Comparative Law – 2027 Symposium","url":"https://www.slaw.ca/2026/08/13/call-for-submissions-arizona-journal-of-international-comparative-law-2027-symposium/","id":3093433,"description":"I’m thrilled to share with all Slaw readers this great opportunity from our dedicated law students at the Arizona Journal of International and Comparative Law. I work closely with these students either in the Journal or in the courses I teach and I can confidently see that they are hardworking, intellectually engaged and eager to make an impact. The topics of the 2027 Symposium taking place in Tucson will include International Trade Law, Digitization of International Commercial Law, and Indigenous Peoples and International Economic Law. These areas of study have been an integral part of the Journal since its inception . . . [more] The post Call for Submissions: Arizona Journal of International & Comparative Law – 2027 Symposium appeared first on Slaw","source":"Slaw"},{"source":"Slaw","description":"Two columns ago, I followed the money through a law firm’s student recruitment program and found nearly $500,000 a year in lawyer time and expenses before a single billable hour was worked. Last column, I followed that same money into the delegation of actual work and found that firms were quietly losing much of it back through vague instructions, overworked memos, and write-downs nobody quite wants to talk about. This column follows that same money to where it gets spent – on the reps junior lawyers used to log before anyone trusted them with something that mattered. Those reps are . . . [more] The post The Hidden Economics of the Vanishing Apprenticeship appeared first on Slaw","id":3069027,"url":"https://www.slaw.ca/2026/07/31/the-hidden-economics-of-the-vanishing-apprenticeship/","titre":"The Hidden Economics of the Vanishing Apprenticeship","pubDate":"Sat, 01 Aug 2026 08:00:27 +0200"},{"url":"https://www.slaw.ca/2026/07/28/researching-indigenous-legal-orders/","titre":"Tips Tuesday: Researching Indigenous Legal Orders","pubDate":"Wed, 29 Jul 2026 07:59:26 +0200","source":"Slaw","description":"Queen’s University Library has added a new chapter on “ An Introduction to Researching Indigenous Legal Orders ” to their Canadian Legal Research Manual . The introduction to the chapter notes that it “provides a very brief introduction to researching Indigenous legal orders. It is not meant to be comprehensive, but rather a starting point primarily intended for non-Indigenous law students researching in an academic setting.” It includes an overview of the terminology, an overview of sources of Indigenous law, a discussion of ethical considerations and limitations of resources, as well as a list of further reading. Suggested resources include . . . [more] The post Tips Tuesday: Researching Indigenous Legal Orders appeared first on Slaw","id":3060094},{"id":2881848,"description":"In Students for Fair Admissions, Inc. v. President & Fellows of Harvard College. (SFFA), the Supreme Court invalidated the race-based affirmative action programs at Harvard University and the University of North Carolina (UNC) under the Equal Protection Clause of the Fourteenth Amendment. The SFFA majority held that the programs could not survive strict scrutiny: The universities’ interests in their affirmative action programs were not sufficiently compelling... The post SFFA and the Wrong of Race-Based Statistical Discrimination appeared first on Harvard Law Review","source":"Harvard Law Review","pubDate":"Wed, 13 May 2026 14:28:39 +0200","url":"https://harvardlawreview.org/print/vol-139/sffa-and-the-wrong-of-race-based-statistical-discrimination/","titre":"SFFA and the Wrong of Race-Based Statistical Discrimination"},{"source":"Harvard Law Review","description":"In Students for Fair Admissions, Inc. v. President & Fellows of Harvard College. (SFFA), the Supreme Court invalidated the race-based affirmative action programs at Harvard University and the University of North Carolina (UNC) under the Equal Protection Clause of the Fourteenth Amendment. The SFFA majority held that the programs could not survive strict scrutiny: The universities’ interests in their affirmative action programs were not sufficiently compelling... The post SFFA and the Wrongs of Race-Based Statistical Discrimination appeared first on Harvard Law Review","id":2877108,"url":"https://harvardlawreview.org/print/vol-139/sffa-and-the-wrongs-of-race-based-statistical-discrimination/","titre":"SFFA and the Wrongs of Race-Based Statistical Discrimination","pubDate":"Mon, 11 May 2026 14:25:59 +0200"},{"url":"https://www.uscourts.gov/news/2023/12/12/federal-judges-bring-civil-discourse-program-law-students","titre":"Federal Judges Bring Civil Discourse Program to Law Students","pubDate":"Sat, 06 Apr 2024 11:56:08 +0200","source":"Judiciary News - United States Courts","description":"Court proceedings put a premium on decorum and civil discourse, but the skills and dispositions that set the stage start long before the attorneys and parties enter the courtroom. That is why federal judges and attorneys collaborated with Duke Law School to bring the Judiciary’s Civil Discourse and Difficult Decisions program to law students for the first","id":1232492}]