M-O-V-E Aproach to Acquiring Patent Law Vocabulary (original) (raw)
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THE USE OF PATENTS DOCUMENTATION INFORMATION IN THE ENGINEERING TEACHING AND ACADEMIC RESEARCH
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Abstract. The Patent System, such an important technical source, answers for about 70% of technical publications in the world, but is barely used in professionals’ education of Engineering in Brazil. Some initiatives to introduce the knowledge and use of Industrial Property information – IP, in academic environment occurred in Economic and Juridic fields. The present work aims to demonstrate the viability of using technical information contained in Patent Documentation in the Engineering teaching, mainly in disciplines concerned with design, innovation and production, complementing engineer´s education with useful knowledge to their Professional acting, as the protection of results of researches. Concerning to academic research, it is possible to identify the protected Technologies, avoiding duplicity of effort, reducing initial costs, discovering unpublished fields for new and original researches, as well as appropriating financial results from the protection. The international context of Research and Development aids the teachers to foresee new technological directions in their fields and aids them to evaluate more accurately these possible changes implications in academic teaching and research.
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One of the most difficult tasks in the instruction of legal language is teaching highly specific legal terminology. Although some legal terms are widely used in ordinary language, there are some words and phrases which seem familiar, but have an unexpected meaning for a layperson. Additionally, there is a number of terms with specific legal meanings which presuppose some knowledge of legal content to be fully understood. On the other hand, since legal language is shaped by the legal system in which it is used, legal terms reflect particular legal systems and differences between them and are therefore inseparable from the law. This paper examines what implications this interconnection between language and law has on the process of legal language instruction and acquisition. How important is the knowledge of legal content for successful acquisition of legal terminology? What is the best approach to teaching such content-dependant language and what amount of background information needs to be taught? To answer these questions, the author analyses the results of a survey conducted among the law students attending legal language courses at the Faculty of Law in Zagreb and combines it with theoretical research and her teaching experience.