19 research outputs found
Can Practicing Mindfulness Improve Lawyer Decision-Making, Ethics, and Leadership?
Jon Kabat-Zinn, the founder of mindfulness-based stress reduction, defines mindfulness as paying attention in a curious, deliberate, kind, and non-judgmental way to life as it unfolds each moment. Psychologist Ellen Langer defines mindfulness as a flexible state of mind actively engaging in the present, noticing new things, and being sensitive to context. Langer differentiates mindfulness from mindlessness, which she defines as acting based upon past behavior instead of the present and being stuck in a fixed, solitary perspective, oblivious to alternative multiple viewpoints. Something called mindfulness is currently very fashionable and has been so for some time now in American business, education, media, medicine, popular culture, and sports. Many business, legal, and medical organizations are considering how mindfulness can help alleviate stress, improve productivity, reduce mistakes, and resolve conflicts. Many people from Hollywood, Silicon Valley, and Wall Street practice some form of mindfulness. Much of the widespread popularity of mindfulness stems from (popular media coverage about) empirical, experimental research data in psychology and neuroscience about how practicing mindfulness improves emotional, mental, and psychological health by boosting attention, concentration, immune response, and positive affect, while reducing mind wandering, distress, emotional reactivity, and negative affect. Practicing mindfulness is a form of experiential learning that provides a temporal space to pause and reflect upon more thoughtful decisions, including sustaining ethical behavior and leadership. This Article draws upon various novel interdisciplinary and multidisciplinary approaches, ranging from biology, decision theory, financial economics, management science, medicine, neuroscience, psychology, and psychiatry to analyze how practicing mindfulness can improve the decision-making, ethics, and leadership of non-lawyers. To date, there is little empirical or experimental research about how practicing mindfulness affects law students, lawyers, or law professors. There is a large and growing body of empirical or experimental research about how practicing mindfulness affects people who are not in the legal profession. Based on this research, this Article makes three recommendations. First, law professors and lawyers should team up with neuroscientists and psychologists to conduct multimethods waitlist controlled research studies involving law students, lawyers, and law professors to determine if practicing mindfulness improves legal decision-making, ethics, and leadership. Second, law students, lawyers, and law professors should try practicing mindfulness to see if they improve their legal decision-making, ethics, and leadership. Third, law schools, law firms, and bar associations should try offering voluntary mindfulness training and supporting mindfulness practice to see if doing so improves legal decision-making, ethics, and leadership
Can Practicing Mindfulness Improve Lawyer Decision-Making, Ethics, and Leadership?
Jon Kabat-Zinn, the founder of mindfulness-based stress reduction, defines mindfulness as paying attention in a curious, deliberate, kind, and non-judgmental way to life as it unfolds each moment. Psychologist Ellen Langer defines mindfulness as a flexible state of mind actively engaging in the present, noticing new things, and being sensitive to context. Langer differentiates mindfulness from mindlessness, which she defines as acting based upon past behavior instead of the present and being stuck in a fixed, solitary perspective, oblivious to alternative multiple viewpoints. Something called mindfulness is currently very fashionable and has been so for some time now in American business, education, media, medicine, popular culture, and sports. Many business, legal, and medical organizations are considering how mindfulness can help alleviate stress, improve productivity, reduce mistakes, and resolve conflicts. Many people from Hollywood, Silicon Valley, and Wall Street practice some form of mindfulness. Much of the widespread popularity of mindfulness stems from (popular media coverage about) empirical, experimental research data in psychology and neuroscience about how practicing mindfulness improves emotional, mental, and psychological health by boosting attention, concentration, immune response, and positive affect, while reducing mind wandering, distress, emotional reactivity, and negative affect. Practicing mindfulness is a form of experiential learning that provides a temporal space to pause and reflect upon more thoughtful decisions, including sustaining ethical behavior and leadership. This Article draws upon various novel interdisciplinary and multidisciplinary approaches, ranging from biology, decision theory, financial economics, management science, medicine, neuroscience, psychology, and psychiatry to analyze how practicing mindfulness can improve the decision-making, ethics, and leadership of non-lawyers. To date, there is little empirical or experimental research about how practicing mindfulness affects law students, lawyers, or law professors. There is a large and growing body of empirical or experimental research about how practicing mindfulness affects people who are not in the legal profession. Based on this research, this Article makes three recommendations. First, law professors and lawyers should team up with neuroscientists and psychologists to conduct multimethods waitlist controlled research studies involving law students, lawyers, and law professors to determine if practicing mindfulness improves legal decision-making, ethics, and leadership. Second, law students, lawyers, and law professors should try practicing mindfulness to see if they improve their legal decision-making, ethics, and leadership. Third, law schools, law firms, and bar associations should try offering voluntary mindfulness training and supporting mindfulness practice to see if doing so improves legal decision-making, ethics, and leadership
Shifting the digital skills discourse for the 4th industrial revolution
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All rights reserved. Permission to make digital or paper copy of part or all of these works for
personal or classroom use is granted without fee provided that the copies are not made or
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Dialogue without barriers. A comprehensive approach to dealing with stuttering
The book Dialogue without barriers: A comprehensive approach to dealing with stuttering
is the result of Norwegian-Polish cooperation undertaken in the project LOGOLab –
Dialogue without barriers. Three partners have been involved in the production of this
book, namely, the University of Silesia in Katowice, Poland, the UiT Arctic University of Norway in Tromsø, and the Agere Aude Foundation for Knowledge and Social
Dialogue. The project was implemented under the Education Program financed by
the EEA Grants (EEA / 19 / K1 / D1 / W / 0031). The EEA Grants represent the contribution of Iceland, Liechtenstein, and Norway towards a green, competitive, and inclusive Europe. The most important goal of the LOGOLab project was to raise the
standards of speech-language therapy in stuttering by incorporating the principles
of Evidence-based practice, taking into account the assumptions of inclusive education and community-based model of intervention. An essential strategy for achieving
this goal has become the dissemination of reliable and up-to-date knowledge about
stuttering, and the development of appropriate social attitudes towards stuttering.
The improvement of the quality of academic education for speech-language therapy
students and of vocational training for certified speech-language therapists should
also be mentioned. An additional aim was to provide reliable information for leaders
of the self-help movement, who support people with stuttering non-institutionally
Adapt, improvise and overcome: Engaging with conflict of interest in the bush
The evolution of the Australian legal ethics regulatory system
towards a principles-based approach presents an opportunity for
lawyers to cultivate an ethical acuity which transcends
prescriptive obedience to promulgated rules. Lawyers are invited
to use their professional judgment to discern a response
appropriate to both the ethical situation and to the
distinctiveness of their law practice. However, as professional
regulation moves from a command and control system to a decentred
approach which empowers the situated lawyer to be ‘purposive’
in their practice of law, there is a gap in the knowledge as to
how lawyers’ professional judgment should be monitored,
moderated and maintained.
Informed by exploratory empirical work, this thesis proposes a
normative prescription for supporting lawyers’ ethical acuity.
It argues that justice delivery requires lawyers to develop an
adaptive ethical stance to respond effectively to the context of
their law practice, and this adaptive practice should be
moderated by professional peers through participation within
professional communities of practice.
The research site of inquiry focuses on how country lawyers
identify and respond to conflicts of interest. A conflict of
interest exists when multiple interests or duties are
incompatible. The possibility of conflict of interest increases
in country communities when lawyers have multiple and overlapping
roles. In addition, lawyer scarcity in geographically remote
areas means there are fewer referral options if a disqualifying
conflict occurs. This ubiquitous ethical dilemma creates
structural strain within country law practices. On the one hand,
country lawyers’ practice must reflect the established ethical
standard, whilst on the other hand as a justice professional they
are the personification of the rule of law in their community and
must respond to that context.
This research considers the processes country lawyers use to
navigate the intermediary space between the requirements of the
regulatory system and their practice context. The theoretical
framework developed from decentred regulatory theory, the natural
law theory of legal ethics and the concept of professional
communities of practice collectively inform the research design
and data analysis.
The hypothesis shaping the research asserts ‘That geographic
location affects the way that lawyers identify and respond to
conflicts of interest.’ Fifty-two country lawyers were
interviewed and their responses were coded to a measure of
geographic remoteness, then analysed for common themes. This
research contributes both explanatory and normative theory to
legal ethics. Some country lawyers unconsciously exhibit
purposive professionalism and this conduct is consistent with a
principles-based, decentred regulatory paradigm. There is
evidence that country lawyers’ ethical acuity is shaped through
participation within professional communities of practice. The
thesis concludes with the normative prescription that ‘For
ethical legal practice, lawyers need to participate in a
community of practice.
Critical Thinking Skills Profile of High School Students In Learning Science-Physics
This study aims to describe Critical Thinking Skills high school students in the city of Makassar. To achieve this goal, the researchers conducted an analysis of student test results of 200 people scattered in six schools in the city of Makassar. The results of the quantitative descriptive analysis of the data found that the average value of students doing the interpretation, analysis, and inference in a row by 1.53, 1.15, and 1.52. This value is still very low when compared with the maximum value that may be obtained by students, that is equal to 10.00. This shows that the critical thinking skills of high school students are still very low. One fact Competency Standards science subjects-Physics is demonstrating the ability to think logically, critically, and creatively with the guidance of teachers and demonstrate the ability to solve simple problems in daily life. In fact, according to Michael Scriven stated that the main task of education is to train students and or students to think critically because of the demands of work in the global economy, the survival of a democratic and personal decisions and decisions in an increasingly complex society needs people who can think well and make judgments good. Therefore, the need for teachers in the learning device scenario such as: driving question or problem, authentic Investigation: Science Processes
Vulnerability and Adaptation to Drought
Although there is considerable historical literature describing the social and economic impact of drought on the prairies in the 1930s, little has been written about the challenges presented by drought in more contemporary times. The drought of 2001-02 was, for example, the most recent large-area, intense, and prolonged drought in Canada and one of Canada's most costly natural disasters in a century. Vulnerability and Adaptation to Drought describes the impacts of droughts and the adaptations made in prairie agriculture over recent decades. These adaptations have enhanced the capacity of rural communities to withstand drought. However, despite the high levels of technical adaptation that have occurred, and the existing human capital and vibrant social and information networks, agricultural producers in the prairie region remain vulnerable to severe droughts that last more than a couple of years. Research findings and projections suggest that droughts could become more frequent, more severe, and of longer duration in the region over the course of the 21st century. This book provides insights into the conditions generating these challenges and the measures required to reduce vulnerability of prairie communities to them. Developing greater understanding of the social forces and conditions that have contributed to enhanced resilience, as well as those which detract from successful adaptation, is a principal theme of the book. To that end, the book examines drought through an interdisciplinary lens encompassing climate science and the social sciences. Two of the chapters are based on the drought experiences of other countries in order to provide a comparative assessment
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Mobile Learning using Mixed Reality Games and a Conversational, Instructional and Motivational Paradigm. Design and implementation of technical language learning mobile games for the developing world with special attention to mixed reality games for the realization of a conversational, instructional and motivational paradigm.
Mobile learning has significant potential to be very influential in further and higher education. In this research a new definition for Mobile Educational Mixed Reality Games (MEMRG) is proposed based on a mobile learning environment. A questionnaire and a quantifying scale are utilised to assist the game developers in designing a MEMRG. A ¿Conversational Framework¿ is proposed as an appropriate psycho-pedagogical approach to teaching and learning for MEMRG. This methodology is based on the theme of a ¿conversation¿ between different actors of the learning community with the objective of building the architectural framework for MEMRG. Various elements responsible for instructing and motivating learners in educational games are utilised in an instructional-motivational model. User interface design for the games incorporates an efficient navigation system that uses contextual information, and allows the players to move seamlessly between real and virtual worlds. The implementation of MEMRG using the Java 2 Micro Edition (J2ME) platform
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is presented. The hardware and software specification for the MEMRG implementation and deployment are also discussed. MEMRG has produced improvements in the different cognitive processes of the learner, and also produced a deeper level of learning through enculturation, externalising ideas, and socialising. Learners¿ enjoyment, involvement, motivation, autonomy and metacognition skills have improved. This research will assist developers and teachers to gain an insight into learning paradigms which utilise mobile game environments that are formed by mixing real and virtual spaces, and provide them with a vision for effectively incorporating these games into formal and informal classroom sessions
Exploring, evaluating and improving the development process for Military Load Carrying Equipment
This work sought to explore, evaluate and then improve the process of development for personal Military Load Carriage Equipment (MLCE), such as rucksacks. It was suspected that current MLCE had a number of user interaction deficiencies which should have been addressed during development. Three research questions were posed to determine: the influences on MLCE development, what needed improvement in MLCE development and how MLCE development could be improved. The work was based on eight studies conducted in three phases: the first to explore MLCE development and the observed deficiencies, the second to evaluate MLCE development, and the third to improve it. The chosen research strategy was henomenological, using a grounded theory methodology within which phenomena could emerge. Grounded theory approaches were adopted for this research because they were the best way in which to access the design domain. The research was framed within cycles of reflective action research to enable the researcher to re-orientate the enquiry to make the best use of the research opportunities that arose from the organisational context in which the research was sited. An initial investigation into the development of in-service equipment was done via a comparative case study, using documentary analysis and interviews with authorities in the field. Through this investigation it became clear that MLCE development was based on heuristics and tacit knowledge of manufacturing techniques, and collaboration between professional groups, including: materials / manufacturing, human systems, project management and military personnel. Deficiencies within MLCE development, determined through the comparative study, were validated against current practice through a further case study and additional evaluations. A comparison of outputs from these studies was then reviewed in a grounded manner to gain a holistic understanding of MLCE development. The interaction and importance of the various influences on MLCE development was then better understood, in particular the inadequate understanding of MLCE user needs, and requirement specification. To refine the possible avenues and target audience for an improvement of MLCE development stakeholder interviews were undertaken to develop a better understanding of how military user needs were gathered and applied. Following the interview survey, a tool was developed to analyse video and audio data of soldiers operating with MLCE on current operations. The tool was then reviewed by a panel of MLCE developers and stakeholders. The panel thought that the tool had a number of benefits to MLCE development: improving understanding of soldier environments, improved quality and reliability of information used in development, and as a conduit for concept evaluation. The research has provided a novel perspective on MLCE development, and provided a number of avenues upon which subsequent research could focus. The research has been able to make original contributions to understanding, albeit in a manner limited by the methodologies used.EThOS - Electronic Theses Online ServiceGBUnited Kingdo