Secure and Transparent Supply Chain Management using Blockchain and IoT

Blockchain technology has emerged as a disruptive force across various industries, and its integration with the Internet of Things (IoT) has unlocked new avenues for supply chain management. The conventional supply chain systems often encounter challenges related to privacy, security, and data integrity. In contrast, blockchain's decentralized and tamper-proof nature ensures a secure, auditable, and transparent record of product movement within the supply chain. By leveraging the immutable properties of blockchain, the system enhances product traceability, authenticity, and accountability while significantly reducing operational costs. IoT devices are vulnerable to attack as due to low processing power, storage limitations etc.  Blockchain integrated with IoT provides a solution faced by the several industries. Blockchains and smart contracts are technology that has gained massive attention. The integration of blockchain addresses these shortcomings by providing robust data security and integrity, minimizing the risk of unauthorized access or alteration. This paper presents a system that helps the industrialist to have an access to agricultural data and supply of crops data to farmer. As industries continue to embrace digitization and connectivity, the presented system offers a significant step towards a more streamlined and secure future for agricultural information sharing. This system will be effective for the supply chain management for the trusted delivery

Housing supply chain model for innovation: research report

The aim of this research is to undertake a case study analysis of successful delivery of an innovation to the Australian housing construction industry. This study is conducted on the “innovator group”; that is, the group that created the idea of an innovation for the housing sector and then were intimately involved in creation, development and diffusion. It is apparent that there were key players involved in this process which are representative of various organisations along the supply chain – designer, developer, subcontractor and supplier. Much rhetoric states that integration of the supply chain actors will solve construction problems, however, in reality we know little beyond this in the Australian context as there has been little research conducted previously. This study will examine in detail the process undertaken by this particular group to deliver an innovation to the housing sector which required an integrated construction supply chain model. This report was published by the Australian Housing Supply Chain Alliance and written by Professor Kerry London, School of Property, Construction and Project Management, RMIT University with Research Fellow, Jessica Siva

A Preliminary Exploration of the Elements of Expert Performance in Legal Writing

This paper describes results of focus group research conducted with senior advocacy lawyers in relation to the lawyers\u27 characterization of expert legal writing. The results suggest an important interplay between product and process, and are consistent with general theoretical models of expertise that characterize the writing process as exploratory, recursive, reflective and responsive. The results may also be linked with existing studies of school to work transitions. The authors also describe how the research results tie into a longer term research project aimed at developing a description of increasingly sophisticated writing competencies that can be expected of lawyers as they progress through their careers

Improving Eye Care Delivery Through Data Sharing Technology

Preventable blindness has massive social, economic, and societal impacts around the world. The Armenian EyeCare Project (AECP) is addressing this through a network of regional and subspecialty ophthalmological clinics, but current data collection, storage and sharing methods are inadequate. With the organization’s input we conducted focused research to determine current state and best practices, and synthesized this information to develop recommendations and implementation plans for Electronic Medical Record and teleconsultation systems which would improve data sharing for better patient care

Law & The Good Life

Meeting proceedings of a seminar by the same name, held November 10, 2022

It\u27s Time to Get It Right: Problem-Solving in the First-Year Curriculum

In the Fall of 2010, two of the authors taught a newly required first-year course: Practice, Problem-Solving and Professionalism, or P3 as it has come to be known at Hamline University School of Law (HUSL). In this Article, we will use the P3 course as a case study in legal education curricular reform. We contend that the problem-solving emphasis of the course and its placement in the first-year curriculum responds elegantly to the various calls for legal education reform over the last few decades. Moreover, the course is fairly easily replicated, even in large first-year classes. Most importantly, we believe it should replace separate Alternative Dispute Resolution (ADR) courses which have proliferated in law school curricula. We do not advocate for the original Missouri model of total integration of ADR concepts into all first-year courses for both pedagogical and practical reasons. First, we believe that model is viable only for law schools with someone on the faculty as singularly focused as Riskin, and with grant money available to implement the model. Second, the pedagogies of using simulations and even ―adventure learning appropriate to a problem-solving course are not a good fit for most doctrinal professors. Third, the amount of coordination among and between very independent law faculty members required by a fully integrated model is simply too overwhelming. Even Missouri has moved to requiring Lawyering: Problem-Solving and Dispute Resolution as a first-year course, instead of its original path-breaking approach in the nineties. Part II of this Article briefly reviews some reforms in legal practice and legal education as they relate to ADR and problem-solving. Part III details the institutional genesis of the P3 course at Hamline. Part IV explains the actual design and implementation of the P3 course. In Part V, we critique the course and provide details for the revised spring 2012 iteration. Finally, in Part VI, we reiterate our support for a problem-solving course in the first-year legal curriculum