Data theft anyone? When pro bono turns sour: Some lessons learned

2021 ◽  
Vol 14 (3) ◽  
pp. 367-370
Author(s):  
Sharon Glazer
Keyword(s):  
Lessons Learned ◽  
Pro Bono ◽  
Data Theft

scholarly journals Developing CLE in Myanmar-Lessons Learned and Global Guidance

2019 ◽  
Vol 1 (4) ◽  
Author(s):  
Bruce A Lasky
Keyword(s):  
International Development ◽  
Legal Education ◽  
Lessons Learned ◽  
Educational Justice ◽  
Non Profit ◽  
Agency For International Development ◽  
Global Guidance ◽  
Pro Bono ◽  
The Impact ◽  
Nations Development

This paper, Developing CLE in Myanmar: Lessons Learned and GlobalGuidance, is an adaption of an Advocacy Paper entitled The Global Pathand Future of CLE in Myanmar, which merged from findings from morethan three years of BABSEACLE’s work, often in collaboration with NewPerimeter (DLA Piper’s global pro bono non-profit affiliate) and HerbertSmith Freehills (HSF) (collectively referred to as the “Consortium”). TheConsortium worked with eighteen Myanmar university law departmentsto implement Clinical Legal Education (CLE) programmes in partnershipwith diverse stakeholders in Myanmar (2013-Present). The Paperpresents key strategies which the author believes will contribute to thesustainable future of a nationwide CLE programme in Myanmar withinsights and lessons learned that are applicable both regionally andglobally. This timely initiative was undertaken with broad, wide-rangingsupport from the United Nations Development Programme (UNDP), theUnited States Agency for International Development Promoting Ruleof-law Project (USAID PRLP) and other related organisations. This Paperhighlights how drawing on and applying findings from regional andglobal experiences, CLE in Myanmar has grown from its nascent stageinto a young but ever increasing vibrant movement of educational andjustice change and impact. In doing so, this movement is helping tocreate the noteworthy educational justice change and impact, includingits interaction with others in the legal sector, that we are currentlywitnessing. This Paper evaluates the impact of implementing anationwide CLE programme in Myanmar from early 2013 to the present.Simultaneously, the Paper is also a timely resource for planning; todevelop, implement or strengthen CLE programmes in Myanmar andworldwide. It also offers pragmatic recommendations to facilitate theexpansion, institutionalization, and sustainability of CLE in Myanmarand elsewhere.

Lessons Learned From Coaching Postsecondary Students With Traumatic Brain Injury

2020 ◽  
Vol 5 (1) ◽  
pp. 88-96
Author(s):  
Mary R. T. Kennedy
Keyword(s):  
College Students ◽  
Traumatic Brain Injury ◽  
Brain Injury ◽  
Sense Of Self ◽  
Scientific Evidence ◽  
Sudden Onset ◽  
Lessons Learned ◽  
Speech Language Pathologists ◽  
The Brain ◽  
Exhaustive List

Purpose The purpose of this clinical focus article is to provide speech-language pathologists with a brief update of the evidence that provides possible explanations for our experiences while coaching college students with traumatic brain injury (TBI). Method The narrative text provides readers with lessons we learned as speech-language pathologists functioning as cognitive coaches to college students with TBI. This is not meant to be an exhaustive list, but rather to consider the recent scientific evidence that will help our understanding of how best to coach these college students. Conclusion Four lessons are described. Lesson 1 focuses on the value of self-reported responses to surveys, questionnaires, and interviews. Lesson 2 addresses the use of immediate/proximal goals as leverage for students to update their sense of self and how their abilities and disabilities may alter their more distal goals. Lesson 3 reminds us that teamwork is necessary to address the complex issues facing these students, which include their developmental stage, the sudden onset of trauma to the brain, and having to navigate going to college with a TBI. Lesson 4 focuses on the need for college students with TBI to learn how to self-advocate with instructors, family, and peers.

Experiences With and Lessons Learned From Developing, Implementing, and Evaluating a Support Program for Older Hearing Aid Users and Their Communication Partners in the Hearing Aid Dispensing Setting

2020 ◽  
Vol 29 (3S) ◽  
pp. 638-647 ◽  
Author(s):  
Janine F. J. Meijerink ◽  
Marieke Pronk ◽  
Sophia E. Kramer
Keyword(s):  
Large Scale ◽  
Hearing Aid ◽  
Critical Discussion ◽  
Lessons Learned ◽  
Research Note ◽  
Support Program ◽  
Large Sample Size ◽  
Long Term Effects ◽  
Communication Program ◽  
Communication Partners

Purpose The SUpport PRogram (SUPR) study was carried out in the context of a private academic partnership and is the first study to evaluate the long-term effects of a communication program (SUPR) for older hearing aid users and their communication partners on a large scale in a hearing aid dispensing setting. The purpose of this research note is to reflect on the lessons that we learned during the different development, implementation, and evaluation phases of the SUPR project. Procedure This research note describes the procedures that were followed during the different phases of the SUPR project and provides a critical discussion to describe the strengths and weaknesses of the approach taken. Conclusion This research note might provide researchers and intervention developers with useful insights as to how aural rehabilitation interventions, such as the SUPR, can be developed by incorporating the needs of the different stakeholders, evaluated by using a robust research design (including a large sample size and a longer term follow-up assessment), and implemented widely by collaborating with a private partner (hearing aid dispensing practice chain).

Maximizing Outcomes in Group Treatment of Aphasia: Lessons Learned From a Community-Based Center

2014 ◽  
Vol 24 (3) ◽  
pp. 100-105 ◽  
Author(s):  
Darlene Williamson
Keyword(s):  
Group Treatment ◽  
Treatment Protocol ◽  
Lessons Learned ◽  
Group Program ◽  
Community Based ◽  
Multiple Treatment ◽  
Use Of Technology ◽  
Communication Impairments ◽  
Treatment Settings

Given the potential of long term intervention to positively influence speech/language and psychosocial domains, a treatment protocol was developed at the Stroke Comeback Center which addresses communication impairments arising from chronic aphasia. This article presents the details of this program including the group purposes and principles, the use of technology in groups, and the applicability of a group program across multiple treatment settings.

Experience With Grant Writing: Where Do I Even Begin?

2010 ◽  
Vol 11 (1) ◽  
pp. 21-24
Author(s):  
Nicole M. Mancini
Keyword(s):  
Lessons Learned ◽  
Economic Situation ◽  
Grant Writing ◽  
Personal Journey ◽  
Know How ◽  
Daunting Task

Abstract At first, grant writing may look like a daunting task. You may ask yourself, “Is it really worth the time and effort?” With today's economic situation, teachers and therapists need ways to supplement their programs and grants provide such an opportunity. However, many of us do not know how to get started. After a few experiences and many lessons learned, I have come to enjoy researching and writing grants to supplement my students' learning. It is well worth the time and effort. This article provides information about a personal journey, lessons learned, and resources to get you started.

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