Leveraging Lawyers’ Strengths and Training Them to Support Team Problem-Solving Under Crisis Conditions

2021 ◽  
pp. 340-355
Author(s):  
Scott Westfahl
Keyword(s):  
Problem Solving ◽  
Legal Education ◽  
Self Awareness ◽  
Crisis Resolution ◽  
Leadership Model ◽  
Learned Behaviors ◽  
Support Team ◽  
Crisis Conditions ◽  
And Training ◽  
Harvard School

Legal training and expertise equip crisis lawyers with powerful capabilities to help lead in a crisis; yet some of their learned behaviors and tendencies may create significant impediments to successful crisis resolution. In the context of the groundbreaking meta-leadership model developed jointly by scholars at the Harvard School of Public Health and Kennedy School of Government, this chapter discusses how lawyers can successfully cultivate and leverage their legal education, skills, experience, and problem-solving abilities to help lead in a crisis. It also offers suggestions as to how to train lawyers to improve their self-awareness of and help to mitigate against counterproductive activities and reactions that they may exhibit when under stress in a crisis.

Imperatives of Cognitive and Affective Skills for Innovative Problem Solving: A Fresh Perspective

2014 ◽  
Vol 5 (2) ◽  
pp. 662-671
Author(s):  
Dr. Mohan Babu. G. N. ◽  
Sushravya. G. M.
Keyword(s):  
Developing Countries ◽  
Problem Solving ◽  
Design Methodology ◽  
Human Values ◽  
Training Methods ◽  
Educational Models ◽  
Innovative Design ◽  
Fresh Perspective ◽  
Affective Skills ◽  
And Training

Most educational models that prescribe teaching and training methods to groom school children into innovators fail to take a deeper view of engineering design methodology. Yet others tend to ignore the importance of human values which must be an integral part of any innovative design process.  In this paper, We would first disaggregate design capabilities into its constituent capabilities, namely, exploring, creating and converging capabilities, which we need to master to produce better products and services, and then show how the cognitive and affective skills proposed by Benjamin Bloom, and Anderson and Krathwohl in their educational models can directly and significantly contribute to these constituent capabilities. With an improved understanding of the eco-system needed for better design solutions, we suggest that the present education systems, especially in developing countries, be critically reviewed and reoriented from the perspective of producing quality innovative designers, regardless of the problem area.  

The Science of Wisdom in a Polarized World: Knowns and Unknowns

2020 ◽  
Author(s):  
Igor Grossmann ◽  
Nic M. Weststrate ◽  
Monika Ardelt ◽  
Justin Peter Brienza ◽  
Mengxi Dong ◽  
...  
Keyword(s):  
Individual Differences ◽  
Problem Solving ◽  
Best Practices ◽  
Cognitive Sciences ◽  
Methodological Challenges ◽  
The Common ◽  
Empirical Approaches ◽  
And Training ◽  
Contextual Differences

Interest in wisdom in the cognitive sciences, psychology, and education has been paralleled by conceptual confusions about its nature and assessment. To clarify these issues and promote consensus in the field, wisdom researchers met in Toronto in July of 2019, resolving disputes through discussion. Guided by a survey of scientists who study wisdom-related constructs, we established a common wisdom model, observing that empirical approaches to wisdom converge on the morally-grounded application of metacognition to reasoning and problem-solving. After outlining the function of relevant metacognitive and moral processes, we critically evaluate existing empirical approaches to measurement and offer recommendations for best practices. In the subsequent sections, we use the common wisdom model to selectively review evidence about the role of individual differences for development and manifestation of wisdom, approaches to wisdom development and training, as well as cultural, subcultural, and social-contextual differences. We conclude by discussing wisdom’s conceptual overlap with a host of other constructs and outline unresolved conceptual and methodological challenges.

Affirmative Action and Aboriginal Government: The Case for Legal Education in Nunavut

1999 ◽  
Vol 14 (2) ◽  
pp. 21-75 ◽  
Author(s):  
Kelly Gallagher-Mackay
Keyword(s):  
Justice System ◽  
Critical Mass ◽  
Legal Education ◽  
Law School ◽  
Law Schools ◽  
Disadvantaged Communities ◽  
The Public ◽  
Education Gap ◽  
The University ◽  
And Training

AbstractThe Nunavut Land Claim Agreement commits federal and territorial governments to the recruitment and training of Inuit for positions throughout government. In the justice sector, there is currently a major shortage of Inuit lawyers or future judges. However, there also appears to be a fundamental mismatch between what existing law schools offer and what Inuit students are prepared to accept. A northern-based law school might remedy some of these problems. However, support for a law school requires un-thinking certain key tenets of legal education as we know it in Canada. In particular, it may require a step outside the university-based law school system. Universities appear to be accepted as the exclusive guardian of the concept of academic standards. Admission standards, in particular, serve as both a positivist technology of exclusion, and a political rationale for the persistence of majoritarian institutions as the major means of training members of disadvantaged communities. Distinctive institutions – eventually working with university-based law schools – have the potential to help bridge the education gap between Inuit and other Canadians. In so doing, they have the potential to train a critical mass of Inuit to meaningfully adapt the justice system to become a pillar of the public government in the Inuit homeland of Nunavut.

scholarly journals Clinical Effects and Characteristics of Color, Number, and Word Content Elements in Computerized Training Programs for the Prevention of Cognitive Decline

2021 ◽  
Author(s):  
Jaehoon Jeong ◽  
Sungmin Kim ◽  
Nahyeon Kim ◽  
Yoonjoo Lee ◽  
Daechang Kim
Keyword(s):  
Problem Solving ◽  
Cognitive Decline ◽  
Cognitive Dysfunction ◽  
Cognitive Rehabilitation ◽  
The Elderly ◽  
Training System ◽  
Brain Disease ◽  
Training Effect ◽  
Clinical Effects ◽  
And Training

Abstract Background: The biggest problem in an aging society is the development of degenerative brain disease in the elderly. Neurodegenerative brain disease can cause cognitive dysfunction and rapidly increase the prevalence of dementia and Parkinson's disease, posing a huge economic and social burden on the elderly. A computerized cognitive rehabilitation training system has been developed to prevent and train cognitive dysfunction, showing various clinical effects. However, few studies have analyzed components of contents such as memory and concentration training. In this study, the clinical effects and characteristics of the color, number and words elements were analyzed by subdividing the memory and concentration contents into elements, difficulty, and training methods.Methods: Using a total of eight contents developed based on neuropsychology, 24 normal subjects with an average age of 60.58 ± 3.96 years were conducted 3 times a week, and training was received for 30 to 45 minutes per session. To determine the training effect, MMSE-K, an evaluation tool most closely related to cognitive therapy, was used. The number of errors and problem solving time used in the analysis were dataized by measuring the number of incorrect answers selected by the subject and the time spent solving the problem, respectively. Using t-test, the significance of different between before and after training was determined. Correlation between the number of errors and problem-solving time by week was determined using a trend line. All experimental procedures and evaluations were conducted after obtaining IRB approval from Dongguk University Ilsan Hospital (DUIH2020-07-001).Results: The subjects' MMSE-K scores were 27.88 ± 1.70 points before intervention to 28.63 ± 1.69 points after three weeks of intervention. In each subdivided component, color element showed an effect of improving complex difficulty, number element had the most effective training effect, and word element had a predictive effect on cognitive decline. Conclusions: A detailed analysis results of the components used in a computerized cognitive rehabilitation training system will help develop degenerative brain disease contents to be developed later, and is expected to contribute to a prevention-oriented medical paradigm

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