Utah’s reforms offer model for serving low-income and indigent people, report suggests — from abajournal.com by Matt Reynolds

Excerpt:

The Utah model of reform allowing nonlawyers to offer legal services could be “critical” to serving people who can’t afford them, according to a Stanford Law School study published Tuesday.

The 59-page report by the school’s Deborah L. Rhode Center on the Legal Profession offers an early look at how regulatory changes in Arizona and Utah have impacted the delivery of legal services. It also examined who is being served by innovations in those states.

 

Also relevant, see this upcoming webinar:

Upcoming webinar -- licensing legal paraprofessionals

Two neighboring states — Oregon and California — have recently come to different conclusions on whether to license paralegals to provide some legal services.

In July, the Oregon Supreme Court, with the support of the Oregon State Bar’s Board of Governors, approved a proposal to allow licensed paralegals to provide limited legal services in family law and landlord/tenant cases — two areas of law with large numbers of self-represented litigants. In August, the California legislature, after opposition from some lawyers’ groups, prohibited the State Bar of California from implementing, or even proposing, any loosening of existing restrictions on the unauthorized practice of law before 2025, effectively killing a proposal to permit licensing of paraprofessionals to provide limited legal services.

This webinar will explore how and why Oregon and California reached conflicting results and identify lessons learned from both experiences.

Register >>


Also relevant/see:

IAALS Panel Explores Alternative Paths to Legal Licensure — from iaals.du.edu

Redesigning Legal: Redesigning How We License New Lawyers from IAALS on Vimeo.


 

A $500 Million International Project Will Create the Most Detailed Map of the Brain Ever — from singularityhub.com by Edd Gent

Excerpt:

That’s why the National Institutes of Health’s BRAIN Initiative has just announced $500 million in funding over five years for an effort to characterize and map neuronal and other types of cells across the entire human brain. The project will be spearheaded by the Allen Institute in Seattle, but involves collaborations across 17 other institutions in the US, Europe, and Japan.

“These awards will enable researchers to explore the multifaceted characteristics of the more than 200 billion neurons and non-neuronal cells in the human brain at unprecedented detail and scale,” John Ngai, director of the NIH BRAIN Initiative, said in a statement.

From DSC:
The LORD does awesome work. I wonder how many of these scientists and researchers will become believers while doing this project.

Proverbs 27:1

I praise you because I am fearfully and wonderfully made; your works are wonderful, I know that full well.

 

OpenAI Says DALL-E Is Generating Over 2 Million Images a Day—and That’s Just Table Stakes — from singularityhub.com by Jason Dorrier

Excerpt:

The venerable stock image site, Getty, boasts a catalog of 80 million images. Shutterstock, a rival of Getty, offers 415 million images. It took a few decades to build up these prodigious libraries.

Now, it seems we’ll have to redefine prodigious. In a blog post last week, OpenAI said its machine learning algorithm, DALL-E 2, is generating over two million images a day. At that pace, its output would equal Getty and Shutterstock combined in eight months. The algorithm is producing almost as many images daily as the entire collection of free image site Unsplash.

And that was before OpenAI opened DALL-E 2 to everyone.

 

 

More adults, low-income students enroll when community colleges offer bachelor’s degrees, study suggests — from highereddive.com by Natalie Schwartz

Dive Brief:

  • Community colleges that begin offering bachelor’s degrees see enrollment increases, including among low-income students and those who are age 25 and older, according to new research published in Community College Review, a peer-reviewed journal.
  • However, the research is inconclusive on whether community college baccalaureate degrees increase enrollment of students of underrepresented races, which include those who are African American, Hispanic, Native American and multiracial.
  • Opponents of community colleges offering bachelor’s degrees often argue that these programs cause institutions to drift away from their missions of serving underrepresented students. But the new research suggests that the programs actually reinforce community colleges’ commitments to certain disadvantaged student populations.
 

5 college recruiting lessons from a mom and a marketer — from highereddive.com by Denise Lamphier
The executive director of communications and marketing at Central College, in Iowa, shares what she learned from her own child’s college search.

Excerpt:

Just after that first piece arrived, I proposed the idea to E.J. to collaborate on a four-year project together, reviewing admission materials. As part of the project, he wrote some journal entries about the mailings. Then I took the pieces to my office at Central and taped them on the wall. This allowed my team to see the four-year progression of materials that a high school student receives from colleges. E.J. also offered me access to his school email account so I could read all the college emails he amassed.

The following statistics reflect his recruitment experience in a numbers nutshell:

One student. Four years. Ninety different colleges and universities. A total of 5,228 emails. Four military recruitment brochures, 23 handwritten notes, 302 postcards, and 162 viewbooks and pamphlets mailed alone. That’s in addition to 130 letters, often including viewbooks, applications or other materials. And we mustn’t forget one yellow flying disc mailed as an irregular parcel.

All to elicit one decision.

 

The Key To Becoming A Lifelong Learner, With Amrit Ahluwalia Editor In Chief At The EvoLLLution Episode 79 — from thefutureofwork.libsyn.com

From Pasadena City College:
We are leading the conversation of how to begin closing the gap between what our students are learning and what the demands of the workforce will be once they enter. Listen Now.

 

Our Teachers Are Leaving — What Now? — from medium.com by Amanda Beaudoin
A look at the problem and potential solutions

Excerpt:

As a result, teacher shortages have persisted. After the start of the COVID-19 pandemic, the shortage became larger and more urgent. Now, nearly half of public schools across all 50 states report teaching vacancies, up from 30% pre-pandemic and over half of educators are thinking of leaving the profession earlier than they had planned. The vacancies include educators across ages, years in the profession, and roles within schools. Made worse, a disproportionate percent of Black (62%) and Latinx (59%) educators are looking to leave, a population already underrepresented in the field. Today’s shortages create a vicious circle; according to a National Education Association survey, 80% of educators report that unfilled job openings have led to more work obligations for the educators who remain and 90% of educators say they are experiencing burnout, perpetuating a cycle of overwhelm and attrition. Not only are teachers leaving and thinking of leaving in record numbers, but enrollment in education preparation programs at both the undergraduate and graduate level are declining.

 

 

Excerpt from this article from GSV Ventures

  1. Multimodal — CoRise’s suite of learning modalities — synchronous instruction, asynchronous instruction, peer-to-peer learning, TA-supported learning, project-based learning — combined together deliver a unique and rich learning experience.

From DSC:
This nicely outlines another reason why I call this blog Learning Ecosystems — as there are many forms for learning and things are constantly changing/morphing.


Also from GSV Ventures:


 

Infographic -- 21st-Century Skills That Every Learner Needs

From DSC:
The Ultimate List of 21-Century Skills – 2022 that’s on that page lists fifty skills. Whew! That’s a lot of skills. I doubt anyone will have them all. But the posting/infographic has a lot of fodder for further reflection and growth.

 

Digital Learning Definitions — from wcet.wiche.edu

Excerpt:

Higher education uses many variations of terms to describe slightly different digital learning modalities,  such as: “in-person,” “online,” “hybrid,” “hyflex,” “synchronous,” “asynchronous,” and many more. These variations have long confused students, faculty, administrators, and the general public,

WCET has worked on this issue in the past, and continues to advocate for simple, easy to understand terms that can bring consistent agreement to the use of these phrases. The WCET Steering Committee has made it a priority to attack this issue.

In 2022, WCET sponsored and led a partnership with Bay View Analytics and the Canadian Digital Learning Research Association to conduct a survey to explore the use of the terms by higher education professionals. The Online Learning Consortium (OLC), Quality Matters (QM), and the University Professional and Continuing Education Association (UPCEA) assisted with survey participation and promotion. The works published below highlight the findings of the study.

Also relevant/see:

 

Some scripture for you

James 3:17 

17 But the wisdom that comes from heaven is first of all pure; then peace-loving, considerate, submissive, full of mercy and good fruit, impartial and sincere.

2 Corinthians 13:14
14 May the grace of the Lord Jesus Christ, and the love of God, and the fellowship of the Holy Spirit be with you all.

Proverbs 4:23

23 Above all else, guard your heart,
    for everything you do flows from it.

2 Corinthians 10:17-18

17 But, “Let the one who boasts boast in the Lord.” 18 For it is not the one who commends himself who is approved, but the one whom the Lord commends.

25 Fear of man will prove to be a snare,
    but whoever trusts in the Lord is kept safe.

 

Inclusive Education For Students With Hearing Impairment — from edtechreview.in by Priyanka Gupta

Excerpt:

The following may be difficult for a student with a hearing impairment:

  • The subjects of spelling, grammar, and vocabulary
  • Making notes while listening to lectures
  • Participate, engage or understand classroom discussions
  • Understand educational videos
  • Present oral reports
 

HSF embraces the metaverse with new digital law course for students — from legalcheek.com by Thomas Connelly

Excerpt:

The global law firm has launched a series of free workshops exploring how lawyers help clients navigate novel legal and regulatory issues relating to techy-topics including the metaverse, non-fungible tokens (NFTs), robotics and artificial intelligence (AI).

From DSC:
This kind of thing needs to happen in law schools across many countries.

 

Also relevant/see the following post I created roughly a month ago:

In the USA, the perspectives of the ABA re: online-based learning — and their take on the pace of change — are downright worrisome.

In that posting I said:

For an industry in the 21st century whose main accreditation/governance body for law schools still won’t let more online learning occur without waivers…how can our nation expect future lawyers and law firms to be effective in an increasingly tech-enabled world?

The pace of the ABA is like that of a tortoise, while the pace of change is exponential

 

The real strength of weak ties — from news.stanford.edu; with thanks to Roberto Ferraro for this resource
A team of Stanford, MIT, and Harvard scientists finds “weaker ties” are more beneficial for job seekers on LinkedIn.

Excerpt:

A team of researchers from Stanford, MIT, Harvard, and LinkedIn recently conducted the largest experimental study to date on the impact of digital job sites on the labor market and found that weaker social connections have a greater beneficial effect on job mobility than stronger ties.

“A practical implication of the research is that it’s helpful to reach out to people beyond your immediate friends and colleagues when looking for a new job,” explained Erik Brynjolfsson, who is the Jerry Yang and Akiko Yamazaki Professor at Stanford University. “People with whom you have weaker ties are more likely to have information or connections that are useful and relevant.”

 
© 2022 | Daniel Christian