As one of the strategic sectors of the Russian economy, the construction industry plays a special role in the economy of the state. The industry is sensitive to a variety of systemic and project-based risks. The construction industry as a whole bears the risk of painful responses to global or local economic conditions such as inflation, constriction of capital, financial system collapse, changes in tax law, etc. Construction managers and engineers can benefit from familiarity with globally tested methodologies of enterprise risk management (ERM) so they can apply these principles and techniques to the companies and projects they manage, as well as contribute to the health of the construction sector and the economy. Research and practice in industries and professions across many developed economies have demonstrated the enhanced effectiveness of experiential, interactive teaching techniques generally, and specifically in the development of risk management insights and skills. This paper will (i) review ERM as a recognized discipline, describing techniques for identifying and quantifying the impact of various categories of risk; (ii) show that ERM is a critical skillset in the Russian construction industry; and (iii) provide illustrations of and theoretical support for various interactive teaching techniques which enhance the development of insights and skills in risk managers and industry leaders. These interactive pedagogical techniques can be effective in either academic settings or within professional training programs.
<p><em>“From Zero to Sixty: Building Belief, Capacity, and Community in Street Law Instructors in One Weekend”,<a title="" href="file:///X:/Academic%20Library%20Services/Research%20Support%20Team/Scholarly%20Publications/OJS/International%20Journal%20of%20Public%20Legal%20Education/03%20Arthurs%20et%20al-%20From%20Zero%20to%2060%20B%20Paper.docx#_ftn1"><strong>[1]</strong></a></em> offered guidance in how to prepare law students to teach Street Law through an annotated step-by-step outline of a unique weekend orientation program developed and field-tested by the seminal Georgetown Street Law program and delivered in partnership with the Law Societies of Ireland and Scotland. Although this seminal paper provided scholars and practitioners with invaluable resources, recommendations, and insights, readers left this original paper with a critical unanswered question: Does this orientation program actually work?</p><div><p>In the present paper, we strongly answer that question in the affirmative. We briefly revisit our original paper as context and then present, share, and discuss both quantitative and qualitative data gathered to evaluate how effectively the orientation program accomplished its stated goals of building belief, capacity, and community in Street Law instructors in one weekend. The results derived from the data collected in both Ireland and Scotland evidence a series of powerful outcomes that support the orientation program’s efficacy and impact. We hope that the transformative change in attitudes and student growth measured over the course of the weekend will act as a catalyst to practitioners seeking to prepare the next generation of Street Lawyers and launch the next wave of Street Law programs.</p></div><div> </div><div><br clear="all" /><hr align="left" size="1" width="33%" /><div><p><a title="" href="file:///X:/Academic%20Library%20Services/Research%20Support%20Team/Scholarly%20Publications/OJS/International%20Journal%20of%20Public%20Legal%20Education/03%20Arthurs%20et%20al-%20From%20Zero%20to%2060%20B%20Paper.docx#_ftnref1">[1]</a> Arthurs, S., Cooperman, M., Gallagher, J., Grealy, F., Lunney, J., Marrs, R., & Roe, R. (2017). From Zero to 60: Building Belief, Capacity and Community in Street Law Instructors in One Weekend. <em>International Journal of Clinical Legal Education, 24</em>(2), 118-241</p></div></div>
Enterprises whose operations may negatively affect the sustainability of the world around them face a variety of challenges by individuals, communities and governmental bodies who increasingly view the impact of these enterprises as detriments to the sustainability of our planet’s resources. We examine the advantages of the interactive teaching of a case study in schools, universities, and trainings for enterprises and NGOs to explore how policies can be developed so that these enterprises can be economically and socially successful and at the same time operate consistently with sustainability.
Street Law, where law students or lawyers teach about the law in local school, correctional, and community settings, is the fastest growing and most popular type of experiential legal education in the world—and with good reason. The Street Law methodology helps make the law more relevant, more accessible, and more understandable to both participants in the program and lawyers and law students delivering the programming. Despite Street Law’s prevalence and popularity, there is scant guidance for how to best introduce and implement a program, little research support explaining why Street Law works, and even less empirical justification proving that the program works. This paper makes three significant and unique contributions to the emerging field of Street Law scholarship and research. First, we provide an in-depth explanation of the principles and learner-centered practices that make Street Law such a powerful tool for legal education. Second, we ground these principles and practices in a robust body of research, the first such effort in the field. Third, we offer an annotated step-by-step outline of a unique weekend orientation program developed and field-tested by the seminal Georgetown Street Law program and delivered in partnership with the Law Societies of Ireland and Scotland. It is our hope that this paper will offer practitioners both a series of best practices to draw upon and a reason to do so. A second paper, that will shortly follow this one, will share and discuss quantitative and qualitative data evidencing the powerful outcomes that this weekend orientation can effect in participants.
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