‘Negligence’ is frightening to think about, but accepting the possibility of making mistakes as lawyers does not mean we ought to give up on a desire to perform to the best of our ability, and at the peak of our moral consciousness. This chapter applies morality to our technical competence. In the hothouse atmosphere of competitive law firms, the underlying conflict between commercialism and professionalism leads to moral as well as financial risk. Only true professionalism – which emphasizes the dual virtues of integrity and competence – will sustainably support your future. Too much concentration on the business of law and profit can and does lead to the temptation to ‘borrow’ clients’ money and to carelessness. There are extensive conduct and accounting rules that focus on accounting honestly for clients’ money, especially for lawyers who practise across international borders, and we should back that up by arranging professional indemnity (malpractice) insurance against any negligence. In addition, risk management, continuing legal education and specialist accreditation courses are all available through the internet to support you, even if not available through a bar association

Faculty readiness in any context is a measure of the preparedness of faculty to teach in that context. This quantitative case study examines the higher education instructors’ perceptions of their readiness to teach online. It highlights how the sudden pandemic triggered transformation of higher education to the virtual modality has disrupted teaching at places like Pakistan where the educators were not ready enough for the transition since it involves more than switching to an online modality as Kaplan propounds (see chapter 1 of this volume). The urgency of the situation made teachers feel overwhelmed without necessary guidance and training. This chapter also offers recommendations on what can be done about the situation. The teacher-readiness questionnaire developed by Martin, Budhrani and Wang (2019) was adapted according to the context of the study. The data collected from 170 instructors were analysed statistically by employing descriptive statistics and MANOVA through SPSS. The findings of the survey have significant implications for instructors, heads of higher education institutions, higher education commission and policy makers in similar countries.