Taking the wrong track? Arthur and good character directions: R (on the application of Arthur) v Blackfriars Crown Court [2018] 2 Cr App R 4 (DC)

The Divisional Court’s judgment in R (on the application of Arthur) v Blackfriars Crown Court (hereafter ‘Arthur’) is of significance in relation to questions of both criminal procedure and the law of evidence. First, it raised the issue of the proper procedure to be followed for the judicial review of a refusal to state a case for the Crown Court. Second, it is notable as one of the very few reported cases following the Court of Appeal’s landmark judgment on good character evidence in Hunter, and as an example of the contentious case where adverse inferences are drawn from a defendant’s silence in police interview (pursuant to s.34 of the Criminal Justice and Public Order Act 1994) despite the submission of a prepared written statement

Risk Analysis in Refugee Resettlement

Refugees are individuals who hold a well-founded fear of persecution based upon their race, religion, nationality, political opinion or membership in a particular social group and who have resultingly been forced to flee their country. Public awareness of refugee resettlement has grown exponentially in the wake of the Syrian refugee crisis, raising questions about the risks and costs that arise from providing refuge and resettling foreigners. This article takes a look at the most frequently cited risks of the resettlement process and analyzes how they are weighted by the public and regulatory bodies. It compares the approach of the United States to strategies adopted in Europe and Australia for recognizing refugees and implementing resettlement programs

SCOF: A Standardised, Customisable Online Feedback Tool

Increasing pressures on staff, combined with increased requests for feedback from students mean that there is less time to do more things. Investigation into potential methods to assist the staff of the School of Engineering and Mathematical Sciences at City University London in their feedback activities identified that a combination of bespoke feedback combined with a standardised scheme (or rubric) may give the best results. The stand-alone SCOF tool was developed to address this observation and allows staff to create formatted feedback sheets quickly in different environments, using tools ranging from desktop computers to mobile telephones and tablets. It is currently about to undergo an institution-wide evaluation and will subsequently be made freely available to other institutions. This paper outlines the requirements of the tool, its usage, evaluation progress and future work to be undertaken, and includes a link to a public demonstration version of the tool

Job Searches in Liaison Departments: Opportunities for Outreach and Inreach

Liaison librarians are uniquely positioned to provide a library introduction to job candidates in their liaison departments. This outreach identifies important resources that might attract candidates, showcases the library to them and to liaison departments, and helps to solidify a library or library system\u27s suite of offerings to a discipline

Mathematics achievement in the transition from intermediate school to high school : a thesis presented in partial fulfilment of the requirements for Master of Educational Studies in Mathematics at Massey University

This study investigates the nature and level of communication between the primary and intermediate schools and the high schools in relation to student achievement. It also investigates how information relating to mathematics achievement is passed between the schools and makes some suggestions to improve the current situation. Four high schools, three intermediate schools and three full primary schools were identified for the study and a survey was conducted of two teachers in each of these schools to identify what happens in these schools in relation to the transition of students from Form 2 to Form 3. It was found that there were significant differences in the ways that schools on either side of the transition viewed and implemented the National Curriculum in Mathematics. The primary and intermediate schools were much more enthusiastic about the National Curriculum than the high schools. As a consequence it was found that the primary and intermediate schools have made considerable progress toward reporting student progress against the objectives of the curriculum and were able to determine levels of achievement in each strand. It was found that primary and intermediate schools are moving away from the "Primary Progress Record, Senior School" (known as the blue record card) as the main means of handing information about student achievement on to the high schools. Many schools are developing their own "profile" or progress sheets as a way of better tracking student progress and therefore are more able to accurately indicate where the student is when they enter high school. The high schools have generally not been using this information as a basis for their third form programmes. They report that there is a large variation in the quality and quantity of the information which comes from their provider schools and in many cases would prefer a single document which gave a general idea of student ability. The high schools were therefore placing students in classes on general ability, gained by enrolling staff, or on entrance tests which they developed. The high schools were much less enthusiastic about measuring against the objectives of the curriculum and were able to present a number of reasons for their reluctance. There is therefore a need to develop a model for communicating student achievement across the transition into high school. It was found that many of the high school teachers did not value the information provided by the primary and intermediate schools because they had no part in determining what information should be collected and how it could be used. Revising the data collection process, involving the teachers who could potentially use the information, would be one way of overcoming this. Results of this study show that there is a need for teachers to be more aware of the practises of schools on the other side of the transition

Liaison Librarianship

This book chapter describes the work of liaison librarians. After reading this chapter, you will be able to describe common qualifications and responsibilities of liaisons in order to determine whether liaisonship is suitable for your needs and interests as a new librarian or LIS student. It will allow you to articulate skills and expertise requisite for liaison work in order to evalu¬ate your ability to provide services most effectively. You will be able to establish a plan to gain relevant skills and expertise in order to compete successfully for liaison job openings. It provides information about how to connect with faculty in their areas of responsibility in order to facilitate new outreach and deepen existing relationships. It should help you develop and assess support and outreach initiatives in order to identify gaps and provide greater support for patrons. Finally, it will help you appraise liaison work in order to advocate for promotion/tenure