Contemporary Forms of Slavery in Uruguay

This document is part of a digital collection provided by the Martin P. Catherwood Library, ILR School, Cornell University, pertaining to the effects of globalization on the workplace worldwide. Special emphasis is placed on labor rights, working conditions, labor market changes, and union organizing.ASI_2006_OSR_Uruguay_Contemporary_forms.pdf: 72 downloads, before Oct. 1, 2020

1807-2007: Over 200 years of campaigning against slavery

This document is part of a digital collection provided by the Martin P. Catherwood Library, ILR School, Cornell University, pertaining to the effects of globalization on the workplace worldwide. Special emphasis is placed on labor rights, working conditions, labor market changes, and union organizing.ASI_2005_DBS_UK_1807_2007.pdf: 183 downloads, before Oct. 1, 2020

Tamar’s Legacy: The Early Reception of Genesis 38

The story of Tamar and Judah is one of the Torah’s more morally complicated narratives. As such, interpreters throughout history, but specifically early Jewish interpreters, grappled with how to relay this story in their translations of the Hebrew Bible. Using the theories and methods of reception history, this study demonstrates how the translations these early interpreters produced shed light on the dynamic relationship between a text and those who interpret it. Examining both the Greek Septuagint and Aramaic Targumim, the study identifies places in the translations where hints of the socio-historical position and theological commitments of the translators and their communities are woven into the Greek and Aramaic versions of the text

Ethical dilemmas experienced by early career educational psychologists in Australia and Aotearoa New Zealand : a thesis submitted in partial fulfilment of the requirements for the degree of Master of Educational Psychology, Institute of Education, Massey University, Palmerston North, New Zealand

The ethical dilemmas confronting early career psychologists (those with less than five years’ experience) employed in school settings in Aotearoa New Zealand and in Australia, are explored in this research. Responses were sought through requests to professional bodies to publicise the survey to their members. Sixteen responses were received, seven from New Zealand, and nine from one state in Australia, giving a total of 14 eligible responses. The research was carried out with the goal of developing an understanding of the ethical situations confronting early career educational psychologists, and the processes used to resolve ethical challenges, with findings being used to inform training practices. Being aware of the types of challenges typically confronting educational psychologists allows educators to prepare them as well as possible for those challenges. Given the small data set, at most the study can be seen as a preliminary consideration of the ethical issues confronting early career educational psychologists in the two countries however the research has provided some foundations on which future research can build. It was found that the use of inappropriate assessment tools, and issues related to security of school records were the most commonly reported ethical transgressions, and issues related to interventions, such as failure to follow up on interventions were also encountered frequently by respondents. Uncertainty about contacting child protective services in cases of suspected child abuse was the most frequently experienced and highly challenging ethical dilemma, followed by challenges related to disclosure to parents of minors engaging in risky behaviour. iii Data suggest that increased collaboration between educational psychologists, the professional bodies representing them, school stakeholders, and other agencies representing students with educational challenges, is likely to be beneficial to all parties. Additionally, research to identify the strategies used by more experienced practitioners to cope with extensive work commitments and limited time is another area worthy of consideration. Exploration of the different types of supervision and their effectiveness is indicated to enhance the supervision process, and finally ensuring that educational psychologists are familiar with current best practice to ensure the security of electronic data is recommended

How \u3ci\u3eDaubert\u3c/i\u3e and its Progeny Have Failed Criminalistics Evidence and a Few Things the Judiciary Could Do About It.

Part I documents how courts have failed to faithfully apply Daubert’s criteria for scientific validity to this type of evidence. It describes how ambiguities and flaws in the terminology adopted in Daubert combinedwith the opaqueness of forensic-science publications and standards have been exploited to shield some test methods from critical judicial analysis. Simply desisting from these avoidance strategies would be an improvement. Part II notes how part of the U.S. Supreme Court’s opinion in Kumho Tire Co. v. Carmichael has enabled courts to lower the bar for what is presented as scientific evidence by mistakenly maintaining that there is no difference between that evidence and other expert testimony that need not be scientifically validated. It suggests that a version of Rule 702 that explicitly insists on more rigorous validation of evidence that is promoted or understood as being “scientific” would be workable and more clearly compatible with the rule’s common law roots. Part III sketches various meanings of the terms “reliability” and “validity” in science and statistics, on the one hand, and in the rules and opinions on the admissibility of expert evidence, on the other. It discusses the two-part definition of “validity” in the PCAST report and the proposed criteria for demonstrating scientific validity of subjective pattern-matching testimony. It contends that if “validity” means that a procedure (even a highly subjective one) for making measurements and drawing inferences is fit for its intended use, then whether test results that have higher error rates than the ones selected in the report might nevertheless assist fact finders who are also appropriately informed of the evidence’s probative value must be evaluated. Finally, Part IV articulates two distinct approaches to informing judges or jurors of the import of similarities in features: the traditional one in which examiners opine on the truth and falsity of source hypotheses and a more finely grained one in which criminalists report only on the strength of the evidence. It suggests that the rules for admitting scientific evidence need to be flexible enough to accommodate the latter, likelihood-based testimony when it has a satisfactory empirically established basis

When the world grows smaller: Renewing instruction methods for international students

Please note: This is a conference proceeding from an interactive session at the 2008 LOEX Conference. Abstract: With globalization diversifying our university culture, American universities are welcoming an increasing population of international students. Librarians are searching for innovative instruction ideas that adapt to international learning styles while crossing cultural and language barriers. This interactive session taught using the Cephalonian method will combine audience participation, visuals and music in an effort to demonstrate and generate ideas among participants. Framed by the overhaul of the University of Illinois’ ESL instruction program, we’ll talk about characteristics of learning styles of international students, share ideas on pioneering instruction segments including online tutorials and games and discuss authentic assessment strategies.published or submitted for publicationis peer reviewe

Augmentative and alternative communication in intensive care units in New Zealand : experiences of healthcare professionals : a thesis presented in partial fulfilment of the requirements for the degree of Master of Speech Language Therapy at Massey University, Albany, New Zealand

Research shows that communication between patients and healthcare professionals (HCPs) in the Intensive Care Unit (ICU) is often fraught with difficulty. Communication problems increase the risk of adverse events and psychological distress. Augmentative and alternative communication (AAC) tools are useful for enabling communication with patients in the ICU. To date, all of the research about communication and AAC use in the ICU has been completed outside of New Zealand. Five nurses and three speech and language therapists (SLTs) working in ICUs in five District Health Boards (DHBs) were interviewed to explore their experiences communicating with patients who were conscious but unable to speak. Seven key findings emerged: 1) Nurses reported experiencing communication breakdown with patients; 2) HCPs reported that communication attempts were limited for patients; 3) HCPs reported using unaided and low-tech AAC tools and strategies. High-tech AAC tools were relatively uncommon; 4) Alternative access options were rarely used; 5) The greatest barriers to effective communication were time and workload (including prioritization of dysphagia management) and patients’ limb weakness, cognitive deficits and sedation; 6) In three DHBs, ICU staff regularly referred patients to SLT and in two they did not; 7) Training in AAC for both professions was limited, and nurses wanted more information about options for communicating with their patients. The interviews showed that New Zealand nurses’ perceptions about communicating with patients were similar to reports from international studies. AAC tools and SLT services should be provided in ICUs across the country. Additionally, AAC training is needed for nurses and SLTs