Beyond Geneva: Detainee Review Processes in Non-International Armed Conflict—A U.S. Perspective

The need for detainee review in non-international armed conflict has never been more imperative. Yet, the law of armed conflict is almost completely silent on the subject. Although the law may not require States to conduct detainee review processes in non-international armed conflict, the spirit of the law encourages it, and States—particularly the United States—have begun to see utility in the development and implementation of such review processes. The object of this article is to identify an appropriate framework for detainee review, examine relevant U.S. state practice, and provide practical guidelines for implementing processes to review the status and threat of detainees during NIACs

Designing a Fully Online Social Marketing Course for 21st Century Learners

This paper focuses on the development of a Social Marketing for Public Health course created for health sciences students at the University of Ontario Institute of Technology (UOIT). The course was intended to help students develop the skills required for planning and delivering social marketing campaigns. The development of this course brought together members of the Faculty of Health Sciences and the Teaching and Learning Centre at UOIT with individuals from ChangeMakers, a Canadian social marketing agency. Designing authentic learning experiences, providing students of a range of technical backgrounds opportunities to demonstrate their achievement of the learning outcomes, building in a strong social element to suit the nature of subject area, and scaffolding student learning in a fully asynchronous learning environment were four overarching challenges faced by the development team. This paper addresses those challenges, discusses the theoretical underpinnings and learning theories – including Constructive Alignment and Universal Design for Learning – which guided this process and identifies steps for further developing this course for future offerings

Religious and Spiritual Diversity Training in Clinical Psychology Doctoral Programs: Do Explicitly Christian Programs Differ from Other Programs?

The American Psychological Association (APA) accredits several explicitly Christian doctoral programs in clinical psychology. To what extent do these programs offer training in religious and spiritual diversity that students may nor receive at orher APA-accredited programs? A total of 353 students from 5 explicitly Christian programs were surveyed using the same questionnaire used in a more general national sample of APA-accredited doctoral programs a year previously. Students in explicitly Christian programs reported receiving more training in religious and spiritual diversity and more training in advanced competencies regarding religious and spiritual issues in professional work d1an students in the general sample of AP A-accredited programs. At the same rime, students in explicitly Christian programs reported receiving less training in ethnic/ racial and socioeconomic diversity than students in other programs. Diversity training implications are considered

Efficacy of Online Training for Improving Camp Staff Competency

Preparing competent staff is a critical issue within the camp community. This quasi-experimental study examined the effectiveness of an online course for improving staff competency in camp healthcare practices among college-aged camp staff and a comparison group (N = 55). We hypothesized that working in camp would increase competency test scores due to opportunities for staff to experientially apply knowledge learned online. Hierarchical linear modeling was used to analyse the cross-level effects of a between-individuals factor (assignment to experimental or comparison group) and within-individual effects of time (pre-test, post-test #1, and post-test #2) on online course test scores. At post-test #2, the difference in average test scores between groups was ~30 points, with the treatment group scoring lower on average than the comparison group. Factors that may have influenced these findings are explored, including fatigue and the limited durability of online learning. Recommendations for research and practice are discussed

Surface and electronic structure of MOCVD-grown Ga(0.92)In(0.08)N investigated by UV and X-ray photoelectron spectroscopies

The surface and electronic structure of MOCVD-grown layers of Ga(0.92)In(0.08)N have been investigated by means of photoemission. An additional feature at the valence band edge, which can be ascribed to the presence of In in the layer, has been revealed. A clean (0001)-(1x1) surface was prepared by argon ion sputtering and annealing. Stability of chemical composition of the investigated surface subjected to similar ion etching was proven by means of X-ray photoemission spectroscopy.Comment: 13 pages, 6 figure

Erroneous selection of a non-target item improves subsequent target identification in rapid serial visual presentations

The second of two targets (T2) embedded in a rapid serial visual presentation (RSVSVP) is often missed even though the first (T1) is correctly reported (attentional blink). The rate of correct T2 identification is quite high, however, when T2 comes immediately after T1 (lag-1 sparing). This study investigated whether and how non-target items induce lag-1 sparing. One T1 and two T2s comprising letters were inserted in distractors comprising symbols in each of two synchronised RSVSVPs. A digit (dummy) was presented with T1 in another stream. Lag-1 sparing occurred even at the location where the dummy was present (Experiment 1). This distractor-induced sparing effect was also obtained even when a Japanese katakana character (Experiment 2) was used as the dummy. The sparing effect was, however, severely weakened when symbols (Experiment 3) and Hebrew letters (Experiment 4) served as the dummy. Our findings suggest a tentative hypothesis that attentional set for item nameability is meta-categorically created and adopted to the dummy only when the dummy is nameable