Ten Things a Criminal Attorney Should Know When Representing the Non-Citizen in Criminal Proceedings

Essays from the Honorable James J. Gilvary Symposium on Law, Religion & Social Justice: Justice for Strangers? Legal Assistance and the Foreign Bor

The use, integration and perceived value of performance analysis to professional and amateur Irish coaches

Research into the perceptions, practices and engagement of coaches with performance analysis is fundamental to informing the continued development of the discipline and its practitioners. The aim of this study was to survey a large sample of coaches of varying profiles, regarding their use and integration of performance analysis, to explore its perceived value and barriers to its use. Survey data were analysed from 538 Irish coaches qualified at Level 1 and above (82% male), from 37 sports. A spectrum of coaches’ engagement with performance analysis, ranging from no formal performance analysis (49%), to coaches doing their own analysis (coach-as-analyst, 38%) and coaches with analystsupport (13%) was observed. The Level 2 coaching qualification was a key distinguisher between coaches using and not using performance analysis. Significant differences exist between the practices of coaches with and without analystsupport. Coaches with analyst-support are more likely to have regular access to video, spend more time analysing, regularly use performance analysis to inform training and use computerised analysis software. Barriers to the use of performance analysis varied along the spectrum of performance analysis engagement. This research can underpin future developments in coach and analyst education that will optimise the systematic use of PA across all levels of sports performance

The Use, Integration and Perceived Value of Performance Analysis in a Broad Population of Coaches

Research into the perceptions, practices and engagement of coaches with performance analysis is fundamental to informing the continued development of the discipline and its practitioners. The aim of this study was to survey a large sample of coaches of varying profiles, regarding their use and integration of performance analysis, to explore its perceived value and barriers to its use. Survey data were analysed from 538 Irish coaches qualified at Level 1 and above (82% male), from 37 sports. A spectrum of coaches’ engagement with performance analysis, ranging from no formal performance analysis (49%), to coaches doing their own analysis (coach-as-analyst, 38%) and coaches with analystsupport (13%) was observed. The Level 2 coaching qualification was a key distinguisher between coaches using and not using performance analysis. Significant differences exist between the practices of coaches with and without analystsupport. Coaches with analyst-support are more likely to have regular access to video, spend more time analysing, regularly use performance analysis to inform training and use computerised analysis software. Barriers to the use of performance analysis varied along the spectrum of performance analysis engagement. This research can underpin future developments in coach and analyst education that will optimise the systematic use of PA across all levels of sports performance

Developing A Framework For Professional Practice In Applied Performance Analysis

Applied performance analysts are increasingly seen as sports science professionals; however, there is no accepted framework for professional practice. The purpose of this study is to develop and validate a framework for professional practice in applied performance analysis (PA) which identifies the components of practice and the expertise underpinning it. A six-step framework analysis was conducted: (1) An initial conceptual framework was devised based on well-accepted components of applied practice; (2) A systematic review identified 90 papers relating to applied PA practice; (3) Papers were coded to the initial framework and additional themes recorded; (4) Themes were analysed and synthesised to construct a draft framework; (5) This draft was validated by surveying 24 experienced applied performance analysts and academic experts; (6) A revised framework is reported based on stakeholder engagement feedback. Nine components of practice were identified; establishing relationships and defining roles, needs analysis and service planning, system design, data collection and reliability checking, data management, analysis, reporting to key stakeholders, facilitation of feedback to athletes and service review and evaluation. Our evidence suggests that applied PA practice is underpinned by five areas of expertise: contextual awareness, building relationships, performance analysis and sporting expertise, technical expertise and professional behaviour

Review of Australian higher education: discussion paper

The federal government\u27s review of Australia’s higher education system will examine and report on the future direction of the higher education sector, its fitness for purpose in meeting the needs of the Australian community and economy and the options for ongoing reform. This paper has been released to outline issues and invite input on the key issues identified in the review\u27s terms of reference. The paper has been structured around nine key challenges and issues for higher education in Australia over the coming decades

The use, integration and value of performance analysis to GAA coaches

Performance analysis (PA) has become integral to the multi-million euro preparation of intercounty GAA teams (GAA, 2013). With little research on the coaching practice of GAA coaches, this paper explores their engagement with PA. Its aims were to examine the use, integration and value of PA to coaches. A sample of 12,500 (minimum level 1 Coaching Ireland qualified) coaches were selected to complete an online-survey with 538 respondents across 37 sports. As the highest responding cohort (n=144), data for the GAA coaches was isolated for further analysis. PA was used by 49% of GAA coaches. These coaches were more likely to have 10+ years coaching experience (Xi2 = 20.7 p = 0); be qualified beyond GAA Award 1 (Xi2 = 14.0 p = 0) and coach at intercounty level (Xi2 = 12.3 p = 0). Coaches using PA had access primarily to match statistics (81%); only 49% had access to match video. The most popular tools for data collection were hand notation (65%), Dartfish (38%) and Apps (38%). Coaches cited resources and knowledge as key barriers to progressing their use of PA. Reliability of information was not identified as an issue. 88% of coaches using PA felt it was important / essential to their practice. The findings indicate that GAA coaches have substantially more access to quantitative information compared to video feedback. This lack of video to contextualise and validate data has potential to hamper the interpretation of information by a coach thus impacting their subsequent interventions. In GAA coach education, more emphasis could be placed on the importance of contextualising statistics with video and the potential of video feedback to players. Coaches should be encouraged to question the reliability of match statistics and equipped with appropriate strategies to minimise errors in data collection

Parents' perceived obstacles to pediatric clinical trial participation: Findings from the clinical trials transformation initiative.

Enrollment of children into pediatric clinical trials remains challenging. More effective strategies to improve recruitment of children into trials are needed. This study used in-depth qualitative interviews with parents who were approached to enroll their children in a clinical trial in order to gain an understanding of the barriers to pediatric clinical trial participation. Twenty-four parents whose children had been offered the opportunity to participate in a clinical trial were interviewed: 19 whose children had participated in at least 1 clinical trial and 5 who had declined participation in any trial. Each study aspect, from the initial explanation of the study to the end of the study, can affect the willingness of parents to consent to the proposed study and future studies. Establishing trust, appropriate timing, a transparent discussion of risks and benefits oriented to the layperson, and providing motivation for children to participate were key factors that impacted parents' decisions. In order for clinical trial accrual to be successful, parents' priorities and considerations must be a central focus, beginning with initial trial design. The recommendations from the parents who participated in this study can be used to support budget allocations that ensure adequate training of study staff and improved staffing on nights and weekends. Studies of parent responses in outpatient settings and additional inpatient settings will provide valuable information on the consent process from the child's and parent's perspectives. Further studies are needed to explore whether implementation of such strategies will result in improved recruitment for pediatric clinical trials

Nanopatterning of the (001) surface of crystalline Ge by ion irradiation at off-normal incidence : Experiment and simulation

Intricate topographical patterns can form on the surface of crystalline Ge(001) subject to low-energy ion irradiation in the reverse epitaxy regime, i.e., at elevated temperatures which enable dynamic recrystallization. We compare such nanoscale patterns produced by irradiation from varied polar and azimuthal ion incidence angles with corresponding calculated surface topographies. To this end, we propose a continuum equation including both anisotropic erosive and anisotropic diffusive effects. Molecular dynamics simulations provide the coefficients of angle-dependent sputter erosion for the calculations. By merely changing these coefficients accordingly, the experimentally observed surface morphologies can be reproduced, except for extreme ion incidence angles. Angle-dependent sputter erosion is thereby identified as a dominant mechanism in ion-induced pattern formation on crystalline surfaces under irradiation from off-normal incidence angles.Peer reviewe

Morphological transitions in the patterning of the crystalline Ge(001) surface induced by ion irradiation

We investigate the morphologies of the Ge(001) surface that are produced by bombardment with a normally incident, broad argon ion beam at sample temperatures above the recrystallization temperature. Two previously-observed kinds of topographies are seen, i.e., patterns consisting of upright and inverted rectangular pyramids, as well as patterns composed of shallow, isotropic basins. In addition, we observe the formation of an unexpected third type of pattern for intermediate values of the temperature, ion energy and ion flux. In this type of transitional morphology, isolated peaks with rectangular cross sections stand above a landscape of shallow, rounded basins. We also extend past theoretical work to include a second order correction term that comes from the curvature dependence of the sputter yield. For a range of parameter values, the resulting continuum model of the surface dynamics produces patterns that are remarkably similar to the transitional morphologies we observe in our experiments. The formation of the isolated peaks is the result of a term that is not ordinarily included in the equation of motion, a second order correction to the curvature dependence of the sputter yield

The Impact of Employability Initiatives in Higher Education: Using Placement Confidence and Resilience as Measures

Employability skills are needed in addition to subject specific knowledge to support graduates in their career choices and employment. Placement is widely recognized as a key facilitator of graduate employability skills and employment with an expectation that students will have more than an academic qualification (degree) to secure employment (Yorke, 2006; Saunders and Zuzel, 2010). A large body of literature has emerged outlining the key attributes and skills a typical graduate should possess and why, (Harvey et al, 1997; Little, 2001; Lees, 2002; Holden and Jameson, 2002; Rothwell and Arnold, 2007; Wiley, 2014). Despite the acknowledged value of placement the number of students undertaking placement has decreased, year on year, across a number of disciplines which is challenging for Higher Education Institutions (HEI’s), (Saunders and Zuzel, 2010; Docherty, Jones and Sileryte, 2015). Various initiatives are used to enhance uptake of placement. This paper presents one such initiative involving the scaling-up of two co-curricular 5-credit point modules to Year 1 and 2 undergraduate students. Delivery of the pilot commenced in September 2017. The project is being evaluated against short, medium and long-term measures. To date, student confidence and resilience has increased for those engaged with the initiative across three time points