Proefschrift--Nijmegen. / "Stellingen" [3] p. inserted. Bibliography: p. 119-122.

Thesis (M.S.)--University of Wisconsin-Madison, 1992. / Typescript. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 36-42).

Thesis (M.S.)--University of Missouri-Columbia, 2005. / The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file viewed on (January 10, 2007) Includes bibliographical references.

Thesis (Ph.D.)--Memorial University of Newfoundland, 2004. / Bibliography: leaves 272-291.

<p>Den här undersökningen gjorde i samband med ett försök i lärarutbildningen, där studenterna själva fick välja examinationsform i en kurs. Dels fick de fyra olika examinationsformer angivna, men de erbjöds även att själva föreslå hur de skulle bli examinerade.</p><p>Syftet var att undersöka hur studenterna såg på sin egen bedömning och examination, och hur de valde examinationsform utifrån detta.</p><p>Som metod valdes att studenterna, efter att ha genomfört kursen med den examination de valt, fick bevara en enkät om tidigare erfarenheter av examinationer, om sin syn på dessa och på bedömningar, om vilka examinationsformer/aktiviteter de såg som mest nyttiga i sina egna lärprocesser, och om vilken examinationsform de valde och varför.</p><p>Resultatet visar att även om studenterna såg examinationen som ett lärtillfälle och uppskattade möjligheten att fritt välja examinationsform, så valde de inte examinationsform efter hur de tillmätte olika former av uttryck/aktiviteter nytta i sin lärprocess. Bara två av de 119 studenter som besvarade enkäten valde att själva formulera sin examination.</p><p>Snarare valde studenterna den examinationsform de ansåg sig ha lättast att formulera sig genom och få högst betyg i. Fokus för examinationen kom alltså att hamna där istället för på den egna lärprocessen, vilken ofta upplevs som desto mer frustrerande och arbetsam ju gynnsammare den är.</p><p>I diskussionen tas upp frågan om huruvida det är bra om studenterna själva får välja hur de ska examineras, och hur man i så fall kan påverka dem att välja de examinationsformer som utvecklar respektive individ bäst.</p>

Thesis (Ph.D.)--Ohio University, August, 2006. / Title from PDF t.p. Includes bibliographical references.

I artikel 4 i sjunde tilläggsprotokollet Europakonventionen och i artikel 50 EU:s rättighetsstadga regleras dubbelprövningsförbudet, principen om ne bis in idem. Det innebär att en person inte får bli prövad eller straffad två gånger för samma brott. I svensk rätt tillämpas dock ett system där den skattskyldige både kan påföras skattetillägg och dömas för skattebrott då han har lämnat en oriktig uppgift i sin deklaration. Detta har ansetts förenligt med Europakonventionen och EU:s rättighetsstadga då skattetillägget ansetts vara en administrativ avgift. Huruvida detta strider mot dubbelprövningsförbudet har diskuterats flitigt i både praxis från domstolarna och i doktrin. HD har dock NJA 2013 s. 502 fastställt att det svenska systemet med dubbla förfaranden inte längre kan anses förenligt med artikel 4 i sjunde tilläggsprotokollet Europakonventionen och i artikel 50 EU:s rättighetsstadga. Med anledning av detta har regeringen kommit med en proposition om att införa en spärreglering och ett samlat sanktionsförfarande för att på så sätt ändra det svenska systemet så att det inte längre strider mot Europakonventionen och EU:s rättighetsstadga. I propositionen föreslås att även parallella förfaranden ska förhindras, vilket även HD ansåg i sin dom. Dock har det genom Europadomstolens praxis inte varit helt tydligt ifall dubbelprövningsförbudet även förhindrar parallella förfaranden. Syftet med denna uppsats är alltså att utreda om det gör det. Efter att ha granskat praxis ifrån Europadomstolen och EU-domstolen kan det konstateras att artikel 4 i sjunde tilläggsprotokollet Europakonventionen och artikel 50 i EU:s rättighetsstadga inte utgör ett skydd mot lis pendens. Parallella förfaranden är förenligt med dubbelprövningsförbudet, dock sker en överträdelse i de fall då det ena förfarandet inte avslutas efter att det andra förfarandet meddelat ett slutligt beslut. / Article 4 of the Seventh Additional Protocol of the European Convention and Article 50 of the EU Charter of Fundamental Rights stipulates the principle of ne bis in idem. It means that a person may not be tried or convicted twice for the same crime. In Swedish law, however, a system where the taxpayer can both be imposed penalties and convicted of tax crimes is at hand. This has been considered compatible with the European Convention and the EU Charter of Fundamental Rights as tax surcharge was regarded as an administrative fee. Whether this is contrary to the double examination prohibition has been discussed extensively in both the courts and in literature. The supreme court, however, in NJA 2013 p. 502 established that the Swedish system of dual procedures can no longer be regarded as compatible with Article 4 of the Seventh Additional Protocol of the European Convention and Article 50 of the EU Charter of Fundamental Rights. For this reason, the government has proposed a locked-regulation and a single sanctioning procedure to modify the Swedish system so that it no longer conflicts with the European Convention and the EU Charter of Fundamental Rights. It is proposed that parallel proceedings should be avoided, as the Supreme Court has considered in its judgment. However, the European court has not been entirely clear whether the double examination prohibition also prevents parallel proceedings. The purpose of this paper is therefore to investigate if it does. After reviewing the case law of the European Court and the European Court of Justice it can be noted that Article 4 of the Seventh Additional Protocol of the European Convention and Article 50 of EU Charter of Fundamental Rights not constitute a safeguard against lis pendens. Parallel proceedings are compatible with the double examination prohibition, however, is made an offense in cases where the first procedure is not ended after the second procedure announced a final decision.

Gathering evidence from young and vulnerable witnesses requires special care, and subjecting them to the traditional adversarial form of examination and cross-examination – often characterized by overly leading, complex, and confusing questioning – has come under increased scrutiny. The present program of research was designed to investigate: 1) four features of lawyers’ questioning techniques (question type [Chapter 1], linguistic complexity [Chapter 2], question repetition [Chapter 3], and question content [Chapter 4]), 2) how these parameters affected children’s responses (including an in-depth analysis of children’s propensity to express uncertainty [Chapter 5]), and 3) whether the children’s ages affected the ways they were questioned or how they responded. The sample of court transcripts was drawn from 36 trials involving 56 children aged 5 to 17 years old who testified about alleged sexual abuse in Scotland between 2009 and 2014. Analyses showed that a large proportion of the questions posed to children by lawyers were suggestive questions that implied expected responses or introduced undisclosed information. Questions were overly complex linguistically, heavily repetitious, and focused to a large extent on peripheral elements of the allegations. In response, children acquiesced to suggestions most of the time and expressed uncertainty less than might be expected, given the nature of the questioning. Overall, both prosecutors and defense lawyers were insensitive to the capacities of children of different ages. The way children are questioned in court can have negative influences on the quality of the evidence obtained, regardless of the lawyers’ roles or the children’s ages. It is suggested that, in order for trials to be fair, evidence needs to be elicited in accordance with research-informed best-practice guidelines. More advanced training, the use of intermediaries, and the Barnahus model are discussed as potential ways to support the implementation of best-practice questioning strategies.

This scoping review examines the available evidence supporting accommodation use in the assessment of health professionals with disabilities in licensing contexts. While test accommodations are a protected right under antidiscrimination legislation, the peer-reviewed evidence informing their use is contested and widely dispersed. Furthermore, the ramifications of accommodation misuse are significant, including human rights violations and increased risks to patients. As such, this study addressed two research questions: 1) What is the current state of literature on accommodation use in the assessment of health professionals? and 2) What programs of research would address stakeholders’ concerns about the use of accommodations in the assessment of those professionals? Systematic searches of five prominent databases identified 15 articles for analysis. Several major themes emerged from that analysis: interpreting legislation, administration and process, relationships between education and licensure, and psychometrics and test development. Stakeholder consultation revealed that stakeholders face challenges managing accommodation requests and defining reasonable accommodations. While there is a paucity of literature on the topic overall, especially of an empirical nature, this study mapped the available evidence and laid the foundation for future studies by delineating the gaps in the scholarly literature as defined by stakeholders’ needs.

This exploratory study examined the manner in which variations in questioning procedures influenced the amount and accuracy of information that children and young adults recalled about a video-taped incident. Preschoolers, 8 to 10-year-olds and young adults were assigned to one of three conditions. In the control condition, one interviewer had complete knowledge of the incident and used a standard question protocol to obtain free recall. To examine how prior knowledge may predispose interviewers to use leading questions, 60 interviewers in the informed condition had limited information about the incident and 60 interviewers in the blind condition had no information about the incident and both groups were free to use their own questioning strategies. The two major dependent measures were spontaneous material (elicited in response to all question types) and yes/no responses to closed questions. Two main hypotheses and several additional questions were examined. The first hypothesis predicted that the amount of spontaneous recall in the blind and informed conditions would be higher but the accuracy lower, when compared to material elicited in the free recall condition across age-groups. Although results showed a significant increase in recall amount, there was a differential effect on accuracy. For the two younger age-groups accuracy decreased but for the adult sample, accuracy scores remained stable across the three conditions. There were clear age-related differences in the amount of material freely recalled in the control condition and no differences in accuracy. In the blind and informed conditions, there were significant age-related differences in both the amount and accuracy of spontaneous recall material. The second hypothesis predicted that closed questions which are leading (in the correct sense) would elicit more accurate responses than those that are misleading. Results supported this hypothesis for the two older samples but there was no difference between the two accuracy scores for the youngest samples. The two older age-groups scored significantly higher than the pre-school sample for accuracy based on leading questions, but there were no age-related differences in response to misleading questions. The blind and informed conditions did not differ in the accuracy of spontaneous recall or closed question material. Accuracy scores were adjusted by subtracting errors associated with particular features in the questioning context and the subject’s developmental status. In comparing the original and adjusted accuracy scores, age-related differences for spontaneous recall were minimal and disappeared for accuracy based on closed questions. In addition to language and comprehension errors, the error type which most clearly distinguished the pre-school from the older age-groups were addition errors classed as incorrect inferences and fabrications. In all cases, these error types were associated with one or more features of the questioning context. The sequential nature of the question/response discourse was highlighted in the proportion of error which was extended over a sequence of turns and the proportion of interviews containing one or more e>ror retractions. For both measures, the two younger groups scored higher that the young adult group. Age related differences were also found in the amount and accuracy of material in the interviewer reports as well as in the components of report error. The results include a detailed outline of the manner in which fabricated material emerged, the circumstances under which it was retracted and the degree to which it appeared in the interviewer reports. Also reviewed are qualitative features relating to the form, content, techniques and style of questioning as well as characteristics of young children’s language, thinking and perception. The results are compared to previous research findings regarding age-related differences in question/response material with specific focus on issues regarding children’s inaccuracy, suggestibility and inability to distinguish fact from fantasy. Productive and counter-productive questioning procedures are discussed in relation to the demand characteristics of the interview setting, the nature of repeated questioning and a number of related issues specific to questioning in the forensic context. Practical application of the findings are discussed with a particular focus on improving non-leading questioning skills in applied settings. / Graduate