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Books on the topic 'Fadir test'

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Published: 4 June 2021
Last updated: 4 February 2022

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1

1952-, Murphy Patricia, ed. A fair test?: Assessment, achievement, and equity. Buckingham [England]: Open University Press, 1994.

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2

Emma Dorothy Eliza Nevitte Southworth. Fair play, or, The test of the lone isle. Toronto: J.R. Robertson, 1994.

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3

Good fair tests: For use in business and industry. Amherst, MA: HRD Press, 1993.

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4

S, Cole Nancy, ed. Gender and fair assessment. Mahwah, N.J: L. Erlbaum Associates, 1997.

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5

Manese, Wilfredo R. Fair and effective employment testing: Administrative, psychometric, and legal issues for the human resources professional. Westport, Conn: Quorum Books, 1986.

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6

Challenging the myths of fair employment practices. Westport, CT: Quorum, 1998.

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7

Wormeli, Rick. Fair isn't always equal: Assessing and grading in the differentiated classroom. Portland, ME: Stenhouse, 2006.

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8

Doenau, Stan. Are teachers fair to girls?: How do teachers interact with girls and boys in their classrooms? Pennant Hills, NSW, Australia: Edvance Publications, 1987.

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9

Test-Taking Skills, Grade 3 (Basic Skills (Instructional Fair)). Instructional Fair, 2001.

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10

RUTLEDGE, Ph d. KAY ELLEN. Test-Taking Skills, Grade 2 (Basic Skills (Instructional Fair)). Instructional Fair, 2001.

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11

Emma Dorothy Eliza Nevitte Southworth. Fair Play, or, the Test of the Lone Isle. HardPress, 2020.

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12

Test-Taking Skills, Grade 5 (Basic Skills (Instructional Fair)). Instructional Fair, 2001.

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13

Test-Taking Skills, Grade 4 (Basic Skills (Instructional Fair)). Instructional Fair, 2001.

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14

Equality, Commission for Racial. A Fair Test? Selecting Train Drivers at British Rail. Commission for Racial Equality, 1996.

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15

Test-Taking Skills, Grade 6 (Basic Skills (Instructional Fair)). Instructional Fair, 2001.

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16

Test-Taking Skills, Grade 1 (Basic Skills (Instructional Fair)). Instructional Fair, 2001.

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17

Eisenberg, Melvin A. The Principle of Good Faith in Contract Law. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780199731404.003.0052.

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It is a settled principle of contract law that a contracting party must perform her contractual duties in good faith. The meaning of the duty of good faith is complex. At a minimum, to be in good faith an actor must have acted in a way that she believed was proper, which is a subjective test. This subjective test is overlaid with several objective tests. First, it is not enough that an actor actually believed that her conduct was proper; her belief must be honest in the sense that it has some basis in morality. Next, although an actor's belief need not be reasonable to be in good faith, it must at least be rational. Finally, the duty of good faith includes the observance of reasonable standards of fair dealing—another objective test.
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18

Haigh, Gideon. A Fair Field and No Favour: The Ashes 2005. Scribe Publications Pty Ltd., 2005.

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19

Gender and Fair Assessment. Taylor & Francis Group, 2016.

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20

Equality, Commission for Racial. Towards Fair Selection: A Survey of Test Practice and Thirteen Case Studies. Commission for Racial Equality, 1993.

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21

Westgaard, Odin. Tests That Work: Designing and Delivering Fair and Practical Measurement Tools in the Workplace. Center for Creative Leadership, 2008.

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22

Westgaard, Odin. Tests That Work: Designing and Delivering Fair and Practical Measurement Tools in the Workplace. Pfeiffer, 1999.

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23

1924-, Barrett Richard S., ed. Fair employment strategies in human resource management. Westport, Conn: Quorum Books, 1996.

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24

Fair Game?: The Use of Standardized Admissions Tests in Higher Education. RoutledgeFalmer, 2002.

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25

Fair Game?: The Use of Standardized Admissions Tests in Higher Education. RoutledgeFalmer, 2002.

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26

Olson, Kristi A. The Solidarity Solution. Oxford University Press, 2020. http://dx.doi.org/10.1093/oso/9780190907457.001.0001.

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What is a fair income distribution? The empirical literature seems to assume that equal income would be fair, but the equal income answer faces two objections. First, equal income is likely to be inefficient. This book sets aside efficiency concerns as a downstream consideration; it seeks to identify a fair distribution. The second objection—pointed out by both leftist political philosopher G. A. Cohen and conservative economist Milton Friedman—is that equal income is unfair to the hardworking. Measuring labor burdens in order to adjust income shares, however, is no easy task. Some philosophers and economists attempt to sidestep the measurement problem by invoking the envy test. Yet a distribution in which no one prefers someone else’s circumstances to her own, as the envy test requires, is unlikely to exist—and, even if it does exist, the normative connection between the envy test and fairness has not been established. The Solidarity Solution provides a novel answer: when someone claims that her situation should be improved at someone else’s expense, she must be able to give a reason that cannot be rejected by a free and equal individual who regards everyone else as the same. Part I develops the solidarity solution and shows that rigorous distributive implications can be derived from a relational ideal. Part II uses the solidarity solution to critique the competing theories of Ronald Dworkin, Philippe Van Parijs, and Marc Fleurbaey. Finally, part III identifies insights for the gender wage gap and taxation.
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27

Allan, Bacon, ed. Principles for fair student assessment practices for education in Canada. Edmonton, Alta: Joint Advisory Committee, 1993.

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28

Singh, Parminder J., John M. O’Donnell, and Richard E. Field. Hip arthroscopy: assessment, investigations, and interventions. Oxford University Press, 2011. http://dx.doi.org/10.1093/med/9780199550647.003.007018.

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♦ Learning objectives:• Understand hip arthroscopic anatomy• Awareness of indications and contraindications for hip arthroscopy• Understand what femoroacetabular impingement (FAI) is, and how to investigate and treat this condition♦ Assessment: FADIR and FABER tests♦ Investigations: plain x-ray, magnetic resonance imaging/arthroscopy, computed tomography scan in Pritchard O’Donnell (POD) position♦ Interventions: central and peripheral compartments, periarticular space, lateral compartment, FAI correction—cam, pincer, or combined.
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29

Fair Isn't Always Equal: Assessing and Grading in the Differentiated Classroom. Portland, Me: Stenhouse, 2006.

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30

Basu, Sanjay. Value. Edited by Sanjay Basu. Oxford University Press, 2017. http://dx.doi.org/10.1093/med/9780190667924.003.0002.

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This chapter seeks to answer the question: how much should we pay for a public health program? We often have to decide how to allocate funds to different public health programs or decide whether a new medical test or treatment is worth the cost. How can we make such decisions fairly? The author first works through some examples of commonly used decision trees to make these judgments in a rigorous and fair way. Some decision trees are used to solve value of information problems, which are used to perform cost-benefit analysis to determine whether we want to pay for a new service, test, or treatment if we are focused on lowering the costs of operations. The reader will then understand how to perform cost-effectiveness analysis to identify under what circumstances a more expensive new service, test, or treatment might be worth the cost because it meaningfully improves health outcomes.
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31

Prairie County Fair: A Change of Heart/After the Harvest/A Test of Faith/Goodie, Goodie (Inspirational Romance Collection). Barbour Publishing, Inc, 2002.

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32

Coleman, Lynn A., Christine Lynxwiler, Freda Chrisman, and Tamela Hancock Murray. Prairie County Fair: A Change of Heart/After the Harvest/A Test of Faith/Goodie, Goodie (Inspirational Romance Collection). Barbour Publishing, Incorporated, 2002.

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33

Study guide with practice tests: [to accompany] Principles of economics, Karl E. Case, Ray C. Fair. Prentice Hall, 1989.

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34

Bevan, Miranda, and David Ormerod. Reforming the Law of Unfitness to Plead in England and Wales. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198788478.003.0004.

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This chapter reviews the legal framework in England and Wales for dealing with defendants in criminal trials who are ‘unfit to plead’, and considers efforts to reform the legal test and procedures. The chapter offers a critique of the present law governing fitness to plead and its failure to reflect modern-day trial processes and psychiatric understanding. It examines law reform proposals made over recent decades and how these have failed to produce significant development in the common law. It focuses in particular on the Law Commission’s recent report and draft Bill in 2016. That report seeks to provide a fair and effective process for those who are unable to participate effectively in their criminal trial and to ensure that defendants’ rights are respected.
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35

Pierre, Schmitt. 7 Immunity, 7.8 Western European Union v Siedler, Belgian Court of Cassation, 21 December 2009. Oxford University Press, 2016. http://dx.doi.org/10.1093/law/9780198743620.003.0047.

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In this decision, the Belgian Court of Cassation adopted a far-reaching interpretation of the Waite and Kennedy jurisprudence of the European Court of Human Rights and its ‘reasonable alternative means’ test to assess if the immunity of an international organization was permissible with regard to the protection of ECHR rights. Not only did the Court of Cassation verify the existence of an internal dispute-settlement mechanism within the WEU—the internal appeals commission—but it also examined its quality with regard to fair trail requirements. Pursuant this check, the Court considered that the commission was not sufficiently independent and consequently rejected the immunity of the organization. Moreover, the Court ruled that, in case of rejection of immunity, the internal law of the organization was to be applied to the dispute, as opposed to domestic law.
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36

Briggs, Andrew, Hans Halvorson, and Andrew Steane. Learning from the Bible. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198808282.003.0019.

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Some of the difficulties of handling the Bible are discussed. These involve correctly discerning the genre of each part, the questions to which any given text is addressed, the limited knowledge of the writers, for example about natural phenomena, and moral objections. Such issues are handled by bringing to bear what wisdom we can, as a community of readers. It is merely correct to admit that the literary genre is varied and includes polemic and storytelling alongside history, sometimes woven together. When remarkable events are recounted, it is proper to bring science and archeology to bear, and aim to be fair to the text. The history of violence should be handled even more carefully, so as not to promote attitudes that lead to violence in the present. This can be done through careful reflection which foregrounds issues of fairness, and how injustice is properly opposed.
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37

Wijdicks, Eelco F. M. Critics and Brain Death. Oxford University Press, 2017. http://dx.doi.org/10.1093/med/9780190662493.003.0005.

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Matters of life and death—and the physician’s role—invite criticisms and alternate interpretations. Commentaries against the clinical diagnosis of brain death or the concept of brain death have shifted their focus. These range from criticisms of the Harvard Committee (alleging conflict of interest, as shown by the presence of transplant physicians), to clinical examination (alleging injury with the apnea test), to critiques of the total brain necrosis criteria (alleging intact pituitary and hypothalamic function), to critiques on the difficulty of support (alleging long-term support in pregnant “brain-dead” women and children) and, most recently, to critiques on irreversibility (alleging possible recoveries). Philosophical arguments may reach the bedside, which may become consequential. In this chapter, a fair assessment of these criticisms, particularly those regarding determination of brain death, is provided, followed by a rebuttal. Practitioners should be aware of the existing body of literature analyzed herein.
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38

Hardy, Thomas, and Pamela Dalziel. The Mayor of Casterbridge. Edited by Dale Kramer. Oxford University Press, 2008. http://dx.doi.org/10.1093/owc/9780199537037.001.0001.

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‘The woman is no good to me. Who’ll have her?’ Michael Henchard is an out-of-work hay-trusser who gets drunk at a local fair and impulsively sells his wife Susan and baby daughter. Eighteen years later Susan and her daughter seek him out, only to discover that he has become the most prominent man in Casterbridge. Henchard attempts to make amends for his youthful misdeeds but his unchanged impulsiveness clouds his relationships in love as well as his fortunes in business. Although Henchard is fated to be a modern-day tragic hero, unable to survive in the new commercial world, his story is also a journey towards love. This edition is the only critically established text of the novel, based on a comprehensive study of the manuscript and Hardy's extensive revisions.
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39

Katia, Yannaca-Small, ed. Arbitration Under International Investment Agreements. Oxford University Press, 2018. http://dx.doi.org/10.1093/law/9780198758082.001.0001.

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Investor-state arbitration is a form of dispute settlement that allows foreign investors the opportunity to seek compensation for damages or discriminatory practices, most of which arise out of breaches of treaty obligations by the governments of host countries. With a high level of public interest involved in these cases, the awards of these tribunals are subject to much scrutiny and debate. As a result, up-to-date knowledge of the key topics of investment arbitration is integral for those practicing in the field, especially given the rapid development of international investment law. This book describes the most important procedural and substantive aspects of investment arbitration in a practical and accessible manner. Covering all procedural stages of investor-state arbitration, the text provides a broad overview of the key topics including the role of precedent, counterclaims, third party funding, bi-trifurcation, burden of proof regarding jurisdiction, attribution, breach of treaty and contract claims, fair and equitable treatment, indirect expropriation, and culminates in the enforcement of investment awards. The text also describes the conflicts and challenges facing arbitrators from a practical perspective, providing a comprehensive insight into investor-state arbitration.
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40

Howcroft, Sharalyn D. A Textual and Archival Reexamination of Lucy Mack Smith’s History. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190274375.003.0011.

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Previous scholarly treatment of the history of Lucy Mack Smith has explained the work of Martha and Howard Coray in editing and compiling it. In “A Textual and Archival Reexamination of Lucy Mack Smith’s History,” Sharalyn D. Howcroft applies the archival principle of fonds to the history by reconstructing the original order of the rough manuscript inscribed by Martha Coray, shedding light on the history’s composition methodology and on its extant and non-extant manuscripts. Handwriting in the rough manuscript indicates Martha inscribed roughly half of the history before her husband Howard began editing it. The lack of textual indicators for dictated text suggest the rough manuscript is largely Martha’s composition, probably based on notes of her interviews with Smith. Howcroft also shows that the rough manuscript and extant fair copy are likely the amalgamation of two separate manuscripts, providing evidence that the history is a work of social publication.
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41

Weston, Maureen A. The Regulation of Doping in U.S. and International Sports. Edited by Michael A. McCann. Oxford University Press, 2017. http://dx.doi.org/10.1093/oxfordhb/9780190465957.013.4.

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This chapter examines the regulation of doping in U.S. professional and amateur sport, as well as the anti-doping regime for Olympic and international sport. Doping is generally defined as the presence, use or attempted use, trafficking, possession, or administration of any prohibited substance or method—as well as evading, refusing, or failing to submit to sample collection; to file whereabouts, information, or missed tests; or to tampering or attempting to tamper with any part of doping control. Doping in sport jeopardizes the health and safety of athletes, undermines the fairness and integrity of sport competition, and is outright cheating. The “war” against doping in sport is truly global, yet the regulatory schemes vary depending on the applicable sport governance authority. Doping in sport can be addressed effectively and fairly by looking at the practical, political, legal, and ethical concerns related to doping, doping control, fair process, privacy, and impact on sport.
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42

Barmash, Pamela. The Laws of Hammurabi. Oxford University Press, 2020. http://dx.doi.org/10.1093/oso/9780197525401.001.0001.

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The Laws of Hammurabi is one of the earliest law codes, dating from the eighteenth century BCE Mesopotamia (ancient Iraq). It is the culmination of a tradition in which scribes would demonstrate their legal flair by composing statutes on a repertoire of traditional cases, articulating what they deemed just and fair. The book describes how the scribe of the Laws of Hammurabi advanced beyond earlier scribes in composing statutes that manifest systematization and implicit legal principles. The scribe inserted the statutes into the structure of a royal inscription, skillfully reshaping the genre. This approach allowed the king to use the law code to demonstrate that Hammurabi had fulfilled the mandate to guarantee justice enjoined upon him by the gods, affirming his authority as king. This tradition of scribal improvisation on a set of traditional cases continued outside of Mesopotamia, influencing biblical law and the law of the Hittite Empire and perhaps shaping Greek and Roman law. The Laws of Hammurabi is also a witness to the start of another stream of intellectual tradition. It became a classic text and the subject of formal commentaries, marking a Copernican revolution in intellectual culture.
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43

Graham, Patricia Albjerg. Schooling America. Oxford University Press, 2005. http://dx.doi.org/10.1093/oso/9780195172225.001.0001.

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In this informative volume, Patricia Graham, one of America's most esteemed historians of education, offers a vibrant history of American education in the last century. Drawing on a wide array of sources, from government reports to colorful anecdotes, Graham skillfully illustrates Americans' changing demands for our schools, and how schools have responded by providing what critics want, though never as completely or as quickly as they would like. In 1900, as waves of immigrants arrived, the American public wanted schools to assimilate students into American life, combining the basics of English and arithmetic with emphasis on patriotism, hard work, fair play, and honesty. In the 1920s, the focus shifted from schools serving a national need to serving individual needs; education was to help children adjust to life. By 1954 the emphasis moved to access, particularly for African-American children to desegregated classrooms, but also access to special programs for the gifted, the poor, the disabled, and non-English speakers. Now Americans want achievement for all, defined as higher test scores. While presenting this intricate history, Graham introduces us to the passionate educators, scholars, and journalists who drove particular agendas, as well as her own family, starting with her immigrant father's first day of school and ending with her own experiences as a teacher. Invaluable background in the ongoing debate on education in the United States, this book offers an insightful look at what the public has sought from its educational institutions, what educators have delivered, and what remains to be done.
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44

Smith, Rhona K. M. International Human Rights Law. Oxford University Press, 2018. http://dx.doi.org/10.1093/he/9780198805212.001.0001.

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International Human Rights Law provides a concise introduction for students new to the subject. Clearly written and broad in scope, this popular text gives a concise introduction to international human rights, including regional systems of protection and the key substantive rights. The author skillfully guides you through the complexities of the subject, making it accessible to those with little or no prior legal and/or international knowledge. Key cases and areas of debate are highlighted throughout, and a wealth of references to cases and further readings are provided at the end of each chapter. The book continues to be relied upon by students worldwide as the first book to turn to for clear and accurate coverage. It discusses the United Nations; the International Bill of Human Rights; the United Nations’ organizational structure; regional protection of human rights; Europe; the Americas; Africa; monitoring, implementing, and enforcing human rights; substantive rights; equality and non-discrimination; the right to life; freedom from torture; cruel, inhuman, and degrading treatment or punishment; the rights to liberty of person; equality before the law; the right to a fair trial; the right to self-determination; freedom of expression; the right to work; the right to education and human rights education; minority rights; and group rights.
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45

Smith, Rhona K. M. International Human Rights Law. Oxford University Press, 2019. http://dx.doi.org/10.1093/he/9780198843672.001.0001.

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International Human Rights Law provides a concise introduction for students new to the subject. Clearly written and broad in scope, this popular text gives a concise introduction to international human rights, including regional systems of protection and the key substantive rights. The author skillfully guides you through the complexities of the subject, making it accessible to those with little or no prior legal and/or international knowledge. Key cases and areas of debate are highlighted throughout, and a wealth of references to cases and further readings are provided at the end of each chapter. The book continues to be relied upon by students worldwide as the first book to turn to for clear and accurate coverage. It discusses the United Nations; the United Nations’ organizational structure; regional protection of human rights; Europe; the Americas; Africa; key treaties and mechanisms for monitoring, implementing, and enforcing human rights; substantive rights; equality and non-discrimination; the right to life; freedom from torture; cruel, inhuman, and degrading treatment or punishment; the rights to liberty of person; equality before the law; the right to a fair trial; the right to self-determination; freedom of expression; the right to work; the right to education and human rights education; minority rights; and group rights.
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46

McCrory Calarco, Jessica. Negotiating Opportunities. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190634438.001.0001.

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Negotiating Opportunities reveals that the middle-class advantage in school is, at least in part, a negotiated advantage. Essentially, this means that middle-class students secure advantages not only by complying with teachers’ expectations but also by requesting (and successfully securing) support in excess of what is fair or required. This book traces that negotiated advantage from its origins at home to its consequences at school. It follows a group of middle-class and working-class students from third to seventh grade and draws on observations and interviews with children, parents, and teachers. The middle-class students learned to negotiate advantages from their parents’ coaching at home. Teachers tended to grant those requests, even when they wanted to say “no.” As a result, middle-class students received the bulk of teachers’ assistance, accommodations, and positive attention. That extra support gave middle-class students advantages over their working-class peers, including more correct answers on tests, more time to complete assignments, more opportunities for creativity, and more recognition for their ideas. The book concludes with a discussion of these findings and their implications for scholars, educators, parents, and policymakers. It argues that teaching working-class students to act like their middle-class peers will not be enough to alleviate inequalities because middle-class families will find new ways to negotiate advantages that keep them one step ahead.
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