Journal articles: 'Witness competency'

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NURCOMBE, BARRY. "The Child as Witness: Competency and Credibility." Journal of the American Academy of Child Psychiatry 25, no. 4 (July 1986): 473–80. http://dx.doi.org/10.1016/s0002-7138(10)60004-0.

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Ronald P. Formisano and Stephen Pickering. "The Christian Nation Debate and Witness Competency." Journal of the Early Republic 29, no. 2 (2009): 219–48. http://dx.doi.org/10.1353/jer.0.0084.

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Hiss, Jehuda, Maya Freund, and Tzipi Kahana. "The forensic expert witness—An issue of competency." Forensic Science International 168, no. 2-3 (May 2007): 89–94. http://dx.doi.org/10.1016/j.forsciint.2006.06.004.

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Bekink, Mildred. "The Testimonial Competence of Children: A Need for Law Reform in South Africa." Potchefstroom Electronic Law Journal 21 (April 11, 2018): 1–32. http://dx.doi.org/10.17159/1727-3781/2018/v21i0a3407.

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Modern-day research studies conducted on the victimisation of children in South Africa show that South African children in particular experience and witness exceptionally high levels of crime and consequently represent a significant portion of the victims and witnesses that have to appear in court to testify about these crimes. In South Africa, as in many other countries, a child is, however, permitted to testify in a criminal court only once the presiding officer is satisfied that the child is competent to be a witness. The competency test, though, presents a critical initial challenge for child witnesses, as it focuses on their ability to answer questions about the concepts of truth and lies. These inquiries can be intimidating and confusing, especially to younger children, and may result in children who would otherwise have been capable of giving evidence being prevented from giving their testimony. Various legal and psychological fraternities have accordingly called for the abolition or amendment of the truth-lie competency requirement. Recent psychological research about the potential of a child to lie has once again raised fundamental questions about the competency inquiry, suggesting that an assessment of children's understanding of truth and lies has no bearing on whether the child will in fact provide truthful evidence in court. These empirical findings precipitated the amendment of competency rules by various countries such as the United Kingdom and Canada. The findings likewise raise serious questions and or doubt about the suitability of the South African competency requirements. The purpose of this paper is to review the current South African position with a view to proposing suggestions for meaningful legal reform.

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McIlwain, Amber S., Danielle Backus, Kristine Marcus, and Jeff Fortner. "GAINING INTERPROFESSIONAL COMPETENCE THROUGH A GERIATRICS CASE CONFERENCE." Innovation in Aging 3, Supplement_1 (November 2019): S151. http://dx.doi.org/10.1093/geroni/igz038.543.

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Abstract There is increased demand to provide health professions students with interprofessional education and practice experience. Interprofessional Case Conferences (ICC) allow students to work in teams to learn about different professions while exploring a topic through the lens of an interprofessional core competency. The goal of this particular ICC was to provide students an experience to witness and discuss team-based, person-centered care for a common geriatric disorder. The case was designed to develop the interprofessional competency of teams and teamwork. Students were divided into teams and observed live vignettes of a care conference involving an 80-year old female admitted to a rehabilitation facility following a hip fracture and replacement. Students witnessed how patients, families, and healthcare providers work together during a stressful time. After each vignette, students discussed questions related to miscommunications, motivations of the different actors involved, and how the healthcare team should respond. In the first offering, 93 students participated, increasing to 150 in the next year. Students completed a post-survey to determine if the session delivered a positive interprofessional experience. The average positive response rate was 92.5% (92-94%, n = 53) in year-1 and 93.5% (90-97%, n = 71) in year-2. By allowing students to witness a simulated live care conference, they had a tangible event to dissect instead of discussing hypotheticals. By discussing a geriatrics case in a rehabilitation setting, students witnessed how numerous healthcare professions coordinate care for a patient and her family, thereby demonstrating competence in teamwork.

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Munro, Fiona M., and Michael T. Carlin. "Witness competency-Truthfulness and reliability assessment: The role of the psychologist." Legal and Criminological Psychology 7, no. 1 (February 2002): 15–23. http://dx.doi.org/10.1348/135532502168351.

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Spaulding, Willis J. "Testamentary competency: Reconciling doctrine with the role of the expert witness." Law and Human Behavior 9, no. 2 (1985): 113–39. http://dx.doi.org/10.1007/bf01067047.

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Perlman, Nitza B., Kristine I. Ericson, Victoria M. Esses, and Barry J. Isaacs. "The developmentally handicapped witness: Competency as a function of question format." Law and Human Behavior 18, no. 2 (1994): 171–87. http://dx.doi.org/10.1007/bf01499014.

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Kurzon, Dennis. "Telling the truth the oath as a test of witness competency." International Journal for the Semiotics of Law 2, no. 1 (February 1989): 49–63. http://dx.doi.org/10.1007/bf01106121.

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Gumber, Rohit, John Devapriam, David Sallah, and Sayeed Khan. "Psychiatrists acting as expert witnesses – are they confident?" Journal of Forensic Practice 16, no. 4 (November 4, 2014): 304–11. http://dx.doi.org/10.1108/jfp-02-2013-0014.

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Purpose – The purpose of this paper is to ascertain the current competencies and training needs for being an expert witness of trainees (CT3, ST4-6) and career grade psychiatrists (consultants and staff grade, associate specialist and specialty doctors) in a UK health and well-being Trust. Design/methodology/approach – This was completed through an online survey, developed by the authors, of all career grade and trainee psychiatrists within the Trust. Findings – Only 9 per cent of respondents reported that they felt they had adequate training to feel competent as an expert witness. Despite low levels of training and confidence, 73 per cent of respondents had written an expert report. As well as shortage of training opportunities for psychiatrics acting as expert witnesses, the findings indicated increasing fear of litigation and lack of direct experience of court proceedings during training. Practical implications – Doctors need to be offered formal training opportunities including simulated training, ideally organised within Trust, Continuing Professional Development (CPD) committees or Education committees. Implementation of the RCPsych report guidance into speciality curricula and CPD opportunities for doctors would ensure a robust curriculum-based delivery of these essential skills. Originality/value – A wealth of guidance is available for expert witnesses, but no previous study had identified the specific training issues and overall confidence in competency to act as an expert witness amongst psychiatrists. It will be valuable to all psychiatrists involved in court work and organisations involved in training psychiatrists, especially in light of recent relevant court cases and removal of expert witness immunity.

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Valenti-Hein, Denise C., and Linda D. Schwartz. "Witness competency in people with mental retardation: Implications for prosecution of sexual abuse." Sexuality and Disability 11, no. 4 (1993): 287–94. http://dx.doi.org/10.1007/bf01102173.

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Perner, Josef. "Children's competency in understanding the role of a witness: truth, lies, and moral ties." Applied Cognitive Psychology 11, no. 7 (December 1997): S21—S35. http://dx.doi.org/10.1002/(sici)1099-0720(199712)11:73.0.co;2-z.

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Dahmen, Stephan. "Constructing the “Competent” Pupil: Optimizing Human Futures Through Testing?" Social Inclusion 9, no. 3 (September 16, 2021): 347–60. http://dx.doi.org/10.17645/si.v9i3.4354.

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In the last decade, the German transition system has witnessed the large‐scale introduction of so‐called “analysis of potentials” (Potenzialanalysen) in secondary compulsory schooling. In most German Länder, 8th graders must participate in a two‐day assessment center which combines psychometric testing with observations of their social and professional competencies in pre‐specified tasks. The programmatic aim of these assessments is to “introduce pupils early to choosing a job” (Bundesministerium für Bildung und Forschung [BMBF], 2017, p. 2) as well as to enhance the propensity of pupils to “take responsibility for their own future” (BMBF, 2017, p. 9). In the context of the German school‐to‐work system, the introduction of these new forms of diagnostics bear witness to a new preventive political rationality that aims at reducing the entry age into upper secondary education, reduce the recourse to so‐called “transition measures” and optimizing transitions into an apprenticeship market that is characterized by structural inequalities and “mismatch” between pupils’ job aspirations and the offers in apprenticeship places. However, little is known on the role of competency testing devices for the construction of further trajectories and aspirations and their role in the reproduction of inequalities in transitions from school to work. Based on an in‐depth analysis of policy documents and competency profiles (the documents handed out to the pupils after undergoing testing), the article reconstructs the political rationale for the introduction of the so‐called Potenzialanalysen. Based on a Foucauldian framework, we show how pupils are constructed as “competent” subjects. We show that competency assessments are part and parcel of a political rationality that aims at the promotion of a specific (future‐oriented, optimized, self‐regulated) relation to one’s own biographical future on the side of the pupils. Our results demonstrate that competency profiles construct the process of choosing a job as an individualized project of the self and that they invisibilize structural barriers and power relations. In doing so, competency assessments potentially contribute to the reproduction of inequalities in post‐secondary education through delegating “cooling out” processes from institutional gatekeepers to the interiority of persons.

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Herbert, William G., and David L. Herbert. "Forces Driving Change in the US Exercise Industry Today." Journal of Clinical Exercise Physiology 6, no. 1 (March 1, 2017): 17–21. http://dx.doi.org/10.31189/2165-6193-6.1.17.

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In this commentary three issues for reader consideration are presented which the author believes have a dominant influence on the health fitness industry today - issues that will continue to markedly influence opportunities and performance expectations for practitioners in the years ahead. While several scholarly and opinion articles are cited, this viewpoint is rooted in the principal author's 45-year experience in developing and evaluating clinical exercise services, competency-based certification, related standards and guidelines for professional organizations, and extensive service as an expert witness in exercise injury litigation. While some influencers have been transitory and short-lasting, others have been persistent and likely to have even greater impact in the future.

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Chung, F. F., and H. E. Liu. "The effectiveness of first-time-mother parent education for infant interaction and sense of parenting competence in Taiwan." European Psychiatry 33, S1 (March 2016): S622. http://dx.doi.org/10.1016/j.eurpsy.2016.01.2328.

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BackgroundThis study is designed to investigate the relationship between first-time-mother postpartum parenting education and its effectiveness on the quality of mother–infant interaction and in turn, sense changes of parenting competence.MethodsEighty-one healthy first-time-mother infant dyads were recruited. The control group (n = 40) received normal postpartum care, being the medical and cultural norms practiced in Taiwan. The experimental group (n = 41) received extra education by way of a 40-minute videotape on infant states, behaviors, communication cues, and a handout about play practices. Data was collected at five time periods: around first week, followed by the first, second, third and sixth month after birth. Assessment scales used for this study were the Chinese Version of the Parenting Sense of Competence Scale (C-PSOC), the Edinburgh Perinatal Depression Scale (EPDS), and the Nursing Child Assessment Teaching Scale (NCATS), in order to score videotaped mother-infant interactions.ResultsThe results of the study between these two groups showed that there was an increase in the quality of mother–infant interaction within the experiential group. In addition, it was found that at the five points of assessment, there were no significant sense changes of parenting competency and no significant differences in postpartum depression. For all subjects, there was a correlation between postpartum depressions, competency in parenting, and quality of mother–infant interaction.ConclusionsStudy results prove that first-time-mothers in Taiwan who are provided extra educations about infant abilities, as well as how to effectively play with babies, are likely to witness an improvement in interactional quality.Disclosure of interestThe authors have not supplied their declaration of competing interest.

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Pramusinta, Yulia. "EFEKTIVITAS PEMBELAJARAN TEMATIK INTEGRATIF BERBASIS MULTIPLE INTELLIGENCE DAN HASIL BELAJAR SISWA PADA TEMA TUMBUHAN DAN HEWAN." At-Thullab : Jurnal Pendidikan Guru Madrasah Ibtidaiyah 2, no. 2 (July 14, 2020): 56. http://dx.doi.org/10.30736/atl.v2i2.210.

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The 2013 curriculum is a competency-based curriculum designed to anticipate 21st century competency needs. In this century, as we can witness together, the ability of creativity and communication will be very important. Intelligence in processing a science is an important thing to do, one of which is to sharpen multiple intelligences in students to produce a maximum student achievement, especially in thematic learning. The purpose of this study was to examine the effect of thematic learning and multiple intelligence on student learning outcomes. This research is an experimental quantitative research, this research was conducted on science class 5 subjects on the theme of plants and animals. The subjects in this study were 25 students. When this research was conducted in January-February 2017. The instrument used for data collection was the questionnaire / questionnaire method. Testing the credibility of the instrument using the instrument validity and reliability test. Data collection procedures in this study used observation, questionnaires / questionnaires and documentation. The data analysis technique of this study uses multiple linear regression analysis. The results showed there was a significant influence between integrative thematic learning and multiple intelligence in improving student learning outcomes.

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Moore, Angela D. "False Memories and Young Child Witnesses." New Criminal Law Review 19, no. 1 (February 1, 2016): 125–39. http://dx.doi.org/10.1525/nclr.2016.19.1.125.

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This article looks at the problems presented by admitting statements made by young children at trial. Over time, presumed chronological thresholds for incompetence have all but disappeared in favor of general rules of competence that are agnostic about the reality of children’s susceptibility to develop false memories. Although the standard of competence requires a witness to understand the burden to tell the truth of what was witnessed, it does not adjust to accommodate the suggestibility of young children and their susceptibility to rumor, which has been shown in numerous studies in the field of developmental psychology. Especially troubling is a common rule that allows leading questions to be asked of children to elicit specific witness statements. Widening the scope of incompetence to react to social science understandings of the reliability of children’s statements poses too high an administrative burden. Instead, expert witnesses and jury instructions—which speak to credibility instead of competence—should be available to address social science findings.

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Greeno, Elizabeth Jane, Lisa Fedina, Berenice Rushovich, Caroline Burry, Debra Linsenmeyer, and Christopher Wirt. "The Impact of a Title IV-E Program on Perceived Practice Skills for Child Welfare Students: A Review of Five MSW Cohorts." Advances in Social Work 18, no. 2 (December 17, 2017): 474–89. http://dx.doi.org/10.18060/21058.

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Title IV-E Education for Public Child Welfare training programs are designed to build knowledge and practice skills among students and current child welfare workers in efforts to build a competent and highly trained workforce. A mixed methods study was conducted to: 1) measure changes in MSW Title IV-E students' perceived confidence to perform skills across 13 practice content areas for public child welfare practice, and 2) to explore students’ perceptions of their competency for child welfare practice. This study also focused on the impact of prior child welfare experiences on perceived child welfare knowledge and skills among Title IV-E students. A total of 224 Title IV-E MSW students over the course of five academic cohorts participated in this study. Surveys were conducted at three time points: pretest, posttest, and retrospective pretest. Twenty focus groups were conducted during the study time period. Findings indicate gains across all practice content areas with the largest gains in areas of working with the courts and conducting assessments. Qualitative findings assessing student's perception of competency to practice in child welfare include themes of students’ preparation to practice post-graduation and differences between the students’ experiences in the IV-E program and what they witness in the field. Specific practice area recommendations include addressing workers’ age and prior experience in Title IV-E seminars and trainings as well the importance of Title IV-E field instructors in helping to prepare students for child welfare practice.

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Mojtahedi, Dara, Maria Ioannou, and Laura Hammond. "Intelligence, Authority and Blame Conformity: Co-witness Influence Is Moderated by the Perceived Competence of the Information Source." Journal of Police and Criminal Psychology 35, no. 4 (December 11, 2019): 422–31. http://dx.doi.org/10.1007/s11896-019-09361-2.

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AbstractPrevious research suggests that co-witness influence is heavily dependent on how eyewitnesses perceive the source of information, with perceived credibility, authority and memory accuracy identified as significant predictors. However, very little research has directly investigated the effects of perceived intelligence on co-witness influence. The present study used confederates to expose participants (N = 182) to misinformation about a witnessed event, prior to collecting their statements. Participants were paired up with a confederate who was presented as either a PhD student (high intelligence), police officer (high authority), neutral (no information provided) or completed the study individually (control). Results found that participants were significantly more likely to blame the wrong person for the crime if it had been suggested to them by a police officer or PhD student. Implications of the findings suggest that the characteristics and perceptions of co-witnesses can moderate the risks of statement contamination.

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Nichols, Lucy. "Medico-legal aspects of cosmetic dentistry." Journal of Patient Safety and Risk Management 23, no. 2 (April 2018): 63–65. http://dx.doi.org/10.1177/2516043518763179.

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Cosmetic dentistry has undergone enormous change over the last 10 years, with a move away from drilling teeth back in order to place veneers to a move towards techniques to orthodontically align and whiten the front teeth. Whilst this is a positive move, it is important that general dentists providing orthodontic treatment work within their competency. Where claims arise, they are made against individual dentists. Key issues to consider in deciding where there may or may not be a claim would include the following: were all the options given, including the most conservative/least destructive, was the patient given an opportunity to see the expected cosmetic outcome before treatment started, were they adequately informed of all risks, and any necessary compromises to the ideal aesthetic outcome, was there adequate case planning recorded in the notes with all pre-operative photographs and X-rays as necessary, where adverse events occur, would it have been reasonable to expect anything to have been done differently, does the patient have unrealistic expectations of what is achievable? When seeking the advice of a dental expert witness, the appropriate expert may need to have experience in cosmetic, restorative and orthodontic treatment, depending on the case.

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Lamb, Michael E. "Children are competent witnesses when competently interviewed." Proceedings of the Annual Convention of the Japanese Psychological Association 72 (September 19, 2008): SL04. http://dx.doi.org/10.4992/pacjpa.72.0_sl04.

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Joseph, Nitin, Thanneermalai Narayanan, Saifuddin bin Zakaria, Abhishek Venugopal Nair, Lavina Belayutham, Aathiya Mihiraa Subramanian, and K. G Gopakumar. "Awareness, attitudes and practices of first aid among school teachers in Mangalore, south India." Journal of Primary Health Care 7, no. 4 (2015): 274. http://dx.doi.org/10.1071/hc15274.

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INTRODUCTION: Circumstances requiring medical attention are common at schools. Teachers are often the first individuals to witness and handle situations requiring first aid and medical emergencies. AIM: To determine awareness, attitudes and practices of school teachers and the facilities available at schools with respect to administration of first aid. METHODS: Data were obtained from 146 teachers in nine schools in Mangalore, India, using a self-administered questionnaire. The schools were also inspected for first aid equipment and facilities. RESULTS: Only 69 (47%) teachers had received first aid training previously. Poor and moderate knowledge of first aid was observed among 19 (13%) and 127 (87%) teachers, respectively. Only eight teachers knew the correct procedure for cardiopulmonary resuscitation. Most teachers 96 (66%) were willing to administer first aid if provided with the required training. A total of 74 teachers reported having practised first aid in response to a situation arising at their school. Wounds (36%) and syncopal attack (23%) were among the commonly encountered situations requiring first aid management at schools. Teachers? confidence level in administering first aid was significantly associated with prior training in first aid (p=0.001). First aid kits were available in only five of the nine schools surveyed. DISCUSSION: The current competency level among teachers in Mangalore to administer first aid is inadequate. Measures need to be taken at schools to ensure initiation of first aid training followed by periodic training for teachers in first aid. KEYWORDS: First aid; health knowledge, attitudes, practice; India; schools

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Cashmore, Judy, and Kay Bussey. "Judicial perceptions of child witness competence." Law and Human Behavior 20, no. 3 (1996): 313–34. http://dx.doi.org/10.1007/bf01499026.

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Waubert de Puiseau, Berenike, Sven Greving, André Aßfalg, and Jochen Musch. "On the importance of considering heterogeneity in witnesses’ competence levels when reconstructing crimes from multiple witness testimonies." Psychological Research 81, no. 5 (November 10, 2016): 947–60. http://dx.doi.org/10.1007/s00426-016-0802-1.

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Lee, Kang, Victoria Talwar, and Nicholas Bala. "The Competency of Children to Testify: Psychological Research Informing Canadian Law Reform." International Journal of Children's Rights 18, no. 1 (2010): 53–77. http://dx.doi.org/10.1163/157181809x458544.

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AbstractThe competency inquiry has traditionally been a critical initial challenge for child witnesses, most of who are called to testify about their own victimization or as witnesses of family violence. In most common law countries children can only testify if they can correctly answer questions about such abstract concepts as the “oath,” the “promise” and “truth.” These inquiries can be confusing to children, and may prevent children who are capable of giving important evidence from testifying. Recent psychological research establishes that the ability of children to answer questions about the meaning of such concepts as “truth” and “promise” is not related to whether they will actually tell the truth, but the act of “promising to tell the truth” increases the likelihood that children will tell the truth. Informed by this research, in 2006 Canada significantly reformed its laws governing the process for determining the competence of child witnesses. The last section of the paper briefly surveys laws that govern the competency of child witnesses in a number of other jurisdictions and offers proposals for reform.

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Saywitz, Karen J., Lynn Snyder, and Rebecca Nathanson. "Facilitating the Communicative Competence of the Child Witness." Applied Developmental Science 3, no. 1 (March 1999): 58–68. http://dx.doi.org/10.1207/s1532480xads0301_7.

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Shcherbakovskiy, M., and D. Kurylenko. "EXPERT WITNESS IN UKRAINIAN LEGAL PROCEEDINGS." Theory and Practice of Forensic Science and Criminalistics 19, no. 1 (June 2, 2019): 142–57. http://dx.doi.org/10.32353/khrife.1.2019.11.

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The concept of Expert Witness is not covered by the procedural legislation of Ukraine, although it has become widespread in research papers of processional scientists. In scientific publications, scholars are fragmentarily considering certain categories of versed persons, formulate the notion of special knowledge that they possess, but the types of specialists, their functions and competence still remain controversial and ambiguously interpreted by lawyers. The purpose of this article is to define the general concept and functional purpose of expert witnesses in any type of legal process, their classification, to clarify expertise structure. This article proves that expert witnesses can have special (non-legal) expertise and expertise in the field of law. The purpose of involving expert witnesses is to assist the authorized participants of the process in the performance of their functions. Expert witnesses include: forensic expert; legal expert; specialist; translator, sign language interpreter, persons testifying on the basis of their expertise; medical examiner, teacher, psychologist, doctor, psychiatrist, auditor; inspectors; experts of the Scientific Advisory Board of the Supreme Court; consultants pre-investigate facilities, screening and forensic facilities and persons according to criminal records. There are two grounds for the classification of expert witnesses in legal proceedings: the first is the direct or indirect way of participation in the proceedings; the second is the degree of legal regulation of the process and results of the activities of expert witnesses. Expert witness in legal proceedings is subject owning expertise (non-legal) in a particular field of human activity or legal knowledge, skills in their application is not a professional participant in the process, is involved directly or indirectly in a procedurally regulated or non-regulated form or at the discretion of an authorized person (body) to assist in the resolution of the tasks of the judiciary and the information and documents provided by him are used as sources of evidence or background information serving grounds for procedural, tactical and organizational decisions.

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Sabatello, Ugo, and Renzo Di Cori. "Note a margine delle denunce a reticolo." MALTRATTAMENTO E ABUSO ALL'INFANZIA, no. 3 (September 2009): 99–118. http://dx.doi.org/10.3280/mal2009-003009.

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- This article aims to analyse the specific characteristics of latticed allegations. This particular sort of allegation, which often involves large numbers of children from a small, restricted community have a number of characteristics which are to be found time and time again and which can render the evaluations of an expert witness extremely complex. Phenomena of mass suggestion and amplification of the episode can, on the one hand, lead to the creation of facts which have never happened but also, on the other, sometimes to the concealment of a very real form of abuse. The authors, after making an exhaustive study of the specific nature of the problems involved, propose a form of detailed investigation which takes into account the particular nature of this type of allegation as well as the cognitive and psychological characteristics of the child. The aim is to help the methodology of the expert witness to acquire a greater epistemological coherence and to guarantee a greater respect for the scientific rules which should form the basis for any medico-legal investigation.Key words: latticed allegations, methodology of expert witness, children's competence, child sexual abuse.Parole chiave: denunce a reticolo, metodologia dell'indagine peritale, competenza del bambino, abuso sessuale infantile.

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Hirst, Michael. "The expert witness and the criminal courts." BJPsych Advances 21, no. 5 (September 2015): 304–6. http://dx.doi.org/10.1192/apt.bp.115.014662.

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SummaryThis piece seeks to complement Professor Rix's article on expert competence and professional misconduct by examining a related issue, namely the increasingly strict approach of the criminal courts to the reception of expert evidence. It considers recent case law, rules of procedure and legislation, and addresses both the admissibility of expert evidence and the duties of expert witnesses.

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Adekunle, Adedeji. "Competence and Child Witnesses under Nigerian Law." Journal of African Law 37, no. 1 (1993): 60–68. http://dx.doi.org/10.1017/s0021855300011128.

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The aspects of child evidence addressed by this article relate first to the age of competence, that is, in what circumstances a court should apply the provisions of sections 154(1) and 182(1) of the Evidence Act to a witness; and secondly, what consequences attach to a wrongful application, or non-application, of these provisions in any proceedings before a court.

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Dyer, C. "Tribunal suspends doctor for acting as expert witness beyond his competence." BMJ 348, jun19 4 (June 19, 2014): g4126. http://dx.doi.org/10.1136/bmj.g4126.

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Gillespie, Colleen, Steve Paik, Tavinder Ark, Sondra Zabar, and Adina Kalet. "Residents' Perceptions of Their Own Professionalism and the Professionalism of Their Learning Environment." Journal of Graduate Medical Education 1, no. 2 (December 1, 2009): 208–15. http://dx.doi.org/10.4300/jgme-d-09-00018.1.

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Abstract Background The competency of professionalism encompasses a range of behaviors in multiple domains. Residency programs are struggling to integrate and effectively assess professionalism. We report results from a survey assessing residents’ perceptions of their professional competence and the professionalism of their learning environment. Methods A survey was developed to assess specific behaviors reflecting professionalism based on the conceptualizations of key accrediting bodies. Residents rated their ability to perform the behaviors and reported the frequency with which they observed their fellow residents failing to perform the behaviors. Eighty-five senior residents in emergency medicine, internal medicine, pediatrics, psychiatry, and surgery specialties completed the survey (response rate = 77%). Differences among domains (and among items within domains) were assessed. Correlations between perceived professionalism and the professionalism of the learning environment were described. Results Cronbach alpha for professionalism competence was .93 and for professionalism in the learning environment it was .86. Residents reported feeling most competent in being accountable (mean score = 51.4%; F = 10.3, p<.001) and in demonstrating respect. Some residents reported having trouble being sensitive to patients (n = 5 to 23). Disrespectful behaviors were the most frequently witnessed professionalism lapse in the learning environment (mean = 41.1%; F = 8.1, p<.001). While serious lapses in professionalism were not witnessed with great frequency in the learning environment, instances of over-representing qualifications were reported. Problems in accountability in the learning environment were negatively associated with residents’ perceived competence. Conclusions Residents reported being able to perform professionally most of the time, especially in terms of accountability and respect. However, disrespect was a feature of the learning environment for many residents and several serious lapses were witnessed by a small number of residents. Accountability in the learning environment may be an important indicator of or influence on residents’ professionalism.

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Coetzee, Kobus, and G. Lippi. "Rape victim assessment: Findings by psychiatrists and psychologists at Weskoppies Hospital." South African Journal of Psychiatry 21, no. 1 (February 1, 2015): 5. http://dx.doi.org/10.4102/sajpsychiatry.v21i1.394.

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Background. A significant increase in rape victim assessment referrals by the courts has been noted in recent years at Weskoppies Hospital. Rape victims are referred by courts to determine: (i) their competency as a witness; (ii) their ability to give consent to sexual acts; (iii) their mental age; and (iv) their level of mental retardation. These evaluations are done by psychologists and psychiatrists at state hospitals. The findings are reported to the courts in a report format.Objectives. To present the findings of the reports compiled by psychologists and psychiatrists on rape victims from 2009 to 2013 as they comment on the court’s referral questions, and compare these findings with similar studies done at other psychiatric institutions.Methods. A total of 108 reports was obtained from the electronic database at Weskoppies Hospital. The findings of the reports were summarised on a datasheet and were categorised according to the referral questions of the courts. Results. In the 68 reports where mention was made of mental age, almost three-quarters found it to be between 4 and 12 years. Intellectual disability was found as the diagnosis in the vast majority of reports. Of these, the most common severity of impairment was moderate (n=22, 21.8%) and moderate to severe (n=21, 20.8%) in nature. Most reports (n=61, 56.6%) found that the rape victims were not able to consent to sexual intercourse. Seventy-one (65.7%) reports stated that victims were not able to testify in court.Conclusion. Most reports stated that victims suffered from intellectual disability and their capacity to testify in court was impaired. More than half of the victims evaluated did not have the capacity to give consent to sexual acts.

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Quansah, E. K. "Competence of a spouse as a witness: some unresolved issues in Botswana." Journal of African Law 42, no. 1 (1998): 80–89. http://dx.doi.org/10.1017/s0021855300010500.

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Marriage as a social institution has been deliberately protectedas a matter of State policy. Such protection manifests itself in a variety of ways, one of which is the subject of this article. In an attempt to protect the sanctity of marriage, a rule evolved under which spouses cannot give evidence against each other in legal proceedings. In the words of that venerable English jurist, Coke, if this were not so “it might be a cause of implacable discord and dissension between the husband and the wife”. The rule shows itself in strange ways both in criminal and civil cases. For example, the law regards spouses as one person and as such they cannot conspire with each other. Although the institution has been on a slippery slope for a long time with the increasing prevalence of “cohabitation” it has shown remarkable resilience and most of the population still partake and support it. The British bequeathed the rules relating to competence of spouses to Botswana some decades ago and these have since been applied in their pristine purity although the legislature left an escape route by which they could be supplemented. It is this route for supplementation which has led to issues that need to be resolved. Some of these are explored in this article, after a brief historical background of the reception of the rules.

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Nawawi, Fikri. "WITNESSES TESTIMONY WHO HAVE NO COMPETENCE IN THE CORRUPTION CRIME." Jurnal Pembaharuan Hukum 5, no. 2 (July 30, 2018): 138. http://dx.doi.org/10.26532/jph.v5i2.3075.

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Calculation of state losses can only be done by a witnesses. Witnesses here are not only witnesses in the field of financial audit but also engineers who will calculate the feasibility of construction of a building in case of corruption was related to the construction field. Witnesses who has the competence docalculating the quantity of a building and the price of a building is a person who has a construction management certification. Description of the Construction Witnesses who have no competence in the matter of corruption, the statement becomes invalid.

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Juraev, Abror, and Tolib Sobirov. "CONTENT BASED INSTRUCTION IN TEACHING TOURISM AND ECONOMICS COURSES." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 1 (May 26, 2017): 208. http://dx.doi.org/10.17770/sie2017vol1.2309.

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Recent years in higher education system of Uzbekistan witnessed deep reforms related with increasing the quality of education, better employment of graduates, improvement of foreign languages competences and strengthening the links in the knowledge triangle. When some universities started offering specialization courses in English or other languages, problem of matching objectives of the courses with the aim of improving English language competence came to agenda. The article depicts the situation at newly created Faculty of Tourism at Bukhara State University and the use of Content-Based Instruction in finding the solution. The new faculty consists of BA and MA degrees in fields related with Tourism, Hospitality, Economics, Fine Arts etc.

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Dyer, C. "Doctor who acted as witness outside his competence was punished too severely, court rules." BMJ 349, no. 14 8 (November 14, 2014): g6852. http://dx.doi.org/10.1136/bmj.g6852.

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Suárez, Carmen Herrero. "Big Data and Antitrust Law." Revista Electrónica de Direito 18, no. 1 (February 28, 2019): 1–22. http://dx.doi.org/10.24840/2182-9845_2019-0001_0004.

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The technological revolution we have witnessed in recent years had led to the appearance of a new term within the framework of the digital economy: Big Data. The rise and consolidation of enterprises with major volumes of production based on business models that involve the gathering and processing of personal data has caused misgivings amongst the competition authorities, and has led to a conflict between defenders of the pro-competitive nature of Big Data and those who take a more sceptical view, who have warned of the possibility that these data policies may be used by companies as a tool for creating, consolidating, and extending their positions of power in the market.

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Hale, Sandra Beatriz, Natalie Martschuk, Uldis Ozolins, and Ludmila Stern. "The effect of interpreting modes on witness credibility assessments." Interpreting. International Journal of Research and Practice in Interpreting 19, no. 1 (May 8, 2017): 69–96. http://dx.doi.org/10.1075/intp.19.1.04hal.

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Research into court interpreting has shown that interpreters can have an impact on the case in many different ways. However, the extent to which this occurs depends on several factors, including the interpreter’s competence, ethics and specialized training in court interpreting, as well as working conditions. One little explored aspect is whether use of consecutive vs. simultaneous interpreting can impact jurors’ perception of a witness or other interpreted party. This paper reports on the results of a large-scale experimental study, with a simulated trial run in different conditions, involving a total of 447 mock jurors. The aim was to identify any differences in the way jurors in Australian courts might assess the evidence of an accused called as a witness, in a monolingual hearing as well as when interpreted consecutively and simultaneously from Spanish to English. Overall, jurors’ recollection of case facts did not differ significantly for the three conditions, though it was lower for consecutive during the afternoon. Jurors also found consecutive more distracting; on the other hand, the consecutive mode was associated with significantly more favourable perception of the accused’s evidence than simultaneous interpreting or monolingual communication. Although jurors found the prosecution to be less convincing when the accused’s evidence was interpreted consecutively compared to the other proceedings, the interpretation mode made no difference to the verdict.

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Callender Smith, Robin. "The Missing Witness? George V, Competence, Compellability and the Criminal Libel Trial of Edward Frederick Mylius." Journal of Legal History 33, no. 2 (August 2012): 209–39. http://dx.doi.org/10.1080/01440365.2012.698886.

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London, Kamala, and Stephen J. Ceci. "Competence, credibility, and reliability of children’s forensic reports: Introduction to special issue on child witness research." Developmental Review 32, no. 3 (September 2012): 161–64. http://dx.doi.org/10.1016/j.dr.2012.06.001.

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Haugaard, Jeffrey J., N. Dickon Reppucci, Jennifer Laird, and Tara Nauful. "Children's definitions of the truth and their competency as witnesses in legal proceedings." Law and Human Behavior 15, no. 3 (1991): 253–71. http://dx.doi.org/10.1007/bf01061712.

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Konyakhina, Liudmila, and Andrey Ivanov. "Musical Competence and Second Language Learning." Nizhny Novgorod Linguistics University Bulletin, no. 54 (June 30, 2021): 149–64. http://dx.doi.org/10.47388/2072-3490/lunn2021-54-2-149-164.

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In recent years, we have witnessed a renewal of interest in the language — music relationship due to the development of cognitive science and the advent of brain imaging methods, such as positron emission tomography, functional magnetic resonance imaging, magnetoencephalography, electroencephalography, and event-related brain potentials, which has led to a number of major discoveries. The relationship between music and language has been examined from many different perspectives. Taken together, these findings indicate that musical competence positively influences some aspects of speech processing, from auditory perception to speech production and may benefit second language acquisition. In this review, we focus on the main results of the current research, discuss several interpretations that may account for the influence of musical competence on speech processing in native and foreign languages, and propose new directions for future research.

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Fiifi Ghartey, Alexander, and Michael William Stockdale. "Statistical evidence and sudden infant death syndrome." University of Cape Coast Law Journal 1, no. 1 (June 1, 2021): 135–48. http://dx.doi.org/10.47963/ucclj.v1i1.228.

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tatistical evidence is one of the prima facie tools used in the courtroom in common law jurisdictions. This paper is a case study aimed at describing the role of expert statistical evidence and how it influenced the outcome of the Sally Clark case.Sally Clark, a solicitor by profession, who was wrongly convicted and imprisoned by the Chester Crown Court in England in 1999 for the alleged murder of her two children. The prosecution’s expert witness Professor Sir Roy Meadow, a consultant paediatrician, claimed in his statistical evidence that “the probability of two sudden infant death syndrome cases (SIDS) in one family matching the profile of the appellant was 1 in 73 million.”Though upon appeal the Court of Appeal (Criminal Division) quashed the appellant’s conviction in 2003, it brought to the fore the application of statistics in the courtroom and its overall impact on the justice system. It is revealed that statistical evidence should not be used to establish the truth of an ultimate issue with scientific certainty. Expert witnesses should not adduce evidence recklessly. The use of any far-reaching statistics as evidence requires the services of experts with competence in medical statistics. The criminal justice system has a huge task of exposing true child abusers. But the socio-economic cost of wrongful conviction of accused parents of SIDS cases is immense. Tragically, Sally Clark never came to terms with her wrongful conviction and in 2007 drank herself to death.

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Zweck, Dean. "The Exordium of the Areopagus Speech, Acts 17.22, 23." New Testament Studies 35, no. 1 (January 1989): 94–103. http://dx.doi.org/10.1017/s0028688500024528.

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Martin Dibelius long ago described the oration on the Areopagus as ‘… a hellenistic speech about the true knowledge of God’. In this paper it will be argued that the exordium of the Areopagus speech clearly conforms to conventions of hellenistic rhetoric in regard to exordia; secondly, that this exordium functions as an introduction to a deliberation on the topic of religion; and finally, that both the exordium and the speech as a whole bear witness to what Frederick Danker has aptly described as the author's ‘broadly ranging rhetorical competence’.

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Marosz, Magdalena. "Professional Competence of an Archivist: Changes that Can Be Expected." Atlanti 27, no. 2 (October 17, 2017): 149–53. http://dx.doi.org/10.33700/2670-451x.27.2.149-153(2017).

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Over the 21st century, the model of professional competence of the archivist will certainly be changing and evolving. Competence, namely is the combination of knowledge and skills which enable the archivist to carry out the assigned tasks efficiently and effectively. These tasks, expected in the perspective of several decades are not quite possible to be predicted today. Undoubtedly now, and in the future even more, we should focus on training the present archivists and educating the future ones in the field of information management, data processing and secure storage of widely understood electronic documentation. So, are we going to witness a gradual evolution of the profession of an archivist towards the information manager, info broker, or a specialist in modern technology? Judging by the changes in the study programs for future archivists, it is highly probable. For the time being, these changes are being introduced quite slowly, at individual universities, but still, they determine a certain direction in education. We should also consider the methodology and standards of dealing with archival resources and the needs in this field, resulting from the changes which are happening now, and the expected ones, caused by the emergence of new techniques and technologies.

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Nugroho, Arif, and Rahima Fitriati. "Flipped Learning Instruction and Pragmatic Competence: A Case of English for Accounting Students." English Learning Innovation 2, no. 1 (February 8, 2021): 1–9. http://dx.doi.org/10.22219/englie.v2i1.14646.

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Twenty-first century English language teaching is the witness of advanced Information and Communication Technology (ICT). Integrating digital technologies in English teaching activities is a prerequisite to enhance learning efficacy and achieve the goal of English communicative competence. Hence, this study examines the impact of flipped learning instruction on pragmatic competence of a group of English for specific purposes students’, i.e. English for Accounting. This pre-experimental study was conducted in ten meetings by involving 36 English for Accounting students of a public university in Surakarta Indonesia as the participants. Drawing on a Discourse Completion Test (DCT) and Focus Group Discussion (FGD), the results portrayed that there was a significant difference between the results of pre-test and post-test on DCT, meaning that the students’ pragmatic competence significantly improved after participating in the flipped learning instruction. An FGD was further conducted to reveal the students’ attitudes about the practice of flipped learning and the results indicated that they positively perceived the implementation of the teaching model in English for Accounting class. These results contribute to offering fruitful insights for teachers and future researchers about the practice of flipped learning instruction in English language teaching, particularly in the context of English for specific purposes. Keywords: English for Accounting, Flipped Learning, Pragmatic Competence

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Tsilmak, O. "THE MAIN BEHAVIORAL MODELS OF PERSONS OF DIFFERENT TYPES OF CHARACTER ACCENTUATION WHEN THEY PROVIDE INACCURATE INFORMATION ABOUT THE CIRCUMSTANCES OF A CRIMINAL OFFENSE AND TACTICS FOR VERIFYING THISINFORMATION." Criminalistics and Forensics, no. 66 (2021): 305–23. http://dx.doi.org/10.33994/kndise.2021.66.24.

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The bodies of preliminary investigation make high demands on the competence of the investigator, one of the important varieties of which is tactical and psychological. The tactical and psychological competence of an investigator is his/her ability to tactically and psychologically competently carry out investigative (search) actions to ensure the effectiveness and efficiency of the pre-trial investigation of a criminal offense. One of the significant and leading skills of the investigator, which condition and determine tactical and psychological competence, is the ability to: 1) collect, verify and evaluate evidence “... to establish circumstances that are important for criminal proceedings …” (clause 2 Article 91 of the Criminal Procedure Code of Ukraine); 2) verify information and data on the circumstances of the criminal offense; 3) establish the objective truth in the circumstances of the criminal offense; 4) determine the typology of the personality (witness, victim, suspect, accused) for the selection of the most effective methods of influence, determination of tactics of actions and tactics, etc. One of the most widespread and empirically investigated personality typologies is the theory of character accentuation by K. Leonhard and A. Lichko. The authors described in sufficient detail the types they identified and demonstrated on specific examples the typical behavioral models for these types. Based on these scientific theories and many years of psychological practice, the author, in the article, discloses the basic behavior models of a person of a certain type of character accentuation, which provides inaccurate information about the circumstances of a criminal offense. As well as his typical emotional and behavioral reactions to a direct indication by the investigator about its unreliability indications. Tactical techniques are proposed for verifying the information provided by persons of various types of character accentuation. It is noted that in the course of investigative (search) actions, to identify and establish the veil of a person's message of false information about the circumstances of a criminal offense, the investigator must pay attention to all signs that may indicate a lie, that is, signs, signals, indicators, behavior patterns, etc. It is emphasized that to verify information regarding the circumstances of a criminal offense, employees of pre-trial investigation bodies and operational units must undergo advanced training in such thematic courses as “Cognition of personality psychology” and “Information verification technology”. This will enhance the efficiency and effectiveness of investigative, operational, and investigational activities and will ensure the quality of preliminary investigation of criminal offenses.

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Maros, Zorica. "III. After the War: The Responsibility and Competence of Academics." Horizons 47, no. 1 (May 18, 2020): 90–99. http://dx.doi.org/10.1017/hor.2020.52.

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Twenty-five years after the end of the war, the political and social scene of Bosnia and Herzegovina is still characterized by the mentality of the 1990s. In recent months, we have witnessed political rhetoric that is very much reminiscent of the time before, at the beginning, and during the war. In the first part of this essay, I will try to present some of the reasons for this situation. In the second part, I will point out the responsibility of intellectuals for such a condition. In this concluding section, I will discuss how we have used our academic resources in an attempt to change the situation and strengthen social responsibility.

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Brown, Deirdre A., and Charlie N. Lewis. "Competence is in the Eye of the Beholder: Perceptions of intellectually disabled child witnesses." International Journal of Disability, Development and Education 60, no. 1 (March 2013): 3–17. http://dx.doi.org/10.1080/1034912x.2013.757132.

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Journal articles on the topic 'Witness competency'

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