The document summarizes 3 case studies handled by Childline 1098 in Warangal, India. Case Study 1 describes the sexual abuse of an 8-year-old mentally impaired girl by 3 teenage boys. The boys were taken into custody and the girl was placed in a children's home. Case Study 2 involves the sexual exploitation and abandonment of a 15-year-old girl by a married farmer. The girl is now 6 months pregnant and living in a women's home. Case Study 3 describes a 16-year-old girl who became pregnant by a man who promised to marry her but later refused. Her family is facing social stigma and pressure to abort the child.
Early child development: Report on case studiesDRIVERS
Case study produced as part of the DRIVERS project. The objective of case studies in areas that are key drivers of health inequities is to identify services, policies or practices that are already in place that have the potential to reduce inequalities in health and its social determinants.
Integration of Child Protection in DRRAshish Damle
- The document discusses natural disasters and their impact on children globally and in Central Asia. It divides natural disasters into three categories: hydro-meteorological, geological, and biological.
- Globally, the number of natural disasters has doubled from 1980 to 2008. Children are particularly vulnerable and make up a large proportion of lives lost.
- Central Asia experiences many natural disasters like earthquakes, floods, landslides, and droughts. In 2009 alone, 189 small to moderate natural disasters occurred in Tajikistan. Kyrgyzstan is considered one of the most seismically dangerous places in Central Asia.
- The training session aims to help
This document provides an introduction to the Terre des hommes Child Protection Psychosocial Training Manual. The manual aims to train animators and child protection staff through modules grouped into three levels: 1) facilitating training, 2) basic concepts for intervention, and 3) animator competencies. Each module explains what the topic is, why it is useful, and how to use it, with accompanying workshops and materials. The introduction explains that the manual was developed for field use and is meant to be used as a practical tool alongside other resources. It provides an overview of the document structure and contents.
Project Against Child Abuse English Version2Melz James
The document discusses child abuse in India, with a focus on the state of Kerala. It defines different types of child abuse and presents statistics on physical, sexual, and emotional abuse of children in India. A 2007 study found that over 50% of children in India experience physical abuse. The document also shares that Kerala has high rates of sexual violence against children as well as suicides among girls aged 15-22. Several case studies of abused children in Kerala are described. The objectives of a proposed project aim to generate awareness of child abuse and provide support for children, parents, and teachers.
This document discusses child abuse case studies, laws, prevention efforts, types of abuse, and the effects of abuse from 1980 to 2010. It covers topics like preventing and treating abuse, referrals, and laws related to protecting children from harm.
This document provides information on a seminar about child abuse. It discusses various types of child abuse like physical neglect, emotional neglect, physical abuse, and sexual abuse. It outlines signs and symptoms of each type of abuse, as well as risk factors, theoretical models, management, and prevention strategies. The presentation aims to educate about recognizing, assessing, and intervening in cases of child maltreatment.
The document summarizes 3 case studies handled by Childline 1098 in Warangal, India. Case Study 1 describes the sexual abuse of an 8-year-old mentally impaired girl by 3 teenage boys. The boys were taken into custody and the girl was placed in a children's home. Case Study 2 involves the sexual exploitation and abandonment of a 15-year-old girl by a married farmer. The girl is now 6 months pregnant and living in a women's home. Case Study 3 describes a 16-year-old girl who became pregnant by a man who promised to marry her but later refused. Her family is facing social stigma and pressure to abort the child.
Early child development: Report on case studiesDRIVERS
Case study produced as part of the DRIVERS project. The objective of case studies in areas that are key drivers of health inequities is to identify services, policies or practices that are already in place that have the potential to reduce inequalities in health and its social determinants.
Integration of Child Protection in DRRAshish Damle
- The document discusses natural disasters and their impact on children globally and in Central Asia. It divides natural disasters into three categories: hydro-meteorological, geological, and biological.
- Globally, the number of natural disasters has doubled from 1980 to 2008. Children are particularly vulnerable and make up a large proportion of lives lost.
- Central Asia experiences many natural disasters like earthquakes, floods, landslides, and droughts. In 2009 alone, 189 small to moderate natural disasters occurred in Tajikistan. Kyrgyzstan is considered one of the most seismically dangerous places in Central Asia.
- The training session aims to help
This document provides an introduction to the Terre des hommes Child Protection Psychosocial Training Manual. The manual aims to train animators and child protection staff through modules grouped into three levels: 1) facilitating training, 2) basic concepts for intervention, and 3) animator competencies. Each module explains what the topic is, why it is useful, and how to use it, with accompanying workshops and materials. The introduction explains that the manual was developed for field use and is meant to be used as a practical tool alongside other resources. It provides an overview of the document structure and contents.
Project Against Child Abuse English Version2Melz James
The document discusses child abuse in India, with a focus on the state of Kerala. It defines different types of child abuse and presents statistics on physical, sexual, and emotional abuse of children in India. A 2007 study found that over 50% of children in India experience physical abuse. The document also shares that Kerala has high rates of sexual violence against children as well as suicides among girls aged 15-22. Several case studies of abused children in Kerala are described. The objectives of a proposed project aim to generate awareness of child abuse and provide support for children, parents, and teachers.
This document discusses child abuse case studies, laws, prevention efforts, types of abuse, and the effects of abuse from 1980 to 2010. It covers topics like preventing and treating abuse, referrals, and laws related to protecting children from harm.
This document provides information on a seminar about child abuse. It discusses various types of child abuse like physical neglect, emotional neglect, physical abuse, and sexual abuse. It outlines signs and symptoms of each type of abuse, as well as risk factors, theoretical models, management, and prevention strategies. The presentation aims to educate about recognizing, assessing, and intervening in cases of child maltreatment.
Experiential Learning around Court Skills in Child Protection Cases: A key Pa...BASPCAN
This document discusses the importance of experiential learning to prepare social work students for challenges in child protection cases. It describes a role play activity where students take part in a simulated courtroom, giving evidence in a care proceedings case. The benefits are that students gain confidence, a sense of their professional identity, and learn how to robustly argue a case while remaining balanced and compassionate. Student feedback found it a useful insight into the court process and what is expected of social workers.
Presentation at HEA Social Sciences learning and teaching summit 'Engaging legal education'.
As part of the Higher Education Academy’s commitment to support strategic development within disciplines, this summit event provided the opportunity to bring together an expert audience to discuss and plan actions on a key area of our work.
This presentation forms part of a blog post which can be accessed via: http://bit.ly/1iv2kYu
For further details of HEA Social Sciences work relating to 'Supporting the future of legal education' please see http://bit.ly/1ezsxUf
The document is a curriculum vitae for a lawyer named K.W.Vishva ShathyaVaruni. It summarizes their career history working as a lawyer since 2014, providing legal advice and representing clients in court. It also lists their education, skills, and qualifications including graduating from Sri Lanka Law College in 2014 and computer skills.
This document provides guidance for judges and attorneys volunteering as scorers for the 2023-24 California Mock Trial competition. It includes scripts for presiding judges to use during the pretrial motion and trial portions of the competition, as well as summaries of the procedures for these sections. It also excerpts some important rules from the competition rulebook, such as those regarding team composition, the code of ethical conduct, and copyright/plagiarism. The goal is to create a positive learning experience for student participants through fair judging and scoring according to the provided criteria.
The Simulated Client Initiative (SCI) trains standardized clients or simulated clients (SCs) to assess law student interviewing skills. SCs are trained over multiple days to role play client scenarios consistently. They provide validity and reliability in assessment comparable to law teachers. The SCI now operates at several universities. Research shows clients value empathy, respect and being listened to by lawyers. However, studies find experienced lawyers are no better than trainees at client communication. The SCI could challenge legal education approaches and implications were discussed for Osgoode Hall Law School.
- The internship objective was to research training best practices for those who investigate and serve on hearing boards for sexual misconduct cases.
- The presenter reviewed recommendations from government reports and interviewed administrators from various universities.
- Recommendations included providing materials on consent and misconduct, using role-plays and case studies to allow participants to practice skills, and potentially sending investigators for additional training. Expanding training to include expert speakers and assessments was also suggested.
- Looking forward, new pilot programs and legislation may impact future training standards and models.
The document provides information about the Legal Practice Course (LL.M LPC) offered by The College of Law. The LL.M LPC is a masters-level qualification that allows students to specialize in either international or domestic legal practice. It covers core practice areas and offers a wide range of electives. Students can study full-time, part-time, or online. The College of Law aims to help students improve their employability through resources like its Employability Service and pro bono opportunities.
This document discusses legal education assessment around the world. It covers 4 key themes: 1) challenging conventional teaching and assessment, 2) adapting client-centered assessment from other disciplines through standardized clients, 3) learning from other jurisdictions that use digital simulations for assessment, and 4) the potential for extreme law schooling with a problem-based learning curriculum integrated with online learning and immersive, integrative assessments. Standardized clients and digital simulations provide reliable, valid, and cost-effective forms of assessment that better prepare students for legal practice.
The Enrichery Career Accelerator Summer Program consists of professional development training and a 4-week internship placement. Students take assessments to identify their strengths and interests, and learn resume and interview skills. They complete a capstone project during their internship at a partner organization in their chosen field. Prior students interned at medical, government, and engineering organizations. The program aims to help students explore career options and gain work experience early in their careers.
The document outlines the different qualifications, training, and roles of solicitors and barristers in the UK legal system. Solicitors usually deal directly with clients, while barristers specialize in advocacy work and represent clients in court. The training process for both careers involves obtaining a law degree or other qualifications, completing vocational courses, and undertaking practical training periods like the training contract or pupillage.
Lessons learned from the Aged Care Royal Commission Interim Report JFM LAW
The Disability Royal Commission is a response to evidence that people with disability are more likely to experience violence, abuse, neglect and exploitation than people without disability
This document provides information about Brunel Law School. It discusses the various career options for law graduates such as solicitor, barrister, legal executive, and in-house counsel. It outlines the key skills developed through a law degree such as analytical thinking, communication, and attention to detail. Brunel Law School offers respected law programs with real-world experience mixed with academic learning. It has an established placement program and opportunities for extracurricular activities. Students have access to facilities, libraries, and student support throughout their studies.
Liz Smart Turning Threats Into Opportunities. Learning and Teaching Exchange ...SHU_IPD
Liz Smart, Law
How legal aid cuts and government target-setting has paved the way for the expansion of clinical legal education, with a focus on the Sheffield Combined Court Help Desk, and clinical legal provision at SHU: "Hallam Law" with "Hallam Justice" to be launched in September 2014.
How legal aid cuts and government target-setting has paved the way for the expansion of clinical legal education, with a focus on the Sheffield Combined Court Help Desk, and clinical legal provision at SHU: "Hallam Law" with "Hallam Justice" to be launched in September 2014
Simulated Clients – How the experiences of medical professional education can...Nigel Hudson
The document discusses using simulated clients to assess law students' client-facing skills. It makes three key points:
1. Medical education increasingly uses standardized patients to reliably and validly assess clinical skills, addressing flaws in prior oral exams. The legal field could similarly employ simulated clients.
2. A 2000 study found many real clients disliked lawyers' lack of listening, empathy, and respect. Clients valued fair treatment and the problem-solving process over results.
3. A pilot at Strathclyde University found simulated clients could reliably and validly assess interviewing skills, and Nottingham Law School aims to create a simulated client unit to formatively and summatively assess students in a cost-effective
Preparing to Testify About Mobile Device EvidenceCellebrite
Taking a judge and jury through your investigative process, and why mobile evidence is relevant to your case, is only half of testimony. You should also be prepared to testify about the tools and methods you used, and to address any challenges to your process. This session will tell you what you need to know about mobile forensic extraction, analysis and interpretation; how to deal with questions about vendors’ proprietary methods; and specific challenges around mobile evidence authenticity and admissibility.
A2 Understanding victims' needs: assessment, quality standards and integratio...VSE 2016
(Rhiannon Evans, Supporting Justice, CIC)
At a critical point in the development and delivery of services to victims across Europe the next step is ensuring that victim services are more integrated including greater cooperation across borders. Assessing victims needs is a crucial part of the EU directive. In order that victims get the services they require there is a clear need for high quality standards to which all can adhere to.
This workshop will look at how we assess victims needs and how we monitor effective standards in service delivery. Then taking the concept further how do we ensure that victims get a consistent service across the EU.
The workshop will be designed and delivered using the expertise and experience of Supporting Justice colleagues. In particular, we will draw on our knowledge and experience of working with victims and witnesses in England and Wales, survivors of the conflict / troubles in Northern Ireland and victims in the United States to promote a consistent approach to assessing need and developing quality performance frameworks.
Problem-based learning is a structured, student-led process that begins with a problem as the starting point for learning. It involves students reading a problem aloud, describing the essence of the problem in a few sentences or a title. Students then brainstorm anything potentially relevant to the problem and systematically organize these ideas thematically. Finally, students identify learning outcomes phrased as researchable questions based on the issues organized in the previous stage.
Experiential Learning around Court Skills in Child Protection Cases: A key Pa...BASPCAN
This document discusses the importance of experiential learning to prepare social work students for challenges in child protection cases. It describes a role play activity where students take part in a simulated courtroom, giving evidence in a care proceedings case. The benefits are that students gain confidence, a sense of their professional identity, and learn how to robustly argue a case while remaining balanced and compassionate. Student feedback found it a useful insight into the court process and what is expected of social workers.
Presentation at HEA Social Sciences learning and teaching summit 'Engaging legal education'.
As part of the Higher Education Academy’s commitment to support strategic development within disciplines, this summit event provided the opportunity to bring together an expert audience to discuss and plan actions on a key area of our work.
This presentation forms part of a blog post which can be accessed via: http://bit.ly/1iv2kYu
For further details of HEA Social Sciences work relating to 'Supporting the future of legal education' please see http://bit.ly/1ezsxUf
The document is a curriculum vitae for a lawyer named K.W.Vishva ShathyaVaruni. It summarizes their career history working as a lawyer since 2014, providing legal advice and representing clients in court. It also lists their education, skills, and qualifications including graduating from Sri Lanka Law College in 2014 and computer skills.
This document provides guidance for judges and attorneys volunteering as scorers for the 2023-24 California Mock Trial competition. It includes scripts for presiding judges to use during the pretrial motion and trial portions of the competition, as well as summaries of the procedures for these sections. It also excerpts some important rules from the competition rulebook, such as those regarding team composition, the code of ethical conduct, and copyright/plagiarism. The goal is to create a positive learning experience for student participants through fair judging and scoring according to the provided criteria.
The Simulated Client Initiative (SCI) trains standardized clients or simulated clients (SCs) to assess law student interviewing skills. SCs are trained over multiple days to role play client scenarios consistently. They provide validity and reliability in assessment comparable to law teachers. The SCI now operates at several universities. Research shows clients value empathy, respect and being listened to by lawyers. However, studies find experienced lawyers are no better than trainees at client communication. The SCI could challenge legal education approaches and implications were discussed for Osgoode Hall Law School.
- The internship objective was to research training best practices for those who investigate and serve on hearing boards for sexual misconduct cases.
- The presenter reviewed recommendations from government reports and interviewed administrators from various universities.
- Recommendations included providing materials on consent and misconduct, using role-plays and case studies to allow participants to practice skills, and potentially sending investigators for additional training. Expanding training to include expert speakers and assessments was also suggested.
- Looking forward, new pilot programs and legislation may impact future training standards and models.
The document provides information about the Legal Practice Course (LL.M LPC) offered by The College of Law. The LL.M LPC is a masters-level qualification that allows students to specialize in either international or domestic legal practice. It covers core practice areas and offers a wide range of electives. Students can study full-time, part-time, or online. The College of Law aims to help students improve their employability through resources like its Employability Service and pro bono opportunities.
This document discusses legal education assessment around the world. It covers 4 key themes: 1) challenging conventional teaching and assessment, 2) adapting client-centered assessment from other disciplines through standardized clients, 3) learning from other jurisdictions that use digital simulations for assessment, and 4) the potential for extreme law schooling with a problem-based learning curriculum integrated with online learning and immersive, integrative assessments. Standardized clients and digital simulations provide reliable, valid, and cost-effective forms of assessment that better prepare students for legal practice.
The Enrichery Career Accelerator Summer Program consists of professional development training and a 4-week internship placement. Students take assessments to identify their strengths and interests, and learn resume and interview skills. They complete a capstone project during their internship at a partner organization in their chosen field. Prior students interned at medical, government, and engineering organizations. The program aims to help students explore career options and gain work experience early in their careers.
The document outlines the different qualifications, training, and roles of solicitors and barristers in the UK legal system. Solicitors usually deal directly with clients, while barristers specialize in advocacy work and represent clients in court. The training process for both careers involves obtaining a law degree or other qualifications, completing vocational courses, and undertaking practical training periods like the training contract or pupillage.
Lessons learned from the Aged Care Royal Commission Interim Report JFM LAW
The Disability Royal Commission is a response to evidence that people with disability are more likely to experience violence, abuse, neglect and exploitation than people without disability
This document provides information about Brunel Law School. It discusses the various career options for law graduates such as solicitor, barrister, legal executive, and in-house counsel. It outlines the key skills developed through a law degree such as analytical thinking, communication, and attention to detail. Brunel Law School offers respected law programs with real-world experience mixed with academic learning. It has an established placement program and opportunities for extracurricular activities. Students have access to facilities, libraries, and student support throughout their studies.
Liz Smart Turning Threats Into Opportunities. Learning and Teaching Exchange ...SHU_IPD
Liz Smart, Law
How legal aid cuts and government target-setting has paved the way for the expansion of clinical legal education, with a focus on the Sheffield Combined Court Help Desk, and clinical legal provision at SHU: "Hallam Law" with "Hallam Justice" to be launched in September 2014.
How legal aid cuts and government target-setting has paved the way for the expansion of clinical legal education, with a focus on the Sheffield Combined Court Help Desk, and clinical legal provision at SHU: "Hallam Law" with "Hallam Justice" to be launched in September 2014
Simulated Clients – How the experiences of medical professional education can...Nigel Hudson
The document discusses using simulated clients to assess law students' client-facing skills. It makes three key points:
1. Medical education increasingly uses standardized patients to reliably and validly assess clinical skills, addressing flaws in prior oral exams. The legal field could similarly employ simulated clients.
2. A 2000 study found many real clients disliked lawyers' lack of listening, empathy, and respect. Clients valued fair treatment and the problem-solving process over results.
3. A pilot at Strathclyde University found simulated clients could reliably and validly assess interviewing skills, and Nottingham Law School aims to create a simulated client unit to formatively and summatively assess students in a cost-effective
Preparing to Testify About Mobile Device EvidenceCellebrite
Taking a judge and jury through your investigative process, and why mobile evidence is relevant to your case, is only half of testimony. You should also be prepared to testify about the tools and methods you used, and to address any challenges to your process. This session will tell you what you need to know about mobile forensic extraction, analysis and interpretation; how to deal with questions about vendors’ proprietary methods; and specific challenges around mobile evidence authenticity and admissibility.
A2 Understanding victims' needs: assessment, quality standards and integratio...VSE 2016
(Rhiannon Evans, Supporting Justice, CIC)
At a critical point in the development and delivery of services to victims across Europe the next step is ensuring that victim services are more integrated including greater cooperation across borders. Assessing victims needs is a crucial part of the EU directive. In order that victims get the services they require there is a clear need for high quality standards to which all can adhere to.
This workshop will look at how we assess victims needs and how we monitor effective standards in service delivery. Then taking the concept further how do we ensure that victims get a consistent service across the EU.
The workshop will be designed and delivered using the expertise and experience of Supporting Justice colleagues. In particular, we will draw on our knowledge and experience of working with victims and witnesses in England and Wales, survivors of the conflict / troubles in Northern Ireland and victims in the United States to promote a consistent approach to assessing need and developing quality performance frameworks.
Problem-based learning is a structured, student-led process that begins with a problem as the starting point for learning. It involves students reading a problem aloud, describing the essence of the problem in a few sentences or a title. Students then brainstorm anything potentially relevant to the problem and systematically organize these ideas thematically. Finally, students identify learning outcomes phrased as researchable questions based on the issues organized in the previous stage.
Slides for the presentation given by Victoria Passant, Student Engagement Officer, National Union of Students (NUS), at the National Law Students Forum 2011.
Slides from the presentation by Shamini Ragavan (Newcastle Law School) at the event Assessment and feedback issues for teaching international students in Law on 16 May 2011.
Slides for the presentation given by Jude Carroll at the event Assessment and feedback issues for teaching international students in Law on 16 May 2011.
The document discusses several key issues regarding the use of expert testimony in court:
1) What constitutes expertise and how is it defined in a legal context? Experts must provide objective, unbiased opinions within their expertise but cases show expert opinions can differ substantially.
2) How are expert opinions formed and evaluated, and what factors influence this? Expert opinions are not always robust and transparent, potentially misleading juries.
3) How can expert opinions best be communicated to juries to aid their understanding of complex scientific or technical issues? Effective communication is important as juries must consider expert testimony along with other evidence.
Slides from the presentation given by Liz Campbell and Collette Patterson (The Law Society of Scotland) at the 2010 conference: Moving forward: Legal education in Scotland.
Slides from the presentation given by Dale McFadzean (University of the West of Scotland) at the 2010 conference: Moving forward: Legal education in Scotland.
Slides from the presentation given by Simon Usherwood (University of Surrey) at the joint conference Open Educational Resources in the disciplines in October 2010.
Slides from the presentation given by Paul Maharg (University of Northumbria) at the joint conference Open Educational Resources in the disciplines in October 2010.
Slides from the presentation by Karen Counsell (University of Glamorgan) at the joint conference Open Educational Resources in the disciplines in October 2010.
Slides from the presentation given by
Andrew Agapiou (University of Strathclyde) at the Open Educational Resources in the disciplines: a joint conference in October 2010.
The document discusses how university websites present information about law programs and legal education. It notes that websites often show what universities want students to know rather than the information students want. It also discusses how websites could be improved by providing more consistent and navigable information across institutions, including criteria like teaching hours, assessments, employment outcomes, facilities, and fees. The document concludes that while law program websites have improved with more professional and visual content since 2004, information is still often fragmented and not always up-to-date.
Slides for the presentation by Sara de Freitas (Coventry University) and Paul Maharg (University of Northumbria) at the Learning in Law Annual Conference 2011.
Slides for the presentation by Joanne Clough (University of Northumbria) and Gillian Smith (Nottingham Trent University) at the Learning in Law Annual Conference 2011.
This document outlines a presentation on a programme browser created by James Toner and Marcus Soanes. The presentation covers the theory, context, demonstration, evaluation, and future plans for the browser. It was used by 350 students and 30 staff and generated usage statistics. Next steps may include incorporating additional learning, practice, and curriculum components as well as exploring interest from other schools.
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
हिंदी वर्णमाला पीपीटी, hindi alphabet PPT presentation, hindi varnamala PPT, Hindi Varnamala pdf, हिंदी स्वर, हिंदी व्यंजन, sikhiye hindi varnmala, dr. mulla adam ali, hindi language and literature, hindi alphabet with drawing, hindi alphabet pdf, hindi varnamala for childrens, hindi language, hindi varnamala practice for kids, https://www.drmullaadamali.com
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
Physiology and chemistry of skin and pigmentation, hairs, scalp, lips and nail, Cleansing cream, Lotions, Face powders, Face packs, Lipsticks, Bath products, soaps and baby product,
Preparation and standardization of the following : Tonic, Bleaches, Dentifrices and Mouth washes & Tooth Pastes, Cosmetics for Nails.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
2. Interdisciplinary Training
• Institute of Professional Legal Studies
Queens University Belfast.
• School of Sociology, Social Policy and
Social Work Queens University Belfast.
• Academic years 2007 -2008
• 2008 – 2009.
3. Institute of Professional Legal
Studies
• Vocational Legal Training for barristers
and solicitors.
• Practice and procedure.
• Extensive skills training including
advocacy and case analysis.
4. School of Social Work.
• Degree in Social Work; module in court system and court
skills.
• Develop
• Understanding of the social work role in legal
proceedings
• Knowledge about structure and operation of court
system
• Knowledge of roles of different professionals involved in
legal proceedings
• Skills in presenting written evidence in form of report
• Skills in presenting oral evidence and dealing with corss
examination in court.
5. Interdisciplinary Training
• Fifth Annual Report: The Children Order
Advisory Panel of Northern Ireland highlighted
importance of interdisciplinary training:
• “It is only by an exchange of views, a sharing of
mutual experiences and a realisation of the
problems facing the disparate branches of the
family justice system that we can all benefit from
our shared experiences.”
6. Multi –disciplinary Structure in
Family Justice System.
• Lord Justice Thorpe:
• “ The delivery of a high quality service to
all those who enter the family justice
system, whether as applicants or as
respondents, must depend on informed
collaboration.”
7. Issues at Outset.
• 1. Areas of common interest ?
• 2. Opportunities for skills training?
• 3. Timetabling
• 4. Resources.
8. Issues
• 1. Where will they interact in practice?
Family Law and Criminal Law
• 2. Skills:
• Barristers- advocacy, drafting, case
analysis, role of expert witness.
• Social workers- drafting, court
presentational skills, role of barrister.
9. Template
• 1. Preparation of court reports by trainee
social workers based on analysis of real
life case study.
• 2. Analysis of these reports by trainee
barristers to elicit relevant information and
prepare examination and cross
examination.
10. Template
• 3. Briefing sessions for all trainees.
• 4. Training sessions for all trainees.
• 5. Preparation for court appearance by all.
• 6. Court appearance by all.
11. Training
• 1. Briefing sessions for both groups.
• 2. Training session at Institute of
Professional Legal Studies for Bar
trainees.
• 3. 118 Social Work trainees prepare
professional reports based on case study.
• 4. Completed by 14 December 2007 ( 19
December 2008).
12. Training
• 5. Delivered to the Institute of Professional Legal
Studies on 18 December 2007 ( 22 December
2008). Posted to Bar trainees on same day.
(2007 – 2008 24 Bar trainees: 2008 – 2009 30
Bar trainees. Approximately 4 -5 reports each
Bar trainee.)
• 6. Bar Trainees analyse reports and prepare
questions.
• 7. Staff available by e mail for assistance.
13. Training
• 8. Bar trainees e mail completed questions
to School of Social Work by 4th
January
2008 ( 5th
January 2009).
• 9. Scheme part of assessment for Social
Work trainees.
• 10. Final preparatory session for Bar
trainees on 9th
January 2008 ( 7th
January
2009).
14. Training
• 11. On 10th
and 11th
January 2008 ( 8th
and
9th
January 2009) Bar trainees undertake
examination in chief and cross
examination of Social Work trainees.
15. Benefits of Joint Training for Bar
Trainees
• Questionnaires distributed to Bar Trainees
2008 – 2009.
• 30 distributed: 24 returned.
• 24 trainees agree with concept of
interdisciplinary training.
• 24 trainees found the interdisciplinary
training scheme useful.
16. Benefits of Interdisciplinary Training
• 24 trainees found the analysis of the social
work reports beneficial.
• “Reading the reports was highly beneficial
– there was a lot of information to digest
and scope for cross examination.”
• “Excellent practice.”
• Some trainees stated that they knew more
about the role of the social worker in court
and the significance of the report.
17. Benefits of Interdisciplinary Training
• 24 trainees found drafting questions for
examination in chief and cross
examination in this context beneficial.
18. Benefits of Interdisciplinary Training
• 24 trainees found the advocacy sessions with
other professionals beneficial.
• Trainees found the sessions more realistic than
mock trials. Social Work expert witnesses would
not help in the way colleagues role playing as
witnesses might help.
• “Advocacy exercise beneficial because we got to
experience how strong a professional witness
can be.”
• “More like a real cross examination… beneficial
as witnesses are strangers”.
19. Benefits of Interdisciplinary Training
• 18 trainees found networking with fellow
professional beneficial.
• “Extremely useful and informative to work
with people from other professions.”
• Some trainees stated that they found it
useful to network with students and staff
from other professions.
20. Benefits of Interdisciplinary Training
for Social Work Trainees.
• 1. Better understanding of importance of
producing high quality report for court.
• 2. Practise skills in giving oral evidence in
chief and dealing with cross examination.
• 3. Develop skills in working with legal
professionals.
• 4. More realistic oral examination.
21. Benefits of Interdisciplinary Training
for Social Work Trainees.
• 5. Variation in experiences with different
bar trainees was preparation for different
styles of advocacy.
• 6. Networking helped to reduce perception
that cross examination was a personal
attack.
23. Interdisciplinary Training: Bar
Trainees and GP Trainees.
• Ten GPs
• Twenty Trainee barristers.
• Two Bar trainees assigned to each GP
trainee: one responsible for examination in
chief and one responsible for cross
examination.
24. Issues at Outset
• 1. Areas of common interest ?
• 2. Opportunities for skills training?
• 3. Timetabling
• 4. Resources.
25. Issues
• 1. Where will they interact in practice?
Family Law GPs particularly interested in
Child Protection issues.
• 2. Skills:
• Barristers- advocacy, drafting, case
analysis, role of expert witness.
• GPs - drafting, court presentational skills,
role of barrister.
26. Interdisciplinary Training: Bar
Trainees and GP Trainees.
• 1. 15th
May 2008 IPLS provided GP
trainees with case study focussing on child
protection.
• 2. GP trainees prepared report based on
case study.
• 3. 30th
May 2008 Bar trainees received
reports. Reports analysed and
examination and cross examination
prepared.
27. Interdisciplinary Training: Bar
Trainees and GP Trainees.
• 4. 3rd
June 2008 Preparatory session for
bar trainees.
• 5. 4th
June 2008 GP trainees undertook
training session at Royal courts of Justice
including introduction to court process,
reporting to the court and appearing as
witness.
28. Interdisciplinary Training: Bar
Trainees and GP Trainees.
• 6. 5th
June 2008 Bar trainees undertook
examination in chief and cross
examination of trainees at Royal courts of
Justice. Experienced barristers gave
feedback both written and oral.
29. Benefits for Bar Trainees.
• 1. Analysis of reports.
• 2. Drafting questions for examination in
chief and cross examination.
• 3. Advocacy: greater scope as not linked
to assessment.
• 4. Networking.
30. Benefits for GPs
• 1. Better understanding of court system
• 2. Drafting experience and understanding
of importance of producing high quality
report for court.
• 3. Practise skills in giving oral evidence in
chief and dealing with cross examination.
• 4. Develop skills in working with legal
professionals.
• 5. More realistic oral examination
31. Issues Moving Forward.
• Questionnaires:
• 1. Assessment of Bar trainees as well as
Social Work Trainees.
• 2. Further teaching on report analysis.
• 3. Development of criminal session.
• 4. Trainees want more!