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School personnel may become concerned about a student because of his or her aggressive, antisocial behavior (e.g., fighting, explosive temper). For such students, the task is to determine the risk for future violent acts and how to reduce the likelihood of future violence. Borum (2000) has provided guidelines regarding how to conduct a systematic assessment of violence potential in such situations. His approach takes into account the student s past violent acts, the precipitants to those acts, and the protective factors, that is factors that would help the student avoid situations likely to trigger violent actions. Students also may come to the attention of the school psychologist or other school personnel because they make direct or indirect threats to injure others. The term targeted violence is used to refer to situations in which both the potential perpetrator and target(s) are identifiable prior to a violent attack (Vossekuil, Reddy, Fein, Borum, & Modzeleski, 2000). As Borum (2000) notes, a different assessment approach is recommended in situations involving targeted violence. When students make threats to injure others, such threats should be taken seriously (Reddy, Borum, Vossekuil, Fein, Berglund, & Modzeleski, 2001; Mirand v. Board of Education of the City of New York, 1994). A report sponsored by The Federal Bureau of Investigation recommends a multidisciplinary team approach to threat assessment (FBI Academy, 2000). This team might include mental health professionals, school administrators, and law enforcement professionals. In Milligan et al. v. City of Slidell (2000), a federal court ruled that it is permissible for school officials and police to detain and question a student thought to be planning an act of violence at school because the school s interest in deterring school violence outweighs a student s limited Fourth Amendment privacy rights in such situations. The risk factors for targeted violence do not appear to be the same as the risk factors associated with general aggression and violence recidivism among youth (Reddy et al., 2001). Reddy et al. (2001) have outlined a model for evaluating whether a student is on a path toward targeted violence. Their model is based on three principles: (1) targeted violence is a result of an interaction among the student, situation, target, and setting; there is no single type of student prone to such acts; (2) evaluators must make a distinction between a student who makes threats vs. poses a threat; and (3) targeted violence is often the product of an understandable pattern of thinking and behavior. The model involves evaluating the student s behavior and pattern of conduct using information from multiple sources. Information gathering might involve interviewing the student, his or her family, teachers, and friends; and reviewing pupil records. Key questions that guide the threat assessment evaluation include the following: Does the student have ideas about or plans for targeted violence Has the student shown an interest in violence, acts of violence by others, or weapons
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HOW TRAINING MANAGERS CONTROL COSTS Putting Supervisors in Charge of Their Own Budgets Saves Training Costs Issue: How to encourage supervisors to be more selective in choosing external workshops and seminars for staff at a 220-employee government/education organization in the Southwest. The problem is compounded by the fact that management believes that training is the solution to every performance issue. Allowing supervisors to control their own training budgets. The organization has also added staff to manage clerical functions related to education programs. Supervisors are more discriminating in their spending for training programs, an appropriate response in an organization in which training funds are in short supply.
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Property and the law were thus inseparable at this time. Indeed, offences against the person were treated with less severity than offences against property. New capital offences such as forgery coincided with the rise of banking and commerce in such a way as to make clear the connection between the criminal law and economic/class interests. For Hay and his colleagues, however, there was an anomaly in the operation of criminal law during the eighteenth century an anomaly which can be used to demonstrate the sophistication of law as a form of class rule. The anomaly was that despite the huge number of capital offences, and despite a high number of convictions under these offences, the actual number of executions fell during the eighteenth century (ibid.: 22). Most of those sentenced to death were granted a Royal pardon, often as they stood on the gallows awaiting execution they were typically transported to America, and later Australia. For Hay this was part of an ideological strategy on behalf of the aristocracy and the gentry who were, in most cases, those responsible for requesting the pardon to create the image of a ruling class which could show mercy and humility to the offender. In other words, those who were most responsible for the legislation creating capital penalties were also those most inclined to support the pardon for those who broke the law! The target of such mercy was not so much the actual offender but the community at large, many of whom would gather at the gallows to watch the execution. The pardon was a means of winning their support for the ruling class by encouraging their respect and deference for their betters, who by their actions demonstrated their compassion and hence supremacy. The use of law in this fashion was one of the ways in which the ruling class ruled :
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Figure 1.21 Radiation resistance improvement factor. Courtesy of Hansen, R.C. Ef ciency and Matching Tradeoffs for Inductively Loaded Short Antennas. Trans IEEE Vol. COM-23, April 1975a, pp. 430 435.
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The idea behind a marginal risk contribution is very simple: We want to calculate the riskiness of the portfolio, with and without the transaction, and marginal risk contribution would be the difference between the two:
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This is a fundamental relation that in temporal terms states that the error variance is proportional to the power spectral density N0 of the noise and inversely proportional to the integrated square of the derivative of the received code waveform. It is generally more convenient to use an expression for the standard deviation, rather than the variance, of delay error, in terms of the bandwidth of the C=A-code. The following is derived in [126]: 3:444 10 4 stML p : C=N0 WT 3:24
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to those implementing IDEA-Part B. Test and evaluation materials must have been validated for the purpose used, administered by trained personnel, and fair. The evaluation must be comprehensive enough to assess the nature and extent of the handicap and the needed accommodations and services. In interpreting data and in making placement decisions, schools must draw upon information from a variety of sources, establish procedures to ensure that information obtained from all such sources is documented and carefully considered, and ensure that decisions are made by a group of persons, including persons knowledgeable about the child, the evaluation data, and the placement options (34 C.F.R. 104.35). Timelines for the completion of an evaluation and determination of a child s needs are not specified in 504 regulations. OCR has held that although 504 does not specify the time periods permitted at each stage of the process of identification, evaluation, and placement, it is implicit that the various steps in the process will be completed within a reasonable time period (Cobb County [GA] School District, 1992, p. 29). It also has held that it is reasonable to expect schools to complete evaluations under 504 within the same time frame outlined in state guidelines for completion of IDEA evaluations (East Lansing [MI] Public Schools, 1992). Section 504 does not require re-evaluation of the student every three years, only periodic re-evaluation and re-evaluation prior to any significant change in placement (34 C.F.R. 104.35). Courts have ruled that expulsion or long-term suspension (more than 10 days) of a student with a handicap is a change of placement requiring re-evaluation. Free Appropriate Public Education IDEA and Section 504 both require schools to provide a free appropriate public education to each student with handicaps regardless of the nature or severity of the handicap. Appropriate education is defined under 504 as the provision of regular or special education and related aids and services (i) that are designed to meet individual educational needs of handicapped persons as adequately as the needs of nonhandicapped persons are met and (ii) are based on adherence to procedural safeguards outlined in the law (34 C.F.R. 104.33). Thus, under 504, appropriate education is more broadly defined than under IDEA-Part B (34 C.F.R. 300.8), and it can consist of education in regular classes, education in regular class with the use of supplementary services, or special education and related services (see also Lake Washington [WA] School District No. 414, 1985). Section 504, like IDEA, also requires schools to educate, or provide for the education of, each qualified handicapped person in its jurisdiction with persons who are not handicapped to the maximum extent appropri-
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In this chapter we explore the ethical and legal aspects of research in the schools. There are a number of sources of guidance in the conduct of research with human participants. The codes of ethics of both the American Psychological Association (APA) and the National Association of School Psychologists (NASP) include standards for research. In recognition of some of the special problems posed by research with children, the Society for Research in Child Development (SRCD) also developed ethical standards specifically for research with children (SRCD, 1990/1991). Ethical Principles in the Conduct of Research with Human Participants (RHP) (APA, 1982), published by APA, is an older text, but it continues to be a useful resource for identifying and understanding fundamental principles. More recently, APA published Ethics in Research with Human Participants (Sales & Folkman, 2000), a book with chapters contributed by experts in research ethics. topics include moral foundations, planning research, recruitment of participants, informed consent, privacy and confidentiality, and authorship, among others. The National Research Act of 1974 (Pub. L. No. 93-348) outlines federal policies for research with human participants. It is interesting to note that the basic elements of APA s Ethical Principles in the Conduct of Research with Human Participants and federal policies for research with human participants can be traced back to the Nuremberg Code, a judicial summary made at the war trials of Nazi physicians who conducted medical experiments on war prisoners and were indicted for crimes against humanity (Keith-Spiegel, 1983). The National Research Act mandated the formation of the National Commission for the Protection of Human Subjects of Biomedical and Behavioral Science Research. One of the charges to the commission was to identify the basic ethical principles that should underlie the conduct of research involving human subjects; its second charge was to develop guidelines to assure that research involving human participants is conducted in accordance with those principles. In 1979, the commission published The Belmont Report: Ethical Principles and Guidelines for the
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