Implementing balanced and restorative justice : victim, offender, community : a guide for law enforcement officers /

This publication is one in a series of guides designed to assist in the statewide promotion of balanced and restorative justice. BARJ is a philosophy of justice that can guide the work of individuals who deal with juvenile offenders, their victims, and the communities in which they live.

Implementing balanced and restorative justice : victim, offender, community : a guide for juvenile detention /

This publication is one in a series of guides designed to assist in the statewide promotion of balanced and restorative justice. BARJ is a philosophy of justice that can guide the work of individuals who deal with juvenile offenders, their victims, and the communities in which they live.

Report of the Special House Committee created pursuant to House Resolution 249, November 1970 : report to the House of Representatives of the 76th General Assembly of the State of Illinois.

Cover title.

[Annual report to the General Assembly on the Illinois Judicial Conference, with recommendations.]

Reports made by the Chief Justice.

A calm inquiry into the Scripture doctrine concerning the person of Christ : to which are annexed a brief review of the controversy between Bishop Horsley and Dr. Priestley and a summary of the various opinions entertained by Christians upon this subject /

Mode of access: Internet.

The works of Jonathan Swift : containing additional letters, tracts, and poems not hitherto published; with notes, and a life of the author /

v.16. Epistolary correspondence. Letters from August 1714, to September 1724.--v.17. Epistolary correspondence. Letters from September 1725 to May 1732.--v.18. Epistolary correspondence. Letters from May 19, 1732, to October 23, 1736.--v.19. Epistolary corresondence. Letters from October 30, 1736, to February 14, 1750. Appendix to the original correspondence between Dean Swift and his friends. Correspondence between Swift and Miss Vanhomrigh. Index.

Charge to the grand jury : delivered March 4, 1834 /

Delivered in the Court of General Sessions.

Observations on several parts of Great Britain, particularly the High-lands of Scotland, relative chiefly to picturesque beauty, made in the year 1776 /

Mode of access: Internet.

The prose works of Jonathan Swift /

Includes index.

The chapters of Coming forth by day : the Egyptian text according to the Theban recension in hieroglyphic edited from numerous papyri, with a translation, vocabulary, etc. /

pt. 1. Egyptian text in hieroglyphics.--pt.2. Vocabulary.--pt. 3. Translation.

The prose works of Jonathan Swift /

First published 1897.

An address to the members of the Cumberland Bar : delivered during the sitting of the Court of Common Pleas, at Portland, June term, 1833 /

"Published at the request of the bar."

The works of John Knox /

Includes indexes.

How can experience in clinical and community settings contribute to early medical education? A BEME systematic review

Review date: Review period January 1992-December 2001. Final analysis July 2004-January 2005. Background and review context: There has been no rigorous systematic review of the outcomes of early exposure to clinical and community settings in medical education. Objectives of review: (1) Identify published empirical evidence of the effects of early experience in medical education, analyse it, and synthesize conclusions from it. (2) Identify the strengths and limitations of the research effort to date, and identify objectives for future research. Search strategy: Ovid search of. BEI, ERIC, Medline, CIATAHL and EMBASE Additional electronic searches of: Psychinfo, Timelit, EBM reviews, SIGLE, and the Cochrane databases. Hand-searches of: Medical Education, Medical Teacher, Academic Medicine, Teaching and Learning in Medicine, Advances in Health Sciences Education, Journal of Educational Psychology. Criteria: Definitions: Experience: Authentic (real as opposed to simulated) human contact in a social or clinical context that enhances learning of health, illness and/or disease, and the role of the health professional. Early: What would traditionally have been regarded as the preclinical phase, usually the first 2 years. Inclusions: All empirical studies (verifiable, observational data) of early experience in the basic education of health professionals, whatever their design or methodology, including papers not in English. Evidence from other health care professions that could be applied to medicine was included. Exclusions: Not empirical; not early; post-basic; simulated rather than 'authentic' experience. Data collection: Careful validation of selection processes. Coding by two reviewers onto an extensively modified version of the standard BEME coding sheet. Accumulation into an Access database. Secondary coding and synthesis of an interpretation. Headline results: A total of 73 studies met the selection criteria and yielded 277 educational outcomes; 116 of those outcomes (from 38 studies) were rated strong and important enough to include in a narrative synthesis of results; 76% of those outcomes were from descriptive studies and 24% from comparative studies. Early experience motivated and satisfied students of the health professions and helped them acclimatize to clinical environments, develop professionally, interact with patients with more confidence and less stress, develop self-reflection and appraisal skill, and develop a professional identity. It strengthened their learning and made it more real and relevant to clinical practice. It helped students learn about the structure and function of the healthcare system, and about preventive care and the role of health professionals. It supported the learning of both biomedical and behavioural/social sciences and helped students acquire communication and basic clinical skills. There were outcomes for beneficiaries other than students, including teachers, patients, populations, organizations and specialties. Early experience increased recruitment to primary care/rural medical practice, though mainly in US studies which introduced it for that specific purpose as part of a complex intervention. Conclusions: Early experience helps medical students socialize to their chosen profession. It. helps them acquire a range of subject matter and makes their learning more real and relevant. It has potential benefits for other stakeholders, notably teachers and patients. It can influence career choices.

Para subsistir dignamente: Alberto Yarini and the search for Cubanidad, 1882-1910

This study looks at the broader transformations in Cuban history through the case study of a single, yet symbolic, man, and proposes a new paradigm for understanding the dynamics of Cuban society and culture. It also examines the implications for Cuba’s aspiring national identity at the turn of the twentieth century, by detailing the interplay between fact and fiction in the story of Alberto Yarini: elite born; well-educated; politically and socially well-connected; powerful; and celebrated Cuban racketeer and chulo (pimp). Yarini was described as vibrant and triumphant at a time when other nation-building forces in Cuba were weak and ambivalent. A century after his dramatic death, Yarini became the quintessential public man in Cuban lore who symbolized a cubanidad (Cuban national identity) not defined in terms of the ideological hegemony of class, race, or gender, and who through his actions dispelled the ambivalence that plagued Cuban nationalism. Using archival documents, contemporary newspaper accounts, court records, memoirs, and published works, this study analyzes the confluence of national events and individual action in the formation of Cuban national identity. It contends that for Cuba, the failure of nation-building experiments resulted in an ambivalent national identity based on failed philosophical and political ideals of equality and prosperity. These ideals played out within the context of the realities of racial discrimination, political dissonance, and class and gender barriers. Instead of a cohesive sense of national character, for Cubans the result was a competing set of identities including a populist version that was defined through identification with antitypes and pseudo-heroes such as Alberto Yarini y Ponce de León (1882-1910), a rising politician and celebrated chulo of the early republic. The telling and retelling of his story has given rise to what has been termed the island nation’s first national myth – one that continues to evolve and grow in the twenty-first century. For many Cubans, the Yarini antitype provided an idealized national identity which in many ways was—and many argue continues to be— the expression of an elusive and ambivalent cubanidad.