Risk assessment and geography teachers: a survey

Recently the issue of health and safety procedures on field trips and school visits has come to the fore, as a result of a series of tragedies involving the deaths of pupils. A review of some of the recent court cases and inquests involving the victims of field trips was undertaken. This indicated that schools and teachers are failing to implement risk assessment procedures which are a requirement of the Management of Health and Safety at Work Regulations 1999. The research focuses on the perceptions and practices of geography teachers as leaders of field trips. A central question is whether or not geography field trips are operating to acceptable safety standards. A questionnaire was constructed which set out to explore a sample of Northern Ireland geography teachers' attitudes to issues of liability and risk assessment. The findings indicate that teachers' compliance with Regulation 3, the requirement to conduct adequate risk assessments is variable, and a small proportion never undertake any risk assessments. The majority of respondents indicated that they had not received any training in conducting risk assessments. The findings raise concerns about the self‐regulation of safety procedures by teachers on field trips.     

A Case Study of a Sport‐for‐Development Programme in Brazil

This article examines the ‘Sport Works’ narrative of sport‐for‐development practitioners of an inter‐organisational sport‐for‐development (SfD) programme utilising rugby to foster positive social transformation in Brazil. In doing so, we address an under‐representation of practitioners who are often seen as subjugated voices in SfD programmes. The paper also addresses an under‐representation of Brazil as a research site in SfD literature. Following several site visits and interviews with practitioners, our data concludes that despite a novel context of Brazil and the alternative values to football offered through the sport of rugby, practitioners and programme managers maintain dominant narratives of social transformation through sport without clear monitoring and evaluation.     

Inter-observer error for area of origin analysis using FARO Zone 3D

In a bloodletting incident, the area of origin (AO) of an impact bloodstain pattern is crucial when establishing the sequence of events. The use of laser scanners and other three-dimensional (3D) technologies to document and analyse bloodstains have been the subject of previous papers, especially where AO analysis is concerned. FARO Zone 3D (FZ3D) is a relatively new software programme that can be used for bloodstain AO analysis. FZ3D requires a greater understanding of inter-observer errors associated with AO. This study looked at the inter-observer variation between 21 examiners when repeatedly calculating the AO six times for a single impact pattern on a plain white wall. An impact rig which consisted of a spring tension arm was positioned and fixed 45 cm from the X wall (right wall), and 45 cm from the Y wall (left wall). This experimental design resembles an impact blow for a bloodletting event. The AO was unknown to all examiners, making it a blind study. The collected results were documented in a Microsoft Excel datasheet and later analysed. From previous literature, a 30 cm acceptable allowance was utilised for AO analysis; however, there is currently no accepted standard error for this type of analysis. The overall total 3D mean error for all examiners was 5.62 cm. The maximum error for any one impact analysis was 24.27 cm. The variation of the data, which was collected by all examiners, was documented as X = 1.14 cm, Y = 1.24 cm, Z = 1.68 cm, and the total 3D error = 2.28 cm. The total 3D error for any one examiner and the variance between examiners did not exceed the 30 cm acceptable allowance utilised in previous literature.     

Implications of the Human Rights Act (1998) for schools

The Human Rights Act 1998 finally came into operation on 2 October 2000 for all jurisdictions of the United Kingdom. The Act, which incorporates the European Convention on Human Rights into the UKs domestic laws, means that it will be unlawful for public authorities, which includes the DfEE and LEAs, to act in a way which is incompatible with the fundamental human rights set out in the Convention (found in Schedule 1 to the HRA). Bodies such as schools and their governing bodies, whose functions are of a public nature, are also covered by the legislation. The articles of the Act which have a particular relevance for schools and education are identified. It is probable that pupils and their legal advisers will invoke the Act in disputes over a wide range of educational issues, for example, bullying, exclusions and suspensions. Some of these issues are examined and where possible existing European human rights case law is cited. It is likely that the HRA will create interesting legal challenges involving schools and education, some of which cannot be anticipated at the moment, and that the Act will cause changes to education laws and schools regulatory procedures .     

The process of change in offender rehabilitation programmes

Abstract

Whilst the overall effectiveness of offender rehabilitation programmes in reducing recidivism is now well established, there has been less discussion of the reasons why rehabilitation programmes may be unsuccessful for some offenders. In this paper we suggest that models of change developed in counselling and psychotherapy may have utility in explaining how offender rehabilitation programmes bring about change, and argue that the dominance of cognitive–behavioural treatments in the rehabilitation field means that those offenders who have particularly low levels of problem awareness may be at increased risk of treatment failure. Understanding more about the mechanisms by which programmes help offenders to desist from offending is likely to lead to the development of more responsive and, ultimately, more effective programmes. Some suggestions for those involved in the delivery of offender rehabilitation programmes include: being mindful of the sequence of components of programmes, the development of preparation (or readiness) programmes and offering a broad suite of programmes to cater for different stages of problem awareness and assimilation among offenders.