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This Essay explores the values, limits, and adverse effects of our system of law school examinations. Law school examinations encourage or require students to acquire certain knowledge while measuring a kind of knowledge as well. Importantly, this process occurs within a context of political relationships between law schools, law firms, the legal profession, and the state, as well as between law school administrators, faculty, and students. This system of "power/knowledge"relationships constitutes the law school's basic mechanism of self-regulation or, more generally, a mechanism of social control over legal education. In this era of substantial uncertainty about purposes and methods in legal education, an inquiry into law school examinations and their political contexts is both timely and potentially fruitful. Prior studies have developed important criticisms of law school examinations, but these studies have been partial or limited critiques. These studies have uncritically accepted conventional beliefs about law school practices and have overlooked certain values and disadvantages of the current examination system. This Essay provides a "systemic analysis" and a "total critique" by assessing the structure, contextual relationships, values, and adverse effects of law school examinations. This Essay seeks to improve our understanding of law school exams in three basic ways. First, Part II presents a new interpretation of what the modern law school examination requires and measures of student performance. This interpretation emphasizes the reading and grading methods that are used by most contemporary law professors, the implications of these methods for the thought and writing style of examination writers, and the personal attributes that are required for examination success. Second, Parts III, IV, and V consider the law school examination in context in order to assess the values, limits, and disadvantages of the examination system. This analysis focuses initially on relationships of law school exams with ...

This book addresses current issues related to the development, administration, scoring and usage of public examinations. High-stakes public examinations exert a dominant influence on education systems in Asia, Africa, Europe, Central Asia, the Middle East, and North Africa. They tend to have a major influence on teacher and student behavior, especially at the middle and upper levels of secondary education. The content of past examination papers tends to dictate what is taught and how it is taught and, more important, what is learned and how it is learned. This volume identifies key issues and problems related to examinations in a large number of emerging economies as well as in a number of OECD countries. Examination agencies, many of which have followed the same procedures over decades, can learn from the successes and failures of other systems. By changing aspects of these examinations, especially their content and format, education systems can have a strong positive impact on teacher and student learning, help raise student achievement levels, and better prepare students for tertiary-level education and for employment. The primary target audience for the book is public examination officials in national, regional, and state examination boards. The book should also be of interest to senior educational policy makers concerned with certification and learning achievement standards, for governmental and tertiary agencies responsible for student selection, and for professionals at development agencies.

Examination malpractice is a serious problem waging war against the nation's educational system. It appears all the efforts of the government to arrest this ugly problem, are yet to yield positive results. This paper aims to provide a solution to examination malpractice in our educational system. An N-Type Electronic Examination System (NEES) was designed to correct this problem. The system is made up of three components: the configuration phase, examination phase and the database. The system was able to generate different variants of question sets for a particular subject. Visual Basic was used to implement the design because of its interactiveness and high ability to support database. To the best knowledge of the authors, this method of conducting examination is the first electronic examination system in Nigeria supporting different variants of question sets. Testing the new NEES design with data, the result shows a system that can administer examination effectively.

In an age where knowledge assets play significant roles in the economic development of nations, the patent system has become one of the essential drivers of technological and economic advancement. Thus, the essence of examining inventions is to ensure good quality of patents granted by a patent office and to ensure that such patent applications satisfy the novelty, inventive step, and industrial application criteria. It is standard practice in most countries that patent applications by patentees go through examination processes before they are granted patents. Local patent rules usually guide such examination processes. The Nigerian patent system is not an exception to such practice. However, it suffices to submit only necessary documents for inspection by officials of the Nigerian Patent Registry before a patent is granted. This process of registering patents in Nigeria, which is the depository process of examination, is not thorough compared to the substantive method of examination. The substantive procedure is lacking in the Nigerian patent system. The need for a substantive process of examination in Nigeria is what this article discusses. The article recommends a mix of both the depository and the substantive process of examination in Nigeria, as practised in some countries to issue quality patents that would aid technological and economic growth in the country. The article also concludes that much more needs to be done by the government and policymakers in Nigeria in terms of funds, human resources, and other things to ensure the institution and sustenance of a substantive method of examination of patent applications.

Artykuł przedstawia historię i aktualny stan badań poligraficznych w Rosji przeprowadzanych zarówno przez służby w ramach rekrutacji kandydatów bądź w okresie późniejszym, jak i w sektorze prywatnym. W artykule zaprezentowano w zarysie sylwetki osób najbardziej wpływowych w środowisku rosyjskich poligraferów oraz ich powiązania ze służbami specjalnymi Związku Socjalistycznych Republik Radzieckich, a następnie Federacji Rosyjskiej.

Polygraph examinations in Russia

The article presents the history and current status of polygraph examinations in Russia carried out both by the services as part of the recruitment of candidates or thereafter, and in the private sector. The article outlines profiles of the most influential people in the Russian polygraph community and their ties to the special services of the Union of Soviet Socialist Republics and then the Russian Federation.

What exactly is forensic signature examination? Is the comparison of signatures really a science? How is it done? How can one become trained in this discipline? What are the parameters which guide the expert in reaching an opinion? What effects do health, drugs, or alcohol have on signature skills? Can a signature include obvious differences and still be genuine? At what point do differences become significant? How does an attorney work with an expert in this field? What documents and materials will be needed? How can a document expert explain the details of this work to a jury? How does an at

From the 23rd to 26th of November 2009 in La Palma island, in the Canaries, the Comparative Education Society in Europe (CESE) organized an international symposium entitled PISA under Examination: Changing Knowledge, Changing Tests, and Changing Schools. During four days seventeen leading scholars of Europe and America presented their contributions to debate the different problematiques of the remarkable phenomenon represented by the OECD Programme for International Student Assessment or PISA. PISA is not merely an educational event. It is also a media circus which involves the public rehearsal for reasons for failure or success; and even, in some cases, public and political and academic explanations about why 'failure' was not really that, and why 'success' was not really that either. At the centre of all these indications, we find the growing influence of international agencies on education and schooling which is decisively contributing to a marketisation of the field of education, in the context of an increasingly multilevel and fragmented arena for educational governance based on the formulation, the regulation and the transnational coordination and convergence of policies, buttressed at the same time by the diffusion of persuasive discursive practice. Organized in four sections entitled The Comparative Challenges of the OCDE PISA Programme, PISA and School Knowledge, The Assessment of PISA, School Effectiveness and the Socio-cultural Dimension, PISA and the Immigrant Student Question, and Extreme Visions of PISA: Germany and Finland, the contributions of this book offers a comprehensive approach of all these challenging and significant issues written from different and distinct research and academic traditions

The interest of this study is in how science education may contribute to cultivating democratic citizenship in a globalised world. The drive for joint global action and a mutual sense of responsibility for achieving a sustainable future need to be balanced with consideration for inequalities, accountability and differences in agency among people around the world. This raises questions of what citizens need to know, do, and feel to respond to the contemporary and future needs of a broader humanity. We explore how Martha Nussbaum's notion of world citizenship (1997) may be used to expand the understanding of critical examination of socioscientific controversies in science education. We analyse how groups of upper secondary science students engage in a critical examination of dairy and oat milk production and consumption from multiple perspectives. The study exemplifies how the critical examination of science may be recognised not only as source critique, but also as a way to: critically examine norms, traditions and personal habits; recognise oneself as bound to others by mutual concern for human and environmental wellbeing; imagine pathways to a sustainable future; and make moral judgements on a cow's right to life.