title: The predictive accuracy of risk factors in the Sexual Violence Risk–20 (Svr-20)

authors: Rettenberger, Martin

subjects: risk assessment

abstract: The Sexual Violence Risk–20 (SVR-20) is the most commonly used structured professional judgment guideline for sexual offender risk assessment and risk management planning. Using a prospective longitudinal research design the authors evaluated the predictive accuracy of the SVR-20, of its subscales, and of the individual items in relation to different recidivism criteria and offender subgroups by analyzing a total sample of 493 sexual offenders released from the Austrian Prison System. Findings indicate good predictive accuracy for the prediction of sexual recidivism for the total sample (area under the receiver operating characteristic curve [AUC] = .72) as well as for the rapist subgroup (n = 221, AUC = .71) and the child molester subsample (n = 249, AUC = .77). However, the results also revealed some inconsistency in the predictive power of the SVR-20 depending on recidivism criterion and offender subgroup. Furthermore, it can be pointed out that the subscales and individual items substantially differ in their association with future sexual and nonsexual violence.

text: The predictive accuracy of risk factors in the Sexual Violence Risk–20 (Svr-20) The Sexual Violence Risk–20 (SVR-20) is the most commonly used structured professional judgment guideline for sexual offender risk assessment and risk management planning. Using a prospective longitudinal research design the authors evaluated the predictive accuracy of the SVR-20, of its subscales, and of the individual items in relation to different recidivism criteria and offender subgroups by analyzing a total sample of 493 sexual offenders released from the Austrian Prison System. Findings indicate good predictive accuracy for the prediction of sexual recidivism for the total sample (area under the receiver operating characteristic curve [AUC] = .72) as well as for the rapist subgroup (n = 221, AUC = .71) and the child molester subsample (n = 249, AUC = .77). However, the results also revealed some inconsistency in the predictive power of the SVR-20 depending on recidivism criterion and offender subgroup. Furthermore, it can be pointed out that the subscales and individual items substantially differ in their association with future sexual and nonsexual violence.

year: 2011-10

title: Research-informed translation of mental strategy teaching materials into isiXhosa

authors: Booi, Tabisa

subjects: mental strategies

abstract: Background: This article critically examines the nature of isiXhosa translations in mathematics learning materials, specifically focusing on the doubling and halving unit within the ‘South African Grade 3 Mental Starters Assessment Project (MSAP): Teacher Guide’. Teaching in home languages is encouraged in the Foundation Phase, but unfamiliar standardised isiXhosa translations in support materials often contain barriers to understanding and/or distortion in meaning.

Aim: The article addresses three questions: (1) To what extent is there fidelity and alignment of the translated isiXhosa materials to the original mathematical meaning? (2) To what extent do the selected terms align with the everyday isiXhosa that learners are accustomed to? (3) What are the implications for future translation of such materials?

Setting: Analysis of the isiXhosa translation of a doubling and halving teaching unit and adapted translation for use in a Grade 3 classroom in the Eastern Cape.

Methods: This qualitative research uses Toury’s Descriptive Translation Studies theory.

Results: The findings highlight several ambiguities and incoherent translations. The article advocates for a comprehensive approach to translation, emphasising the importance of maintaining conceptual fidelity and clarity.

Conclusion: The authors suggest the need for transliteration techniques in translations to support teacher and learner access to mathematical sense-making.

Contribution: This research provides insights for translators of materials and implications for teachers, proposing an approach to translation. In particular, it argues that the involvement of Foundation Phase teachers in the translation of such materials is crucial.

text: Research-informed translation of mental strategy teaching materials into isiXhosa Background: This article critically examines the nature of isiXhosa translations in mathematics learning materials, specifically focusing on the doubling and halving unit within the ‘South African Grade 3 Mental Starters Assessment Project (MSAP): Teacher Guide’. Teaching in home languages is encouraged in the Foundation Phase, but unfamiliar standardised isiXhosa translations in support materials often contain barriers to understanding and/or distortion in meaning.

Aim: The article addresses three questions: (1) To what extent is there fidelity and alignment of the translated isiXhosa materials to the original mathematical meaning? (2) To what extent do the selected terms align with the everyday isiXhosa that learners are accustomed to? (3) What are the implications for future translation of such materials?

Setting: Analysis of the isiXhosa translation of a doubling and halving teaching unit and adapted translation for use in a Grade 3 classroom in the Eastern Cape.

Methods: This qualitative research uses Toury’s Descriptive Translation Studies theory.

Results: The findings highlight several ambiguities and incoherent translations. The article advocates for a comprehensive approach to translation, emphasising the importance of maintaining conceptual fidelity and clarity.

Conclusion: The authors suggest the need for transliteration techniques in translations to support teacher and learner access to mathematical sense-making.

Contribution: This research provides insights for translators of materials and implications for teachers, proposing an approach to translation. In particular, it argues that the involvement of Foundation Phase teachers in the translation of such materials is crucial.

year: 2024

title: New Zealand’s Performance Based Research Funding (PBRF) model undermines Maori research

authors: Roa, Tom

subjects: Performance Based Research Funding

abstract: The Performance Based Research Funding (PBRF) model was instigated in 2002 to increase “the quality of research through peer assessment and performance indicators” in New Zealand (Ministry of Education 2002: 17). It is used to allocate funding between universities, departments and researchers according to the putative quality and quantity of their research outputs over the preceding 6 years. PBRF is expected to incentivise improved research excellence and efficiency, and allow government to invest research funds where greatest returns will result. This is potentially a huge gain for Māori. However, “by changing the conditions of knowledge production, research assessment exercises may also alter the shape and direction of disciplines by diverting and channelling researchers’ intellectual attention and political engagement, influencing what they study, how they do it, and how they report and write” (Middleton 2009: 194). Indeed, universities repeatedly encourage researchers to focus on activities that will improve their PBRF rankings. We believe that an unintended consequence of PBRF is the creation of significant barriers to increasing the volume, scope and quality of environmental research for Māori.

text: New Zealand’s Performance Based Research Funding (PBRF) model undermines Maori research The Performance Based Research Funding (PBRF) model was instigated in 2002 to increase “the quality of research through peer assessment and performance indicators” in New Zealand (Ministry of Education 2002: 17). It is used to allocate funding between universities, departments and researchers according to the putative quality and quantity of their research outputs over the preceding 6 years. PBRF is expected to incentivise improved research excellence and efficiency, and allow government to invest research funds where greatest returns will result. This is potentially a huge gain for Māori. However, “by changing the conditions of knowledge production, research assessment exercises may also alter the shape and direction of disciplines by diverting and channelling researchers’ intellectual attention and political engagement, influencing what they study, how they do it, and how they report and write” (Middleton 2009: 194). Indeed, universities repeatedly encourage researchers to focus on activities that will improve their PBRF rankings. We believe that an unintended consequence of PBRF is the creation of significant barriers to increasing the volume, scope and quality of environmental research for Māori.

year: 2009