How Jurors Evaluate Fingerprint Evidence: The Relative Importance of Match Language, Method Information, and Error Acknowledgment

Fingerprint examiners use a variety of terms and phrases to describe a finding of a match between a defendant\u27s fingerprints and fingerprint impressions collected from a crime scene. Despite the importance and ubiquity of fingerprint evidence in criminal cases, no prior studies examine how jurors evaluate such evidence. We present two studies examining the impact of different match phrases, method descriptions, and statements about possible examiner error on the weight given to fingerprint identification evidence by laypersons. In both studies, the particular phrase chosen to describe the finding of a match-whether simple and imprecise or detailed and claiming near certainty-had little effect on participants\u27 judgments about the guilt of a suspect. In contrast, the examiner admitting the possibility of error reduced the weight given to the fingerprint evidence-regardless of whether the admission was made during direct or cross-examination. In addition, the examiner providing information about the method used to make fingerprint comparisons reduced the impact of admitting the possibility of error. We found few individual differences in reactions to the fingerprint evidence across a wide range of participant variables, and we found widespread agreement regarding the uniqueness of fingerprints and the reliability of fingerprint identifications. Our results suggest that information about the reliability of fingerprint identifications will have a greater impact on lay interpretations of fingerprint evidence than the specific qualitative or quantitative terms chosen to describe a fingerprint match

Measuring and understanding patterns of change in intervention studies with children: implications for evidence-based practice

Purpose: Comparisons across studies of the effects of intervention are problematic. Such analyses raise both methodological and statistical challenges. A single data set was examined to investigate whether different established approaches to measuring change in children with specific language impairments alter the conclusions that can be drawn regarding the efficacy of an intervention. Methods: Measures of cognitive and language skills were collected at baseline and at six months following an intervention. Reliable and valid psychometric measures were used. Data from the intervention study were used to explore the patterns of results obtained using four different measures of change: change of diagnostic category, differential improvement across assessment measures, item specific changes and predictors of individual change. Results: Associations between different tests purporting to measure similar constructs were modest. The measures identified different children as impaired both at baseline and follow-up. No effect of intervention was evident when a categorical analysis of impairment was used. Both treatment and comparison children changed significantly across time on the majority of measures, providing evidence of development, but specific effects of the intensive intervention were evident using ANCOVAs. Item analysis indicated that one of the standardized language tests adopted in the evaluation was insensitive to change over a six month period. Change in individual children's performance was predicted by language level on entry to the project. Conclusion: The implications of the results are discussed in terms of the range of analytic approaches available to intervention researchers and the need to consider combinations of methods when analysing outcome data. †We would like to thank ICAN, the health trusts involved and the two research officers, Kerry Williams and Belinda Seeff, who collected the data. © 2007 Taylor & Francis Group, LLC

How Jurors Evaluate Fingerprint Evidence: The Relative Importance of Match Language, Method Information, and Error Acknowledgment

Fingerprint examiners use a variety of terms and phrases to describe a finding of a match between a defendant\u27s fingerprints and fingerprint impressions collected from a crime scene. Despite the importance and ubiquity of fingerprint evidence in criminal cases, no prior studies examine how jurors evaluate such evidence. We present two studies examining the impact of different match phrases, method descriptions, and statements about possible examiner error on the weight given to fingerprint identification evidence by laypersons. In both studies, the particular phrase chosen to describe the finding of a match-whether simple and imprecise or detailed and claiming near certainty-had little effect on participants\u27 judgments about the guilt of a suspect. In contrast, the examiner admitting the possibility of error reduced the weight given to the fingerprint evidence-regardless of whether the admission was made during direct or cross-examination. In addition, the examiner providing information about the method used to make fingerprint comparisons reduced the impact of admitting the possibility of error. We found few individual differences in reactions to the fingerprint evidence across a wide range of participant variables, and we found widespread agreement regarding the uniqueness of fingerprints and the reliability of fingerprint identifications. Our results suggest that information about the reliability of fingerprint identifications will have a greater impact on lay interpretations of fingerprint evidence than the specific qualitative or quantitative terms chosen to describe a fingerprint match

The BTWC Protocol: Proposed Complete Text for an Integrated Regime

Ye

Increasing Autism Awareness in Inner-City Churches: A Brief Report

Autism diagnosis rates trail significantly in the African American community. This pre-test post-test pilot study evaluated an African American inner-city church health ambassadors (HAs) autism spectrum disorder (ASD) awareness training session. The participants included 12 HAs who attended the 1 hour training session organized by the National Baptist Convention, USA, Inc. Results of surveys showed higher mean scores post training for (1) HA attitudes about the potential for children to improve with applied behavior analysis therapy; (2) HA self-efficacy for having information about ASD screening materials; (3) strategies HAs could use to help parents/caregivers of children with developmental delays and challenging behaviors; (4) HA confidence in referrals for children with signs of ASD; (5) HA knowledge of measures to take to maximize a child\u27s chance of receiving an ASD evaluation; and (6) HA comfort for talking to parents about children with challenging behaviors. Several of these effects were maintained 3 months later. Findings underscore the usefulness of the intervention for increasing the dissemination of knowledge about ASD and the opportunity to positively affect ASD screening, early intervention, and policy standards applicable to this vulnerable population

The BTWC Protocol: Revised Proposed Complete Text for an Integrated Regime

Ye

The Necessity for Non-Challenge Visits

YesIn the discussions that have taken place over the past six years since the establishment by the Third Review Conference1 in 1991 of the Ad Hoc Group of Governmental Experts,known as VEREX, to identify and examine potential verification measures from a scientific and technical viewpoint, there has been an increasing debate about the role of non-challenge visits in a regime for a strengthened Biological and Toxin Weapons Convention (BTWC). The arguments as to why on-site investigations are an essential and central element to such a strengthened regime were addressed in the Briefing Paper issued2 in July 1997. In this Briefing Paper, the necessity for non-challenge visits is addressed drawing upon the previous VEREX, Ad Hoc Group (AHG), Chemical Weapons Convention (CWC) and United Nations Special Commission (UNSCOM) experience. The advantages and disadvantages of a regime containing non-challenge visits are considered and the conclusion is reached that the advantages far outweigh the disadvantages and that non-challenge visits are an important element which could contribute significantly to the effectiveness of a future legally binding instrument to strengthen the BTWC

A systematic review of pedagogical approaches that can effectively include children with special educational needs in mainstream classrooms with a particular focus on peer group interactive approaches

The broad background to this review is a long history of concepts of special pupils and special education, and a faith in special pedagogical approaches. The rise of inclusive schools and some important critiques of special pedagogy (e.g. Hart, 1996; Norwich and Lewis, 2001; Thomas and Loxley, 2001) have raised the profile of teaching approaches that ordinary teachers can and do use to include children with special educational needs in mainstream classrooms. Inclusive education itself is increasingly conceived as being about the quality of learning and participation that goes on in inclusive schools rather than simplistic matters of where children are place