McKithen v. Brown: Due Process and Post-Conviction DNA Testing

When the Second Circuit decided McKithen v. Brown, it joined an ever-growing list of courts faced with a difficult and pressing issue of both constitutional and criminal law: is there a federal constitutional right of post-conviction access to evidence for DNA testing? This issue, which sits at the intersection of new forensic technologies and fundamental principles of constitutional due process, has divided the courts. The Second Circuit, wary of reaching a hasty conclusion, remanded McKithen’s case to the district court for consideration. The district court for the Eastern District of New York was asked to decide whether a constitutional right of access to evidence for DNA testing exists both broadly as well as under the defendant’s circumstances. This iBrief concludes that although a due process post-conviction right of access to evidence for DNA testing may exist under some circumstances, it does not exist under current constitutional jurisprudence in McKithen’s case

Constructing employability as higher education practice – a reflective and reflexive account via an examination of my role as Director of the Centre for Excellence for Employability at Sheffield Hallam University, 2005-10

The theme of my context statement (CS) is ‘constructing employability as higher education (HE) practice’. The notion of ‘constructing’ is seen as pivotal. In 2005 employability was an emerging agenda in UK HE, one which many universities were deepening their engagement with. It was, however, a contested one, where scholarship and critique was expanding. For many who were sympathetic to the idea that universities should pay more attention to the notion of employability, a question often posed and encountered was: ‘what is it and how do you do it?’ This was the challenge for the Centre for Excellence for Employability (e3i) at Sheffield Hallam University between 2005-10, and for me in my role of Director of the Centre. In reflecting upon my experiences, and in reviewing my selected public works (PWs), I have found that my actions resulted in the construction of employability as a range of ideas, values, and a set of practices within the context of a specific academic and organisational culture. Employability, via my PWs, is formulated as social and cultural practice within a specific organisational and sectoral context. My roles of academic, educational developer, and Centre Director are explored reflectively and reflexively to re-construct my identity and agency as one of Academic Development Leader. My understanding is that educational developers and academic leaders in universities operate within the complex spaces and discourses constituted by the values and practices of academics as members of disciplinary subject communities, the processes of institutional strategic management, managerial decision-making and formal governance regimes. My reflection upon my PWs has created both a perspective on how to create and embed employability as a learning experience/learning outcome within a HE context, and also a re-appraisal of my identity and agency as an Academic Development Leader, with associated implications for my ongoing practice

Parallelization of the mosaic image alighment algorithm

Thesis (S.B. and M.Eng.)--Massachusetts Institute of Technology, Dept. of Electrical Engineering and Computer Science, 1999.Includes bibliographical references (p. 33).Laughton M. Stanley.S.B.and M.Eng

Henri Temianka Correspondence; (laughton)

https://digitalcommons.chapman.edu/temianka_correspondence/2278/thumbnail.jp

Management of children with cerebral palsy

No Abstract

Henri Temianka Correspondence; (laughton)

https://digitalcommons.chapman.edu/temianka_correspondence/2280/thumbnail.jp

The changing face of home education in New Zealand : motivations and challenges : a thesis presented as partial fulfilment of the requirements for the degree of Master of Education, at Massey University, New Zealand

A lack of research looking into home education in New Zealand was apparent. With this educational option more popular than ever, a need for research in this field was clear. A survey was conducted with 151 home educators within New Zealand to determine who was home educating, what motivates them to do so, and to identify any challenges they may face as a result. In addition to the survey, follow-up interviews were conducted with four of these participants to elaborate on their responses, providing a deeper understanding of the areas of interest. It was found that home educators were mainly female and commonly of New Zealand European descent. On average, they were educating between 1-2 children throughout multiple regions of New Zealand. The most frequent motivation for home educating was the ability to teach at a child’s own pace and tailor to their requirements. Dissatisfaction with teaching in public schools was also common. The biggest challenge home educators faced was financial strain, followed by time management. Three themes were identified in the follow-up interviews regarding motivations for home education. These included: control over child’s education, dissatisfaction with public schooling, and lifestyle factors. Three themes were also identified for challenges home educators faced. These were: judgment from others, financial strain, and lack of government support. Some aspects of who is home educating, motivations for doing so, and challenges faced as a result of this, remain unchanged over the years. Although, there was some evidence of shifts in these areas over the past decade. It is hoped the research will provide a more up to date understanding of home education in New Zealand in the current era. This will be useful for those considering home education, policymakers, teachers, and for the general public