Forensic science evidence in question

How should forensic scientists and other expert witnesses present their evidence in court? What kinds and quality of data can experts properly draw on in formulating their conclusions? In an important recent decision in R. v T1 the Court of Appeal revisited these perennial questions, with the complicating twist that the evidence in question incorporated quantified probabilities, not all of which were based on statistical data. Recalling the sceptical tenor of previous judgments addressing the role of probability in the evaluation of scientific evidence,2 the Court of Appeal in R. v T condemned the expert’s methodology and served notice that it should not be repeated in future, a ruling which rapidly reverberated around the forensic science community causing consternation, and even dismay, amongst many seasoned practitioners.3 At such moments of perceived crisis it is essential to retain a sense of perspective. There is, in fact, much to welcome in the Court of Appeal’s judgment in R. v T, starting with the court’s commendable determination to subject the quality of expert evidence adduced in criminal litigation to searching scrutiny. English courts have not consistently risen to this challenge, sometimes accepting rather too easily the validity of questionable scientific techniques.4 However, the Court of Appeal’s reasoning in R. v T is not always easy to follow, and there are certain passages in the judgment which, taken out of context, might even appear to confirm forensic scientists’ worst fears. This article offers a constructive reading of R. v T, emphasising its positive features whilst rejecting interpretations which threaten, despite the Court of Appeal’s best intentions, to diminish the integrity of scientific evidence adduced in English criminal trials and distort its probative value

The worldwide costs of marine protected areas

Declines in marine harvests, wildlife, and habitats have prompted calls at both the 2002 World Summit on Sustainable Development and the 2003 World Parks Congress for the establishment of a global system of marine protected areas (MPAs). MPAs that restrict fishing and other human activities conserve habitats and populations and, by exporting biomass, may sustain or increase yields of nearby fisheries. Here we provide an estimate of the costs of a global MPA network, based on a survey of the running costs of 83 MPAs worldwide. Annual running costs per unit area spanned six orders of magnitude, and were higher in MPAs that were smaller, closer to coasts, and in high-cost, developed countries. Models extrapolating these findings suggest that a global MPA network meeting the World Parks Congress target of conserving 20–30% of the world’s seas might cost between $5 billion and$19 billion annually to run and would probably create around one million jobs. Although substantial, gross network costs are less than current government expenditures on harmful subsidies to industrial fisheries. They also ignore potential private gains from improved fisheries and tourism and are dwarfed by likely social gains from increasing the sustainability of fisheries and securing vital ecosystem services

Animacy affects the processing of subject–object ambiguities in the second language: Evidence from self-paced reading with German second language learners of Dutch

The results of a self-paced reading study with German second language (L2) learners of Dutch showed that noun animacy affected the learners' on-line commitments when comprehending relative clauses in their L2. Earlier research has found that German L2 learners of Dutch do not show an on-line preference for subject–object word order in temporarily ambiguous relative clauses when no disambiguating material is available prior to the auxiliary verb. We investigated whether manipulating the animacy of the ambiguous noun phrases would push the learners to make an on-line commitment to either a subject- or object-first analysis. Results showed they performed like Dutch native speakers in that their reading times reflected an interaction between topichood and animacy in the on-line assignment of grammatical role

Geometry, kinematics and rates of deformation in a normal fault segment boundary, central Greece

The geometry, kinematics and rates of deformation within a fault segment boundary between the ends of two major active normal fault segments have been investigated through examination of a faulted 126 ka marine terrace. Slip‐vector azimuths defined by striations on the faults indicate N‐S extension on c. E‐W faults, sub‐parallel to those from earthquake focal mechanisms, together with significant and contemporaneous E‐W extension on c. N‐S faults. Summed rates of E‐W extension along a c. 550 m transect (0.17 mm/yr) are comparable with those for N‐S extension (0.20 mm/yr) along a c. 350 m transect. Our observations show that distributed non‐plane strain extension occurs in fault segment boundaries and this should be noted when studying fault‐tip fracture toughness and regional deformation rates

Automated Problem Decomposition for the Boolean Domain with Genetic Programming

Researchers have been interested in exploring the regularities and modularity of the problem space in genetic programming (GP) with the aim of decomposing the original problem into several smaller subproblems. The main motivation is to allow GP to deal with more complex problems. Most previous works on modularity in GP emphasise the structure of modules used to encapsulate code and/or promote code reuse, instead of in the decomposition of the original problem. In this paper we propose a problem decomposition strategy that allows the use of a GP search to find solutions for subproblems and combine the individual solutions into the complete solution to the problem

Boxes and Quilts? I Thought This Was College! Utilizing Pedagogical tools to Access Students\u27 Sociocultural Selves

This reflection on practice discusses action research involving two pedagogical tools, identity boxes and culture quilts, which utilize the praxis of culturally responsive pedagogy. These tools were used to build classroom community and help students examine how their lives and education reflected “cultural themes of the society, personal themes, institutional themes, and social histories” (Creswell, 1998, p. 49). A qualitative examination of student response to the use of these tools indicated a strengthening of classroom community and the beginning of a transformative openness to, and critical examination of, cultural concepts based in what the authors term differentialities

Boxes and Quilts? I Thought This Was College! Utilizing Pedagogical tools to Access Students\u27 Sociocultural Selves

This reflection on practice discusses action research involving two pedagogical tools, identity boxes and culture quilts, which utilize the praxis of culturally responsive pedagogy. These tools were used to build classroom community and help students examine how their lives and education reflected “cultural themes of the society, personal themes, institutional themes, and social histories” (Creswell, 1998, p. 49). A qualitative examination of student response to the use of these tools indicated a strengthening of classroom community and the beginning of a transformative openness to, and critical examination of, cultural concepts based in what the authors term differentialities