Forensic Science Errors and Wrongful Convictions: Case Studies and Root Causes provides a rigorous and detailed examination of two key issues: the continuing problem of wrongful convictions and the role of forensic science in these miscarriages of justice. This comprehensive textbook covers the full breadth of the topic. It looks at each type of evidence, historical factors, system issues, organizational factors, and individual examiners. Forensic science errors may arise at any time from crime scene to courtroom. Probative evidence may be overlooked at the scene of a crime, or the chain of custody may be compromised. Police investigators may misuse or ignore forensic evidence. A poorly-trained examiner may not apply the accepted standards of the discipline or may make unsound interpretations that exceed the limits of generally accepted scientific knowledge. In the courtroom, the forensic scientist may testify outside the standards of the discipline or fail to present exculpatory results. Prosecutors may suppress or mischaracterize evidence, and judges may admit testimony that does not conform to rules of evidence. All too often, the accused will not be afforded an adequate defense—especially given the technical complexities of forensic evidence. These issues do not arise in a vacuum; they result from system issues that are discernable and can be ameliorated. Author John Morgan provides a thorough discussion of the policy, practice, and technical aspects of forensic science errors from a root-cause, scientific analysis perspective. Readers will learn to analyze common issues across cases and jurisdictions, perform basic root cause analysis, and develop systemic reforms. The reader is encouraged to assess cases and issues without regard to preconceived views or prejudicial language. As such, the book reinforces the need to obtain a clear understanding of errors to properly develop a set of effective scientific, procedural, and policy reforms to reduce wrongful convictions and improve forensic integrity and reliability. Written in a format and style accessible to a broad audience, Forensic Science Errors and Wrongful Convictions presents a thorough analysis across all of these issues, supported by detailed case studies and a clear understanding of the scientific basis of the forensic disciplines.

This research review, written by two pioneers of e-commerce, discusses thirty of the most important papers written in the fields of economics, marketing and strategy. Topics covered include evaluation of the benefit to consumers of competition and product variety online, examination of auctions and reputational feedback mechanisms designed to mitigate informational asymmetries in online markets, and the debate on digital property rights including privacy, piracy and the open source movement. The review provides a thoughtful and accessible consideration of the subject of e-commerce, invaluable to scholars and practitioners alike.

Forensic Science Errors and Wrongful Convictions: Case Studies and Root Causes provides a rigorous and detailed examination of two key issues: the continuing problem of wrongful convictions and the role of forensic science in these miscarriages of justice. This comprehensive textbook covers the full breadth of the topic. It looks at each type of evidence, historical factors, system issues, organizational factors, and individual examiners. Forensic science errors may arise at any time from crime scene to courtroom. Probative evidence may be overlooked at the scene of a crime, or the chain of custody may be compromised. Police investigators may misuse or ignore forensic evidence. A poorly-trained examiner may not apply the accepted standards of the discipline or may make unsound interpretations that exceed the limits of generally accepted scientific knowledge. In the courtroom, the forensic scientist may testify outside the standards of the discipline or fail to present exculpatory results. Prosecutors may suppress or mischaracterize evidence, and judges may admit testimony that does not conform to rules of evidence. All too often, the accused will not be afforded an adequate defense-especially given the technical complexities of forensic evidence. These issues do not arise in a vacuum; they result from system issues that are discernable and can be ameliorated. Author John Morgan provides a thorough discussion of the policy, practice, and technical aspects of forensic science errors from a root-cause, scientific analysis perspective. Readers will learn to analyze common issues across cases and jurisdictions, perform basic root cause analysis, and develop systemic reforms. The reader is encouraged to assess cases and issues without regard to preconceived views or prejudicial language. As such, the book reinforces the need to obtain a clear understanding of errors to properly develop a set of effective scientific, procedural, and policy reforms to reduce wrongful convictions and improve forensic integrity and reliability. Written in a format and style accessible to a broad audience, Forensic Science Errors and Wrongful Convictions presents a root-cause analysis across all of these issues, supported by detailed case studies and a clear understanding of the scientific basis of the forensic disciplines.

In 2008 the first in a series of symposia established a 'social realist' case for 'knowledge' as an alternative to the relativist tendencies of the constructivist, post-structuralist and postmodernist approaches dominant in the sociology of education. The second symposium focused on curriculum, and the development of a theoretical language grounded in social realism to talk about issues of knowledge and curriculum. Finally, the third symposium brought together researchers in a broad range of contexts to build on these ideas and arguments and, with a concerted empirical focus, bring these social realist ideas and arguments into conversation with data. Knowledge, Curriculum and Equity: Social Realist Perspectives contains the work of the third symposium, where the strengths and gaps in the social realist approach are identified and where there is critical recognition of the need to incrementally extend the theories through empirical study. Fundamentally, the problem that social realism is seeking to address is about understanding the social conditions of knowledge production and exchange as well as its structuring in the curriculum and in pedagogy. The central concern is with the on-going social reproduction of inequality through schooling, and exploring whether and how foregrounding specialised knowledge and its access holds the possibility for interrupting it. This book consists of 13 chapters by different authors working in Oceania, Asia, Europe, Africa and North America. From very different vantage points the authors focus their theoretical and empirical sights on the assumptions about knowledge that underpin educational processes and the pursuit of more equitable schooling for all.

Civil Society, Social Change and a New Popular Education in Russia is a detailed account of contemporary issues that draws upon recent survey research conducted by the Institute of Sociology, Russian Academy of Sciences, as well as from secondary published work in both Russian and English. The book explores how social change and developments in civil society are occurring in Russia and the role played by a new popular education. The right to lifelong learning is guaranteed by the Russian state, as it was by the Soviet Union, where formal education, based on communist ideology, emphasised the needs of the state over those of individuals. In practice a wide range of educational needs, many of which relate to coping with changing economic, social and technological circumstances, are being met by non-governmental providers, including commercial companies, self-help groups, and community and neighbourhood clubs. This book discusses how this new popular education is both an example of developing civil society and stimulates its further development. However, as the book points out, it is also part of a growing educational divide, where motivated, articulate people take advantage of new opportunities, while disadvantaged groups such as the unemployed and the rural poor continue to be excluded.

Philosophy, Dialogue, and Education is an advanced introduction to nine key European social philosophers: Martin Buber, Mikhail Bakhtin, Lev Vygotsky, Hannah Arendt, Emmanuel Levinas, Maurice Merleau-Ponty, Simone Weil, Michael Oakeshott, and Jurgen Habermas. This detailed yet highly readable work positions the socio-political views of each philosopher within a European tradition of dialogical philosophy; and reflects on the continuing theoretical relevance of the work of each to education generally and to critical pedagogy. The discussion in each chapter is informed by materials drawn from various scholarly sources in English and is enriched by materials from other languages, particularly French, German, and Russian. This enhances the comparative European cultural perspective of the book; and connects the work of each philosopher to wider intellectual, political, and social debates. The book will appeal to academics, postgraduates, and researchers working in philosophy, philosophy of education, and in educational, cultural, and social studies more generally. Advanced undergraduate students would also benefit from the book's discussion of primary sources and the authors' suggestions for further reading.

"Meeting the Needs of Our Clients Creatively: The Impact of Art and Culture on Caregiving" is an important new work which integrates traditional understandings of care of the dying and bereaved with the use of arts and other forms of cultural creativity in therapy and funeralization. Twenty-one authors give us cutting-edge insights into the practical aspects of caring for the dying and bereaved as well as new understandings of creativity.

Civil Society, Social Change and a New Popular Education in Russia is a detailed account of contemporary issues that draws upon recent survey research conducted by the Institute of Sociology, Russian Academy of Sciences, as well as from secondary published work in both Russian and English. The book explores how social change and developments in civil society are occurring in Russia and the role played by a new popular education. The right to lifelong learning is guaranteed by the Russian state, as it was by the Soviet Union, where formal education, based on communist ideology, emphasised the needs of the state over those of individuals. In practice a wide range of educational needs, many of which relate to coping with changing economic, social and technological circumstances, are being met by non-governmental providers, including commercial companies, self-help groups, and community and neighbourhood clubs. This book discusses how this new popular education is both an example of developing civil society and stimulates its further development. However, as the book points out, it is also part of a growing educational divide, where motivated, articulate people take advantage of new opportunities, while disadvantaged groups such as the unemployed and the rural poor continue to be excluded.

Philosophy, Dialogue, and Education is an advanced introduction to nine key European social philosophers: Martin Buber, Mikhail Bakhtin, Lev Vygotsky, Hannah Arendt, Emmanuel Levinas, Maurice Merleau-Ponty, Simone Weil, Michael Oakeshott, and Jurgen Habermas. This detailed yet highly readable work positions the socio-political views of each philosopher within a European tradition of dialogical philosophy; and reflects on the continuing theoretical relevance of the work of each to education generally and to critical pedagogy. The discussion in each chapter is informed by materials drawn from various scholarly sources in English and is enriched by materials from other languages, particularly French, German, and Russian. This enhances the comparative European cultural perspective of the book; and connects the work of each philosopher to wider intellectual, political, and social debates. The book will appeal to academics, postgraduates, and researchers working in philosophy, philosophy of education, and in educational, cultural, and social studies more generally. Advanced undergraduate students would also benefit from the book's discussion of primary sources and the authors' suggestions for further reading.

Throughout the early modern period, scientific debate and governmental action became increasingly preoccupied with the environment, generating discussion across Europe and the wider world as to how to improve land and climate for human benefit. This discourse eventually promoted the reconsideration of long-held beliefs about the role of climate in upholding the social order, driving economies and affecting public health. Governing the Environment in the Early Modern World explores the relationship between cultural perceptions of the environment and practical attempts at environmental regulation and change between 1500 and 1800. Taking a cultural and intellectual approach to early modern environmental governance, this edited collection combines an interpretative perspective with new insights into a period largely unfamiliar to environmental historians. Using a rich and multifaceted narrative, this book offers an understanding as to how efforts to enhance productive aspects of the environment were both led by and contributed to new conceptualisations of the role of 'nature' in human society. This book offers a cultural and intellectual approach to early modern environmental history and will be of special interest to environmental, cultural and intellectual historians, as well as anyone with an interest in the culture and politics of environmental governance.

Martin Buber (1878-1965) is considered one of the 20th century's greatest thinkers and his contributions to philosophy, theology and education are testimony to this. His thought is founded on the idea that people are capable of two kinds of relations, namely I-Thou and I-It, emphasising the centrality of dialogue in all spheres of human life. For this reason, Buber is considered by many to be the philosopher of dialogue par excellence. After Buber's death the appreciation of his considerable legacy to the various disciplines in which he had worked became rather muted, but was never completely forgotten. There is now a renewed and growing interest in Buber's thought, especially in his philosophy of education. This book brings together aspects of Buber's philosophy and educational practice, and explains their significance for peace dialogue and for conflict resolution, both between individuals and communities. Buber's philosophy of dialogue and views on education are pivotal in demonstrating the personal and social benefits of dialogical education as well as the dangers of non-dialogical education. The book will be valuable reading for academics, researchers and postgraduate students interested in Martin Buber, education, peace dialogue and conflict resolution.

The early-Republican era (1923-1938) was a major period of musical and cultural change in Turkey. Alaturka: Style in Turkish Music is a study of the significance of style in Turkish music and, in particular, the polemical debate about an eastern style of Turkish music (called, alaturka) that developed during this rich and complicated era of Turkish history. Representing more than twenty years of research, the book explores the stylistic categories that show the intersection between music and culture; the different chapters treat musical materials, musical practices and musical contexts in turn. Informed by critical approaches to musical aesthetics in ethnomusicology as well as musicology and anthropology, the book focuses upon a native discourse about musical style, highlighting a contemporary apprehension about the appropriate constitution of a national identity. The argument over style discloses competing conceptions of Turkish space and time where definitions of the east and the west, and interpretations of the past and the present respectively were hotly contested. John Morgan O'Connell makes a significant contribution to the study of Turkish music in particular and Turkish history in general. Conceived as a historical ethnography, the book brings together archival sources and ethnographic materials to provide a critical revision of Turkish historiography, music providing a locus for interrogating singular representations of a national past.

In place of a distributive justice perspective which focuses simply on equal access to universities, this book presents a broader understanding of the relationship between Chinese higher education and economic and social change. The necessity for research on the place of universities in contemporary Chinese society may be seen from current debates about and policy towards issues of educational inequality at Chinese universities. Many questions arise as a consequence: What are the limitations of neo-liberalism in higher education policy and what are the alternatives? How has the Chinese government met the challenges of educational inequality, and what lessons may be learned from its recent initiatives? How may higher education enhance social justice in Chinese society given economic, social, and cultural inequality? What may be learned from the experience of Macau, Hong Kong, and of Taiwan in terms of achieving social justice in Chinese universities? These questions are considered by a group of leading scholars from both inside and outside China.

During the medieval and early modern periods the Welsh diocese of St Davids was one of the largest in the country and the most remote. As this collection makes clear, this combination of factors resulted in a religious life which was less regulated and controlled by the institutional forces of both Church and State. Addressing key ideas in the development of popular religious culture and the stubborn continuity of long-lasting religious practices into the modern era, the volume shows how the diocese was also a locus for continuing major religious controversies, especially in the nineteenth century. Presenting a fresh view of the Diocese of St Davids since the Reformation, this is the first new account of religion and society in over a century. It is, moreover, not one which is written primarily from an institutional perspective but from that of wider society. As well as a chronological treatment, giving an overview of the history of religion in the diocese, chapters address key themes, including a study of religious revivals which originated within the borders of the diocese; consideration of popular and elite education, including the contribution of Bishop Burgess's pioneering institution at Lampeter (the first degree awarding institution in England and Wales after Oxford and Cambridge); the relationship of the Church to the revival of Welsh cultural identity; and new reflections on the agitation and realisation of disestablishment of the Church as it affected Wales. As such, this pioneering study has much to offer all those with an interest, not only in Welsh history, but ecclesiastical history more broadly.

A major transformation of Chinese higher education (HE) has taken place over the past decade - China has reshaped its higher education sector from elite to mass education with the number of graduates having quadrupled to three million a year over six years. China is exceptional among lower income countries in using tertiary education as a development strategy on such a scale, aiming to improve the quality of its graduates, and make HE available to as many of its citizens as possible. This book provides a critical examination the challenges to the development and sustainability of higher education in China: Can its universities move from quantity to quality? How will so many graduates find jobs in line with their expectations? Can Britain and other western countries continue to benefit from China's education boom? What are the prospects for collaboration in research? This book evaluates the prospects for Chinese and foreign HE providers, regulators and other stakeholders. It introduces the key changes in China's HE programme since the Opening-Up policy in 1978 and analyses the achievements and the challenges over the subsequent three decades. Furthermore, it sheds light on new reforms that are likely to take place in the future, particularly as a result of the ongoing international financial crisis.

The early-Republican era (1923-1938) was a major period of musical and cultural change in Turkey. Alaturka: Style in Turkish Music is a study of the significance of style in Turkish music and, in particular, the polemical debate about an eastern style of Turkish music (called, alaturka) that developed during this rich and complicated era of Turkish history. Representing more than twenty years of research, the book explores the stylistic categories that show the intersection between music and culture; the different chapters treat musical materials, musical practices and musical contexts in turn. Informed by critical approaches to musical aesthetics in ethnomusicology as well as musicology and anthropology, the book focuses upon a native discourse about musical style, highlighting a contemporary apprehension about the appropriate constitution of a national identity. The argument over style discloses competing conceptions of Turkish space and time where definitions of the east and the west, and interpretations of the past and the present respectively were hotly contested. John Morgan O'Connell makes a significant contribution to the study of Turkish music in particular and Turkish history in general. Conceived as a historical ethnography, the book brings together archival sources and ethnographic materials to provide a critical revision of Turkish historiography, music providing a locus for interrogating singular representations of a national past.

A major transformation of Chinese higher education (HE) has taken place over the past decade - China has reshaped its higher education sector from elite to mass education with the number of graduates having quadrupled to three million a year over six years. China is exceptional among lower income countries in using tertiary education as a development strategy on such a scale, aiming to improve the quality of its graduates, and make HE available to as many of its citizens as possible. This book provides a critical examination the challenges to the development and sustainability of higher education in China: Can its universities move from quantity to quality? How will so many graduates find jobs in line with their expectations? Can Britain and other western countries continue to benefit from China's education boom? What are the prospects for collaboration in research? This book evaluates the prospects for Chinese and foreign HE providers, regulators and other stakeholders. It introduces the key changes in China's HE programme since the Opening-Up policy in 1978 and analyses the achievements and the challenges over the subsequent three decades. Furthermore, it sheds light on new reforms that are likely to take place in the future, particularly as a result of the ongoing international financial crisis.

When Geography specialists decide they want to teach, it can be a daunting prospect to enter a real classroom, no matter how much subject knowledge they already possess. Geography: Teaching School Subjects 11-19 puts the subject into perspective and shows new teachers and student teachers how to make Geography accessible and interesting for their pupils. Divided into three sections the book examines the theory and practice of teaching geography:

• section one explores how teachers can frame their own knowledge for classroom practice
• section two focuses on Geography in the classroom and curriculum development as well as aspects of pedagogy and lesson design, evaluation and assessment
• section three focuses on the teachers themselves and how they can view and work on professional development within their own subject area.
  

When Geography specialists decide they want to teach, it can be a daunting prospect to enter a real classroom, no matter how much subject knowledge they already possess. Geography: Teaching School Subjects 11-19 puts the subject into perspective and shows new teachers and student teachers how to make Geography accessible and interesting for their pupils. Divided into three sections the book examines the theory and practice of teaching geography:

• section one explores how teachers can frame their own knowledge for classroom practice
• section two focuses on Geography in the classroom and curriculum development as well as aspects of pedagogy and lesson design, evaluation and assessment
• section three focuses on the teachers themselves and how they can view and work on professional development within their own subject area.
  

This book presents a broader understanding of the relationship between Chinese higher education and economic and social change. It attempts to fill the unevenness in China's economic and social development and education through initiating a debate about Chinese higher education and social justice.

In 2008 the first in a series of symposia established a 'social realist' case for 'knowledge' as an alternative to the relativist tendencies of the constructivist, post-structuralist and postmodernist approaches dominant in the sociology of education. The second symposium focused on curriculum, and the development of a theoretical language grounded in social realism to talk about issues of knowledge and curriculum. Finally, the third symposium brought together researchers in a broad range of contexts to build on these ideas and arguments and, with a concerted empirical focus, bring these social realist ideas and arguments into conversation with data. Knowledge, Curriculum and Equity: Social Realist Perspectives contains the work of the third symposium, where the strengths and gaps in the social realist approach are identified and where there is critical recognition of the need to incrementally extend the theories through empirical study. Fundamentally, the problem that social realism is seeking to address is about understanding the social conditions of knowledge production and exchange as well as its structuring in the curriculum and in pedagogy. The central concern is with the on-going social reproduction of inequality through schooling, and exploring whether and how foregrounding specialised knowledge and its access holds the possibility for interrupting it. This book consists of 13 chapters by different authors working in Oceania, Asia, Europe, Africa and North America. From very different vantage points the authors focus their theoretical and empirical sights on the assumptions about knowledge that underpin educational processes and the pursuit of more equitable schooling for all.

The University of Wales Trinity Saint David was originally founded in 1822 as St David's College, Lampeter. It is now the oldest higher education collegiate institution in Wales, and in its two hundred years of history has been the recipient of many fascinating and rare manuscripts, early printed books, beautifully illustrated volumes, and rare publications from broadsheets to journals. These were largely received through the generous donations of many benefactors, including the institution's founder Bishop Thomas Burgess of St Davids, with the collection housed today in the Roderic Bowen Library on the Lampeter campus. This fully illustrated volume contains a selection from the many thousands of works spanning more than seven hundred years, with short essays by scholars whose knowledge and appreciation of the works are unrivalled, revealing the riches of what was once known as 'the greatest little library in Wales'.

'This book moves us beyond a theoretical pondering of the issues and makes concrete suggestions for teachers and students for how things can be different in mathematics classrooms. This is long overdue.' Peter Gates, University of Nottingham Teaching Mathematics as if the Planet Matters explores how Mathematics teachers can develop approaches to curriculum and learning which help students understand the nature of the contemporary world. It sets out a model for teaching and learning that allows teachers to examine existing approaches to teaching and draw upon the insights of mathematics as a discipline to help students relate classroom mathematics to global issues such as climate change, the economy, food supplies, biodiversity, human rights, and social justice. Including practical examples, suggestions for teaching activities and detailed further reading sections, the book covers: the mathematics of description in the measuring, recording and statistical analysis that informs our knowledge of climate change, consumption and sustainability; the mathematics of prediction in the modelling used by governments, scientists and businesses to plan roads, power stations and food supplies and their effects; the mathematics of communication in the news reports, blogs and environmental campaigns, incomplete without graphs, charts and statistics. The true worth of a school subject is revealed in how far it can account for and respond to the major issues of the time. The issue of the environment cuts across subject boundaries and requires an interdisciplinary response. Mathematics teachers are part of that response and they have a crucial role in helping students to respond to environmental issues and representations.

'Teaching Geography as if the Planet Matters provides a timely outline of powerful knowledge and arguments that will be needed to counter a strengthening of current curriculum orthodoxies. Not until school geography undergoes the revolution that this book outlines can it honestly claim to be contributing to more sustainable futures.' - John Huckle, Visiting Fellow at the University of York and was formerly Principal Lecturer in Educaton at De Montfort University. We are surrounded by images and warnings of impending environmental disaster. Climate change, famine, population growth and urban crisis coupled with more recent financial chaos all threaten our sense of what it will be like to live in the future. This thought-provoking text looks at how Geography teachers can develop approaches to curriculum and learning which help students understand the nature of the contemporary world. It sets out a model for teaching and learning that allows teachers to examine existing approaches to teaching and draw upon the insights of geography as a discipline to deepen students' understanding of urban futures, climate change, 'geographies of food' and the 'geographies of the credit crunch'. Features include: examples of suggested teaching activities questions and activities for further study detailed case studies sources of further reading and information The true worth of a school subject is revealed in how far it can account for and respond to the major issues of the time. The issue of the environment cuts across subject boundaries and requires an interdisciplinary response. Geography teachers are part of that response and they have a crucial role in helping students to respond to environmental issues and representations.

This final volume of ""Death and Bereavement Around the World"" reflects on some major themes: death and after-life, religion and spirituality, rites and rituals, secularist approaches, cultural variations, suicide, and other issues. The first few chapters describe progress in end-of-life care, including some new tools to evaluate hospice care (chapter 1); what children know, when they know it, and how parents can respond to questions, with some guidelines for support by schools (chapter 2); the importance of ritual (chapter 3); and, gender differences in death customs around the world (chapter 4).The transcript of a 1997 interview of John (Jack) Morgan by Pittu Laungani is presented as chapter 5. The following chapters discuss death systems and suicide (chapter 6); HIV/AIDS, including the role of cultural and economic factors in the spread of the disease (chapter 7); and grief and bereavement in the developing world, taking the AIDS pandemic as a specific challenge (chapter 8). Chapter 9 covers issues related to dying and death in Romania. In chapter 10 the focus is on the various functions and uses of names in a cross-cultural context. Roadside memorials as a pivotal healing strategy are the topic of chapter 11. Chapters 12 and 13 focus on spiritual experience with loss.The final chapter presents some conclusions, and in the Epilogue, Mary Ann Morgan honors the life, career, dying, death, and achievements of John (Jack) Morgan. The 'Final Word' includes the words of Pittu Laungani, from a book published just weeks before his death in February 2007.This work is for anyone interested in or working in death and bereavement issues, particularly academics, educators, librarians, chaplains, clergy, funeral service directors, hospice care providers and volunteers, palliative care providers, nurses, immigration officers, psychologists, social workers, psychotherapists, and counselors, especially bereavement counselors.