Perhaps no other television show captures our innate fascination with crime and criminals better than the original Forensic Files. Examining true crime cases from murders to insurance fraud, hit-and-runs to kidnappings, every case featured on the show is solved in large part with the help of forensic science like DNA evidence. While the original Forensic Files stopped production in 2011 with over 400 original episodes, re-runs now air in 142 countries, not to mention on streaming services, making the show perfect for binge watchers, daunting for new-comers, and as much a mainstay as any program in the history of television. But, most of all, the cases always leave viewers wanting to know more. In Forensic Files Now, author Rebecca Reisner shares her own gripping retellings of 40 favorite cases profiled on the show along with fascinating updates adapted from her popular blog, ForensicFilesNow.com. From classic cases like the Harvard-educated architect who opted for arsenic instead of divorce, to the Texas lovebirds who robbed a grave in an insurance fraud plot that made international headlines, the Ohio doctor who attempted a fresh start by burying his wife in the basement of their house, and some cases that are so captivating that they have sparked spinoff mini-series of their own, readers will be enthralled by these vivid recaps and detailed updates. Also featuring an in-depth interview with Forensic Files creator Paul Dowling and a profile on the show's beloved narrator, Peter Thomas, Forensic Files Now is a must-read for diehard Forensic Files fans and a welcome find for true crime readers who are always looking for more riveting and well-told stories.

This bestselling text enables beginning researchers to organise and evaluate the research they read, and to plan and implement small scale research projects of their own. It gives structured, practical guidance on: the development of a research question techniques of data collection qualitative and quantitative forms of analysis the writing and dissemination of research. The authors present research as a principled activity that begins with the establishing and structuring of theoretical and empirical fields and research findings as serving to ask questions of educational practice rather than directing it. This revised and updated second edition includes a new chapter dealing with the complex issue of research ethics. It also includes consideration of digital technologies and new media, both as settings of research and research tools, the chapters on qualitative and quantitative analysis have been expanded and the annotated bibliography updated. The authors have been active researchers in educational studies for more than twenty years. They have also supervised numerous doctoral and masters dissertations and taught research methods programmes in various higher education institutions around the world as well as in the Institute of Education, University of London.

This bestselling text enables beginning researchers to organise and evaluate the research they read, and to plan and implement small scale research projects of their own. It gives structured, practical guidance on: the development of a research question techniques of data collection qualitative and quantitative forms of analysis the writing and dissemination of research. The authors present research as a principled activity that begins with the establishing and structuring of theoretical and empirical fields and research findings as serving to ask questions of educational practice rather than directing it. This revised and updated second edition includes a new chapter dealing with the complex issue of research ethics. It also includes consideration of digital technologies and new media, both as settings of research and research tools, the chapters on qualitative and quantitative analysis have been expanded and the annotated bibliography updated. The authors have been active researchers in educational studies for more than twenty years. They have also supervised numerous doctoral and masters dissertations and taught research methods programmes in various higher education institutions around the world as well as in the Institute of Education, University of London.

Until the 1960s, maths was studied as an academic subject in a desire to have more mathematicians. The current trend, however, has moved away from viewing maths as a purely intellectual endeavour and towards developing a more mathematically competent workforce and citizenry. This trend has seen a large increase in the number of maths schemes being produced by the major educational publishers, which attempt to make maths "easier" and more "approachable" by using language instead of symbols.;So why do so many children still "fail" at maths? The author contends that to understand this, teachers need to analyze and evaluate the maths textbooks they are currently using. The author shows the reader how to systematically analyze and evaluate these textbooks. This interrogation of classroom resources, should have important implications for teaching strategies and for textbook design and use.

Until the 1960s, maths was studied as an academic subject in a desire to have more mathematicians. The current trend, however, has moved away from viewing maths as a purely intellectual endeavour and towards developing a more mathematically competent workforce and citizenry. This trend has seen a large increase in the number of maths schemes being produced by the major educational publishers, which attempt to make maths easier and more approachable by using language instead of symbols. So why do so many children still fail at maths? The author contends that to understand this, teachers need to analyze and evaluate the maths textbooks they are currently using. The author shows the reader how to systematically analyze and evaluate these textbooks. This interrogation of classroom resources, should have important implications for teaching strategies and for textbook design and use.