This book explains the correct logical approach to analysis of forensic scientific evidence. The focus is on general methods of analysis applicable to all forms of evidence. It starts by explaining the general principles and then applies them to issues in DNA and other important forms of scientific evidence as examples. Like the first edition, the book analyses real legal cases and judgments rather than hypothetical examples and shows how the problems perceived in those cases would have been solved by a correct logical approach. The book is written to be understood both by forensic scientists preparing their evidence and by lawyers and judges who have to deal with it. The analysis is tied back both to basic scientific principles and to the principles of the law of evidence. This book will also be essential reading for law students taking evidence or forensic science papers and science students studying the application of their scientific specialisation to forensic questions.

This book explains the correct logical approach to analysis of forensic scientific evidence. The focus is on general methods of analysis applicable to all forms of evidence. It starts by explaining the general principles and then applies them to issues in DNA and other important forms of scientific evidence as examples. Like the first edition, the book analyses real legal cases and judgments rather than hypothetical examples and shows how the problems perceived in those cases would have been solved by a correct logical approach. The book is written to be understood both by forensic scientists preparing their evidence and by lawyers and judges who have to deal with it. The analysis is tied back both to basic scientific principles and to the principles of the law of evidence. This book will also be essential reading for law students taking evidence or forensic science papers and science students studying the application of their scientific specialisation to forensic questions.

How can defendants be tried if they cannot understand the charges being raised against them? Can a witness testify if the judges and attorneys cannot understand what the witness is saying? Can a judge decide whether to convict or acquit if she or he cannot read the documentary evidence? The very viability of international criminal prosecution and adjudication hinges on the massive amounts of translation and interpreting that are required in order to run these lengthy, complex trials, and the procedures for handling the demands facing language services. This book explores the dynamic courtroom interactions in the International Criminal Tribunal for the Former Yugoslavia in which witnesses testify through an interpreter about translations, attorneys argue through an interpreter about translations and the interpreting, and judges adjudicate on the interpreted testimony and translated evidence.

Evaluating the strength of epidemiologic evidence is inherently challenging, both for those new to the field and for experienced researchers. This book offers a strategy for assessing epidemiologic research findings, explicitly describing the goals and products of research

Interpretation of DNA profile matches depends on the use of statistical weights. This text provides the background information in statistics and genetics for the reader to arrive at these weights.

This title helps business and commercial professionals, who are bombarded with information from which they must draw conclusions, to make valid business judgements.

CRYSTAL—Alberta was established to research ways to improve students’ understanding and reasoning in science and mathematics. To accomplish this goal, faculty members in Education, Science, and Engineering, as well as school teachers joined forces to produce a resource bank of innovative and tested instructional materials that are transforming teaching in the K-12 classroom. Many of the instructional materials cross traditional disciplinary boundaries and explore contemporary topics such as global climate change and the spread of the West Nile virus. Combined with an emphasis on the use of visualizations, the instructional materials improve students’ engagement with science and mathematics. Participation in the CRYSTAL—Alberta project has changed the way I think about the connection between what I do as a researcher and what I do as a teacher: I have learned how to better translate scientific knowledge into language and activities appropriate for students, thereby transforming my own teaching. I also have learned to make better connections between what students are learning and what is happening in their lives and the world, thereby increasing students’ interest in the subject and enriching their learning experience.