No abstract

Images of perpetrators in surveillance video footage are often used as evidence in court. In this study, identification accuracy was compared for forensic experts and untrained persons in facial image comparisons as well as the impact of image quality. Participants viewed thirty image pairs and were asked to rate the level of support garnered from their observations for concluding whether or not the two images showed the same person. Forensic experts reached their conclusions with significantly fewer errors than did untrained participants. They were also better than novices at determining when two high-quality images depicted the same person. Notably, lower image quality led to more careful conclusions by experts, but not for untrained participants. In summary, the untrained participants had more false negatives and false positives than experts, which in the latter case could lead to a higher risk of an innocent person being convicted for an untrained witness.

2017-08-25T16:29:44

No abstract

This article reports on a study that was carried out in autumn 2007 with students in a professional nurse education distance course at a Swedish university. The study aimed to develop a greater understanding of the student-teacher relationship based on research questions addressing the teachers' role, the learning process, and the assessment process in traditional approaches to teaching and learning. A didactical design was adopted, focusing on three learning outcomes in three phases. In each of the three phases, these learning outcomes were assessed by each student documenting his/her knowledge at the beginning, middle, and end of the course. Data was collected via in-depth interviews with students (n = 14) and through a questionnaire (n = 40) and was analysed using an inductive thematic analysis of the material. The results indicate a studentteacher relationship involving ambiguity and complexity in relation to the degree of teacher direction as being teacher-centred or learner-centred and also in relation to the learning process as being reproductive or productive. The interpretation of the results shows diverse aspects of the student-teacher relationship arising from students' beliefs about teaching, learning, and assessment and, in particular, process-based assessment. The locus of control involves the teachers' role, the learning process, and the assessment process, which illuminates different perspectives of power relations in the student-teacher relationship.