E-learning initiatives in forensic interpretation: report on experiences from current projects and outlook

This paper reports on the purpose, design, methodology and target audience of E-learning courses in forensic interpretation offered by the authors since 2010, including practical experiences made throughout the implementation period of this project. This initiative was motivated by the fact that reporting results of forensic examinations in a logically correct and scientifically rigorous way is a daily challenge for any forensic practitioner. Indeed, interpretation of raw data and communication of findings in both written and oral statements are topics where knowledge and applied skills are needed. Although most forensic scientists hold educational records in traditional sciences, only few actually followed full courses that focussed on interpretation issues. Such courses should include foundational principles and methodology - including elements of forensic statistics - for the evaluation of forensic data in a way that is tailored to meet the needs of the criminal justice system. In order to help bridge this gap, the authors' initiative seeks to offer educational opportunities that allow practitioners to acquire knowledge and competence in the current approaches to the evaluation and interpretation of forensic findings. These cover, among other aspects, probabilistic reasoning (including Bayesian networks and other methods of forensic statistics, tools and software), case pre-assessment, skills in the oral and written communication of uncertainty, and the development of independence and self-confidence to solve practical inference problems. E-learning was chosen as a general format because it helps to form a trans-institutional online-community of practitioners from varying forensic disciplines and workfield experience such as reporting officers, (chief) scientists, forensic coordinators, but also lawyers who all can interact directly from their personal workplaces without consideration of distances, travel expenses or time schedules. In the authors' experience, the proposed learning initiative supports participants in developing their expertise and skills in forensic interpretation, but also offers an opportunity for the associated institutions and the forensic community to reinforce the development of a harmonized view with regard to interpretation across forensic disciplines, laboratories and judicial systems.

Just the Facts for 2011

There are 20,552 full-time employees who work for the State of Iowa Executive Branch (excluding Fair Authority, Community-Based Corrections, and the Regents employees). These employees are undoubtedly the most valuable resource for providing timely and quality services to Iowans. To strategically manage this resource, state departments and policymakers must have thorough and accurate information. The information in “Just the Facts for 2008” is a snapshot of the workforce, collected, compiled, and presented in a format that will aid agencies and decision makers in strategic planning. In many cases, data cover a number of years and are presented to give the reader a sense of trends. While the Department of Administrative Services, Human Resource Enterprise (DAS/HRE) wants to present data in its purest form so readers can draw their own conclusions, we also have a responsibility to clarify anything that may be confusing or misleading. It is important to highlight workforce trends and explain their significance to the work of Iowa state government. The following chapter summaries are intended to do that.

Just the Facts for 2009

There are 20,552 full-time employees who work for the State of Iowa Executive Branch (excluding Fair Authority, Community-Based Corrections, and the Regents employees). These employees are undoubtedly the most valuable resource for providing timely and quality services to Iowans. To strategically manage this resource, state departments and policymakers must have thorough and accurate information. The information in “Just the Facts for 2008” is a snapshot of the workforce, collected, compiled, and presented in a format that will aid agencies and decision makers in strategic planning. In many cases, data cover a number of years and are presented to give the reader a sense of trends. While the Department of Administrative Services, Human Resource Enterprise (DAS/HRE) wants to present data in its purest form so readers can draw their own conclusions, we also have a responsibility to clarify anything that may be confusing or misleading. It is important to highlight workforce trends and explain their significance to the work of Iowa state government. The following chapter summaries are intended to do that.

Just the Facts for 2010

There are 20,552 full-time employees who work for the State of Iowa Executive Branch (excluding Fair Authority, Community-Based Corrections, and the Regents employees). These employees are undoubtedly the most valuable resource for providing timely and quality services to Iowans. To strategically manage this resource, state departments and policymakers must have thorough and accurate information. The information in “Just the Facts for 2008” is a snapshot of the workforce, collected, compiled, and presented in a format that will aid agencies and decision makers in strategic planning. In many cases, data cover a number of years and are presented to give the reader a sense of trends. While the Department of Administrative Services, Human Resource Enterprise (DAS/HRE) wants to present data in its purest form so readers can draw their own conclusions, we also have a responsibility to clarify anything that may be confusing or misleading. It is important to highlight workforce trends and explain their significance to the work of Iowa state government. The following chapter summaries are intended to do that.

Du sens du jeu à la raison d'agir : comment est-ce qu'un enfant apprend le sens des mots à partir de mots dont il ne comprend pas le sens ?

Du sens du jeu à la raison d'agirComment est-ce qu'un enfant apprend le sens des mots à partir de mots dont il ne comprend pas le sens ?La thèse « Du sens du jeu à la raison» défend une conception de l'acquisition du langage chez l'enfant. Inspirée de la philosophie de Wittgenstein, elle conteste une représentation empiriste qui voudrait que l'enfant apprenne d'abord la signification des mots dans son expérience prélinguistique du monde pour ensuite associer des noms à des objets - qu'ils soient internes ou qu'ils soient externes - pour revendiquer une représentation profondément anthropologique : celle-ci veut que l'enfant apprenne à parler dans des jeux verbaux dans lesquels il fait usage des mots qu'il hérite d'un mode de vie particulier.«Il ne s'agit pas d'expliquer un jeu de langage par nos expériences vécues, mais de constater un jeu de langage» (Wittgenstein, Recherches philosophiques, Gallimard, Paris, §655).La méthode de recherche est aussi originale. Elle ne se veut pas empirique, mais grammaticale. Il s'agit au moyen d'une série d'exemples - des vidéos d'enfants qui apprennent à parler - de proposer une représentation synoptique de nos usages ordinaires du langage comme «dire maman ou papa», «reconnaître une couleur», «dire aïe!»,. La description de ces jeux de langage n'a pas pour but de nous faire découvrir quelque chose de nouveau, mais de nous faire voir ce que nous avons constamment sous les yeux et qui reste inaperçu. La méthode vise donc une certaine éducation du regard.Ce retour aux jeux de langage de ceux qui apprennent à parler permet de mieux comprendre les possibilités de notre langage et contribue à nous en faire voir les impossibilités. C'est un combat contre les fausses images que nous nous faisons de notre langage, qui nous empêchent de voir le réel usage que nous faisons de nos propres mots.Pour peu que l'on s'accorde avec Wittgenstein pour considérer comme purement mythique la conception de la signification comme quelque chose qui serait associé au mot, on est alors amené à voir autrement - dans l'ordre - nos concepts d'apprentissage, de compréhension et de sujet parlant. En suivant ces étapes, différents types de descriptions (sous forme de texte, de transcription d'interactions, d'images au format de bande dessinée, de vidéos sur DVD en annexe de la thèse) se chevauchent vous invitant à voir autrement comment un enfant apprend le sens des mots à partir de mots dont il ne comprend pas le sens en évoluant progressivement du «sens du jeu à la raison d'agir».

State of Iowa Transportation Map, 2011

This document is the State Map of Iowa, both front and back of the year in the title. All maps were are in pdf format and can be used as a historical reference.