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The purpose of this paper is to describe four experiments evaluating post-production enhancement techniques with facial composites mainly created using the EFIT-V holistic system.

Experiments 1-4 were conducted in two stages. In Stage 1, constructors created between one and four individual composites of unfamiliar targets. These were merged to create morphs. Additionally in Experiment 3, composites were vertically stretched. In Stage 2, participants familiar with the targets named or provided target-similarity ratings to the images.

In Experiments 1-3, correct naming rates were significantly higher to between-witness 4-morphs, within-witness 4-morphs and vertically stretched composites than to individual composites. In Experiment 4, there was a positive relationship between composite-target similarity ratings and between-witness morph-size (2-, 4-, 8-, 16-morphs).

The likelihood of a facial composite being recognised can be improved by morphing and vertical stretch.

This paper improves knowledge of the theoretical underpinnings of these facial composite post-production enhancement techniques. This should encourage acceptance by the criminal justice system, and lead to better detection outcomes.

The purpose of this paper is to document international scholarship students' experience as they studied and planned their research in the linguistically, academically and culturally unfamiliar context of a New Zealand University, but conducted the research in their own culturally and professionally familiar contexts.

This paper uses the concept of resituation developed by Eraut and applies this to the task of appreciating the complexity of the international postgraduate student experience as such students transition from coursework to research work. The paper reports findings from a study in which the researcher worked with international scholarship students from the Pacific, Melanesia and Southeast Asia to frame up a masters research proposal over the period of a semester, and then interviewed them as their research work progressed.

Using Eraut's framework allowed the researcher to explore the ways in which these neophyte researchers needed to resituate the personal knowledge they already possessed, with new knowledge generated from coursework and the research process as it unfolded. Resituation occurred at particular points in the research trajectory and could be seen to represent significant transitions for the students.

Understandings gained from research such as this is crucial if higher education institutions are to engage in internationalisation at a postgraduate level in a way that acknowledges what students bring to the context, how their research experience changes them, and what they may experience when they return to their home countries.

This chapter compares a ‘deific decree’ insanity case with constitutional originalism debates as a way to understand the boundaries of the legal person and the nature of law. The criminal defendant who claims innocence on the ground that ‘God told me to’ does not embody a conflict between law and religion, but a conflict between law’s demand for intersubjectivity and the subjectivity of a ‘higher truth known only to me’. In the same way, the originalist interpreter of the constitution rejects precedent in favour of a higher truth that need not be ‘like’ anything before. One approach to broaching this conflict between law and revelation is to understand law’s domain as temporal and incomplete – to imagine a humble rather than absolute law. On this view, the person is also not ‘absolute subjectivity’, but is compelled by legal fidelity to treat like alike and therefore under an obligation to imagine a ‘me’ as ‘we’. Or, to put it another way, to bring the person and the law into relationship is to reject a ‘revelatory’ interpretation of ‘original’ or ‘divine’ law in favour of an incompletely intersubjective common law that links me to we through customs and time. At the same time, by acknowledging law’s incompleteness, we can see unreasonable revelation sometimes as a possibility and not always as an insanity.

Artists operating under a studio model, such as Andy Warhol, have frequently been described as reducing their work to statements of authorship, indicated by the signature finally affixed to the work. By contrast, luxury goods manufacturers decry as inauthentic and counterfeit the handbags produced during off-shift hours using the same materials and craftsmanship as the authorized goods produced hours earlier. The distinction between authentic and inauthentic often turns on nothing more than a statement of authorship. Intellectual property law purports to value such statements of authenticity, but no statement has value unless it is accepted as valid by its audience, a determination that depends on shared notions of what authenticity means as well as a common understanding of what authenticity designates.

This chapter contributes to drawing Melanesian ethnography out of the exoticizing interest for gift exchange and demand-sharing. Furthermore, it provides an analytical perspective from which it is possible to conceptualize the manipulation of gift and commodity logics as mutually compatible frameworks. Rather than seeing them as contradictory, this perspective enables the theorization of shared calculative agencies that are becoming increasingly common in contemporary Melanesia.

The chapter draws on 13 months of ethnographic fieldwork in Gilbert Camp, a peri-urban settlement on the outskirts of Honiara, Solomon Islands with a focus on the domestic moral economy of its inhabitants.

The people of Gilbert Camp are confronting a difficult economic and moral dilemma. On the one hand, they are at constant risk of financial failure because of their general conditions of scarcity. On the other, they face the prospect of disrupting some of their much-valued social relationships because such scarcity prevents them from fulfilling their cultural obligations. In order to avoid both risks, they make use of their financial competence and cultural creativity to set up strategies that save them money and preserve these relationships. Situated at the interface between kinship and market values, these strategies contribute to achieving the kind of ‘good’ life that they see as the correct balance between financial prosperity and morality.

Current negotiations over the meaning of buying, selling and taking are changing the values of contemporary sociality in Honiara, Port Vila, and other Melanesian cities. Tradestores simultaneously supply households with food and money, create a sense of sharing, and limit the demand-sharing and the taking of wantoks. Hence they create the conditions for the resolution of tensions over the incompatibility of values of kinship and market that confront the inhabitants of Melanesian cities. Household tradestores thus constitute a major site of these negotiations, and they provide a unique vantage point from which to look at the moral and economic processes that are leading to the future identity of urban Melanesia.

The purpose of this paper is to show how transdisciplinarity is woven into the key curriculum components of individually negotiated work-based learning (WBL) programmes and to focus upon the performative value of knowledge in the work context.

This paper draws upon WBL academic literature and the authors 22 years operational experience of WBL.

The paper suggests that while university-level WBL can enhance the performance of organizations and individuals it is also inherently challenging and challenged by the hegemony of subject disciplines and disciplinary-based university structures. WBL is concerned with knowledge which is often unsystematic, socially constructed and is action focused in order to achieve outcomes of significance to work. This contests the supremacy of the role of the university in curriculum design, delivery and validation of knowledge and means that work-based knowledge is often seen as transdisciplinary rather than conforming to traditional subject disciplines (Boud and Solomon, 2001).

Central to the distinctive nature of university WBL programmes is the role of the external organization as a partner with the university and the individual learner in the planning of learning activities which are intended to have significance for the workplace. For individual knowledge to become organizational knowledge, and thus fully contribute to the intellectual capital of the organization, it must be shared and accepted by others. It follows that a key concern for organizations must be the facilitation of the recognition of knowledge and this goes beyond using a transdisciplinary lens when guiding and assessing the work of individual higher education students.

The paper has practical implications for the design and facilitation of WBL programmes at higher education level.

Provides an informed and sustained examination of the concept of WBL and knowledge.

The extant literature has established that industry-specialist auditors gain performance-enhancing industry-specific sub-specialty knowledge (e.g., Solomon, Shields, & Whittington, 1999) via training and on the job experience. This knowledge has been shown to allow specialists to outperform non-specialists on a range of industry-specific tasks. The current study extends this line of research by comparing and contrasting the relative performance gains enjoyed by industry-specialist auditors in two different industry settings, one regulated and the other unregulated. When specializing in regulated industries, auditors gain very detailed industry-specific knowledge which is not the case for specialists in unregulated industries (Dunn & Mayhew, 2004). By comparing industry-specialists to non-specialists with matching industry-based experience, this study measures the relative benefits of specialization in different industry settings, rather than the benefits of specialization per se, which has been well established in the literature. This study finds that the performance gains made by regulated industry-specialists significantly outweigh those made by unregulated industry-specialists on industry-specific tasks. The implications of these results for future research and practice are explored in the body of the chapter.

There are some notable ethical problems about role obligations, including the three prominent issues of role relativism, role definition, and role identification. The first is the problem to what extent roles may create duties or rights at odds with other moral requirements, the second is where roles are unclear or conflicting in what they prescribe, and the third is about the extent to which people commit themselves to their roles, or dissociate themselves from those roles. The three problems are significant in business ethics. A Confucian approach to roles can assist in dealing with them. Classical texts suggest a nuanced approach to roles, which allows greater flexibility, paying attention to context and detailed circumstances, always relating role prescriptions to respect and concern for other people, and emphasizing the importance of sincerity and authenticity in role performance. Such an account is consistent with virtue ethics approaches to business ethics.