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In-depth knowledge about specific national approaches to using digital evidence in investigations is scarce. A clearer insight into the organisational barriers and professional challenges experienced, alongside a more detailed picture of how digital evidence can help police investigations are required to empirically substantiate claims about how digital technologies are changing the face of criminal investigations. The paper aims to focus on the introduction of digital media investigators to support investigating officers with the collection and interpretation of digital evidence.

Drawing on ethnographic and interview data collected as part of an Economic and Social Research Council-funded project on the application of digital forensics expertise in policing in England and Wales, this paper examines the changing face of investigations in relation to escalating digital demand.

The analysis presents the national and regional organisational parameters of deploying digital expertise in criminal investigation and examines some of the challenges of being a digital media investigator (DMI). Through testimonies from DMIs, digital forensic practitioners, investigating and senior officers and forensic managers, the analysis explores the organisational tensions in the collection, processing, interpretation and use of information from digital devices for evidential purposes.

The paper offers an empirical basis for the comparative study of how the DMI role has been implemented by law enforcement agencies and its fit within broader institutional considerations and processes.

The development of the DMI role has raised questions about the supply of digital expertise, especially to volume crime investigations, and tensions around occupational divisions between scientific and operational units.

The findings show that while the introduction of the DMI role was much needed, the development of this valuable provision within each force and the resources available require sustained and coordinated support to protect these professionals and retain their skills.

This study contributes to the growing sociological and criminological literature with an ethnographically based perspective into the organisational and occupational tensions in the identification and processing of digital evidence in England and Wales.

Disaster management information systems (DMISs) have been proposed in different parts of the world for effective response to a disaster. The purpose of this paper is to: compare design approaches of these DMISs; examine similarities in the design of databases and communication infrastructure; and draw conclusions. Based on the examination of the studies, future opportunities have been identified and discussed.

The studies in the available literature on the designs of automated DMISs have been reviewed in the presented paper to identify similarities in design premise, conceptual design and design considerations.

The examination of the available studies indicates that the research on DMIS has increased significantly in different countries of the world since 2004. Data of baseline information and available resources are required by most of the presented studies, as these data are necessary for effective response to a disaster. The communication infrastructures suggested include local area network, wide area network and satellite communication for better coordination between the responders and different relief agencies at different locations. The connectivity to these networks is possible through Ethernet, Wi-Fi, general packet radio service or satellite.

Although the research on DMIS has increased significantly over the last one decade, the studies are still few in numbers. Similarly, only few of the proposed systems have been developed and tested during a real disaster.

The presented review of available studies provides a holistic view of the proposed DMISs which could be useful to the disaster management authorities.

The paper provides valuable information on the differences in the proposed DMISs. This can help in identifying the gaps for future improvements for increased effectiveness of a DMIS. The future opportunities have also been identified in the presented paper and are discussed.

The purpose of this paper is to assess the intercultural sensitivity of students in teacher educational programs at higher education institutes (HEIs) in Georgia.

This research explored the intercultural sensitivity among 355 randomly selected students in teacher education programs at higher education institutions in Georgia. A questionnaire based on the Development Model of Intercultural Sensitivity (DMIS) and Cushner et al. (2006) model of sources of cultural identity was developed as a research instrument and adjusted to the Georgian context to measure the students’ intercultural sensitivity.

The results showed that a majority of the students were in the ethnocentric phase of intercultural sensitivity, as defined by Bennett (1993); students in teachers’ educational programs were selectively sensitive to different sources of cultural identity; students were selectively tolerant to different groups in the population with the same source of cultural identity and the level of educational attainment, as well as the location of the higher education institution affected students’ level of intercultural sensitivity.

The findings of this study carry valuable practical importance as they can be used to improve teacher education programs at higher education institutions in Georgia.

The study has scientific value in that the instrument used to assess intercultural sensitivity was developed for the Georgian context, and students’ intercultural sensitivity to 12 different sources of cultural identity was investigated.

Transnational learning has become a mainstream issue in recent years due to the rise of global education. There are many kinds of overseas learning, including degree-seeking, joint/double degree, student exchange, internship, service learning and so on. The scope of learning may involve research, teaching/learning and community service. The purpose of the case study is to investigate how the Taiwanese students participating in an international internship project of the US–Taiwan Partnerships for International Research and Education (PIRE) acquire professional knowledge and soft skills, including cross-cultural awareness, interdisciplinary communication, skill development and social networking. It also explores how a joint research project contributes into a collaborative educational program.

To better understand participants' experiences in the PRIE, this study held three focus groups and seven in-depth interviews on the students, faculty members and project managers for data collection.

Three major findings are shown in the study. First, participants agreed that the overall learning experiences in knowledge acquisition or skill development have been positive. Second, participants obviously expressed their greater interests in intercultural interaction with the locals, which did not happen quite often during the internship. Third, the extent of interest in applying for the PIRE deg ree program after the internship program is escalating year by year.

More investigation into participants’ social and cultural engagement in similar project will be needed for future research.

The results will be implicated into other cross-border education project evaluation.

This study manages to investigate the cross-border research initiative from different participants' perspectives and received comprehensive feedbacks.

The purpose of this study was to investigate the intercultural competence of pre-service special education teacher candidates through the contents of a graduate-level multicultural perspectives course.

This study used a graduate-level multicultural perspectives course to examine the intercultural competence of special education teacher candidates. A paired-samples t-test of significance was performed to investigate the pre- and post-growth of participants’s cultural sensitivity using the intercultural development inventory (IDI).

Participants’ intercultural sensitivity mean score suggested that their intercultural competence needs to be improved. The results showed no significant difference in the overall mean developmental scores between pre- and post-tests. However, significant differences were found between the pre- and post-test scores in perceived orientation and acceptance cluster.

A significantly higher perceived score was identified suggesting that participants might overestimate their level of intercultural sensitivity. Different from the existing literature, this study suggested that gender and education level were significant predictors of post-test developmental scores.

Problematic attributes of providing development aid in International Service-Learning (ISL) placements exist with its paternalistic implications. Broadening the discussion of ISL by shifting the focus toward prioritizing the incorporation of goals of cross-cultural learning and fostering cultural humility addresses these problematic attributes. Approaching ISL placements with a learning mindset inverts the service-learning model by emphasizing learning over helping. Additionally, cultivating a deeper self-awareness and learning from the host communities prior to offering service encourages cultural humility, enhances the ability to remain open to different perspectives, and sustains engagement as a lifelong learner. A framework for developing international education experiences with a systems-oriented approach is proposed: one that acknowledges the interdependent relationships with others in global social and economic structures. The proposed framework applies Milton Bennett’s Developmental Model of Intercultural Sensitivity and Vanessa de Oliveira Andreotti’s HEADS UP educational tool for critical engagement in global social justice issues. Transformative learning theory guides the process of perspective transformation and invites students to critically reflect on their own values, assumptions, and cultural beliefs. The intent is to establish a model for ISL placements which invites respectful collaboration across cultural differences and imbalances in power relations.

Direct marketing has developed rapidly over the last 15 years owing to technological change and developments in markets and marketing. In 1086 William the Conqueror created the Domesday Book as a record of what each individual owned. The concept developed by George Orwell in his 1984 novel was one of more sinister surveillance by “Big Brother”. Although marketing might not be seen in either light, it is certainly being manifested in at least a parallel manner. Personalised data are increasingly being integrated via data‐fusion to form the next phase of database provision ‐ biographic information. This paper provides a perspective on these developments and raises a variety of marketing and social responsibility issues that are likely to become salient as we move into a new millennium.