DNA-based identification and molecular systematics of forensically important Sarcophagidae (Diptera)

Sarcophagid flies have many characteristics that make them ideal forensic indicators. However, their utility is severely limited because it is difficult or impossible to determine the species of a sarcophagid larva, and in many instances an adult specimen, based on anatomy. We developed a database of mitochondrial DNA sequence data that makes it possible to identify all sarcophagid species likely to be found feeding on a human corpse at an urban location in Canada or the USA. Analyses were based on a 783 base pair region of the gene for cytochrome oxidase subunit one (COI). The species analyzed, including some of no forensic importance that were included for purposes of phylogenetic comparisons, were members of the genera Sarcophaga, Peckia, Blaesoxipha, Rovinia, Wohlfahrtia, Brachicoma (all Sarcophagidae), and Musca (Muscidae).     

Theories of Political Literacy

This paper tests cognitive mobilization, structural role, and traditional socialization agent theories of political literacy, conceptualized as the potential for informed political participation. Political literacy cannot be measured directly, but we presume that if people are politically literate, they understand party differences and know basic political concepts and facts. Other names for this concept include political expertise, political awareness, and civic competence. Using Jennings and Niemi's youth-parent panel socialization data, we conclude that cognitive mobilization has the largest effect on political literacy, followed fairly closely by structural roles. Socialization agents have a very minor effect. This conclusion partly supports prevailing cognitive mobilization explanations of this concept. However, self-selection causes much of the relationship between political literacy and education, making education's cognitive mobilization potential far smaller than most political scientists assumed. Political involvement and ability are the main sources of cognitive mobilization instead, and education's spurious cross-sectional effect primarily reflects structural roles.     

The validity of criminal justice contacts reported by inmates: A comparison of self-reported data with official prison records

Purpose

Existing research on criminal justice contact data has not adequately examined the quality of self-reported timing data, has produced discrepant findings on validity as it relates to demographics, and is limited in its assessment of data quality using a life event calendar method. The study described in this article assessed the validity of self-reported contacts with the criminal justice system gathered using a life event calendar with a sample of incarcerated men.

Methods

Self-reports of criminal justice contacts (i.e., arrests, jail terms, prison terms) were obtained from over 700 incarcerated men using a structured life-event calendar method. Similarly, data were collected from the inmate's official records for the same events. These reports served as an external criterion for the self-reports.

Results

Results indicated a significant degree of reporting errors for arrests using the life event calendar approach with better reporting for jail and prison terms. Additionally, individuals with the highest number of previous arrests had the greatest recall difficulties.

Conclusions

Recall of arrest presents a difficult recall task. The life event calendar method should either be modified to improve recall of specific events for criminological samples or used instead to capture information on more general and extended events.     

You All Made Dank Memes: Using Internet Memes to Promote Critical Thinking

In the time following the 2016 presidential election, much has been written about the spread of false information on social media websites. Given the potential influence false information has had on American politics, it is more important than ever for people to critically evaluate the content they view and share on social media. This article describes an activity that encourages students to develop evidence based arguments and think critically about content shared on social media. In the activity, students are asked to generate an internet meme related to U.S. politics and write a short essay defending the position they have taken in the meme. This article explains how the activity can promote critical thinking and includes suggestions for future implementation.