Models for Integration of Psychological and Linguistic Knowledge in Complex Forensic Examinations

The article presents complex forensic psychological and linguistic examination models developed basing on various kinds of integration of psychological and linguistic knowledge in solving typical expert tasks. Based on forensic expertise, expert practice, methodological developments in complex, as well as psychological and psychiatric examinations, the author describes the following types of studies: a sequential complex of examinations, parallel complex examination, complex sequential analysis, sequential-parallel complex study.The author also illustrates the sequence of the use and integration of the results of applying specialized knowledge with particular examples.

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Why Psychological and Pedagogical Examinations in Disputes Concerning Child-Rearing Do Not Meet the Needs of Justice

Theory and Practice of Forensic Science ◽

10.30764/1819-2785-2020-1-6-19 ◽

2020 ◽

Vol 15 (1) ◽

pp. 6-19 ◽

Cited By ~ 1

Author(s):

E. V. Vaske ◽

F. S. Safuanov ◽

T. N. Sekerazh

Keyword(s):

Professional Training ◽

Scientific Basis ◽

Child Rearing ◽

Specialized Knowledge ◽

Forensic Expertise ◽

Civil Proceedings ◽

Judicial Proceedings ◽

Judicial Authority ◽

Psychological Knowledge ◽

Expert Practice

Basing on the compilation of expert practice and the analysis of court practice reasons for the extensive increase psychological and pedagogical examinations assigned in civil proceedings in cases concerning child-rearing are addressed. The main associated issues are the lack of the own methodology for psychological and pedagogical examinations in the judicial proceedings; resolving questions by educational and education psychologists, which are out of the scope of their specialized knowledge and competence, including those falling within the purview of the court’s exclusive competence; giving unreasonable advice, which violates citizens’ rights; the lack of professional competence necessary to conduct forensic expertise. It is found that opinions on the results of psychological and pedagogical examinations do not meet the requirements of the law, including on account of private educational psychologists’ insufficient professional training. It is shown that the inadequacy of law regarding professional and qualification requirements to experts allows courts to treat the verification of experts’ competence uncritically. As a result, an improper subject of forensic activity is introduced to the civil proceedings, which violates citizens’ rights to justice, undermines people’s trust in the institutions of forensic expertise and judicial authority. Given the relevance of the issue, the grounds for application of specialized psychological knowledge in the form of forensic expertise in the civil disputes involving child-rearing are presented in the article, the scope of the necessary experts’ competences is outlined as well as the requirements to their specialized professional training, since forensic examinations must be conducted on a strictly scientific basis, objectively and comprehensively.

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USE OF LINGUISTIC KNOWLEDGE IN FORENSIC EXPERTISE. COMPARATIVE ANALYSIS

Criminalistics and Forensics ◽

10.33994/kndise.2019.64.38 ◽

2019 ◽

pp. 435-441

Author(s):

A. Svankulov

Keyword(s):

Comparative Analysis ◽

Semantic Content ◽

Psychological Research ◽

Individual Characteristics ◽

Linguistic Knowledge ◽

Forensic Expertise ◽

State Register ◽

Linguistic Research ◽

Forensic Expert ◽

The Republic

The article describes the use of linguistic and psychological knowledge in the forensic expert activity of the Republic of Kazakhstan as an independent form of complex psychological and philological research where experts who obtained knowledge in the field of psychology and philology take part. During the implementation of this type of research, research methods have been developed that are included in the State Register of Methods of Forensic Research of the Republic of Kazakhstan. In addition, the article states that further development of this area in forensic expert activities will contribute to the formation of a new type of research – Forensic Religious Expertise. The direct application of linguistic knowledge in conducting forensic expertises is subdivided into five areas, such as: expert examination of real works on charges of extremist activity, as well as on charges of violating racial, religious, national and social hate and hostility, linguistic examination of advertising texts and treaties, linguistic expert examination of trademarks, verbal study of crimes related to the propaganda of extremism and terrorism, in the investigation of corruption crimes, fraud, extortion. The article also shows the connection of the linguistic expertise with other types, for example, with a judicial video phonography examination, in case of the need for identification of the speaker by verbal speech on the phonogram under study, during the author’s examination for the authorship of the text, in the psychological and forensic expertise – for the solution of question of the learned speeches of the suspect, other persons during the interrogation, other investigative actions. The author presents the results of a comparative analysis of the use of linguistic knowledge abroad, in particular, in the UK. Its peculiarity is that linguistic research is carried out at scientific educational centers of the humanitarian orientation. The following directions in linguistic studies conducted in this country are considered: a) forensic authore-identification, the essence of which is the determining the authorship of oral or written text, individual characteristics of the author (age, way of life, religious and political views, nationality, gender, profession, etc., b) forensic phonetics which involves the use of phonetics and phonology – sections of linguistics, c) forensic stylistics aimed at solving issues related to the plagiarism of the semantic content of the texts, while the author states that in Kazakhstan the decision on this issue is assigned to the competence of authore-identification examination, d) discourse analysis as the most promising type of research at present, is connected with research of written, verbal text in combination with non-verbal means of communication (gestures, facial expressions). Key words: legal linguistics, discourse, psychological and philological examination, forensic authore-identification, products of speech activity, linguistic research, psychological research.

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Proposing a Knowledge Base for Teaching Academic Content to English Language Learners: Disciplinary Linguistic Knowledge

Teachers College Record ◽

10.1177/016146811411600303 ◽

2014 ◽

Vol 116 (3) ◽

pp. 1-30 ◽

Cited By ~ 2

Author(s):

Sultan Turkan ◽

Luciana C. De Oliveira ◽

Okhee Lee ◽

Geoffrey Phelps

Keyword(s):

English Language Learners ◽

Knowledge Base ◽

Language Learners ◽

English Language ◽

Linguistic Knowledge ◽

Specialized Knowledge ◽

Knowledge For Teaching ◽

Disciplinary Discourse ◽

Teaching Content ◽

Knowledge Base For Teaching

Background/Context The current research on teacher knowledge and teacher accountability falls short on information about what teacher knowledge base could guide preparation and accountability of the mainstream teachers for meeting the academic needs of ELLs. Most recently, research on specialized knowledge for teaching has offered ways to understand the tasks of teaching that constitute the work of teaching a subject and a set of content-based problems. However, in this paper, we have argued that this domain does not address whether or not teaching academic content to English language learners (ELLs) involves any specialized knowledge for teaching. We sought to understand what specialized knowledge base for teaching, if any, is included in the work of teaching content to special student populations such as ELLs. In this exploration, we drew on the main perspective from literature about Systemic Functional Linguistics and academic language. Purpose Grounding the theoretical argument based on these two areas of research, we propose the teachers’ use of Disciplinary Linguistic Knowledge (DLK) for academic discourse of a discipline or content area. DLK is proposed as the knowledge base needed to facilitate ELLs’ understanding of oral and written discourse within a discipline and their accurate use of language to engage them in the disciplinary discourse. Findings/Results DLK refers to teachers’ knowledge of a particular disciplinary discourse and involves knowledge for (a) identifying linguistic features of the disciplinary discourse and (b) modeling for ELLs how to communicate meaning in the discipline and engaging them in using the language of the discipline orally or in writing. We offer examples illustrating how teachers’ knowledge of Disciplinary Linguistic Knowledge might manifest itself when teachers engage in the work of teaching content to ELLs. Conclusions/Recommendations The use of DLK as a specialized knowledge base for teaching content to ELLs might help to further specify the role of teachers’ knowledge of students within the larger research area of content knowledge for teaching. Also, operationalizing DLK as an assessment construct could address the need for next generation teacher assessments that aim to measure teachers’ knowledge base for teaching content to ELLs.

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The Nature and Structure of a Forensic Linguist’s Specialized Knowledge

Theory and Practice of Forensic Science ◽

10.30764/1819-2785-2021-2-18-28 ◽

2021 ◽

Vol 16 (2) ◽

pp. 18-28

Author(s):

V. O. Kuznetsov

Keyword(s):

Forensic Science ◽

Complex Structure ◽

Linguistic Knowledge ◽

Federal Law ◽

Present Stage ◽

Forensic Linguistics ◽

Specialized Knowledge ◽

Procedural Law ◽

Science Theory ◽

Forensic Expert

The article addresses one of the current problems of forensic linguistics - the problem of a forensic linguist’s specialized knowledge. Basing on the study of the concept of “specialized knowledge” in legislation and the theory of forensic science and the practice of forensic linguistic analysis, the author demonstrates that a forensic linguist’s specialized knowledge is inhomogeneous in its nature. It is not limited to linguistic knowledge only but has a complex structure, which includes background knowledge, awareness of forensic science theory, and understanding of substantive and procedural law. It seems that at the present stage, such a structure of specialized knowledge of a forensic linguist most fully contributes to solving the tasks of forensic linguistics and implementing the principles of forensic expert activity regulated by Federal Law No. 73-FZ of 31.05.2001.

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Addressing the Сompetence of Experts and Specialists in the Light of Provisions of ISO/IEC 17025:2017 and International Experience in Applying Specialized Knowledge

Theory and Practice of Forensic Science ◽

10.30764/1819-2785-2019-14-3-63-71 ◽

2019 ◽

Vol 14 (3) ◽

pp. 63-71

Author(s):

E. V. Chesnokova ◽

R. S. DuVal

Keyword(s):

Russian Federation ◽

International Standards ◽

Legal Analysis ◽

Specialized Knowledge ◽

International Standard ◽

Forensic Expertise ◽

Forensic Examination ◽

Personal Qualities ◽

The Russian Federation ◽

Calibration Laboratories

The purpose of the study is to reflect differences in approaches to determining the competence of experts and specialists in domestic forensic expertise and based on international standards for forensic examination. According to the international standard, ISO/IEC 17025:2017 “General requirements for the competence of testing and calibration laboratories”, competence is determined by the demonstrated ability to apply knowledge and/or skills and personal qualities. An attempt has been made to adapt this formulation to the realities of the Russian forensic activities. Also – based on a standard approach – consideration has been given to the issue of specialized knowledge in the field of trades and crafts, as well as opportunities to determine the level of expertise have been discussed considering two possible professional situations: individuals who have passed state certification procedures relating to their trades or crafts, and individuals working in their trades or crafts without having received such certification. International standards for forensic examination and comments thereto, foreign expert practice, publications on domestic forensic expertise and the procedural codes of the Russian Federation have served as materials for the research. The methods of the general theory of forensic examination have been used in the process of research, which are comparative analysis, abstraction and modeling and legal analysis. Regarding people with special knowledge the international standard ISO/IEC 17025:2017 “General requirements for the competence of testing and calibration laboratories” demonstrates the breadth and universality of an approach to their competent activity. What is important here is the demonstrated ability to apply knowledge and/or skills, as shown by a specialist or expert at the time of competence assessment or verification within the framework of forensic laboratory accreditation. A situation when there is equality of knowledge and/or skills and personal qualities can be adapted (to some extent and without significant adjustments) to the Russian realities in forensic activities. For example, in areas of application of specialized knowledge such as skilled trades or crafts or in narrowly specialized or rare spheres of human activity. The various formulations of the term “competence” contain one unchanging feature – the obligatory verification of the level of knowledge and skills. The mechanisms that have been developed through practice to verify the competence of experts and specialists can be supplemented by the capabilities provided by standards. Assessing an expert’s competence taking into account the processes of standardization in forensic activities, currently pending updates to legislation on forensic activities in the Russian Federation and also foreign experience in the application of specialized knowledge in courts of the USA, will contribute to the formation of an integrated position of the Russian expert community and a better implementation of standardization into domestic science, as well as of the unification of rules for the forensic expert activity.

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Subject, Objects and Types of Railway Forensics

Theory and Practice of Forensic Science ◽

10.30764/1819-2785-2020-2-21-26 ◽

2020 ◽

Vol 15 (2) ◽

pp. 21-26

Author(s):

N. N. Il’in

Keyword(s):

Traffic Accidents ◽

Railway Transport ◽

Species Identity ◽

Forensic Expertise ◽

Primary Means ◽

The Subject ◽

Source Of Information ◽

Expert Study ◽

Expert Practice

Railway forensic examinations are one of the primary means to establish the circumstances in the detection and investigation of crimes connected to the safety of traffic and operation of railway transport or traffic accidents. This type of forensic expertise falls within the class of transport and technical forensic examinations together with aviation, auto-technical, and water-technical. The forensic and expert literature still has not developed any theoretical provisions concerning the subject of the railway forensics, its objects, tasks, as well as the methodology for conducting the study. The object of forensic expertise is an integral and defining feature of the generic and species identity of the expert study, a source of information about specific events. Based on the investigative and expert practice studied by the author, specialized literature, and the author’s formualtion of the subject of the examination under consideration the classification of objects of the railway forensic examinations is proposed, the types of this kind of forensic expertise are identified.

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