Statistics and Probability in Forensic Anthropology provides a practical guide for forensic scientists, primarily anthropologists and pathologists, on how to design studies, how to choose and apply statistical approaches, and how to interpret statistical outcomes in the forensic practice. As with other forensic, medical and biological disciplines, statistics have become increasingly important in forensic anthropology and legal medicine, but there is not a single book, which specifically addresses the needs of forensic anthropologists in relation to the research undertaken in the field and the interpretation of research outcomes and case findings within the setting of legal proceedings.

The book includes the application of both frequentist and Bayesian statistics in relation to topics relevant for the research and the interpretation of findings in forensic anthropology, as well as general chapters on study design and statistical approaches addressing measurement errors and reliability. Scientific terminology understandable to students and advanced practitioners of forensic anthropology, pathology and related disciplines is used throughout. Additionally, Statistics and Probability in Forensic Anthropology facilitates sufficient understanding of the statistical procedures and data interpretation based on statistical outcomes and models, which helps the reader confidently present their work within the forensic context, either in the form of case reports for legal purposes or as research publications for the scientific community.

This book is a rhizomatic curriculum autobiography that charts the author’s efforts to develop and promote Australian outdoor environmental education practices that are inclusive of, and responsive to, the places in which they are performed. Joining philosophical concepts created by Gilles Deleuze and Felix Guattari with William Pinar’s autobiographical method for curriculum inquiry, the author (re)considers the interrelated concepts, contexts and complex conversations with colleagues, students and others that have shaped his approach to curriculum, pedagogy and research for fifteen years or more. Emphasising the complexity of developing curricula and pedagogies that engage, in a respectful and generative way, with the natural and cultural history of the Australian continent, the author explicates and enacts his attempts to think differently about the cultural, curricular and pedagogical understandings that inform the practices of Australian outdoor environmental educators.

Outdoor environmental education in Australia has historically been influenced by imported universalist ideas, particularly from the USA and the UK. However, during the last two decades a growing number of researchers in this field have challenged the applicability of such taken-for-granted approaches and advocated the development of curricula and pedagogies informed by the unique bio-geographical and cultural histories of the locations in which educational experiences take place. As this book demonstrates, Alistair Stewart is prominent among the vanguard of Australian outdoor environmental educators who have led such advocacy by combining practical experience with theoretical rigour.

Statistics and Probability in Forensic Anthropology provides a practical guide for forensic scientists, primarily anthropologists and pathologists, on how to design studies, how to choose and apply statistical approaches, and how to interpret statistical outcomes in the forensic practice. As with other forensic, medical and biological disciplines, statistics have become increasingly important in forensic anthropology and legal medicine, but there is not a single book, which specifically addresses the needs of forensic anthropologists in relation to the research undertaken in the field and the interpretation of research outcomes and case findings within the setting of legal proceedings.

The book includes the application of both frequentist and Bayesian statistics in relation to topics relevant for the research and the interpretation of findings in forensic anthropology, as well as general chapters on study design and statistical approaches addressing measurement errors and reliability. Scientific terminology understandable to students and advanced practitioners of forensic anthropology, pathology and related disciplines is used throughout. Additionally, Statistics and Probability in Forensic Anthropology facilitates sufficient understanding of the statistical procedures and data interpretation based on statistical outcomes and models, which helps the reader confidently present their work within the forensic context, either in the form of case reports for legal purposes or as research publications for the scientific community.

This book is a rhizomatic curriculum autobiography that charts the author’s efforts to develop and promote Australian outdoor environmental education practices that are inclusive of, and responsive to, the places in which they are performed. Joining philosophical concepts created by Gilles Deleuze and Felix Guattari with William Pinar’s autobiographical method for curriculum inquiry, the author (re)considers the interrelated concepts, contexts and complex conversations with colleagues, students and others that have shaped his approach to curriculum, pedagogy and research for fifteen years or more. Emphasising the complexity of developing curricula and pedagogies that engage, in a respectful and generative way, with the natural and cultural history of the Australian continent, the author explicates and enacts his attempts to think differently about the cultural, curricular and pedagogical understandings that inform the practices of Australian outdoor environmental educators.

Outdoor environmental education in Australia has historically been influenced by imported universalist ideas, particularly from the USA and the UK. However, during the last two decades a growing number of researchers in this field have challenged the applicability of such taken-for-granted approaches and advocated the development of curricula and pedagogies informed by the unique bio-geographical and cultural histories of the locations in which educational experiences take place. As this book demonstrates, Alistair Stewart is prominent among the vanguard of Australian outdoor environmental educators who have led such advocacy by combining practical experience with theoretical rigour.