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Introduction : phantom crimes -- Forensic error : misclassified murders and mislabeled crimes -- False accusations : when lies become courtroom truths -- Police : crossing "the thin blue line" -- Prosecutors : winning, at all costs -- Defense lawyers : drowning in cases -- Judges : tilting the scales of justice -- Misdemeanors : not minor matters -- Conclusion : clearing the smoke

"Race in America has been avoided in children's education for too long. What Does It Mean to Defund the Police? explores the concept of defunding while addressing the reasons people are calling for it in a comprehensive, honest, and age-appropriate way. Developed in conjunction with educator, advocate, and author Kelisa Wing to reach children of all races and encourage them to approach race issues with open eyes and minds. Includes 21st Century Skills and content, as well as a PBL activity across the Racial Justice in America series. Also includes a table of contents, glossary, index, author biography, sidebars, educational matter, and activities"--

Virtual life sentences are sentences with a term of years that exceed an individual's natural life expectancy. This exploratory study is one of the first to collect data that establish the existence, prevalence, and scope of virtual life sentences in state prisons in the United States. Initial data reveal that more than 31,000 people in 26 states are serving virtual life sentences for violent and nonviolent offenses, and suggest racial disparities in the distribution of these sentences. This study also presents potential policy implications and suggestions for future research.

Aims: A series of podcasts and videos was created to assist medical students with learning about suicide prevention. The aim of this research was to explore medical students experiences of using a suicide prevention learning resource. Methods: A multimedia repository of learning resources for suicide prevention was designed and created for use across all years of the medical programme at The University of Auckland. Emphasis was placed on ensuring that the resource was culturally safe. The impact of the learning resource was evaluated with a qualitative approach using focus group methodology. Two focus groups were audio-recorded, transcribed and a thematic analysis was conducted employing three cycles of coding. Results: Three themes were identified: perceiving that suicide is complex and sensitive; tailoring knowledge to match students' developmental stage and context; and elements that facilitated interaction with the resource. Conclusions: Suicide is unsurprisingly a challenging topic for medical students. The students in this study actively engaged with this resource on suicide prevention, which supplemented their core learning of the topic. Early access to resources developed in a culturally safe way within a spiral curriculum empowers students to understand that they have an important contribution to make in preventing suicide. This may prepare them for encountering suicide with peers, family members and in clinical practice.