Purpose-This paper examines the role of blogging (writing online weblogs) in facilitating healing following sexual assault. Design/methodology/approach-To explore how blog writing may facilitate healing and recovery, thirty blog posts written by survivors of sexual assault were analysed using thematic analysis. Findings-The analysis revealed three themes; the aftermath of abuse, the need for support, and helping others. In accordance with past research, bloggers frequently did not receive the supportive reaction to a face-to-face disclosure that they desired. Instead, blogging provided a safe environment in which victims could deal with the ongoing challenge of coping with, and recovering from the abuse. Moreover, blogging enabled victims to use their negative experience to educate and support others going through a similar experience, therefore allowing the bloggers to achieve some positive growth. Practical implications-The results suggest that blogging and reading blogs may be beneficial to victims of sexual assault. Therefore, the findings support the recommendation of blogging by professionals working with victims of sexual assault. Originality/value-The study presents the first analysis of blogs written by victims of sexual assault to facilitate their healing.

Evidence presented within a courtroom should be clear so that the members of the jury can understand it. The presentation of distressing images, such as human remains, can have a negative effect on the jury since photographic images may evoke emotional responses. Therefore, it is important to understand how other visual mediums may improve comprehension, bias, or distress individuals. For this study, 91 individuals were randomly assigned one of three visual evidence formats in a mock courtroom exercise. These included photographs, 3D visualisations, or a 3D-printed model. The results show that the use of 3D imaging improves the juror's understanding of technical language used within a courtroom, which in turn better informs the juror's in their decision-making.

Previous research suggests that audio feedback may be an important mechanism for facilitating effective and timely assignment feedback. The present study examined expectations and experiences of audio and written feedback provided through turnitin for iPad® from students within the same cohort and assignment. The results showed that although initially sceptical of audio-compared to written feedback, there were no significant differences in students' experiences of audio and written feedback. Students' performance on the assignment was not associated with their experiences of audio feedback but first class performing students (>70%) had more positive experiences of written feedback than those who received an upper second class grade (60-69%). In general, the results imply that audio feedback provided through turnitin for iPad® is a viable alternative to written feedback. The findings are discussed in relation to past research findings.

The present study examined whether evidence timing and witness motivation effect mock jurors' decisions. Participants read a mock case where the defendant's alibi was; not corroborated, corroborated by a motivated alibi witness (with prior relationship with the defendant), or corroborated by an unmotivated alibi witness (with no relationship with the defendant). Where present, the alibi corroboration was provided either at a timely point in the police investigation, or delayed to 'ambush' the court. Supporting prior literature, timely alibis were seen as significantly more reliable when substantiated by an unmotivated alibi witness than by a motivated witness. Additionally, when the alibi witness was unmotivated, timely evidence was perceived as significantly more reliable than ambush evidence. However, alibi corroborator and timing did not have a significant effect on either case verdicts or perceptions of defendant reliability. The findings suggest that defendants may not be unfairly advantaged if their ambush alibi is admitted into court.

This study investigated the influence of child alibi witness age and confidence upon mock juror decision making. Participants (N D 145) read a mock murder trial transcript containing the evidence of a defendant and a corroborating child alibi witness. Six versions of the trial transcript were created manipulating the alibi witness's age (8, 12, 16 years of age) and the confidence they displayed (high, low) while giving evidence. Despite a tendency towards returning not-guilty verdicts, no associations between alibi witness age, confidence and verdicts were found. However, confident alibi witnesses were perceived as more honest, accurate and reliable than unconfident alibi witnesses. The findings do not support the twofactor model of witness credibility, but do suggest that the alibi scepticism commonly found towards adult alibi witnesses may not extend as strongly towards children corroborating the defendant's alibi. More research is required before policy recommendations can be made.