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Forensic Science Education and Training : A Tool-Kit for Lecturers and Practitioner Trainers.

By: Contributor(s): Material type: TextPublisher: Newark : John Wiley & Sons, Incorporated, 2017Copyright date: ©2017Edition: 1st edDescription: 1 online resource (355 pages)Content type:
  • text
Media type:
  • computer
Carrier type:
  • online resource
ISBN:
  • 9781118689165
Subject(s): Genre/Form: DDC classification:
  • 363.25071141
Online resources:
Contents:
Intro -- Forensic Science Education and Training -- Contents -- List of Contributors -- Foreword -- Acknowledgements -- 1 Forensic Science Education - The Past and the Present In and Out of the Classroom -- Introduction -- Conclusions and Implications for Teaching and Practice -- References -- Further Resources -- 2 Forensic Anthropology Teaching Practice -- Introduction -- Practical Teaching Methods -- Basic Anatomy Teaching -- Forensic Anthropology Basic Techniques -- Teaching Equipment -- Use Of Human Skeletal Material For Teaching Purposes -- Access to Skeletal Collections -- Health and Safety Considerations -- Correct Handling and Storage of Skeletal Remains -- Student Sensibilities -- Alternatives to Human Skeletal Material -- Teaching Forensic Anthropology Theory -- Forensic Cases as Training -- Assessment Methods -- Spotter Tests -- Laboratory Reports -- Post-Mortem Examinations -- Ethics -- Health and Safety Considerations -- Student Sensibilities -- Conclusions -- References -- Further Resources -- 3 Considerations in Using a Crime Scene House Facility for Teaching and Learning -- References -- 4 Taphonomy Facilities as Teaching Aids -- Introduction -- History of Taphonomic Research in Forensic Science -- Taphonomy Research Facilities -- Teaching Forensic Taphonomy -- Establishment of a Taphonomy Facility for Teaching and Research -- The Future of Taphonomy Facilities -- Conclusions -- References -- 5 Forensic Fire Investigation -- Introduction -- Fire and Explosion Investigation Module -- Example Practical Sessions -- Fire Scene Simulation -- Conclusions -- Future Developments -- Recommended Resources -- Introductory Textbooks -- More Detailed Textbooks and Material -- Case Studies -- References -- Further Reading -- 6 Digital Forensics Education -- Introduction -- A Brief History of Digital Forensics Education.
Current Digital Forensic Education -- Digital Forensics as a Sub-Discipline? -- Digital Forensics and Traditional Forensic Science Skill Sets -- Challenges in Digital Forensics Education -- Different Levels of Study -- Education versus Training -- Speed of Technology Change -- Distance Learning Challenges -- Challenges in Incorporating Law into the Digital Forensics Curriculum -- Other Discussions in Digital Forensics Education -- Programming for Digital Forensics -- Lab Requirements for Digital Forensics -- Developing Practical Exercises for Digital Forensics -- Summary -- References -- 7 A Strategy for Teaching Forensic Investigation with Limited Resources -- Introduction -- Historical Background -- Methodology -- Results -- Analysis -- Conclusions -- Acknowledgements -- Appendix 7.A: Budget Information for Forensic Investigation Scenario -- Appendix 7.B: Information on Testing Available for Forensic Investigation Scenario -- Appendix 7.C: Suggested Schedule for Delivery of This Style of Module -- References -- 8 Improving the PhD Through Provision of Skills Training for Postgraduate Researchers -- Introduction -- Study of Student Perception of Training Needs -- Training Course Attendance and Usefulness -- Training Course Delivery -- Conclusions -- References -- 9 Educational Forensic E-gaming as Effective Learning Environments for Higher Education Students -- Introduction -- Background -- Methodology -- Results -- Discussion -- Conclusions -- Acknowledgements -- Glossary -- References -- Further Resources -- 10 Virtual Anatomy Teaching Aids -- Introduction -- Virtual Anatomy in Healthcare Education -- Anatomage Virtual Anatomy as a Teaching Aid -- Anatomy Labs -- Forensic and Virtual Autopsy Imaging -- Advanced Clinical and Procedural Training -- Conclusions -- References -- 11 Online Teaching Aids -- Introduction.
Employability and Transferrable Skills -- Online Learning Management Systems -- iTunes U -- Note-taking Apps - The Age of Evernote and OneNote -- Scientific Demonstration Apps -- Within the Forensic Curriculum -- Practical Guidance for Using Online Tools -- Online, electronic and video games -- Virtual Learning Environments (VLEs) -- Blogs -- Podcast -- RSS -- Wikis -- Creative Commons -- Folksonomy -- Social Networks and Forums -- Twitter -- Facebook -- Academia.edu or Similar -- LinkedIn -- Deciding Which Technology to Use -- Openness for Participation -- Transient Versus Permanent Solutions -- Conclusions -- References -- 12 Simulation, Immersive Gameplay and Virtual Realities in Forensic Science Education -- Introduction -- Terms of Reference -- Serious Games -- Simulation-based Real Environment Learning in Professional Forensic Training -- Hydra Augmented Reality -- Virtual Reality -- Crime Science Investigators (CSIs) -- Augmented Reality -- Augmented Virtuality -- Virtual Reality -- Conclusions -- References -- 13 Training Forensic Practitioners in DNA Profiling -- Introduction -- Prior Knowledge -- Setting the Scene: Expectations -- Preconceptions and Common Misconceptions -- Introductory Concepts -- DNA Structure and Function -- The Profiling Process -- Extraction -- Quantification -- Amplification -- Separation and Detection -- Anti-Contamination -- Intermediate Concepts -- Partial Profiles -- Introduction to Mixtures -- Database Searches -- Statistical Interpretation -- Advanced Concepts -- Activity Level Interpretation -- Modes of Transfer -- DNA Mixtures -- Specialist Techniques -- Low Template Techniques -- Relationship Testing -- Mitochondrial DNA and Y Chromosome STRs -- Familial Database Searches -- Ethnic Inferencing -- Phenotypic Markers -- In The Court of Appeal -- R v Deen, 1994 -- R v Dennis Adams, 1996 and 1997.
R v Doheny and R v Adams, 1997 -- R v Bates and Garside, 2006 -- R v Hoey, 2007 -- R v Reed and Reed, 2009 -- R v Garmson, 2010 -- R v T, 2010 -- R v Weller, 2010 -- R v Thomas, 2011 -- R v Dlugosz, R v Pickering and R v MDS, 2013 -- Teaching Principles -- Appendix 13.A: Low Level Profile Examples -- Example 13.A.1 -- Example 13.A.2 -- Example 13.A.3 -- Example 13.A.4 -- Example 13.A.5 -- References -- 14 The Forensic Investigation of Sexual Offences: Practitioner Course Design and Delivery -- Introduction -- Starting Points -- Evidence Types -- The Body as a Crime Scene: Information from the Forensic Medical Examination -- The Persistence Distribution -- The FME is a Source of Information -- The Speculum Issue -- Why Take Control Swabs? -- Setting the Strategy -- Case Assessment and Interpretation -- The Hierarchy of Propositions -- Dealing with Uncertainty -- Interpretation of Findings -- The Reporter-Examiner Relationship -- Stain Selection and Body Fluid Attribution -- Dealing with Unexpected Results -- Negative Findings -- Writing the Statement -- Writing for the Lay Person -- Technical Explanations -- The Inclusion of Conditioning Information -- Choice of Words -- Transparency of Interpretation -- Cognitive Bias -- Training to Other Audiences -- Legal Professionals -- Police Officers -- Medical Professionals -- Conclusions -- Appendix 14.A: Sexual Offence Case Training Scenarios -- Suggested Tutorial Structure -- Scenario 1 -- Scenario 2 -- Scenario 3 -- Appendix 14.B: Templates for Use in Statement Writing Exercises -- EXPERT WITNESS DECLARATION FORM -- FORENSIC EXAMINATION RECORD -- Witness Statement -- Qualifications and Experience -- Items Received -- Purpose of Examination -- Use of Assistants -- Technical Issues -- Examination and Results -- Interpretation -- Conclusions -- References.
15 The Use of High-Fidelity Simulations in Emergency Management Training -- The Need for High Fidelity -- Scenario Design -- Health and Safety Considerations -- Deployment Hazards -- Site Hazards -- Initial Response -- Site Management -- Evidence Collection -- Media Management -- The Local Hack -- The Radio Interview -- The Television Interview -- The Press Conference -- Team Management -- Witnesses and Interviewing -- Coaching Techniques -- Analysis and Reporting -- Summary -- Reference -- 16 Police Training in the Twenty-first Century -- Introduction -- Training of Future Police Detectives -- Evaluation of Police Performance -- Avoiding Miscarriages of Justice -- Maintaining and Developing the Role of the Senior Investigating Officer (SIO) -- Expert Witnesses -- The Compartmentalisation of Investigative Skills -- Forensic Provision -- Silverman Report on the Closure of the Forensic Science Service -- Ethical Issues -- High Volume Crime -- New Investigative Challenges -- Eco-terrorism -- Cybercrime -- Domestic Terrorism -- Passive Data and Social Networking -- Recommendations -- Conclusions -- Glossary -- References -- 17 The Design and Implementation of Multiple Choice Questions (MCQs) in Forensic Science Assessment -- Introduction to Multiple Choice Questions (MCQs) -- The Benefits and Limitations of MCQ Use in Forensic Science Assessment -- Forensic Science Students Perceptions of MCQs -- MCQ Testing in Forensic Practitioner Competency Testing -- Designing MCQs for Forensic Science -- Basic MCQ Design Principles -- The Development of More Sophisticated MCQs -- Creating Whole Tests of MCQs -- Integrating MCQs into Forensic Science Education and Assessment -- MCQ Test Formats - The Blended Approach -- Different Uses for MCQs -- Positioning MCQ Tests Within a Teaching Programme -- Methods of Implementation -- Management and Organisation of MCQs.
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Intro -- Forensic Science Education and Training -- Contents -- List of Contributors -- Foreword -- Acknowledgements -- 1 Forensic Science Education - The Past and the Present In and Out of the Classroom -- Introduction -- Conclusions and Implications for Teaching and Practice -- References -- Further Resources -- 2 Forensic Anthropology Teaching Practice -- Introduction -- Practical Teaching Methods -- Basic Anatomy Teaching -- Forensic Anthropology Basic Techniques -- Teaching Equipment -- Use Of Human Skeletal Material For Teaching Purposes -- Access to Skeletal Collections -- Health and Safety Considerations -- Correct Handling and Storage of Skeletal Remains -- Student Sensibilities -- Alternatives to Human Skeletal Material -- Teaching Forensic Anthropology Theory -- Forensic Cases as Training -- Assessment Methods -- Spotter Tests -- Laboratory Reports -- Post-Mortem Examinations -- Ethics -- Health and Safety Considerations -- Student Sensibilities -- Conclusions -- References -- Further Resources -- 3 Considerations in Using a Crime Scene House Facility for Teaching and Learning -- References -- 4 Taphonomy Facilities as Teaching Aids -- Introduction -- History of Taphonomic Research in Forensic Science -- Taphonomy Research Facilities -- Teaching Forensic Taphonomy -- Establishment of a Taphonomy Facility for Teaching and Research -- The Future of Taphonomy Facilities -- Conclusions -- References -- 5 Forensic Fire Investigation -- Introduction -- Fire and Explosion Investigation Module -- Example Practical Sessions -- Fire Scene Simulation -- Conclusions -- Future Developments -- Recommended Resources -- Introductory Textbooks -- More Detailed Textbooks and Material -- Case Studies -- References -- Further Reading -- 6 Digital Forensics Education -- Introduction -- A Brief History of Digital Forensics Education.

Current Digital Forensic Education -- Digital Forensics as a Sub-Discipline? -- Digital Forensics and Traditional Forensic Science Skill Sets -- Challenges in Digital Forensics Education -- Different Levels of Study -- Education versus Training -- Speed of Technology Change -- Distance Learning Challenges -- Challenges in Incorporating Law into the Digital Forensics Curriculum -- Other Discussions in Digital Forensics Education -- Programming for Digital Forensics -- Lab Requirements for Digital Forensics -- Developing Practical Exercises for Digital Forensics -- Summary -- References -- 7 A Strategy for Teaching Forensic Investigation with Limited Resources -- Introduction -- Historical Background -- Methodology -- Results -- Analysis -- Conclusions -- Acknowledgements -- Appendix 7.A: Budget Information for Forensic Investigation Scenario -- Appendix 7.B: Information on Testing Available for Forensic Investigation Scenario -- Appendix 7.C: Suggested Schedule for Delivery of This Style of Module -- References -- 8 Improving the PhD Through Provision of Skills Training for Postgraduate Researchers -- Introduction -- Study of Student Perception of Training Needs -- Training Course Attendance and Usefulness -- Training Course Delivery -- Conclusions -- References -- 9 Educational Forensic E-gaming as Effective Learning Environments for Higher Education Students -- Introduction -- Background -- Methodology -- Results -- Discussion -- Conclusions -- Acknowledgements -- Glossary -- References -- Further Resources -- 10 Virtual Anatomy Teaching Aids -- Introduction -- Virtual Anatomy in Healthcare Education -- Anatomage Virtual Anatomy as a Teaching Aid -- Anatomy Labs -- Forensic and Virtual Autopsy Imaging -- Advanced Clinical and Procedural Training -- Conclusions -- References -- 11 Online Teaching Aids -- Introduction.

Employability and Transferrable Skills -- Online Learning Management Systems -- iTunes U -- Note-taking Apps - The Age of Evernote and OneNote -- Scientific Demonstration Apps -- Within the Forensic Curriculum -- Practical Guidance for Using Online Tools -- Online, electronic and video games -- Virtual Learning Environments (VLEs) -- Blogs -- Podcast -- RSS -- Wikis -- Creative Commons -- Folksonomy -- Social Networks and Forums -- Twitter -- Facebook -- Academia.edu or Similar -- LinkedIn -- Deciding Which Technology to Use -- Openness for Participation -- Transient Versus Permanent Solutions -- Conclusions -- References -- 12 Simulation, Immersive Gameplay and Virtual Realities in Forensic Science Education -- Introduction -- Terms of Reference -- Serious Games -- Simulation-based Real Environment Learning in Professional Forensic Training -- Hydra Augmented Reality -- Virtual Reality -- Crime Science Investigators (CSIs) -- Augmented Reality -- Augmented Virtuality -- Virtual Reality -- Conclusions -- References -- 13 Training Forensic Practitioners in DNA Profiling -- Introduction -- Prior Knowledge -- Setting the Scene: Expectations -- Preconceptions and Common Misconceptions -- Introductory Concepts -- DNA Structure and Function -- The Profiling Process -- Extraction -- Quantification -- Amplification -- Separation and Detection -- Anti-Contamination -- Intermediate Concepts -- Partial Profiles -- Introduction to Mixtures -- Database Searches -- Statistical Interpretation -- Advanced Concepts -- Activity Level Interpretation -- Modes of Transfer -- DNA Mixtures -- Specialist Techniques -- Low Template Techniques -- Relationship Testing -- Mitochondrial DNA and Y Chromosome STRs -- Familial Database Searches -- Ethnic Inferencing -- Phenotypic Markers -- In The Court of Appeal -- R v Deen, 1994 -- R v Dennis Adams, 1996 and 1997.

R v Doheny and R v Adams, 1997 -- R v Bates and Garside, 2006 -- R v Hoey, 2007 -- R v Reed and Reed, 2009 -- R v Garmson, 2010 -- R v T, 2010 -- R v Weller, 2010 -- R v Thomas, 2011 -- R v Dlugosz, R v Pickering and R v MDS, 2013 -- Teaching Principles -- Appendix 13.A: Low Level Profile Examples -- Example 13.A.1 -- Example 13.A.2 -- Example 13.A.3 -- Example 13.A.4 -- Example 13.A.5 -- References -- 14 The Forensic Investigation of Sexual Offences: Practitioner Course Design and Delivery -- Introduction -- Starting Points -- Evidence Types -- The Body as a Crime Scene: Information from the Forensic Medical Examination -- The Persistence Distribution -- The FME is a Source of Information -- The Speculum Issue -- Why Take Control Swabs? -- Setting the Strategy -- Case Assessment and Interpretation -- The Hierarchy of Propositions -- Dealing with Uncertainty -- Interpretation of Findings -- The Reporter-Examiner Relationship -- Stain Selection and Body Fluid Attribution -- Dealing with Unexpected Results -- Negative Findings -- Writing the Statement -- Writing for the Lay Person -- Technical Explanations -- The Inclusion of Conditioning Information -- Choice of Words -- Transparency of Interpretation -- Cognitive Bias -- Training to Other Audiences -- Legal Professionals -- Police Officers -- Medical Professionals -- Conclusions -- Appendix 14.A: Sexual Offence Case Training Scenarios -- Suggested Tutorial Structure -- Scenario 1 -- Scenario 2 -- Scenario 3 -- Appendix 14.B: Templates for Use in Statement Writing Exercises -- EXPERT WITNESS DECLARATION FORM -- FORENSIC EXAMINATION RECORD -- Witness Statement -- Qualifications and Experience -- Items Received -- Purpose of Examination -- Use of Assistants -- Technical Issues -- Examination and Results -- Interpretation -- Conclusions -- References.

15 The Use of High-Fidelity Simulations in Emergency Management Training -- The Need for High Fidelity -- Scenario Design -- Health and Safety Considerations -- Deployment Hazards -- Site Hazards -- Initial Response -- Site Management -- Evidence Collection -- Media Management -- The Local Hack -- The Radio Interview -- The Television Interview -- The Press Conference -- Team Management -- Witnesses and Interviewing -- Coaching Techniques -- Analysis and Reporting -- Summary -- Reference -- 16 Police Training in the Twenty-first Century -- Introduction -- Training of Future Police Detectives -- Evaluation of Police Performance -- Avoiding Miscarriages of Justice -- Maintaining and Developing the Role of the Senior Investigating Officer (SIO) -- Expert Witnesses -- The Compartmentalisation of Investigative Skills -- Forensic Provision -- Silverman Report on the Closure of the Forensic Science Service -- Ethical Issues -- High Volume Crime -- New Investigative Challenges -- Eco-terrorism -- Cybercrime -- Domestic Terrorism -- Passive Data and Social Networking -- Recommendations -- Conclusions -- Glossary -- References -- 17 The Design and Implementation of Multiple Choice Questions (MCQs) in Forensic Science Assessment -- Introduction to Multiple Choice Questions (MCQs) -- The Benefits and Limitations of MCQ Use in Forensic Science Assessment -- Forensic Science Students Perceptions of MCQs -- MCQ Testing in Forensic Practitioner Competency Testing -- Designing MCQs for Forensic Science -- Basic MCQ Design Principles -- The Development of More Sophisticated MCQs -- Creating Whole Tests of MCQs -- Integrating MCQs into Forensic Science Education and Assessment -- MCQ Test Formats - The Blended Approach -- Different Uses for MCQs -- Positioning MCQ Tests Within a Teaching Programme -- Methods of Implementation -- Management and Organisation of MCQs.

Marking Methods for MCQ Assessments.

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