Forensic Science Education and Training: A Tool-kit for Lecturers and Practitioner Trainers | KitaabNow

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

 17,590
  • Edited By: Anna Williams, John Paul Cassella, Peter D. Maskell
  • ISBN: 9781118689233
  • Publisher: Wiley Publishing
  • Edition: 1st
  • Publication Date: June 12, 2017
  • Format: Hardback – 344 pages
  • Language: English


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Description

A comprehensive and innovative guide to teaching, learning and assessment in forensic science education and practitioner training

Key Features
  • Includes student exercises for mock crime scene and disaster scenarios
  • Addresses innovative teaching methods including apps and e-gaming
  • Discusses existing and proposed teaching methods
Review

“Overall this book is successful in its aims; it is relevant and places emphasis on the importance of quality and standards within forensic science education”…..”This book would be of benefit to forensic educators and trainers providing some beneficial opportunities to enhance teaching material and develop curriculums”

– Ruth Buckley MCSFS on behalf of The Chartered Society of Forensic Sciences

Table of Contents
  1. List of Contributors xiii
  2. Foreword xv – Dave Barclay
  3. Acknowledgements xix
  4. Forensic Science Education – The Past and the Present In and Out of the Classroom 1 – John P. Cassella, Peter D. Maskell, and Anna Williams
    1. Introduction 1
    2. Conclusions and Implications for Teaching and Practice 16
    3. References 16
    4. Further Resources 18
  5. Forensic Anthropology Teaching Practice 19 – Anna Williams
    1. Introduction 19
    2. Practical Teaching Methods 20
    3. Use Of Human Skeletal Material For Teaching Purposes 24
    4. Alternatives to Human Skeletal Material 27
    5. Teaching Forensic Anthropology Theory 29
    6. Forensic Cases as Training 29
    7. Assessment Methods 30
    8. Post-Mortem Examinations 32
    9. Conclusions 35
    10. References 36
    11. Further Resources 38
  6. Considerations in Using a Crime Scene House Facility for Teaching and Learning 39 – David Rogers
    1. References 44
  7. Taphonomy Facilities as Teaching Aids 45 – Peter Cross and Anna Williams
    1. Introduction 45
    2. History of Taphonomic Research in Forensic Science 45
    3. Taphonomy Research Facilities 47
    4. Teaching Forensic Taphonomy 48
    5. Establishment of a Taphonomy Facility for Teaching and Research 50
    6. The Future of Taphonomy Facilities 52
    7. Conclusions 52
    8. References 52
  8. Forensic Fire Investigation 57 – Richard D. Price
    1. Introduction 57
    2. Fire and Explosion Investigation Module 58
    3. Fire Scene Simulation 60
    4. Conclusions 69
    5. Future Developments 69
    6. Recommended Resources 70
    7. References 70
    8. Further Reading 71
  9. Digital Forensics Education 73 – Christopher Hargreaves
    1. Introduction 73
    2. Challenges in Digital Forensics Education 76
    3. Other Discussions in Digital Forensics Education 82
    4. Summary 84
    5. References 85
  10. A Strategy for Teaching Forensic Investigation with Limited Resources 87 – Janice Kennedy
    1. Introduction 87
    2. Historical Background 87
    3. Methodology 90
    4. Results 94
    5. Analysis 96
    6. Conclusions 97
    7. Acknowledgements 97
    8. Appendix 7.A: Budget Information for Forensic Investigation Scenario 98
    9. Appendix 7.B: Information on Testing Available for Forensic Investigation
    10. Scenario 99
    11. Appendix 7.C: Suggested Schedule for Delivery of This Style of Module 100
    12. References 101
  11. Improving the PhD Through Provision of Skills Training for Postgraduate Researchers 103 – Benjamin J. Jones
    1. Introduction 103
    2. Study of Student Perception of Training Needs 105
    3. Training Course Attendance and Usefulness 106
    4. Training Course Delivery 109
    5. Conclusions 113
    6. References 115
  12. Educational Forensic E-gaming as Effective Learning Environments for Higher Education Students 119 – Jamie K. Pringle, Luke Bracegirdle, and Jackie A. Potter
    1. Introduction 119
    2. Background 120
    3. Methodology 122
    4. Results 126
    5. Discussion 131
    6. Conclusions 133
    7. Acknowledgements 133
    8. Glossary 133
    9. References 134
    10. Further Resources 136
  13. Virtual Anatomy Teaching Aids 137 – Kris Thomson and Anna Williams
    1. Introduction 137
    2. Virtual Anatomy in Healthcare Education 137
    3. Forensic and Virtual Autopsy Imaging 140
    4. Advanced Clinical and Procedural Training 141
    5. Conclusions 143
    6. References 145
  14. Online Teaching Aids 147 – Anna-Maria Muller, Luke Taylor, and Anna Williams
    1. Introduction 147
    2. Employability and Transferrable Skills 148
    3. Online Learning Management Systems 150
    4. Note-taking Apps – The Age of Evernote and OneNote 151
    5. Scientific Demonstration Apps 151
    6. Within the Forensic Curriculum 152
    7. Practical Guidance for Using Online Tools 153
    8. Social Networks and Forums 155
    9. Deciding Which Technology to Use 156
    10. Conclusions 159
    11. References 159
  15. Simulation, Immersive Gameplay and Virtual Realities in Forensic Science Education 163 – Karl Harrison and Colleen Morgan
    1. Introduction 163
    2. Terms of Reference 164
    3. Serious Games 165
    4. Simulation-based Real Environment Learning in Professional Forensic Training 166
    5. Hydra Augmented Reality 167
    6. Virtual Reality 168
    7. Crime Science Investigators (CSIs) 172
    8. Augmented Reality 172
    9. Augmented Virtuality 172
    10. Virtual Reality 173
    11. Conclusions 174
    12. References 175
  16. Training Forensic Practitioners in DNA Profiling 177 – Sue Carney
    1. Introduction 177
    2. Prior Knowledge 177
    3. Setting the Scene: Expectations 178
    4. Preconceptions and Common Misconceptions 178
    5. Introductory Concepts 179
    6. Intermediate Concepts 182
    7. Advanced Concepts 186
    8. Specialist Techniques 189
    9. In The Court of Appeal 191
    10. Teaching Principles 195
    11. Appendix 13.A: Low Level Profile Examples 197
    12. References 201
  17. The Forensic Investigation of Sexual Offences: Practitioner Course Design and Delivery 207 – Sue Carney
    1. Introduction 207
    2. Starting Points 207
    3. Evidence Types 208
    4. The Body as a Crime Scene: Information from the Forensic Medical Examination 209
    5. Setting the Strategy 212
    6. Interpretation of Findings 214
    7. Writing the Statement 216
    8. Training to Other Audiences 219
    9. Conclusions 220
    10. Appendix 14.A: Sexual Offence Case Training Scenarios 221
    11. Appendix 14.B: Templates for Use in Statement Writing Exercises 226
    12. References 232
  18. The Use of High-Fidelity Simulations in Emergency Management Training 235 – Graham Braithwaite
    1. The Need for High Fidelity 235
    2. Scenario Design 236
    3. Health and Safety Considerations 237
    4. Initial Response 241
    5. Site Management 242
    6. Evidence Collection 244
    7. Media Management 246
    8. Team Management 247
    9. Witnesses and Interviewing 248
    10. Coaching Techniques 250
    11. Analysis and Reporting 251
    12. Summary 252
    13. Reference 252
  19. Police Training in the Twenty-first Century 253 – Mark Roycroft
    1. Introduction 253
    2. Training of Future Police Detectives 255
    3. Evaluation of Police Performance 257
    4. Avoiding Miscarriages of Justice 257
    5. Maintaining and Developing the Role of the Senior Investigating Officer (SIO) 258
    6. Expert Witnesses 260
    7. The Compartmentalisation of Investigative Skills 260
    8. Forensic Provision 261
    9. Silverman Report on the Closure of the Forensic Science Service 261
    10. Ethical Issues 262
    11. High Volume Crime 262
    12. New Investigative Challenges 263
    13. Recommendations 265
    14. Conclusions 266
    15. Glossary 266
    16. References 266
  20. The Design and Implementation of Multiple Choice Questions (MCQs) in Forensic Science Assessment 269 – Claire Gwinnett
    1. Introduction to Multiple Choice Questions (MCQs) 269
    2. The Benefits and Limitations of MCQ Use in Forensic Science Assessment 270
    3. Designing MCQs for Forensic Science 275
    4. Integrating MCQs into Forensic Science Education and Assessment 289
    5. Marking Methods for MCQ Assessments 294
    6. Conclusions 297
    7. References 297
  21. The Future of Forensic Science Education 301 – John P. Cassella, Anna Williams, and Peter D.Maskell
    1. Introduction 301
    2. The Teaching Exercise Framework and the Research Exercise Framework 303
    3. Accreditation of Forensic Science Providers 305
    4. Accreditation of Academic Forensic Courses 305
    5. Accreditation of Forensic Science Practitioners 306
    6. Employers in the Next Decade 307
    7. The Future of Forensic Science Education and Practitioner Training 308
    8. Conclusions 309
    9. References 309
    10. Further Reading 310
  22. Index 311
Authors Biography

Anna Williams School of Applied Sciences, University of Huddersfield, UK

John Paul Cassella Department of Forensic Science and Crime Science, Staffordshire University, UK

Peter D. Maskell School of Science, Engineering and Technology, Abertay University, UK

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