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El. knyga: Forensic Science Education and Training - A Tool-kit for Lecturers and Practitioner Trainers: A Tool-kit for Lecturers and Practitioner Trainers [Wiley Online]

Edited by (Staffordshire University, UK), Edited by (Abertay University, UK), Edited by (University of Huddersfield, UK)
  • Formatas: 344 pages
  • Išleidimo metai: 09-Jun-2017
  • Leidėjas: John Wiley & Sons Inc
  • ISBN-10: 1118689194
  • ISBN-13: 9781118689196
Kitos knygos pagal šią temą:
  • Wiley Online
  • Kaina: 100,44 €*
  • * this price gives unlimited concurrent access for unlimited time
Forensic Science Education and Training - A Tool-kit for Lecturers and Practitioner Trainers: A Tool-kit for Lecturers and Practitioner TrainersDidesnis paveikslėlis
  • Formatas: 344 pages
  • Išleidimo metai: 09-Jun-2017
  • Leidėjas: John Wiley & Sons Inc
  • ISBN-10: 1118689194
  • ISBN-13: 9781118689196
Kitos knygos pagal šią temą:
Wiley Online E-booksMore info about Wiley Online
Partnerių interneto svetainė: https://onlinelibrary.wiley.com/doi/book/10.1002/9781118689196
"The book discusses existing and proposed methods for teaching theory, combined with hands-on practical exercises, and evaluates the current methodologies for assessing student and practitioner competencies"--

"A comprehensive and innovative guide to teaching, learning and assessment in forensic science education and practitioner training Includes student exercises for mock crime scene and disaster scenarios Addresses innovative teaching methods includingapps and e-gaming Discusses existing and proposed teaching methods"--

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

  • 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
List of Contributors xiii
Foreword xv
Dave Barclay
Acknowledgements xix
1 Forensic Science Education-The Past and the Present In and Out of the Classroom 1(18)
John P. Cassella
Peter D. Maskell
Anna Williams
Introduction
1(15)
Conclusions and Implications for Teaching and Practice
16(1)
References
16(2)
Further Resources
18(1)
2 Forensic Anthropology Teaching Practice 19(20)
Anna Williams
Introduction
19(1)
Practical Teaching Methods
20(4)
Use Of Human Skeletal Material For Teaching Purposes
24(3)
Alternatives to Human Skeletal Material
27(2)
Teaching Forensic Anthropology Theory
29(1)
Forensic Cases as Training
29(1)
Assessment Methods
30(2)
Post-Mortem Examinations
32(3)
Conclusions
35(1)
References
36(2)
Further Resources
38(1)
3 Considerations in Using a Crime Scene House Facility for Teaching and Learning 39(6)
David Rogers
References
44(1)
4 Taphonomy Facilities as Teaching Aids 45(12)
Peter Cross
Anna Williams
Introduction
45(1)
History of Taphonomic Research in Forensic Science
45(2)
Taphonomy Research Facilities
47(1)
Teaching Forensic Taphonomy
48(2)
Establishment of a Taphonomy Facility for Teaching and Research
50(2)
The Future of Taphonomy Facilities
52(1)
Conclusions
52(1)
References
52(5)
5 Forensic Fire Investigation 57(16)
Richard D. Price
Introduction
57(1)
Fire and Explosion Investigation Module
58(2)
Fire Scene Simulation
60(9)
Conclusions
69(1)
Future Developments
69(1)
Recommended Resources
70(1)
References
70(1)
Further Reading
71(2)
6 Digital Forensics Education 73(14)
Christopher Hargreaves
Introduction
73(3)
Challenges in Digital Forensics Education
76(6)
Other Discussions in Digital Forensics Education
82(2)
Summary
84(1)
References
85(2)
7 A Strategy for Teaching Forensic Investigation with Limited Resources 87(16)
Janice Kennedy
Introduction
87(1)
Historical Background
87(3)
Methodology
90(4)
Results
94(2)
Analysis
96(1)
Conclusions
97(1)
Acknowledgements
97(1)
Appendix 7.A: Budget Information for Forensic Investigation Scenario
98(1)
Appendix 7.B: Information on Testing Available for Forensic Investigation Scenario
99(1)
Appendix 7.C: Suggested Schedule for Delivery of This Style of Module
100(1)
References
101(2)
8 Improving the PhD Through Provision of Skills Training for Postgraduate Researchers 103(16)
Benjamin J. Jones
Introduction
103(2)
Study of Student Perception of Training Needs
105(1)
Training Course Attendance and Usefulness
106(3)
Training Course Delivery
109(4)
Conclusions
113(2)
References
115(4)
9 Educational Forensic E-gaming as Effective Learning Environments for Higher Education Students 119(18)
Jamie K. Pringle
Luke Bracegirdle
Jackie A. Potter
Introduction
119(1)
Background
120(2)
Methodology
122(4)
Results
126(5)
Discussion
131(2)
Conclusions
133(1)
Acknowledgements
133(1)
Glossary
133(1)
References
134(2)
Further Resources
136(1)
10 Virtual Anatomy Teaching Aids 137(10)
Kris Thomson
Anna Williams
Introduction
137(1)
Virtual Anatomy in Healthcare Education
137(3)
Forensic and Virtual Autopsy Imaging
140(1)
Advanced Clinical and Procedural Training
141(2)
Conclusions
143(2)
References
145(2)
11 Online Teaching Aids 147(16)
Anna-Maria Muller
Luke Taylor
Anna Williams
Introduction
147(1)
Employability and Transferrable Skills
148(2)
Online Learning Management Systems
150(1)
Note-taking Apps-The Age of Evernote and OneNote
151(1)
Scientific Demonstration Apps
151(1)
Within the Forensic Curriculum
152(1)
Practical Guidance for Using Online Tools
153(2)
Social Networks and Forums
155(1)
Deciding Which Technology to Use
156(3)
Conclusions
159(1)
References
159(4)
12 Simulation, Immersive Gameplay and Virtual Realities in Forensic Science Education 163(14)
Karl Harrison
Colleen Morgan
Introduction
163(1)
Terms of Reference
164(1)
Serious Games
165(1)
Simulation-based Real Environment Learning in Professional Forensic Training
166(1)
Hydra Augmented Reality
167(1)
Virtual Reality
168(4)
Crime Science Investigators (CSIs)
172(1)
Augmented Reality
172(1)
Augmented Virtuality
172(1)
Virtual Reality
173(1)
Conclusions
174(1)
References
175(2)
13 Training Forensic Practitioners in DNA Profiling 177(30)
Sue Carney
Introduction
177(1)
Prior Knowledge
177(1)
Setting the Scene: Expectations
178(1)
Preconceptions and Common Misconceptions
178(1)
Introductory Concepts
179(3)
Intermediate Concepts
182(4)
Advanced Concepts
186(3)
Specialist Techniques
189(2)
In The Court of Appeal
191(4)
Teaching Principles
195(2)
Appendix 13.A: Low Level Profile Examples
197(4)
References
201(6)
14 The Forensic Investigation of Sexual Offences: Practitioner Course Design and Delivery 207(28)
Sue Carney
Introduction
207(1)
Starting Points
207(1)
Evidence Types
208(1)
The Body as a Crime Scene: Information from the Forensic Medical Examination
209(3)
Setting the Strategy
212(2)
Interpretation of Findings
214(2)
Writing the Statement
216(3)
Training to Other Audiences
219(1)
Conclusions
220(1)
Appendix 14.A: Sexual Offence Case Training Scenarios
221(5)
Appendix 14.B: Templates for Use in Statement Writing Exercises
226(6)
References
232(3)
15 The Use of High-Fidelity Simulations in Emergency Management Training 235(18)
Graham Braithwaite
The Need for High Fidelity
235(1)
Scenario Design
236(1)
Health and Safety Considerations
237(4)
Initial Response
241(1)
Site Management
242(2)
Evidence Collection
244(2)
Media Management
246(1)
Team Management
247(1)
Witnesses and Interviewing
248(2)
Coaching Techniques
250(1)
Analysis and Reporting
251(1)
Summary
252(1)
Reference
252(1)
16 Police Training in the Twenty-first Century 253(16)
Mark Roycroft
Introduction
253(2)
Training of Future Police Detectives
255(2)
Evaluation of Police Performance
257(1)
Avoiding Miscarriages of Justice
257(1)
Maintaining and Developing the Role of the Senior Investigating Officer (SIO)
258(2)
Expert Witnesses
260(1)
The Compartmentalisation of Investigative Skills
260(1)
Forensic Provision
261(1)
Silverman Report on the Closure of the Forensic Science Service
261(1)
Ethical Issues
262(1)
High Volume Crime
262(1)
New Investigative Challenges
263(2)
Recommendations
265(1)
Conclusions
266(1)
Glossary
266(1)
References
266(3)
17 The Design and Implementation of Multiple Choice Questions (MCQs) in Forensic Science Assessment 269(32)
Claire Gwinnett
Introduction to Multiple Choice Questions (MCQs)
269(1)
The Benefits and Limitations of MCQ Use in Forensic Science Assessment
270(5)
Designing MCQs for Forensic Science
275(14)
Integrating MCQs into Forensic Science Education and Assessment
289(5)
Marking Methods for MCQ Assessments
294(3)
Conclusions
297(1)
References
297(4)
18 The Future of Forensic Science Education 301(10)
John P. Cassella
Anna Williams
Peter D. Maskell
Introduction
301(2)
The Teaching Exercise Framework and the Research Exercise Framework
303(2)
Accreditation of Forensic Science Providers
305(1)
Accreditation of Academic Forensic Courses
305(1)
Accreditation of Forensic Science Practitioners
306(1)
Employers in the Next Decade
307(1)
The Future of Forensic Science Education and Practitioner Training
308(1)
Conclusions
309(1)
References
309(1)
Further Reading
310(1)
Index 311
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
Pastovi nuoroda: https://www.kriso.lt/db/9781118689196_pe.html
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