{"product_id":"forensic-science-education-and-training-9781118689233","title":"Forensic Science Education and Training","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e\u003cp\u003eA comprehensive and innovative guide to teaching, learning and assessment in forensic science education and practitioner training\u003c\/p\u003e \u003cul\u003e \u003cli\u003eIncludes student exercises for mock crime scene and disaster scenarios\u003c\/li\u003e \u003cli\u003eAddresses innovative teaching methods including apps and e-gaming\u003c\/li\u003e \u003cli\u003eDiscusses existing and proposed teaching methods\u003c\/li\u003e \u003c\/ul\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTrade Review\u003c\/b\u003e\u003cbr\u003e\"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\" \u003cb\u003eRuth Buckley MCSFS on behalf of The Chartered Society of Forensic Sciences\u003c\/b\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003e\u003cp\u003eList of Contributors xiii\u003c\/p\u003e \u003cp\u003eForeword xv\u003cbr\u003e\u003ci\u003eDave Barclay\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eAcknowledgements xix\u003c\/p\u003e \u003cp\u003e\u003cb\u003e1 Forensic Science Education – The Past and the Present In and Out of the Classroom 1\u003c\/b\u003e\u003cbr\u003e\u003ci\u003eJohn P. Cassella, Peter D. Maskell, and Anna Williams\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eIntroduction 1\u003c\/p\u003e \u003cp\u003eConclusions and Implications for Teaching and Practice 16\u003c\/p\u003e \u003cp\u003eReferences 16\u003c\/p\u003e \u003cp\u003eFurther Resources 18\u003c\/p\u003e \u003cp\u003e\u003cb\u003e2 Forensic Anthropology Teaching Practice 19\u003c\/b\u003e\u003cbr\u003e\u003ci\u003eAnna Williams\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eIntroduction 19\u003c\/p\u003e \u003cp\u003ePractical Teaching Methods 20\u003c\/p\u003e \u003cp\u003eUse Of Human Skeletal Material For Teaching Purposes 24\u003c\/p\u003e \u003cp\u003eAlternatives to Human Skeletal Material 27\u003c\/p\u003e \u003cp\u003eTeaching Forensic Anthropology Theory 29\u003c\/p\u003e \u003cp\u003eForensic Cases as Training 29\u003c\/p\u003e \u003cp\u003eAssessment Methods 30\u003c\/p\u003e \u003cp\u003ePost-Mortem Examinations 32\u003c\/p\u003e \u003cp\u003eConclusions 35\u003c\/p\u003e \u003cp\u003eReferences 36\u003c\/p\u003e \u003cp\u003eFurther Resources 38\u003c\/p\u003e \u003cp\u003e\u003cb\u003e3 Considerations in Using a Crime Scene House Facility for Teaching and Learning 39\u003c\/b\u003e\u003cbr\u003e\u003ci\u003eDavid Rogers\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eReferences 44\u003c\/p\u003e \u003cp\u003e\u003cb\u003e4 Taphonomy Facilities as Teaching Aids 45\u003c\/b\u003e\u003cbr\u003e\u003ci\u003ePeter Cross and Anna Williams\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eIntroduction 45\u003c\/p\u003e \u003cp\u003eHistory of Taphonomic Research in Forensic Science 45\u003c\/p\u003e \u003cp\u003eTaphonomy Research Facilities 47\u003c\/p\u003e \u003cp\u003eTeaching Forensic Taphonomy 48\u003c\/p\u003e \u003cp\u003eEstablishment of a Taphonomy Facility for Teaching and Research 50\u003c\/p\u003e \u003cp\u003eThe Future of Taphonomy Facilities 52\u003c\/p\u003e \u003cp\u003eConclusions 52\u003c\/p\u003e \u003cp\u003eReferences 52\u003c\/p\u003e \u003cp\u003e\u003cb\u003e5 Forensic Fire Investigation 57\u003c\/b\u003e\u003cbr\u003e\u003ci\u003eRichard D. Price\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eIntroduction 57\u003c\/p\u003e \u003cp\u003eFire and Explosion Investigation Module 58\u003c\/p\u003e \u003cp\u003eFire Scene Simulation 60\u003c\/p\u003e \u003cp\u003eConclusions 69\u003c\/p\u003e \u003cp\u003eFuture Developments 69\u003c\/p\u003e \u003cp\u003eRecommended Resources 70\u003c\/p\u003e \u003cp\u003eReferences 70\u003c\/p\u003e \u003cp\u003eFurther Reading 71\u003c\/p\u003e \u003cp\u003e\u003cb\u003e6 Digital Forensics Education 73\u003c\/b\u003e\u003cbr\u003e\u003ci\u003eChristopher Hargreaves\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eIntroduction 73\u003c\/p\u003e \u003cp\u003eChallenges in Digital Forensics Education 76\u003c\/p\u003e \u003cp\u003eOther Discussions in Digital Forensics Education 82\u003c\/p\u003e \u003cp\u003eSummary 84\u003c\/p\u003e \u003cp\u003eReferences 85\u003c\/p\u003e \u003cp\u003e\u003cb\u003e7 A Strategy for Teaching Forensic Investigation with Limited Resources 87\u003c\/b\u003e\u003cbr\u003e\u003ci\u003eJanice Kennedy\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eIntroduction 87\u003c\/p\u003e \u003cp\u003eHistorical Background 87\u003c\/p\u003e \u003cp\u003eMethodology 90\u003c\/p\u003e \u003cp\u003eResults 94\u003c\/p\u003e \u003cp\u003eAnalysis 96\u003c\/p\u003e \u003cp\u003eConclusions 97\u003c\/p\u003e \u003cp\u003eAcknowledgements 97\u003c\/p\u003e \u003cp\u003eAppendix 7.A: Budget Information for Forensic Investigation Scenario 98\u003c\/p\u003e \u003cp\u003eAppendix 7.B: Information on Testing Available for Forensic Investigation\u003c\/p\u003e \u003cp\u003eScenario 99\u003c\/p\u003e \u003cp\u003eAppendix 7.C: Suggested Schedule for Delivery of This Style of Module 100\u003c\/p\u003e \u003cp\u003eReferences 101\u003c\/p\u003e \u003cp\u003e\u003cb\u003e8 Improving the PhD Through Provision of Skills Training for Postgraduate Researchers 103\u003c\/b\u003e\u003cbr\u003e\u003ci\u003eBenjamin J. Jones\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eIntroduction 103\u003c\/p\u003e \u003cp\u003eStudy of Student Perception of Training Needs 105\u003c\/p\u003e \u003cp\u003eTraining Course Attendance and Usefulness 106\u003c\/p\u003e \u003cp\u003eTraining Course Delivery 109\u003c\/p\u003e \u003cp\u003eConclusions 113\u003c\/p\u003e \u003cp\u003eReferences 115\u003c\/p\u003e \u003cp\u003e\u003cb\u003e9 Educational Forensic E-gaming as Effective Learning Environments for Higher Education Students 119\u003cbr\u003e\u003c\/b\u003e\u003ci\u003eJamie K. Pringle, Luke Bracegirdle, and Jackie A. Potter\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eIntroduction 119\u003c\/p\u003e \u003cp\u003eBackground 120\u003c\/p\u003e \u003cp\u003eMethodology 122\u003c\/p\u003e \u003cp\u003eResults 126\u003c\/p\u003e \u003cp\u003eDiscussion 131\u003c\/p\u003e \u003cp\u003eConclusions 133\u003c\/p\u003e \u003cp\u003eAcknowledgements 133\u003c\/p\u003e \u003cp\u003eGlossary 133\u003c\/p\u003e \u003cp\u003eReferences 134\u003c\/p\u003e \u003cp\u003eFurther Resources 136\u003c\/p\u003e \u003cp\u003e\u003cb\u003e10 Virtual Anatomy Teaching Aids 137\u003c\/b\u003e\u003cbr\u003e\u003ci\u003eKris Thomson and Anna Williams\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eIntroduction 137\u003c\/p\u003e \u003cp\u003eVirtual Anatomy in Healthcare Education 137\u003c\/p\u003e \u003cp\u003eForensic and Virtual Autopsy Imaging 140\u003c\/p\u003e \u003cp\u003eAdvanced Clinical and Procedural Training 141\u003c\/p\u003e \u003cp\u003eConclusions 143\u003c\/p\u003e \u003cp\u003eReferences 145\u003c\/p\u003e \u003cp\u003e\u003cb\u003e11 Online Teaching Aids 147\u003c\/b\u003e\u003cbr\u003e\u003ci\u003eAnna-Maria Muller, Luke Taylor, and Anna Williams\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eIntroduction 147\u003c\/p\u003e \u003cp\u003eEmployability and Transferrable Skills 148\u003c\/p\u003e \u003cp\u003eOnline Learning Management Systems 150\u003c\/p\u003e \u003cp\u003eNote-taking Apps – The Age of Evernote and OneNote 151\u003c\/p\u003e \u003cp\u003eScientific Demonstration Apps 151\u003c\/p\u003e \u003cp\u003eWithin the Forensic Curriculum 152\u003c\/p\u003e \u003cp\u003ePractical Guidance for Using Online Tools 153\u003c\/p\u003e \u003cp\u003eSocial Networks and Forums 155\u003c\/p\u003e \u003cp\u003eDeciding Which Technology to Use 156\u003c\/p\u003e \u003cp\u003eConclusions 159\u003c\/p\u003e \u003cp\u003eReferences 159\u003c\/p\u003e \u003cp\u003e\u003cb\u003e12 Simulation, Immersive Gameplay and Virtual Realities in Forensic Science Education 163\u003c\/b\u003e\u003cbr\u003e\u003ci\u003eKarl Harrison and Colleen Morgan\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eIntroduction 163\u003c\/p\u003e \u003cp\u003eTerms of Reference 164\u003c\/p\u003e \u003cp\u003eSerious Games 165\u003c\/p\u003e \u003cp\u003eSimulation-based Real Environment Learning in Professional Forensic Training 166\u003c\/p\u003e \u003cp\u003eHydra Augmented Reality 167\u003c\/p\u003e \u003cp\u003eVirtual Reality 168\u003c\/p\u003e \u003cp\u003eCrime Science Investigators (CSIs) 172\u003c\/p\u003e \u003cp\u003eAugmented Reality 172\u003c\/p\u003e \u003cp\u003eAugmented Virtuality 172\u003c\/p\u003e \u003cp\u003eVirtual Reality 173\u003c\/p\u003e \u003cp\u003eConclusions 174\u003c\/p\u003e \u003cp\u003eReferences 175\u003c\/p\u003e \u003cp\u003e\u003cb\u003e13 Training Forensic Practitioners in DNA Profiling 177\u003c\/b\u003e\u003cbr\u003e\u003ci\u003eSue Carney\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eIntroduction 177\u003c\/p\u003e \u003cp\u003ePrior Knowledge 177\u003c\/p\u003e \u003cp\u003eSetting the Scene: Expectations 178\u003c\/p\u003e \u003cp\u003ePreconceptions and Common Misconceptions 178\u003c\/p\u003e \u003cp\u003eIntroductory Concepts 179\u003c\/p\u003e \u003cp\u003eIntermediate Concepts 182\u003c\/p\u003e \u003cp\u003eAdvanced Concepts 186\u003c\/p\u003e \u003cp\u003eSpecialist Techniques 189\u003c\/p\u003e \u003cp\u003eIn The Court of Appeal 191\u003c\/p\u003e \u003cp\u003eTeaching Principles 195\u003c\/p\u003e \u003cp\u003eAppendix 13.A: Low Level Profile Examples 197\u003c\/p\u003e \u003cp\u003eReferences 201\u003c\/p\u003e \u003cp\u003e\u003cb\u003e14 The Forensic Investigation of Sexual Offences: Practitioner Course Design and Delivery 207\u003c\/b\u003e\u003cbr\u003e\u003ci\u003eSue Carney\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eIntroduction 207\u003c\/p\u003e \u003cp\u003eStarting Points 207\u003c\/p\u003e \u003cp\u003eEvidence Types 208\u003c\/p\u003e \u003cp\u003eThe Body as a Crime Scene: Information from the Forensic Medical Examination 209\u003c\/p\u003e \u003cp\u003eSetting the Strategy 212\u003c\/p\u003e \u003cp\u003eInterpretation of Findings 214\u003c\/p\u003e \u003cp\u003eWriting the Statement 216\u003c\/p\u003e \u003cp\u003eTraining to Other Audiences 219\u003c\/p\u003e \u003cp\u003eConclusions 220\u003c\/p\u003e \u003cp\u003eAppendix 14.A: Sexual Offence Case Training Scenarios 221\u003c\/p\u003e \u003cp\u003eAppendix 14.B: Templates for Use in Statement Writing Exercises 226\u003c\/p\u003e \u003cp\u003eReferences 232\u003c\/p\u003e \u003cp\u003e\u003cb\u003e15 The Use of High-Fidelity Simulations in Emergency Management Training 235\u003c\/b\u003e\u003cbr\u003e\u003ci\u003eGraham Braithwaite\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eThe Need for High Fidelity 235\u003c\/p\u003e \u003cp\u003eScenario Design 236\u003c\/p\u003e \u003cp\u003eHealth and Safety Considerations 237\u003c\/p\u003e \u003cp\u003eInitial Response 241\u003c\/p\u003e \u003cp\u003eSite Management 242\u003c\/p\u003e \u003cp\u003eEvidence Collection 244\u003c\/p\u003e \u003cp\u003eMedia Management 246\u003c\/p\u003e \u003cp\u003eTeam Management 247\u003c\/p\u003e \u003cp\u003eWitnesses and Interviewing 248\u003c\/p\u003e \u003cp\u003eCoaching Techniques 250\u003c\/p\u003e \u003cp\u003eAnalysis and Reporting 251\u003c\/p\u003e \u003cp\u003eSummary 252\u003c\/p\u003e \u003cp\u003eReference 252\u003c\/p\u003e \u003cp\u003e\u003cb\u003e16 Police Training in the Twenty-first Century 253\u003c\/b\u003e\u003cbr\u003e\u003ci\u003eMark Roycroft\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eIntroduction 253\u003c\/p\u003e \u003cp\u003eTraining of Future Police Detectives 255\u003c\/p\u003e \u003cp\u003eEvaluation of Police Performance 257\u003c\/p\u003e \u003cp\u003eAvoiding Miscarriages of Justice 257\u003c\/p\u003e \u003cp\u003eMaintaining and Developing the Role of the Senior Investigating Officer (SIO) 258\u003c\/p\u003e \u003cp\u003eExpert Witnesses 260\u003c\/p\u003e \u003cp\u003eThe Compartmentalisation of Investigative Skills 260\u003c\/p\u003e \u003cp\u003eForensic Provision 261\u003c\/p\u003e \u003cp\u003eSilverman Report on the Closure of the Forensic Science Service 261\u003c\/p\u003e \u003cp\u003eEthical Issues 262\u003c\/p\u003e \u003cp\u003eHigh Volume Crime 262\u003c\/p\u003e \u003cp\u003eNew Investigative Challenges 263\u003c\/p\u003e \u003cp\u003eRecommendations 265\u003c\/p\u003e \u003cp\u003eConclusions 266\u003c\/p\u003e \u003cp\u003eGlossary 266\u003c\/p\u003e \u003cp\u003eReferences 266\u003c\/p\u003e \u003cp\u003e\u003cb\u003e17 The Design and Implementation of Multiple Choice Questions (MCQs) in Forensic Science Assessment 269\u003c\/b\u003e\u003cbr\u003e\u003ci\u003eClaire Gwinnett\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eIntroduction to Multiple Choice Questions (MCQs) 269\u003c\/p\u003e \u003cp\u003eThe Benefits and Limitations of MCQ Use in Forensic Science Assessment 270\u003c\/p\u003e \u003cp\u003eDesigning MCQs for Forensic Science 275\u003c\/p\u003e \u003cp\u003eIntegrating MCQs into Forensic Science Education and Assessment 289\u003c\/p\u003e \u003cp\u003eMarking Methods for MCQ Assessments 294\u003c\/p\u003e \u003cp\u003eConclusions 297\u003c\/p\u003e \u003cp\u003eReferences 297\u003c\/p\u003e \u003cp\u003e\u003cb\u003e18 The Future of Forensic Science Education 301\u003c\/b\u003e\u003cbr\u003e\u003ci\u003eJohn P. Cassella, Anna Williams, and Peter D.Maskell\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eIntroduction 301\u003c\/p\u003e \u003cp\u003eThe Teaching Exercise Framework and the Research Exercise Framework 303\u003c\/p\u003e \u003cp\u003eAccreditation of Forensic Science Providers 305\u003c\/p\u003e \u003cp\u003eAccreditation of Academic Forensic Courses 305\u003c\/p\u003e \u003cp\u003eAccreditation of Forensic Science Practitioners 306\u003c\/p\u003e \u003cp\u003eEmployers in the Next Decade 307\u003c\/p\u003e \u003cp\u003eThe Future of Forensic Science Education and Practitioner Training 308\u003c\/p\u003e \u003cp\u003eConclusions 309\u003c\/p\u003e \u003cp\u003eReferences 309\u003c\/p\u003e \u003cp\u003eFurther Reading 310\u003c\/p\u003e \u003cp\u003eIndex 311\u003c\/p\u003e","brand":"John Wiley \u0026 Sons Inc","offers":[{"title":"Default Title","offer_id":49406905385303,"sku":"9781118689233","price":77.36,"currency_code":"GBP","in_stock":false}],"url":"https:\/\/bookcurl.com\/products\/forensic-science-education-and-training-9781118689233","provider":"Book Curl","version":"1.0","type":"link"}