http://www.loc.gov/mods/v3 http://www.loc.gov/standards/mods/v3/mods-3-2.xsd
a tool-kit for lecturers and practitioner trainers
"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"--
"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"--
Machine generated contents note: Introduction / John P. Cassella / Peter D. Maskell / Anna Williams -- Conclusions and Implications for Teaching and Practice / John P. Cassella / Peter D. Maskell / Anna Williams -- References / John P. Cassella / Peter D. Maskell / Anna Williams -- Further Resources / John P. Cassella / Peter D. Maskell / Anna Williams -- Introduction / Anna Williams -- Practical Teaching Methods / Anna Williams -- Use Of Human Skeletal Material For Teaching Purposes / Anna Williams -- Alternatives to Human Skeletal Material / Anna Williams -- Teaching Forensic Anthropology Theory / Anna Williams -- Forensic Cases as Training / Anna Williams -- Assessment Methods / Anna Williams -- Post-Mortem Examinations / Anna Williams -- Conclusions / Anna Williams -- References / Anna Williams -- Further Resources / Anna Williams -- References / David Rogers -- Introduction / Peter Cross / Anna Williams -- History of Taphonomic Research in Forensic Science / Peter Cross / Anna Williams -- Taphonomy Research Facilities / Peter Cross / Anna Williams -- Teaching Forensic Taphonomy / Peter Cross / Anna Williams -- Establishment of a Taphonomy Facility for Teaching and Research / Peter Cross / Anna Williams -- Future of Taphonomy Facilities / Peter Cross / Anna Williams -- Conclusions / Peter Cross / Anna Williams -- References / Peter Cross / Anna Williams -- Introduction / Richard D. Price -- Fire and Explosion Investigation Module / Richard D. Price -- Fire Scene Simulation / Richard D. Price -- Conclusions / Richard D. Price -- Future Developments / Richard D. Price -- Recommended Resources / Richard D. Price -- References / Richard D. Price -- Further Reading / Richard D. Price -- Introduction / Christopher Hargreaves -- Challenges in Digital Forensics Education / Christopher Hargreaves -- Other Discussions in Digital Forensics Education / Christopher Hargreaves -- Summary / Christopher Hargreaves -- References / Christopher Hargreaves -- Introduction / Janice Kennedy -- Historical Background / Janice Kennedy -- Methodology / Janice Kennedy -- Results / Janice Kennedy -- Analysis / Janice Kennedy -- Conclusions / Janice Kennedy -- Acknowledgements / Janice Kennedy -- Appendix 7.A: Budget Information for Forensic Investigation Scenario / Janice Kennedy -- Appendix 7.B: Information on Testing Available for Forensic Investigation Scenario / Janice Kennedy -- Appendix 7.C: Suggested Schedule for Delivery of This Style of Module / Janice Kennedy -- References / Janice Kennedy -- Introduction / Benjamin J. Jones -- Study of Student Perception of Training Needs / Benjamin J. Jones -- Training Course Attendance and Usefulness / Benjamin J. Jones -- Training Course Delivery / Benjamin J. Jones -- Conclusions / Benjamin J. Jones -- References / Benjamin J. Jones -- Introduction / Jamie K. Pringle / Luke Bracegirdle / Jackie A. Potter -- Background / Jamie K. Pringle / Luke Bracegirdle / Jackie A. Potter -- Methodology / Jamie K. Pringle / Luke Bracegirdle / Jackie A. Potter -- Results / Jamie K. Pringle / Luke Bracegirdle / Jackie A. Potter -- Discussion / Jamie K. Pringle / Luke Bracegirdle / Jackie A. Potter -- Conclusions / Jamie K. Pringle / Luke Bracegirdle / Jackie A. Potter -- Acknowledgements / Jamie K. Pringle / Luke Bracegirdle / Jackie A. Potter -- Glossary / Jamie K. Pringle / Luke Bracegirdle / Jackie A. Potter -- References / Jamie K. Pringle / Luke Bracegirdle / Jackie A. Potter -- Further Resources / Jamie K. Pringle / Luke Bracegirdle / Jackie A.
Potter -- Introduction / Anna Williams / Kris Thomson -- Virtual Anatomy in Healthcare Education / Anna Williams / Kris Thomson -- Forensic and Virtual Autopsy Imaging / Kris Thomson / Anna Williams -- Advanced Clinical and Procedural Training / Anna Williams / Kris Thomson -- Conclusions / Anna Williams / Kris Thomson -- References / Kris Thomson / Anna Williams -- Introduction / Luke Taylor / Anna Williams / Anna-Maria Muller -- Employability and Transferrable Skills / Anna-Maria Muller / Luke Taylor / Anna Williams -- Online Learning Management Systems / Luke Taylor / Anna Williams / Anna-Maria Muller -- Note-taking Apps-The Age of Evernote and OneNote / Anna-Maria Muller / Anna Williams / Luke Taylor -- Scientific Demonstration Apps / Luke Taylor / Anna Williams / Anna-Maria Muller -- Within the Forensic Curriculum / Anna-Maria Muller / Anna Williams / Luke Taylor -- Practical Guidance for Using Online Tools / Anna-Maria Muller / Luke Taylor / Anna Williams -- Social Networks and Forums / Luke Taylor / Anna Williams / Anna-Maria Muller -- Deciding Which Technology to Use / Anna Williams / Luke Taylor / Anna-Maria Muller -- Conclusions / Luke Taylor / Anna Williams / Anna-Maria Muller -- References / Anna Williams / Luke Taylor / Anna-Maria Muller -- Introduction / Karl Harrison / Colleen Morgan -- Terms of Reference / Karl Harrison / Colleen Morgan -- Serious Games / Colleen Morgan / Karl Harrison -- Simulation-based Real Environment Learning in Professional Forensic Training / Karl Harrison / Colleen Morgan -- Hydra Augmented Reality / Karl Harrison / Colleen Morgan -- Virtual Reality / Karl Harrison / Colleen Morgan -- Crime Science Investigators (CSIs) / Karl Harrison / Colleen Morgan -- Augmented Reality / Karl Harrison / Colleen Morgan -- Augmented Virtuality / Karl Harrison / Colleen Morgan -- Virtual Reality / Karl Harrison / Colleen Morgan -- Conclusions / Karl Harrison / Colleen Morgan -- References / Karl Harrison / Colleen Morgan -- Introduction / Sue Carney -- Prior Knowledge / Sue Carney -- Setting the Scene: Expectations / Sue Carney -- Preconceptions and Common Misconceptions / Sue Carney -- Introductory Concepts / Sue Carney -- Intermediate Concepts / Sue Carney -- Advanced Concepts / Sue Carney -- Specialist Techniques / Sue Carney -- In The Court of Appeal / Sue Carney -- Teaching Principles / Sue Carney -- Appendix 13.A: Low Level Profile Examples / Sue Carney -- References / Sue Carney -- Introduction / Sue Carney -- Starting Points / Sue Carney -- Evidence Types / Sue Carney -- Body as a Crime Scene: Information from the Forensic Medical Examination / Sue Carney -- Setting the Strategy / Sue Carney -- Interpretation of Findings / Sue Carney -- Writing the Statement / Sue Carney -- Training to Other Audiences / Sue Carney -- Conclusions / Sue Carney -- Appendix 14.A: Sexual Offence Case Training Scenarios / Sue Carney -- Appendix 14.B: Templates for Use in Statement Writing Exercises / Sue Carney -- References / Sue Carney -- Need for High Fidelity / Graham Braithwaite -- Scenario Design / Graham Braithwaite -- Health and Safety Considerations / Graham Braithwaite -- Initial Response / Graham Braithwaite -- Site Management / Graham Braithwaite -- Evidence Collection / Graham Braithwaite -- Media Management / Graham Braithwaite -- Team Management / Graham Braithwaite -- Witnesses and Interviewing / Graham Braithwaite -- Coaching Techniques / Graham Braithwaite -- Analysis and Reporting / Graham Braithwaite -- Summary / Graham Braithwaite -- Reference / Graham Braithwaite -- Introduction / Mark Roycroft -- Training of Future Police Detectives / Mark Roycroft -- Evaluation of Police Performance / Mark Roycroft -- Avoiding Miscarriages of Justice / Mark Roycroft -- Maintaining and Developing the Role of the Senior Investigating Officer (SIO) / Mark Roycroft -- Expert Witnesses / Mark Roycroft -- Compartmentalisation of Investigative Skills / Mark Roycroft -- Forensic Provision / Mark Roycroft -- Silverman Report on the Closure of the Forensic Science Service / Mark Roycroft -- Ethical Issues / Mark Roycroft -- High Volume Crime / Mark Roycroft -- New Investigative Challenges / Mark Roycroft -- Recommendations / Mark Roycroft -- Conclusions / Mark Roycroft -- Glossary / Mark Roycroft -- References / Mark Roycroft -- Introduction to Multiple Choice Questions (MCQs) / Claire Gwinnett -- Benefits and Limitations of MCQ Use in Forensic Science Assessment / Claire Gwinnett -- Designing MCQs for Forensic Science / Claire Gwinnett -- Integrating MCQs into Forensic Science Education and Assessment / Claire Gwinnett -- Marking Methods for MCQ Assessments / Claire Gwinnett -- Conclusions / Claire Gwinnett -- References / Claire Gwinnett -- Introduction / John P. Cassella / Anna Williams / Peter D. Maskell -- Teaching Exercise Framework and the Research Exercise Framework / John P. Cassella / Anna Williams / Peter D. Maskell -- Accreditation of Forensic Science Providers / John P. Cassella / Anna Williams / Peter D. Maskell -- Accreditation of Academic Forensic Courses / John P. Cassella / Anna Williams / Peter D. Maskell -- Accreditation of Forensic Science Practitioners / John P. Cassella / Anna Williams / Peter D. Maskell -- Employers in the Next Decade / John P. Cassella / Anna Williams / Peter D. Maskell -- Future of Forensic Science Education and Practitioner Training / John P. Cassella / Anna Williams / Peter D. Maskell -- Conclusions / John P. Cassella / Anna Williams / Peter D. Maskell -- References / John P. Cassella / Anna Williams / Peter D. Maskell -- Further Reading / Peter D. Maskell / John P. Cassella / Anna Williams.
edited by Anna Williams, John Cassella, Peter D. Maskell.
Includes bibliographical references and index.