JWST808-IND JWST808-Williams March 22, 2017 13:27 Printer Name: Trim: 244mm × 170mm



Index

a AnatomageTM 28, 138 AAFS, see American Academy of Forensic Anatomage Table 140–142 Sciences anatomage virtual anatomy, as teaching aid ABFA, see American Board of Forensic 140 Anthropologists anatomy labs 140 Academia.edu (website) 156 anatomy teaching for forensic anthropology academic programmes, forensic science 3 20–22 accreditation activities in 21–22 of academic forensic courses 305–306 games in 22 of forensic science practitioners human skeletal anatomy in 20–21 306–307 quizzes in 21 of forensic science providers 305 Anthropological Research Facility (ARF) accumulated degree days (ADD) 46 46 ACPO, see Association of Chief Police anti-contamination procedures, DNA Officers profiling training 181–182 ACSO, see Assistant Commissioner AOE, see aim-oriented empiricism Specialist Crime Directorate AR, see Augmented Reality action research 120, 122 ARF, see Anthropological Research Facility activities, in anatomy teaching for forensic argument analysis skills 88 anthropology 21–22 Assistant Commissioner Specialist Crime ADD, see accumulated degree days Directorate (ACSO) 266 Aeschylus’s Agamemnon 164 Association of Chief Police Officers (ACPO) aim-oriented empiricism (AOE) 13 6, 73, 258, 260, 266 American Academy of Forensic Sciences Augmented Reality (AR) systems (AAFS) 7COPYRIGHTED MATERIAL164–165 American Association of Anatomists 21 Augmented Virtuality 172–173 American Association of Physical Anthropologists 24 b American Board of Forensic BABAO, see British Association of Anthropologists (ABFA) 30 Biological Anthropologists and amplification, DNA profiling systems Osteoarchaeologists 180–181 BAFA, see British Association of Forensic analytical skills 87–88 Anthropologists

Forensic Science Education and Training: A Tool-kit for Lecturers and Practitioner Trainers, First Edition. Edited by Anna Williams, John P. Cassella, and Peter D. Maskell. © 2017 John Wiley & Sons Ltd. Published 2017 by John Wiley & Sons Ltd. JWST808-IND JWST808-Williams March 22, 2017 13:27 Printer Name: Trim: 244mm × 170mm

 Index

Bass, William M. 46 incorporating law into curriculum BBC Bitesize 127 81–82 biological hazards, in high-fidelity legal expertise, need for 81 simulations 240 levels of study 76–78 Blog Web log (blog) 154, 157 masters’ level of study 77–78 blood (transferred), as evidence in sexual practical exercises, student support offences 208 during 81 Bloom’s taxonomy for MCQs 280–282 size of disk images 80–81 body as crime scene, in sexual offences software licensing 80 forensic investigation technology change, speed of 79–80 control swabs 211–212 undergraduate level of study 77 FME, source of information 210–211 Chartered Society of Forensic Sciences persistence distribution 209–210 (CSoFS) 104 speculum issue 211 accreditation 305 body fluid evidence, in sexual offences CIHE, see Council For Industry and Higher 208–209 Education Bone ClonesTM 28 clothing, for accident site 238–239 botany 134 coal mineshaft 121, 134 Botticelli/20 questions 22 coding 122, 128, 134 British Association of Biological CODIS, see Combined DNA Index System Anthropologists and cohort based doctoral training centres Osteoarchaeologists (BABAO) 24 105 British Association of Forensic collaborative virtual environments (CVEs) Anthropologists (BAFA) 30 164 Burning C¸atalhoy¨ uk¨ 168–170 College of Policing (CoP) model 166 Combined DNA Index System (CODIS) c 180 CAA, see computer assisted assessment comparative faunal osteology, practical CAI, see case assessment and interpretation exercises 23 callipers 24 competency 274 car based crime scene 44 computer assisted assessment (CAA) 271 case assessment and interpretation (CAI) Computer Misuse Act 81 course 214 conductivity 125, 134 model 212–213 continuous professional development C¸atalhoy¨ uk¨ 168–170 (CPD) 104, 219 CC, see Creative Commons control swabs, in sexual offences forensic CCRC, see Criminal Cases Review investigation 211–212 Commission CoP, see College of Policing CDT, see Centres for Doctoral Training Council For Industry and Higher Education Centres for Doctoral Training (CDT) (CIHE) 89 104–105 Council for Registration of Forensic challenges in digital forensics education Practitioners (CRFP) 274 aspects of law to teach 81–82 CPD, see continuous professional country’s law to teach 82 development distance learning 80–81 CPIA, see Criminal Procedure and doctoral level of study 78 Investigations Act education versus training 78–79 Creative Commons (CC) licences 154 JWST808-IND JWST808-Williams March 22, 2017 13:27 Printer Name: Trim: 244mm × 170mm

Index 

CRFP, see Council for Registration of deployment hazards, high-fidelity Forensic Practitioners simulations 237–238 crime scene house facility, for teaching and Detective Chief Inspector (DCI) 255, learning 39–44 266 car based crime scene 44 Detective Chief Superintendent (DCS) crime scene in 41–43 266 CSI’s role 41 Detective Constable (DC) 266 environments 40–41 Detective Inspector (DI) 255, 266 experiential learning 39–40 Detective Sergeant (DS) 266 real life 41 DI, see Detective Inspector staff skills 41 Digital Elevation Model (DEM) 123, Crime Scene Investigation (CSI) 121, 134 134 Crime Scene Investigators (CSI) 39 digital forensic science 74 in forensic science education 172–173 digital forensics education 73–74 role 41 challenges in for UK police forces 166, 170–171 aspects of law to teach 81–82 Crime Scene Manager (CSM) 41 country’s law to teach 82 Criminal Cases Review Commission distance learning 80–81 (CCRC) 258 doctoral level of study 78 Criminal Procedure and Investigations Act education versus training 78–79 (CPIA) 1996, 228, 266 incorporating law into curriculum critical thinking 88 81–82 skills for forensic science 88 legal expertise, need for 81 CSI, see Crime Scene Investigation; Crime levels of study 76–78 Scene Investigators masters’ level of study 77–78 CSI the Hague 173–174 practical exercises, student support CSI North Wales, forensic geoscience during 81 e-game 168, 174 size of disk images 80–81 CSM, see Crime Scene Manager software licensing 80 CSoFS, see Chartered Society of Forensic technology change, speed of 79–80 Sciences undergraduate level of study 77 CVEs, see Collaborative virtual current 74–75 environments history of 74 cybercrime 264 lab requirements for 83–84 Cybercrime Forensics Training 79 practical exercises 84 programming for d experience, lack of 82–83 database searches, DNA profiling training hardware requirements 83 184 practical exercises 84 DC, see Detective Constable software requirements 83–84 DCI, see Detective Chief Inspector as sub-discipline 75 DCS, see Detective Chief Superintendent versus traditional education 76 DEFRA, see Department for Environment, and traditional forensic science skill sets Food and Rural Affairs 75–76 DEM, see Digital Elevation Model versus training 78–79 Department for Environment, Food and Digital Generation 139–140 Rural Affairs (DEFRA) 50–51 Digitised Diseases project 28 JWST808-IND JWST808-Williams March 22, 2017 13:27 Printer Name: Trim: 244mm × 170mm

 Index

Distance learning challenges, in digital statistical interpretation 185–186 forensics education teaching principles 195–196 practical exercises, student support UK Court of Appeal 191–192 during 81 R v Adams, 1996, 1997 192 size of disk images 80–81 R v Bates and Garside, 2006 192–193 software licensing 80 R v Deen, 1994 192 DNA R v Dlugosz, R v Pickering and R v decontamination 182 MDS, 2013 195 evidence 178 R v Doheny and R v Adams, 1997 192 extraction process 179–180 R v Garmson, 2010 193 fragments 181 R v Hoey, 2007 193 from PCR 180–181 R v Reed and Reed, 2009 193 statistics 185 R v T, 2010 194 structure and function 179 R v Thomas, 2011 195 testing 215 R v Weller, 2010 194 DNA mixtures of Y chromosome 190–191 calculations 188–189 Doctor of Philosophy (PhD or DPhil) in DNA profiling training 183 degree 103 versus mutations 181 CDT and 104–105 DNA profiling, training forensic cohort based doctoral training centres practitioners in 177 105 activity level interpretation 186–187 course structure 104 amplification 180–181 researchers, skills training for 103–113 anti-contamination procedures course attendance and usefulness 181–182 106–109 database searches 184 course delivery 109–113 DNA mixtures 183, 188–189 study of student perception of training DNA structure and function 179 needs 105–106 electrophoretogram and 181 domestic terrorism 264 ethnic inferencing 191 DS, see Detective Sergeant expectations 178 extraction process 179–180 e familial database searches 191 ECHR, see European Human Rights Act low level profile examples 197–201 eco-terrorism 263 low template techniques 189–190 EDINA Digimap 123, 134 of mitochondrial DNA 190–191 educational e-gaming 119–120 modes of transfer 187–188 background 120–121 partial/degraded profiles 182–183 discussion 131–133 phenotypic markers 191 geoscience 121 preconceptions and common methodology 122–126 misconceptions 178 in online learning environment 121 prior knowledge 177–178 resources required and sources 123 process 179 results 126–131 quantification 180 stages 122 relationship testing 190 Efremov, Ivan 45 separation and detection process electrical resistivity 125, 134 180–181 electronic games 153 JWST808-IND JWST808-Williams March 22, 2017 13:27 Printer Name: Trim: 244mm × 170mm

Index 

electrophoresis 178, 180–181 fire scene investigation in simulation electrophoretograms (EPGs) 181 fire scene scenario 59–60 ENFSI, see European Network of Forensic gas explosions, mechanism of 58–59 Science Institutes on-line multiple choice question test Engineering and Physical Sciences Research 60 Council (EPSRC) 104 scene simulation 60–69 entomology 123, 134 fire investigators 57 environmental hazards, in high-fidelity fire scene simulations 238–239 expired ordinance in Kuwaiti desert EPGs, see electrophoretograms 61 EPSRC, see Engineering and Physical flashover 61 Sciences Research Council Knight Crime Scene House 62–69 equipment for forensic anthropology simulation 60–69 teaching 24 FLO, see Family Liaison Officer Essential Skeleton 2, 152 FME, see Forensic Medical Examiner ethnic inferencing, DNA profiling training folksonomies 155 in 191 forensic anthropology teaching practice European Human Rights Act (ECHR) 19–20 262 assessment methods European Network of Forensic Science laboratory reports 31–32 Institutes (ENFSI) 194 spotter tests 30–31 Evernote, note-taking apps 151 forensic cases as training 29–30 experiential learning model 39–40 human skeletal material for 24 expert witness declaration form 228 access to skeletal collections 24–26 expert witnesses 260 alternatives 27–29 handling and storage of 26–27 f health and safety considerations 26 Facebook 155–157 student sensibilities 27 facilitators, management of simulation post-mortem examinations 32–33 debrief and review phase 244 ethics 33 delivery phase 244 health and safety considerations planning phase 243–244 33–34 facilities 47–48 student sensibilities 34–35 ARF 46 practical teaching methods 20 crime scene house facility, for teaching for anatomy teaching 20–22 and learning 39–44 of basic techniques 22–23 for taphonomy research and teaching teaching equipment 24 47–48, 50–52 theory teaching 29 familial database searches, DNA profiling forensic autopsy imaging 140–141 training in 191 forensic cases, as training 29–30 Family Liaison Officer (FLO) 266 forensic educational e-gaming 119–120 FBI, see Federal Bureau of Investigation background 120–121 Federal Bureau of Investigation (FBI) 263 discussion 131–133 fire and explosion investigation 57 geoscience 121 module 58–60 methodology 122–126 practical sessions (example) in online learning environment 121 fire dynamics 58 resources required and sources 123 JWST808-IND JWST808-Williams March 22, 2017 13:27 Printer Name: Trim: 244mm × 170mm

 Index

forensic educational e-gaming (Continued) statistical interpretation 185–186 results 126–131 teaching principles 195–196 stages 122 UK Court of Appeal 191–195 forensic examination record 229 of Y chromosome 190–191 forensic investigation with limited Forensic Regulator 16 resources, strategy for teaching forensic science 1–2 87 academic programmes 3–4, 9–10 analysis 96–97 cognitive bias in 219 budget information for 98 courses 2–3, 7 historical background 87–89 critical thinking skills for 88 information on testing available for digital versus traditional 75–76 99 education 163–164 methodology 90–94 academic forensic courses, results 94–96 accreditation of 305–306 schedule for delivery 100 accreditation 305 Forensic Medical Examiner (FME) Augmented Virtuality 172–173 210–211 CSIs in 172 forensic pathology, teaching/demonstrating and employers in next decade 307 aspects of 143–144 expansion 13 forensic practitioners training in DNA future 301–309 Profiling 177 hydra augmented reality 167 activity level interpretation 186–187 past and present 1–16 amplification 180–181 and practitioner training 308–309 anti-contamination procedures practitioners, accreditation of 181–182 306–307 database searches 184 research excellence framework DNA mixtures 183, 188–189 303–305 DNA structure and function 179 serious games in 165 electrophoretogram and 181 simulation-based real environment ethnic inferencing 191 learning in 166–167 expectations 178 teaching excellence framework 303 extraction process 179–180 terms of reference 164–165 familial database searches 191 virtual reality 168–171, 173–174 low level profile examples 197–201 events and documentation 2 low template techniques 189–190 fire and explosion investigation in of mitochondrial DNA 190–191 57–70 modes of transfer 187–188 HEIs and 4 partial/degraded profiles 182–183 history of taphonomy research in phenotypic markers 191 45–47 preconceptions and common police with respect to developments misconceptions 178 in 6 prior knowledge 177–178 recommendations for education 4–5 process 179 transfer and 207–208 quantification 180 units of assessment for 303 relationship testing 190 universities for education 4 separation and detection process Forensic Taphonomy 46 180–181 France Casting 28 JWST808-IND JWST808-Williams March 22, 2017 13:27 Printer Name: Trim: 244mm × 170mm

Index 

g science lecturers 119 games, in anatomy teaching for forensic virtual learning 121 anthropology 22 higher education institutions (HEIs) 2–4 gas explosions, mechanism of 58–59 crime scene facility 39–44 GCSE, see General Certificate in Secondary forensic science courses 306 Education high-fidelity simulations, in emergency General Certificate in Secondary Education management training (GCSE) 127, 134 analysis and reporting 251–252 Generation ‘X’ students 134 coaching techniques 250–251 Generation ‘Y’ students 119–121, 134 evidence collection 244–246 geological prospection 121, 134 health and safety 237 geomorphology 134 biological hazards 240 geoscience 120 environmental hazards 238–239 educational e-gaming 121 hazards deployment 237–238 ‘Guess Who?’ game 22 material hazards 240–241 physical hazards 239–240 h psychological hazards 241 Hand Bone Bingo game 22 initial response 241–243 A Handbook for Teaching and Learning in media management Higher Education 40 local hack 246 Hardware, in digital forensics education press conference 247 83 radio interview 246 Harperley Hall 39 television interview 246 HE, see higher education need for 235–236 HEA, see Higher Education Academy scenario design 236–237 health and safety, in high-fidelity site management 242–244 simulations emergency management team management 247–248 237 witnesses and interviewing 248–250 biological hazards 240 HMIC, see Her Majestys Inspectorate of environmental hazards 238–239 Constabulary hazards deployment 237–238 HOLMES, see Home Office Large Major material hazards 240–241 Enquiry System physical hazards 239–240 Home Office A19 regulations 260 psychological hazards 241 Home Office Large Major Enquiry System healthcare education, virtual anatomy (HOLMES) 258, 260, 265–266 teaching aids in 137–140 HTA, see Human Tissue Act anatomage virtual anatomy 140 human cadavers/animal models, to study anatomy labs 140 decomposition 46–47 HEIs, see higher education institutions human skeletal anatomy 20–21 Her Majestys Inspectorate of Constabulary human skeletal material, for forensic (HMIC) 266 anthropology teaching 24 Higher Education Academy (HEA) 120, access to skeletal collections 24–26 134 alternatives 27–29 higher education (HE) 134 handling and storage of 26–27 educational forensic e-gaming as learning health and safety considerations 26 environments for 119–133 student sensibilities 27 and Generation Y students 119–121 The Human Skeletal System HD 152 JWST808-IND JWST808-Williams March 22, 2017 13:27 Printer Name: Trim: 244mm × 170mm

 Index

human taphonomy 46 m Human Tissue Act (HTA) 25 magnetic resonance imaging (MRI) 139 Human Tissue Authority 48 Major Incident Room Standard Operating hydra augmented reality 167 Procedure (MIRSAP) 266 Major Investigation Room (MIR) 266 i Major Investigation Team (MIT) 266 Independent Police Complaints Managed learning environment (MLE) Commission (IPCC) 258 154 infra-red map 134 mandibulometers 24 International Organisation for match probability, DNA 192 Standardisation (ISO) 308 material hazards, in high-fidelity Internet of Things devices 73 simulations 240–241 Investigating Officer (IO) 266 media management, in high-fidelity IO, see Investigating Officer simulations training IPCC, see Independent Police Complaints local hack 246 Commission press conference 247 ISO, see International Organisation for radio interview 246 Standardisation television interview 246 iTunes U 150–151 methane probe 123, 134 MIMI, see Murder Information Murder k Index Knight Bernard 62 MIR, see Major Investigation Room Knight Crime Scene House 62–69 MIRSAP, see Major Incident Room Kolbs learning cycle 39–40, 49 Standard Operating Procedure MIT, see Major Investigation Team l mitochondrial DNA 190–191 laboratory reports, forensic anthropology MLE, see managed learning environment teaching 31–32 MRI, see magnetic resonance imaging LCN, see Low Copy Number MSCT, see multi-slice computed learning management systems (LMS) tomography 150–151 Multiple Choice Questions (MCQs) learning platform 154 269–270 levels of study, in digital forensics education benefits and limitations of 270–271 76–77 Bloom’s taxonomy for 280–282 doctoral 78 criticisms and defences of 272 masters 77–78 designing 275–289 undergraduate 77 into forensic science education and LikeLTD 189 assessment 289–294 LinkedIn 156 higher cognitive skills testing for LMS, see learning management systems 282–288 Locard, Edmond 41 implementation, methods of 292–293 Locard’s Principle of Exchange 41, management and organisation of 207–208 293–294 Low Copy Number (LCN) technique marking methods for 294–297 193 positioning tests 291–292 low template techniques, DNA profiling in practitioner competency testing 274 training 189–190 sophisticated, development of 280–282 JWST808-IND JWST808-Williams March 22, 2017 13:27 Printer Name: Trim: 244mm × 170mm

Index 

stem designing 276–280 technology/service, selection of 156 students perceptions of 271–274 openness for participation 157 for summative assessments 289 transient versus permanent solutions test formats, blended approach 157–159 289–290 transferrable skills 148–149 tests within teaching programme use, practical guidance for 291–292 blogs 154 uses for 290–291 Creative Commons 154 Multi-slice computed tomography (MSCT) Folksonomies 155 139 online, electronic and video games Murder Information Murder Index (MIMI) 153 266 podcasts 154 RSS 154 n virtual learning environments 154 National DNA Database (NDNAD) 262, Wikis 154 266 Online Virtual Human Body 27 National DNA Index System (NDIS) 180 OpenSimulator 170 National Police Improvement Agency Ossafreelance 28 (NPIA) 6, 39, 258, 266 osteometric boards 24 National Training Centre for Scientific Support to Crime Investigation p (NTCSSCI) 166 ‘The Pale Horse’, 8 9 NDIS, see National DNA Index System pathein mathein, dictum of 164 NDNAD, see National DNA Database PCR, see polymerase chain reactions note-taking apps 151 PEAC, see preemployment assessment of NPIA, see National Police Improvement competence Agency phenotypic markers, DNA profiling training NTCSSCI, see National Training Centre for in 191 Scientific Support to Crime physical evidences, in sexual offences Investigation 208–209 physical hazards, in high-fidelity o simulations 239–240 OneNote (Microsoft), note-taking apps PMI, see post-mortem interval 151 podcasts 154 online games 153 police professionalism 254 online teaching aids 147–148 police training, in twenty-first century employability skills 148–149 253–255 within forensic curriculum 152–153 ethical issues 262 learning management systems 150 expert witnesses 260 iTunes U 150–151 forensic provision in 261 note-taking apps 151 forensic science service, Silverman report scientific demonstration apps 151–152 on closure of 261 social networks and forums of future detectives 255–257 Academia.edu (website) 156 on high volume crime 262–263 Facebook 155–156 investigative challenges LinkedIn 156 cybercrime 264 Twitter 155 domestic terrorism 264 JWST808-IND JWST808-Williams March 22, 2017 13:27 Printer Name: Trim: 244mm × 170mm

 Index

police training, in twenty-first century of basic techniques 22–23 (Continued) teaching equipment 24 eco-terrorism 263 preemployment assessment of competence passive data and social networking (PEAC) 10 264–265 problem based learning 40 investigative skills, compartmentalisation programming for digital forensics education of 260–261 experience, lack of 82–83 miscarriages of justice, avoiding hardware requirements 83 257–258 practical exercises 84 performance evaluation 257 software requirements 83–84 recommendations 265–266 psychological hazards, in high-fidelity senior investigating officer, role of simulations 241 258–260 Python, programming language 82–83 polymerase chain reactions (PCR) 178, 180 q DNA from 180–181 QAA, see Quality Assurance Agency postgraduate researchers, skills training for Quality Assurance Agency (QAA) 3, 77, 103–115 120, 134, 306 course attendance and usefulness quantification, DNA profiling systems 180 106–109 quantifiler 180 course delivery 109–113 quizzes, in anatomy teaching for forensic study of student perception of training anthropology 21 needs 105–106 post-mortem examinations, forensic r anthropology teaching 32–33 radiology 139 ethics 33 Really simple syndication (RSS) 154 health and safety considerations 33 relationship testing, DNA profiling training immunisations 33–34 190 personal protective equipment 34 research excellence framework (REF), in precautions 33–34 forensic science education student sensibilities 34 303–305 briefing session 34–35 research facilities, taphonomy 47–48, debriefing session 35 50–52 post-mortem interval (PMI) 46 RSS, see really simple syndication practical guidance for using online tools R v Adams, 1996, 1997 192 blogs 154 R v Bates and Garside, 2006 192–193 Creative Commons 154 R v Deen, 1994 192 Folksonomies 155 RvDlugosz,RvPickeringandRvMDS, online, electronic and video games 153 2013 195 podcasts 154 R v Doheny and R v Adams, 1997 192 RSS 154 R v Garmson, 2010 193 virtual learning environments 154 R v Hoey, 2007 193 Wikis 154 R v Reed and Reed, 2009 193 practical teaching methods, forensic R v T, 2010 194 anthropology 20 R v Thomas, 2011 195 for anatomy teaching 20–22 R v Weller, 2010 194 JWST808-IND JWST808-Williams March 22, 2017 13:27 Printer Name: Trim: 244mm × 170mm

Index 

s for lay person 216–217 saliva, in sexual offences 208 technical explanations in 217 scenario design, high-fidelity simulations templates for 226–227 236–237 witness statement 230–232 scientific demonstration apps 151–152 words, choice of 218 Second Generation Multiplex (SGM) Plus starting points 207–208 system 180 training to audiences Second LifeTM 121, 137, 165, 168–170, legal professionals 219 174 medical professionals 220 semen, in sexual offences 208, 210 police officers 220 testing 208 Sexual Offences Act of 2003, 213 Senior investigating officer (SIO) 41 SGM, see Second Generation Multiplex role of 258–260 short tandem repeats (STRs) 179, 181 skills of 259 Y chromosome 190–191 training 260 simulation-based real environment learning serious games, in forensic science education in forensic training 166–167 165 SIO, see senior investigating officer sexual assault forensic training 208 situated learning 164 sexual offences, forensic investigation of for multimedia learning 171 207 skills training, for postgraduate researchers body as crime scene 103–115 control swabs 211–212 course attendance and usefulness FME, source of information 210–211 106–109 persistence distribution 209–210 course delivery 109–113 speculum issue 211 study of student perception of training case training scenarios 221–226 needs 105–106 evidence types in 208–209 software, in digital forensics education findings, interpretation of 214–215 83–84 negative findings 216 speculum issue, in sexual offences forensic reporter–examiner relationship 215 investigation 211 stain selection and body fluid spotter tests, forensic anthropology attribution 215 teaching 30–31 unexpected results, dealing with 216 STRs, see short tandem repeats forensic strategy setting System Pro III 152–153 case assessment and interpretation 212–213 t dealing with uncertainty 214 Taphonomic Research in propositions, hierarchy of 213–214 Anthropology–Centre for report and statement writing Experimental Study (TRACES) 47 cognitive bias 219 taphonomy conditioning information, inclusion of for death investigation 45 218 facility for teaching and research 50–52 expert witness declaration form 228 future of 52 forensic examination record 229 human 46 interpretation, transparency of human cadavers/animal models, to study 218–219 decomposition 46–47 JWST808-IND JWST808-Williams March 22, 2017 13:27 Printer Name: Trim: 244mm × 170mm

 Index

taphonomy (Continued) USA National Institute for Forensic Science practical exercises 23 (NIFS) 5 research facilities 47–48 USEM model of employability 255 research in forensic science, history of 45–47 v as teaching aids 45–52 vaginal cells, in sexual offences 208 teaching forensic 48–50 Vertebrate Taphonomy 46 TBS, see total body score video games 153 teaching equipment, for forensic virtopsy 138–139 anthropology 24 virtual anatomy teaching aids 137 teaching excellence framework (TEF), advanced clinical and procedural training forensic science education 303 141–142 techniques for forensic anthropology forensic and virtual autopsy imaging teaching 22–23 140–141 comparative faunal osteology exercises in healthcare education 137–140 23 virtual autopsy imaging 140–141 practical taphonomy exercises 23, virtual continuum 165 45–52 Virtual Human Skeleton 27 teleport 124, 134 virtual learning environments (VLE) 154 theory teaching, forensic anthropology 29 virtual learning, higher education 121 thermal camera 123, 134 virtual microscopy 145 Thermus aqauticus 180 virtual reality learning environments total body score (TBS) 46 (VRLEs) 164–165 Touch of Life Technologies 138 virtual reality (VR) 121, 134, 168–171, TRACES, see Taphonomic Research in 173–174 Anthropology-Centre for virtual situated learning environments Experimental Study (VSLEs) 164–165 transferredblood,insexualoffences 208 Virtual Skeleton 27 Twitter 155 visual, aural, read/write, and kinesthetic ‘two trace’ effect 185 (VARK) modalities of learning 49 VLE, see virtual learning environments u VR, see virtual reality UKAS, see United Kingdom Accreditation VRLEs, see virtual reality learning Service environments UK Chartered Society of Forensic VSLEs, see virtual situated learning Sciences 2 environments UK Forensic Science Service (FSS) 3 UK National DNA Database (NDNAD) w 184 Walsh-Haney, Heather 30 UK NDNAD, see UK National DNA wearable technology 73 Database Wikis 154, 157 United Kingdom Accreditation Service Wilco 142 (UKAS) 16, 305 witness statement 230–232 Units of assessment (UoA), for forensic science 303–304 y Unity, game engine 168 Y chromosome STRs 190–191 USA National Academy of Sciences 5 Y-STR analysis 191