Development of Forensic Science Methods

Development of Forensic Science Methods The Criminal Justice System of England in the 18th century initially consisted of perpetrators being privately prosecuted by their victim, with the victims playing the role of the criminal investigator; gathering and submitting evidence, paying fees to cover the expenses of the constables time in order to apprehend the suspect, filing charges with the local magistrates and presenting evidence to the grand jury. However, the development of the CJS has resulted in professional bodies gathering and submitting evidence, alongside the representation of victims in court by the Crown Prosecution Service (CPS), victim support services and there are an array of specialist courts in existence who handle cases specific to their knowledgeable subject. The Contribution of Forensic Science to Police Investigation As cited by Pyreck (2007, p. 4), The National Institue of Justice (NIJ. 1998) defines forensic science as the application of scientific knowledge to the legal system. Thornton (1997) observes, Forensic comes to us from the Latin forensus meaning of the forum. In ancient Rome, the forum was where governmental debates were held, but it was also where trials were held. It was the courthouse. So, forensic science has come to mean the application of the natural and physical sciences to the resolution of conflicts within a legal setting. The Home Office Report (2005, p. vii) proposes that factors such as the degree of integration and communication between police and scientific support appeared to be important in determining retrieval rates. Forensic science was initially a conventional means to corroborate suspected offenders, however due to procedures such as DNA testing; the report goes on to state that there is an increase in the proportion of volume crime offences detected using foren sic evidence. In the UK, it is estimated that, for directly detected volume crimes, the main evidence securing the detection was forensic in more than one quarter of cases. Databases such as AFIS and NDNA run systems which provide comparable results from forensic evidence to apprehend offenders on the system; with a detection rate of attaining perpetrators in seven in ten cases, which can render to be the solution to a further 0.4 open cases on the system. Fingerprint evidence can be found 41% of the time at scenes of vehicle crimes, 45% of non-residential burglaries and one in three residential burglary scenes; with 10% of scenes providing DNA evidence. However, it proves to be difficult to collect forensic evidence when scenes are inaccessible, have been purged or the offender has been vigilant. It can also be difficult to convict suspects with a positive DNA match when there is insufficient evidence or the individual provides a legitimate alibi. The use of forensic measures in co urt however, have proven to impact cases in a positive light; namely for theft, murder and burgulary cases, with an increase of 17% for burglary; alongside this, the appraisal of DNA and fingerprint evidence augments a jurys decision to convict in cases of homicide and rape. Methodology Applied when Gathering Blood Spatter Evidence and Other Samples in Criminal Investigation Forensic Scientists can gather a more accurate profile of the perpetrator and how the crime was committed by gathering and analysing the following specimens: Hair analysis Fiber Analysis Glass Fragments Paint Chips Analysis Soil Analysis Ballistics Toolmarks Bitemarks Fingerprints Footwear Tire Impressions Blood Spatter Analysis DNA Analysis Blood, Semen, and Saliva (DNA matching and typing; blood-spatter analysis Nonhuman DNA (dog, cat, deer, whales) Drugs (drug identification, forensic pathology) Explosives (bomb and arson identifications and source traces) Fibers (fiber typing, source identification, and matching) Hair (hair typing and matching) Fingerprints (fingerprint matching, AFIS, etc.) Bones (gender and age typing, identification of remains; weapon identification) Wound analysis (weapon typing; physical movement patterning) Firearms and ammunition (ballistics and tool-mark identification) Powder residues (shootings, suicides) Glass (glass typing and matching) Foot, tire and fabric impressions (impression typing and matching) Paint (paint typing and matching in automobile collisions, hit and run) Petroleum products (product typing and matching) Plastic bags (typing and matching; garbage bags as suffocation device or when used in transports) Soils and minerals (mineral typing and matching; forensic geology) Tool marks (tool identification and matching; homicides, burglary, home invasions, etc.) Wood and vegetative matter (plant typing and matching; plant DNA) RAPD matching; limnology, Forest Service Lab Insects, larvae, maggots; forensic entomology; time of death; location analyses) (Kiely, F. T. 2006, p. 50) One of the underlying principles behind forensic analysis is the concept that when two individuals come in contact with one another, or if an individual comes in contact with an object, there is a high probability of transfer of biological material (skin, hair, etc.). The transfer does not always have to be as obvious as blood, (Missouri State Highway Patrol, p. 22). Due to this, it is important to collect samples from all those whom have been in contact with the victim and the scene of the crime to avoid wrongful implications by eliminating those individuals whom do not match the suspects DNA profile. Analysing Blood, Semen and Saliva Samples Hair is a biological specimen of the body and may be associated back to its source through DNA analysis (although DNA is not always successfully extracted from hair), (Missouri State Highway Patrol page. 30). Alternatively, materials stained with blood, semen, saliva can be collected, be ensured to be air dried before placed in a paper bag and sealed, then tagged with the identification of the contents, exhibit number, initial and date. For porous material such as cloth and leather, investigators are advised to cut the area containing the stain; however for nonporous materials such as glass and metal, stains are removed via a cotton swab that has been moistened with water; and for liquid stains, a clean cotton swab is immersed in the sample. In terms of collecting semen samples, when the specimen is not drying-out, alternatively, condoms are to be frozen. When collecting a Buccal (Oral) swab, two to four swabs must be vigorously rubbed on the interior of the cheek for a minimum of 30 secs to a minute to recover epithelial (skin) tissue; which must then be labelled with the individuals names. The Application of Fingerprint Identification When fingerprint evidence found in a body of water is collected, it should remain in the original water. A watertight container should be lowered into the water and allowed to fill. This allows the evidence to be placed in the container without exposing it to the air. If fingerprint evidence found in water is allowed to dry before processing, the likelihood of developing prints of value dramatically decreases. (Missouri State Highway Patrol) page. 17)The Automated Fingerprint Identification System (AFIS) is a database which stores fingerprints that have been taken from suspects, whether they have been incarcerated or not; due to which perpetrators are easily identified, without having a definitive suspect, as their prints are already present on the system. Latent fingerprints on nonporous materials deteriorate rapidly upon prolonged exposure to high temperature and humidity. Consequently, items should be processed and/or forwarded to a laboratory as soon as possible A ruled scale should be used when photographing latent prints. Latent prints on materials are to be handled with gloves and placed in a cellophane protector, whereas latent prints on surfaces such as plastic cards, metal plates and glass bottles are dusted with finger print powder and then extracted with lifting tape and placed on a 3 x 5 card, which contrasts in color with the dusting powder used. Behavioural Science Support As cited by Alison and Rainbow (2011), the crime scene is presumed to reflect the murderers behaviour and personality in much the same way as furnishings reveal the homeowners character (Douglas et al., 1992: 21) (Alison, L. and Rainbow, L. 2011 p. 19) Full verbal case briefing and access to the SIO/investigation team All relevant statements Crime reports Any officers reports/status reports Pathology and forensic reports/findings Full set of crime scene and pst -mortem photographs Available analysis (e.g. telephony, palynology, entomology, etc) Relevant maps Visit to all relevant scenes; allows the BIA to gain fuller understanding of the decision-making process of the offender. Such information is not routinely available from (the above mentioned methods), where often the evidential focus is too restrictive to provide the necessary behavioural perspective. (Alison, L. and Rainbow, L. 2011 p. 25) Behavioural Investigative Advisors (BIAs) provide a theoretical perspective in investigations via the use of forensic psychology to support investigators by implementing methods such as crime scene assessment; DNA screening; suspect prioritisation; familial DNA; nominal pool generation; interview strategy; media strategy; offender background characteristics; and investigation strategy, (Newburn, T. Et al. p.. 658). In order to perform an accurate evaluation, BIAs require case materials such as: Please refer to Appendix. 1: Example of the BIAs work. The BIA are able bodies whom provide expertise in offender profiling to connect cases where correlating physical evidence is not evident. The Serious Crime Analysis Section (SCAS) of the NPIA, through their mandate to collect and analyse a range of sexually motivated offences throughout the UK, now has more than 16,500 offences on ViCLAS (Violent Crimes Linkage Analysis System) database, (Alison, L. and Rainbow, L. 2011 p. 25). Appendix Appendix 1: Example of the BIAs work. (Alison, L. and Rainbow, L. 2011) Case Study 2, folder 1FF, 194528.jpg

Curfew Laws: Helpful or Harmful? Essay

Curfew laws are being carefully examined right now. Some adults believe that they are necessary and that they help curb adolescent crime. Others believe that they violate rights and don’t really solve the problem at all. To look at this issue more closely, there are two articles, one in support of curfew laws, and one against it. The first article is by David Knight, who is in support of curfew laws. There are strengths to his article. First of all, he is a police officer who has seen teen crime firsthand. He is also a parent, so he knows that kids may tell their parents one thing (i. e. â€Å"I’m going to Johnny’s house†) but really do another, intentionally or unintentionally. Knight is convinced that at night, teens can get into trouble because fewer people are watching them. Also, he says that teens who are out at night are likely behaving in ways that are disruptive, like violating noise ordinances and drinking underage. Knight points out that no one, regardless of their age, has the right to disrupt others and be publicly annoying. These are all good points. However, Knight fails to point out what effect, exactly, curfews have had on the juvenile crime rates. He also ignores other possibilities in combating juvenile crime, such as counseling or afterschool programs, or the parent’s role. While it is true, as Knight says, that some kids will lie to their parents, it is insulting and ridiculous to assume that all kids will lie to their parents. Knight glosses over this idea, and one has to wonder how much he trusts his own kids. The second article is by Colin Miller, who opposes curfew laws. The strengths are the statistics he cites – that most juvenile crime occurs between the hours of 3 pm and 11 pm, with most occurring before 8 pm. He also states that afterschool programs have been shown to be far more effective in combating crime than curfews. Finally, curfews have cost cities a lot of money in increased police costs, money that Miller says could be used to fund afterschool programs and other ways to combat juvenile crime more effectively. Miller also says that curfews take away the parents’ rights, while making them more responsible for their teens’ behavior. The weaknesses of his article are that he doesn’t talk much about the actual effects of curfews on teens in the towns, he just says they are â€Å"ineffective. † He also doesn’t look at the law enforcement’s point of view much. I agree with Miller. Miller makes many more reasonable arguments than does Knight. Knight assumes that all kids are inherently bad, and that the only thing they would be doing on the streets is getting into trouble. While it’s easy to see how Knight would feel this way – he is a cop who deals primarily with teens in trouble – it is a false and troubling assumption about teens. Knight’s statement that all teens lie to their parents and that parents can’t control their kids without the law’s help is also ridiculous. This supposes no trust or respect between parents and kids, and many parents have raised their kids better than this. Miller recognizes that kids are often inherently good, and that those that aren’t are going to get in trouble just as much (and more) during the day as at night. Research has shown, as Miller states, that it is in the afterschool hours (when parents are still at work and kids are unsupervised) that kids are more likely to get in trouble, if they are going to get in trouble at all. What’s more, Miller is correct in saying that teens need the freedom to make choices if they are to learn to make good ones. Teens are nearly grown up, and if they can’t even choose to come home early (or to go to a good evening event, possibly at a friend’s house or at church), then how are they going to be entirely responsible for themselves in a year or two? Teens should be given more freedom as they grow up, not less. Finally, instead of punishing all teens who are out late at night, cops and the rest of society should worry about helping the teens who are in trouble, those who have already been in the system for doing something they shouldn’t. These teens need help, they need supervision, they need people to care about them and provide them with alternative activities. In general, money is much better spent on real crime prevention than punishing the innocent.

The Idea of Numbness and Learning in Bradburys novel Fahrenheit 451 - Free Essay Example

Sample details Pages: 3 Words: 945 Downloads: 1 Date added: 2019/04/10 Category Literature Essay Level High school Tags: Fahrenheit 451 Essay Ray Bradbury Essay Did you like this example? Beam Bradburys novel Fahrenheit 451 delineates a general public where individuals pulverize learning and advance numbness. In his fantasized world regular folks eagerly fit in with the standards set up by the administration, which plan to make everybody approach. This similarity is authorized to maintain a strategic distance from any contention and satisfy the minorities, and this is the place the fire fighters come in. Don’t waste time! Our writers will create an original "The Idea of Numbness and Learning in Bradburys novel Fahrenheit 451" essay for you Create order The fire fighters are sent to consume the books and wipe out any substance that would rattles society as books resemble stacked firearms. Oblivion is to a great extent spread all through the populace, yet there are a couple of people who can get away from this flood of numbness and endeavor to save learning and change society. All through this novel, Bradbury thinks about the musings and activities of his two differentiating characters, Montag and Mildred, to uncover the points of interest and drawbacks of obliviousness and information. Basically Bradburys cutting edge novel makes the peruser question what makes us glad; taking the path of least resistance and carrying on with an oblivious life or testing ourselves by learning and battle with the results shrewdness brings. Obliviousness is in its tendency a simple and relatively engaging condition of being. By being uninformed we are exempted from considering, stressing and besides settling on wrong choices since we essentially dont have the foggiest idea about any better. However, is being oblivious being glad? For Mildreds situation, a character that in this novel epitomizes an ordinary regular citizen, that isnt even an inquiry. She doesnt stress over being cheerful or anything to that issue, rather she rest strolls through life and is devoured by the everyday. Mildred survives the parlor dividers, a modify reality that is a domain as genuine as the world. It progresses toward becoming and is reality. [84] Mildred cant get away from this virtual world, and rather fits in with what the parlor close relatives and uncles say since she needs to accept and is persuade that it is reality. Books arent genuine [84] to her and the information they contain is terrifying and hazardous in light of the fact that it obliterates her ideal romanticized dream world. Toward the finish of the novel Montag requests that her alter her way of life. He beseeches her to really hear him out and read a book. Notwithstanding, Mildred obtrusively declines to do as such in light of the fact that she sees learning as a danger. Rather she shouts for him to quit, demonstrating that she would preferably be unmindful than be presented to something obscure. Mildreds disobedience towards information shows how here and there not knowing is less demanding that managing reality. However, is overlooking reality any better? Will joy truly be accomplished through self-double dealing and similarity, or is testing reality what makes us content? A few characters, for example, Montag, Faber and Clarisse cant surrender to obliviousness. They, not at all like the others trust that books are great and that learning is the premise of joy. These think past the parlor dividers and dont simply talk things, they discussion of the importance of things. [75] Bradburys hero, Montag, changes from insensible to learned and demonstrates that satisfaction is especially tied in with the idea information. Montag starts the novel as Mildred does, absent. He is a fire fighter and appreciates consuming books since it is the thing that he assumed do. He doesnt address nor does he think past his obligations. This rapidly changes when he meets Clarisse. She makes him question in the event that he is upbeat, and the acknowledgment that he isnt touches off his look for something more. In his mission for reality Montag in the end understands that an existence without learning and without correspondence is unfilled. This vacancy frequents him and he ba ttles to safeguard a universe of books and a universe of significance, regardless of whether it implies placing himself in threat. Montag starts to peruse the books he once consumed and despite the fact that their substance loads him he feels that he cant return to an existence where nothings associated up. [46] Montag sees that dread is what is keeping numerous from claim lives, for the most part the dread of committing errors. However even know there is a shot of disappointment Montag battles for the opportunity of information on the grounds that as Faber says, mix-ups can be benefitted by. In the event that you shroud obliviousness, nobody will hit you and you will never learn [104] As Longfellow expressively puts Let me know not in distressed numbers, life is but rather a vacant dream, for the spirits is dead that sleeps, and things are not what they appear. Montag demonstrates to us that life is tied in with being wakeful and associating with individuals and things. Toward the finish of the novel Montag comes to comprehend that information is the thing that conveys significance to our lives, and that that is the thing that makes us cheerful. There are numerous methods for translating the difference among obliviousness and learning in Bradburys novel Fahrenheit 451. On one hand we can presume that aggregate numbness is joy in light of the fact that the oversight of information shields us from our issues. The individuals who favor this contention will concur with the announcement obliviousness is delight, and will consider numbness prompts an agreeable simple life. Nonetheless, the individuals who differ will esteem that bliss is just accomplished through knowing, considering, learning and associating. The two sentiments are satisfactory. Genuinely, the immense achievement of Fahrenheit 451 is the manner by which Bradbury can make the peruser think and question the idea of numbness and learning.

The Process Of Designing A Class - 795 Words

Diabetes has become an increasing debilitating disease to many people. Many of these people are unaware that they even have this disease until other complications develop. Studies have shown that with education in self-management practices, people can improve his or her quality of life. This paper will discuss the process of designing a class that will educate the community on these practices. The institution’s philosophy will be addressed, explain the educational need for this population group, a class description, the targeted audience, different learning styles, resources needed, learning outcomes, and learner objectives need to complete this class. Diabetic Education for the Community Based on statistics from the Centers for Disease Control website, 17.0 million people in the United States, approximately 6.2% of the population, have diabetes (CDC, 2015). Diabetes is a chronic disease that can cause severe complications resulting in kidney failure, blindness, amputation, loss of sensation, and cardiovascular disease when not controlled. Studies published have demonstrated that many of the debilitating effects of diabetes are avoidable through consistent glucose control, regular medical care, and self-management practices. These studies have shown that people with diabetes that attend diabetes self-management education (DSME) outpatient classes have better clinical outcomes compared to those that have not participated in these classes (Walton, Snead,Show MoreRelatedMy Experience With My Mentor883 Words   |  4 PagesI can still remember the talk with my friends before September when I told them how scared I was to take this c ourse since I could not imagine me, myself, to handle a 90-minute class on my own. When I was informed that I was assigned to an ALI level 6 class, I was shocked. 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