Preparation of a low-cost fingerprint powder that harnesses white light to emit long-lived phosphorescence

An inexpensive, commercially available doped strontium aluminate phosphor with long-lived afterglow has been prepared and assessed in the role of a luminescent fingerprint dusting powder. Blue, green, and aqua phosphorescence persisting for ca. 30 s was obtainable from treated fingermarks after charging the powders with the white light (400–700 nm) setting of a forensic light source. Imaging the phosphorescent afterglow enabled the elimination of background emissions encountered during latent fingermark examination. This was demonstrated by visualising fingermarks on substrates that possess inbuilt fluorescent security features and highly patterned substrate backgrounds, without any need for bespoke scientific equipment.     

Lipidic compounds found in soils surrounding human decomposing bodies and its use in forensic investigations – A narrative review

Following decomposition of a human body, a variety of decomposition products, such as lipids, are released into the surrounding environment, e.g. soils. The long-lasting preservation in soils and their high diagnostic potential have been neglected in forensic research. Furthermore, little is known about the preservation, chemical transformation, or degradation of those human derived lipids in soils. To date, several studies identified various lipids such as long-chain free fatty acids and steroids in soils that contained decomposition fluids. Those lipids are preserved in soils over time and could serve as markers of human decomposition in forensic investigations, e.g. for estimating the post-mortem interval or identifying the burial location of a human body. Therefore, this review focuses on the current literature regarding fatty acid and steroid that have been detected in soils and associated with human body decomposition. After a short introduction about human decomposition processes, this review summarises fatty acid and steroid analysis applied in current case studies and studies related to taphonomic research. This review provides an overview of the available studies that have used fatty acids and steroids as identifiers of human decomposition fluid in soils in a forensic context and discusses the potential for developing this innovative field of research with direct application in a forensic context.     

Informing regional taphonomy research using retrospective forensic anthropology cases in the Western Cape,South Africa

The post-mortem interval (PMI) is important in death investigations as it can assist in reconstructing the context of the case and the identification of the unknown individual. However, in some instances the PMI is challenging to estimate due to the absence of regional taphonomy standards. To conduct accurate and locally relevant forensic taphonomy research, investigators require insight into the regional hotspot recovery areas. Thus, forensic cases examined by the Forensic Anthropology Cape Town (FACT) in the Western Cape (WC) province of South Africa between 2006 and 2018 (n = 172 cases; n = 174 individuals) were retrospectively reviewed. In our study, a considerable number of individuals did not have the PMI estimations (31 %; 54/174) and the ability to estimate a PMI was significantly associated with skeletal completeness, unburnt remains, absence of clothing and the absence of entomological evidence (p < 0.05 for each). Significantly fewer cases had the PMI estimated after FACT was formalised in 2014 (p < 0.0001). One third of cases with PMI estimations were made with large open-ended ranges, making them less informative. Factors significantly associated with these broad PMI ranges were fragmented remains, absence of clothing and absence of entomological evidence (p < 0.05 for each). Most decedents (51 %; 87/174) were discovered in police precincts from high crime areas, yet a considerable number (47 %; 81/174) were also found in low crime and sparsely populated areas regularly used for recreational activities. Common sites of body discovery were vegetated areas (23 %; 40/174), followed by the roadside (15 %; 29/174), aquatic environments (11 %; 20/174) and farms (11 %; 19/174). Decedents were discovered exposed (35 %; 62/174), covered with items such as bedding or shrubs (14 %; 25/174) or buried (10 %; 17/174). Our data highlight gaps in forensic taphonomy studies and clearly informs what regional research is needed. Overall, our study demonstrates how forensic case information can inform regional forensic taphonomy studies to locate common areas and contexts for the discovery of decomposed bodies and encourages similar studies in other areas of the world.     

The effects of four different solvent vapours on the restoration of obliterated stamp markings from five different wooden surfaces

The stamp markings on wooden surfaces, which are placed on trees and products including antiques, indicate the status of trees and involve identifying data regarding the products. Such markings are obliterated either to facilitate illegal logging or to conceal product information. Despite the wide literature on the restoration of obliterated characters on metal and polymer surfaces, the recovery of defaced characters on wooden surfaces appears to be understudied. Several reference texts in the forensic marks’ examination literature suggest that water, water vapor, and alkaline solutions are useful in restoring the abraded markings on the wood. Since there does not seem to be any experimental study proving such success, this study aimed to fill this gap. This study conducted experimental research by using water, ethanol, ammonia, and chloroform to recover the scraped characters on samples obtained from walnut, beech, spruce, oak, and cedar trees. The cold-stamped characters, which were defaced at varying depths, were restored using vapor and liquid phases of four solvents. While the vapor phases of water, ethanol, and ammonia yielded good outcomes on all types of wooden surfaces, the liquid phases did not seem to be useful in the revisualization process. The response of the vapors, which varied between 62 and 220 s, depended on the type of wood. The restoration technique developed in this research offers the possibility of on-site usage, easy application, utilization of low-cost solvents, rapid recovery, and effectiveness on various wooden surfaces. Overall, the restoration methodology used in this research appears to be fruitful in retrieving identifying information on wooden samples.     

Finding the missing and unknown: Novel educational approaches to warming up cold cases

In recent years, students in police academies and higher education institutions around the world have worked together to analyse cold cases including long-term missing persons cases in collaboration with investigators and prosecutors. In 2020, three European organisations, the Police Expert Network on Missing Persons (PEN-MP), AMBER Alert Europe and Locate International, succeeded in connecting these educational organisations enabling them to work collectively on cases and conduct cold case analyses (CCA) across international borders. The International Cold Case Analysis Project (ICCAP) learning objectives were to 1) collect the necessary information about the victim, 2) reconstruct the crime, and 3) investigate trace control.In a learning objective-based evaluation using Computer-Assisted Web Interviewing, 76 participating students from the German and International ICCAP teams were asked to complete a pre- and post-review questionnaire to self-assess their personal competence development. Participants reported significant increases in competence in all evaluated areas, thus demonstrating that authentic and relevant collaborations can enrich the learning environment, promote the use of professional skills, and provide significant knowledge exchange opportunities between academia and industry.Drawing on case studies of cold case missing persons' investigations and unidentified found remains, this article shares how university academics, students and community volunteers can work together nationally and internationally to find out what has happened to missing people and how we can more effectively identify the previously unidentified. In so doing, we share the expertise required to progress these cold cases and provide recommendations to support other institutions and organisations in adopting this innovative approach.     

Assessing the background levels of body fluids on hands

Forensic scientists are often asked to assist the court by evaluating the significance of finding body fluids on the hands of an individual; however, there is an absence of published data regarding the background levels of body fluids on hands. Whilst the scientist can use casework experience to inform the courts on the significance of the results, it would be advantageous to have data which could assist with this interpretation. This study was designed to ascertain the background levels of blood, semen, saliva, hairs/fibres and staining/debris on hands in the general population by sampling from delegates attending a scientific conference.The findings suggest that approximately one third of the population would be expected to have hairs or fibres on their hands and that females are more likely to have visible staining on their hands than males. Presumptive tests for blood and semen yielded negative results in all samples; however, almost 2 % of the samples were found to contain a very low number of sperm heads. In contrast, the majority of samples tested positive for the presence of saliva using the presumptive Phadebas® amylase test. The data supports the caution applied by forensic practitioners when evaluating the presence of saliva detected using the presumptive Phadebas® amylase test based on the lack of specificity and indicates that the RSID™-Saliva test would be more suitable to use.     

Sentencing data-driven cybercrime. How data crime with cascading effects is tackled by UK courts

This paper contributes to research seeking to understand if and how legislation can effectively counter cybercrimes that compromise personal data. These ‘data crimes’, which are the ‘dark side’ of big data and the data economy enabled by cloud computing, display cascading effects, in that they empower disparate criminals to commit further crimes and victimise a broad range of individuals or data subjects. The paper addresses the under-researched area of sentencing, which, as the last step of the judicial process, plays a crucial role in how the law is interpreted and implemented.This paper investigates courts’ approach to the evolving technological environment of cybercrime captured by data crime and the cascade effect and whether the cascade effect can assist courts in dealing with data-driven cybercrime. The paper examines original data collected from UK courts, namely 17 sentencing remarks relating to cybercrime court cases decided in England & Wales between 2012 and 2019. The analysis shows that courts appreciate the impact of data crime and their cascading effects, but that the complexity of the offences is lost at sentencing, arguably due to the negative impact of systemic factors, such as technology neutral law and the lack of legal authorities.After examining such systemic factors, the paper suggests how the cascade effect could aid sentencing by adding specificity and context to data crime. The paper ends with avenues for further research relating to debates on fair cybercrime sentencing and open justice.     

Background levels of body fluids and DNA on the shaft of the penis and associated underpants in the absence of sexual activity

This study examines the background of blood, saliva, semen and autosomal DNA on penile swabs and underpants from males in the absence of recent sexual activity. Based on the data collected by the AFSP Body Fluid Forum, the results of this study show that; there is a very low expectation of detecting blood on penile swabs and male underpants; a low expectation of detecting saliva on penile swabs and male underpants; and spermatozoa would be expected in less than a quarter of penile swabs and three quarters of male underpants. As none of the samples had detectable levels of DNA which were suitable for meaningful comparison that did not match the donor or their partner, the expectation of detecting a DNA profile from the cellular background on penile swabs or underpants from a male who has not been involved in recent sexual intercourse is very low. The results of this study are extremely informative when evaluating the significance of blood, saliva, semen and DNA detected on the penile swabs and underpants of males in cases of alleged sexual assault.     

Introducing the Internet to the Law School: Some Lessons from Adelaide

The world of education is shifting outside of the four walls of the traditional classroom and into the virtual world of the internet. Some view this shift with trepidation whilst others embrace it with an almost religious zeal. Neither of these extreme reactions is necessary. Web-based learning is neither the natural enemy of the traditional teacher nor the panacea to all that ails the traditional approach. It is simply an extra tool which, when used in combination with traditional methods, can result in a powerful teaching and learning experience. This paper explores the benefits and pitfalls of introducing the internet into the Law School curriculum. The experiences of the Adelaide University in the introduction and implementation of the internet provide a context for this exploration via a consideration of some of the lessons learnt.     

Lockdown labs: Pivoting to remote learning in forensic science higher education

Forensic Science training and education is reliant on the application of knowledge to casework scenarios and the development of key practical skills that provide a platform for career development in the field. The COVID-19 pandemic introduced a number of challenges to effectively deliver practical content online and remotely, whilst still meeting intended learning outcomes, accreditation requirements, and attaining a high level of student engagement and experience. The MSc Forensic Science programme featured in this study is a one-year degree programme with a strong emphasis on the practical elements of forensic science, and a diverse international student cohort. Therefore, the restrictions associated with the pandemic made it very difficult not only to plan the delivery of material but also to adapt the content itself for effective online and remote learning.By focusing on the intended learning outcomes, a number of innovative teaching practices were developed to successfully transition from face-to-face teaching to online and remote delivery. A range of online and practical resources were developed, including a laboratory home kit, demonstration videos, online practical technique simulations (produced by Learning Science), data analysis tasks, and interactive workshops and activities, all designed to consolidate student learning and build confidence, in preparation for such a time that on campus practical teaching could resume. The initial feedback received from these activities from both staff and students was extremely positive and the transition from classroom to online teaching was a success, as reflected in student attainment and later student feedback. Students reported that they had a better understanding of what was expected of them, including knowledge of protocols and techniques, and felt much more confident moving into the next stage of their learning development. Even though the practical laboratory sessions were the most significantly affected by the restrictions associated with the pandemic, and resulted in reduced interaction for the students, this was counteracted by virtual sessions and workshops, which gave students the opportunity to engage with each other and communicate their thoughts and opinions, ultimately building key presentation and group working skills.This case study will detail the pivot to remote learning, as well as critically evaluating the feedback from students and discussing the changes that are likely to be retained as longer-term teaching practices, versus those that were a necessary temporary addition or adjustment in response to the pandemic.     

The web of plenty: Leveraging the abundance of free,on-demand online forensic content

The move to online instruction forced many educators towards the task of producing recorded content, many for the first time. The result was that many instructors, usually those with limited or no remote-teaching experience, produced 60- to 90-minute audioonly lectures, recorded using Powerpoint or a conferencing platform, and posted them to a Learning Management System (LMS). Instructors more well-versed in online pedagogy or those who utilized instructional design best-practice training, produced video content more in-line with established research, which states that videos should be no longer than 6 to 15 min. Regardless of video length and quality, creating recorded content is time-consuming, resource-intensive, and arduous even for experienced educators.The alternative to self-created content is to mine the wealth of freely available forensic science videos, webinars, and web-based resources already posted to the internet. Prior to the move to remote instruction, some forensic educators integrated YouTube clips into lecture material. Post-pandemic, the quantity, and often quality, of online content has greatly increased. However, on-demand resources are spread widely across the internet. Whilst some repositories of material, such as webinars from individual organizations exist, other sources of content require more intentional searching.Identified content is meaningless unless integrated into a course or module’s learning objectives. Instructors may need to shorten lengthy webinars or edit extraneous material in order to maintain educational best practice. Finally, once content is captured and posted to a course LMS, an instructor must set up an accountability structure to ensure students are viewing and digesting required material. The first half of this paper will outline the types and locations of free, on-demand online forensic materials and resources. As forensic science education looks to the future, the creation and use of web-based resources is likely to increase. The second half of this paper will address what to do once content is identified and how to effectively utilize it within the framework of remote instruction best-practice. Existing content can help the educator work smarter, not harder. The wealth of online forensic resources can help illustrate concepts and add variety to LMS-posted content, leading to a more enriching experience for the student.     

Do we need a forensic science teaching network?

The challenging events of the past year have forced those of us working in higher education to adapt our teaching practices to conform to the restrictions put in place. For many this has been an opportunity to take a fresh view of the way material has been delivered in the past, and critically reflect on how it might be delivered in the future. There has been an explosion of innovative ideas and the introduction of support networks such as ‘#RemoteForensicCSI’ to aid with sharing these new innovations and examples of good practice.However, the past year has also helped to highlight a lack of an established network that could support the teaching of forensic science in the UK. Teaching networks within the UK exist for related disciplines, such as the Royal Society of Chemistry’s Higher Education Chemistry Teaching Network, but no network focuses on the teaching challenges specific to forensic science. Such a network could help to address the gap in pedagogical research to help support more effective teaching and give learners the best opportunities possible. This would complement the work of the Chartered Society of Forensic Science including upholding accreditation standards and the existing Link Member Scheme, whilst providing an environment to specifically support the teaching of forensic science. Any network could also look to link with other networks internationally such as the Council of Forensic Science Educators in the USA and identify examples of good practice worldwide that could be used to enhance and inform forensic science teaching in the UK.The teaching of forensic science is multifaceted with a need to strike a balance between practical skills and theoretical knowledge. Like many vocational courses forensic science teaching staff have a diverse range of backgrounds, encompassing both academic and practitioner experience. This results in a range of experiences and approaches to teaching and delivery, creating a fantastic melting pot for ideas, but outlets for sharing these innovative approaches are limited. This article will highlight some of the pedagogical gaps within forensic science teaching and areas that we could learn from. Most importantly, it will issue a clarion call to those working in this area to push for a UK Forensic Teaching Network.     

Virtual reality for teaching and learning in crime scene investigation

Simulated crime scene investigation is an essential component of forensic science education, but its implementation is costly and poses challenges to accessibility; offering personal investigations in higher education scenarios is often impossible. Virtual reality (VR) is an emerging technology which offers exciting prospects for teaching and learning, especially for imparting practical skills. We document here a multidisciplinary experimental study in which a bespoke VR crime scene app was designed and implemented, after which it was tested by both undergraduate student and staff/postgraduate student cohorts. Through both qualitative and quantitative analyses, we demonstrate that VR applications support learning of practical crime scene processing skills. VR-based practical sessions have the potential to add value to forensic science courses, through offering cost-effective practical experience, the ability to work in isolation and in a variety of different scenarios. Both user groups reported high levels of satisfaction with using the app and reports of adverse effects (motion sickness) were minimal. With reference to user feedback, we proceed to evaluate the scalability and development challenges associated with large-scale implementation of VR as an adjunct to forensic science education.     

An exercise in scientific problem-solving: Illustrating the utility of the principles of the Sydney Declaration

In forensic science, scientific problem-solving is characterized by the recognition of traces as part of iterative reasoning processes to assign meaning to those traces in order to interpret and reconstruct events. Through a set of fundamental principles, the Sydney Declaration presents a foundation of forensic science through the lens of a scientist. The distinction between a scientist and a technician may require clarification—where a prototypical technician follows a prescribed set of ‘standard operating procedures’ and may be limited in the interpretation of the resultant data, the scientist utilizes knowledge, skills, experience and imagination to identify the issue at hand and develop lines of inquiry for testing and interpretation. This case report draws on the Sydney Declaration in order to highlight the importance of learning about events from careful consideration of both obvious and less obvious traces. A case involving the assault of a police officer is examined to illustrate the use of the Principles: the problem originally defined by investigators at the scene and later by prosecutors resulted in incorrect analysis and interpretation of traces, hampering efforts at an accurate reconstruction of events. This exercise serves to demonstrate that in order to engage in scientific problem-solving, it is necessary to apply observation and reasoning in forensic investigations in order to yield an outcome that can be clearly articulated. The overarching goal is to support the drive to improve forensic science practice, education, and research through a case illustrating the value of the principles of the Sydney Declaration.     

The potential of digital technologies in problem-based forensic learning activities

Forensic practice is the concluding practical course of the forensic science bachelor program at the School of Criminal Justice of the University of Lausanne. Learning activities are constructed around five main objectives for the resolution of simulated forensic case problems: 1) select relevant traces and items to be collected at the scene and perceive their potential value in the reconstruction process, 2) apply appropriate detection techniques in sequence to obtain clues of good quality, 3) process traces using Analysis, Comparison, Evaluation and Verification (ACE-V) methodology, 4) produce and summarise information in oral and written forms to help an investigation, and 5) work collaboratively to benefit from the diversity of group members. Simulating and supervising realistic activities is a complex task that became more and more challenging with a continuously increasing number of students over the years (from ca. 30 in 2016 to more than 60 in 2021). Thus, an educational innovation project was launched and aimed at implementing digital technologies to support the teaching staff. A computer-based crime scene simulation tool (allowing students to visualize 360° crime scenes and relevant items) and a communication tool (to simplify and centralise the communication between the students and the teaching staff) were implemented. This article describes the implementation, added value and limitations of these digital technologies in problem-based learning activities. Prior to 2020, the practical course forensic practice was delivered entirely on-site without specific technologies, and entirely on-line in 2020 (due to the sanitary restrictions related to the COVID-19 pandemic). Finally, in 2021, on-line and on-site activities were implemented with success, combining the best of both approaches in a blended teaching mode. An overall increase in the satisfaction of students and teaching staff was observed with the implementation of these tools. Limiting presence on-site allowed students to take a step back from the activities and collected items. This promoted critical thinking, and together with an increase in structured (on-line and on-site) interactions allowed for a positive, continuous learning experience. While the evaluations of these novel technologies were very positive, students still expressed their willingness to perform certain tasks on-site and a preference for face-to-face interactions.     

An investigation of the relationship between anger and offence-related shame and guilt

Abstract

A number of accounts of shame and guilt emphasise an association between shame and anger difficulties, and it has been suggested that shame and rage may promote one another. The shame–anger relationship may be particularly relevant to the study of forensic populations, as the fact of having committed a criminal offence has the potential to be a highly shame-provoking experience. The current study investigates the prediction that shame and guilt reactions to an offence are differentially related to the propensity to experience and ability to control anger. A measure of offence-related shame and guilt and a measure of anger experience and control was completed by 60 men detained in forensic psychiatric units. The results supported the prediction that offence-related shame is associated with elevated levels of anger difficulties, whilst offence-related guilt is associated with ability to control anger. The findings of the current study are consistent with those of previous investigations of shame, guilt and anger. Specific implications for the understanding and prevention of violent offending are discussed.     

A preliminary study into the impact of using three-dimensional models in forensic anthropology learning and teaching

Forensic anthropology has traditionally relied on two-dimensional (2D) images, such as photographs and sketches, to perform analyses, and disseminate findings. However, as 3D imaging technology advances, it has become more widely implemented into forensic anthropology analysis and practice. Teaching and learning in forensic anthropology still often relies on 2D images, but increasingly three-dimensional (3D) models are available to be used by students training in anatomy and osteology. Additionally, 3D models have been found to be beneficial to comprehension in other contexts within forensic anthropology, such as in the courtroom. The use of these models in the teaching of forensic anthropology is not yet widely implemented and more importantly, the impact on learning is not yet understood. The use of 3D imaging and visualisation in other educational contexts has seen positive results, for example in medical training. To explore this further, a study was conducted using an online activity to compare the comprehension scores of students educated using 2D textbook style images or 3D models on Sketchfab. The results showed that the use of 3D images was not detrimental to comprehension. Students using the 3D models were more consistent in their performance and reported an increase in confidence regardless of prior experience. The results of this study are of particular importance when distance learning due to the COVID-19 pandemic which means that students cannot always learn in a laboratory environment.     

Internet mediated crimes and theoretical approaches

Purpose: in the literature, the term ‘Internet crime’ has been coined to indicate the scenario in which a victim of homicide or other crimes is met through a chat room, and lured to death at the hands of the murderer. Various criticisms have been made of this new concept, on the grounds that the outcome is no different from that of other crimes committed without the use of Web resources, and so the method used has no particular influence. Indeed, it has been claimed that informatic crime just reflects a technological change in the nature of crime rather than a new form of criminal behavior attributable to the use of the Internet for criminal purposes. Method: our reflections were prompted by our experience as expert forensic psychiatry witnesses in three cases in which the aggressors had confessed to having had an exclusively virtual relationship with the victims, in which they spent a lot of time daily in a chat room. Conclusion: this scenario offers points for reflection on the nature of Web-mediated victim–aggressor interactions, to assess the effects on the planning and commission of the crime. Discussion. it’s our opinion that there really is such a thing as Internet-correlated crime, because in this case the quality and quantity of the Internet interactions progressively altered the men’s perception of the real relationship between themself and their victims.