网络诈骗的侦查困境与对策

当前,网络诈骗犯罪呈高发态势,因其跨地域性、嫌疑人身份虚拟、取证困难等特点,以及网侦力量不足等因素影响,此类案件陷入立案难、侦查难、破案率极低的困境。作为侦查活动的主力军,公安机关应从增加强网警配备、重视串并案分析、加强跨域协作、源头控制等方面入手,提高侦查效率,严厉打击日益猖獗的网络诈骗。     

浅谈海峡两岸毒品犯罪侦查协作

当前,海峡两岸主要通过"FT913"警务合作平台、对口联络制度、双向遣返犯罪嫌疑人和学术交流等途径对毒品犯罪进行侦査协作,使得毒品犯罪快速蔓延的趋势得到遏制,破案数量不断增加,但还面临不少困境,应建立基层毒品犯罪侦査直接协作机制,适时开展联合侦查办案,搭建情报交流平台,加强两岸警务部门高层联络等方式,以提高两岸对毒品犯罪侦查协作水平。     

职务犯罪侦查中指定居所监视居住的适 用简

2012年刑诉法修订,立法机关保留了监视居住,并对其功能重新定位,衍生出了指定居所监视居住。在具体适用中必须把握好保障人权、严格程序与审慎适用三个原则。准确理解指定居所监视居住异于一般监视居住的立法精神以及其分化出的程序性侦查功能,将有助于职务犯罪侦查机关正确比较适用强制措施。在具体操作中应着力构筑审批、执行、变更三个环节规范运行、全程监督的刚性程序。同时,指定居所监视居住作为制度创新仍有较大的完善空间,需要更多的理论反思和实践尝试。     

检察机关侦防一体化机制的完善

修改后的刑诉法进一步突出了尊重和保障人权,对检察机关的侦查权也予以了必要的加强,检察机关的侦防一体化建设也面临着新的机遇和挑战。文章介绍了我国的侦防一体化机制,并结合修订后的刑诉法对侦防一体化机制的影响,提出完善侦防一体化机制的观点。     

国外可再生能源发展政策与法律制度考察及经验教训

面对气候变化和能源安全的压力,可再生能源是世界各国最具现实性的选择。特别是在能源市场全球化背景下,可再生能源发展政策与法律制度的趋同化为我国学习和借鉴国外成功经验奠定了现实基础。考察欧盟、英国和澳大利亚可再生能源发展的政策与法律制度,提炼出值得我国借鉴的有价值经验,并且总结出我国应当避免的相关教训,对于今后我国可再生能源发展政策与法律制度的构建与完善都具有参考价值。     

情况证据在侦查与审判中的推证功能简析

情况证据亦称间接证据,是不能直接推导出案件主要事实的证据。但在侦查与审判中,情况证据推导证明案件事实的功能并不亚于直接证据,甚至比直接证据更为重要。如何让情况证据在刑事侦查和刑事审判中充分发挥其应有的功能和作用,是当下亟待关注的理论和现实问题。     

论电信诈骗犯罪侦查中的现场取证——兼论电信诈骗犯罪侦查国际警务合作现场取证的要点

电信诈骗犯罪案件侦查中,由于犯罪嫌疑人人数众多、证据形式多样化且多为电子证据,特别是在跨国(境)联合侦查中,法律制度不同,侦查方法、技能、语言不同,现场取证活动往往面临较大困难。电信诈骗犯罪案件侦查的现场取证,首先应做好充分的准备工作,包括详细查明现场情况、加强跨国(境)联合侦查中双方的协商沟通、做好现场取证的物质准备;现场取证过程中,犯罪嫌疑人很可能逃跑或毁灭证据,侦查人员应采取措施控制现场及犯罪嫌疑人,同时,为确保证据的有效性,必须规范实施取证活动。     

“民意主导”理念在刑侦工作中的运用

为更好地回应人民群众的新期待,维护社会稳定和服务民生,公安机关提出了"民意主导警务"的理念。作为公安工作重要组成部分的刑侦工作贯彻落实"民意主导"理念是其应有之意和必然要求。为在刑侦工作中践行"民意主导"理念,在对民意的内涵和民意主导警务的价值进行分析的基础上,提出了从"问警于民、问需于民、问计于民"三个层面在刑侦工作中践行"民意主导"理念的思路。     

A retrospective comparative study to evaluate the reliability of post-mortem interval sources in UK and US medico-legal death investigations

Post-mortem interval (PMI) information sources may be subject to varying degrees of reliability that could impact the level of confidence associated with PMI estimations in forensic taphonomy research and in the practice of medico-legal death investigation. This study aimed to assess the reliability of PMI information sources in a retrospective comparative analysis of 1813 cases of decomposition from the Allegheny County Office of the Medical Examiner in Pittsburgh, US (n = 1714), and the Crime Scene Investigation department at Southwest Forensics in the UK (n = 99). PMI information sources were subjected to a two-stage evaluation using an adapted version of the 3x5 aspects of the UK police National Intelligence Model (NIM) to determine the confidence level associated with each source. Normal distribution plots were created to show the distribution frequency of the dependent variables (decomposition stage and source evaluation) by the independent variable of PMI. The manner, location, and season of death were recorded to ascertain if these variables influenced the reliability of the PMI. A confidence matrix was then created to assess the overall reliability and provenance of each PMI information source. Reliable PMI sources (including forensic specialists, missing persons reports, and digital evidence) were used across extensive PMI ranges (1 to 2920 days in the US, and 1 to 240 days in the UK) but conferred a low incidence of use with forensic specialists providing a PMI estimation in only 35% of all homicide cases. Medium confidence PMI sources (e.g., last known social contact) accounted for the majority of UK (54%, n = 54) and US (82%, n = 1413) cases and were associated with shorter PMIs and natural causes of death. Low confidence PMI sources represented the lowest frequencies of UK and US cases and exclusively comprised PMI information from scene evidence. In 96% of all cases, only one PMI source was reported, meaning PMI source corroboration was overall very low (4%). This research has important application for studies using police reports of PMI information to validate PMI estimation models, and in the practice of medico-legal death investigation where it is recommended that i) the identified reliable PMI sources are sought ii) untested or unreliable PMI sources are substantiated with corroborating PMI information, iii) all PMI sources are reported with an associated degree of confidence that encapsulates the uncertainty of the originating source.     

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.