The Experts below are selected from a list of 8664 Experts worldwide ranked by ideXlab platform
Sofia Nyström - One of the best experts on this subject based on the ideXlab platform.
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Learning in practice for becoming a professional Forensic Expert
Forensic Science International, 2012Co-Authors: Susanne Köpsén, Sofia NyströmAbstract:The study explores the professional development of future Forensic Experts. Specifically, it investigates how the Forensic Expert trainees learn through the internal training program at the Swedish ...
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Learning in practice for becoming a professional Forensic Expert.
Forensic science international, 2012Co-Authors: Susanne Köpsén, Sofia NyströmAbstract:The study explores the professional development of future Forensic Experts. Specifically, it investigates how the Forensic Expert trainees learn through the internal training program at the Swedish National Laboratory of Forensic Science with a focus on the supervision at work. The findings are drawn from an ethnographical study where five trainees and their supervisors have been observed and interviewed. By drawing on a socio cultural perspective on learning, the results show that supervision is crucial for professional development. Two types of activities and relations define how supervision is implemented. There is a "transitional movement" in how supervision is staged depending on the trainees' gradual changes in participation in the work practice and increased experience. Forensic Experts need skills and know-how to make wise and impartial judgments, i.e. a kind of tacit professional practical knowledge, as well as the skill to communicate with other professionals. However, the development of a professional language is somewhat unspoken or planned. Becoming a Forensic Expert is a learning process in practice where supervision plays a decisive role in maintaining the professional knowledge in the judicial system. Therefore, supervision for supervising might be a valuable support for supervisors.
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The practice architectures for becoming a Forensic Expert
2012Co-Authors: Sofia Nyström, Susanne KöpsénAbstract:The profession of a Forensic Expert is a narrow professional area and the professional knowledge is specialized with high quality demands from the judicial system. The common way to become a Forensic Expert is through higher education. However, to become a professional Forensic Expert in Sweden the only formal way is the internal training program at the Swedish National Laboratory of Forensic Science (SKL). The aim of this paper is to investigate the professional learning of Forensic Experts in such conditions, based on the findings from an ethnographical study of five Forensic trainees’ and their supervisors’ participations in the program. Specifically, the paper investigates how the internal training program within SKL, i.e. Forensic specific introductory courses and learning integrated in everyday work, is arranged in order for Forensic Expert trainees’ to learn the professional practice and become professional. By drawing on practice theory (Schatzki, 2002; Kemmis, e.g. 2009) we view the internal training program as practice architectures for learning the professional practice in terms of special arrangements of activities and relations within the professional practice of Forensics. With this viewpoint it has been possible to explore how the different mediated preconditions, i.e. discursive, economical, material and social arrangements of the specific professional Forensic practices prefigure the possibilities and constraints for developing a new professional practitioner, i.e. Forensic Expert. Thu, a central finding is that despite the institutional intention of common architectures for a training program the culturally and discursive “sayings”, “doings” and “relatings” in the specific professional practices shape different learning practices. This is presented in a model of arrangements for work and social connections for learning. It is also shown that becoming a Forensic Expert is fully entangled with a material practice such as technologies, tools and machines.
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Learning in practice : Arrangements for learning and supervision for becoming a Forensic Expert
2012Co-Authors: Susanne Köpsén, Sofia NyströmAbstract:The profession of a Forensic Expert is a narrow field in which professional knowledge is highly specialised and must meet the judicial system’s demand for high quality. How does one obtain such knowledge? And furthermore, how does one arrange for the necessary education and training to become a Forensic Expert? In Europe, professional training to become a Forensic scientist is available through Forensic Science degree programs in universities (Welsh & Hannis, 2011). In this report, we present findings from an ethnographical study (Kopsen & Nystrom, 2011, 2012) of the only formal way to become a Forensic Expert in Sweden: an internal training program at the Swedish National Laboratory of Forensic Science (SKL).This report is based on a study with the overall aim of investigating future Forensic Experts’ learning of professional knowledge and professional identity formation. In the Swedish National Laboratory of Forensic Science (SKL), there is a structured internal training system for Forensic Expert trainees, which combines general Forensic introductory courses for Forensic Experts with supervised learning in practice. The specific aim of the study was to investigate subject-specific supervision and how it interacts with the more general courses. The results of the study demonstrate that supervision and gradual learning in practice are crucial to the development of future professional Forensic Experts, and its interplay with the courses in the internal training program is poor. Our findings show there are different ways to understand and realise supervision. Therefore, the preconditions for learning professional Forensic knowledge differ. We have presented these variations of learning in a model of supervision arrangements and relationships according to the distinctiveness of the learning and the relationship with the assigned supervisor and other Forensic Experts. Using examples of supervision, we have shown how various supervision activities relate to different aspects of learning and, thus, direct the learning of different aspects of professional knowledge. We have found that having a professional language is crucial to a skilled Forensic Expert, though the trainees’ development of such language is not comprehensive. From the findings, we can observe a “transitional movement” in how the supervision is staged, depending on the trainees’ experience, i.e., how long they have been trainees and their educational backgrounds. An additional finding is that the economic and material preconditions are significant as the conditions of supervising and learning.
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Becoming a Forensic Expert : Supervision for professionalization
2011Co-Authors: Susanne Köpsén, Sofia NyströmAbstract:The professional knowledge of a Forensic Expert is highly specialized and a narrow professional area with high quality demands from the judicial system. How do you learn such special professional k ...
Michael J. Saks - One of the best experts on this subject based on the ideXlab platform.
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The Testimony of Forensic Identification Science: What Expert Witnesses Say and What Factfinders Hear
Law and Human Behavior, 2009Co-Authors: Dawn Mcquiston-surrett, Michael J. SaksAbstract:This research examined how variations in the presentation of Forensic science information affect factfinders’ judgments in a trial. Participants read a summary of a murder case, the critical testimony being the results of a microscopic hair comparison given by a Forensic Expert. Across two experiments we manipulated how the Expert expressed his results, whether he gave an explicit conclusion concerning identity of the hair, and whether the limitations of Forensic science were expressed during trial. Qualitative testimony was more damaging to the defense than quantitative testimony, conclusion testimony increased the defendant’s culpability ratings when findings were presented quantitatively, and expressing limitations of Forensic science had no appreciable effect. Results are discussed in terms of factfinders’ interpretation of Forensic identification evidence.
E Turk - One of the best experts on this subject based on the ideXlab platform.
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3d reconstruction of emergency cranial computed tomography scans as a tool in clinical Forensic radiology after survived blunt head trauma report of two cases
Forensic Science International, 2011Co-Authors: M Grassberger, Axel Gehl, Klaus Puschel, E TurkAbstract:Abstract When requested to evaluate surviving victims of blunt head trauma the Forensic Expert has to draw mainly on medical documentation from the time of hospital admission. In many cases these consist of written clinical records, radiographs and in some cases photographic documentation of the injuries. We report two cases of survived severe blunt head trauma where CT images, which had primarily been obtained for clinical diagnostic purposes, were used for Forensic assessment. 3D reconstructions of the clinical CT-images yielded valuable information regarding the sequence, number and direction of the impacts to the head, their gross morphology and the inflicting weapon. We conclude that computed tomography and related imaging methods, along with their 3D reconstruction capabilities, provide a useful tool to approach questions in clinical Forensic casework.
Susanne Köpsén - One of the best experts on this subject based on the ideXlab platform.
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Learning in practice for becoming a professional Forensic Expert
Forensic Science International, 2012Co-Authors: Susanne Köpsén, Sofia NyströmAbstract:The study explores the professional development of future Forensic Experts. Specifically, it investigates how the Forensic Expert trainees learn through the internal training program at the Swedish ...
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Learning in practice for becoming a professional Forensic Expert.
Forensic science international, 2012Co-Authors: Susanne Köpsén, Sofia NyströmAbstract:The study explores the professional development of future Forensic Experts. Specifically, it investigates how the Forensic Expert trainees learn through the internal training program at the Swedish National Laboratory of Forensic Science with a focus on the supervision at work. The findings are drawn from an ethnographical study where five trainees and their supervisors have been observed and interviewed. By drawing on a socio cultural perspective on learning, the results show that supervision is crucial for professional development. Two types of activities and relations define how supervision is implemented. There is a "transitional movement" in how supervision is staged depending on the trainees' gradual changes in participation in the work practice and increased experience. Forensic Experts need skills and know-how to make wise and impartial judgments, i.e. a kind of tacit professional practical knowledge, as well as the skill to communicate with other professionals. However, the development of a professional language is somewhat unspoken or planned. Becoming a Forensic Expert is a learning process in practice where supervision plays a decisive role in maintaining the professional knowledge in the judicial system. Therefore, supervision for supervising might be a valuable support for supervisors.
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The practice architectures for becoming a Forensic Expert
2012Co-Authors: Sofia Nyström, Susanne KöpsénAbstract:The profession of a Forensic Expert is a narrow professional area and the professional knowledge is specialized with high quality demands from the judicial system. The common way to become a Forensic Expert is through higher education. However, to become a professional Forensic Expert in Sweden the only formal way is the internal training program at the Swedish National Laboratory of Forensic Science (SKL). The aim of this paper is to investigate the professional learning of Forensic Experts in such conditions, based on the findings from an ethnographical study of five Forensic trainees’ and their supervisors’ participations in the program. Specifically, the paper investigates how the internal training program within SKL, i.e. Forensic specific introductory courses and learning integrated in everyday work, is arranged in order for Forensic Expert trainees’ to learn the professional practice and become professional. By drawing on practice theory (Schatzki, 2002; Kemmis, e.g. 2009) we view the internal training program as practice architectures for learning the professional practice in terms of special arrangements of activities and relations within the professional practice of Forensics. With this viewpoint it has been possible to explore how the different mediated preconditions, i.e. discursive, economical, material and social arrangements of the specific professional Forensic practices prefigure the possibilities and constraints for developing a new professional practitioner, i.e. Forensic Expert. Thu, a central finding is that despite the institutional intention of common architectures for a training program the culturally and discursive “sayings”, “doings” and “relatings” in the specific professional practices shape different learning practices. This is presented in a model of arrangements for work and social connections for learning. It is also shown that becoming a Forensic Expert is fully entangled with a material practice such as technologies, tools and machines.
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Learning in practice : Arrangements for learning and supervision for becoming a Forensic Expert
2012Co-Authors: Susanne Köpsén, Sofia NyströmAbstract:The profession of a Forensic Expert is a narrow field in which professional knowledge is highly specialised and must meet the judicial system’s demand for high quality. How does one obtain such knowledge? And furthermore, how does one arrange for the necessary education and training to become a Forensic Expert? In Europe, professional training to become a Forensic scientist is available through Forensic Science degree programs in universities (Welsh & Hannis, 2011). In this report, we present findings from an ethnographical study (Kopsen & Nystrom, 2011, 2012) of the only formal way to become a Forensic Expert in Sweden: an internal training program at the Swedish National Laboratory of Forensic Science (SKL).This report is based on a study with the overall aim of investigating future Forensic Experts’ learning of professional knowledge and professional identity formation. In the Swedish National Laboratory of Forensic Science (SKL), there is a structured internal training system for Forensic Expert trainees, which combines general Forensic introductory courses for Forensic Experts with supervised learning in practice. The specific aim of the study was to investigate subject-specific supervision and how it interacts with the more general courses. The results of the study demonstrate that supervision and gradual learning in practice are crucial to the development of future professional Forensic Experts, and its interplay with the courses in the internal training program is poor. Our findings show there are different ways to understand and realise supervision. Therefore, the preconditions for learning professional Forensic knowledge differ. We have presented these variations of learning in a model of supervision arrangements and relationships according to the distinctiveness of the learning and the relationship with the assigned supervisor and other Forensic Experts. Using examples of supervision, we have shown how various supervision activities relate to different aspects of learning and, thus, direct the learning of different aspects of professional knowledge. We have found that having a professional language is crucial to a skilled Forensic Expert, though the trainees’ development of such language is not comprehensive. From the findings, we can observe a “transitional movement” in how the supervision is staged, depending on the trainees’ experience, i.e., how long they have been trainees and their educational backgrounds. An additional finding is that the economic and material preconditions are significant as the conditions of supervising and learning.
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Becoming a Forensic Expert : Supervision for professionalization
2011Co-Authors: Susanne Köpsén, Sofia NyströmAbstract:The professional knowledge of a Forensic Expert is highly specialized and a narrow professional area with high quality demands from the judicial system. How do you learn such special professional k ...
M Uhl - One of the best experts on this subject based on the ideXlab platform.
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Tandem mass spectrometry: a helpful tool in hair analysis for the Forensic Expert.
Forensic science international, 2000Co-Authors: M UhlAbstract:The Bavarian State Bureau of Investigation in Munich has the exclusive responsibility for investigation of criminal acts. One considerable Expertise is that of hair analysis. According to the legal system in Germany, there is a special interest when some clients' hair tested positive for illicit drugs. An accused with a lot of drugs in his hair will be treated as a supposed addict and will be guaranteed extenuating circumstances. The instrumentation used for hair analysis is a powerful analytical tool: a Varian 3400 gas chromatograph linked to a Finnigan Tandem-MS (TSQ 700). The methanol extraction method is used for the detection of illegal drugs and metabolites: amphetamine, methamphetamine, MDA, MDMA (ecstasy), MDE, MBDB, methadone, THC, EDDP (metabolite of methadone), cocaine, benzoylecgonine, cocaethylene, opiates (dihydrocodeine, codeine, heroin, 6-monoacetylmorphine, morphine, acetylcodeine). For the detection of 9-carboxy-THC by negative chemical ionization the hair sample is hydrolyzed under alkaline conditions. Solid-phase extraction is used for clean-up. The LOQ for the determination of 11-nor-delta-9-tetrahydrocannabinol-9-carboxylic-acid is 0.16 pg/mg hair. An unsurpassed combination for rendering an Expert opinion based on hair analysis may be: a Forensic Expert using diligence and experience, coupled with the performance of a sophisticated analytical instrument.
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Tandem mass spectrometry: a helpful tool in hair analysis for the Forensic Expert
Forensic Science International, 2000Co-Authors: M UhlAbstract:Abstract The Bavarian State Bureau of Investigation in Munich has the exclusive responsibility for investigation of criminal acts. One considerable Expertise is that of hair analysis. According to the legal system in Germany, there is a special interest when some clients’ hair tested positive for illicit drugs. An accused with a lot of drugs in his hair will be treated as a supposed addict and will be guaranteed extenuating circumstances. The instrumentation used for hair analysis is a powerful analytical tool: a Varian 3400 gas chromatograph linked to a Finnigan Tandem-MS (TSQ 700). The methanol extraction method is used for the detection of illegal drugs and metabolites: amphetamine, methamphetamine, MDA, MDMA (ecstasy), MDE, MBDB, methadone, THC, EDDP (metabolite of methadone), cocaine, benzoylecgonine, cocaethylene, opiates (dihydrocodeine, codeine, heroin, 6-monoacetylmorphine, morphine, acetylcodeine). For the detection of 9-carboxy-THC by negative chemical ionization the hair sample is hydrolyzed under alkaline conditions. Solid-phase extraction is used for clean-up. The LOQ for the determination of 11-nor-Δ-9-tetrahydrocannabinol-9-carboxylic-acid is 0.16 pg/mg hair. An unsurpassed combination for rendering an Expert opinion based on hair analysis may be: a Forensic Expert using diligence and experience, coupled with the performance of a sophisticated analytical instrument.