Developing an Information Literacy-Intensive Forensic Science Course

American Academy of Forensic Sciences 2018 Poster PresentationThe goal of this presentation is to demonstrate a model where forensic science educators can utilize resources at university libraries to promote scientific information literacy and lifelong learning strategies for their forensic science students that they can continue to use in their professional forensic careers. This presentation will impact the forensic science community by highlighting the benefits of forensic science faculty collaborating with subject specialist academic librarians to produce a course filling a gap in the education of future forensic science practitioners. This course facilitates the development of productive search strategies and how different types of scientific research and legal materials are relevant to various forensic science disciplines. This collaboration has demonstrated a need for promoting information literacy, specifically for open-access materials, on forensic science information to these students so that once they graduate they still can acquire the valuable information necessary for their job. As a result of this research, the researchers saw a need to expand this information literacy beyond the classroom and acquired National Institute of Justice (NIJ) funding to allow for the development of these materials as modules to be used by practitioners in crime laboratories to enhance available resources for their use. Forensic science is a multi-faceted field including expertise from a variety of disciplines. A challenge for creating a college course to address skills to develop information literacy competencies and encourage lifelong learning for future practitioners is covering those diverse disciplines. This presentation will detail how librarians at Texas A&M University developed a junior-level forensic science seminar in collaboration with a forensic science faculty member to meet the research needs of students in the forensic sciences program. The learning outcomes of this class include teaching students to describe problem-solving principles, organize typical operational protocols, recognize the scientific basis and application of tools and techniques in forensic science, compare capabilities and limitations, and to summarize and illustrate current scientific, ethical, and legal issues. The presenters will detail the steps taken to create six separate information literacy-intensive classes, including the development of the assignments, and how feedback was provided to the students. These classes included sessions on dissecting scholarly articles and case law, as well as classroom discussions to teach students how to use the structure of research articles and case law to easily evaluate information. By creating this information literacy course, instructors were able to better prepare students for their program’s research intensive courses with the amount of detail required that cannot be covered in a traditional one hour library instruction session. Such skills will be of value when working in forensic science fields and the need arrives for locating similar resources in relation to casework. Additionally, the presentation will address issues raised in class, such as open access, database access, and evaluation of science and legal materials, which helps the students translate current school work to their future careers. To further this concept of information literacy, as previously mentioned, the researchers received NIJ funding to determine how forensic scientist locate and evaluate information and to create educational materials aimed at enhancing these skills and increase awareness of other valuable informational resources. Locating and evaluating high-quality forensic science literature will help forensic scientists engage in quality science practices. Results from this class, which is now in its third year of evaluation, show that students who take this preparatory course are better prepared for conducting meaningful research for their writing-intensive senior-level classes both in their abilities to find relevant materials and how to utilize and cite these materials. Graduating students who go on to graduate or law school have also reported back that taking this course gave them a foundation for which to build on in their advanced studies.Grant funding provided by the National Institute of Justice, Office of Justice Programs, the United States Department of Justice through 2016-R2-CX-0054. Points of view in this document are those of the authors and do not necessarily represent the official position or policies of the United States Department of Justice

KAJIAN BATAS WAKTU PENYELESAIAN PERKARA KORUPSI PADA PENGADILAN TINDAK PIDANA KORUPSI JAYAPURA

This research studies Completion Deadline of Corruption Case in Corruption Court Jayapura. The study aims to review the cause of corruption cases cannot beresolved in 120 days and knowing the efficient time to resolve corruption cases in corruption court jayapura. The legal research is normative. Research results show that the corruption cases at the corruption court in jayapura cannot be resolved in 120 days as what can be foundation in Article 29 of Law No. 46 of 2009 about Corruption Court. Causes of corruption cases can not be resolved in 120 days because, the process of examination of court, the limited number career of judge, indiscipline of public prosecutor, and the location of the Corruption Court in Jayapura. Completion of corruption cases at the corruption court in jayapura which often passes 120-day deadline makes Article 29 of Law No. 46 of 2009 about Corruption Court become not efficient because the implementation does not go well. The biggest reason is because of the location of the corruption court in jayapura which is the true nature of events and unreached quickly by a public prosecutor or a witness from outside related to corruption cases, due to inadequate infrastructure facilities such as Jakarta and Java. Therefore, the content of Article 29 of Law No. 46 of 2009 on the Corruption Court should be changed with the maximum time limits reach of 365 days (1 year) as the deadline efficient for all the Corruption Court in Indonesia which one of them is Jayapura Corruption Court

Gigantic peripheral osteoma of the mandible: a case report

Osteomas are osteogenic lesions that have a limited growth potential. They are comprised of histologically and radiographically normal bone. Osteomas are categorized as central, peripheral or extraskeletal according to location. Clinically, peripheral osteomas (PO) are unilateral, sessile or pedunculated and have mushroom-like lesions ranging from 10 to 40 mm in diameter. Osteomas affecting the mandible are rare. In this report, we presented a gigantic peripheral mass on the left mandible in a 55-year old patient exhibiting clinical signs related to neoplasia

Influence of the Buchim copper leaching factory on the environ around the active Buchim copper mine

Within this paper we are going to present a review of results for some particular contaminants such are: Co, Cu, Cd, Al, Fe, U etc., until the 2011 as well as review of results of monitoring (2012-2013) following the construction of the copper leaching facility. For the period covering period 1979-2011, in marked contrast, the water from the mine used to be acidic (pH <5) and had some dramatically high concentrations of particular elements: 75 mg/L Al, 1.16 mg/L Co, 140 mg/L Cu, 61 mg/L Mn, 0.905 mg/L U and etc. These very high values occurred within about 3 km of the mine but the influence of the mine extends downstream. For instance, the Cu concentrations used to be elevated (>0.5 mg/L) 24 km downstream, where the River Madenska joins the River Bregalnica. Positive effects in regards to environmental pollution following the construction of the leaching facility were confirmed by the results of the 2012 monitoring and especially by the results of the 2013 monitoring. According to the monitoring in 2013, copper values ranged from <0.01 to 1.6 mg/L Cu, silver in the range 0.001÷0.02 mg/L Ag, ammonia 0.006÷0.90 mg/L NH4 as well as pH 4.58÷7.86, which itself speaks about the positive effects achieved with constructions of the leaching facility and engulfed drainage waters

Role of carotid body for neuronal protection in experimental subarachnoid haemorrhage

Objective: Carotid bodies are known as main arterialchemoregulatory units. Despite well known that carotidbodies have an important role in cerebral circulation andblood pH regulation, their roles has not been investigatedin subarachnoid haemorrhage. We investigated whetherthere is neuroprotective effect of neuron density of carotidbodies on the brain in subarachnoid haemorrhage.Methods: Twenty hybrid rabbits were studied. Four ofthem were used as reference group (n=4) and the remainingwas obliged to subarachnoid haemorrhage by injectingautologous blood into their cisterna magna (n=16)and sacrificed after one month. All carotid bodies andbrains examined histopathologically using by stereologicmethods. The relationship between the neuronal densityof carotid body and degenerated neuron density of thehippocampus were compared statistically.Results: Five rabbits with subarachnoid haemorrhagedead during the follow-up time (n=5). The average neuronaldensity of carotid body was 4500±500 cells/mm3and of hippocampus 170.000±17.000 cell/mm3 in normalrabbit family. The degenerated neuron density ofthe hippocampus was 20.000±3.000 cells/mm3 in rabbitswith have high neuron density of carotid body and was65.000±8.000 cells/mm3 in rabbits with low neuron densityof carotid body. The differences between the neuronaldensity of carotid body and the degenerated neuron numbersof the hippocampus were significant.Conclusion: The neuron density of carotid body mayplay an important role on the protection of brain in subarachnoidhaemorrhage.Key words: Subarachnoid haemorrhage, carotid body,hippocampus, neurodegeneration, cerebral ischemi