Recent Submissions

  • The Forensic Institute Research Network.

    Sutton, Raul; Jamieson, Allan J. (York: Physical Sciences Centre, The Higher Education Academy, 2008)
    The burgeoning activity in forensic science in universities continues to attract criticism. A positive aspect is the potential to inject a much-needed boost to research in all forensic practices. Only recently has fingerprinting, for example, been exposed to rigorous scientific examination and, to a great extent, been found wanting as regards its science – probability apparently has no place in fingermark examination. In response to the opportunity The Forensic Institute brought together representatives from more than 40 UK universities to discuss how this new resource, academics and students, could be used to further research in the forensic sciences. It was envisaged that many casework-related problems, such as environmental frequencies of trace evidence, could be best accomplished by a lot of small student projects coordinated on a national and perhaps international level by a steering group. This steering group in turn would be part of an integrated research strategy developed in conjunction with practitioners. A virtuous cycle of practice, research, development, and practice would be the outcome. And so, in 2004, The Forensic Institute Research Network (FIRN) was born.
  • The Crime Scene: how forensic science works.

    Sutton, Raul (Oxford Journals (OUP), 2009)
  • Latent fingermark pore area reproducibility.

    Gupta, Abhishek; Buckley, K.A.; Sutton, Raul (Amsterdam: Elsevier., 2008)
    The study of the reproducibility of friction ridge pore detail in fingermarks is a measure of their usefulness in personal identification. Pore area in latent prints developed using cyanoacrylate and ninhydrin were examined and measured by photomicrography using appropriate software tools. The data were analysed statistically and the results showed that pore area is not reproducible in developed latent prints, using either of the development techniques. The results add further support to the lack of reliability of pore area in personal identification.
  • Chemistry for the Life Sciences

    Sutton, Raul; Rockett, Bernard; Swindells, Peter G. (CRC Press (Taylor & Francis), 2008)
    • Focuses on the particular aspects of chemistry that underpin biochemical and biomedical studies • Includes new chapters on emerging topics of interest • Offers a sequence of short topics with numerical or conceptual ideas supported by worked examples and questions within the text • Provides a solutions manual for qualified instructors Presents short topics tied to numerical or conceptual ideas, reinforced with worked examples and questions Retaining theuser-friendly style of the first edition, this text is designed to fill the knowledge gap for those life sciences students who have not studied chemistry at an advanced level. It contains new chapters on – • Water, covering the mole concept and colloids • Gases, discussing pressure, gas laws, partial pressure, solubility of gases, and diffusion • Metals in biology, including properties, oxygen carriers, biocatalysis, charge carriers, and toxicity The authors divide their analysis of carbon compounds into two chapters. One focuses exclusively on aliphatic carbon compounds, while the other provides a greatly expanded exploration of aromatic carbon compounds, isomerism, amines and amino acids, including benzene, aromaticity, types of isomerism, and absolute configuration. With a current examination of organic and biological reactions, this instructional volume also features end-of-chapter questions and a solutions manual.
  • Integration of multimedia technology into the curriculum of forensic science courses using crime scene investigations.

    Sutton, Raul; Hammerton, Matthew; Trueman, Keith J. (2007)
    Virtual reality technology is a powerful tool for the development of experimental learning in practical situations. Creation of software packages with some element of virtual learning allows educators to broaden the available experience of students beyond the scope that a standard curriculum provides. This teaching methodology is widely used in the delivery of medical education with many surgical techniques being practised via virtual reality technologies (see Engum et al., 2003). Use has been made of this technology for a wide range of teaching applications such as virtual field trials for an environmental science course (Ramasundaram et al., 2005), and community nursing visiting education scenarios (Nelson et al., 2005) for example. Nelson et al. (2005) imaged three-dimensional representations of patient living accommodation incorporating views of patient medication in order to deliver care modules via a problem-based learning approach. The use of virtual reality in the teaching of crime scene science was pioneered by the National Institute of Forensic Science in Australia as part of their Science Proficiency Advisory Committee testing programme. A number of scenarios were created using CDROM interfacing, allowing as near as possible normal procedures to be adopted. This package included proficiency testing integrated into the package and serves as a paradigm for the creation of virtual reality crime scene scenarios (Horswell, 2000). The package is commercially available on CD-ROM as part of the series ‘After the Fact’ (http://www.nfis.com.au). The CD-ROM package is geared to proficiency training of serving scenes of crime officers and thus contains details that may not be needed in the education of other parties with a need for forensic awareness. These include undergraduate students studying towards forensic science degree programmes in the UK as well as serving Police Officers. These groups may need virtual reality crime scene material geared to their specific knowledge requirements. In addition, Prof J Fraser, President of the Forensic Science Society and a former police Scientific Support Manager, speaking to the United Kingdom, House of Commons Science and Technology Select Committee in its report ‘Forensic Science on Trial’ (2005) states: ‘The documented evidence in relation to police knowledge of forensic science, in terms of making the best use of forensic science, is consistently clear, that their knowledge needs to improve and therefore their training needs to improve’. This clearly identifies a need for further training of serving police officers in forensic science. It was with this in mind that staff at the University collaborated with the West Midlands Police Service. The aim was to create a virtual reality CD-ROM that could serve as part of the continuing professional development of serving police officers in the area of scene management. Adaptation of the CD-ROM could allow some introductory materials to help undergraduate students of forensic science.
  • The Crime Scene Context.

    Sutton, Raul (Wiley, 2009)
    Crime Scene Management: Scene Specific Methods is an accessible introduction to the common forms of evidence that may be encountered at a scene of crime and the techniques used for recovery of that evidence. Chapter 1 - The Crime Scene is written by Raul Sutton. Context: Introduction - What is a Crime? - The Nature of the UK Legal System - The Legal System in England and Wales - The Courts - The Judicial System in Northern Ireland - The Scottish Legal System - Judicial Processes that Deal with Causes of Death - What Constitutes Evidence? - The Chain Events in Evidence Gathering - The Relationships between Evidence Gatherers and Analysts - Health and Safety Considerations - Suggested Further Reading.
  • Crime Scene Management: Scene Specific Methods.

    Sutton, Raul; Trueman, Keith J. (Wiley, 2009)
    Crime Scene Management: Scene Specific Methods is an accessible introduction to the common forms of evidence that may be encountered at a scene of crime and the techniques used for recovery of that evidence. The book is clearly focused on the techniques for handling crime scenes from the role of the first officer attending through the to the specialist personnel who may be called to deal with specific evidence types. Clearly structured to enhance student understanding, methods covered include, dna-rich samples, fingerprints, toolmarks and impressions. Later chapters move on to consider common scenes such as burglary, fire and vehicle crime. Included with the book is an interactive CDROM that highlights many of the methodologies covered in the book with video footage of the evidence gathering technique in action. The book can be used as a stand-alone but the material included on the CD will enhance student understanding of the subject. Key features: • First UK focused textbook on Crime Scene Management • Includes interactive CDROM with demonstration of key methods employed at the scene and video footage • Supplementary website to include figures from the book and further references • Chapters are written by a team consisting of experts and academics to ensure the text is an accessible and well-informed academic text. • Focuses on the crime scene and on the science underpinning the gathering of evidence at the scene.