FP PNG2.png
loop.png
SJM_1635_enhanced.jpg
bloodstain 1.png

Search Mark-Forensics.com

76 results found for ""

Pages (45)

  • Introduction to Forensic Investigation

    Join or Log in Welcome to Mark-Forensics Developed to be a reliable, and free, source of information for students or educators who wish to learn more about Forensics! Learn More About Forensics Teaching Resources/Ideas Crime Scene Forensic Evidence Forensium Videos Virtual Scene Resources Games About Me Instagram Images @CalgaryForensic Search The Website Scott Mark Dec 25, 2020 Forensics & Limitations 1 3 Scott Mark Dec 25, 2020 For Fingerprints - Start Here 0 2 Scott Mark Jan 04 Human Hair in ID & Drug Abuse 0 0

  • TEACHING PORTFOLIO | Scott Mark

    Teaching Portfolio Scott Mark, PME, BSc, BFI Teaching Experience Course Evaluations Professional Development Publications & Presentations Teaching Philosophy For me, a teaching philosophy begins by looking to draw from both the past and the present, and any personal philosophy must be treated as a living text, open to change or evolution based upon my understanding of the world. It is not only the newly developed ideas or pedagogies that need to be considered, but also the ideas or perspectives from long ago that I may only be learning about now. I believe there is a wealth of knowledge to draw upon and available, but one must first acknowledge how much they do not know, to maintain a mindset of openness for both teaching and learning. With that as my mindset, I begin in the past with Martin (1987) who described how feelings or emotions, and other non-cognitive facets of a person, are often neglected in education. Over 30 years later, Toulouse (2008) continues to speak about how educators need to begin focusing on the importance of self-esteem for all learners, and especially for indigenous learners. As such, I commit first to ensuring my philosophy is based on a holistic perspective, focusing on both the cognitive and non-cognitive aspects of both the material I teach, and people that I teach. As I move to the current day, focusing on new and developing ideas, the position of Christou and Bullock (2012) remains in my focus, as many educators have found only failure when aligning themselves exclusively to one specific perspective and excluding all others. Although my philosophy is based on the idea of a holistic approach, exactly how that may look continues to evolve. I continue to focus on my own learning, and working to incorporate new ideas and techniques in my teaching. As an example, I offer the novel group assessment technique I developed, involving the creation of an evaluation factor (Mark, 2021) based upon the incorporation of peer and self-assessment to overcome challenges of fairness, and provide a more beneficial assessment for learners (Brown & Harris, 2012; Chin 2016; Forsell et al., 2019). The final key feature of my philosophy is quite simple -- I am committed to ensuring the information offered, or taught in my classes -- is correct. To illustrate this, I offer the following quote: "We are what we repeatedly do, excellence then is not an act, but a habit." This quote is often attributed to Aristotle, and by matching the stigma of that name to those words, this quote is thought to define and inspire excellence in others. However, for those words to truly inspire excellence, the source should be cited as: Durant, W. 1926, p.87. Will Durant wrote those words as he spoke about Aristotle, and there is no indication or evidence that Aristotle ever spoke such words. However, this is an example of what I mean by correctness. Through a practice of always assessing, challenging and evaluating, as outlined by Christou and Bullock (2012), I believe I can ensure what I teach, above all else, is correct. Overall, with my focus on the core aspects of learning from the past and present, maintaining a holistic perspective, continuing to learn and incorporate new ideas, as well as ensuring what I teach is correct. I am guided in my practice, with this as my teaching philosophy. ​ References: Christou, T. M., & Bullock, S. M. (2012). The case for philosophical mindedness. Paideusis, 20(1), 14–23 Brown, G., & Harris, L. (2012) Student self-assessment. In McMillan, J. H. (Ed.). (2012). Sage handbook of research on classroom assessment (pp.367-393). Sage Publications. Chin, P. (2016). Peer Assessment. New directions in the teaching of physical sciences. 13-18. DOI: https://doi.org/10.29311/ndtps.v0i3.410 Durant, Will. (1926). The Story of Philosophy. New York, N.Y.: Garden City Publishing Co. Forsell, J., Forslund Frykedal, K., & Hammar Chiriac, E. (2019). Group work assessment: Assessing social skills at group level. Small Group Research, 51(1), 87–124. DOI: https://doi.org/10.1177/1046496419878269 Martin, J. R. (1987). Transforming moral education. Journal of Moral Education, 16(3), 204–213. DOI: 10.1080/0305724870160305 Mark, S. (2021). Creating an Evaluation Factor for Group Work Assessment. Practical Assessment, Research & Evaluation, 26(10). Available online: https://scholarworks.umass.edu/pare/vol26/iss1/10 / Toulouse, P. R. (2008). Integrating Aboriginal teaching and values into the classroom. What Works? Research into Practice (Research monograph #11). Contact Information I'm always looking for new and exciting opportunities. Let's connect.

  • HOME | Mark-Forensics

    Join Here Join or Log in Introduction to Forensic Investigation ​ "Every Contact Leaves a Trace" ​ The fundamental principle of forensic investigation was provided by Dr. Edmond Locard over 100 years ago. But the question remains... How do we find those traces? ​ Here you can learn how traces may be found, what they may look like, or information they may provide. You can also get connected to other great resources in Forensium . ​ This site was created to help anyone interested in learning more about forensic investigation, from the perspective of a crime scene investigator/forensic specialist. In forensics, the learning never stops, and neither should the drive to keep looking for traces, or discovering more ways to find them! Crime Scene Virtual Scene Forensic Evidence Resources Forensium Videos Games About Me Instagram Images @CalgaryForensic Search The Website Scott Mark Dec 25, 2020 Forensics & Limitations 1 3 Scott Mark Dec 25, 2020 For Fingerprints - Start Here 0 2 Scott Mark Dec 25, 2020 Not Forensic, But Necessary! 0 2 Scott Mark Dec 25, 2020 Fingerprint Processing Paths 0 2 Scott Mark Dec 25, 2020 Welcome to Forensium 0 1 Scott Mark Dec 25, 2020 An Investigator Guide 0 1

View All

Forum Posts (31)

  • Forensics & Limitations

    In forensics, there is one main thing that many overlook, and that is the limitations it has. There is a saying that many add when they are skeptical: to take the information with a grain of salt. Now I always thought this had to do with something not being as sweet as it sounded, but the phrase actually stems from a much darker etiology. To very generally summarize (and please forgive me linguistic historians, as this may not be to the level of detail you prefer), salt was once thought to be a cure for some poisons, and so if you were to take a poison with some salt, you would not be adversely affected by it. Now the science behind this, isn't quite there, but the analogy fits. With each piece of information we take in, we must do so with a critical perspective of it, to prevent it from poisoning our minds or our reasoning. In forensics, everything must be taken with a grain of salt, including the critiques of it. On that note, here is a great article I recently read, which led to this post, and I think is one worth taking the time to reading. Forensic science: The danger of relying on a single piece of evidence

  • Need Help with Citations?

    For students, do you need help properly citing your sources, or having them in the correct format? Here are some amazing guides to proper referencing, which can be amazingly useful as you are creating your written submissions: Purdue University - a spectacular website that provides the most comprehensive citation guide, as well as a sample paper for students or academics to refer to! Definitely Check It Out! https://owl.purdue.edu/owl/research_and_citation/apa_style/apa_formatting_and_style_guide/general_format.html Aside from the previous, one of the only things that guide does not provide is how to cite legal references (e.g. statutes). There are a few different websites for this, but I would highly recommend the website provided by Douglas College Library, for legal citation. https://guides.douglascollege.ca/APA-7/LegalCitation Here is another offered by Durham College for APA 7th Edition and a link provided by Durham College for McGill 9th Ed - Legal Citation (which is the ultimate Canadian legal citation guide) If those don't work for you, please let me know. If you know of sources better, or equally as good as these, please let me know and I can add it to the list. Writing citations is at times one of the most challenging things for young students, and hopefully these can help get over that barrier! Take care, stay safe, and have a great day.

  • Fingerprint Processing Paths

    Ever wonder, if you wanted to examine an item for fingerprints, what processes may be used, or what path to take? A long while ago (last revised in 2000) the FBI created a processing guide. Although the information is dated, it may be great place to begin your search, if you wish to explore some ideas, which are supported by academic and practical experience. Processing Guide for Developing Latent Prints

View All