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  • Introduction to Forensic Investigation

    Join or Log in Unlock the World of Fore nsics with Mark-Forensics! Are you ready to dive deeper into the fascinating field of forensics? Look no further! Mark-Forensics is your ultimate d estination for reliable and free information on forensics. From students to educators, our site is designed to cater to the needs of anyone looking to expand their knowledge in this fascinating field. With Mark-Forensics, you'll have access to a wealth of information on various forensic techniques and methodologies and the latest advancements and breakthroughs in the field. Whether you're a budding forensic scientist, a law enforcement professional, or simply curious about the science behind crime-solving, our site will satisfy your thirst for knowledge. ​ So, join us on this journey of discovery as we explore the mysteries of forensics together. With Mark-Forensics, the world of forensic science is at your fingertips. Take advantage of this opportunity to expand your horizons and unlock the secrets of forensics. Learn More About Forensics Online Forensic Courses Teaching Resources/Ideas **Must be logged into site to view** Crime Scene Forensic Evidence Virtual Scene Resources Forensium Videos Games About Me Instagram Images @CalgaryForensic Search The Website Scott Mark شرطة · ٠٢ أغسطس ٢٠٢١ Who Wants to See another #KindnessChallenge? إعجاب التفاعلات 1 ٤ تعليقات ٤ المشاهدات Scott Mark شرطة · ٢٥ ديسمبر ٢٠٢٠ Forensics & Limitations إعجاب التفاعلات 4 ١ تعليق واحد ١ المشاهدات Scott Mark شرطة · ٢٥ ديسمبر ٢٠٢٠ For Fingerprints - Start Here إعجاب التفاعلات 4 ٠ تعليق ٠ المشاهدات

  • HOME | Mark-Forensics

    Join Here Join or Log in Uncover the Secrets of Crime Scene Investigation "Every Contact Leaves a Trace" Unlock the mysteries of forensic investigation with the guidance of Dr. Edmond Locard's century-old principle: "Every contact leaves a trace." But how do we uncover these clues? On this site, you will learn the techniques and methods used by forensic specialists to find and analyze traces at a crime scene. Additionally, you will have access to valuable resources and information to expand your knowledge shared in our Forensic Forum . This site is dedicated to providing a comprehensive education in forensic investigation for anyone interested in the field. From the perspective of a crime scene investigator, you will discover the constantly evolving world of forensics and the relentless pursuit of uncovering the truth. Join us on this journey to keep learning and searching for hidden clues. Crime Scene Virtual Scene Forensic Evidence Resources Forensium Videos Games About Me Instagram Images @CalgaryForensic Search The Website Scott Mark شرطة · ٢٥ ديسمبر ٢٠٢٠ Forensics & Limitations إعجاب التفاعلات 4 ١ تعليق واحد ١ المشاهدات Scott Mark شرطة · ٢٥ ديسمبر ٢٠٢٠ For Fingerprints - Start Here إعجاب التفاعلات 4 ٠ تعليق ٠ المشاهدات Scott Mark شرطة · ٢٥ ديسمبر ٢٠٢٠ Not Forensic, But Necessary! إعجاب التفاعلات 3 ٠ تعليق ٠ المشاهدات Scott Mark شرطة · ١٥ يناير ٢٠٢١ Need Help with Citations? إعجاب التفاعلات 2 ٢ تعليقان ٢ المشاهدات Scott Mark شرطة · ٢٥ ديسمبر ٢٠٢٠ Welcome to Forensium إعجاب التفاعلات 2 ٠ تعليق ٠ المشاهدات Scott Mark شرطة · ٢٥ ديسمبر ٢٠٢٠ Fingerprint Processing Paths إعجاب التفاعلات 2 ٠ تعليق ٠ المشاهدات


    Teaching Portfolio Scott Mark, PME, BSc, BFI Teaching Experience Course Evaluations Professional Development Publications & Presentations Teaching Philosophy A teaching philosophy should draw from the past and the present and be treated as a living text open to change based on evolving understandings of the world. Personal philosophies must consider not only newly developed ideas and pedagogies but also ideas or perspectives from the past that may have been overlooked. The philosophy must acknowledge the extent of one's knowledge to maintain a mindset of openness to teaching and learning. The holistic perspective of Martin (1987) resonates with my teaching philosophy. Martin described how educators often neglect a person's emotions and other non-cognitive facets. Toulouse (2008) continued to emphasize the importance of self-esteem in all learners, especially indigenous learners. As a result, my philosophy commits to considering both the cognitive and non-cognitive aspects of the material I teach and the people I teach. In the current day, I draw inspiration from Christou and Bullock (2012), who argued that educators should avoid aligning themselves exclusively to one perspective and excluding all others. My philosophy is based on a holistic approach, and I continue to focus on learning and incorporating new ideas and techniques in my teaching. For example, I developed a novel group assessment technique involving the creation of an evaluation factor (Mark, 2021) that incorporates peer and self-assessment to overcome challenges of fairness and provide a more practical assessment for learners (Brown & Harris, 2012; Chin, 2016; Forsell et al., 2019). Lastly, I prioritize the correctness of the information presented in my classes. As Durant's quote states, "We are what we repeatedly do; excellence then is not an act, but a habit" (Durant, 1926, p. 87). This quote is often attributed to Aristotle, but the source should be cited differently, as there is no evidence that Aristotle ever spoke these words. Through constant assessment, challenge, and evaluation, as outlined by Christou and Bullock (2012), I strive to ensure that what I teach is correct. In summary, my teaching philosophy is guided by learning from the past and present, maintaining a holistic perspective, learning and incorporating new ideas, and ensuring correctness. ​ 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: 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: 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: / 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. Back to "About Me"

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