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El aporte de la medicina forense al derecho costarricenseLa Medicina Legal a través de historia costarricense, ha contribuido en facilitar un apoyo importante a la Administración de Justicia, principalmente en todas las actividades judiciales en que sea requerida, así como al Investigador y Ministerio Público en el esclarecimiento de la verdad real en un caso específico. Para comprender mejor el aporte médico forense en sede judicial, se logra extraer una sinopsis histórica a nivel internacional y nacional, continuando por el Primer dictamen médico legal y el desarrollo que ha logrado crear esta disciplina en Costa Rica. También se tratara sobre los concepto y funciones del Médico Forense como perito y la calidad del Trabajo pericial desde la óptica del respeto a los derechos fundamentales del examinado y la dialéctica forense que se da entre la ética del médico forense y su personalidad.
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Committing the perfect crime: A teaching perspectiveThere are a number of important aspects to training as a digital forensics investigator. In addition to interest and a strong sense of ethics, the role requires an understanding of practice, procedure, technology and law. It is also important to understand all aspects of processing, analysing and preparing a case, from a crime scene to presentation in court. The next generation of forensic practitioners require exposure to relevant learning material to make the transition from academia to the workforce. In terms of learning material, this can best be achieved by providing students with realistic case material to analyse and investigate. Still, creating these controlled environment scenarios can be challenging; the purchase and use of second-hand hard disk drives may raise a number of legal issues, in particular related to data protection legislation. Furthermore, obtaining realistic material may also conflict with University ethical practices and procedures, as students may be exposed to inappropriate material (Jones et al., 2010). The creation of a training scenario may require several hours of teaching staff effort to devise; whilst existing forensic images (e.g. CFReDS 2016, Digital Corpora 2017) often have answers posted on line. This paper describes an alternative process whereby students from different countries (Norway and the USA) collaborate internationally to learn about forensic investigation by creating scenarios and developing educational tools for other student groups. The process of documenting the case, creating a realistic evidence trail, and mitigating errors (e.g. server crashes, typographical errors in emails, etc) provides a greater understanding of digital evidence, root cause analysis and file provenance. The experience provides a unique learning opportunity for the students involved. Moreover, it provides more challenging assessment scenarios for those students investigating the case, as different time zones and cultural norms are involved. Furthermore, this paper highlights the advantages of international collaboration in creating teaching material and sharing knowledge, and proposes recommendations for future work.
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A new portable digital forensics curriculumThis thesis describes the design, development, and resulting curriculum materials of a new introductory course in digital forensics. This course is part of a new certificate program in digital forensics at the University of Illinois at Urbana-Champaign, along with an advanced digital forensics course and laboratory exercises that are currently under development. We are designing these courses from the ground up to reflect the multidisciplinary nature of digital forensics, by incorporating the knowledge of a curriculum development team including domain experts from the fields of computer science, law, social science, psychology, and accounting. To lower the entry barrier for institutions to adopt digital forensics programs, we are designing the curriculum with the express intent of distributing it as a self-contained curriculum package including everything needed to teach the course. At the time of writing, we have taught a pilot class for the introductory course and revised the curriculum based on our experiences and feedback from the students. In addition to outlining our program's progress and high-level goals, this thesis presents the introductory course curriculum in narrative form, for those modules for which I was the primary author, and a brief summary of those modules for which I was a coordinating assistant.