FACULTY
OF COMMERCE ADMINSTRATION & LAW
DEPARTMENT
OF LAW
COURSE
OUTLINE: 2017
Module Title
|
FORENSIC
MEDICINE
|
Module Code
|
LPFM
402
|
Programme in which the module is offered
|
LLB
DEGREE
|
Year of offering
|
FOURTH YEAR
|
SAQA Credits
|
12
CREDITS
|
NQF level
|
LEVEL 8
|
Name of Lecturer / Lecturers
|
MRS L
RAMACCIO CALVINO
|
Date: 6 July 2017
Dear Student
Welcome to the module LPFM 402. This module is only offered in the second semester of the academic year
and is an elective module for final year LLB students. LPFM 402 has no
prerequisites and is a stand-alone module.
This module forms part of public law and deals
with inter alia the role of forensic
medicine in the legal profession, post-mortem changes of the body,
identification, traumatology, complications of trauma, head injuries, asphyxia,
firearm injuries, toxicology, sexual offences and paediatric forensic
pathology.
The
module content is of such a nature that it introduces law students to the basic
concepts and principles of forensic medicine. It is also imperative that
students understand the fundamentals of forensic medicine to successfully
execute their responsibilities as a legal practitioner and as such the module
includes a skills component that would require a student to apply the theoretical
knowledge acquired in this module to problem solving through legal thinking and
analysis.
In order to successfully complete this
course, it is therefore assumed that students should:
Be capable of
communicating competently in written and spoken English;
Be able to work/study
independently by reading, extracting and analysing relevant information from
various sources of law;
Access resources,
especially the library and electronic resources;
Apply legal
problem-solving techniques;
Follow appropriate
legal referencing conventions in written work.
From a teaching perspective, this module will
afford students the chance to develop their potential through participation in
class discussion and individual assessment. The teaching method will therefore
be interactive rather than lecturer-focused.
As future lawyers/magistrates/advocates or judges,
LLB students will at all times be expected to act in an accountable and ethical
manner. LLB students are accordingly expected to familiarise themselves with
the student disciplinary code of the University of Zululand and act with the
necessary decorum that can be expected from a law student. The department will
under no circumstances tolerate copying or plagiarism. Students are furthermore
expected to attend classes on time, attend tutorial classes, and submit work timeously.
In the event of a student not writing an assessment or submitting an assignment
on a specific date, a student must submit a doctor’s letter or death notice which
will be considered in affording the student an alternative test or form of
assessment. Best of luck with your
studies!
TABLE
OF CONTENTS
Page
DEFINITION OF TERMS 4
MODULE PURPOSE 5
GENERIC OUTCOMES 5
4. SPECIFIC
OUTCOMES 5
TOPICS WITH SCHEDULING 6
NOTIONAL HOURS 11
CONSULTATION TIMES 12
MODE OF DELIVERY 12
ASSESSMENT PROCEDURES 12
ASSESSMENT CRITERIA 17
PRESCRIBED
READINGS AND RECOMMENDED READINGS 18
MATERIALS
NEEDED FOR THE MODULE 18
ANNEXURE”A” 19
1. DEFINITION
OF TERMS
COURSE
OUTLINE/SCHEME OF WORK/MODULE OUTLINE: Course/Module outline/Schemes
of work represent a contract between the lecturer and student stipulating the
requirements for each course: its aims, learning outcomes, course requirements
and assessment.
LEARNER/STUDY
GUIDE: A learner/study guide helps in organising lecture notes and
textbook material so that students can increase their comprehension and memory
of large amounts of information. Specific outcomes on topics covered, the
summary of content, as well as revision questions are included.
TUTORIAL:
A
tutorial is an interactive method of transferring knowledge in the learning process.
A tutorial seeks to teach by example and supply the information to complete a
certain task.
PRACTICAL:
A
practical is a lesson in which theories and procedures learned are applied to
the actual making or doing of something.
FORMATIVE
ASSESSMENT: The goal of formative assessment is develop and
monitor student learning to provide ongoing feedback that can be used by
lecturers to improve their teaching and by students to improve their learning.
SUMMATIVE
ASSESSMENT: The goal of summative assessment is to evaluate
student learning at the end of an instructional unit by comparing it against
some standard or benchmark.
GENERIC
OUTCOMES: These are critical cross-field outcomes that inform all
teaching and learning as stipulated by SAQA Regulations.
Each module should enable students to:
work
effectively as individuals and with others as members of a team;
organise
and manage themselves and their activities responsibly and effectively;
identify
and solve problems and make decisions using critical and creative thinking;
collect,
analyse, organise and critically evaluate information;
communicate
effectively using visual, symbolic and/or language skills in various modes;
use
science and technology effectively and critically showing responsibility
towards the environment and the health of others; and
Demonstrate
an understanding of the world as a set of related systems by recognising that
problem solving contexts do not exist in isolation.
SPECIFIC/MODULE
OUTCOMES: Learning outcomes are statements of what students will
learn in a lecture. Each lecture has its specific outcomes. The statements are
focused on student learning.
2. MODULE PURPOSE
The purpose of this
module is to equip students with a sound knowledge of and insight into the most
important aspects of forensic medicine.
Therefore the purpose
of the module is:
To provide students
with an insight into the content, development and scope of Forensic Medicine;
To familiarise students
with the important medical terms in order to acquire a basic medical vocabulary;
To
introduce students to the legal principles and aspects that plays a role in
current South African law and in our courts in a practical everyday context;
To examine the
influence and impact that the Inquest Act 58 of 1959 has on the classification
and procedures in respect of natural and unnatural deaths;
To introduce students
to the sources of Forensic Medicine and to assist students in extracting
principles from these sources;
To assist students with
the legal concepts and terminology commonly encountered in Forensic Medicine.
3. GENERIC
OUTCOMES
It is intended that students will be
able to:
Organise
and manage themselves effectively;
Collect,
understand and analyse information from various sources of law, in addition to
information conveyed in the lecture room;
Recognise
problem-solving contexts involving Forensic Medicine;
Identify
and solve problems;
Communicate
effectively, both in class and through written work;
Develop
independent research skills, including the use of technology for legal
research.
4. SPECIFIC OUTCOMES
It is intended that by the end of the
course, students will be able to:
Identify
and understand the role of selected aspects of forensic medicine in current
South African law and in our courts in a practical everyday context;
Demonstrate
an understanding of the practical implications of the medico-legal findings and
reports upon which testimony is regularly based in our courts;
Apply
selected principles of forensic medicine in practical situations, and solve
multidimensional practical problems associated with the role played by expert
evidence given by forensic pathologists in our courts;
Apply
the knowledge gained during the course to solve practical problems arising from
personality rights.
5. TOPICS WITH SCHEDULING
|
Module
|
|
Scheduled
date
|
Week
|
Module
|
Activity/Reading
|
|
1
|
Learning outcome:
- Discuss the role of forensic medicine in the legal profession;
- Differentiate between natural and unnatural deaths;
- Mention and discuss the different classifications of unnatural
deaths
- Define and discuss primary cause of death;
- Discuss the Inquest Act and the principles relating to inquests.
Recommended Readings:
- Joyner K Aspects of Forensic Medicine: An introduction for Health
Care Professionals (Juta: Claremont) 2010.
- Adams
JH & Graham DI. 1988. An introduction to neuropathology London:
Churchill Livingstone.
- Camps
FE. Robinson AE & Lucas BGB (Eds) Gradwohl’s legal medicine 3rd
edition Briston: Wright.
- Dada
MA & McQuoid-Mason DJ. 2001. Introduction to medico-legal practice
Durban: Butterworths.
- Gordon
I Shapiro HA & Berson SD. 1988. Forensic medicine: a guide to
principles 3rd edition New York: Churchill Livingstone.
- Kerr
DJA. 1957. Forensic medicine 6th edition London: A and C Black.
- Knight
B. 1996. Forensic pathology 2nd edition London: Edward Arnold.
- Knight
B. 1987. Legal aspects of medical practice 4th edition London: Churchill
Livingstone.
- Mason
JK. 1983. Forensic medicine for lawyers’ 2nd edition London:
Butterworths.
- Natural
and non-natural death South African Journal of Continuing Medical
Education 4 11: 13–17.
- Smith
LS. 1986. The inquest as it relates to medical practice South African
Journal of Continuing Medical Education 4 11: 7–12.
|
Chapter
1, 3, 21, 23
|
|
2
|
Learning outcome:
- Have a basic understanding of the anatomy and the physiology of
the human body.
|
Chapter
2
|
|
3
|
Learning outcome:
- Discuss the concept of somatic,
cellular and brain death;
- Discuss post mortem changes of the human body;
- Discuss the different post-mortem artefacts and the conditions
they may resemble.
Recommended Readings:
- Nel JP. 1986. Sudden
death South African Journal of Continuing Medical Education 4 11: 56.
- Schleyer
F. 1963. Determination of the time of death in the early post-mortem
interval, in Methods of forensic science vol 2 edited by F Lindquist
London: 1986.
|
Chapter
22
|
|
4
|
Learning outcome:
- Discuss circumstances that may make identification difficult;
- Discuss the basic identification principles;
- Discuss mass disaster identification management;
- Discuss the identification of the skeleton.
Recommended Readings:
- Merz
B. 1988. DNA fingerprints come to court Journal of the American Medical
Association 259 15: 2193–2194.
|
Chapter
24, 25,26
|
|
5
|
Learning outcome:
- Explain different types of human trauma;
- Discuss factors that may
influence the appearance of a wound;
- Discuss blunt and sharp force injuries and differentiate between
the different types of such injuries.
Recommended Readings:
- Raekallio
J. 1980. Estimation of time in forensic biology and pathology American
Journal of Forensic Medicine and Pathology 1 3: 213–218.
|
Chapter
10,14
|
|
6
|
Learning outcome:
- Explain shock as a final mechanism in causing death;
- Discuss and differentiate between the different types of
embolisms and the circumstances in which they occur;
- Explain how pneumothorax is a common complication in a trauma
unit.
Recommended Readings:
- Clark SL, Hankins GDV
Donals A et al. 1995 Amniotic fluid embolism: Analysis of the national
registry. American Journal of Obstetrics and Gynaecology 172:1158–1169.
- Palmon
SC, Moore LE, Lundberg J & Toung T. 1997. Venous air embolism: A
review J Clinical Anesthesia 9:251–257.
|
Chapter
10
|
|
7
|
Study
Unit 7: Head Injuries
Learning outcome:
- Classify head injuries and discuss the important aspects
regarding injuries to the skull;
- Discuss traumatic intracranial haemorrhages as well as the
classification of each type of haemorrhage;
- Discuss the importance of herniation;
- Discuss the major two causes of brain swelling and the cause of
same.
Recommended Readings:
- Bunge
WHE. 1986. Neck injuries South African Journal of Continuing Medical
Education 4–12: 4043.
- Dada
MA & Loftus IAJ. 1992. Stab wounds of the head: an autopsy study,
presented at the 30th Annual Congress of the Federation of South African
Societies of Pathology in Cape Town, July 1990.
- Hobbs
CJ. 1985. ABC of head injuries British Medical Journal 292: 1169–1170.
|
Chapter
10
|
|
8
|
Learning Outcome:
- Understand the causes of asphyxia and the classical signs of
asphyxia;
- Discuss death by suffocation, smothering, aspiration and
restriction of respiratory movement;
- Discuss the possible causes of death in bodies retrieved from
water.
Recommended Readings:
- Davis
S & Smith LS. 1982. Alcohol and drowning in Cape Town South African
Medical Journal 62: 931–933.
- Davis S & Smith LS.
1985. The epidemiology of drowning in Cape Town.19801983. South African
Medical Journal 68: 739–742.
- Reay
DT & Eisele JW. 1982. Death from law enforcement neck holds American
Journal of Forensic Medicine and Pathology 3 3: 252–258.
|
Chapter
11
|
|
9
|
Learning outcome:
- Have knowledge of ballistics and discuss wound ballistics;
- Classy firearms based on the barrel of the firearm, the way the
firearm is handed and the type of projectile fired;
- Discuss the different entrance wounds of different firearms;
- Discuss firearm exit wounds.
Recommended Readings:
- Al-Alousi
LM. 1990. Automatic rifle injuries: suicide by eight bullets American
Journal of Forensic Medicine and Pathology 11 4: 275–281.
- Adelson
L. 1961. A microscopic study of dermal gunshot wounds American Journal
of Clinical Pathology 55 5: 393–402.
- Dada
MA Loftus IAJ & Rutherfoord GS Shotgun bullet embolism to the brain
The American Journal of Forensic Medicine and Pathology 14 1: 58–60.
- Fackler
ML. 1988. Wound ballistics Journal of the American Medical Association
259 18: 2730–2736.
|
Chapter
13
|
|
10
|
Learning outcome:
- Discuss deaths caused by abnormal temperature;
- Discuss deaths caused by electricity;
- Discuss deaths caused by change in atmospheric pressure.
Recommended Readings:
- Evans
TJ & Krausz T 1994. Pathogenesis and pathology of shock Recent
Advances in Histopathology 16 London: Churchill Livingstone 21–47.
- Tedeschi
CG, Eckert W & Tedeschi L. 1977. Forensic medicine: a study in
trauma and environmental hazards vol 13 Philadelphia: Saunders.
|
Chapter
12
|
|
11
|
Learning outcome:
- Discuss the principles of toxicology;
- Discuss carbon-monoxide poising;
- Discuss acute alcohol intoxication.
Recommended Readings:
- Alha
AR. 1951. Blood alcohol and clinical inebriation in Finish men: a medicolegal
study Helsinki: Suomalainen Tiedeakatemia.
- Beard
RR & Wertheim GA. 1967. Behavioural impairment associated with small
doses of carbon monoxide American Journal of Public Health 57: 2016.
- Berkow
R (Ed). 1992 Merck manual 16th edition Merck Research Laboratories.
- Bloch
CE. 1987. Wound cover South African Journal of Continuing Medical
Education 5 (no 8): 23–29.
- Cooper
WE Schwa¨r TG & Smith LS. 1979. Alcohol, drugs and road traffic Cape
Town: Juta.
- Council
on Scientific Affairs. 1986. Alcohol and the driver Journal of the
American Medical Association 225: 522–527.
- Curry
AS 1972. Advances in forensic and clinical toxicology Cleveland: CRC
Press.
- Jetter
WW. 1938. Studies in alcohol: diagnosis of acute alcoholic intoxication
by correlation of clinical and chemical findings American Journal of
Medical Science 196: 481.
- Gonzales
T Vance M Helpern M & Umberger CJ 1954. Legal medicine, pathology
and toxicology 2nd edition East Norwalk: Appleton-Century-Crofts.
- Hill
IR. 1986. Toxicological findings in fatal aircraft accidents in the
United Kingdom American Journal of Forensic Medicine and Pathology 7 4:
322–326.
- Smith
LS. 1981. Alcohol and violent death. Paper read at the conference
‘‘Alcohol in perspective’’, held by the Department of Health in
Pretoria.
|
Chapter
17, 18
|
|
12
& 13
|
Study
Unit 12: Pregnancy Associated Deaths and Paediatric forensic pathology
Learning outcome :
- Differentiate between spontaneous vs induced abortion;
- Discuss other causes of maternal death during pregnancy;
- Discuss the different stages in the development of a foetus;
- Discuss the non-accidental injury syndrome as well as the
medico-legal problems regarding the alleged concealment of death;
- Discuss unexpected deaths
in babies.
Recommended Readings:
- Currie
JRB. 1970. Psychiatric assessment of the battered child syndrome South
African Medical Journal 44: 635.
- Heins
M. 1984. The battered child revisited Journal of the American Medical
Association 251 24: 32–95.
- Sinclair-Smith
CC & Kibel MA. 1986. Sudden infant death South African Journal of
Continuing Medical Education 4 12: 13–17.
- Toner
PG & Crane J. 1994. Pathology of death in pregnancy Recent Advances
in Histopathology 16 London: Churchill Livingstone 189–211.
|
Chapter
4, 5,15
|
|
14
|
Study
Unit 14: Sexual Offences
Learning outcome :
- Interpret the clinical findings of a rape victim.
Recommended Readings:
- Camps
FE. 1966. Blood grouping in disputed maternity Medicine, Science and the
Law 6 2:122.
- Glaister
J & Brash JC. 1937. Medico-legal aspects of the Ruxton case 48 Edinburgh
E & S Livingstone.
- Gordon
J and Drennan MR. 1948. Medico-legal aspects of the Wolkersdorfer case S
Afr Med J 22, 543–549.
|
Chapter
16
|
|
10.
|
Examination
|
Study Units 1-14
|
As per the Examination Schedule
|
6. NOTIONAL HOURS
‘Notional learning hours’
are the estimated learning time taken by the ‘average’ student to achieve the specified
learning outcomes of the module. Notional learning time includes teaching
contact time (lectures, seminars, tutorials, laboratory practicals, workshops, fieldwork
etc.), time spent on preparing and carrying out formative and summative
assessments (written coursework, oral presentations, exams etc.) and time spent
on private study, whether in term-time or the vacations.
It is expected that a
student will, on average, spend 120 hours to achieve the specified learning
outcomes in respect of LPFM 402.
Total teaching weeks in
semester = 12 (12 teaching weeks x 10 hours)
Teaching Contact time
- Three lectures plus 5
hours associated working time a week 96 hours
- Seminar/Autopsies (1
hours) 1 hours
Time carrying out
assessments
- Preparing for
Formative Assessments (1hour x2) 2 hours
- Preparing for
Summative Assessments (3 hours x 1) 3 hours
Self-Study
- Preparation for
lecturers (30 min per lecture) 18 hours
7. CONSULTATION TIMES
Difficulties experienced in
respect of this module or queries relating to assessments/assignments may be
discussed with me during consulting hours. I can be consulted during the
consulting hours as displayed on my office door, room 309, Block D 3rd
Floor. In case of an emergency I may be contacted at 035-9026335. Please adhere
to the consultation hours!
8. MODE OF DELIVERY
The course is taught by
Mrs L Ramaccio Calvino. It has been divided into specific topics which
will be covered in the form of viva voce lectures. These lectures will
comprise of a discussion of the law as contained in textbooks and legislation.
Students are expected
to read ahead of the next lecture so that they may participate in the lecture
and solve legal problems either individually or in groups. There is no
comprehensive handout for the course and as such, students will be expected to
take their own notes during lectures and to supplement these notes with
readings provided in the course outline. It is expected that students assume
responsibility for their own learning by independent study according to the
guidance provided by the detailed course outline. Feedback for assignments and assessments
will be given during class.
9. ASSESSMENT PROCEDURES
It is the responsibility of the student to ensure that he/she is
registered for the correct module prior to the date of the first assessment.
Only registered students’ scripts will be marked and the mark captured.
Students will be assessed by way of formative and or substantive
assessments.
Students
will be required to write a formative assessments by way of an assessment as
well as either a formative or summative assessment by way of an assessment or
assignment. The final mark will be computed by the semester mark and the end-of-semester
examination mark. The aforesaid marks will each weigh 50% towards the final
mark. The assessments may consist of the following assessment methods:-
Multiple
Choice Questions
|
Select the
correct answers
|
Short
Answer Questions
|
Short, usually
descriptive, qualitative, answers of between one words to over a page. Might
include diagrams with explanation
|
Essays
|
Written work in
which students state an argument supported by evidence
|
A minimum semester mark
of 40% will be a pre-requirement for being allowed to write the final
examination
The final examination will count towards the other 50% of the
final module mark.
A student that obtains a mark of 40-49% should be entitled to a
re-assessment examination. It is the student’s responsibility to ascertain from
administration whether he/she qualifies for a re-assessment examination.
Students that did not write the final examination due to a death in the family
or illness need to apply at administration to write an aegrotat examination.
The re-assessment and aegrotat examinations will be written shortly after the
conclusion of the examination period for that academic year. Students that do
not write the aforesaid examination will forfeit the opportunity to re-assess
the module.
All assignments
must be done by using Arial as a font, 12 point font, 1.5 line
spacing. Sizes of pages and margins can be communicated to the student by the
lecturer. Use the university approved assignment cover page. A copy of the
assignment cover sheet is annexed hereto as Annexure “A”.
STUDYING AIDS
In studying this course you should also focus upon the learning
objectives specified at the commencement of each module in the study book. They
form the basis for your readings and revision of each topic.
Tutorials
Tutorials
are mandatory for this module. At
the beginning of the semester the registered students for the module will be
divided into tutorial groups. Each group will be appointed a tutor, whom will keep
a register of each tutorial class. During tutorials tutorial questions will be
discussed and revision will be done to assist students in understanding the
module content. As indicated before, tutorial questions may also be marked and
such marks may be used in calculating the semester mark. Please use tutorials
professionally and with the intention of increasing your knowledge of the
subject matter. Tutorials will be delivered in accordance with each tutor’s
tutorial slots.
Examination
techniques
The formal examination requires you to demonstrate your learning
to the lecturer. If you have followed these suggestions about studying, you
will be well on your way to success. Here are a few additional points to help
you with your exams.
Preparing for examinations
It is a good idea to begin revising the semester’s materials at least two or three weeks before the examination.
That way, you have time to put in a bit of extra effort on areas you are not
quite certain of. Here are some extra points to help you.
Go over the notes you have
made for yourself during your study. Make sure that you see the relationship
between the key points that you have written down, and the related details.
If possible, get together
with others studying the same course. Discuss each point. Quiz each other.
You can use same as a ‘trial run’ to get an idea of working within a strict
time limit. Past examination papers may give you an idea of the kind of
questions that might be asked. But don’t place too much emphasis on
them as lecturer can ask different styles of questions.
Go over previous assessments
/ assignments. If you didn’t do well, look at the
lecturer’s comments/feedback to find out where you went
wrong.
Don’t stay up revising all of
the night before the exam. Get a good night’s sleep so that you are
alert and at your best. And don’t skimp on meals before the
exam. Mental exertion is just as dependent on a healthy body as is physical
exertion.
Come prepared with all
necessary equipment.
Try to build your study plan
around fixed time commitments – the time that you must give
to your essential daily activities such as family, eating and sleeping,
recreation and leisure.
Try to be realistic in
planning your study time. You will probably have to give up some of the things
you do to make time for study. On the other hand, most people need recreation,
and find it easier to stick to a schedule if they specifically include time for
sport, leisure, or other relaxation.
Study is easier if you
spread the work out, rather than trying to cram it all into one or two days.
Also, research has shown that you learn better and remember more if you spread
out your studying.
Most people find that it is difficult to concentrate for long
periods. If you must study for a long period of time, be sure to take a break
every hour for a few minutes.
Find out what time of day
you study best. Some people are most alert early in the morning, some in the
afternoon and others late at night. For example, if you are a ‘morning person’, try to schedule an hour or
two of study in the early morning before you go to work, or before the rest of
the family is out of bed.
But set goals! Before you
begin a study period, decide what it is you intend to accomplish. It may
be to summarise one chapter, to write two pages of an essay. And
give yourself a pat on the back when you have completed your assigned task.
Get in the habit of
beginning work as soon as you sit at your study table. Do not use part of your
study time for other things, such as straightening your room or alphabetising
your books.
Review your work
At the end of each study
period, review the work that you have done, and if necessary modify your study
plan. At the end of each week, plan your timetable for the week ahead.
Study Strategies
Studying refers to all that
you do in order to learn something. Here are some suggestions to help you study
effectively.
Be actively involved with the things that you are trying to learn.
For example, write key points in your own words. Try to relate your study to
your own experience, whether it be at home, or elsewhere.
Try to see the relationships
among different modules in a course, and different courses in your program. The
more you seek for and find connections among the things that you study, the
more sense they will make and the easier they will be to remember.
Use memory aids: List the major points in each module of a study book or chapter of
a textbook. These major points from the ‘framework’ of the course. If you understand the framework, you will find it
easier to remember the details. Some students write important points on cards
and go through them from time to time. Others write a detailed outline and pin
it up on a wall by their study table. Such visible reminders are a simple and
efficient way to help you memorise basic facts.
Form study groups: Form a study group with other students. Ask for help or to get a
fresh point of view. You will find that trying to explain something to another
person is one of the very best ways to learn it yourself.
In your examination
Just as you plan how you
will use your weekly study time, so too should you plan your time in the
examination. Here are some guidelines on how to use your time effectively in
your examination.
Try to leave yourself sufficient time at the end of the
examination to check over your work and make any last-minute corrections.
If all questions have equal weight, plan to take about the same
amount of time with each one. If the questions have unequal weighting, spend
more time on those questions with many marks, and less time on the ones with
fewer marks.
In multiple choice questions, don’t spend too much time on
questions you can’t answer easily or quickly. Go ahead and answer
the others first, leaving yourself sufficient time to return to those that
you are unsure of.
Hints on answering questions
Write legibly. Even with the best will in the world, a marker
cannot give you credit if the writing cannot be read.
In answering essay questions, make certain that your essay is well
organised and grammatically correct. It will pay dividends to spend a few
minutes planning your essay before you begin writing.
Make sure that you answer the question asked. Underline the key
words in the question, and underline the verb. This will help you to focus on
the essence of the question.
10. ASSESSMENT CRITERIA
Specific Outcomes
|
Assessment Criteria
|
Assessment Tasks
|
Students are expected
to
develop:
|
Students must provide
evidence of
competency in
the following ways:
|
Students may be
expected
to:
|
1. Show an in-depth
understanding of the content,
development and scope of Forensic Medicine.
|
Identify, explain and
critically analyse the
content, development and scope of Forensic medicine.
|
Class discussion and questioning.
Problem and theory questions in class work
and examination.
|
2. Understand legal
concepts and terminology commonly encountered in Forensic Medicine.
|
Identify the key
medical terms used in Forensic Medicine.
Explain the key medical terms.
|
Class discussion and questioning.
Problem and theory questions in class work
and examination.
|
3. Explain legal
principles and aspects that plays a role in current South African law and in
our courts in a practical everyday context.
|
Identify and find relevant
texts, judicial decisions,
journal writings and other
resources relevant to the
Forensic Medicine.
|
Class discussion and questioning.
Problem and theory questions in class work
and examination.
|
4. Evaluate the sources of
Forensic Medicine and explain the impact that the Inquest Act 58 of 1959 has
on the classification of natural and unnatural deaths.
|
Identify the role the Inquest Act plays in
Forensic Medicine.
Analyse current judicial influences and the
impact thereof on Forensic Medicine.
|
Class discussion and questioning.
Problem and theory questions in class work
and examination.
|
5. Apply the
knowledge gained during the course to solve practical problems arising from
personality rights.
|
Synthesise and integrate the knowledge
gained in order to propose practical solutions to problems associated with
the Law of Persons, and advise accordingly.
|
Class discussion and questioning.
Problem and theory questions in class work
and examination.
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11. PRESCRIBED
READINGS, AND ADDITIONAL (RECOMMENED) READINGS
The following books are the prescribed books for this module:-
Much of the terminology used in the study guide will be new to most
of you at first. We have tried to avoid using too many technical terms, and to
explain those we do use in a simple manner. We advise you, however, to memorise
the more important medical terms in order to acquire a basic medical vocabulary.
There are two publications that you will
find very useful for your studies, namely
The following books may be consulted for additional reading to
further your knowledge of the subject matter:
Additional
readings:
Joyner
K Aspects of Forensic Medicine: An
introduction for Health Care Professionals (Juta: Claremont) 2010.
Kely
TF Forensic Evidence Science and the
Criminal Law (Taylor and Francis: New York) 2nd Ed, 2006.
12. MATERIALS NEEDED FOR THE MODULE
Except
for the obvious stationery, this module does not require any additional
materials.
Annexure
“A”
FACULTY
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DEPARTMENT
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ASSIGNMENT
COVER SHEET
Student Name
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Student Number
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Module Title
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Module Code
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Assignment Topic
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Due Date
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Name of Lecturer
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Lecturer’s Remarks
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