Now that you’ve completed the necessary acquisition and imaging tasks, you’re ready to compile all your reports and lab notes into a single forensic imaging lab report that you will submit to your supervisor. Your supervisor reminds you that your report may be presented in a court case, so it needs to meet legal requirements. The report should include the following sections:
One- to two-page memo addressing the types, sources, collection of digital information, as well as file formats
Imaging of a USB drive using Linux tools (lab notes, report)
Imaging of a USB drive using Windows tools (lab notes, report)
One- to two-page memo responding to questions about imaging procedures
RAM and swap acquisitionâlive, local computer (lab notes, report)
Forensic imaging over a network (lab notes, report)
Sample Solution
to assess the complex competencies and skills that will increasingly be needed over the next few years. While they have certain political currency, the impact on classroom practice appears to be largely negative as teachers are under increasing pressure to compile data, which detracts from teaching itself, and teach to the test. National boards, like OFSTED in the UK, are now moving away from the statistical âevidence of progressâ towards inspections focussed on the quality of teaching and learning in the classroom and we are seeing similar trends worldwide. In summary â for centralised and developing education systems the next three to five years will see: 1. The need for standardised and central administrative control over resources, content and the implementation of technology in the classroom. 2. An increasing focus on Technical and Vocational Education and a growing demand for effective systems to assess complex skills and competencies. 3. A focus on the need to train and support teachers with content, online communities and âhow to teachâ guides. 4. A pressing need for the standardisation of assessment in the classroom, both summative and formative. De-centralised Education Systems and trends in pedagogy In de-centralised education systems, and in developed economies, we are seeing a continuing move towards enquiry-based learning and the notion of self-aware students and self-aware practitioners. This refers to the emphasis on teaching students how they learn, and how to plan and organise their own learning (a good example is the work of the highly influential educator John Hattie and his Visible Learning programme which is being increasingly adopted worldwide). This means that future technology will need to support students who are developing their own portfolio of skills and competencies, and who will be learning through projects that encom>
to assess the complex competencies and skills that will increasingly be needed over the next few years. While they have certain political currency, the impact on classroom practice appears to be largely negative as teachers are under increasing pressure to compile data, which detracts from teaching itself, and teach to the test. National boards, like OFSTED in the UK, are now moving away from the statistical âevidence of progressâ towards inspections focussed on the quality of teaching and learning in the classroom and we are seeing similar trends worldwide. In summary â for centralised and developing education systems the next three to five years will see: 1. The need for standardised and central administrative control over resources, content and the implementation of technology in the classroom. 2. An increasing focus on Technical and Vocational Education and a growing demand for effective systems to assess complex skills and competencies. 3. A focus on the need to train and support teachers with content, online communities and âhow to teachâ guides. 4. A pressing need for the standardisation of assessment in the classroom, both summative and formative. De-centralised Education Systems and trends in pedagogy In de-centralised education systems, and in developed economies, we are seeing a continuing move towards enquiry-based learning and the notion of self-aware students and self-aware practitioners. This refers to the emphasis on teaching students how they learn, and how to plan and organise their own learning (a good example is the work of the highly influential educator John Hattie and his Visible Learning programme which is being increasingly adopted worldwide). This means that future technology will need to support students who are developing their own portfolio of skills and competencies, and who will be learning through projects that encom>
