Maximising trace soil evidence: An improved recovery method developed during investigation of a $26 million bank robbery

Obtaining as much particulate material as possible from questioned items is desirable in forensic science as this allows a range of analyses to be undertaken and the retention of material for others to check. A method of maximising particulate recovery is described using a kidnap case, where minimal staining on clothing (socks) remained as possible indications of where the victim had been held captive. Police intelligence led to a hostage scene that was sampled. Brushing of the socks recovered about 50 sand grains with some silt: ultrasonic agitation and centrifuging recovered over 300 grains of sand, silt and clay. These were visually compared to scene and control samples, allowing exclusion of 52 samples and the retention of one comparison sample as well as other possibles, saving time and money, but maximising sample quantity and quality. © 2011 Elsevier Ireland Ltd.

School as ‘Micro-city’ for the Autism Spectrum Disorder (ASD) Pupil

As architects and designers we have a responsibility to provide an inclusive built environment. For the person with Autistic Spectrum Disorder (ASD) however, the built environment can be a frightening and confusing place, difficult to negotiate and tolerate. The challenge of integrating more fully into society is denied by both having difficulty in communication and in an alienating built environment. The following paper therefore firstly outlines the challenge when designing for those with ASD. It then illustrates, by critically examining the school as a 'micro-city' (Hertzberger 2008) that a voice can be given to those with ASD. It then goes onto highlight, through two case studies in an Irish context, some of the lessons that can be learnt from pupils with ASD that are applicable to the city beyond. Finally in conclusion it suggests some of the benefits for an enriched built environment for all, when listening to the pupil with ASD. The objective is twofold; firstly to gain a better understanding of the needs of those with ASD and secondly, to ascertain what can be learnt from those with ASD that can challenge our perception of not just school, but also of the city.