Evaluation of exhibits from a murder case using the lead isotope method and scanning electron microscopy

We have used a combination of lead isotopes and scanning electron microscopy to determine the relationships between different exhibits in a murder case. Samples involved lead projectiles removed from the deceased's head and a pillow, lead-rich scrapings and particles (gunshot residues) from spent cartridges and a silencer, and particles from a pillowcase. The lead projectiles had the same isotopic composition. with the lead being derived from the same dominantly geologically old source(s). The lead smear from the silencer had the same isotopic composition as the projectiles, and the lead was probably from the same source. The particles from the spent cartridges had varying elemental compositions ranging from PbO to PbCuZn +/- Ba with or without Si and are consistent with derivation from the primer. The lead isotopic compositions of the particles from the spent cartridges show some variations, but these are markedly different from those of the projectiles, indicating lead from a mixture of geologically old and geologically young lead. The particles from the pillowcase were extremely small (usually <50 microm size) and showed varying isotopic compositions, some consistent with the gunshot residue from the cartridges. As the exhibits had been handled extensively prior to the present investigation, including some being sent to North America, there is a high likelihood that handling was not done in clean room environments and may have been contaminated. In this instance, as we were concerned about contamination, especially of the pillowcase, we felt contamination negated use of the results for assistance in proving the innocence or guilt of the accused. A combination of high-precision lead isotope measurements with scanning electron microscopy provides a powerful tool for forensic investigations if precautions are taken in handling the exhibits.     

Decolonising Australia's International Relations? A Critical Introduction

Australia's international relations (IR) discipline has a deep colonial history, but has never been through a conscious process of decolonisation. Although discussions of decolonising IR have taken place elsewhere, the discussion in Australia is in its infancy. This collection examines the possibilities for decolonising Australia's IR in the present moment, looking at its teaching practice, its research, its styles of analysis, and its relationship with Australian foreign policy. We consider what is particular to Australia's settler colonial context, what is achievable, and what is not. The collection also seeks to develop a new style of anti-colonial foreign policy analysis in Australia, looking at the relationship between colonisation, settlement, and foreign policy. In this introduction, we first look over debates on decolonisation elsewhere in the field. We then examine the historical background of Australia's IR discipline, and look at Australian Indigenous diplomacy, to consider what is specific to Australia's context. We conclude by looking over the contributions of the papers in this collection, and consider what a decolonised Australian IR might look like. Ultimately, we argue that any process of decolonisation will be extremely difficult, and that decolonisation in Australian IR should be perceived as an ongoing struggle, rather than an endpoint in itself.     

Injuries of the Head from Backface Deformation of Ballistic Protective Helmets Under Ballistic Impact

Modern ballistic helmets defeat penetrating bullets by energy transfer from the projectile to the helmet, producing helmet deformation. This deformation may cause severe injuries without completely perforating the helmet, termed “behind armor blunt trauma” (BABT). As helmets become lighter, the likelihood of larger helmet backface deformation under ballistic impact increases. To characterize the potential for BABT, seven postmortem human head/neck specimens wearing a ballistic protective helmet were exposed to nonperforating impact, using a 9 mm, full metal jacket, 124 grain bullet with velocities of 400–460 m/s. An increasing trend of injury severity was observed, ranging from simple linear fractures to combinations of linear and depressed fractures. Overall, the ability to identify skull fractures resulting from BABT can be used in forensic investigations. Our results demonstrate a high risk of skull fracture due to BABT and necessitate the prevention of BABT as a design factor in future generations of protective gear.     

Medium‐Chain Acyl‐CoA Dehydrogenase Deficiency in Adulthood: A Potential Diagnosis in a Patient with Mental Status Changes Suspected of Drug Toxicity

Medium‐chain acyl‐CoA dehydrogenase (MCAD) deficiency is a rare but important component of the differential diagnosis for adults with a history of premortem mental status changes and the postmortem finding of hepatic steatosis. This case report describes a 30‐year‐old white man who, following a period of nausea and vomiting, was admitted to the hospital with sudden mental status deterioration followed rapidly by clinical deterioration and death. Treating physicians in this case suspected acute illicit drug toxicity with synthetic cathinones based on social history. Clinicians and medical examiners should be aware that the presentation, signs, and symptoms described may indicate an underlying inborn error of metabolism such as MCAD deficiency and take action accordingly.     

Community‐Based Organizations and Institutional Work in the Remote Rural West

The institutional landscape for public land management in the U.S. West underwent a seismic shift in the 1990s as the long‐dominant resource extraction paradigm was replaced by the ecosystem management paradigm. Here we analyze the efforts of community‐based organizations (CBOs), entities that emerged in some locations across the West to help their respective communities navigate the transition from resource extraction to environmental stewardship. Despite their formal status as civil society actors, in practice CBOs came to fill various institutional gaps by taking on roles traditionally assigned to both the state and the private sector. We use a case study approach to examine how the Hayfork, California–based Watershed Research and Training Center engages in institutional work within a setting that is at once both open and constrained, as the rural community within which it operates lacks strong state‐ or industry‐led development trajectories while remaining constrained by the legacies of past institutions.     

The Social and Productive Impacts of Zambia's Child Grant

Accumulated evidence from dozens of cash transfer (CT) programs across the world suggests that there are few interventions that can match the range of impacts and cost‐effectiveness of a small, predictable monetary transfer to poor families in developing countries. However, individual published impact assessments typically focus on only one program and one outcome. This article presents two‐year impacts of the Zambian Government's Child Grant, an unconditional CT to families with children under age 5, across a wide range of domains including consumption, productive activity, and women and children's outcomes, making this one of the first studies to assess both protective and productive impacts of a national unconditional CT program. We show strong impacts on consumption, food security, savings, and productive activity. However, impacts in areas such as child nutritional status and schooling depend on initial conditions of the household, suggesting that cash alone is not enough to solve all constraints faced by these poor, rural households. Nevertheless, the apparent transformative effects of this program suggest that unconditional transfers in very poor settings can contribute to both protection and development outcomes.     

Using the role-play at the lectern: developing “work-ready” and confident professionals

As Waters notes, the role-play is not traditionally used as a teaching technique in law schools. Educators utilise role-play in many disciplines, including health, business, psychology, economics and literature; yet apart from clinical settings or for teaching practical legal skills, the role-play seems to be underutilised in legal education. An empirical study of 67 law students from the University of Western Australia (UWA) Law School set out to investigate the utility of the role-play as a device for instilling confidence in students and assisting them to prepare for professional practice. Although the classroom and class size were large and teaching took place in a lecture theatre, the role-play worked effectively. Students reported greater knowledge, understanding, confidence and skill with conducting themselves in a professional practice context. The study shows the need to embrace the role-play as an experiential learning technique that can work as effectively in an intensive, large-class setting as it does in smaller or clinical classrooms. The study revealed that the role-play technique worked very well and that the role-play is a versatile and very much “alive” pedagogical technique of value to any law school.     

Identifying and managing evaluator biases in parenting plan evaluations

Psychologists and other professionals are often appointed by the courts to assist families in resolving post-separation disputes and to assist judges in making orders on behalf of the best interests of the child(ren). Although these evaluations provide valuable information to the court, they require assessing areas of human behavior that are imprecisely defined or lacking professional consensus. As parents separate, their disputes may become more challenging, and they may act in uncharacteristic and unpredictable ways. Families that cannot solve their own challenges outside of court often show high levels of conflict and/or have issues that are extremely complex, including domestic violence allegations, resist-refuse family dynamics, and relocation requests. Evaluators and judges, being human, tend to oversimplify complex issues due to the limitations of the human brain. Evaluators are subject to cognitive biases that result from the use of mental heuristics, leading to shortcuts and errors in their reasoning and judgment. Other biases, such as implicit and explicit cultural biases, often influence evaluators' reasoning and conclusions. This article explores various biases that affect and potentially diminish the quality of an evaluator's work. We conclude by addressing “de-biasing” strategies that can reduce, but not negate, the risks associated with such biases.