A Comparison of Cleaning Regimes for the Effective Removal of Fingerprint Deposits from Brass

Abstract:  Effective removal of fingerprint deposits is crucial for experimentation related to the corrosion of metals by fingerprint deposits. Such removal is also necessary prior to deposition of test fingerprints. The effectiveness of four regimes in removing fingerprint deposits from brass is considered. Sustained wiping of the deposit with a tissue at applied pressures of up to c . 1430 Pa or rubbing while the brass was immersed in acetone both failed to remove completely all traces of fingerprint deposits. Heating the brass to 600°C was an effective remover; however, this also oxidized the surface of the metal except where inhibited by fingerprint deposits. The most effective regime, and the only one of the four that removed all traces of deposit without affecting the properties of the metal surface, was immersion in warm soapy water while rubbing with a tissue. We propose this as the preferred method for fingerprint removal.     

Truancy Intervention Reduces Crime: Results from a Randomized Field Trial

Educational attainment is a fundamental cornerstone to success throughout the life-course. As a result, ensuring that young people remain in school and are not truant is critical. Although the importance of truancy as a risk factor for many adverse outcomes, including crime, has been well-documented, much less methodologically rigorous work has been undertaken to evaluate potentially promising prevention and intervention strategies. This paper uses a randomized field trial method to test how a partnership between police and schools targeting truancy impacts offending in a sample of high-risk truanting young people. We find that the truancy intervention reduces offending and we discuss the implications for practice and directions for future research.     

The children’s programme: a description of a group and family intervention for children engaging in problematic and harmful sexual behaviour and their parents/carers

ABSTRACT

Children under 10 are increasingly being referred to services for concerning problematic or harmful sexual behaviour, but information about interventions to support these children and their families is limited. A 3-year pilot of a group cognitive–behavioural intervention for children and their parents/carers is described. Forty-nine children were referred to the programme with 27 completing the programme in this period. This is the first intervention of its kind to be delivered with a UK population and demographic information is provided about the children who have been assessed, including information about age, gender, family composition and abuse history. Outcome data from the Trauma Symptom Checklist for Children, Child Sexual Behaviour Inventory, Strengths and Difficulties Questionnaire and the Parental Stress and Social Support Scale is reported. The available outcome data indicates the group has been largely beneficial in reducing problematic sexual behaviour. Key learning and implications for practice are discussed.     

Redefining Humanitarian Intervention: The Historical Challenge of R2P

Through analyzing the various factors in R2P's genesis and expansion as an international norm, this article contends that the office of the UN Secretary-General has provided steady backing of R2P, allowing for its ongoing consideration within the UN bureaucracy and among member states. In this respect, R2P has been able to assert itself in a meaningful way, with member states compelled to revisit the central tenets of the norm within the General Assembly and special dialogues. The office of the Secretary-General has clearly interpreted R2P as a strong and effective reinforcement of Article 1 of the UN Charter and the overall UN mandate, using the norm to more strongly anchor existing UN principles and values.     

Migrations of manuscripts

This article considers the motivations behind the introduction of the statutory requirement for local authority landlords, in making a decision to allocate housing, to give certain groups of people a ‘reasonable preference’. The discussion is set in the context of an examination of theories of local government covering the late nineteenth and early twentieth centuries. In particular, it examines whether central government's decision to restrict local authorities' previous freedom in this sphere was based on any principle or theory of local government or, rather, whether it was a pragmatic decision. An analysis of the Parliamentary debates leading to the relevant Housing Acts suggests that the central–local government relationship of this period was based on pragmatism. The over-arching question of the appropriate distribution of power and functions between the centre and the localities was relatively unimportant, compared with the very real question of how sufficient houses could be built, at rents that working class people could afford.     

The police education qualification framework: a professional agenda or building professionals?

ABSTRACT

Given the growing complexity in British policing, the College of Policing are implementing a Police Education Qualification Framework through a professionalization agenda. This aims to standardise entry to the police and allow serving officers to gain accreditation for their previous training and experience. Part of this process involves the development of a national police curriculum for higher education institutions to deliver to new recruits. Different definitions of what constitutes professionalism can impact on officers’ interpretations of this concept and how they subsequently engage with the proposed reforms. This paper, which is based on in depth qualitative interviews with serving officers who have undertaken an academic qualification in policing, suggests that the relationship between police education and the development of professionalism is complex. Officers need to be trusted and encouraged to use their learning in a way that develops their own personal sense of professionalism. However, this paper will argue that current perceptions amongst officers are sceptical of the wider agenda and brings into question the development of a standardised curriculum which may ultimately be viewed as further governance over officer behaviour.