Recovery of DNA and fingermarks following deployment of render-safe tools for vehicle-borne improvised explosive devices (VBIED).

Improvised explosive devices (IED) are responsible for a significant proportion of combat and civilian deaths around the world. Given the ease with which IEDs can be made, the large quantity of explosive which can be contained within or on a vehicle, and the use of VBIED in the past (for example the 2002 Bali bombing) in terrorist activities, VBIED are an ongoing concern for Defence and law enforcement agencies. Fingermark and DNA analyses are routinely used by police and forensic analysts to identify suspects involved in illegal activities. There is limited information available on the feasibility of obtaining fingermarks, fibres, hair and DNA samples following an explosive incident, or a situation whereby an IED has been rendered safe following the utilisation of an appropriate defeat or render-safe tool. The main objective of this study was to determine if fingermarks and/or DNA (from saliva and hair samples) placed on the interior and exterior of road vehicles, and on inanimate objects (such as plastic or glass bottles), are able to be obtained and analysed following the use of a vehicle-borne IED (VBIED) render-safe tool on a vehicle containing simulated explosives. The identification of fingermarks on the exterior (67.2±8.5%) and interior (43.8±17.8%) of the vehicles was possible following the use of the render-safe tool, though this was more challenging in the latter than the former. Fingermarks were also able to be identified from both plastic and glass bottles placed inside the vehicles. Polymerase chain reaction (PCR) techniques yielded DNA profiles that were able to be identified from saliva and hair samples. These preliminary results suggest that both fingermarks and DNA profiles, obtained from vehicles that have been subjected to a VBIED render-safe tool, may be used to identify persons of interest.

Young people with intellectual disabilities attending mainstream and segregated schooling: perceived stigma, social comparison and future aspirations.

BACKGROUND: Mainstream schooling is a key policy in the promotion of social inclusion of young people with learning disabilities. Yet there is limited evidence about the school experience of young people about to leave mainstream as compared with segregated education, and how it impacts on their relative view of self and future aspirations. METHODS: Sixty young people with mild to moderate intellectual disabilities in their final year of secondary school participated in this study. Twenty-eight individuals came from mainstream schools and 32 attended segregated school. They completed a series of self-report measures on perceptions of stigma, social comparison to a more disabled and non-disabled peer and the likelihood involved in attaining their future goals. RESULTS: The majority of participants from both groups reported experiencing stigmatized treatment in the local area where they lived. The mainstream group reported significant additional stigma at school. In terms of social comparisons, both groups compared themselves positively with a more disabled peer and with a non-disabled peer. While the mainstream pupils had more ambitious work-related aspirations, both groups felt it equally likely that they would attain their future goals. Although the participants from segregated schools came from significantly more deprived areas and had lower scores on tests of cognitive functioning, neither of these factors appeared to have an impact on their experience of stigma, social comparisons or future aspirations. CONCLUSIONS: Irrespective of schooling environment, the young people appeared to be able to cope with the threats to their identities and retained a sense of optimism about their future. Nevertheless, negative treatment reported by the children was a serious source of concern and there is a need for schools to promote the emotional well-being of pupils with intellectual disabilities.

Mind-reading difficulties in the siblings of people with Asperger's syndrome: evidence for a genetic influence in the abnormal development of a specific cognitive domain.

BACKGROUND: Previous research suggests that the phenotype associated with Asperger's syndrome (AS) includes difficulties in understanding the mental states of others, leading to difficulties in social communication and social relationships. It has also been suggested that the first-degree relatives of those with AS can demonstrate similar difficulties, albeit to a lesser extent. This study examined 'theory of mind' (ToM) abilities in the siblings of children with AS relative to a matched control group. METHOD: 27 children who had a sibling with AS were administered the children's version of the 'Eyes Test' (Baron-Cohen, Wheelwright, Stone, & Rutherford, 1999). The control group consisted of 27 children matched for age, sex, and a measure of verbal comprehension, and who did not have a family history of AS/autism. RESULTS: A significant difference was found between the groups on the Eyes Test, the 'siblings' group showing a poorer performance on this measure of social cognition. The difference was more pronounced among female siblings. DISCUSSION: These results are discussed in terms of the familial distribution of a neuro-cognitive profile associated with AS, which confers varying degrees of social handicap amongst first-degree relatives. The implication of this finding with regard to the autism/AS phenotype is explored, with some discussion of why this neuro-cognitive profile (in combination with corresponding strengths) may have an evolutionary imperative.

Sibling interaction of children with learning disabilities: a comparison of autism and Down's syndrome.

Two potentially contrasting hypotheses can be generated about sibling interactions involving a child with Down's syndrome or autism. Research on siblings would predict that learning disabled children adopt responsive roles. Studies of children with autism would predict impoverished interactions. Home observations were conducted on 30 sibling pairs involving children with autism or Down's syndrome. Both hypotheses were partially supported. All learning disabled children engaged in frequent bouts of interaction, usually directed by their sibling. While children with autism engaged in fewer bouts and imitated less, they did reciprocate their siblings' initiations. Sibling encounters provide a unique opportunity for such children to learn about social relationships.