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Ordinary Council
ORDINARY COUNCIL PUBLIC MINUTES WEDNESDAY 26 APRIL 2017 AT 1.05PM Council Members >> The Mayor, Councillor Jenny Hill Councillor Russ Cook Councillor Verena Coombe Councillor Colleen Doyle Councillor Ann-Maree Greaney Councillor Paul Jacob Councillor Mark Molachino Councillor Kurt Rehbein Councillor Margie Ryder Councillor Maurie Soars Councillor Les Walker At this meeting contributions made by members of the public may be recorded by way of audio recording which will be used for the purpose of developing minutes of the meeting and decision making of council. Townsville City Council is bound by the Information Privacy Act 2009 to protect the privacy of personal information. Under Local Law 1 Section 35(3) a person must not make an audio or video recording of a local government meeting, a standing committee meeting, a special committee meeting or an advisory committee meeting unless the chairperson at the meeting gives consent in writing to the recording of the meeting. Further information may be found on council's website at www.townsville.qld.gov.au. TOWNSVILLE CITY COUNCIL ORDINARY COUNCIL WEDNESDAY 26 APRIL 2017 Goals and Strategies of Townsville City Council >> Corporate Plan >> Goal 1: Economic Sustainability - A strong diverse economy which provides opportunities for business and investment with an integrated approach to long term planning where the city’s assets meet the community needs. 1.1 Create economic opportunities for Townsville to drive economic and community prosperity. 1.2 Maximise opportunities through engagement and partnership with stakeholder achieve a strong resilient economy. 1.3 Utilise the City Plan to inform the development of current and future infrastructure needs of Townsville. -
Fire and Arson Scene Evidence: a Guide for Public Safety Personnel
U.S. Department of Justice Office of Justice Programs National Institute of Justice FireFire andand ArsonArson SceneScene Evidence:Evidence: A Guide for Public Safety Personnel Research Report U.S. Department of Justice Office of Justice Programs 810 Seventh Street N.W. Washington, DC 20531 Janet Reno Attorney General Daniel Marcus Acting Associate Attorney General Mary Lou Leary Acting Assistant Attorney General Julie E. Samuels Acting Director, National Institute of Justice Office of Justice Programs National Institute of Justice World Wide Web Site World Wide Web Site http://www.ojp.usdoj.gov http://www.ojp.usdoj.gov/nij Fire and Arson Scene Evidence: A Guide for Public Safety Personnel Written and Approved by the Technical Working Group on Fire/Arson Scene Investigation June 2000 NCJ 181584 Julie E. Samuels Acting Director David G. Boyd, Ph.D. Deputy Director Richard M. Rau, Ph.D. Project Monitor Opinions or points of view expressed in this document represent a consensus of the authors and do not necessarily reflect the official position of the U.S. Department of Justice. The National Institute of Justice is a component of the Office of Justice Programs, which also includes the Bureau of Justice Assistance, the Bureau of Justice Statistics, the Office of Juvenile Justice and Delinquency Prevention, and the Office for Victims of Crime. Message From the Attorney General ctions taken at the outset of an investigation at a fire and Aarson scene can play a pivotal role in the resolution of a case. Careful, thorough investigation is key to ensuring that potential physical evidence is not tainted or destroyed or potential witnesses overlooked. -
Scanned Image
Cypress College Articulation Agreement Santa Ana High School (Santa Ana Unified School District) Discipline: Public Services Begin Date: 2019-20 school year College Course Title: Orange County Department of Education-ROP- High School Course Title: Criminal Justice Introduction to Criminal Justice-AJ110C High School Course Description: This course is part of the Public Safety Pathway. Students who successfully complete this course will emerge with a realistic understanding of the opportunities for a career in criminal justice as well as an understanding of the educational paths for these careers. Students will investigate the qualifications and requirements for various law enforcement occupations and learn the nature, history and philosophy of law enforcement. Students will also learn essential employability skills including personal, interpersonal and communication skills, research and technical writing skills, plus units on career development and employment literacy. Other areas of study include constitutional law, policing issues and trends, court systems, trials, corrections and general aspects of law enforcement. College Units: 3 HS/ROP Credits Hours: 180 College Prerequisite(s) None Introduction to Public Safety Recommendations: Course Content: > . INDUSTRY FOCUS PR law . Identify possible career profiles and pathways in enforcement. Describe current labor market projections. WH . Use law enforcement industry terminology. DP observe . Explain occupational safety issues and all safety rules. Develop perspective and understanding of all aspects of the law enforcement industry. NOU and become police . Identify the educational physical requirements needed to a officer. Explain the process of background checks for eligibility, and the implications of prior convictions and personal history. 8. Review criminal justice training and educational programs @ . CRIMINAL JUSTICE SYSTEM . -
The Forensic Teacher Magazine Issue 30
The Forensic Teacher Magazine Issue 30 Page left intentionally blank This magazine is best viewed with the pages in pairs, side by side (View menu, page display, two- up), zooming in to see details. Odd numbered pages should be on the right. Arson/Fire Issue Special The Forensic Teacher Magazine WWW NCSTL ORG WWW NCSTL ORG ●●Arson ●●Druggist●Fold ●●Bird●Forensics ●●Glass●Lab FORENSIC DATABASE Better than a general search engine, the unique NCSTL database instantly pinpoints focused results about forensic science & criminal justice topics. Learn more about the database & about NCSTL. Fall 2016 $5.95 US/$6.95 Can Arson/Fire Issue Special WWW NCSTL ORG FORENSIC DATABASE Better than a general search engine, the unique NCSTL database instantly pinpoints focused results about forensic science & criminal justice topics. Learn more about the database & about NCSTL. 3 Spring 2015 The Forensic Teacher • Spring 2017 $5.95 US/$6.95 Can The Volume 10, Number 30, Spring 2017 The Forensic Teacher Magazine is published quarterly, and is owned by Wide Open Minds Educational Services, LLC. Our mailing address is P.O. Box 5263, Wilmington, DE 19808. Please see inside for more information. ForensicTeacher Magazine Articles 6 Interview 36 Sweating the Small Stuff By Mark Feil, Ed.D. By Tony Cafe John Lentini knows more about fire than the devil, but Setting up an arson crime scene for your students he works for answers, not convenient conclusions. We can seem daunting, but this article gives you inside talked to him about fire investigation and arson, and information about how dangerous certain appliances you’re going to sit up and pay attention when you read can really be. -
Legacy – the All Blacks
LEGACY WHAT THE ALL BLACKS CAN TEACH US ABOUT THE BUSINESS OF LIFE LEGACY 15 LESSONS IN LEADERSHIP JAMES KERR Constable • London Constable & Robinson Ltd 55-56 Russell Square London WC1B 4HP www.constablerobinson.com First published in the UK by Constable, an imprint of Constable & Robinson Ltd., 2013 Copyright © James Kerr, 2013 Every effort has been made to obtain the necessary permissions with reference to copyright material, both illustrative and quoted. We apologise for any omissions in this respect and will be pleased to make the appropriate acknowledgements in any future edition. The right of James Kerr to be identified as the author of this work has been asserted by him in accordance with the Copyright, Designs and Patents Act 1988 All rights reserved. This book is sold subject to the condition that it shall not, by way of trade or otherwise, be lent, re-sold, hired out or otherwise circulated in any form of binding or cover other than that in which it is published and without a similar condition including this condition being imposed on the subsequent purchaser. A copy of the British Library Cataloguing in Publication data is available from the British Library ISBN 978-1-47210-353-6 (paperback) ISBN 978-1-47210-490-8 (ebook) Printed and bound in the UK 1 3 5 7 9 10 8 6 4 2 Cover design: www.aesopagency.com The Challenge When the opposition line up against the New Zealand national rugby team – the All Blacks – they face the haka, the highly ritualized challenge thrown down by one group of warriors to another. -
Fire Performance Art Permit
Policy Grants Pass Department of Public Safety 4XX Fire Policy Manual Fire Performance Art Permit 4XX.1 PURPOSE AND SCOPE The purpose of this policy is to provide guidelines to advise fire performance venues and artists of safety considerations and practices consistent with fire and life safety codes and public assembly safety concerns. 4XX.2 POLICY This policy applies to all acts of fire performance art occurring within all areas in which Grants Pass Department of Public Safety has authority. Fire art refers to performances or demonstrations such as fire breathing, fire juggling, fire dancing, etc. Not included: pyrotechnics and flame effects (these are addressed in a different policy and require a separate permit). The business owner, event coordinator and the fire performer are responsible for all aspects of fire and life safety. Failure to possess a current permit and follow the minimum requirements set forth in this document may result in revocation of permit, future permits and/or issuing of citation(s). Fire performance artists shall: 1. Be at least 18 years of age. a. EXCEPTION: Performers age 16 to 18 may be allowed at the discretion of the Fire Marshal’s Office with written consent from a parent or legal guardian. They must be under the direct supervision of an adult fire performance troupe leader or instructor. 2. Have valid, state issued identification and Fire Performance Permit readily accessible at each performance. 3. Audience: It should be recognized that audiences, especially youthful ones, may not fully understand the dangers associated with fire performance art. Every effort should be made to emphasize the safety precautions and dangers of such activity. -
Voices of Forensic Science
Chapter 3 The Contamination and Misuse of DNA Evidence Vanessa Toncic, Alexandra Silva "Genes are like the story, and DNA is the language that the story is written in." (Kean, 2012) To understand how potentially mishandled or contaminated DNA evidence could be manipulated or presented in court, (under false pretenses), as an evidentiary ‘gold standard,’ it is important to first explain why, and under what circumstances, DNA evidence is in fact a gold standard. DNA evidence may be disguised as a gold standard when either the techniques used, or the representation of the data has been skewed and is no longer reflective of DNA as a gold standard. This chapter will explore the use of mixed DNA profiles as well as low copy number (LCN) techniques of DNA analysis, and how these methods may not be deserving of the ‘gold standard’ seal associated with DNA evidence. We will explore the biological aspect of issues with these methods and how they may reflect a contaminated DNA sample. Notably, DNA evidence that has been appropriately collected and analyzed may still be purposely misrepresented to a judge and/or jury. DNA as an evidentiary gold standard requires proper handling from the onset of collection, throughout analysis and storage, as well as during presentation in court to ensure that the quality of evidence is upheld. DNA evidence and its associated challenges are multi-faceted areas of study. These studies include issues surrounding the collection as well as the analysis of evidence leading to subsequent contamination and root cause analysis. There also exists debate on the ethics and privatization of DNA given the popularization of online DNA databases. -
BSCHIFFER 2009 05 28 These
UNIVERSITY OF LAUSANNE FACULTY OF LAW AND CRIMINAL JUSTICE SCHOOL OF CRIMINAL JUSTICE FORENSIC SCIENCE INSTITUTE The Relationship between Forensic Science and Judicial Error: A Study Covering Error Sources, Bias, and Remedies PhD thesis submitted to obtain the doctoral degree in forensic science Beatrice SCHIFFER Lausanne, 2009 To my family, especially my parents Summary Forensic science - both as a source of and as a remedy for error potentially leading to judicial error - has been studied empirically in this research. A comprehensive literature review, experimental tests on the influence of observational biases in fingermark comparison, and semi- structured interviews with heads of forensic science laboratories/units in Switzerland and abroad were the tools used. For the literature review , some of the areas studied are: the quality of forensic science work in general, the complex interaction between science and law, and specific propositions as to error sources not directly related to the interaction between law and science. A list of potential error sources all the way from the crime scene to the writing of the report has been established as well. For the empirical tests , the ACE-V (Analysis, Comparison, Evaluation, and Verification) process of fingermark comparison was selected as an area of special interest for the study of observational biases, due to its heavy reliance on visual observation and recent cases of misidentifications. Results of the tests performed with forensic science students tend to show that decision-making stages are the most vulnerable to stimuli inducing observational biases. For the semi-structured interviews, eleven senior forensic scientists answered questions on several subjects, for example on potential and existing error sources in their work, of the limitations of what can be done with forensic science, and of the possibilities and tools to minimise errors. -
Nikon D3200 for Dummies
Index reducing, 216 • Symbols and setting, 222, 227–230. See also Numerics • A (aperture-priority autoexposure) mode; M (manual exposure) mode; ? (question mark) P (programmed autoexposure) mode blinking, 37, 59, 247 shooting wide open, 222 camera icon, 36 stopping down, 216 3D Tracking mode, 264 aperture (f-stop), settings 8-bit TIFF fi les, 194 depth of fi eld, adjusting, 274–275 16-bit TIFF fi les, 194 effect on focus, 85 recording movies, 124 • A • aperture priority. See A (aperture-priority autoexposure) mode; P (programmed A (aperture-priority autoexposure) mode autoexposure) mode depth of fi eld, adjusting, 279 aperture ring, 9 description, 49 Apple Aperture, 175 determining exposure, 223, 229 Apple iPhoto, 173 exposure metering, 226 artifacting, 69 Active D-Lighting, 241–244, 347 aspect ratio Adobe Photoshop, 174–176 cropping pictures, 330 Advanced Shooting options, 82 printing pictures, 197–199 AE (autoexposure) lock, 240–241 attaching AE-L/AF-L button, customizing, 43, 347–348 fl ash, 56 AE-L/AF-L/Protect button, 20–21 lenses, 8–10 AF (autofocusing) assist lamp, 24 audio recording, 120–125 AF-A (auto-servo autofocus) mode, Auto Area mode, 264 78–80, 268 Auto Distortion Control, 82 AF-Area mode, 80, 108–109, 111–113, Auto Flash Off mode, 48, 82–86 263–267. See also autofocus system Auto image rotation option, 40 AF-C (continuous-servo autofocus) Auto information display option, 38–39 mode, 268 COPYRIGHTEDAuto ISOMATERIAL Sensitivity Control, 232 AF-F mode, 111–113 Auto mode, 48, 57–58, 60, 82–86 AF-S lenses, 8, 10–12 Auto off timers option, 40–41 AF-S mode, 111–113, 268 autoexposure A/M (Auto/Manual) focus switch, 11, 23 in Flash mode, 60–61 annotations, adding to pictures, 40, locking, 20–21, 124, 348–349 341–343 recording movies, 124 anti-shake. -
Culture and the Place of Haka in Commemoration at Gallipoli
University of Wollongong Research Online Faculty of Law, Humanities and the Arts - Papers Faculty of Arts, Social Sciences & Humanities 1-1-2015 Me Haka I te Haka a Tānerore?: Māori 'Post-War' Culture and the Place of Haka in Commemoration at Gallipoli Hemopereki Simon University of Wollongong, [email protected] Follow this and additional works at: https://ro.uow.edu.au/lhapapers Part of the Arts and Humanities Commons, and the Law Commons Recommended Citation Simon, Hemopereki, "Me Haka I te Haka a Tānerore?: Māori 'Post-War' Culture and the Place of Haka in Commemoration at Gallipoli" (2015). Faculty of Law, Humanities and the Arts - Papers. 2971. https://ro.uow.edu.au/lhapapers/2971 Research Online is the open access institutional repository for the University of Wollongong. For further information contact the UOW Library: [email protected] Me Haka I te Haka a Tānerore?: Māori 'Post-War' Culture and the Place of Haka in Commemoration at Gallipoli Abstract This article is an extensive discussion from a Maori perspective into issues around the use of Maori cultural terms, in particular haka, to commemorate the fallen in WWI. Embedded in the article are key theories of cultural memory, 'war culture' and 'post-war culture'. The research outlines the differences between European and Indigenous war and post war cultural practices focusing on Maori. It seeks to understand the reluctance of Turkish officials to see haka being performed when it was apparently banned from ceremonies in 2005. It outlines the media reporting on the issue and the subsequent reintroduction of haka in August 2015 at the centenary of the Chunuk Bair battle. -
Crime Scene/Death Investigation Scientific Area Committee
Crime Scene/Death Investigation Scientific Area Committee Greg Davis, Chair Gregory George Davis, Chair, University of Alabama at Birmingham George Cronin, Vice Chair, Pennsylvania State Police and University of Pennsylvania Crime Jeremy Chappell, Executive Secretary, Kansas City (Missouri) Police Department Scene/ Kenneth Aschheim, Chair, Odontology, New York City Office of Chief Medical Examiner Michael Kessler, Chair, Crime Scene Investigation, National Forensic Science Death Technology Center (NFSTC) Investigation Craig Beyler, Chair, Fire and Explosion Investigation, Jensen Hughes Kenneth Furton, Chair, Dogs and Sensors Subcommittee, Florida International University SAC Thomas Holland, Ph.D., Chair, Anthropology, DOD Joint POW/MIA Accounting Command, Central Identification Laboratory Leadership Keith Pinckard, Chair, Medicolegal Death Investigation, Travis County Medical Examiner's Office Jason Wiersema, Chair, Disaster Victim Identification, Harris County (Texas) Institute of Forensic Sciences 2 John Allen, U.S. Bureau of Alcohol, Tobacco, Firearms and Explosives Robert Barsley, DDS, Louisiana State University, Health Sciences Center School of Dentistry Crime Scene/ Timothy Davidson, Cowlitz County (Washington) Coroner's Office Death Gerald McGwin, Jr., M.D., University of Alabama at Birmingham Peter Massey, Ph.D., University of New Haven, West Haven, Conn. Investigation Shawn Wilson, Hennepin County (Minnesota) Medical Examiner SAC Members Ex-Officio Members - Deborah Davis, Ph.D., University of Nevada, Reno (HFC) and Liaisions D. Michael Risinger, Seton Hall University School of Law (HFC) Kent E. Cattani, Arizona Court of Appeals (LRC) Barbara E. Andree, Forensic Chemist, Bureau of Alcohol, Tobacco, Firearms and Explosives (QIC) 3 SAC Mission Improve forensic practice by creating and promoting standard guidelines and protocols to ensure that the results of forensic analysis are reliable and reproducible. -
Fire Producer E-28 Fire Performer E-29
FIRE DEPARTMENT ● CITY OF NEW YORK STUDY MATERIAL FOR THE EXAMINATION FOR CERTIFICATE OF FITNESS FOR Fire Producer E-28 Fire Performer E-29 © 12/2015 New York City Fire Department - All rights reserved 1 Table of Contents NOTICE OF EXAMINATION ............................................................................. 4 ABOUT THE STUDY MATERIAL ...................................................................... 9 Introduction .................................................................................................. 11 a. Worst Case Scenario .......................................................................... 12 b. Definitions ......................................................................................... 13 Class of Flammable and Combustible Liquids Reference Chart ................ 17 Part I. General Information............................................................................ 17 1. Permits .............................................................................................. 17 2. General requirements for Fire Effects ................................................. 18 3. Fire Performances .............................................................................. 19 Part II. Safety, Handling and Use................................................................... 20 1. Clothing, Costumes, Makeup ............................................................. 21 a. Fiber content ..................................................................................... 21 b. Characteristics