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Perfumes and other fragranced products are abundant in our environment and are therefore likely to be abundant in a crime scene environment. They have properties which make them ideally suited to chemical detection and analysis but are currently underutilised as a potential source of evidence and intelligence. This work provides evidence supporting the hypothesis that such products have the potential to be forensically useful when analysed using modern analytical instrumentation. Gas Chromatography (GC), Fourier Transform Infrared Spectroscopy (FTIR) and High Performance Liquid Chromatography (HPLC) were each evaluated for their ability to distinguish between perfumes, deodorants and antiperspirants. GC analysis proved to be straightforward and provided sufficient detail to distinguish between products using visual pattern matching and statistical tools such as principal component analysis. FTIR was also able to discriminate between products with some success but it was felt that HPLC produced results with insufficient product detail to distinguish between perfumes. Using GC as the primary analytical technique, further experiments explored the most appropriate ways to store samples, recover liquid deposits from a crime scene and analyse a suspect or victim’s garments. It was also demonstrated that the change in composition of perfumes with evaporation follows a predictable pattern with forensically significant implications. This research has also established vital groundwork for future study into individual chemical profiles and lifestyle indicators.

The English National College for Leadership of Schools and Children's Services' (NCLSCS) framework for leadership development refers to 'emergent leaders', without being clear what 'emergent' means. This study explores the experiences of those considered as 'emergent leaders' to find out how 'emergence' might be understood. Their development is conceptualised as identity development, by adopting a socio-cultural understanding of the emergent leaders' learning. The focus is on how individuals make meaning of their experiences once in formal leadership roles, so developing their identities. This is important to understand in a context in which schools are experiencing problems with both teacher retention and senior leader recruitment. Five 'emergent' leaders from three English Local Authorities and from Primary, Middle and Secondary schools participated in a series of interviews and 'learning log' activities over periods of 14-36 months. Phase 1 focused on their experiences prior to the start of the study: Phase 2 on their current learning. From the accumulated data set learning biographies were generated. Diverse and personal accounts of identity development were revealed. The study concluded that it was not appropriate to think of 'emergence' in terms of role progression into senior leadership positions, as the NCLSCS framework for leadership might imply. Individuals decided who they wanted to become by making sense of themselves in relation to judgments of their experiences. Whilst three participant leaders did develop identities as aspiring senior leaders, two talked instead of aspiring to be peers, rather than 'leaders'. The study highlighted the central role of talk to identity development and the lack of opportunity for this in schools. This involved reflective 'self talk' as well as talk with others, with the study itself contributing to such 'identity talk'. It is important to develop opportunities (times, spaces, skills and relationships) for talk to support contemporary 'emergent' school leaders'.

This is a study of the relationship between the philosophy of Charles Peirce and the philosophy, criticism and poetic methodology of T.S. Eliot. I begin by considering Peirce's connections with Harvard University, and the effects of Peircean philosophy on the ideas and teaching methods of the philosophers who taught Eliot at Harvard between 1907 and 1914. I discuss Peirce's sign-theory of cognition, and consider ho~ this theory may have influenced Eliot's choice of a poetic method - his choice, that is, to write a poetry of 'signification'. I argue that the choice of such a method by Eliot evidences a Peircean conception of reality. I consider the Pragmatism of Peirce, and argue that Eliot' ~ poems consistently present a 'pragmatistic' view of reality, a Vl~ of reality as dependent upon, or identifiable with, actio] ('practice'). Conversely, ~eality in the poetry of Eliot i: frequently represented in terms of a failure of practice, the fail ure to act. Central to Peirce's Pragmatism is the theory that a experience of the world as 'real' requires the sense of continuit in experience. I discuss this theory as it is found in the work 0 Peirce and William James, and argue that in the poems and plays c Eliot reality is consistently represented as directly dependent upc continuity and coherence in experience. Associated with the Pragmatism of William James is the VlE that our 'habits' of perception and behaviour are what literal] determine the identity (and thus the reality) of objects. I discu~ the extent to which 'habits' of various kinds (including Freudic , ceremonials') are represented in Eliot's poems as that In which reality in same sense inheres. I discuss finally Peirce's conception of the crucial function of 'Doubt' in the quest for knowledge specifically in the 'scientific method' of inquiry. I argue that doubt plays a crucial role in Eliot's poetry, and performs an essentially Peircean function in Eliot's quest for reality and truth.