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Although the ability to develop latent fingerprints on paper using heat alone has been noted previously, it has been considered impractical for casework and inferior to other techniques. Here a new refinement of the technique is demonstrated for the high quality development of latent fingerprints on porous surfaces such as paper. Fingerprints deposited on various papers were developed by exposing them to hot air with a temperature in the vicinity of 300°C, for periods of c. 10–20 sec. Several different heating methods were tested. The novel observation was made that after shorter heating times, fluorescent prints could be observed. These became visible after longer heating times, as noted by earlier workers, but with greatly improved contrast compared with their results. Prints from various donors (and aged prints) were developed with excellent ridge contrast. Direct heating methods (such as with a hot plate or press) produced inferior results. The refined technique, which is simple, safe and inexpensive compared with conventional methods, has great potential for use in forensic laboratories. [ABSTRACT FROM AUTHOR]

Background and Aims: A developing international literature on population-based occupational intervention provides limited evidence of the ways in which the associated occupational therapy roles are developed among entry-level practitioners. This paper aims to explore the development of an occupational therapy role in a fieldwork placement from the perspective of a student and the off-site supervisor and to explore the use of Organisational Role Analysis in this process. Methods: Systems psychodynamics and an occupational perspective of health provided the theoretical framework for this participant observation case study. Data from the reflective diaries of a fourth-year student and her supervisor were analysed with respect to role development in an organisation where occupational therapy was welcome, but not completely understood. Results: This study provides insight into the challenges for students and supervisors in the development of an occupationally oriented role where the client is an organisation. Organisational Role Analysis was perceived to be helpful in focusing attention on the organisational context of role development. Conclusions: The application of the Organisational Role Analysis as an approach to student supervision in other settings, with more than one student and to facilitate professionally development warrants further investigation. [ABSTRACT FROM AUTHOR]