Sherlock Holmes: Pioneer in Forensic Science

Author(s):  
James O'Brien

Holmes may have admired Bertillon’s work, but that did not prevent him from being resentful about it in The Hound of the Baskervilles (HOUN). When Dr. James Mortimer told Holmes that Bertillon was the highest expert in Europe, Holmes admitted that he was off ended by the ranking. So who was this man held in such high regard? Alphonse Bertillon was a French anthropologist born in 1853. His poor academic performance was followed by difficulty holding a job. In 1879, his influential father Louis, a famous physician and anthropologist, obtained a job for him as a clerk with the Parisian police (Wagner 2006, 97–98). He started work in March 1879, and became interested in the problem of identifying recidivists, that is, repeat off enders. It was French policy to exile recidivists to their colonies (Cole 2001, 33). But there was no procedure for identifying them. Fingerprinting did not exist, and even mug shots were not yet used. Upon a second arrest, recidivists would merely use a pseudonym. Bertillon wanted to develop a system of identification based on ideas mentioned in 1840 by a Belgian statistician named Quetelet (Wagner 2006, 98). Bertillon found his job with the police to be very boring, as he collected and filed much information, most of it never used again and worthless. So, on October 1, 1879 (Cole 2001, 49), he submitted a report proposing a method of identification using body measurements. The report was ignored (Wagner 2006, 98). Louis Bertillon liked his son’s suggestion. Louis had in fact attempted to classify people, not identify them, by measuring the lengths of their bones. So he was naturally attracted to Alphonse’s idea to use such measurements to identify criminals (Cole 2001, 34). In 1882, with help from his influential father, Alphonse Bertillon was given two assistants and some funding. He was given three months to identify a repeat offender. He succeeded with one week remaining.

Author(s):  
Wahyu Nanda Eka Saputra ◽  
Agus Supriyanto ◽  
Budi Astuti ◽  
Yulia Ayriza ◽  
Sofwan Adiputra

2010 ◽  
Vol 69 (2) ◽  
Author(s):  
S. O. Wajuihian ◽  
K. S. Naidoo

Eye care professionals have long been involved with vision and learning, and receive referrals from teachers, psychologists and other professionals who seek advice about whether vision problems may contribute to, or be responsible for, poor academic performance.  This is particularly the case when dealing with the relationship between vision and dyslexia, which has been a subject of controversy in optometric, ophthalmologic, educational and psychological literature. Ophthalmologists and optometrists in particular, hold different views on the association of dyslexia and vision, and there has been much debate regarding any causal relationship between them.  The results of studies that investigated the vision functions in dyslexic populations remain inconclusive.  This review is intended to provide an overview of studies to date and makes recommendation to guide future research.  (S AfrOptom 2010 69(2) 58-68)


2020 ◽  
Vol 6 (1) ◽  
pp. 739-752
Author(s):  
Qiran Wang ◽  
Yang Li

The negative impact of the verbal abuse on student by the elementary school teachers is a big issue. A total of 416 students from four provinces and cities in China were enrolled in this study. We found that the occurrence rate of the verbal abuse by elementary school teachers was not high, whereas it still caused psychological trauma to students once happened by manifesting as the frustration of learning efficacy, self-confidence and interrelationship. Regarding the causes, student’s poor academic performance was the major reason, and it was significantly related to students’ gender, i.e., male students who had poor academic performance were far more vulnerable to be verbally abused by their teachers. Further, the study also found that students who were verbally abused by teachers were more easily bullied at school. The findings suggest that the government and schools should take joint measures to clarify the specific boundaries of teachers’ verbal punishment to students and standardize their verbal behavior to get teachers respect and care for students and create a healthy learning environment.


2016 ◽  
Vol 28 (3) ◽  
pp. 855-867 ◽  
Author(s):  
Jan Van der Ende ◽  
Frank C. Verhulst ◽  
Henning Tiemeier

AbstractInternalizing and externalizing problems are associated with poor academic performance, both concurrently and longitudinally. Important questions are whether problems precede academic performance or vice versa, whether both internalizing and externalizing are associated with academic problems when simultaneously tested, and whether associations and their direction depend on the informant providing information. These questions were addressed in a sample of 816 children who were assessed four times. The children were 6–10 years at baseline and 14–18 years at the last assessment. Parent-reported internalizing and externalizing problems and teacher-reported academic performance were tested in cross-lagged models to examine bidirectional paths between these constructs. These models were compared with cross-lagged models testing paths between teacher-reported internalizing and externalizing problems and parent-reported academic performance. Both final models revealed similar pathways from mostly externalizing problems to academic performance. No paths emerged from internalizing problems to academic performance. Moreover, paths from academic performance to internalizing and externalizing problems were only found when teachers reported on children's problems and not for parent-reported problems. Additional model tests revealed that paths were observed in both childhood and adolescence. Externalizing problems place children at increased risk of poor academic performance and should therefore be the target for interventions.


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