In sexual assault cases, the retrieved DNA quantity and sampling location from the victim’s underwear may provide valuable information for activity level evaluative reporting. DNA can transfer from site to site on an exhibit, or be lost within packaging, complicating interpretation. Experiments are needed to investigate these factors. This preliminary study compared two cleaning methods to prepare undergarments for such experimentation: hand-washing with warm water and washing with bleach before rinsing. Results show a significantly lower quantity of DNA on washed underwear using both methods. Warm-water hand-washing, the more straightforward method, was selected for further experimentation.
Globally, coastal areas can be seen as the most popular tourist-recreational destinations. Consequently, these destinations generate major visitor flows. Furthermore, they are interpreted differently by every visitor, for example depending on lifestyles and age. These two problems, or maybe chances, are the central focus in this article. More specifically, this conceptual paper examines what the typical coastal experience consists of and in which ways the producers of the tourist-recreational coastal product can anticipate this. After explaining the principles of visitor management, as defined by Ennen, a theoretical framework is presented that tries to capture the total coastal experience. Then, two existing coastal areas are projected onto this framework. Finally, some conclusions are drawn.
MULTIFILE
This study furthers game-based learning for circular business model innovation (CBMI), the complex, dynamic process of designing business models according to the circular economy principles. The study explores how game-play in an educational setting affects learning progress on the level of business model elements and from the perspective of six learning categories. We experimented with two student groups using our game education package Re-Organise. All students first studied a reader and a game role description and then filled out a circular business model canvas and a learning reflection. The first group, i.e., the game group, updated the canvas and the reflection in an interactive tutorial after gameplay. The control group submitted their updated canvas and reflection directly after the interactive tutorial without playing the game. The results were analyzed using text-mining and qualitative methods such as word co-occurrence and sentiment polarity. The game group created richer business models (using more waste processing technologies) and reflections with stronger sentiments toward the learning experience. Our detailed study results (i.e., per business model element and learning category) enhance understanding of game-based learning for circular business model innovation while providing directions for improving serious games and accompanying educational packages.
MULTIFILE
