WEBVTT - With a Little Help from my Friends

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<v Speaker 1>A group of high school student High school.

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<v Speaker 2>Students Elizabethan High School students started a project to research

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<v Speaker 2>a string of unsolved murders. Their research led to the identification.

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<v Speaker 3>Of the killer.

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<v Speaker 4>Investigators now have an answer to a thirty four year

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<v Speaker 4>old question.

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<v Speaker 5>Once you start getting a few tips, or a few

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<v Speaker 5>leads or few identifications, then the cold case isn't so

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<v Speaker 5>cold anymore.

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<v Speaker 6>There's a pretty good chance he's still alive.

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<v Speaker 3>Everything that the students predicted through their profile turned out

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<v Speaker 3>to be accurate.

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<v Speaker 7>Redhead killer profile mal Caucasian, five nine six, two hundred

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<v Speaker 7>and seventy pounds, unstable home, absent father, and a domineering mother,

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<v Speaker 7>right handed, a Q above one hundred, most likely heterosexual.

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<v Speaker 3>There is no profile of this killer except for the

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<v Speaker 3>ones the students created.

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<v Speaker 8>Just because some of these women no longer have people

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<v Speaker 8>to speak for them does not mean that they desire

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<v Speaker 8>to not be so anymore.

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<v Speaker 9>What if this guy's still alive?

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<v Speaker 10>Like what becomes after us?

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<v Speaker 1>You're gonna kill me?

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<v Speaker 2>Yeah, this is Murder one on one, Season one, episode two,

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<v Speaker 2>With a little help from my friends. I'm Jeff Sheen,

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<v Speaker 2>a television and podcast producer at Kati Studios with Stephanie Leideker,

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<v Speaker 2>Courtney Armstrong, and Andrew Arno. Once the class had named

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<v Speaker 2>their killer, they wanted to focus on the victims connected

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<v Speaker 2>by his senseless crimes. Who were these six women? And

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<v Speaker 2>why did he choose them to die?

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<v Speaker 9>How do six women go missing and nobody knows that

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<v Speaker 9>they're missing. There were six victims, all with red or

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<v Speaker 9>reddish hair. Only one of the victims is identified. They

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<v Speaker 9>were found along like highways or interstates. Most of them

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<v Speaker 9>were in Tennessee, there was one in West Virginia, Kentucky.

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<v Speaker 9>They were all around the South, So we named the

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<v Speaker 9>killer the Bible Belt strangler, just because he was killing

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<v Speaker 9>in the Bible belts of more suffocated.

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<v Speaker 3>They also had some other interesting similarities. They were all white,

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<v Speaker 3>all of them were estrange from their family, Many of

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<v Speaker 3>them were transient, oftentimes involved with prostitution, and it appeared

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<v Speaker 3>that many of them were actually abducted on or along

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<v Speaker 3>the interstate, so was this tie to these interstates. They

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<v Speaker 3>were either pregnant, had recently lost a baby, or had

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<v Speaker 3>had a c section, so there were some very interesting

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<v Speaker 3>things though. They were all killed up close with the hands,

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<v Speaker 3>so some of them had blunt force trauma. Or suffocation

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<v Speaker 3>or strangling was how they died. So those are the

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<v Speaker 3>major similarities.

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<v Speaker 9>It's scary to think that somebody in my community or

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<v Speaker 9>in any community could go missing and nobody look for her,

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<v Speaker 9>nobody know her name, and she'd be found a state

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<v Speaker 9>away and nobody knows that she's from here.

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<v Speaker 2>During the semester, junior Cayle Van Dervor recalls the assignment

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<v Speaker 2>structure our class.

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<v Speaker 9>We each divided into groups to pick a specific victim.

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<v Speaker 9>We got to know every detail about that victim, and

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<v Speaker 9>we felt very connected to our victim. I had the

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<v Speaker 9>West Virginia victim, and I picked her because I have

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<v Speaker 9>family in West Virginia, so I felt very connected to her.

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<v Speaker 9>I felt like I would basically say, I felt like

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<v Speaker 9>she was family because I'd worked so hard to find

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<v Speaker 9>her justice.

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<v Speaker 2>Here's what we know about each victim, according to mister

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<v Speaker 2>Campbell's classes research.

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<v Speaker 10>At Campbell County Jane Doe.

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<v Speaker 8>On January first, nineteen eighty five, the body of a

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<v Speaker 8>woman was found disposed of over the side of the

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<v Speaker 8>guardrail near Stinking Creek in Campbell County, Tennessee. The body

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<v Speaker 8>was hauled up the embankment off the southbound side of

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<v Speaker 8>Interstate seventy five in the small town of Jellicoe. The

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<v Speaker 8>victim had been dead for an estimated three days and

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<v Speaker 8>was in an advanced state of decomposition. She had been

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<v Speaker 8>beaten bound with strips of cloth taken from her shirt

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<v Speaker 8>and strangled with a ligature. She was Caucasian and had

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<v Speaker 8>shoulder length, curly red hair. Her age was estimated to

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<v Speaker 8>be between seventeen and twenty five, but possibly as old

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<v Speaker 8>as thirty. The victim was found clothed in a tan pullover,

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<v Speaker 8>a shirt and jeans. The young woman had freckles over

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<v Speaker 8>her body in various scars, including a burn mark on

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<v Speaker 8>one arm. She was ten to twelve weeks pregnant.

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<v Speaker 2>When she died.

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<v Speaker 8>She had a partial upper denture holding two false teeth.

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<v Speaker 8>It is believed that she was between five foot one

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<v Speaker 8>and five foot four inches when she died, and was

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<v Speaker 8>approximately one hundred and ten to one hundred and fifteen

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<v Speaker 8>pounds with green eyes. Additionally, she had been wrapped in

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<v Speaker 8>what has been variously described as a blanket, comforter or bedspread.

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<v Speaker 10>Cheatham County, Jane Doe. On March thirty first, nineteen eighty five,

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<v Speaker 10>the skeletonized body of a red haired female was found

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<v Speaker 10>in Pleasant View, Cheatham County, Tennessee, by a driver who

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<v Speaker 10>had a mechanical breakdown. She was believed to have died

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<v Speaker 10>between three and five months previously from an unknown cause.

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<v Speaker 10>Her remains were found at the side of Intersex twenty four,

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<v Speaker 10>between mile markers twenty nine and thirty, in the same

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<v Speaker 10>timeframe as the rest of the victims in the known

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<v Speaker 10>physical features being similar. The body was found with a shirt, sweater, pants,

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<v Speaker 10>and underwear. She was white, between five feet and five

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<v Speaker 10>feet two inches tall. However, her weight could not be determined.

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<v Speaker 10>An examination of her teeth showed that the victim had

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<v Speaker 10>some evidence of crowding and overlapping in her mouth. This

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<v Speaker 10>woman was believed to be between the ages of thirty

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<v Speaker 10>one and forty at the time of her death. The

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<v Speaker 10>Knox County Jane Doe.

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<v Speaker 8>On April one, nineteen eighty five, the body of a

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<v Speaker 8>woman was found in a large white admiral refrigerator in Gray,

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<v Speaker 8>Knox County, Kentucky, alongside Route twenty five. Her death was

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<v Speaker 8>by suffocation. Contradicting reports have her being killed from the

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<v Speaker 8>night before to a few days earlier. Distinguishing features of

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<v Speaker 8>the body included a number of moles on the right

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<v Speaker 8>side of her neck, near one ankle and below each breast,

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<v Speaker 8>a yellow stained upper incisor, and a scar and other

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<v Speaker 8>marks on her abdomen indicating that she had borne at

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<v Speaker 8>least one child. Her eyes were light brown and hair

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<v Speaker 8>was red and nearly a foot long, which fit the

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<v Speaker 8>pattern of the red Head murders. After the autopsy, this

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<v Speaker 8>victim was determined to be between twenty four and thirty

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<v Speaker 8>five years old and approximately four feet nine to four

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<v Speaker 8>feet eleven inches tall. The victim was nude except for

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<v Speaker 8>two distinctive necklace pendits, one of a heart and the

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<v Speaker 8>other of a gold colored eagle, and two pairs of socks,

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<v Speaker 8>one white and the other white with green and yellow stripes.

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<v Speaker 8>There are reports that the victim may have been soliciting

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<v Speaker 8>a ride to North Carolina over seabee radio, and she

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<v Speaker 8>could have been at a nearby truck stop the previous

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<v Speaker 8>knot Five hundred people attended the Jane Doe victim's funeral,

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<v Speaker 8>which was even televised, and a headstone and burial plot

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<v Speaker 8>were donated. The case was a local sensation, as the

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<v Speaker 8>town was a quiet and sleepy place where little out

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<v Speaker 8>of the ordinary usually happened.

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<v Speaker 10>The DeSoto County Jane Doe is a woman found murdered

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<v Speaker 10>on January twenty fourth, nineteen eighty five, in Olive Branch, Mississippi.

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<v Speaker 10>The victim was found by a truck driver driving southbound

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<v Speaker 10>on US Highway seventy eight, one hundred feet east of

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<v Speaker 10>Coldwater River Bridge at around seven thirty a m. Her

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<v Speaker 10>body was twenty feet south of the highway and her shoes, undergarments,

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<v Speaker 10>and jacket were missing. She was strangled with a ligature

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<v Speaker 10>and possibly sexually assaulted. Authorities speculate she may have been

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<v Speaker 10>tossed over the side of the bridge. She was estimated

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<v Speaker 10>to be twenty to forty years old. She was approximately

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<v Speaker 10>five feet two inches to five feet four inches tall,

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<v Speaker 10>with a weight of one hundred and five to one

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<v Speaker 10>hundred and thirty pounds. She is believed to have been

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<v Speaker 10>a heavy smoker. She had three piercings in each ear

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<v Speaker 10>and her fingernails were deeply bitten. She also was a

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<v Speaker 10>Caucasian with red hair. The Campbell County Jane Doe.

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<v Speaker 8>On April third, nineteen eighty five, the skeletonized partial remains

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<v Speaker 8>of a young girl were discovered about two hundred yards

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<v Speaker 8>off Big Wheel Gap Road, four miles southwest of Jellico, Tennessee,

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<v Speaker 8>in Campbell County, near a stripmond. She was believed to

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<v Speaker 8>have been dead between one and four years Her age

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<v Speaker 8>was estimated between nine and fifteen years old. She was

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<v Speaker 8>found by a passerby in an area where trash was

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<v Speaker 8>often dumped, and it appeared her body had been moved

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<v Speaker 8>from its original site because of animal activity. The cause

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<v Speaker 8>of death was listed as undetermined, which did not rule

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<v Speaker 8>out homicide. Thirty two bones, including her skull, were recovered

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<v Speaker 8>from the scene. Walker was Caucasian, had a very small

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<v Speaker 8>build with red hair and freckles. A necklace and bracelet

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<v Speaker 8>made of plastic buttons were found nearby, as well as

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<v Speaker 8>a pair of size five boots and a few scraps

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<v Speaker 8>of clothing. The Green County Jane Doe.

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<v Speaker 10>On April fourteenth, nineteen eighty five, the body of a

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<v Speaker 10>young white female was found in Greenville, Green County, Tennessee.

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<v Speaker 10>Her body was discovered by a fisherman in the brush

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<v Speaker 10>beside a small creek that was fifty eight feet from

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<v Speaker 10>the exit ramp for Gerald'stown Road. She was determined to

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<v Speaker 10>have been killed between three and six weeks previously, and

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<v Speaker 10>her body was in an advanced state of decomposition. She

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<v Speaker 10>appeared to be beaten and died, most likely from blunt

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<v Speaker 10>forest trauma, which caused a head wound and could not

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<v Speaker 10>roll out a laceration to an internal organ. However, decomposition

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<v Speaker 10>hindered these assessments. She had been approximately six to eight

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<v Speaker 10>weeks pregnant shortly by before she died, but had miscarried

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<v Speaker 10>before her death. She was estimated to be fourteen to

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<v Speaker 10>twenty years old, possibly as old as twenty five. She

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<v Speaker 10>was approximately five feet four inches to five feet six

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<v Speaker 10>inches tall, with a weight of one hundred and thirty

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<v Speaker 10>to one hundred and forty pounds. She had a slight

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<v Speaker 10>overby and had some feelings in her teeth, showing that

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<v Speaker 10>she had dental care in her life. Her fingernails had

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<v Speaker 10>pink polish. She had light brown to blonde hair with

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<v Speaker 10>red highlights.

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<v Speaker 2>Only one of the six victims would be identified.

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<v Speaker 10>The Crittenden County Jane Doe. On September sixteenth, nineteen eighty four,

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<v Speaker 10>the body of a woman was found in Critenon County, Arkansas,

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<v Speaker 10>along Interstate forty near West Memphis. Despite all the traffic.

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<v Speaker 10>Her body lay alongside the highway for four days before

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<v Speaker 10>a hitchhiker noticed nichols corpse and contacted local authorities. She

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<v Speaker 10>was found near the exit ramp. Her body had been

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<v Speaker 10>there for several days and was beginning to decompose. Her

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<v Speaker 10>body was covered only by the remnants of a nit top.

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<v Speaker 10>She had been killed by strangulation. She was identified as

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<v Speaker 10>a twenty eight year old Lisa Nichols. She was Caucasian

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<v Speaker 10>and had a petite frame. Her family members described her

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<v Speaker 10>as growing up with beautiful red hair, but many would

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<v Speaker 10>characterize it as strawberry blonde. By this time. She was

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<v Speaker 10>identified by a couple from Florida who had allowed her

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<v Speaker 10>to stay with them for a period of time. She

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<v Speaker 10>was positively identified through fingerprints.

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<v Speaker 2>Let's stop here for a break. We'll be back in

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<v Speaker 2>a moment. Murder one oh one with their list of

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<v Speaker 2>six victims, the class wanted to figure out what drew

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<v Speaker 2>the killer to these particular ku woman.

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<v Speaker 3>Were looked at two parts, the how of the crime

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<v Speaker 3>and the why of the crime. So the how would

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<v Speaker 3>be things like picking up people along the interstate, killing

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<v Speaker 3>them with a knife or something like that, but the

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<v Speaker 3>why is really what drives the killer to do this?

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<v Speaker 3>Why do they want to choose a redhead, Why do

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<v Speaker 3>they want to choose Caucasian? Why do they want to

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<v Speaker 3>choose somebody who's in the sex trade. Why would they

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<v Speaker 3>prefer to kill.

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<v Speaker 6>Them with their hands instead of a gun or knife.

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<v Speaker 6>That's what makes each.

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<v Speaker 3>Killer an individual is that there's this profile they share

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<v Speaker 3>which hardly any other killer will match.

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<v Speaker 11>I think, especially with the prominence of legal and law

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<v Speaker 11>enforcement and crime see investigation entertainment that you see on

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<v Speaker 11>TV and in the movies and right now, that that

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<v Speaker 11>helps peak the interest of the students in a situation

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<v Speaker 11>like this, and also to explore what it's really like

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<v Speaker 11>true or is it really you know, much more difficult

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<v Speaker 11>and dirty. My name is Josh, But when I'm and

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<v Speaker 11>what Elizabeth? In high school, the first I heard about

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<v Speaker 11>it was when mister Campbell came to me and pitched

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<v Speaker 11>the idea. He's walked in and say, I got kind

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<v Speaker 11>of a crazy idea. Let me see what you think

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<v Speaker 11>about it. Honestly, the first thought is usually wow, what

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<v Speaker 11>would happen if this was was my inn, or my

0:13:12.280 --> 0:13:14.840
<v Speaker 11>sister or you know, someone in my community. Now, you know,

0:13:15.200 --> 0:13:18.320
<v Speaker 11>how would I feel and what would I want the

0:13:18.480 --> 0:13:19.760
<v Speaker 11>justice system to do?

0:13:20.240 --> 0:13:22.800
<v Speaker 2>But how did the project fit into Elizabeth In High

0:13:22.840 --> 0:13:23.880
<v Speaker 2>school's curriculum.

0:13:24.320 --> 0:13:27.520
<v Speaker 11>Our job is obviously to teach academic standards in your

0:13:27.640 --> 0:13:30.760
<v Speaker 11>English and math and science, but even more so, we

0:13:30.800 --> 0:13:33.240
<v Speaker 11>have a social responsibility to our students to prepare them

0:13:33.400 --> 0:13:35.920
<v Speaker 11>for life after school. How do you engage with people?

0:13:35.920 --> 0:13:37.960
<v Speaker 11>How do you engage in your community? How do you

0:13:38.000 --> 0:13:40.439
<v Speaker 11>apply what you've learned? I think that that's a school

0:13:40.440 --> 0:13:43.160
<v Speaker 11>we're really focusing heavily on right now, is how can

0:13:43.200 --> 0:13:47.880
<v Speaker 11>we take this basic core knowledge and really apply that

0:13:47.920 --> 0:13:50.560
<v Speaker 11>to our personal lives. Would I rather be doing something

0:13:50.640 --> 0:13:53.439
<v Speaker 11>like that or sitting in class learning from a textbook,

0:13:53.520 --> 0:13:55.480
<v Speaker 11>hatting a lecture from a teacher? You know, really just

0:13:55.559 --> 0:13:57.160
<v Speaker 11>kind of thought it'd be a great idea for the

0:13:57.240 --> 0:14:00.000
<v Speaker 11>kids to apply what they're learning and kind of take ownership.

0:14:00.000 --> 0:14:02.640
<v Speaker 11>But when the students, you know, step into a role

0:14:02.640 --> 0:14:05.600
<v Speaker 11>where they're they're learning and their their application and knowledge

0:14:05.640 --> 0:14:08.040
<v Speaker 11>ties to the community and ties to the world around them,

0:14:08.240 --> 0:14:12.679
<v Speaker 11>and they become passionate and interested in the subject matter,

0:14:13.000 --> 0:14:15.360
<v Speaker 11>the learning almost comes as a secondhand product of that,

0:14:15.480 --> 0:14:19.160
<v Speaker 11>and it's it's fun and it's exciting for them, and

0:14:19.200 --> 0:14:21.880
<v Speaker 11>they're engaged in a way that you don't always see students.

0:14:22.080 --> 0:14:24.920
<v Speaker 11>If you look back in human history, you know, at

0:14:24.920 --> 0:14:27.960
<v Speaker 11>times a fifteen, sixteen, seventeen year olds considered a grown

0:14:27.960 --> 0:14:30.880
<v Speaker 11>adult and had grown responsibilities. And too many times we

0:14:30.880 --> 0:14:32.920
<v Speaker 11>don't expect enough of our youth. You know, Yes, they

0:14:33.000 --> 0:14:35.600
<v Speaker 11>still need mentoring, and they still need help, they still

0:14:35.640 --> 0:14:38.960
<v Speaker 11>need guidance, but they're capable of phenomenal things.

0:14:42.320 --> 0:14:45.000
<v Speaker 2>As the semester continued, the class worked in groups to

0:14:45.080 --> 0:14:45.960
<v Speaker 2>uncover information.

0:14:46.200 --> 0:14:49.240
<v Speaker 9>We shared information like if the group that was working

0:14:49.240 --> 0:14:53.040
<v Speaker 9>on a victim found something that might help another group.

0:14:53.120 --> 0:14:56.200
<v Speaker 9>They shared that one group found the podcast that Shane

0:14:56.560 --> 0:14:59.360
<v Speaker 9>had done about the murders, and then like, we relay

0:14:59.360 --> 0:15:01.400
<v Speaker 9>all our information to mister Campbell and he would make

0:15:01.400 --> 0:15:02.160
<v Speaker 9>the phone calls.

0:15:02.680 --> 0:15:07.080
<v Speaker 1>And then Alex found me through Facebook and explains that

0:15:07.120 --> 0:15:11.640
<v Speaker 1>he's a teacher out of Tennessee. In his class, is

0:15:12.240 --> 0:15:15.280
<v Speaker 1>noticed that one of the Jane does in this case

0:15:15.960 --> 0:15:19.480
<v Speaker 1>is in their county and he would like to do

0:15:19.520 --> 0:15:22.280
<v Speaker 1>some type of project with his students. To be honest

0:15:22.280 --> 0:15:24.080
<v Speaker 1>with you, I thought that it was a weird prank.

0:15:25.040 --> 0:15:29.320
<v Speaker 1>So I'm Shane Shane Waters from a foul play crime

0:15:29.360 --> 0:15:32.720
<v Speaker 1>series podcast been doing this podcast for a long time,

0:15:33.280 --> 0:15:36.560
<v Speaker 1>started it in January of twenty fourteen, which makes it

0:15:36.640 --> 0:15:40.680
<v Speaker 1>one of the only crime series podcasts that predates Cereal.

0:15:41.720 --> 0:15:44.360
<v Speaker 2>Shane Waters is a podcaster and journalist who happened to

0:15:44.400 --> 0:15:46.560
<v Speaker 2>be working on a story about the same six women.

0:15:47.040 --> 0:15:49.600
<v Speaker 1>I try to come up with some type of similarities

0:15:49.600 --> 0:15:52.040
<v Speaker 1>between the victims and try to find some type of

0:15:52.840 --> 0:15:56.560
<v Speaker 1>link of which ones were more than likely linked together,

0:15:56.800 --> 0:15:59.840
<v Speaker 1>and that's when I came with the six. The only

0:15:59.880 --> 0:16:03.160
<v Speaker 1>one that I thought could be the seventh was a

0:16:03.200 --> 0:16:05.960
<v Speaker 1>young child who was also found in Campbell County, but

0:16:06.080 --> 0:16:08.680
<v Speaker 1>she was so young, and I thought that was going

0:16:08.720 --> 0:16:11.040
<v Speaker 1>to be a really far fetched thing just because of

0:16:11.080 --> 0:16:13.880
<v Speaker 1>her age. So I ended up not including her and

0:16:14.000 --> 0:16:17.280
<v Speaker 1>just calling it the six. When Alex and I had

0:16:17.280 --> 0:16:20.120
<v Speaker 1>our first conversation, he was like, how many did you

0:16:20.240 --> 0:16:22.520
<v Speaker 1>come up with? And I was like six, and he's like,

0:16:22.600 --> 0:16:24.760
<v Speaker 1>what six? And I told him which six I had,

0:16:24.800 --> 0:16:27.360
<v Speaker 1>and he's like, that's funny because that's the sixth we had.

0:16:28.440 --> 0:16:30.840
<v Speaker 2>Shane had a deep connection that drew him to the story.

0:16:31.520 --> 0:16:34.800
<v Speaker 1>So before I went into college, I was actually homeless.

0:16:34.840 --> 0:16:37.160
<v Speaker 1>I was in high school and I was homeless. Yeah,

0:16:37.200 --> 0:16:40.920
<v Speaker 1>and because of the experience of being homeless, I would

0:16:40.960 --> 0:16:44.520
<v Speaker 1>go on and that's why I was so determined to

0:16:44.640 --> 0:16:48.440
<v Speaker 1>make sure that these women who people were calling throwaway people,

0:16:48.800 --> 0:16:51.720
<v Speaker 1>that people, you know, take them seriously. But I know

0:16:51.800 --> 0:16:54.960
<v Speaker 1>what it's like to feel less than a human being

0:16:55.360 --> 0:16:57.040
<v Speaker 1>and for other people to treat you.

0:16:56.960 --> 0:16:59.800
<v Speaker 2>Like that, which is why when Shane first connected with

0:16:59.800 --> 0:17:02.280
<v Speaker 2>meter Campbell, he felt it was important to make sure

0:17:02.320 --> 0:17:04.720
<v Speaker 2>the class was going to handle these cases with care.

0:17:05.240 --> 0:17:08.080
<v Speaker 1>And the very first conversation I have with him when

0:17:08.080 --> 0:17:11.080
<v Speaker 1>he told me that his students wanted to work on

0:17:11.119 --> 0:17:14.560
<v Speaker 1>this case, I was very nervous because I already knew

0:17:14.600 --> 0:17:17.359
<v Speaker 1>at that point in time why the case in this

0:17:17.520 --> 0:17:20.240
<v Speaker 1>series of cases had gone cold. I knew that it

0:17:20.359 --> 0:17:23.600
<v Speaker 1>was because society was treating these women less than people.

0:17:24.119 --> 0:17:27.080
<v Speaker 1>So I was curious on how high school students would

0:17:27.440 --> 0:17:33.399
<v Speaker 1>portray sex workers. I was amazed that they understood and

0:17:33.480 --> 0:17:39.040
<v Speaker 1>that they came away with the understanding of knowing that

0:17:39.440 --> 0:17:44.040
<v Speaker 1>these women weren't defined by where they were in that

0:17:44.160 --> 0:17:45.240
<v Speaker 1>point in their lives.

0:17:50.560 --> 0:17:53.040
<v Speaker 2>Sex Workers are often ignored when it comes to crimes

0:17:53.040 --> 0:17:55.359
<v Speaker 2>committed against them, despite the fact that they are among

0:17:55.359 --> 0:17:58.359
<v Speaker 2>the most vulnerable populations. According to a report by the

0:17:58.359 --> 0:18:02.280
<v Speaker 2>World Health Organization, sex workers experience high levels of violence,

0:18:02.320 --> 0:18:06.240
<v Speaker 2>including physical assault, rape, and murder. Further, up to seventy

0:18:06.240 --> 0:18:08.919
<v Speaker 2>five percent of sex workers report experiencing violence at some

0:18:09.000 --> 0:18:12.200
<v Speaker 2>point in their lives. Another study found that only twenty

0:18:12.200 --> 0:18:15.280
<v Speaker 2>five percent of homicides against sex workers in the US

0:18:15.359 --> 0:18:18.320
<v Speaker 2>resulted in an arrest, compared to the sixty one percent

0:18:18.359 --> 0:18:22.040
<v Speaker 2>of rest rate for homicides in general. Ignoring crimes against

0:18:22.119 --> 0:18:25.720
<v Speaker 2>sex workers perpetuates the stigma and discrimination that these people face,

0:18:25.920 --> 0:18:28.399
<v Speaker 2>making it more difficult for them to access services and

0:18:28.440 --> 0:18:30.480
<v Speaker 2>support when they need it the most. This is a

0:18:30.520 --> 0:18:34.639
<v Speaker 2>human rights issue that requires urgent attention and action by policymakers,

0:18:34.760 --> 0:18:38.119
<v Speaker 2>law enforcement, and society at large. Shane was shocked to

0:18:38.119 --> 0:18:40.320
<v Speaker 2>discover that he and mister Campbell's class seemed to be

0:18:40.359 --> 0:18:42.200
<v Speaker 2>the only ones working these cases.

0:18:43.000 --> 0:18:44.600
<v Speaker 1>But then the more that I read about it, I

0:18:44.680 --> 0:18:47.320
<v Speaker 1>was just like, this is very weird that no one

0:18:47.359 --> 0:18:50.280
<v Speaker 1>knows about this, Like why were these riverages forgotten about?

0:18:50.440 --> 0:18:52.679
<v Speaker 1>Like surely this case was solved or something like what

0:18:52.760 --> 0:18:57.120
<v Speaker 1>am I missing? So I called the TBI and eventually

0:18:57.320 --> 0:19:01.040
<v Speaker 1>I talked to this lady and the lady explains to

0:19:01.080 --> 0:19:05.959
<v Speaker 1>me that the case was still unsolved, and the case

0:19:06.280 --> 0:19:10.920
<v Speaker 1>was with the cold case unit, but it wasn't an

0:19:10.920 --> 0:19:16.400
<v Speaker 1>active case that's being worked out. She was just very

0:19:17.040 --> 0:19:19.200
<v Speaker 1>not having it. And I was like, is there someone

0:19:19.240 --> 0:19:21.320
<v Speaker 1>of the cold case team by her contact if I

0:19:21.400 --> 0:19:24.680
<v Speaker 1>receieking tips And she's like, no, we would contact you.

0:19:24.680 --> 0:19:27.359
<v Speaker 1>You don't contact them, and I was like okay, and

0:19:27.359 --> 0:19:28.919
<v Speaker 1>then she hung up on me, and I was like,

0:19:29.320 --> 0:19:32.800
<v Speaker 1>that was a very odd interaction. So that was like

0:19:32.880 --> 0:19:36.160
<v Speaker 1>the very first contact that I have with the TBI.

0:19:37.080 --> 0:19:41.640
<v Speaker 1>I was very confused at that point on one why

0:19:41.680 --> 0:19:44.840
<v Speaker 1>the case wasn't being covered in the media since the eighties,

0:19:44.880 --> 0:19:47.679
<v Speaker 1>and then also why the TBI was telling me that

0:19:47.760 --> 0:19:48.640
<v Speaker 1>it wasn't being.

0:19:48.440 --> 0:19:51.440
<v Speaker 2>Worked Soon, Shane and the class got into a groove.

0:19:52.200 --> 0:19:54.960
<v Speaker 1>It was kind of like they were working in a

0:19:55.000 --> 0:20:01.600
<v Speaker 1>classroom and doing like the FBI work and like the

0:20:01.680 --> 0:20:04.560
<v Speaker 1>book work, like the textbook work, and then I was

0:20:04.600 --> 0:20:07.600
<v Speaker 1>out in the field doing the on the ground work

0:20:07.840 --> 0:20:10.800
<v Speaker 1>and talking to people, and then I would go back

0:20:10.840 --> 0:20:14.280
<v Speaker 1>to the school and report back and we would collaborate. Then.

0:20:14.840 --> 0:20:18.160
<v Speaker 1>So I would go out and go to the locations

0:20:18.200 --> 0:20:21.280
<v Speaker 1>and talk to all these people and you know, actually

0:20:21.280 --> 0:20:24.680
<v Speaker 1>see the locations where these women were dropped and talk

0:20:24.760 --> 0:20:27.440
<v Speaker 1>to the locals, talk to the people who own the property,

0:20:28.000 --> 0:20:32.760
<v Speaker 1>talk to eyewitnesses. So each time I found those bits

0:20:32.800 --> 0:20:34.679
<v Speaker 1>and pieces, I would kind of go back to the

0:20:34.680 --> 0:20:36.480
<v Speaker 1>school to report my findings.

0:20:37.080 --> 0:20:39.399
<v Speaker 2>For Shane, there were advantages to having the class have

0:20:39.520 --> 0:20:39.960
<v Speaker 2>his back.

0:20:40.320 --> 0:20:43.200
<v Speaker 1>I'm out there talking to people, and the last thing

0:20:43.240 --> 0:20:45.480
<v Speaker 1>I'm sure the killer would have wanted was for work

0:20:45.520 --> 0:20:48.520
<v Speaker 1>to get out, you know. So the fact that I

0:20:48.640 --> 0:20:52.640
<v Speaker 1>have a classroom of students and a teacher in Tennessee

0:20:53.000 --> 0:20:55.720
<v Speaker 1>who if I go missing, they would be ringing doorbells,

0:20:55.760 --> 0:20:59.000
<v Speaker 1>you know what I mean. So that also was comforting

0:21:00.080 --> 0:21:02.840
<v Speaker 1>as well, because it was kind of scary, to be

0:21:02.840 --> 0:21:04.800
<v Speaker 1>honest with you, because I don't know if you've ever

0:21:04.840 --> 0:21:08.800
<v Speaker 1>been to rural Kentucky or Tennessee or or West Virginia,

0:21:08.880 --> 0:21:11.239
<v Speaker 1>but you don't have cell phone service out there, so

0:21:11.320 --> 0:21:14.359
<v Speaker 1>you're going and knocking on doors and you're you don't

0:21:14.440 --> 0:21:16.760
<v Speaker 1>know who is going to be answering that door or

0:21:16.760 --> 0:21:19.640
<v Speaker 1>if you're gonna be very welcome, Like it's it's kind

0:21:19.640 --> 0:21:23.920
<v Speaker 1>of scary. I'm I'm almost shaking right now just telling

0:21:23.960 --> 0:21:26.439
<v Speaker 1>you about it. I'm a very large person, like I'm

0:21:26.640 --> 0:21:29.679
<v Speaker 1>very very tall, but when you're out there alone, it

0:21:29.720 --> 0:21:31.320
<v Speaker 1>was a little scary. I'm not gonna lie.

0:21:31.720 --> 0:21:34.400
<v Speaker 2>Shane Waters wouldn't be the only ally the class had.

0:21:38.760 --> 0:21:41.719
<v Speaker 4>You know, I always had a respected law enforcement But

0:21:41.960 --> 0:21:44.080
<v Speaker 4>you know, it's kind of offensive in a way when

0:21:44.119 --> 0:21:46.600
<v Speaker 4>somebody says, well, you're a wanna be cop. It's if

0:21:46.600 --> 0:21:49.000
<v Speaker 4>I wanted to be a cop, I perfectly will could

0:21:49.040 --> 0:21:50.840
<v Speaker 4>have been. If I wanted to be, I could have

0:21:50.880 --> 0:21:53.119
<v Speaker 4>DoD the normal route. I'm not trying to go behind

0:21:53.119 --> 0:21:54.879
<v Speaker 4>the thing. I don't want to be a cop. So

0:21:54.920 --> 0:21:59.160
<v Speaker 4>my name is Todd Matthews and currently I'm the executive

0:21:59.160 --> 0:22:01.919
<v Speaker 4>director for donat at Work and then NAMOUS. The National

0:22:01.920 --> 0:22:05.480
<v Speaker 4>Missing and Unidentified Person Systems nam US is based on

0:22:06.040 --> 0:22:10.520
<v Speaker 4>dental rakers standing a fingerprint analysis and fairly clinical descriptions

0:22:10.760 --> 0:22:14.639
<v Speaker 4>in the circumstances of disappearance or condition that a bodybusman.

0:22:14.720 --> 0:22:19.480
<v Speaker 4>So it's very very not outside the layman's ability to understand,

0:22:19.520 --> 0:22:22.600
<v Speaker 4>but it's very very scientifically written to the point that

0:22:22.640 --> 0:22:25.679
<v Speaker 4>it's not. It's very clinical, and the DOUGH Network we

0:22:25.880 --> 0:22:27.360
<v Speaker 4>use anecdotal data.

0:22:27.800 --> 0:22:30.040
<v Speaker 2>Founded in two thousand and one, the Dough Network is

0:22:30.040 --> 0:22:34.240
<v Speaker 2>a volunteer organization devoted to assisting investigating agencies and bringing

0:22:34.280 --> 0:22:37.480
<v Speaker 2>closure to the national and international cold cases considering missing

0:22:37.560 --> 0:22:40.960
<v Speaker 2>and unidentified people. In two thousand and five, Todd Matthews

0:22:40.960 --> 0:22:44.040
<v Speaker 2>created a larger database called NamUs. It's a national information

0:22:44.160 --> 0:22:47.840
<v Speaker 2>clearinghouse and resource center for missing, unidentified and unclaimed persons

0:22:47.880 --> 0:22:51.159
<v Speaker 2>across the US. The name of database application fills the

0:22:51.240 --> 0:22:54.399
<v Speaker 2>nation's need for a unified, online, free, secure database for

0:22:54.480 --> 0:22:58.280
<v Speaker 2>unidentified remains and missing person records. Most commonly, NamUs is

0:22:58.359 --> 0:23:01.879
<v Speaker 2>used by law enforcement, victims, loved ones, and medical examiners

0:23:01.880 --> 0:23:05.040
<v Speaker 2>and corners. Todd Matthews remembers when he and mister Campbell

0:23:05.080 --> 0:23:06.160
<v Speaker 2>first connected.

0:23:08.680 --> 0:23:11.199
<v Speaker 4>Well, it was, you know, some call, you know originally,

0:23:11.240 --> 0:23:12.720
<v Speaker 4>and you know, you get a lot of them calls,

0:23:12.760 --> 0:23:16.080
<v Speaker 4>but one when you have an accent that's very close

0:23:16.119 --> 0:23:18.879
<v Speaker 4>to yours, you kind of you kind of pay attention

0:23:18.920 --> 0:23:20.280
<v Speaker 4>to it a little bit, you know, and it's easy

0:23:20.320 --> 0:23:23.119
<v Speaker 4>to talk to them. They're from a very similar background

0:23:23.119 --> 0:23:26.320
<v Speaker 4>that I am, so it's comfortable you know that their

0:23:26.480 --> 0:23:29.119
<v Speaker 4>their areas are facing some of the same problems that

0:23:29.160 --> 0:23:31.160
<v Speaker 4>we have in classrooms. So we kind of got each

0:23:31.160 --> 0:23:33.600
<v Speaker 4>other kind of understood, and I thought, this is something

0:23:33.600 --> 0:23:35.320
<v Speaker 4>I want to do. This is not something I have

0:23:35.480 --> 0:23:37.600
<v Speaker 4>to do. I want to talk to this guy. I

0:23:37.640 --> 0:23:40.000
<v Speaker 4>want to see what he's gotten, you know in mind,

0:23:40.280 --> 0:23:42.720
<v Speaker 4>you know, to plant a seed into these kids and

0:23:42.720 --> 0:23:45.680
<v Speaker 4>hopefully it'll it'll be something. Doesn't have to be a lot,

0:23:45.720 --> 0:23:47.480
<v Speaker 4>as long as it makes the change, as long as

0:23:47.480 --> 0:23:50.600
<v Speaker 4>somebody understands it. So it's definitely worth it. So the

0:23:50.640 --> 0:23:52.679
<v Speaker 4>thing that we set up was a virtual meeting, So

0:23:52.720 --> 0:23:56.000
<v Speaker 4>we did, you know, like a FaceTime share where I

0:23:56.040 --> 0:23:58.080
<v Speaker 4>could see the students. It's fun, you know, when you

0:23:58.119 --> 0:24:00.320
<v Speaker 4>first talked to kids like that, you think, I know,

0:24:00.359 --> 0:24:02.200
<v Speaker 4>you think this is the thing you watch csilos, not

0:24:02.880 --> 0:24:05.320
<v Speaker 4>who's got it? Who's got it? To go forward? Because

0:24:05.320 --> 0:24:07.399
<v Speaker 4>it ain't going to be easy. So you know, you

0:24:07.640 --> 0:24:09.560
<v Speaker 4>just got to let the cream rise to the top.

0:24:09.640 --> 0:24:12.680
<v Speaker 4>And they had the interest, you know, they had the desire,

0:24:12.800 --> 0:24:16.360
<v Speaker 4>they had the youth, and they had the numbers, all

0:24:16.400 --> 0:24:18.520
<v Speaker 4>those eyes and all those hands. So a lot of

0:24:18.560 --> 0:24:20.800
<v Speaker 4>what they did was, you know, just going through what

0:24:20.840 --> 0:24:24.840
<v Speaker 4>would be the basic thing you would do comparison process

0:24:24.880 --> 0:24:27.080
<v Speaker 4>of elimination. So they were asking kind of high level

0:24:27.280 --> 0:24:28.800
<v Speaker 4>questions to get.

0:24:28.680 --> 0:24:31.359
<v Speaker 9>To know a murder. It was a little eerie to

0:24:31.480 --> 0:24:34.240
<v Speaker 9>have to think about every single detail of this man

0:24:34.400 --> 0:24:37.920
<v Speaker 9>who took the lives of six women. So it was

0:24:38.560 --> 0:24:41.640
<v Speaker 9>it was a challenge, I think for the class to

0:24:41.680 --> 0:24:43.879
<v Speaker 9>try to find every single detail.

0:24:43.800 --> 0:24:45.639
<v Speaker 12>And the scariest thing about it. It might be a

0:24:45.640 --> 0:24:48.640
<v Speaker 12>person that you know or somebody that your family member

0:24:48.760 --> 0:24:52.000
<v Speaker 12>might know. That could just be that you kind of

0:24:52.040 --> 0:24:54.680
<v Speaker 12>knew that they were kind of offer they were kind

0:24:54.680 --> 0:24:58.240
<v Speaker 12>of doing something, but they're close to home and they're

0:24:58.480 --> 0:25:01.400
<v Speaker 12>killing people. It really does shock you.

0:25:09.760 --> 0:25:24.440
<v Speaker 2>Let's stop here for another quick break murder. One on one,

0:25:25.119 --> 0:25:28.400
<v Speaker 2>Todd Matthews encouraged the class to look at every detail.

0:25:32.640 --> 0:25:35.480
<v Speaker 4>Pour over these files, gather up every piece of data

0:25:35.600 --> 0:25:37.919
<v Speaker 4>and save it and try to do something with it.

0:25:38.119 --> 0:25:41.320
<v Speaker 4>Have conversations, look at these things, compare notes. And they

0:25:41.359 --> 0:25:43.760
<v Speaker 4>had so many people to bounce ideas over, so many

0:25:43.800 --> 0:25:46.520
<v Speaker 4>people to see one little thing that might have been

0:25:46.560 --> 0:25:50.040
<v Speaker 4>slightly different in another article. You know, people talking to town.

0:25:50.119 --> 0:25:53.879
<v Speaker 4>So there was opportunity for them to find stories, comments,

0:25:54.000 --> 0:25:55.919
<v Speaker 4>things that people have passed along, and they had the

0:25:55.960 --> 0:25:57.280
<v Speaker 4>time and the desire to do it.

0:25:58.400 --> 0:26:01.840
<v Speaker 9>He really got all of us really excited to find

0:26:02.200 --> 0:26:05.640
<v Speaker 9>maybe just a name for one of these victims, because

0:26:05.920 --> 0:26:08.840
<v Speaker 9>if we could just give one of these victims justice

0:26:09.240 --> 0:26:11.639
<v Speaker 9>That would be more than has happened in the last

0:26:11.640 --> 0:26:14.440
<v Speaker 9>thirty years. So I think we want all the victims

0:26:14.600 --> 0:26:17.560
<v Speaker 9>eventually identified. But I think that our main goal was

0:26:17.640 --> 0:26:20.520
<v Speaker 9>to just try to bring this story to lot, try

0:26:20.520 --> 0:26:24.040
<v Speaker 9>to give these victims a name, try to give them family,

0:26:24.119 --> 0:26:26.480
<v Speaker 9>and I think that we did that by considering them

0:26:26.520 --> 0:26:27.120
<v Speaker 9>our sisters.

0:26:27.560 --> 0:26:30.119
<v Speaker 4>And there's always something if you go back and reread

0:26:30.240 --> 0:26:33.920
<v Speaker 4>something the kids could have looked for a later article

0:26:34.200 --> 0:26:37.399
<v Speaker 4>that maybe described another opject that was found, honoring our body,

0:26:37.680 --> 0:26:40.080
<v Speaker 4>some other clue, a comment that somebody made in a

0:26:40.119 --> 0:26:42.800
<v Speaker 4>news report. But this is going to require going back

0:26:42.800 --> 0:26:45.560
<v Speaker 4>and reading a lot of information, going back and just

0:26:45.760 --> 0:26:49.119
<v Speaker 4>literally rereading articles and looking for little Dugan, maybe a

0:26:49.160 --> 0:26:53.040
<v Speaker 4>photograph that was a scene that maybe is not digitally available,

0:26:53.720 --> 0:26:57.800
<v Speaker 4>comments from law enforcement where they might have mentioned something

0:26:58.320 --> 0:27:01.840
<v Speaker 4>about a ligature not a bean in a file or

0:27:01.880 --> 0:27:04.359
<v Speaker 4>in an autopsy report that was publicly viewable. So there

0:27:04.440 --> 0:27:07.240
<v Speaker 4>was comments locally that you might pick up that you

0:27:07.320 --> 0:27:09.800
<v Speaker 4>might not see on the national level. During that time period.

0:27:13.160 --> 0:27:15.600
<v Speaker 2>As the semester was winding down, mister Campbell thought the

0:27:15.640 --> 0:27:16.920
<v Speaker 2>class was at an impass.

0:27:17.280 --> 0:27:19.919
<v Speaker 3>What happened was once there were no leads. Once they

0:27:19.960 --> 0:27:22.800
<v Speaker 3>had arrested no one, and the case got really cold

0:27:22.960 --> 0:27:25.560
<v Speaker 3>and they could never identify them, and there was no

0:27:25.680 --> 0:27:28.320
<v Speaker 3>family pushing for this. I think a lot of those

0:27:28.359 --> 0:27:30.960
<v Speaker 3>cases were just forgotten. Actually, I know some of those

0:27:31.000 --> 0:27:33.879
<v Speaker 3>cases were forgotten. I know a semester seems like a

0:27:33.880 --> 0:27:36.680
<v Speaker 3>long time, but really you only have so much time

0:27:36.680 --> 0:27:39.919
<v Speaker 3>to do so much. There are people that deserve to

0:27:40.000 --> 0:27:43.880
<v Speaker 3>pay for their crimes, and there are families that deserve

0:27:44.040 --> 0:27:46.960
<v Speaker 3>to have closure. And so I think that they realized

0:27:47.000 --> 0:27:49.840
<v Speaker 3>that if we didn't do something now, in ten years,

0:27:50.040 --> 0:27:51.280
<v Speaker 3>how many witnesses are left?

0:27:51.640 --> 0:27:54.000
<v Speaker 6>Or in twenty years is this person still alive.

0:27:54.560 --> 0:27:56.720
<v Speaker 3>So it was really strange that, even though it was

0:27:56.760 --> 0:27:58.680
<v Speaker 3>over thirty years ago, I think there was a sense

0:27:58.680 --> 0:28:01.640
<v Speaker 3>of like immediacy, that they needed to do something.

0:28:01.480 --> 0:28:03.560
<v Speaker 6>Now because it was going to be too late.

0:28:03.560 --> 0:28:07.399
<v Speaker 2>Eventually, the class had two thorough and complete profiles, one

0:28:07.440 --> 0:28:09.800
<v Speaker 2>of the alleged killer and the other for his victims.

0:28:10.040 --> 0:28:12.439
<v Speaker 2>With so many years of experience, Todd gave the class

0:28:12.440 --> 0:28:14.040
<v Speaker 2>a suggestion that changed everything.

0:28:14.600 --> 0:28:17.879
<v Speaker 4>The best way to try and help identify a serial

0:28:17.960 --> 0:28:20.879
<v Speaker 4>killer is to identify bodies that we think are attributed

0:28:20.920 --> 0:28:22.240
<v Speaker 4>to that serial killer.

0:28:22.320 --> 0:28:24.119
<v Speaker 9>So I would say the ultimate goal is to spread

0:28:24.119 --> 0:28:27.119
<v Speaker 9>the word and get these victims spaces out there. Maybe

0:28:27.119 --> 0:28:29.880
<v Speaker 9>somebody could recognize someone and.

0:28:29.880 --> 0:28:35.280
<v Speaker 5>See, here's the issue. Law enforcement never said determined that

0:28:35.680 --> 0:28:38.160
<v Speaker 5>any of these murders were related to one another.

0:28:38.600 --> 0:28:40.640
<v Speaker 2>In class one day, one of the students came up

0:28:40.680 --> 0:28:41.800
<v Speaker 2>with a brilliant idea.

0:28:42.400 --> 0:28:45.600
<v Speaker 3>Once we had this information, I told the students, what

0:28:45.640 --> 0:28:47.360
<v Speaker 3>are you going to do with it? You have something

0:28:47.400 --> 0:28:50.800
<v Speaker 3>that nobody else has. You have a lot of evidence

0:28:50.880 --> 0:28:54.120
<v Speaker 3>that all these six are connected, and you have this

0:28:54.280 --> 0:28:55.480
<v Speaker 3>profile of this person.

0:28:55.680 --> 0:28:56.760
<v Speaker 6>So what do you want to do with that?

0:28:57.360 --> 0:29:00.600
<v Speaker 5>So the students said they wanted to share it so

0:29:00.640 --> 0:29:03.800
<v Speaker 5>that others could have the profile. And so that's when

0:29:03.800 --> 0:29:06.840
<v Speaker 5>the students came up with the idea of trying to

0:29:06.880 --> 0:29:10.200
<v Speaker 5>share this, you know, with everybody. Do was They said, well,

0:29:10.200 --> 0:29:12.600
<v Speaker 5>how would you know if the police had a profile

0:29:12.640 --> 0:29:14.920
<v Speaker 5>and they were looking for a certain person, what would

0:29:14.960 --> 0:29:17.280
<v Speaker 5>they do? They'd have press conference, they would get the

0:29:17.320 --> 0:29:19.880
<v Speaker 5>information out. So the students decided that they wanted to

0:29:19.920 --> 0:29:21.560
<v Speaker 5>hold a press conference at the school.

0:29:21.880 --> 0:29:25.920
<v Speaker 9>We invited different law enforcement officials, different media and news

0:29:25.920 --> 0:29:29.200
<v Speaker 9>outlets to connect the murders. Would make these cases go

0:29:29.320 --> 0:29:33.080
<v Speaker 9>from single murders to a serial killer in the eyes

0:29:33.120 --> 0:29:34.480
<v Speaker 9>of law enforcement.

0:29:34.760 --> 0:29:38.320
<v Speaker 3>So we began to work very hard with the police

0:29:38.360 --> 0:29:41.959
<v Speaker 3>agencies from four different states that were involved, and also

0:29:42.240 --> 0:29:44.680
<v Speaker 3>we looked up all the print media and the TV

0:29:44.840 --> 0:29:47.600
<v Speaker 3>media that are in those areas and asked them if

0:29:47.640 --> 0:29:49.760
<v Speaker 3>they would all run a story on the same day

0:29:50.360 --> 0:29:53.840
<v Speaker 3>and kind of have a region wide media blitz. And

0:29:53.920 --> 0:29:57.560
<v Speaker 3>so that was their strategy, get as many police and

0:29:57.640 --> 0:30:00.520
<v Speaker 3>media people involved as possible, to get the word out

0:30:00.520 --> 0:30:02.760
<v Speaker 3>to as many people as possible, to try to generate

0:30:02.840 --> 0:30:04.640
<v Speaker 3>some leads that would help in the case.

0:30:04.800 --> 0:30:07.400
<v Speaker 1>We knew that we needed to spread the word for

0:30:07.480 --> 0:30:12.360
<v Speaker 1>it and get more people aware of what happened, especially

0:30:12.400 --> 0:30:14.440
<v Speaker 1>in the areas where these women were found.

0:30:15.000 --> 0:30:18.080
<v Speaker 5>It went from a class investigating something to a class

0:30:18.120 --> 0:30:20.680
<v Speaker 5>trying to share something with the rest of the world

0:30:21.200 --> 0:30:24.960
<v Speaker 5>to try to have an impact or to create some change.

0:30:25.760 --> 0:30:28.880
<v Speaker 2>During the semester, mister Campbell's students discussed their motivations.

0:30:29.400 --> 0:30:32.040
<v Speaker 7>It's important to bring justice to these women because, like

0:30:32.160 --> 0:30:34.600
<v Speaker 7>many of us, they have families and people who cared

0:30:34.640 --> 0:30:37.479
<v Speaker 7>about them. They might not know they're missing, or they

0:30:37.520 --> 0:30:39.320
<v Speaker 7>might be a strange, but they're still a person. They

0:30:39.320 --> 0:30:40.240
<v Speaker 7>still had a voice.

0:30:40.760 --> 0:30:44.280
<v Speaker 9>The women didn't have anybody to fight for their right

0:30:44.360 --> 0:30:46.920
<v Speaker 9>to be found, because no one was pushing for.

0:30:46.800 --> 0:30:49.280
<v Speaker 8>It or finally giving them the justice that they deserved.

0:30:49.280 --> 0:30:51.120
<v Speaker 9>Whether they were a strange from their family, whether they

0:30:51.160 --> 0:30:51.680
<v Speaker 9>may have been.

0:30:51.600 --> 0:30:55.000
<v Speaker 8>Prostitutes or not, they still deserved to have this justice.

0:30:55.280 --> 0:30:58.200
<v Speaker 3>The Bible Belt Strangler could still be out there if

0:30:58.200 --> 0:31:01.320
<v Speaker 3>you look at the age range the students have and

0:31:01.360 --> 0:31:05.000
<v Speaker 3>the time stillapsed. He's getting a little older, but there's

0:31:05.040 --> 0:31:06.280
<v Speaker 3>a pretty good chance he's still alive.

0:31:08.120 --> 0:31:10.440
<v Speaker 2>During the semester at the class talk to a local reporter.

0:31:10.680 --> 0:31:12.920
<v Speaker 7>He deserves pay for what he did. He needs to

0:31:13.160 --> 0:31:15.240
<v Speaker 7>come and face the consequences of what he did.

0:31:15.920 --> 0:31:17.680
<v Speaker 2>So you think this guy is like still alive and

0:31:17.720 --> 0:31:18.160
<v Speaker 2>out there.

0:31:18.440 --> 0:31:20.440
<v Speaker 9>I'm not sure that he's still a truck driver, but

0:31:20.520 --> 0:31:22.800
<v Speaker 9>I do think that he is still alive.

0:31:23.160 --> 0:31:24.960
<v Speaker 6>Do you think we're going to find the Bible Belt Strangler?

0:31:25.160 --> 0:31:25.480
<v Speaker 8>Yes?

0:31:25.760 --> 0:31:26.120
<v Speaker 10>I do.

0:31:26.880 --> 0:31:28.560
<v Speaker 2>It's just a matter of time now that the words

0:31:28.560 --> 0:31:39.160
<v Speaker 2>don't more on that next time. Murder one oh one

0:31:39.280 --> 0:31:43.560
<v Speaker 2>is executive produced by Stephanie Leidecker, Alex Campbell, Courtney Armstrong,

0:31:43.760 --> 0:31:47.800
<v Speaker 2>Andrew Arnot, and me Jeff Shane. Additional producing by Connor

0:31:47.840 --> 0:31:51.880
<v Speaker 2>Powell and Gabriel Castillo. Editing by Jeff Twa and Davey

0:31:51.920 --> 0:31:56.400
<v Speaker 2>Cooper Wasser, music by Vanikor Music. Murder one oh one

0:31:56.480 --> 0:31:59.840
<v Speaker 2>is a production of iHeartRadio and Katie's Studios. For more

0:32:00.040 --> 0:32:03.840
<v Speaker 2>podcast from iHeartRadio, visit the iHeartRadio app, Apple Podcasts, or

0:32:03.840 --> 0:32:09.760
<v Speaker 2>wherever you listen to your favorite shows.