No abstract

No abstract

The femoral footprint of the anterior cruciate ligament (ACL) is a much-studied anatomic structure, predominantly due to its importance during ACL reconstruction surgery. A new technique utilising high-resolution micro-computed tomography (micro-CT) is described, allowing detailed three-dimensional (3D) quantitative analysis of this structure. Seven cadaveric knees were scanned using micro-CT, yielding 3D data with a reconstructed voxel size of 60 μm. A novel method of 3D surface extraction was developed and validated, facilitating both qualitative observation of surface details and quantitative topographic assessment using colour-coded relief maps. Images were displayed on an immersive 3D visualisation wall, and ten experienced ACL clinicians were surveyed as to the presence and morphology of osseous landmarks, providing qualitative assessment of whether such features can be reliably identified for navigation during surgery. Both quantitative analysis and qualitative assessment of the footprints in this study showed significant variability in the presence and morphology of osseous landmarks, with the lateral intercondylar ridge being objectively present in four out of seven relief maps, although reportedly seen in six out of seven cases in the qualitative study, suggesting an element of subjectivity and interpretation. This is the first study to utilise micro-CT in the study of ACL anatomy.

Copyright and reuse:The Warwick Research Archive Portal (WRAP) makes this work by researchers of the University of Warwick available open access under the following conditions. Copyright © and all moral rights to the version of the paper presented here belong to the individual author(s) and/or other copyright owners. To the extent reasonable and practicable the material made available in WRAP has been checked for eligibility before being made available. Copies of full items can be used for personal research or study, educational, or not-forprofit purposes without prior permission or charge. Provided that the authors, title and full bibliographic details are credited, a hyperlink and/or URL is given for the original metadata page and the content is not changed in any way."NOTICE: this is the author's version of a work that was accepted for publication in Forensic Science International. Changes resulting from the publishing process, such as peer review, editing, corrections, structural formatting, and other quality control mechanisms may not be reflected in this document. Changes may have been made to this work since it was submitted for publication. A definitive version was subsequently published in Forensic Science International, Volume 234 (2014) DOI:http://dx.doi.org/10.1016/j.forsciint.2013.11.002" A note on versions:The version presented here may differ from the published version or, version of record, if you wish to cite this item you are advised to consult the publisher's version. Please see the 'permanent WRAP url' above for details on accessing the published version and note that access may require a subscription. AbstractFundamental to any ballistic armour standard is the reference projectile to be defeated. Typically, for certification purposes, a consistent and symmetrical bullet geometry is assumed, however variations in bullet jacket dimensions can have far reaching consequences. Traditionally, characteristics and internal dimensions have been analysed by physically sectioning bullets -an approach which is of restricted scope and which precludes subsequent ballistic assessment. The use of a non-destructive X-ray computed tomography (CT) method has been demonstrated and validated (Kumar et al., 2011 [15]); the authors now apply this technique to correlate bullet impact response with jacket thickness variations. A set of 20 bullets (9 mm DM11) were selected for comparison and an image-based analysis method was employed to map jacket thickness and determine the centre of gravity of each specimen. Both intra-and inter-bullet variations were investigated, with thickness variations of the order of 200 μm commonly found along the length of all bullets and angular variations of up to 50 μm in some. The bullets were subsequently impacted against a rigid flat plate under controlled conditions (observed on a high-speed video camera) and the resulting deformed projectiles were re-analysed. The results of the experiments demonstrate a marked difference in ballistic performance between bullets from different man...

Why teachers choose their career has been a popular topic of research in many contexts since the introduction of the FIT‐Choice framework by Watt and Richardson in 2007 to study teacher motivations. Although altruistic motivations have been identified as the common driving factor behind preservice teachers' (PSTs') decision to enter the field, there are other motivational factors—such as teaching being a career that fits well with family commitments, or choosing teacher education as a ‘fallback’ option—that are widely reported in different contexts. The introduction of incentives for student teachers in certain subjects has been subject to media criticism in England as promoting ‘bursary tourism’. This study investigates the career entry motivations and teaching perceptions of PSTs from a university that is one of the key teacher education providers in the country, using the FIT‐Choice framework. The paper discusses the findings (N = 115), including validation of the FIT‐Choice scale, collecting data on 12 motivations and six perceptions, along with preliminary findings. It was identified that intrinsic career values were the highest rated motivation, followed by altruistic values such as the desire to make a social contribution and being a part of shaping the future of children and adolescents. Perceived abilities were also rated higher, while personal utility values and task returns— including monetary rewards—were rated very low. While the participants agreed that the job is professionally and emotionally demanding, it was promising to note that they were highly satisfied with their career choice, implicitly indicating their intention to continue in the teaching profession. Gender differences, along with field of study and training pathway differences in motivations and teaching perceptions are also discussed, with practical implications.

An author has corrected their first name and updated their email address-see the affiliation section below. Daniel G. Norman should now be Danielle G. Norman as shown in the authorgroup section above.

The version presented here may differ from the published version or, version of record, if you wish to cite this item you are advised to consult the publisher's version. Please see the 'permanent WRAP URL' above for details on accessing the published version and note that access may require a subscription.

No abstract