Quantifying Variation in High-Quality Footwear Replicate Impressions

A footwear impression collected at a crime scene can provide information about the shoe that created it, yielding investigative leads, excluding persons-of-interest, and linking evidence between cases. The analysis of footwear evidence often requires the preparation of test impressions from known exemplar shoes created under controlled laboratory conditions for comparison to questioned impressions. The goal of these comparisons is to evaluate the degree of similarities and differences between the questioned impression and potential sources. Given that this comparison leads to an assessment of the nature and degree of agreement between questioned and known impressions, it is important to characterize the variation that may exist between replicate test impressions created in the laboratory. This study aimed to evaluate the variation that exists within and between test impressions prepared using a static benchtop and a dynamic walking method, as well as explore the potential influence of the wearer’s foot size when using the walking method. To examine this variation, twenty-three participants were recruited to prepare test impressions of two different shoe makes and models in four different manufacturer’s sizes. Five replicate benchtop impressions per make/model/size and three replicate walking impressions per participant/make/model/size were created, resulting in more than 500 test impressions. A total of 150 quality control copies were blindly mixed into the larger dataset, increasing the total to almost 700 test impressions. Reproducible and reliable ground control points, such as the edge of a tread element, defined points of interest on impressions, and the distance between pairs of points was computed as a function of method and foot/shoe size match or mismatch. Physical size differences between measurements from benchtop impressions versus walking impressions of the same shoe were computed, and the largest physical size difference measured was 4.18 mm, which is concerning since the smallest reported physical size difference between manufacturer’s half-sizes is 4.20 mm [1]. Bland-Altman analyses were performed to determine estimates of agreement of measurements and possible bias between methods of impression creation. The methods revealed a systematic bias in that benchtop impressions were always longer and narrower than walking impressions. Additionally, the largest upper bound on the limit of agreement was 4.75 mm, indicating that differences in measurements between benchtop and walking impressions could be as large as 4.75 mm. Analysis of covariance was used to test for a numerical significance between each method used to create test impressions, while controlling for the wearer’s weight. Differences in length measurements from benchtop impressions and from walking impressions created when the manufacturer’s reported shoe size was two sizes smaller than the wearer’s foot size were statistically significantly different from almost all other experimental groups for all impressions. Conversely, the study failed to detect statistically significant differences in width measurements from impressions, indicating that the factor of wearer foot size had a larger impact on toe-to-heel length measurements than on medial-to-lateral ball of the toe width measurements. Results also indicated that of the two outsoles included in this study (the Nike® Downshifter 11 and the Asics® Gel Dedicate 7), differences between Nike® benchtop impressions and Nike® walking impressions were always greater than differences between Asics® benchtop impressions and Asics® walking impressions. Since major differences in outsole chemical composition did not exist for these shoes, the greater change in physical size for the Nike® impressions is hypothesized to be due to other factors beyond the scope of this investigation, such as the depth of tread elements, the composition of the midsole, the geometric tread arrangement, and/or intended-end-use for the shoe. In summary, this research characterized the variation that can be expected when test impressions are created using different methods and when a foot/shoe size match or mismatch is present using the walking method. Based on the findings presented in this paper, best practice dictates that footwear analysts creating test impressions using the walking method should avoid wearing a manufacturer’s reported shoe size that is two or more sizes smaller than their foot size

Ability to Maintain a 0.22 m/sec Gait Speed as Directed by an Auditory Metronome in Adults

Purpose: To determine if healthy adults can maintain a slow gait speed after a seven-day training period of metronome guidance. Subjects: Twenty students age 18-45 years. Materials/Methods: The cadence of each participant was determined while walking on a treadmill at 0.22m/sec and individual metronomes were set accordingly. Participants walked along a pre-determined path and Gait­Rite mat (measuring cadence and velocity) with and without metronome guidance. This was repeated after a seven-day training period that consisted of walking with the metronome 10 minutes/day over five of the seven days. Results: No significant visit effect for cadence (P=0.41) or velocity (P=0.47). Both cadence and velocity were significantly higher in the metronome vs. non-metronome condition (P=0.004, P=0.001). An interaction effect showed that cadence did not significantly change between visits with the metronome, however significantly decreased without the metronome (P=0.02). Velocity was not significantly different than the desired speed of 0.22 m/sec at either visit without the metronome (P=0.095, P=0.56), however was significantly faster with the metronome at visit two (P=0.001). Conclusion: Training slow cadence using a metronome is effective in achieving a slow velocity only once this cue is removed. Constant cueing helps maintain consistent cadence and velocity, however metronome guidance alone cannot promote a specific gait speed. Relevance: Potential application to parent-led interventions for early walking in children with Down syndrome

U.S. Multinational Services Companies: Effects of Foreign Affiliate Activity on U.S. Employment

This working paper examines the effect that U.S. services firms’ establishment abroad has on domestic employment. Whereas many papers have explored the employment effects of foreign direct investment in manufacturing, few have explored the effects of services investment. We find that services multinationals’ activities abroad increase U.S. employment by promoting intrafirm exports from parent firms to their foreign affiliates. These exports support jobs at the parents’ headquarters and throughout their U.S. supply chains. Our findings are principally based on economic research and econometric analysis performed by Commission staff, services trade and investment data published by the Bureau of Economic Analysis, and employment data collected by the Bureau of Labor Statistics. In the aggregate, we find that services activities abroad support nearly 700,000 U.S. jobs. Case studies of U.S. multinationals in the banking, computer, logistics, and retail industries provide the global dimensions of U.S. MNC operations and identify domestic employment effects associated with foreign affiliate activity in each industry

"The periodic table of videos": an excellent bridge between university research and the high school chemistry classroom

Els professors saben que la motivació a classe i al laboratori és un factor clau per a la promoció de les vocacions científiques. Amb aquest article volem mostrar un interessant projecte desenvolupat a la Universitat de Nottingham amb aquest objectiu. «The periodic table of videos» (PTOV) s'ha convertit en un excel·lent pont entre la recerca universitària i l'aula de química a secundària. Aquesta proposta té com a objectiu fomentar vocacions científiques, així com millorar la visió de la química i incrementar la cultura científica en la societat.Teachers and professors know that excitement within the class and school lab is a key factor for promoting vocations. With this article we want to show an interesting project developed from the University of Nottingham that has this objective. «The periodic table of videos» (PTOV) has become an excellent bridge between university research and the high school chemistry classroom. This proposal aims to increase scientific vocations in students and give a better view of chemistry and scientific culture in society

Construir ponts entre la universitat, l'ensenyament no universitari i la societat. Innovació en la didàctica i en la comunicació de la recerca a l'aula de química a secundària

El present article explica el projecte de col·laboració entre els grups de recerca i divulgació química de la Universitat de Girona (UdG) i la Universitat de Nottingham (UoN). Aquest projecte neix de l'estada de recerca de l'autor principal de l'article a la universitat britànica durant la realització de la seva tesi doctoral. La col·laboració entre la Càtedra de Cultura Científica de la UdG i el grup de recerca i comunicació que porta el projecte «The periodic table of videos» de la UoN té l'objectiu d'innovar en l'establiment de ponts entre el grup de recerca universitari i l'aula de química a l'educació secundària.In this paper we present a collaboration project carried out between research groups on communication in chemistry at the University of Girona (UdG) and the University of Nottingham (UoN). This project has its origin in a research stay by the principal author of the paper at the University of Nottingham during his PhD work. The collaboration between the Chair of Scientific Culture and Digital Communication of the UdG and “The periodic table of videos” team of the UoN, aims to innovate in building bridges between university research groups and high school chemistry classrooms

Clockface polygons and the collective joy of making mathematics together

The social and embodied nature at the heart of all knowing, doing, and learning contrasts with the images that pervade our cultural imagination of mathematical work as a solitary, cognitive activity. This article describes a playful experiment by the author group to do collective mathematics, in an extended effort to construct alternative images, instincts, and practices for ourselves. We present a pair of episodes of mathematical exploration that come from our work together and that we have seen as an early success, intimating features of a stabilized collective mathematics that we hope to continue pursuing. Coming from a single investigation of our group, these episodes offer narrative accounts of the parallel inquiries of subgroups, working to define and characterize a mathematical space we had collectively identified, and then to formulate and investigate conjectures about that space. The narratives are followed by a discussion of themes within and across them and reflections on their significance as a step toward self-organized collective mathematics

Efficacy, Use, and Acceptability of a Web-Based Self-management Intervention Designed to Maximize Sexual Well-being in Men Living With Prostate Cancer: Single-Arm Experimental Study

Sexual dysfunction is a frequent side effect associated with different prostate cancer treatment approaches. It can have a substantial impact on men and their partners and is associated with increased psychological morbidity. Despite this, sexual concerns are often not adequately addressed in routine practice. Evidence-based web-based interventions have the potential to provide ongoing information and sexual well-being support throughout all stages of care. The aim of this study is to examine the efficacy of a web-based self-management intervention designed to maximize sexual well-being in men living with prostate cancer and explore user perspectives on usability and acceptability. We used a single-arm study design, and participants were provided with access to the 5-step intervention for a period of 3 months. The intervention content was tailored based on responses to brief screening questions on treatment type, relationship status, and sexual orientation. Efficacy was assessed by using two-tailed, paired sample t tests for comparing the mean differences between pre- and postintervention measurements for exploring the participants' self-reported knowledge and understanding, sexual satisfaction, and comfort in discussing sexual issues. Usability and acceptability were determined based on the program use data and a postintervention survey for exploring perceived usefulness. A total of 109 participants were recruited for this study. Significant postintervention improvements at follow-up were observed in the total scores (out of 20) from the survey (mean 12.23/20 points, SD 2.46 vs mean 13.62/20, SD 2.31; t =9.570; P=.001) as well as in individual item scores on the extent to which the participants agreed that they had sufficient information to manage the impact that prostate cancer had on their sex life (mean 2.31/4 points, SD 0.86 vs mean 2.57/4, SD 0.85; t =3.660; P=.001) and had the potential to have a satisfying sex life following treatment (mean 2.38/4 points, SD 0.79 vs mean 3.17/4, SD 0.78; t =7.643; P=.001). The median number of intervention sessions was 3 (range 1-11), and intervention sessions had a median duration of 22 minutes (range 8-77). Acceptable usability scores were reported, with the highest result observed for the question on the extent to which the intervention provided relevant information. This study provides evidence on the efficacy of a tailored web-based intervention for maximizing sexual well-being in men living with prostate cancer. The results indicate that the intervention may improve one's self-perceived knowledge and understanding of how to manage sexual issues and increase self-efficacy or the belief that a satisfactory sex life could be achieved following treatment. The findings will be used to refine the intervention content before testing as part of a larger longitudinal study for examining its effectiveness

The Tablet-Based, Engagement, Assessment, Support, and Sign-Posting (EASSi) Tool for Facilitating and Structuring Sexual Well-Being Conversations in Routine Prostate Cancer Care: Mixed-Methods Study

Background: Long-term side-effects associated with different prostate cancer treatment approaches are common. Sexual challenges are the most frequently occurring issues and can result in increased psychological morbidity. It is recognized that barriers to communication can make initiating discussions around sexual concerns in routine practice difficult. Health care professionals need to routinely initiate conversations, effectively engage with patients, and assess needs in order to provide essential support. One proposed method that could support health care professionals to do this involves the use of prompts or structured frameworks to guide conversations. Objective: This study aimed to assess feasibility, acceptability, and satisfaction with the tablet-based Engagement, Assessment, Support, and Sign-posting (EASSi) tool designed to facilitate and structure sexual well-being discussions in routine prostate cancer care. Methods: Health care professionals (n=8) used the EASSi tool during 89 posttreatment appointments. Quantitative data were recorded based on program usage and surveys completed by health care professionals and patients. Qualitative data exploring perceptions on use of the tool were gathered using semistructured interviews with all health care professionals (n=8) and a sample of patients (n=10). Results: Surveys were completed by health care professionals immediately following each appointment (n=89, 100%). Postal surveys were returned by 59 patients (66%). Health care professionals and patients reported that the tool helped facilitate discussions (81/89, 91% and 50/59, 85%, respectively) and that information provided was relevant (82/89, 92% and 50/59, 85%, respectively). The mean conversation duration was 6.01 minutes (SD 2.91). Qualitative synthesis identified the tool’s ability to initiate and structure discussions, improve the “depth” of conversations, and normalize sexual concerns. Conclusions: The EASSi tool was appropriate and acceptable for use in practice and provided a flexible approach to facilitate routine brief conversations and deliver essential sexual well-being support. Further work will be conducted to evaluate the effectiveness of using the tablet-based tool in prostate cancer care settings

Effects of a Brief E-Learning Resource on Sexual Attitudes and Beliefs of Healthcare Professionals Working in Prostate Cancer Care: A Pilot Study

© 2021 by the authors. Licensee MDPI, Basel, Switzerland. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY) license (https://creativecommons.org/licenses/by/4.0/)Sexual issues and treatment side effects are not routinely discussed with men receiving treatment for prostate cancer, and support to address these concerns is not consistent across settings. This study evaluates a brief e-learning resource designed to improve sexual wellbeing support and examine its effects on healthcare professionals’ sexual attitudes and beliefs. Healthcare professionals (n = 44) completed an online questionnaire at baseline which included a modified 12-item sexual attitudes and beliefs survey (SABS). Follow-up questionnaires were completed immediately after the e-learning and at 4 weeks. Data were analysed using one-way, repeat measures ANOVAs to assess change in attitudes and beliefs over time. Significant improvements were observed at follow-up for a number of survey statements including ‘knowledge and understanding’, ‘confidence in discussing sexual wellbeing’ and the extent to which participants felt ‘equipped with the language to initiate conversations’. The resource was seen as concise, relevant to practice and as providing useful information on potential side effects of treatment. In brief, e-learning has potential to address barriers to sexual wellbeing communication and promote delivery of support for prostate cancer survivors. Practical methods and resources should be included with these interventions to support implementation of learning and long-term changes in clinical behaviour.Peer reviewe