Comparison of porcine thorax to gelatine blocks for wound

Published online first in International Journal of Legal Medicine. The support of EPSRC and The Home Office are recognised. Open Access, this article is distributed under the terms of the Creative Commons Attribution 4.0 International License (http:/ /creativecommons.org/licenses/by/4.0/)Tissue simulants are typically used in ballistic testing as substitutes for biological tissues. Many simulants have been used, with gelatine amongst the most common. While two concentrations of gelatine (10 and 20 %) have been used extensively, no agreed standard exists for the preparation of either. Comparison of ballistic damage produced in both concentrations is lacking. The damage produced in gelatine is also questioned, with regards to what it would mean for specific areas of living tissue. The aim of the work discussed in this paper was to consider how damage caused by selected pistol and rifle ammunition varied in different simulants. Damage to gelatine blocks 10 and 20 % in concentration were tested with 9 mm Luger (9 × 19 full metal jacket; FMJ) rounds, while damage produced by .223 Remington (5.56 × 45 Federal Premium® Tactical® Bonded®) rounds to porcine thorax sections (skin, underlying tissue, ribs, lungs, ribs, underlying tissue, skin; backed by a block of 10 % gelatine) were compared to 10 and 20 % gelatine blocks. Results from the .223 Remington rifle round, which is one that typically expands on impact, revealed depths of penetration in the thorax arrangement were significantly different to 20 % gelatine, but not 10 % gelatine. The level of damage produced in the simulated thoraxes was smaller in scale to that witnessed in both gelatine concentrations,though greater debris was produced in the thoraxes.The support of EPSRC and The Home Office are recognised

Prion pathogenesis and secondary lymphoid organs (SLO): Tracking the SLO spread of prions to the brain

Prion diseases are subacute neurodegenerative diseases that affect humans and a range of domestic and free-ranging animal species. These diseases are characterized by the accumulation of PrP(Sc), an abnormally folded isoform of the cellular prion protein (PrP(C)), in affected tissues. The pathology during prion disease appears to occur almost exclusively within the central nervous system. The extensive neurodegeneration which occurs ultimately leads to the death of the host. An intriguing feature of the prion diseases, when compared with other protein-misfolding diseases, is their transmissibility. Following peripheral exposure, some prion diseases accumulate to high levels within lymphoid tissues. The replication of prions within lymphoid tissue has been shown to be important for the efficient spread of disease to the brain. This article describes recent progress in our understanding of the cellular mechanisms that influence the propagation of prions from peripheral sites of exposure (such as the lumen of the intestine) to the brain. A thorough understanding of these events will lead to the identification of important targets for therapeutic intervention, or alternatively, reveal additional processes that influence disease susceptibility to peripherally-acquired prion diseases

Mercuric-Chlorid Poisoning: Associated With Secondary Hemorrhage From Vaginal Douche Given Seven Days After Delivery

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The we need diverse books campaign and critical race theory: a call to action for library and information professionals

The author will explore the ways in which Critical Race Theory (CRT) is used in the We Need Diverse Books (WNDB) media campaign. WNDB has uniquely connected with its community, both online and in person from the beginning. By examining the dynamic example of WNDB through the lens of CRT, the author will contribute points of action for Library and Information Science (LIS) professionals to help support WNDB’s momentum. The author wishes to incite a sense of urgency in LIS professionals to understand and utilize the depth of CRT’s power to create a more equitable society for the community of youth that LIS practitioners serve. The push for diverse books is not a new one and has been championed by many for decades. Yet, not until recently, the diverse books issue has achieved traction, thanks to the efforts of WNDB. What can LIS professionals do to ensure that this traction continues

The ‘Reading War’ in Early Childhood Education: a Marxist history

The greater strength of the reactionary forces in the ‘reading war’ in the twenty-first century is now forcing early years practitioners systematically to drill young children in synthetic phonics in preparation for a statutory assessment at age five. My inquiry adopts a Marxist perspective in order to investigate the historical circumstances in which different approaches and methods have been used to teach working-class children to read, in the hope of thus being able to illuminate and support the work of today’s early years practitioners who are committed to progressive values and beliefs. My thesis focuses on three main research questions. These are to discover how the different methods and approaches to teach reading have been identified with ‘traditional’ or ‘progressive’ ideologies; whether these two approaches are, in practice, equally reactionary; and whether a teacher employed by the state can make a difference. The argument running through the thesis is that state-sponsored schools, including the methods used to teach reading, were devised as a means for the social control of working-class children. However, the thesis will show how parents resisted the state system and maintained instead the tradition of independent, working-class education, including progressive methods to teach children to read. The thesis will also show how, in the face of this opposition, the government resorted to compulsion, forcing children’s attendance at state schools in order finally to destroy the independent working-class curriculum. Thereafter the reading war resurfaced as a permanent feature within the state sector of education. What emerges from the thesis is that early years practitioners should take heart from the knowledge that the expression of their own progressive views can in itself contribute to changes in the wider social conditions in which we work and thereby help to prepare the way for a more democratic and revitalised progressive education in the future