In the last decade, the fractal dimension has become a popular parameter to characterize image textures. Also in radiographs, various procedures have been used to estimate the fractal dimension. However, certain characteristics of the radiographic process, e.g., noise and blurring, interfere with the straightforward application of these estimation methods. In this study, the influence of quantum noise and image blur on several estimation methods was quantified by simulating the effect of quantum noise and the effect of modulation transfer functions, corresponding with different screen-film combinations, on computer generated fractal images. The results are extrapolated to explain the effect of film-grain noise on fractal dimension estimation. The effect of noise is that, irrespective of the noise source, the fractal dimension is overestimated, especially for lower fractal dimensions. On the other hand, blurring results in an underestimation of the dimensions. The effect of blurring is dependent on the estimation method used; the dimension estimates by the power spectrum method are lowered with a constant value, whereas the underestimation by the methods working in the spatial domain is dependent on the given dimension. The influence of the MTF and noise on fractal dimension estimation seriously limits the comparability of fractal dimensions estimated from radiographs which differ in noise content or MTF. Only when the power spectrum method is used, it is possible to correct for the influence of different MTFs of screen-film combinations. It is concluded that only when using the same object-focus distance, the same exposure conditions, the same digitizer at the same resolution, can fractal dimensions as estimated in radiographs be reliably compared.

Reflection is an essential ingredient of academic education in Public Administration, both for an academic and a professional career. Making a distinction between reflectivity and reflexivity we identify 30 foci of reflection. The main question of the article is how these forms of reflection can be taught and learned in PA programs, especially in post-experience PA programs. To answer this question, we studied de program and interviewed the teaching staff op the post-experience MPA program at Erasmus University in Rotterdam to describe what is actually done in the to teach students reflection competences and to identify success and limitations of these efforts. We present our findings and describe how we, in consultation with the teaching staff, developed a number of feasible options for improvement. We discuss these options and present a strategy to actually get these implemented.