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A person who keeps or controls a dog in his own interest is liable "without fault" should that dog cause harm to any person. By owning a dog, man welcomes into his home a beast that preserves much of its primordial self, and is capable of inflicting a fatal bite wound. The courts may require the forensic expert to identify which specific dog caused the damage or fatal bite in an effort to establish the owner/controller of the animal. Very little has been published on the individualisation of dog bite marks, the procedures to be followed when confronted with usable bite marks and the range of analysis techniques available. The authors advocate a multidisciplinary approach, and utilise a case study to demonstrate the protocol to be followed when analysing a dog bite mark. The paper also highlights differences between human and dog inflicted bites. The authors warn against over interpretation of poor quality bite marks and a final conclusion of absolute certainty.

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In this exploratory study, we sought to examine the influence of mathematics teachers' beliefs on their intended and actual usage of dynamic mathematics software in their classrooms. The theory of planned behaviour (TPB), the technology acceptance model (TAM) and the innovation diffusion theory (IDT) were used to examine the influence of teachers' attitudes, subjective norms and perceived behavioural control on their intention to use dynamic mathematics software in their classrooms. The study adopted the co-relational research design, with both correlation statistics and regression analysis used to analyse the data. By using stepwise regression analysis, it was possible to identify the most important belief predictors and their weights for the different constructs. The results were verified by the use of partial least squares. This study found that beliefs about the perceived usefulness and beliefs about their level of technological proficiency are the most important predictors of teachers' intended and actual usage of the software. In this preliminary study the suggested simplified model sufficiently explains 15 (83.3%) of the 18 teachers adaption and use of dynamic mathematics software in their classrooms.