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In this article we describe and critique a methodological exercise that brings together multimodality, ethnography and walking in order to investigate the city. Drawing on the experience of enacting our methodology in central London, we describe how an openness to the full range of meaning-making phenomena encountered during an unscripted excursion through the city provided ways of thinking critically about our relationship with the city. This research is undertaken against a backdrop of a growing critical interest in the complex and shifting nature of the urban environment, reflected in the range of approaches that investigate how we understand and experience our surroundings. Central to this methodological approach is the intersection of ethnography and multimodality which, when brought together within the device of an unscripted walk, provides valuable opportunities for thinking critically about our surroundings.

This chapter provides an introduction to the book—Artificial Intelligence and Inclusive Education: speculative futures and emerging practices. It examines the potential intersections, correspondences, divergences, and contestations between the discourses that typically accompany, on the one hand, calls for artificial intelligence technology to disrupt and enhance educational practice and, on the other, appeals for greater inclusion in teaching and learning. Both these areas of discourse are shown to envision a future of ‘education for all’: artificial intelligence in education (AIEd) tends to promote the idea of an automated, and personalised, one-to-one tutor for every learner, while inclusive education often appears concerned with methods of involving marginalised and excluded individuals and organising the communal dimensions of education. However, these approaches are also shown to imply important distinctions: between the attempts at collective educational work through inclusive pedagogies and the drive for personalised learning through AIEd. This chapter presents a critical view of the quest for personalisation found in AIEd, suggesting a problematic grounding in the myth of the one-to-one tutor and questionable associations with simplistic views of ‘learner-centred’ education. In contrast, inclusive pedagogy is suggested to be more concerned with developing a ‘common ground’ for educational activity, rather than developing a one-on-one relationship between the teacher and the student. Inclusive education is therefore portrayed as political, involving the promotion of active, collective, and democratic forms of citizen participation. The chapter concludes with an outline of the subsequent contributions to the book.

This chapter provides a critical analysis of ‘machine learning’ in education, and its relationship to the discourses of technological unemployment. The promotion of machine learning in education is shown to tend towards a narrative of ‘disruption’; framed as an essential future skill, and accompanied by a prominent public discourse of imminent job replacement, clearly directed towards ‘professional’ and ‘creative’ occupations. These claims are questioned through identifying a distinction between ‘automation’ and ‘autonomy’ in machine learning. Further, educational responses to the discourse of machine learning are examined, suggesting a concerted attempt to re-centre the human being as the authentic site of agency in an era of ‘intelligent machines’. However, this is shown to tend towards a powerful rationale for casting the learner as a ‘creative, problem-solving entrepreneur’, versed in the skills of ‘computational thinking’ that categorise the world into discrete ‘problems’ and ‘solutions’, and aligned with a marketised model of education. The chapter concludes by suggesting that such a framing of the learner should be balanced with notions of critical thinking and citizenship, that provide the capacity to understand, and engage with, the broader social and political conditions within which technologies such as machine learning are developed.

This article is a multi-authored experimental postdigital dialogue about postdigital dialogue. Fourteen authors were invited to produce their sections, followed by two author-reviewers who examined the article as a whole. Authors were invited to reflect on Petar Jandric’s book Learning in the age of digital reason (2017) or to produce completely new insights. The article also contains a summary of book symposium on Learning in the age of digital reason held at the 2017 American Educational Research Conference (AERA). The authors are tentatively confident that this article produces more knowledge than the arithmetic sum of its constituent parts. However, they are also very aware of its limits and insist that their conclusions are not consensual or homogenous. As traditional forms of research increasingly fail to describe our current reality, they present this article as an experiment and a possible starting point for developing new dialogical research approaches fit for our postdigital reality.

We are increasingly no longer in a world where digital technology and media is separate, virtual, ‘other’ to a ‘natural’ human and social life. This has inspired the emergence of a new concept—‘the postdigital’— which is slowly but surely gaining traction in a wide range of disciplines including but not limited to the arts (Bishop, Gansing, Parikka, & Wilk, 2017 ; Monoskop, 2018), music (Cascone, 2000), architecture (Spiller, 2009), humanities (Hall, 2013 ; Tabbi, in press), (social) sciences (Taffel, 2016), and in many inter-, trans-, and post-disciplines between them (Berry & Dieter, 2015). Through this research, the term postdigital is slowly entering academic discourse. The University of Edinburgh’s Center for Research in Digital Education is seriously considering rebranding toward the postdigital (Bayne & Jandrić, 2017, p. 204, see also Jandrić, 2017, p. 201) ; Coventry University recently established the Center for Postdigital Cultures (Coventry University, 2018) ; authors of this editorial are editors for the forthcoming journal Postdigital Science and Education

The burgeoning field of learning analytics (LA) is gaining significant traction in education, bolstered by the increasing amounts of student data generated through educational software. However, critical discussions of LA are in short supply. Drawing on work in the cultural studies of data and critical algorithm studies, this paper begins by examining three central issues: the distancing and “black boxing” of LA disciplinary practices, the mythologizing of objective data, and the concern for future prediction. The second section describes the design and implementation of the “Learning Analytics Report Card” (LARC), a pilot project that sought to develop experimental approaches to LA. As such, rather than seeking to simply produce analytics, the LARC attempted to foster critical awareness of computational data analysis among teachers and learners.

A patient with a repaired cleft of lip and/or palate (CLP) may develop dentofacial disproportion, classically a Class III skeletal and inter-arch relationship, due to an underlying maxillary hypoplasia. The definitive correction of the dental and facial aesthetic and functional problems associated with this anomaly requires a multidisciplinary input involving orthodontists, surgeons, speech therapists and psychologists. A successful outcome is dependent on a close working relationship between these disciplines and a planned care pathway that is adapted to patient needs. This paper outlines such a care pathway. Clinical Relevance: This paper offers the clinician an understanding of a multidisciplinary approach to the orthognathic management of a patient with cleft lip and palate.

This paper will review existing literature on Open Educational Resources (OER). It is intended to examine and critique the theories which underpin the promotion of OER in higher education, not provide guidance on their implementation. (1) I will introduce the concepts of positive and negative liberty to suggest an under-theorisation of the term ‘open’. (2) OER literature will be shown to endorse a two-tiered system, in which the institution is both maintained and disaggregated. (3) I will highlight a diminishing of the role of pedagogy within the OER vision and the promotion of a learner-centred model for education. (4) This stance will be aligned with humanistic assumptions of unproblematic selfdirection and autonomy. (5) I will discuss the extent to which the OER movement aligns itself with economically orientated models of the university. I offer these critiques as a framework for the OER movement to develop as a theoreticallyrigorous area of scholarship.

The Learning Analytics Report Card (LARC) is a pilot system which takes time-series data from a student’s course-related activity in a Virtual Learning Environment and generates automatic textual summaries in real time. Students are able to generate reports as often as they like, and to choose which aspects of their behaviour are included in each report. As well as rating a student’s scores against set standards, the generated texts make comparisons with the individual student’s previous behaviour from the same course, and with the average scores of their student cohort. In addition, we carry out sentiment analysis on the student’s forum posts, and generate a summary using quantifiers. We report some student reactions to initial trials of the system.

As the most prominent initiative in the open education movement, the Massive Open Online Course (MOOC) is often claimed to disrupt established educational models through the use of innovative technologies that overcome geographic and economic barriers to higher education. However, this paper suggests that the MOOC project, as a typical example of initiatives in this field, fails to engage with a theory of the subject. As such, uncritical and problematic forms of humanism tend to be assumed in the promotion and delivery of these courses: the expectation of rational and self-directing individuals, with a universal desire for education. This fundamental orthodoxy limits both the understanding of technology and the possibilities for a concept of ‘openness’ in education. Given the global scale of the MOOC, and its high-profile associations with elite universities, the need for critical alternatives is pressing. In this paper I draw on critical posthumanism – an umbrella term for a range of philosophical and theoretical positions – for two purposes. Firstly and principally as a perspective through which to critique the educational reliance on humanism that is maintained in the project of the MOOC, and secondly to suggest alternative frameworks for thinking about the intermingling of humans and technologies in education. Space and time are considered as the two principal sites with which technological change is realised, and the promotion of the MOOC is shown to mask spatial and temporal conditions through adherence to an underlying humanist framework.

Learning in the Age of Digital Reason is a collection of impressively rich and wide-ranging conversations between Petar Jandric and a notable line-up of educators, theorists, historians, artists an...

Problems related to orthodontic appliances during treatment, such as the repair of broken appliances, are time consuming, often necessitating extra visits with additional costs in time and materials. They can therefore cause significant delays in treatment progress. Causes associated with appliance problems include patient related factors, such as poor compliance, operator techniques and materials used. As orthodontic patients are often treated in a diverse range of clinical settings, with treatment provided by a number of different clinicians, it is essential that members of the dental team are aware of the problems that can be associated with orthodontic appliances and their management.

Canine ectopia is a frequently occurring orthodontic problem that has been previously linked to a variety of dental anomalies. We report a case series where the presence of ectopic canines has occurred in the presence of different severities of dens invaginatus in the adjacent lateral incisor. This observation has not been reported previously. The implications of this possible link are discussed.

Massive open online courses (MOOCs) are fully online programmes of study, usually offering free participation, and often attracting enrolments in the tens or hundreds of thousands. Following partnerships between the prominent MOOC platforms and a number of elite universities, MOOCs have attracted unprecedented media attention and played an unparalleled role in surfacing issues of online education into the ‘mainstream’. In the words of Pappano’s often-cited New York Times article, 2012 was for education ‘the year of the MOOC’ (2012). The dramatic rise in attention was perhaps encapsulated by the UK universities minister David Willets publicizing his support for MOOC partnerships (Coughlan, 2013), and Daphne Koller, head of the US-based MOOC organization Coursera appearing at the G8 Global Innovation Conference (UKTI, 2013). No more simply a trend within the narrow field of educational technology, the MOOC seemed to have become international news. Thus, while critical responses to the MOOC have highlighted the long histories of technological innovation (Logue, 2012), and indeed ‘open’ education (Peter and Deimann, 2013) overlooked in the hyperbole, these high-profile courses have done much to place the ‘online’ at the centre of educational concerns. As the recent report from Universities UK asks, is the MOOC ‘Higher Education’s digital moment?’ (Universities UK, 2013).

Background. The term ‘amelogenesis imperfecta’ (AI) describes a diverse group of hereditary conditions primarily affecting the quality and/or quantity of dental enamel. Case report. This paper describes a case in which hypoplastic AI with delayed/failure of eruption of the permanent teeth was shown to be associated with renal calcification. Conclusion. Given the importance of the renal involvement, the authors suggest that paediatric dentists consider referring all children with this dental phenotype for renal ultrasound examination.

We describe the removal of a lower second molar tooth in which preoperative cone-beam computed tomography (CBCT) showed that the inferior alveolar nerve (IAN) was encased in the distal apex of the root of the tooth. During operation the nerve was found to be entirely separate from the apex of the root and not involved. With the wider use of CBCT in the treatment planning of dentoalveolar surgery, this case represents a cautionary tale to the clinician on reliance on clinical imaging and software in guiding the decision making process.

This special issue is concerned with developing critical approaches to open education: about delving deeper into what we mean when we use this term, how it is recognised and understood, and how the...

The management of patients with congenitally missing teeth can be a challenge and, in many cases, requires multidisciplinary care. In this four-part series, a contemporary approach to managing this group of patients is discussed. This first paper examines the terminology, epidemiology and restorative challenges that such patients can exhibit.

Introduction: Decalcification is a significant problem during fixed orthodontic treatment. Topical Fluorides can reduce or eliminate the problem, but the relative effectiveness of different treatments or combinations of topical fluoride preparations is unknown. This systematic review was undertaken to determine the effectiveness of topical fluoride preparations in preventing decalcification during fixed orthodontic treatment. Methods: A wide search of published and unpublished material in any language was undertaken by using general and specialist databases; key dental journals were searched by hand. Predefined inclusion criteria based on objective outcome measures of decalcification, duration of treatment, presence of a comparison group, and study design were applied to determine study selection. Included studies were double extracted onto predesigned data extraction sheets. Results and conclusions: By screening titles and abstracts, we identified 143 articles; after the inclusion criteria were applied, 7 reports (of 6 studies) remained. Differences in the methodologies and reporting made statistical analysis impossible. However, the use of topical fluorides in addition to fluoride toothpaste reduced the incidence of decalcification in populations with both fluoridated and nonfluoridated water supplies. Different preparations and formats appear to decrease decalcification, but there was no evidence that any 1 method was superior. There was some evidence that the potency of fluoride preparations might be important.

Literature on the treatment of obstructive sleep apnea in edentulous patients with a mandibular advancement splint is sparse. This clinical report describes a clinical and laboratory method of splint fabrication and discusses the rationale for its use.

The objective of this ex vivo study was to assess the use of resin-modified glass polyalkenoates and polyacid-modified composite resins, as orthodontic band cements.Plain stainless steel bands were cemented to 350 human extracted third molar teeth using 1 of 7 different cements. Following complete cement cure, half of each sample group was exposed to mechanical stress in a ball mill. Stressed and unstressed samples were tested in tension and the stress at which initial cement failure recorded. The mode of failure was recorded using an adhesive remnant evaluation.The mean band retention stresses offered by the cements studied ranged from 0.96 to 1.56 MPa. Fuji Ortho provided the highest mean band retention stress in "stressed" (1.56 MPa) and "unstressed" (1.45 MPa) states. Exposure to mechanical stress did not appear to significantly influence band retention or mode of cement failure for most cements. Fuji Ortho cement recorded the highest Weibull modulus for all cements tested. Virtually all samples failed at either the cement/enamel or cement band interface.Significant differences in band displacement stress values and mode of failure were demonstrated between the cements studied. However, generic comparisons were difficult to make.

This short article describes an experimental radio-frequency identification (RFID) system designed to playfully explore the possibilities of object agency, in the form of ‘tweeting books’. The use of web-enabled sensors is discussed in the context of the emerging field of Learning Analytics. The analysis of the ‘tweeting books’ prototype challenges the idea of straightforward ‘non-human’ data and the isolation of specific and localised agency. I will draw upon sociomaterial theory, which encompasses a broad reconsideration of the divisions between culture and nature, the human and the non-human. As such, the production of data can be thought of as the entanglement of human user and non-human technology, rather than the privileging of human intention as the exclusive source of agency. This will be suggested to have important implicationsfor Learning Analytics, which is often premised on a commitment to the idea that data directly represents human behaviour.

While education has been both open and online, the sizeable enrolment numbers associated with massive open online courses (MOOCs) are somewhat unprecedented. In order to gauge the significance of education at scale, this article analyses specific examples of massive participation derived from E-learning and Digital Cultures, a MOOC from the University of Edinburgh in partnership with Coursera. Student-created content, user statistics, and survey data are illustrated to examine the experiences and repercussions of engaging with educational activity where participants number in the tens of thousands. This activity is shown to mirror established instructionist or constructivist approaches to pedagogy. However, rather than working with “massiveness,” these positions are suggested to oppose large participant numbers. Concluding remarks propose an irreducible diversity of participation, rather than a generalised categorisation of “student,” and call for future considerations of the MOOC to move beyond individualism and self-interest.

The objective of this study was to evaluate the stresses generated in the bracket-cement-tooth continuum by a tensile load case when the physical and geometric properties of cement are varied. A 2-stage approach was used. In the first stage, a validated 3-dimensional finite element model of the bracket-cement-tooth system was constructed that consisted of 15,324 nodes and 2971 finite elements. Bracket base geometry was held constant; the physical properties (elastic modulus; Poisson's ratio) and geometry (lute thickness) of the cement varied. A simplified 2-dimensional model was then developed to investigate the localized effects of the cement lute thickness and the shape of the lute periphery on the stress distribution in the system. Small increases in stress were recorded under load within the cement as the rigidity of the cement increased. Similarly, Poisson's ratio values above 0.4 appeared to have a small influence on the major principal stresses in the impregnated wire mesh layer when a tensile force was applied. Variation in lute thickness was shown to have an influence on the distribution of major principal stresses within the cement lute. Increased stresses were recorded at the lute periphery as the lute dimensions increased. The morphologic features of the lute periphery also appeared to have had a significant effect on the performance of an orthodontic adhesive. Acute cementenamel angles resulted in an increased chance of singularity development and attachment failure. The physical properties and thickness of the cement lute and the shape of the cement lute periphery contribute to the stress distribution within the bracket-cement-tooth continuum and, therefore, the quality of orthodontic attachment provided. (Am J Orthod Dentofacial Orthop 2001;119:43-53)

This paper presents the results of investigations into the mechanical behaviour of fixed orthodontic brackets. Special attention has been paid to the detailed modelling of the interface between the bracket base and an adhesive by which attachment is made to the tooth surface. Properties of this interface were taken as design parameters with the aim of investigating their influence on the stress field induced during bracket removal at the end of the treatment. Stress-strain analysis was performed using a finite element program developed in-house.

The objective of the investigation was to develop a clinically valid three-dimensional computer model of the orthodontic bracket-cement-tooth continuum, and determine the magnitude and distribution of stresses generated by three different load cases. A three-dimensional finite element model of the bracket-cement-tooth system was constructed consisting of 15,324 nodes and 2,971 finite elements. The stresses induced in the bracket-tooth interface by a masticatory load, a peel force and a twisting couple were recorded. The maximum principal stresses resulting from occlusal and 'twisting' forces are distributed toward the lute periphery. Peel forces, applied to the bracket tie wing, are concentrated beneath the bracket stem. Twisting forces result in the highest enamel stresses. The quality of orthodontic attachment can be explained by the magnitude and distribution of major principal stresses within the cement and impregnated bracket base. Shear and shear/peel forces are most likely to induce crack propagation within the adhesive layer. However, when a twisting action is used to remove orthodontic brackets, enamel failure is most likely. A clearer insight into the complexity of the bracket-cement-tooth system has been provided by numerical and finite element investigations. Further investigations, evaluating the influence of bracket base designs and orthodontic cement physical and geometric properties are indicated. Refereed Scientific Paper

The primary objective of this investigation was to evaluate the crystal bonding technique and to: (1) study the effect on crystal size, coverage, and morphology of altering the concentration of lithium sulphate in a crystal growth solution; (2) investigate the potential for reattachment of brackets, following the use of the crystal growth technique; (3) assess the deterioration of the crystal growth conditioning solution with time; (4) investigate the influence of polyacrylic acid enamel pretreatment on the bond strength subsequently achieved with the crystal growth technique; and (5) confirm that the use of crystal growth solutions to attach orthodontic brackets, results in minimal enamel surface change on debond when compared to the acid etch technique. The results of the study suggest that altering the lithium sulphate concentration of the crystal growth solution results in little alteration in the size, morphology, and coverage of crystal produced. The crystal growth technique allows reattachment of orthodontic brackets with no obvious deterioration in bond strength and the crystal growth solution shows little deterioration in performance after storage for 2 years. However, the hope that the use of the crystal growth technique might be a routine and valid alternative to the acid etch technique could not be confirmed.

To investigate the feasibility of facial laser scanning in pre-school children and to demonstrate landmark-independent three-dimensional (3D) analyses for assessment of facial deformity in 5-year-old children with repaired non-syndromic unilateral cleft lip and/or cleft palate (UCL/P). Faces of twelve 5-year-old children with UCL/P (recruited from university hospitals in Cardiff and Swansea, UK) and 35 age-matched healthy children (recruited from a primary school in Cardiff) were laser scanned. Cleft deformity was assessed by comparing individual faces against the age and gender-matched average face of healthy children. Facial asymmetry was quantified by comparing original faces with their mirror images. All facial scans had good quality. In a group of six children with isolated cleft palate coincidence with the average norm ranged from 18.8 to 26.4 per cent. There was no statistically significant difference in facial asymmetry when compared with healthy children (P > 0.05). In a group of six children with UCL with or without cleft palate coincidence with the average norm ranged from 14.8 to 29.8 per cent. Forehead, midface and mandibular deficiencies were a consistent finding, ranging from 4 to 10mm. The amount of 3D facial asymmetry was higher in this group (P < 0.05). Facial laser scanning can be a suitable method for 3D assessment of facial morphology in pre-school children, provided children are well prepared. Landmark-independent methods of 3D analyses can contribute to understanding and quantification of facial soft tissue cleft deformity and be useful in clinical practice.

(1993). An Ideal Preformed Archwire? British Journal of Orthodontics: Vol. 20, No. 1, pp. 65-70.

A novel removable rapid maxillary expansion appliance is described for use in routine clinical practice. The laboratory construction and clinical technique is described, and the advantages of the appliance over conventional rapid expansion devices are highlighted.

The provision of orthodontic anchorage in the adult patient can be compromised due to reduced periodontal support, insufficient number of teeth and limited supra-gingival tooth tissue. Where tooth borne anchorage is unavailable for significant orthodontic movement implants represent a viable alternative. This paper describes the use of dental implants for orthodontic anchorage in a partially dentate patient with a severe unilateral cross-bite where orthognathic surgery was the only other realistic option. The implants were successfully engaged using a composite bridge and a modified quad helix appliance for correction of the malocclusion. Once orthodontics was completed the patient was restored using highly sintered ceramic crowns and bridges. This paper highlights the importance of the multi-disciplinary team and the close liaison between the restorative dentist, orthodontist and technician in treatment planning and provision.

Objectives: To evaluate the accuracy and reproducibility of a three-dimensional (3D) optical laser-scanning device to record the surface detail of plaster study models. To determine the accuracy of physical model replicas constructed from the 3D digital files. Design and setting: A method comparison study using 30 dental study models held in the Orthodontic Department, School of Dentistry, Cardiff University. Materials and methods: Each model was captured three-dimensionally, using a commercially available Minolta VIVID 900 non-contact 3D surface laser scanner (Konica Minolta Inc., Tokyo, Japan), a rotary stage and Easy3DScan integrating software (TowerGraphics, Lucca, Italy). Linear measurements were recorded between landmarks, directly on each of the plaster models and indirectly on the 3D digital surface models, on two separate occasions by a single examiner. Physical replicas of two digital models were also reconstructed from their scanned data files, using a rapid prototyping (RP) manufacturing process, and directly evaluated for dimensional accuracy. Results: The mean difference between measurements made directly on the plaster models and those made on the 3D digital surface models was 0.14 mm, and was not statistically significant (P=0.237). The mean difference between measurements made on both the plaster and virtual models and those on the RP models, in the z plane was highly statistically significant (P

In this fourth and final paper on the management of patients with congenitally missing teeth, the use of dental implants is considered. This group of patients often provides unique challenges when implant reconstruction is considered. Often a multidisciplinary approach is required involving orthodontists, oral surgeons and restorative dentists. The use of dental implant systems is a rapidly developing area of dentistry and its implications on hypodontia are discussed. This paper identifies the problems associated with a congenital absence of teeth and addresses their management in relation to the use of implants.The use of dental implants in hypodontia patients should always be considered as a treatment option. These groups of patients, however, require careful planning, often of a multidisciplinary nature, so that the timing of the various treatment modalities is seamless.

Restoration of spaces in hypodontia patients needs to take into account many factors including, the number of missing teeth, the distribution of space, the size of the teeth, and the age of the patient. This paper considers adhesive and conventional bridgework, as well as removal alternatives for the restoration of spaces. The various merits of each are discussed, together with treatment planning considerations for such cases.

Managing edentulous spaces in patients with congenitally missing teeth demands careful planning and, often, a multidisciplinary approach. Orthodontic tooth movement can be considered to close spaces as well as improve the distribution of available teeth. In this second paper, the advantages of a collaborative approach are discussed.

Purpose: This article describes construction of the average face and its application in the clinical environment. Subjects and Methods: A total of 72 children, mean age 11.8 years, were selected for the study. Laser-scanned images of the subjects were obtained under a reproducible and controlled environment with 2 Minolta Vivid 900 (Minolta, Osaka, Japan) optical laser-scanning devices assembled as a stereo pair. A set of left and right scanned images was taken for each subject and each scan took an average of 2.5 seconds. These scanned images were processed and merged to form a composite 3-dimensional soft tissue reproduction of the subjects using commercially-available reverse modeling software. The differences in facial morphology were measured using shell deviation color maps. The average face was used to compare differences between male and female groups and 3 subjects with craniofacial anomalies. Results: The difference between the average male and female face was 0.460 0.353 mm. The areas of greatest deviation were at the zygomatic area and lower jaw line, with the males being more prominent. The results of the surface deviation between the subjects with craniofacial anomalies were significant. Conclusions: The construction of the average face provides an interesting perspective into measuring changes in groups of patients and also acts as a useful template for the comparison of craniofacial anomalies.