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Objective The main aim of this study is to compare the impact of six proximal tibial osteotomies on the geometry and alignment of tibias with and without excessive tibial plateau angle (TPA). Study Design Mediolateral radiographs of 30 canine tibias were divided into three groups (n = 10/group): moderate TPA (≤34 degrees), severe TPA (34.1–44 degrees) and extreme TPA (>44 degrees). Six proximal tibial osteotomies were simulated on each tibia using orthopaedic planning software: cranial closing wedge ostectomy (CCWO), modified CCWO (mCCWO), isosceles CCWO (iCCWO), neutral isosceles CCWO (niCCWO), tibial plateau levelling osteotomy with CCWO (TPLO/CCWO) and coplanar centre of rotation of angulation-based levelling osteotomy (coCBLO). All tibias were reduced to a standard target TPA. Pre- and postoperative measurements were obtained for each virtual correction. Compared outcome measures included tibial long axis shift (TLAS), cranial tibial tuberosity shift (cTTS), distal tibial tuberosity shift (dTTS), tibial shortening and osteotomy overlap. Results Across all TPA groups, TPLO/CCWO had the lowest mean TLAS (1.4 mm) and dTTS (6.8 mm); coCBLO had the largest TLAS (6.5 mm) and cTTS (13.1 mm); CCWO had the largest dTTS (29.5 mm). CCWO had the largest degree of tibial shortening of 6.5 mm, while mCCWO, niCCWO and coCBLO resulted in minimal tibial lengthening (1.8–3.0 mm). These trends were generally conserved across different TPA groups. All findings had a p-value less than 0.05. Conclusion mCCWO balances moderate alterations to tibial geometry while preserving osteotomy overlap. The TPLO/CCWO has the least effect on tibial morphology alteration, whereas the coCBLO results in the largest alteration.

This multiple case study describes a year-long implementation of a research-based coaching model designed to support changes in elementary teachers’ technology integration practices. We examined co...

During the 2018 Professors in Instructional Design (PIDT) Conference, faculty representing over a dozen institutions met to discuss curricular initiatives that were being implemented across programs, and the challenges and benefits of these initiatives. The discussion focused on several areas, including: interdisciplinary/multidisciplinary programs and courses, online programs, and undergraduate initiatives. The outcome of these conversations led faculty to gather information from across these institutions to highlight and share ways that their respective programs have promoted the field through innovative partnerships, projects, and programs within the broader community. It is anticipated that this summary will serve as a catalyst for other programs to propose and share their own innovative program plans and encourage individuals to attend future PIDT conferences.

Objective To compare the results of the measurement of femoral torsion using the axial measurement method on three-dimensional (3D) volumetric reconstructions of computed tomography images AMM(CT), the biplanar measurement method on 3D volumetric reconstructions of computed tomography images BMM(CT) and a reference standard using the axial measurement method on stereolithographic bone models AMM (SBM). Study design Ex vivo study. Sample populations Three-dimensional volumetric reconstructions of computed tomography images and stereolithographic bone models from 23 femurs of 14 dogs with hind limb lameness presented for orthopedic evaluation. Methods Three-dimensional volumetric reconstructions of computed tomography images and stereolithographic bone models of each femur were created from computed tomography data. Femoral torsion was measured using the AMM (CT) and the BMM (CT) and compared with a reference standard, the AMM (SBM). Results No differences were noted among the measurement methods (P = .0863). Median measurement of femoral torsion using the AMM (CT) was 34.2°, the BMM (CT) was 36.7°, and the AMM (SBM) was 32.3°. Conclusion No differences existed among the AMM (CT), the BMM (CT), and the AMM (SBM). Clinical significance Both AMM (CT) and BMM (CT) can be used to measure femoral torsion in dogs with orthopedic disease.

Amid growing interest in mindfulness studies focusing on Buddhist and Buddhism-derived practices, this article argues for a comparative and ethnographic approach to analogous practices in different religious traditions and to their vernacular significance in the everyday lives of practitioners. The Jewish contemplative tradition identified with Chabad Hasidism is worth consideration in this context because of its long-standing indigenous tradition of contemplative practice, the recent adoption of ‘mindfulness’ practices or terminology by some Hasidim, and its many intersections with so-called Buddhist modernism. These intersections include the personal trajectories of individuals who have engaged in both Buddhist and Hasidism-derived mindfulness practices, the shared invocation and adaptation of contemporary psychology, and the promotion of secularized forms of contemplative practice. We argue that ‘Hasidic modernism’ is a better frame than ‘neo-Hasidism’ for comparative purposes, and that Hasidic modernism complicates the taxonomies of secularity in comparable but distinctive ways to those that arise in Buddhist-modernism contexts.

This article examines the instructional practices used to teach the computer science (CS) standard of computer devices and systems to undergraduate preservice teachers (PSTs). With computer science education (CSE) gaining an international focus, there is a need to explore a variety of instructional practices used to teach these topics. This descriptive, exploratory case study presents an examination of the instructional practices used in a CSE licensure course. In this study, the instructor utilised two commercially available computer kits to provide hands-on, learner-centred learning experiences for PSTs. PSTs perceived these kits to be valuable for learning about computing devices and systems topics and for teaching these topics in their future classrooms. Additionally, results showed that PSTs considered the usability, grade level and ability of the kits to build interest in CS when reflecting on their future use. Limitations to the instructional practices included a lack of transfer to subject areas outside of CS and a lack of focus on the integration between hardware and software.

Many stakeholders have suggested that if girls are not engaged in computer science at an early age, the field of computer science (CS) (and computing-related fields) will continue to lack gender diversity. We need more explorations of how curriculum impacts girls’ interest in computer science at the elementary level. The focus of this research project was to examine how an elementary problem-based learning (PBL) curriculum impacted girls’ understanding of and interest in CS. By utilizing a curriculum focused on a problem that emphasized social activism, we hypothesized that PBL CS could increase interest in CS for girls. This study used a mixed-method sequential explanatory research design to examine the implementation of a CS PBL curriculum with four 6th grade teachers and their 263 students. We collected student CS knowledge pre-tests and post-tests, student attitude surveys, student focus group interviews, teacher interviews, and researcher observation reflection notes. The knowledge tests were analyzed using a mixed measures ANOVA. The survey responses were analyzed using ANOVAs and effect sizes for each comparison were calculated using partial eta squared. The qualitative data was analyzed using a thematic approach that required four researchers to come to a consensus. Results suggested that although girls had less understanding of CS at the beginning, by the end of the curriculum, girls and boys performed similarly. However, there were still elements that were not successful. Girls’ attitudes towards computer science were significantly lower than the boys at the end of the curriculum. Conceptually, the curriculum needs to specifically address how CS could impact values held by girls.

The aim of this multiple case study was to investigate the influences of professional development coaching on three elementary school teachers' technology integration practices and their coaching experiences. We found that authentic coaching experiences, including modeling and hands-on activities, were considered supportive for teachers' technology integration. However, the teachers' positive perceptions of coaching did not directly translate into changes in their technology integration practices as the standardized testing-focused assessment system was the biggest hindrance. We recommend that more teachers' involvement in planning and reflection with transparent coach-teacher communication and consistent support for teachers’ technology integration from school leaders are needed.

Portfolios used in K-12 classrooms give students the opportunity to collect, showcase, and reflect upon the work they have completed throughout a class or program. With the advent of the digital age, e-portfolios have allowed for this process to be conducted online through the use of Web 2.0 tools, offering a number of advantages and features that were not possible before. In this article, three teachers reflect over the integration of e-portfolios in their K-12 classroom and discuss the relative advantages and limitations of three different e-portfolio creation tools.