Patient-specific instrumentation in total knee arthroplasty provides no improvement in component alignment

pre-printImproved component alignment in TKA remains a commonly cited benefit of MRI based patient-specific instrumentation (PSI). We hypothesized that PSI would lead to improved alignment versus traditional instrumentation (TI) during primary TKA. Fifty-eight knees (54 patients) that underwent TKA with PSI were compared to 62 knees that had previously undergone TKA with TI. Radiographs were evaluated for mechanical axis and alignment of the femoral and tibial components. Alignment was similar between the groups. However, the PSI group showed fewer knees in the target range for posterior tibial slope (PSI 38% vs. TI 61%, p=0.01) in addition to a trend for fewer knees in target for femoral flexion (PSI 40% vs. TI 56%, p=0.07). This study demonstrated no improvement in overall alignment and perhaps a worsening of the tibial slope

Effects of Vortex Pinning on the Temperature Dependence of the Magnetic Field Distributions in Superconductors

The temperature and applied-magnetic-field dependence of the second moments of the magnetic-field distributions as measured by mu SR for YBCO and BSCCO have been fit for four different intrinsic-field-distribution models (d-wave, 2-fluid, empirical, and BCS). It is found that if a pinning potential becomes important at about 20 K, all of the models can fit the data reasonably well. The fits and the associated fitting parameters are presented

Requirements of Chickens for Vitamin A when Fed as Carotene.

21 p

The Quantities of Vitamin A Required by Growing Chicks.

15 p

The Vitamin A Requirements of Hens for Egg Production.

21 p

The Amount of Vitamin A Potency Required by Hens for Egg Production.

22 p

Pre-service teachers’ engagement in a cross-curricular television news project: impact on professional identity

This paper focuses on the impact of pre-service teachers’ engagement in the annual BBC News School Report project on their emerging professional identity and on the evidence they provide as part of the process of becoming qualified. The research reported on is drawn from three years of enquiry. Respondents included pre-service teachers themselves, their tutors as representatives of teacher education providers and their mentors as representatives of schools in which they were placed. The methodological approach was interpretative and phenomenological with qualitative and quantitative data being analysed for emergent themes. Two years of evaluations were followed by a third year in which a set of case studies were developed. The research showed that professional identity is enhanced through being in a leading role in respect of curriculum and working with other staff. Through engagement in such projects, this paper moots that preservice teachers develop richer evidence of emerging professionalism as defined by standards of initial teacher training. Moreover, self-perception of role was modified to one in which they saw themselves, and were seen, as equals to qualified staff rather than subservient to or dependent on them. A new more equal power relationship developed as they took on responsibility for the project. Preservice teachers’ move to become full members of the professional community for which they are training was accelerated

Subjectivation and performative politics—Butler thinking Althusser and Foucault: intelligibility, agency and the raced-nationed-religioned subjects of education

Judith Butler is perhaps best known for her take-up of the debate between Derrida and Austin over the function of the performative and her subsequent suggestion that the subject be understood as performatively constituted. Another important but less often noted move within Butler‘s consideration of the processes through which the subject is constituted is her thinking between Althusser‘s notion of subjection and Foucault‘s notion of subjectivation. In this paper, I explore Butler‘s understanding of processes of subjectivation; examine the relationship between subjectivation and the performative suggested in and by Butler‘s work, and consider how the performative is implicated in processes of subjectivation – in =who‘ the subject is, or might be, subjectivated as. Finally, I examine the usefulness of understanding the subjectivating effects of discourse for education, in particular for educationalists concerned to make better sense of and interrupt educational inequalities. In doing this I offer a reading of an episode of ethnographic data generated in an Australian high School. I suggest that it is through subjectivating processes of the sort that Butler helps us to understand that some students are rendered subjects inside the educational endeavour, and others are rendered outside this endeavour or, indeed, outside student-hood