Study of surgical fixation of extra-articular distal third humerus fractures with a posterolateral locking compression plate

Background: Fractures of the adult distal humerus account for approximately 2% of all fractures and represent a third of all humerus  fractures. Fractures of the distal third of the humerus are challenging injuries due to their peri-articular location, small size of the distal bone fragments, and the osteopenic quality of the bone in older adults.  Aim of our study was to evaluate the clinical, radiographic and functional outcomes of posterolateral locking compression plate for extra-articular distal third humerus fractures through posterior triceps splitting approach.Methods: This is a prospective study done at All India Institute of Medical Sciences, Patna  in which 30 consecutive skeletally mature, closed extra-articular distal humerus fractures  underwent fixation with posterolateral  locking compression plate and outcome evaluated in terms of radiological  evidence of healing, functional outcome and complications if any.Results: Use of posterolateral plate results in predictably good union rates and excellent results terms of patient outcome without any implant related complications.Conclusions: We recommend using this posterolateral plate for these humerus fractures, because of its consistent results with respect to fracture union, stability across the fracture site and early mobilization for better functional results

Renewing Educational Autonomy

American colleges and universities are facing an unprecedented wave of state legislative actions calling into question the freedom that these institutions have long enjoyed, as well as their ability to serve increasingly diverse student populations. Current constitutional protections for academic freedom under the First Amendment are proving an inadequate defense from these types of incursions. This Article argues for a reexamination and reinvigoration of a constitutional theory of educational autonomy protected by substantive due process, drawing on both the pre-colonial models that informed the creation of American colleges, as well as the earliest cases involving state efforts to control them. Substantive due process protections for educational autonomy would enhance and reinforce First Amendment academic freedom to ensure that American colleges and universities can continue to fulfill their important historical mission, while being responsive to the educational needs of today’s students

Writing Centers & the Dark Warehouse University: Generative AI, Three Human Advantages

Institutions are scrambling, at an unaccustomed pace, to adapt to generative artificial intelligence. While justified concerns focus on plagiarism, the nature of student learning, and changes to assignments, recent scholarship has largely ignored the potential for faculty and staff unemployment that may accompany acceptance and deployment of the new technology. As we ponder seismic changes in higher education, one voice should join, indeed lead, campus discussions. Writing center professionals have proven adept at weathering technological changes, budget cuts, administrative big ideas, and professional marginalization for more than half a century. Early on, centers were sometimes dismissed as mere “fix-it shops” for the least-competent writers of academic prose. Recent scholarship reveals, however, that centers have at last moved from the precariat to earn respect as practitioners of effective writing pedagogy. This article discusses how writing-center professionals, exemplifying Greenleaf’s model of servant leadership and Bruffee\u27s theory of collaborative learning, may help in steering campus policy on AI. Thus far three affordances critical to in-person work at writing centers–metacognitive questioning, active listening, principles of fair use—lie beyond the reach of generative AI. This gap reveals “reverse salients,” areas when a rapidly advancing technology cannot meet its advertised promises. Writing center leadership on this issue could also model adaptation to AI outside academia, in ways that benefit those whose livelihoods stand most at risk of being replaced by a set of algorithms

Advancement, Fall 2005

Advancement, a supplement to Bostonia magazine, provided updates on BU development activities, including major gifts and projects

Legal Education During the COVID-19 Pandemic: Put Health, Safety and Equity First

The COVID-19 viral pandemic exposed equity and safety culture gaps in American legal education. Legal education forms part of America’s Critical Infrastructure whose continuity is important to the economy, public safety, democracy, and the national security of the United States. To address the COVID-19 pandemic and prepare for future viral pandemics and safety risks, this article recommends law schools develop a safety culture to foster health, safety, robust educational dialogue, and equity. To guide safety-and-equity-centered decision-making and promote effective legal education during and following the COVID-19 pandemic, this article contends legal education must put health, safety, and equity first. It proposes an ethical framework for legal education that centers diversity and inclusion as the foundation of robust educational dialogue. This article’s interdisciplinary analysis of COVID-19 scientific studies recommends law schools follow the science and exercise extreme caution before convening classes in person or in a hybrid fashion. COVID-19 infection risks serious illness, long-lasting complications, and death. It has preyed on America’s inequities. African-Americans, Native Americans, Latinx Americans, older Americans, and those with certain underlying health conditions including pregnant women face higher levels of hospitalization and death from COVID-19 infection. COVID-19’s inequitable risks may separate those participating in class in person, or online, by race, ethnicity, tribe, age, and health. Law schools must ensure that during the COVID-19 health emergency, hybrid or in-person pedagogical models do not undermine diversity and inclusion that supports educational dialogue and First Amendment values. The COVID-19 pandemic underscores the imperative of putting health, safety, and equity first in legal education

Ephpheta, April 1942

A newsletter published for Deaf Catholics in New York, N