bluuebunny/crossref_metadata_2025 huggingface dataset:
Advising At The Millennium: Advisor Roles and Responsibilities
Authors: Lynch Michael L. , Stucky Karen
Published: July 2013

This is the first in a series of articles in which we will present the results of the NACADA Academic Advising Survey 2000. In this article, we focus upon the reported roles and responsibilities of academic advisors and examine them according to institutional type, mission, and size. Similarities and differences in the roles and responsibilities of professional-staff academic advisors and faculty advisors are also examined.
Confirming the Need for Individual Accommodations for Students with Learning Disabilities
Authors: Lock Robin H. , Layton Carol A.
Published: July 2013

College and university officials are seeking efficient methods for determining and documenting the accommodation needs of students with disabilities. Unfortunately, without information about the student's underlying intrinsic processing deficits, many educators are providing ineffective accommodation plans. Using the Learning Disabilities Diagnostic Inventory, we examined the accommodation needs of students with learning disabilities being served in a fee-for-service learning disabilities program. We found that postsecondary students with learning disabilities have a variety of intrinsic processing deficits. We document the necessity for student-specific accommodations based on processing deficits, promote student self-advocacy, and discuss the role of advisors in assisting students.
The Transitions Program: A Precollege Advising and Orientation Workshop for Students and Parents
Authors: Paul Elizabeth L. , Manetas Magda , Grady Kelly , Vivona Jeanine
Published: July 2013

The authors describe the rationale behind, processes related to, and evaluation of The Transitions Program, a precollege advising and orientation program for students and parents. The program advisors educate participants about realistic college-life expectations and provide them with strategies for meeting the challenges and opportunities of the college transition. Students and parents responded separately to a questionnaire designed to sensitize them to college transition challenges. They were subsequently led by professional staff, faculty advisors, and students through a discussion of expected experiences. Survey results, discussion summaries, and suggestions for advisor follow-up activities are provided.
The Effect of Academic Load on Success for New College Students: Is Lighter Better?
Authors: Szafran Robert F.
Published: July 2013

Both students and advisors often assume that a lighter academic load during the first year of college will result in greater student success. This article examines that assumption. Academic load is measured in terms of credit load and course difficulty; success is measured in terms of GPA and retention. The experiences of a sample of first-year students at a comprehensive regional university are examined. While the credit loads for which students register are related to academic ability and prior academic success, the difficulty level of courses for which these students register is not. Variation in student credit loads is reduced because weaker students are required to take developmental courses but do not drop a corresponding number of college-credit courses. Contrary to common assumptions, students who register for more credits tend to earn higher GPAs and have greater retention even after controlling for academic ability, prior academic success, on-campus employment hours, and other background characteristics. Students who register for more difficult courses, however, tend to earn lower GPAs and experience lower retention. Any effect of credit load on retention appears to work through GPA. While much of the effect of course difficulty on retention also works through GPA, course difficulty does have a separate negative effect on 1-year retention. While the possibilities that weaker students might be more successful with lighter credit loads or that stronger students might be more successful with more difficult courses were investigated, no significant interactions between prior academic success, academic load, and success were found.
Using the Balanced-Scorecard Approach for Program Assessment of Faculty Advising
Authors: Hurt Bob
Published: July 2013

A program assessment methodology for academic advising based on a balanced-scorecard approach is discussed. The balanced-scorecard approach is used to identify a set of five to nine performance measures as metrics of organizational (not individual) effectiveness. Grouped into four perspectives (financial, customer, internal process, and learning and growth), the measures can be directly tied to advising unit mission; the measures allow users to be objective and subjective, process- and outcome-focused, and forward- and backward-looking. Stakeholders in various institutional types have utilized the comprehensive balanced-scorecard system to improve communication, demonstrate effectiveness, and improve organizational culture and relationships.
Changing Advising Through Assessment
Authors: Light Richard J.
Published: July 2013

By asking assessment questions that have direct policy implications, a committee of Harvard advisors, faculty members, and administrators was able to implement specific and concrete on-campus advising initiatives. Only modest amounts of data were collected to effect meaningful changes in student behavior, course design, and assignments. Interviews conducted by undergraduates decreased faculty workload and increased student investment in the findings. Although the outcomes are university specific, the collaborations and processes by which they were generated can be used to guide assessment efforts at any type of postsecondary institution.
Course Substitution Practices, Policies, and Implications for Students with Disabilities
Authors: Forsbach-Rothman Terri , Padró Fernando F. , Rice-Mason Jennifer
Published: July 2013

Data from 65 colleges and universities across the United State were used to study course substitution practices for postsecondary students with disabilities. Data indicate that the majority of surveyed institutions (90.8%) allow course substitutions, yet only 50% had written policies directing substitution decisions. At responding institutions (N = 65), foreign language and math are the most common courses requested for substitution. In addition, at surveyed institutions, students with learning disabilities are more likely than other students with disabilities to request and be offered substitutions. These findings are discussed in regard to §504 of the Rehabilitation Act of 1973, subsequent legislation, and two key cases, Southeastern Community College v. Davis (1979) and Guckenberger et al. v. Boston University (1998).
Preferences for Academic Advising Styles
Authors: Weir Susan B. , Dickman Marcia M. , Fuqua Dale R.
Published: July 2013

This psychometric study was designed to test the feasibility of measuring college students' preferences for developmental and prescriptive advising styles as separate constructs. Part 5 of the Academic Advising Inventory (Winston & Sandor, 1984b) was revised into two independent scales, one for measuring preferences for developmental advising and the other for measuring preferences for prescriptive advising. Results suggest that the two scales have a reasonable item structure, and the internal consistency reliability is reported to be modest. Of greater theoretical importance, the two scales are found to be largely independent. The practical implications of this independence are discussed relative to future applications and research.
Academic Advising and Philosophy
Authors: Jackson Rodger L.
Published: July 2013

The field of philosophy has much to contribute to academic advising, both because of the kinds of training philosophers typically receive and because of the sorts of projects on which they work. Because of these factors, philosophers have the potential to make excellent academic advisors, and they can broaden and enrich the theoretical investigations into the nature of academic advising. Philosophers can and should embrace the field of academic advising, both as a practice that is critical to a successful academe and as a potential research area. The reverse is also true: Any advisor would benefit from the study of philosophy.
Advising as Teaching: Establishing Outcomes, Developing Tools, and Assessing Student Learning
Authors: Hurt Robert L.
Published: July 2013

In every way that matters, advising is a form of teaching. Using Bloom's (1956) taxonomy of educational outcomes, I explain how to develop learning objectives within advising contexts. The article also suggests commonly available educational materials, such as university catalogs, as content delivery mechanisms for students; in addition, it offers ideas such as reading guides and on-line lectures. Finally, I explain how to assess student learning, that is, how to determine the extent to which students' learning outcomes mirror the objectives established by the advisor.

Relative Emphasis: practice, theory, research
Adding Insight to Intrusive Advising and Its Effectiveness with Students on Probation
Authors: Vander Schee Brian A.
Published: July 2013

In this study, I examined the effectiveness of adding insight-oriented strategies to an intrusive academic-advising approach with students on academic probation. Twenty males and 22 females at a comprehensive private university participated in the study. Students who attended three to eight meetings had a significant improvement in semester GPA compared to students who attended one or two meetings or no meetings. This study suggests that insight-oriented intrusive advising had a positive affect on academic achievement; however, other factors, such as motivation, may also play a role and are worthy of future investigation.

Relative Emphasis: research, practice, theory
Institutional Vision at Proprietary Schools: Advising for Profit
Authors: Abelman Robert , Dalessandro Amy , Janstova Patricie , Snyder-Suhy Sharon
Published: July 2013

A college or university's general approach to students and student support services, as reflected in its institutional vision, can serve to advocate the adoption of one type of advising structure, approach, and delivery system over another. A content analysis of a nationwide sample of institutional vision statements from NACADA-membership colleges and universities was performed. Findings suggest that for-profit institutions are driven by an outcome-oriented, pragmatic mission statement rather than the complex, compelling vision statement often employed by traditional nonprofit institutions. The customer-service model of the former places priority on student affairs, but in the form of highly centralized prescriptive academic-advising operations. Implications for all academic institutions are discussed.

Relative Emphasis: research, practice, theory
Academic Advisors' Learning Styles: Establishing a Baseline and Examining Implications
Authors: Uhlik Kim S. , Jones Pamela E.
Published: July 2013

The influence of students' learning styles has been increasingly recognized as an integral component of effective higher education; therefore, application of learning styles to academic advising is equally relevant. As academic advisors address student learning styles in the hope of promoting greater student success, the contribution of advisors' own learning styles has received little attention. In addition to establishing a critical baseline, analyzing the learning style profiles of 30 academic advisors reveals that, although composite advisor learning style scores show substantial congruence with an a priori model, the disparity between any two individual advisor's contrasting styles was as much as 90%, leaving only a 10% learning style compatibility on which to base the advising process.

Relative Emphasis: research, practice, theory
New Horizons: Learning From The Past and Preparing for the Future
Authors: Gordon Virginia
Published: July 2013

Reflecting the conference theme, a brief history of NACADA is presented and personal vignettes shared to lay the foundation for understanding the organization's role at the turn of the century. Specifically addressed are the characteristics of tomorrow's students and evolving issues in higher education—including the role of faculty and information technology—that affect advising. Futurists predictions for meeting the challenges of the changing education environment conclude the presentation.
A Human Capital Approach to Academic Advising
Authors: Shaffer Leigh S.
Published: July 2013

Human capital, defined as any characteristic of a worker that contributes to that worker's productivity, is presented in this article as a unifying theme for academic advising in higher education. Five categories of human capital—formal education, adult education, on-the-job-training, health, and geographic mobility—and academic advising issues related to developing students' human capital in each category are presented. Students' vocational interests are identified with developing their human capital, and the principle of maximizing human capital is introduced as a basis for students' choices of academic curricula and particular courses and programs.
Voices from the Leadership of Academic Advising
Authors: Padak Gary , Kuhn Terry
Published: July 2013

In this article, we present the results of interviews with past presidents of NACADA (the National ACademic ADvising Association), who responded to nine questions about the strengths, achievements, challenges, and obstacles faced during their presidencies. The presidents also had an opportunity to discuss a critical incident, people who were helpful, and the possible future for advisors and the association. The academic advising association grew out of a need felt by administrators and advisors throughout the country. These interviews suggest that NACADA has flourished because it was the right idea at the right time and headed by selfless leaders who championed its cause.
Academic Advising as a Field of Inquiry
Authors: Habley Wesley R.
Published: July 2013

In this article, I examine the degree to which academic advising has met the scholarship and research standards necessary to lay claim to designation as a discipline or as a profession. I include a review of 3 decades of observations on advising scholarship and research, a review of NACADA's efforts to advance research, and an analysis of trends in scholarly productivity in academic advising. In addition, I address the current state of inquiry (scholarship and research). Finally, I include suggested actions necessary to expand the quantity and enhance the quality of advising as a field of inquiry.
A Skills Approach To Career Development
Authors: GRITES THOMAS J.
Published: July 2013

Students preparing themselves for careers in the future must be able to develop a wide range of skills that are applicable across those careers. Academic advisors must attempt to sure that these students acquire such ski. Thin article presents an approach for doing book.
Stated Reasons for Withdrawal and Degrees of Satisfaction Among Student Persisters and Nonpersisters
Authors: SMITH ALAN D.
Published: July 2013

Revised questionnaire forms of t k National Center for Higher Education Management Systems' Confidential Questionnaire lor Nonreturning Students, and Student Outcome Questionnaire for Program Completers were given to students enrolled in the Community and Technical College and the General College (renamed University College) during the 1978–1979 academic year at The University of Akron. The response rate of useable questionnaires varied from 22 percent of nonreturning students (485) to 28 percent of the continuing students (485) to 28 percent of the continuing student population (2995). Discriminative analysis of demographic variables were completed to assess selection bias for student nonpersister respondents and nonrespondents. Conflict with job and studies, not enough money for school, and needed temporary break from school were reasons for withdrawal cited by more than 20 pcrcent of the student nonpersister respondents. Student nonpersisters listed the factors of counseling and advising services, financial aid opportunities, and quality of instruction more frequently as the first factors if changed, would have encouraged them to stay at the University. Student persisters listed registration processing, parking availability, and television courses as the most frequent items to be changed first in order to better serve them at the University.
Characteristics of Academic Advising That Contribute to Racial and Ethnic Minority Student Success at Predominantly White Institutions
Authors: Museus Samuel D. , Ravello Joanna N.
Published: July 2013

Racial and ethnic minority student departure continues to be a major concern for higher education researchers, policy makers, and practitioners. We explore the role that academic advisors play in facilitating success among students of color at predominantly White institutions that have demonstrated effectiveness at generating ethnic minority success. Three themes emerged from the findings and underscore the characteristics of academic advising that contribute to that success. First, participants noted the importance of advisors who humanized the practice of academic advising. Second, they highlighted the impact of those who adopted a multifaceted approach to advising. Finally, participants emphasized the importance of proactive academic advising. Implications for academic advising practices are discussed.
“It's What I Have Always Wanted to Do.” Advising the Foreclosure Student
Authors: Shaffer Leigh S. , Zalewski Jacqueline M.
Published: July 2013

Foreclosure students have prematurely committed themselves to academic majors and future careers, but present themselves to academic advisors as very decided. From a developmental theory perspective, foreclosures represent an immature identity status and include students whose failure to explore their personal and vocational identities and achieve a mature identity threatens their academic success. While this category may be new to academic advisors, foreclosures have been the object of extensive psychological and educational research. We review the literature summarizing the identity development and the personality characteristics of foreclosures, and we also review the available evidence concerning the academic performance of these students. We conclude with some recommendations for successfully identifying and advising these students.
An Applied Introduction to Qualitative Research Methods in Academic Advising
Authors: Hurt Robert L. , McLaughlin Eric J.
Published: July 2013

Academic advising research aids faculty members and advisors in detecting, explaining, and addressing macro-level trends beyond their local campus. It also helps legitimize the professional nature of academic advising, moving it beyond mere prescriptive models that focus on rules and course selection. Due to the erroneous belief that skills in advanced statistical analysis or complex research methodologies are needed, many advisors fail to undertake major research projects. We introduce qualitative research in academic advising, compare and contrast qualitative and quantitative research, and discuss three well-recognized qualitative methodologies: ethnography, appreciative inquiry, and case study. We explain the characteristics and give examples of qualitative research questions appropriate to the three qualitative methodologies and in an advising context.
In Their Own Words: Best Practices for Advising Millennial Students about Majors
Authors: Montag Tamara , Campo Jill , Weissman Julie , Walmsley Angela , Snell Alex
Published: July 2013

Utilizing generational theory, we explored the relationship between Millennial characteristics and students' major selection and academic advising experiences. We conducted focus groups of students with senior standing at a private, midwestern university, and we utilized a closed coding technique to analyze the qualitative data. Consistent with documented Millennial traits, participants expressed a sense of specialness as well as conventional motivation, optimism, and a need to feel protected. The findings suggest that academic advisors should acknowledge and at times accommodate these Millennial characteristics when working with students. More specifically, we suggest a split-model advising system as a way to optimize the advising experiences of Millennial students.
Why Students Persist in College: A Categorical Analysis
Authors: KRAMER GARY L. , MOSS RICHARD D. , TAYLOR LARRY T. , HENDRIX LELAND J.
Published: July 2013

Institutions must renew their emphasis on serving the needs of the individual. They should devote equal enthusiasm and resources to both recruitment and retention. Students are not likely to persist at an institution that does not seek to understand and fulfill individual student needs. Though students may be successfully recruited, those who lack awareness of institutional expectations and services, those who lack adequate preparation for college work, and, those who attend college only to fulfill the expectations of others, are likely to leave the institution if it fails to assist them during the early transitional period of their association. However, students who believe in the quality and responsiveness of the institution are far more likely to persist.

Generally, retention research exists in two forms. Either the study is designed to measure the effectiveness of retention programs implemented, or it seeks to establish cause and effect relationships between one or several variables and leaving school. This study presents the results of research which concentrated on the latter. It also sought to determine the differences between “persisters” and “leavers” in relation to their goals of attending college, and the effects of social and academic integration, associated with institutional commitment. Subpopulations including freshmen, transfer, continuing, graduated and former non- graduated students were studied. Implications of the research for student services are presented.
THE RELATIONSHIP BETWEEN INSTITUTIONAL CHARACTERISTICS AND THE ORGANIZATION OF ADVISING SERVICES
Authors: Habley Wesley R. , McCauley Michael E.
Published: July 2013

In spite of the recognized need for studying the organizational framework of advising programs, there is a paucity of literature regarding this topic. Here, the authors identify and explain seven major organizational models for academic advising programs: 1) faculty-only, 2) supplementary, 3) split advising, 4) dual advising, 5) total intake, 6) satellite, and 7) self-contained. Their study provides both an initial understanding of these models and a framework for further research on the effectiveness of each.
WHEN MATH IS A COLLEGE REQUIREMENT
Authors: Hughes Anne
Published: July 2013

As most faculty members are aware, when mathematics is required for the core curriculum, a student's resistance grows geometrically. This paper will explore some of the reasons for this unfortunate situation and will offer a few suggestions for helping students overcome this aversion.
CAMPUS LEAVING BEHAVIOR
Authors: Janasiewicz Bruce A.
Published: July 2013

Why do students decide to leave their universities? For financial reasons? Because of bad advising? Or do they just need some “time out”? This study, conducted at Florida State University, attempts to identify the reasons for students' leaving behavior and has come up with some interesting results, leading to the identification of three distinct models of leaving behavior. The article concludes with a brief section that discusses how the findings in the study have implications for advising.
ACADEMIC ADVISING EVALUATION
Authors: Srebnik Debra S.
Published: July 2013

The results of various reports indicate that there is very little evaluation of academic advising. More consistent evaluation, however, could help delineate advising factors critical in producing some of the positive results attributed to good advising. To facilitate the use and development of instruments and to promote evaluation, this article reviews student, advisor, and administrator surveys in terms of their length, content, format, and use. The importance of choosing evaluation instruments appropriate for specific assessment purposes is discussed.
INTRUSIVE ADVISING OF FRESHMEN IN ACADEMIC DIFFICULTY
Authors: Earl Walter R.
Published: July 2013

Intrusive interventions with second semester freshmen on probation is a concept of deliberate intervention in order to enhance student motivation to utilize structured assistant modes. The model is consistent with current research on retention. A three-point theoretical model of intrusive advising is presented and an example of a successful framework used at Old Dominion University is described.
MASLOW'S HIERARCHY AND STUDENT RETENTION
Authors: Brookman David M.
Published: July 2013

Abraham Maslow's hierarchy of needs offers a perspective on the motivation of college students and provides a rationale for retention programming in institutions of higher learning. The interventions of student affairs staff and faculty members which address the safety needs of students and engage students' sense of purpose tend to reinforce persistence. The result is improved rates of retention. The possible role faculty might play in a “mentor program” is discussed as a model of cooperative endeavor between the teaching faculty and the student affairs staff.
LIFE PLANNING
Authors: Gish Dorothy J. , Dentler Donna J.
Published: July 2013

The authors state that “the thesis of this paper is that a life-planning approach is the epitome of comprehensive advising and results in education which is both liberating and holistic.” Following is a description of how one school attempted to achieve this comprehensive approach to advising.
COHERENT CURRICULAR CHOICES
Authors: Grites Thomas J. , Colijn G. Jan
Published: July 2013

The authors propose an advising approach to identify singular courses that will result in a more effective use of curricular requirements and provide a wider array of learning outcomes.
DEVELOPMENTAL ACADEMIC ADVISING
Authors: Paulsen Michael B.
Published: July 2013

The author discusses how his gradual loss of vision had unexpected favorable results in his advising activities. Based on these personal experiences and his further research, he offers academic advisors practical suggestions for increased professional effectiveness.
DIFFERENCES BETWEEN OLDER WOMEN UNDERGRADUATES WHEN COMPARED BY MARITAL STATUS
Authors: Mercer Dorothy L.
Published: July 2013

The purpose of this study is to assess the relationship between marital status and other variables in older women undergraduates (over 25) and to apply these findings to advising. Psychological adjustment variables varied by marital status as did some sociodemographic and academic variables. Using t-tests and ANOVAs, married students compared to non-married students were found to be consistently better adjusted (happier, more satisfied, having higher self-efficacy in getting what was wanted in life): and were less likely to be full-time students. Divorced students were generally more heterogeneous than other groups while having more financial problems than non-divorced students and, surprisingly, also having higher self-esteem. Single students were less well adjusted, experienced major financial stress, had poorer grades, yet persisted to graduation at a higher rate than non-singles. The older female students may require added attention from university personnel to make higher education a positive experience. Implications and recommendations for advisors are discussed for all marital status categories.
Developmental Academic Advising: A 40-Year Context
Authors: Grites Thomas J.
Published: July 2013

This article provides a review of the evolution of the developmental academic advising approach and a brief analysis of its relationship to the emergent contemporary approaches to academic advising.
The influence of stem length and fixation on initial femoral component stability in revision total knee replacement
Authors: Conlisk N. , Gray H. , Pankaj P. , Howie C. R.
Published: July 2013

Objectives

Orthopaedic surgeons use stems in revision knee surgery to obtain stability when metaphyseal bone is missing. No consensus exists regarding stem size or method of fixation. This in vitro study investigated the influence of stem length and method of fixation on the pattern and level of relative motion at the bone–implant interface at a range of functional flexion angles.

Methods

A custom test rig using differential variable reluctance transducers (DVRTs) was developed to record all translational and rotational motions at the bone–implant interface. Composite femurs were used. These were secured to permit variation in flexion angle from 0° to 90°. Cyclic loads were applied through a tibial component based on three peaks corresponding to 0°, 10° and 20° flexion from a normal walking cycle. Three different femoral components were investigated in this study for cementless and cemented interface conditions.

Results

Relative motions were found to increase with flexion angle. Stemmed implants reduced relative motions in comparison to stemless implants for uncemented constructs. Relative motions for cemented implants were reduced to one-third of their equivalent uncemented constructs.

Conclusions

Stems are not necessary for cemented implants when the metaphyseal bone is intact. Short cemented femoral stems confer as much stability as long uncemented stems.
Design and manufacture of a novel system to simulate the biomechanics of basic and pitching shoulder motion
Authors: Entezari V. , Della Croce U. , DeAngelis J. P. , Ramappa A. J. , Nazarian A. , Trechsel B. L. , Dow W. A. , Stanton S. K. , Rosso C. , Müller A. , McKenzie B. , Vartanians V. , Cereatti A.
Published: July 2013

Objectives

Cadaveric models of the shoulder evaluate discrete motion segments using the glenohumeral joint in isolation over a defined trajectory. The aim of this study was to design, manufacture and validate a robotic system to accurately create three-dimensional movement of the upper body and capture it using high-speed motion cameras.

Methods

In particular, we intended to use the robotic system to simulate the normal throwing motion in an intact cadaver. The robotic system consists of a lower frame (to move the torso) and an upper frame (to move an arm) using seven actuators. The actuators accurately reproduced planned trajectories. The marker setup used for motion capture was able to determine the six degrees of freedom of all involved joints during the planned motion of the end effector.

Results

The testing system demonstrated high precision and accuracy based on the expected versus observed displacements of individual axes. The maximum coefficient of variation for displacement of unloaded axes was less than 0.5% for all axes. The expected and observed actual displacements had a high level of correlation with coefficients of determination of 1.0 for all axes.

Conclusions

Given that this system can accurately simulate and track simple and complex motion, there is a new opportunity to study kinematics of the shoulder under normal and pathological conditions in a cadaveric shoulder model.
Characteristics of two different locking compression plates in the volar fixation of complex articular distal radius fractures
Authors: von Recum J. , Matschke S. , Jupiter J. B. , Ring D. , Souer J-S. , Huber M. , Audigé L.
Published: July 2013

Objectives

To investigate the differences of open reduction and internal fixation (ORIF) of complex AO Type C distal radius fractures between two different models of a single implant type.

Methods

A total of 136 patients who received either a 2.4 mm (n = 61) or 3.5 mm (n = 75) distal radius locking compression plate (LCP DR) using a volar approach were followed over two years. The main outcome measurements included motion, grip strength, pain, and the scores of Gartland and Werley, the Short-Form 36 (SF-36) and the Disabilities of the Arm, Shoulder, and Hand (DASH). Differences between the treatment groups were evaluated using regression analysis and the likelihood ratio test with significance based on the Bonferroni corrected p-value of < 0.003.

Results

The groups were similar with respect to baseline and injury characteristics as well as general surgical details. The risk of experiencing a complication after ORIF with a LCP DR 2.4 mm was 18% (n = 11) compared with 11% (n = 8) after receiving a LCP DR 3.5 mm (p = 0.45). Wrist function was also similar between the cohorts based on the mean ranges of movement (all p > 0.052) and grip strength measurements relative to the contralateral healthy side (p = 0.583). In addition, DASH and SF-36 component scores as well as pain were not significantly different between the treatment groups throughout the two-year period (all p ≥ 0.005). No patient from either treatment group had a step-off > 2 mm.

Conclusions

Differences in plate design do not influence the overall final outcome of fracture fixation using LCP.
Biomechanical effects of hardware configuration after union of proximal femoral and shaft fractures
Authors: Swinteck B. J. , Phan D. L. , Jani J. , Owen J. R. , Wayne J. S. , Mounasamy V.
Published: July 2013

Objectives

The use of two implants to manage concomitant ipsilateral femoral shaft and proximal femoral fractures has been indicated, but no studies address the relationship of dynamic hip screw (DHS) side plate screws and the intramedullary nail where failure might occur after union. This study compares different implant configurations in order to investigate bridging the gap between the distal DHS and tip of the intramedullary nail.

Methods

A total of 29 left synthetic femora were tested in three groups: 1) gapped short nail (GSN); 2) unicortical short nail (USN), differing from GSN by the use of two unicortical bridging screws; and 3) bicortical long nail (BLN), with two angled bicortical and one unicortical bridging screws. With these findings, five matched-pairs of cadaveric femora were tested in two groups: 1) unicortical long nail (ULN), with a longer nail than USN and three bridging unicortical screws; and 2) BLN. Specimens were axially loaded to 22.7 kg (50 lb), and internally rotated 90°/sec until failure.

Results

For synthetic femora, a difference was detected between GSN and BLN in energy to failure (p = 0.04) and torque at failure (p = 0.02), but not between USN and other groups for energy to failure (vs GSN, p = 0.71; vs BLN, p = 0.19) and torque at failure (vs GSN, p = 0.55; vs BLN, p = 0.15). For cadaveric femora, ULN and BLN performed similarly because of the improvement provided by the bridging screws.

Conclusions

Our study shows that bicortical angled screws in the DHS side plate are superior to no screws at all in this model and loading scenario, and suggests that adding unicortical screws to a gapped construct is probably beneficial.
The modified tibial tubercle osteotomy for anterior knee pain due to chondromalacia patellae in adults
Authors: Jack C. M. , Rajaratnam S. S. , Khan H. O. , Keast-Butler O. , Butler-Manuel P. A. , Heatley F. W.
Published: July 2013

Objectives

To assess the effectiveness of a modified tibial tubercle osteotomy as a treatment for arthroscopically diagnosed chondromalacia patellae.

Methods

A total of 47 consecutive patients (51 knees) with arthroscopically proven chondromalacia, who had failed conservative management, underwent a modified Fulkerson tibial tubercle osteotomy. The mean age was 34.4 years (19.6 to 52.2). Pre-operatively, none of the patients exhibited signs of patellar maltracking or instability in association with their anterior knee pain. The minimum follow-up for the study was five years (mean 72.6 months (62 to 118)), with only one patient lost to follow-up.

Results

A total of 50 knees were reviewed. At final follow-up, the Kujala knee score improved from 39.2 (12 to 63) pre-operatively to 57.7 (16 to 89) post-operatively (p < 0.001). The visual analogue pain score improved from 7.8 (4 to 10) pre-operatively to 5.0 (0 to 10) post-operatively. Overall patient satisfaction with good or excellent results was 72%. Patients with the lowest pre-operative Kujala score benefitted the most. Older patients benefited less than younger ones. The outcome was independent of the grade of chondromalacia. Six patients required screw removal. There were no major complications.

Conclusions

We conclude that this modification of the Fulkerson procedure is a safe and useful operation to treat anterior knee pain in well aligned patellofemoral joints due to chondromalacia patellae in adults, when conservative measures have failed.
Blast injuries and heterotopic ossification
Authors: Alfieri K. A. , Forsberg J. A. , Potter B. K.
Published: July 2013

Heterotopic ossification (HO) is perhaps the single most significant obstacle to independence, functional mobility, and return to duty for combat-injured veterans of Operation Enduring Freedom and Operation Iraqi Freedom. Recent research into the cause(s) of HO has been driven by a markedly higher prevalence seen in these wounded warriors than encountered in previous wars or following civilian trauma. To that end, research in both civilian and military laboratories continues to shed light onto the complex mechanisms behind HO formation, including systemic and wound specific factors, cell lineage, and neurogenic inflammation. Of particular interest, non-invasive in vivo testing using Raman spectroscopy may become a feasible modality for early detection, and a wound-specific model designed to detect the early gene transcript signatures associated with HO is being tested. Through a combined effort, the goals of early detection, risk stratification, and development of novel systemic and local prophylaxis may soon be attainable.
Translation, cross-cultural adaptation and validation of the Danish version of the Oxford hip score
Authors: Paulsen A. , Odgaard A. , Overgaard S.
Published: July 2013

Objectives

The Oxford hip score (OHS) is a 12-item questionnaire designed and developed to assess function and pain from the perspective of patients who are undergoing total hip replacement (THR). The OHS has been shown to be consistent, reliable, valid and sensitive to clinical change following THR. It has been translated into different languages, but no adequately translated, adapted and validated Danish language version exists.

Methods

The OHS was translated and cross-culturally adapted into Danish from the original English version, using methods based on best-practice guidelines. The translation was tested for psychometric quality in patients drawn from a cohort from the Danish Hip Arthroplasty Register (DHR).

Results

The Danish OHS had a response rate of 87.4%, no floor effect and a 19.9% ceiling effect (as expected in post-operative patients). Only 1.2% of patients had too many items missing to calculate a sum score. Construct validity was adequate and 80% of our predefined hypotheses regarding the correlation between scores on the Danish OHS and the other questionnaires were confirmed. The intraclass correlation (ICC) of the different items ranged from 0.80 to 0.95 and the average limits of agreement (LOA) ranged from -0.05 to 0.06. The Danish OHS had a high internal consistency with a Cronbach’s alpha of 0.99 and an average inter-item correlation of 0.88.

Conclusions

This Danish version of the OHS is a valid and reliable patient-reported outcome measurement instrument (PROM) with similar qualities to the original English language version.
Skepticism, Belief, and the Criterion of Truth
Authors: Schwab Whitney
Published: July 2013

This paper deals with Pyrrhonian skepticism. It argues that the central argument presented by Jonathan Barnes in favor of the view that skepticism precludes the possession of any belief fails. In brief, Barnes maintains that, because skepticism requires suspending judgment whether criteria of truth exist, no skeptic can, consistently with her skepticism, possess a criterion of truth; this entails, he argues, that no skeptic can make any judgments about anything and, hence, cannot come to possess any beliefs. I evaluate this argument in two ways: first, if we understand criteria of truth along the lines proposed by Sextus’ Hellenistic opponents, the argument fails because such criteria were introduced to guarantee that at least some of our beliefs could count as knowledge, and not to guarantee the very possibility of making judgments in the first place. Second, if we broaden our conception of a criterion of truth, such that a criterion is any standard against which an impression can be evaluated, the argument fails because it equivocates on the notion of ‘possession’. On the one hand, in the sense in which someone must possess such a criterion in order to make judgments, the skeptic’s suspension of judgment concerning their existence does not entail that she does not possess a criterion of truth. On the other hand, in the sense in which the skeptic does not possess such a criterion, possession of a criterion of truth is not a necessary condition for making judgments. Thus, I conclude that the skeptics’ epistemic attitude towards the existence of criteria of truth (i.e. suspension of judgment) does not entail that skeptics cannot possess any beliefs.
Aggregation and fusion of low-density lipoproteins in vivo and in vitro
Authors: Lu Mengxiao , Gursky Olga
Published: July 2013

Low-density lipoproteins (LDLs, also known as ‘bad cholesterol’) are the major carriers of circulating cholesterol and the main causative risk factor of atherosclerosis. Plasma LDLs are 20- to 25-nm nanoparticles containing a core of cholesterol esters surrounded by a phospholipid monolayer and a single copy of apolipoprotein B (550 kDa). An early sign of atherosclerosis is the accumulation of LDL-derived lipid droplets in the arterial wall. According to the widely accepted ‘response-to-retention hypothesis’, LDL binding to the extracellular matrix proteoglycans in the arterial intima induces hydrolytic and oxidative modifications that promote LDL aggregation and fusion. This enhances LDL uptake by the arterial macrophages and triggers a cascade of pathogenic responses that culminate in the development of atherosclerotic lesions. Hence, LDL aggregation, fusion, and lipid droplet formation are important early steps in atherogenesis.In vitro, a variety of enzymatic and nonenzymatic modifications of LDL can induce these reactions and thereby provide useful models for their detailed analysis. Here, we summarize current knowledge of thein vivoandin vitromodifications of LDLs leading to their aggregation, fusion, and lipid droplet formation; outline the techniques used to study these reactions; and propose a molecular mechanism that underlies these pro-atherogenic processes. Such knowledge is essential in identifying endogenous and exogenous factors that can promote or prevent LDL aggregation and fusionin vivoand to help establish new potential therapeutic targets to decelerate or even block these pathogenic reactions.
Want More Value from Prescription Drugs? We Need to Let Prices Rise and Fall
Authors: Goldman Dana P. , Leive Adam , Lakdawalla Darius
Published: July 2013

The high price of some cancer drugs has recently come under attack by the medical profession. We examine the reasons behind the pricing strategies of cancer drugs. On the one hand, prices should reflect value and research demonstrates that the health benefits from novel cancer drugs have been enormous in terms of additional years of life patients can now enjoy. This provides some justification for the high price tag of these drugs. On the other hand, drug pricing is also a product of a hidebound reimbursement system that does a poor job in letting prices adjust to new information about value. Regulators set thresholds for cost-effectiveness, which establishes not only a price ceiling but also a price floor. Manufacturers often price drugs high at launch in efforts to recoup their initial investment, but a more efficient system would allow prices to both rise and fall over time. Removing distortions in the reimbursement system is crucial to ensuring continued success in saving lives.
Influence of gallic acid on oxidative stress-linked streptozotocin-induced pancreatic dysfunction in diabetic rats
Authors: Kade Ige Joseph , Ogunbolude Yetunde , Kamdem Jean Paul , Rocha João Batista Teixeira
Published: July 2013

Background: Recent advances in diabetic research involve the evaluation of agents that can regenerate or reverse pancreatic dysfunction. Although gallic acid (GA) has been reported as an antidiabetic agent, its ability to directly reverse altered biochemical parameters in diabetic pancreas has not been demonstrated.

Methods: Male albino rats with diabetes induced by the administration of streptozotocin (STZ) (50 mg/kg, intraperitoneally) were treated with oral administration of GA. Antioxidants (enzymatic and non-enzymatic), purinergic enzymes, δ-aminolevulinic acid dehydratase and lactate dehydrogenase were evaluated in the pancreas of both diabetic and nondiabetic animals.

Results: The pharmacological effect of GA was accompanied by a restoration of the observed decreased levels of vitamin C and reduced glutathione in the pancreas of STZ-treated rats. GA also caused a marked reduction in the high levels of thiobarbituric acid reactive substances observed in the STZ-induced diabetic group. Furthermore, GA also improves the free radical scavenging property, Fe2+ chelating ability and Fe3+ reducing property of the pancreas of diabetic animals. Finally, the inhibition of pancreatic catalase, glutathione S-transferase, δ-aminolevulinic acid dehydratase and lactate dehydrogenase and increased activity of purinergic enzymes accompanied by hyperglycemia were prevented by GA in the pancreas.

Conclusions: The direct influence and consequent restoration of altered biochemical conditions in the pancreatic tissue of diabetic animal models by GA makes it a promising antidiabetic candidate especially in pancreatic cell regeneration.
Acrolein-induced inflammatory signaling in vascular smooth muscle cells requires activation of serum response factor (SRF) and NFκB
Authors: Newaz Mohammad , Yousefipour Zivar
Published: July 2013

Background: Modulation of inflammatory signaling has been elucidated in several disease models. Acrolein, an environmental pollutant, has been linked to diseases such as atherosclerosis and to the inflammatory process involving nuclear factor κB (NFκB). Serum response factor (SRF), a transcription factor, regulates cell development, differentiation and proliferation through signaling molecules such as extracellular signal-regulated kinase 1/2 (ERK1/2) and CD36. We hypothesized that acrolein toxicity involves SRF in the process of activating NFκB and may involve CD36/ERK1/2.

Methods: Vascular smooth muscle cells (VSMCs) were exposed to acrolein (0.5 μg/mL) in the presence or absence of 10 nM QNZ (NFκB inhibitor), 300 nM CCG1423 (SRF inhibitor) and 50 μM PD98059 (ERK1/2 inhibitor). Protein and RNA were isolated. Changes in expression were determined by Western blot and polymerase chain reaction (PCR) array.

Results: Subtoxic doses of acrolein increased ERK1/2, SRF and NFκB protein expression, whereas CD36 expression was unchanged. Increase in NFκB expression was accompanied by an increase in activity. ERK1/2 inhibition only blunted SRF expression. SRF inhibition blunted NFκB expression but not that of ERK1/2. CD36 expression was unchanged in the presence of either inhibitor. PCR array analysis indicated up-regulation of nine genes (>4- to 50-fold) and down-regulation of six genes (>4- to 12-fold) involved in inflammatory signaling.

Conclusions: We propose that SRF is required in acrolein activation of NFκB and is ERK1/2 dependent.