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This study was conducted to fill gaps in the literature based on institution type, career level, and gender identity.

Faculty often struggle with achieving work-life balance. This struggle is exacerbated for faculty parents. Most academic parent research has been conducted on early-career women and at research-intensive universities. Although these groups are important, it is also important to understand experiences of academic parents at different career levels and types of institutions. The authors conducted a qualitative thematic analysis from focus groups with faculty from a mid-sized master's level university about work-life balance expectations and experiences in their roles as academics and parents. These four groups included early-career mothers (n = 5), early-career fathers (n = 4), mid-career mothers (n = 4), and mid-career fathers (n = 7).

Faculty expressed having a high workload based on an intersection of high work expectations, unclear work expectations, and lack of equity. Consequences of the high workload included lower work-life balance, dissatisfaction at not doing more, the loss of flexibility as an advantage, and lower organizational commitment.

Although results are limited in generalizability, it is useful to examine one institution, with all participants sharing the same culture and policies, in-depth. The authors discuss recommendations for educational administrators for assisting academic parents and suggest institutions work to examine informal expectations and formal policies at their institutions. Working together, faculty and staff can help enhance alignment of expectations and perceptions of work-life balance, hopefully leading to happier, more satisfied employees.

Amy Schlitz’s book Good Masters! Sweet Ladies! set in 1255 England is an extraordinary children’s book that explores life in a medieval village. This is not your typical storybook and is not to be read in the typical fashion. As we learn from the forward, the author—a school librarian—wrote it with the intention that a group of students studying medieval history would put on a dramatization of the book. Because she did not want a couple of students to have the lead roles and the rest to have minor ones, she wrote it as a series of 23 monologues that intertwine. This lesson plan provides background information on the book and suggestions on how to use it.

The aim of this chapter is to propose a critical analysis of socially responsible investing (SRI) through debate and reconstruction. Our goal is therefore to try to understand how the definition of ethics in finance has steered SRI towards a financial approach where ethics is guided by finance.

This chapter proposes a two-point approach consisting of a meta-debate and development perspectives. Each approach is divided into three debates (ideological and philosophical, scientific and practical), which are interconnected.

The chapter concludes that the debate on mainstream SRI is necessary but should be re-discussed, as it is preventing in its current form the concept from developing and being grounded in real ethical values, sacrificing the individual ethics that should be driving investing decisions.

The chapter proposes to rethink the paradigm around SRI through a conceptual framework that re-inserts finance within ethics, where non-financial performance and impact investment should be at the centre of the scientific debates, leading to an SRI based on exclusion, the consideration of controversies and social impact measurement.

Questioning gender is about taking an active, critical role in the technological design of our daily behaviour. It is a deconstruction of the oppositions that exist in the discourses of Ambient Intelligence designers, the ICT industry and computer scientists. What underlies the assumption that Ambient Intelligence will, by disappearing into our environment, bring humans both an easy and entertaining life? The gender perspective can uncover power relations within the promotion and realisation of Ambient Intelligence that satisfy an obvious wish for a technological heaven. The deconstruction of the promise of progress and a better life reveals what is overvalued, what is undervalued and what is ignored. This paper is a deconstruction of the view, currently prevalent in the discourses of Ambient Intelligence; a view of humans and the way they live. A view that will influence the way women and men will be allowed to construct their lives.

The purpose of this paper is to present an improved methodology for design of custom‐made hip prostheses, through integration of advanced image processing, computer aided design (CAD) and additive manufacturing (AM) technologies.

The proposed methodology for design of custom‐made hip prostheses is based on an independent design criterion for each of the intra‐medullary and extra‐medullary portions of the prosthesis. The intra‐medullar part of the prosthesis is designed using a more accurate and detailed description of the 3D geometry of the femoral intra‐medullary cavity, including the septum calcar ridge, so that an improved fill and fit performance is achieved. The extra‐medullary portion of the prosthesis is designed based on the anatomical features of the femoral neck, in order to restore the original biomechanical characteristics of the hip joint. The whole design procedure is implemented in a systematic framework to provide a fast, repeatable and non‐subjective response which can be further evaluated and modified in a preplanning simulation environment.

The efficacy of the proposed methodology for design of custom‐made hip prostheses was evaluated in a case study on a hip dysplasia patient. The cortical bone was distinguished from cancellous in CT images using a thresholding procedure. In particular the septum calcar ridge could be recognized and was incorporated in the design to improve the primary stability of the prosthesis. The lateral and frontal views of the prosthesis, with the patient's images at the background, indicated a close geometrical match with the cortical bone of femoral shaft, and a good compatibility with the anatomy of the proximal femur. Also examination of the cross sections of the prosthesis and the patient's intra‐medullary canal at five critical levels revealed close geometrical match in distal stem but less conformity in proximal areas due to preserving the septum calcar ridge. The detailed analysis of the fitting deviation between the prosthesis and point cloud data of the patient's femoral intra‐medullary canal, indicated a rest fitting deviation of 0.04 to 0.11 mm in stem. However, relatively large areas of interference fit of −0.04 mm were also found which are considered to be safe and not contributing to the formation of bone cracks. The geometrical analysis of the extra‐medullary portion of the prosthesis indicated an anteversion angle of 12.5 degrees and a neck‐shaft angle of 131, which are both in the acceptable range. Finally, a time and cost effective investment casting technique, based on AM technology, was used for fabrication of the prosthesis.

The proposed design methodology helps to improve the fixation stability of the custom made total hip prostheses and restore the original biomechanical characteristics of the joint. The fabrication procedure, based on AM technology, enables the production of the customized hip prosthesis more accurately, quickly and economically.

The purpose of this paper is to investigate by means of finite element analysis (FEA), the effect of polyethylene insert thickness and implant material, under axial loading following TKA.

The 3D geometric model of bone was processed using the CT scan data by MIMICS (3matic Inc.), package. Implant components were 3D scanned and subsequently 3D modeled using ANSYS Spaceclaim and meshed in Hypermesh (Altair Hyperworks). The assembled, meshed bone-implant model was then input to ABAQUS for FE simulations, considering axial loading.

Polyethylene insert thickness was found to have very little or no significance (p>0.05) on the mechanical performance, namely, stress, strain and stress shielding of bone-implant system. Implant material was found to have a very significant effect (p<0.05) on the performance parameters and greatly reduced the high stress zones up to 60 percent on the tibial flange region and periprosthetic region of tibia.

Very few FEA studies have been done considering a full bone with heterogeneous material properties, to save computational time. Moreover, four different polyethylene insert thickness with a metal-backed and all-poly tibial tray was considered as the variables affecting the bone-implant system response, under static axial loading. The authors believe that considering a full bone shall lead to more precise outcomes, in terms of the response of bone-implant system, namely, stress, strains and stress shielding in the periprosthetic region, to loading.

This chapter investigates the impact of a teacher preparation program that includes specific attention to the needs of bilingual learners on participants’ subsequent teaching practices. Specifically, this mixed methods retrospective study examines graduates’ reports of their current teaching practices as well as their perceptions of the Teaching English Language Learners (TELL) program’s impact on these practices. Multiple-choice survey data were analyzed quantitatively to identify trends among reported practices and perceptions. Open-ended survey and interview data were analyzed qualitatively to identify interrelated themes within teachers’ detailed, first-hand accounts of their pre-service and in-service experiences. The results showed that there was variety with respect to whether particular linguistically responsive practices were routine, used occasionally, or rarely. There was also a difference with respect to whether such practices were perceived to be the result of having participated in the program. Notably, the most frequently used practices attributed to the TELL program involved teaching language (TL) to facilitate content learning. Other aspects of the teacher preparation program supported effective practices for academic content learning, but only TELL coursework and experiences facilitated practices that emphasized academic language development. These results suggest that programs created to improve the preparation of teachers to work with bilingual learners in mainstream classroom contexts must make a special effort to develop teachers’ skills in regard to language teaching, especially practices that focus on language beyond the word-level. There are limitations to the study because of the small number of participants and the fact that they were self-selected as program participants.

The purpose of this qualitative study was to design and implement a model of cultural-responsiveness within a social studies teacher education program. Specifically, we sought to understand how pre-service grades 6-12 social studies practitioners construct culturally responsive teaching (CRT) in their lesson planning. In addition, we examined the professional barriers that prevented teacher-candidates from actualizing culturally responsive pedagogy. Incorporating a conceptual model of Review, Reflect, and React, 20 teacher candidates in a social studies methods course engaged CRT theory and practice. Thematic analysis of lesson plans and clinical reflections indicated successful proponents of CRT critically analyzed their curriculum, explored the diverse needs of their students, and engaged learners in culturally appropriate social studies pedagogy. Findings also showed that unsuccessful CRT was characterized by a lack of content knowledge, resistance from the cooperating teacher, and a reliance on the textbook materials.

Research examining the multicultural competence of leadership educators across a variety of institutions demonstrated variance based on leadership program structure, program elements, and the ways in which diversity was addressed in the program. The Multicultural Competence in Student Affairs–Preliminary 2 (MCSA-P2) scale was used to measure multicultural competence among student affairs professionals responsible for leadership education and an analysis of results suggests that multicultural competence may be reflected in practice, more specifically the design and structure, of leadership programs.

A social studies methods instructor and college students collaborated with an elementary teacher and fifth grade students to produce exciting cereal box dioramas of Native American cultures from different parts of the United States. The dioramas were constructed of a cereal box with a model of a historic Native American home on the front. The box was cut to open like a book to reveal the inside of the home and a ceremonial scene. The back and sides of the box featured crafts, clothing, food, transportation, or other information. Seven steps were implemented to guide this project-based learning experience. 1) Project’s goal: to engage students in active, meaningful learning, integrated with art, challenging in complexity and three-dimensional spatial reasoning, while addressing the values of Native Americans. 2) Involve students in researching and illustrating, “What were the lives of Native Americans like?” 3) Plan assessment of student research notebooks. 4) Plan assessment of final project’s required components. 5) Map how the project will unfold. 6) Respond to the challenge of making a three-dimensional model by providing examples and assistance. 7) Manage the project through collaboration between pre-service teachers and elementary students along with involvement of other school personnel.