Objective: To observe the accuracy of femoral preparation and the position of the cementless prosthesis in femoral cavity, and to compare the results between the computer-assisted surgical group (CASPAR) and the conve...Objective: To observe the accuracy of femoral preparation and the position of the cementless prosthesis in femoral cavity, and to compare the results between the computer-assisted surgical group (CASPAR) and the conventional group. Methods: Ten femoral components were implanted either manually or by CASPAR in cadaver femurs. The specimens were cut to 3mm thick slices. Microradiograms of every slice were sent to a computer for analysis with special software (IDL). The gaps and the medullary cavities between component and bone, the direct bone contact area of the implant surface, the gap width and the percentage of gap and bone contact area were measured in every slice. Results: In the proximal implant coated with HA of the CASPAR group, the average percentage of bone contact reached 93.2% (ranging from 87.6% to 99.7%); the average gap percentage was 2.9% (ranging from 0.3% to 7.8%); the maximum gap width was 0.81mm and the average gap width was only 0.20mm. While in the conventional group, the average percentage of bone contact reached 60.1% (ranging from 49.2% to 70.4%); the average gap percentage was 32.8% (ranging from 25.1% to 39.9%); the maximum gap width was 2.97mm and the average gap width was 0.77mm. The average gap around the implant in the CASPAR group was only 9% of that in the manual group; the maximum and average gap widths were only about 26% of those in the manual group. On the other hand, the CASPAR group showed 33% higher bone contact than the manual group. Conclusion: With the use of robotics-assisted system, significant progress can be achieved for femoral preparation in total hip arthroplasty.展开更多
In the area of computer-assisted language learning(CALL),although a number of studies have adopted various CALL-based devices(e.g.,blogs,gaming,and synthetic environments)to foster second language(L2)acquisition,the v...In the area of computer-assisted language learning(CALL),although a number of studies have adopted various CALL-based devices(e.g.,blogs,gaming,and synthetic environments)to foster second language(L2)acquisition,the vital component of instruction has received little attention.The present study explored the usefulness of CALL-based communication in conjunction with instruction on EFL learners’L2 pragmatic development.Sixty-two EFL students from a university in China were recruited for the current research.The experimental group communicated with a native English speaker through synchronous messaging via Skype and had two instructional sessions pertinent to compliment responses,while the control group interacted with a native English speaker via Skype without having the teaching intervention.Findings from an independent samples t-test demonstrated that the experimental group produced significantly more proper compliment responses in the immediate posttest than the control group(p<.001).Moreover,a significant difference(p<.001)was found for the experimental group between the preintervention and delayed post-intervention mean scores,suggesting that CALL coupled with teaching intervention had a long-term impact on learners’L2 pragmatic development.These findings enrich our understanding of the beneficial and lasting influence of combining CALL with instruction on EFL students’pragmatic development.In addition,pedagogical implications for deploying CALL paired with L2 pragmatics instruction are provided.展开更多
文摘Objective: To observe the accuracy of femoral preparation and the position of the cementless prosthesis in femoral cavity, and to compare the results between the computer-assisted surgical group (CASPAR) and the conventional group. Methods: Ten femoral components were implanted either manually or by CASPAR in cadaver femurs. The specimens were cut to 3mm thick slices. Microradiograms of every slice were sent to a computer for analysis with special software (IDL). The gaps and the medullary cavities between component and bone, the direct bone contact area of the implant surface, the gap width and the percentage of gap and bone contact area were measured in every slice. Results: In the proximal implant coated with HA of the CASPAR group, the average percentage of bone contact reached 93.2% (ranging from 87.6% to 99.7%); the average gap percentage was 2.9% (ranging from 0.3% to 7.8%); the maximum gap width was 0.81mm and the average gap width was only 0.20mm. While in the conventional group, the average percentage of bone contact reached 60.1% (ranging from 49.2% to 70.4%); the average gap percentage was 32.8% (ranging from 25.1% to 39.9%); the maximum gap width was 2.97mm and the average gap width was 0.77mm. The average gap around the implant in the CASPAR group was only 9% of that in the manual group; the maximum and average gap widths were only about 26% of those in the manual group. On the other hand, the CASPAR group showed 33% higher bone contact than the manual group. Conclusion: With the use of robotics-assisted system, significant progress can be achieved for femoral preparation in total hip arthroplasty.
文摘In the area of computer-assisted language learning(CALL),although a number of studies have adopted various CALL-based devices(e.g.,blogs,gaming,and synthetic environments)to foster second language(L2)acquisition,the vital component of instruction has received little attention.The present study explored the usefulness of CALL-based communication in conjunction with instruction on EFL learners’L2 pragmatic development.Sixty-two EFL students from a university in China were recruited for the current research.The experimental group communicated with a native English speaker through synchronous messaging via Skype and had two instructional sessions pertinent to compliment responses,while the control group interacted with a native English speaker via Skype without having the teaching intervention.Findings from an independent samples t-test demonstrated that the experimental group produced significantly more proper compliment responses in the immediate posttest than the control group(p<.001).Moreover,a significant difference(p<.001)was found for the experimental group between the preintervention and delayed post-intervention mean scores,suggesting that CALL coupled with teaching intervention had a long-term impact on learners’L2 pragmatic development.These findings enrich our understanding of the beneficial and lasting influence of combining CALL with instruction on EFL students’pragmatic development.In addition,pedagogical implications for deploying CALL paired with L2 pragmatics instruction are provided.
