No abstract

No abstract

Students often perceive school science as purely theoretical, overloaded with facts, and mostly disconnected from their school, home, and community life. One way to bridge the disconnection between school science and lived experiences, and support students in realizing the relevance of science to their everyday life, is by enabling them to integrate their funds of knowledge (FoK), the knowledge and expertise people have because of their roles in their families, communities, and culture, within science. To support students in this task, we developed Together with Science, a series of Vlogs (video blogs) designed to guide families and students through home‐based experiments and support the emergence of a third space, where science and everyday life intersect. The Vlogs provided the necessary scientific background for the experiments and encouraged participants to share aspects of their lived experiences and reflect upon the realization of scientific phenomena in their lives. Using videotaped discussions of students and family members, we examined the interactions between them, as well as the FoK addressed in the conversation. The results indicate that multiple types of interactions emerged between students and family members, as they jointly conducted the science experiments and discussed their findings. Shifts in these interactions were associated with the development of a shared third space, in which both students and family members were able to concurrently relate everyday life to the scientific phenomenon. Most FoK were associated with participants' homes and culture. Our results suggest that family members can serve as brokers to support their children in realizing the relationship between science and their everyday life, by bringing in their unique FoK into the scientific discussion, and highlighting the importance of thoughtfully designed learning environments to support them in the process.

No abstract

No abstract

Objective This study aims to assess whether ultrasound-guided injection of platelet-rich plasma can safely and effectively treat symptoms associated with acetabular hip labral tears. Design Institutional review board approval was gained for a prospective study of eight patients (N = 8), who have previously failed conservative management, to receive ultrasound-guided injection of platelet-rich plasma at the site of hip labrum tear. We assessed pain reduction and functional ability at baseline and then 2, 6, and 8 wks after injection, using the visual analog scale and Harris Hip Score, respectively. Results Statistically significant differences in Harris Hip Score were seen 2 wks (86.5 ± 10.8, P < 0.01), 6 wks (88.0 ± 10.7) P < 0.01), and 8 wks (92.1 ± 11.6, P < 0.01) after injection as compared with baseline (76.0 ± 13.4). Corresponding improvements were seen in visual analog scale 2 wks (1.0, P < 0.01 at rest, 2.5, P < 0.01 with activity), 6 (0.9, P < 0.01 at rest, 2.3, P < 0.01 with activity), and 8 wks (0.5, P < 0.01 at rest, 1.3, P < 0.01 with activity) compared with baseline (3.8 at rest, 5.4 with activity). Conclusions Ultrasound-guided injection of platelet-rich plasma holds promise as an emerging, minimally invasive technique toward symptom relief, reducing pain, and improving function in patients with hip labral tears.

No abstract

No abstract