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The use of an external fixator (EF) in the emergency department (ED) or the emergency theatre in the ED is reserved for critically ill patients in a life-saving attempt. Hence, usually only fixation/stabilization of the pelvis, tibia, femur and humerus are performed. All other external fixation methods are not indicated in an ED and thus should be performed in the operating room with a sterile environment. Anterior EF is used in unstable pelvic lesions due to anterior-posterior compression, and in stable pelvic fractures in haemodynamically unstable patients. Patients with multiple trauma should be stabilized quickly with EF. The C-clamp has been designed to be used in the ED to stabilize fractures of the sacrum or alterations of the sacroiliac joint in patients with circulatory instability. Choose a modular EF that allows for the free placement of the pins, is radiolucent and is compatible with magnetic resonance imaging (MRI). Planning the type of framework to be used is crucial. Avoid mistakes in the placement of EF. Cite this article: EFORT Open Rev 2020;5:204-214. DOI: 10.1302/2058-5241.5.190029

The motivation for language learning is influenced by political, social and cultural influence. The Russian language was introduced to the academic curriculum at the University of Ghana several decades ago. To understand advantages and disadvantages of Russian learning, it is necessary to reveal what is behind the language policy in Ghana.In this paper, we consider how language structures are used in the Russian language, and how local languages affect it. By means of the influence of both English language and local languages, we observe common errors that appear in students’ speech and papers.

One of the issues affecting the efficacy of peer revision in the writing classroom is that of the knowledge of peer reviewers. Do peer reviewers have sufficient knowledge of content and language to critique the works of their peer writers? Do they provide feedback on content as much as they do for language? Proponents of social constructivism posit that learners learn best when they are involved in exploring, discovering and transforming their ideas and those of their peers through interaction, negotiation and collaboration. In the writing classroom, student writers and reviewers are given the opportunity to build meaning based on their own experiences. This study examined the types of comments made by Malay ESL peer reviewers and their perceived usefulness towards improving peer writers’ composition. Comments on peer writing were collected from ten upper secondary school peer reviewers for equal number of peer writers through reviewer feedback form, peer conferencing session, reviewer field notes and writers’ multiple drafts. Findings of the study show that peer reviewers were able to provide revisions in both areas of content and language. Additionally, the strategies used to providing feedback on content included alteration and reordering, clarification and suggestion, as well as praise and criticism. Overall peer revision has a positive impact on writing and this has implications for teaching and learning, more so for teachers who are overburdened with marking.

The purpose of this study was to investigate student difficulties, common errors and misconceptions in solving simple linear algebraic equations within a group of students (n = 217) from four different schools. The results suggest that the students in lower achievement groups have conceptual problems and mal-rules, some of which might be considered as misconceptions. In general, students in the middle and higher achievement levels did arithmetical and computational errors.