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Secondary school students often lack the necessary motivation to program visually. The present study aims to analyse the effects of error learning orientation on students' intrinsic motivation for visual programming. According to the control-value theory of Pekrun (2006), we posit that the influence of error learning orientation on intrinsic motivation is mediated by self-efficacy for visual programming as well as by error-related achievement emotions. A sample of 269 Swiss secondary school students (grades 7 to 9), who were beginners in visual programming, filled out a questionnaire as part of a course on visual programming. A structural equation model was established to illustrate the expected relationships between students' attitudes and their impacts. As expected, the results point to the need of paying more attention to errors in STEM education and indicate that students' error learning orientation had a low but significant effect on their intrinsic motivation for visual programming. The findings confirmed the effects of error learning orientation on intrinsic motivation for visual programming, which are mediated by self-efficacy but not by error related achievement emotions in the context of coding activities.

Secondary school students (N = 269) participated in a daylong visual programming course held in a stimulating environment for start‐up enterprises. The tasks were application‐oriented and partly creative. For example, a wearable device with light‐emitting diodes, (ie, LEDs) could be applied to a T‐shirt and used for optical messages. Our research questions related to the control‐value model of achievement emotions. We measured experienced enjoyment four times and examined the dependence of enjoyment on the individual tasks. Experience of enjoyment was also tested for the prediction of students' self‐efficacy for programming. The results showed that momentary enjoyment was not significantly dependent on the task situation, but it was dependent on the general enjoyment of programming. However, students with lower enjoyment scores showed higher increases in enjoyment during the final tasks than those with higher initial scores. The emotion score of the girls increased more than those of the boys but the girls' overall enjoyment scores were lower than those of the boys. Students' self‐efficacy beliefs of both genders increased over the course, and some of the differences in beliefs can be explained by the enjoyment of the course. In conclusion, our teaching approach seemed beneficial for the motivation to learn programming, particularly among girls. Practitioner notes What is already known about this topic Lower secondary students often report a lack of self‐efficacy beliefs for visual programming, especially girls whose confidence in their abilities seems to be missing. Activities that show how programming can be used in everyday life or at work promote interest and enjoyment, especially among girls. What this paper adds Experiencing enjoyment did not depend on individual task types (more structured vs. more open), but proved to be stable across all tasks. The experience of positive emotions in our computer science course had an impact on the secondary school students' self‐efficacy beliefs. Implications for practice and/or policy The combination of smart textiles and programming was viewed as a motivating learning experience with the potential to foster secondary school students' confidence and problem‐solving skills in computer science. A guided sequence of learning to debug can provide a self‐enhancing foundation for the students' own activities with following tasks that are more open and creative approaches. What is already known about this topic Lower secondary students often report a lack of self‐efficacy beliefs for visual programming, especially girls whose confidence in their abilities seems to be missing. Activities that show how programming can be used in everyday life or at work promote interest and enjoyment, especially among girls. What this paper adds Experiencing enjoyment did not depend on individual task types (more structured vs. more open), but proved to be stable across all tasks. The experience of positive emotions in our computer science course had an impact on the secondary school students' self‐efficacy beliefs. Implications for practice and/or policy The combination of smart textiles and programming was viewed as a motivating learning experience with the potential to foster secondary school students' confidence and problem‐solving skills in computer science. A guided sequence of learning to debug can provide a self‐enhancing foundation for the students' own activities with following tasks that are more open and creative approaches. [ABSTRACT FROM AUTHOR]

Treatment with an unconventional double osteotomy of the pelvis in a 9-year-old girl with recurrent anterior hip subluxation after hip reconstruction in cerebral palsy is presented. Classical Pemberton or Salter osteotomy is effective for superolateral acetabular dysplasia, but corrections in the anterior or posterior direction are limited. In this case, double osteotomy of the pubic and iliac bone allowed better coverage in the anterior part of the acetabulum. The bone provided sufficient elasticity to achieve the desired correction without an ischial cut, therefore providing more stability of the pelvis.

Population is getting older and arthroplasty is getting more common. And the evolution of implants and their better longevity enables arthroplasty to be done for younger patients too. Therefore sexual activity with hip prosthesis is more common. Literature demonstrates a positive effect of total hip arthroplasty for sexual activity. Despite the euphoria due to painfree movement of the joint, the risk of a luxation of prosthesis should not be underestimated. Especially during the first three months after surgery this risk is relatively high. This also makes sexual activity - not only in this time period, a potential risk for hip dislocation. We do recommend written guidelines for patients to be given to them preoperatively. This will allow some privacy.