One third of all patients who survive AAA repair experience significant dilatation of their proximal aortic cuff over time. Proximal dilatation is rare but not absent in patients who have smaller initial aortic cuff diameters. This dilatation rarely causes problems after conventional suture fixation, but the long-term implications of cuff dilatation after endoluminal repair are unclear. Our findings suggest that endovascular aortic prostheses that have the ability to continue to self-expand many years after implantation may be required and that endovascular prostheses may not be the best option for patients who have a long life expectancy or for those who have preoperative proximal cuffs greater than 27 mm.
Research on nature of science (NOS) and scientific inquiry (SI) has indicated that a teacher's knowledge of each, however well developed, is not sufficient to ensure that these conceptions necessarily manifest themselves in classroom practice (Lederman & Druger, 1985;Lederman, 2007). In light of considerable research that has examined teachers' subject matter knowledge structures and their classroom practices (e.g., Gess-Newsome & Lederman, 1993, what was conspicuously absent was an assessment of teachers' knowledge structures for NOS and SI. The current investigation inferred the classroom practice knowledge structures for NOS and SI for four physics teachers. These results were then compared to responses communicated through the Knowledge Structures for NOS and SI (KS4NS) questionnaire and subsequent interview. The degree of congruence between the two knowledge structures was gauged at the level of included concepts, connections between concepts, and for other organizational or thematic elements. The results indicated limited congruence between teachers' knowledge structures for NOS and SI and those espoused in their classroom practice. Most notable was the dearth of connections evidenced between constituent aspects in the latter. The necessity of having teacher candidates explicitly reflect on the structure of the subject matter they are learning for teaching is reiterated through the findings of the current study. The utility of the KS4NS as tool to foster such reflections specifically regarding conceptualization of NOS and SI independent of, or in conjunction with, traditional subject matter also warrants further investigation, particularly in light of the recently released Next Generation Science Standards and their highly integrative conception of science. # 2014 Wiley Periodicals, Inc. J Res Sci Teach Keywords: nature of science; scientific inquiry; pedagogical content knowledge; knowledge structures Shulman (1986Shulman ( , 1987 in his groundbreaking 1985 address to AERA, and subsequent related writings centering on pedagogical content knowledge (PCK), hypothesized that the nature of teachers' subject matter structures (i.e., how they conceptualize the content they are charged with teaching) should both impact the manner in which content is translated during instruction and facilitate future subject matter learning. As such, he posited, it is not simply the "amount" of subject matter knowledge a teacher possesses but how it is structured that should serve to better facilitate its translation into practice.Research has indicated that experts' structuring of their subject matter differs from that of novices in that it is more elaborate and contains more cross-linking, interconnections, and overarching thematic elements (e.g
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