1,053 research outputs found
Efficacy of Skinfill plus filler in the management of facial aging: a multicenter, post-marketing clinical study
No full textBackground: Injectable dermal fillers are commonly used by physicians in the treatment of the signs of aging. The
most commonly used dermal filler is hyaluronic acid. Skinfill plus (SFP) belongs to the family of monophasic monodensified
fillers. In this post-marketing clinical study, we have evaluated the efficacy of SFP for the treatment of facial aging.
Methods: The study enrolled 109 patients in three different centers that were treated with various SFP fillers to treat facial
aging. Analyses of the cosmetic effects were performed by using the Wrinkle Severity Rating Scale (WSRS) and the Global
Aesthetic Improvement Scale (GAIS).
Results: Statistical analysis showed a significant effect on facial aging for all the SFP fillers used at all time-points studied.
Moreover, a significant correlation was found, by analyzing the grade of facial aging, calculated by using the WSRS or the
lifestyle of the patients (smokers or non-smokers) in relation to the cosmetic effects of the treatment.
Conclusions: Th
La valutazione delle abilità grafo-motorie in età prescolare tramite il test Shore Handwriting Screening
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Grafia e produzione del testo nei bambini della scuola primaria
No full textLo scopo di questo studio è analizzare la relazione che intercorre tra diverse componenti implicate nel processo di scrittura in bambini del secondo ciclo della scuola primaria. Hanno partecipato alla ricerca 62 bambini distribuiti tra le classi di III, IV e V. La produzione scritta è stata esaminata negli aspetti grafo-motori, attraverso l’analisi delle caratteristiche disgrafiche (Zoia et al, 2004), negli aspetti di composizione del testo, in base alla struttura narrativa (Stein e Glenn, 1979; Longobardi e Devescovi, 1997) e negli aspetti ortografici (Tressoldi e Cornoldi, 2000). I risultati ottenuti hanno evidenziato una significativa correlazione tra componenti grafo-motorie e ortografiche, riconducibili a processi di tipo “low level”, e variabili di composizione del testo, legate a processi “high level” (Berninger e Swanson, 1994). I bambini che producono un maggior numero di errori ortografici e grafo-motori, producono testi meno completi e organizzati a livello di struttura narrativa
The development of pre-writing skills: A pilot study
No full textProduction of a written text involves the coordination of many skills. Handwriting represent one of main component of writing abilities (Feder & Majnemer 2007). Many studies suggest that handwriting is an important factor in composition of young children and that the poor automaticity of handwriting may interfere with the text composition (Graham et al, 1997, Medwell & Strand, 2009). For this reason it may be important to explore the development of handwriting skills as early as preschool age. The skills that contribute most to handwriting are motor skills, hand-eye coordination, attention, visual-motor integration and perceptual skills (Volman et al., 2000). There are few recent studies that have investigated the development of handwriting skills from 3 to 6 years. (Tolchinsky-Landsmann, 2003; Levine & Bus, 2003).
The aims of this pilot study were: a) to explore the development of pre-writing skills in preschool children; b) analyze the relationship between the basic skills and pre-writing abilities in the different age groups.
Thirty-nine preschool children (21 boys and 18 girls; 36 to 65 months) participated at this study. They were divided into three age groups: 3 years old (n = 15, M = 38 months), 4 years old (n =16, M = 50 months), 5 years old (n = 8, M = 61 months). To evaluate pre-writing skills was used the Shore Handwriting Screening (SHS, Shore, 2003), this non-standardized tool includes observation of the child’s postural and hand control, bilateral hand skills, in-hand manipulation and the child’s ability to letter formation. In addiction were evaluated visual-motor integration and visual-perceptual skills (VMI), receptive vocabolary (PPVT), nonverbal ability (Raven’s CPM) and attention ability (Barrage Leiter-r). The results showed that the older children performed better than the younger children in every skills investigated. There was no significant differences between 4 years and 5 years old children in visual-perceptual skills and in the SHS scores. The relationship between the SHS and VMI scores was significant at all age. The correlation between SHS scores and Barrage scores was significant only at 4 years. These interesting preliminary results seem useful to define different developmental profiles in pre-writing skills in preschool children
Abilità di scrittura e composizione del testo in bambini di scuola primaria
No full textThe present study aims to investigate the writing skills in primary school children and to analyze the relationship between the different components involved in the writing process. Written production was evaluated by considering the handwriting, spelling and narrative structure through the analysis of stories written by children. Sixty two children participated in the study distributed amomg III, IV and V class. The results showed a close relationship between processes "low level", such as handwriting and spelling skills, and the "high level " processes, like narrative writing composition. Children who produce most frequently spelling and handwriting errors, produce texts less complete in terms of narrative structure
Online resources for mathematics in the scientific virtual reference desk
No full textThe present work briefly describes the Virtual Reference Desk for mathematics elaborated during the time I worked at the CERN Library (European Laboratory for Particle Physics or Laboratoire européen pour la physique des particules) in Geneva. This instrument is dedicated to the CERN librarians, with whom I have shared important moments of my professional career. In particular, I would like to gratefully acknowledge their valuable co-operation and assistance during our time spent working together. The Web metasource is comprised of three directories, annotated and interrelated with dual application: The first is intended as a work tool for librarians working in mathematics libraries, but above all for librarians of high energy physics, who more often than not must turn to mathematics and the use of mathematical applications and models for the physical sciences and in particular particle physics. The second is an on-line resource for mathematics; that is, a Virtual Reference Desk for the community of mathematicians, with whom I have been collaborating for some twenty years at the University of Padova. The bibliographical instrument is born from the need to have at our disposal a scientific Virtual Reference Desk created according to the needs of those working in physics and mathematics libraries – a tool which is comprised of materials collected during years of work as much as material available on-line through the use of new technologies
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