254 research outputs found
Expanding the geographic cytogenetic studies in the bush crickets Eneoptera surinamensis (De Geer, 1773) (Orthoptera, Gryllidae, Eneopterinae) from Brazilian Atlantic and Amazon Forest
No full textZefa, Edison, Cordeiro, Juliana, Blauth, Monica L., Rocha, Marla P., Costa, Maria Kátia Matiotti Da, Martins, Luciano De Pinho (2014): Expanding the geographic cytogenetic studies in the bush crickets Eneoptera surinamensis (De Geer, 1773) (Orthoptera, Gryllidae, Eneopterinae) from Brazilian Atlantic and Amazon Forest. Zootaxa 3860 (4): 396-400, DOI: http://dx.doi.org/10.11646/zootaxa.3860.4.
Talk data to me: Bolstering the communication of data to facilitate data-informed decision making in community colleges
No full textCommunity colleges are continually being faced with pressures to use data to inform decisions. These pressures arise from a triage of factors, including accountability, accreditation, and student success initiatives. Yet, as these demands continue, research has shown that community colleges struggle to institutionalize data-informed decision making (DIDM) to support student success. In fact, in a 2011 survey of college and university presidents by Inside Higher Ed, only 36.1% of the 344 public community college presidents believed their college was very effective in using data to inform decisions (Green, Jaschik, & Lederman, 2011, p. 19). Through the literature review process, it became evident that open channels of communication and discussions related to data and student success are essential for DIDM (Altose, 2017; Coburn & Turner, 2011; Katz & Ain Dack, 2014; Kerrigan, 2015; McClenney, McClenney, & Peterson, 2007; Peterson, 2007), yet research exploring how these processes take place in community colleges is lacking. As such, this multiple-case study was intended to develop best practices for communicating data related to student success by exploring the communication and presentation of data through the lens of stakeholder and knowledge management theories. Two community colleges were selected based on recommendations from the CEO of Achieving the Dream who affirmed these institutions’ demonstrated efforts in supporting student success through DIDM.
Findings showed that executive leadership, administrators, and faculty are the most commonly cited stakeholders in the decision-making process related to student success. Although frequent communication of data exists in both colleges, it was apparent that frequency depends on the stakeholder group. The main method of communicating data occurs in-person. In-person communication can support accurate interpretation of data and the transition of data into information. While participants identified Institutional Research (IR) as the main area helping them to interpret data, in-person conversations with colleagues facilitate bringing meaning and context to the data that are under review. Data are often presented to internal stakeholders in the form of graphs, charts, and tables; however, there was no overall consensus on which presentation is more effective.Talk Data to Me: Bolstering the Communication of Data to Facilitate Data-Informed
Decision Making in Community Colleges
Talk Data to Me: Bolstering the Communication of Data to Facilitate
Data-Informed Decision Making in Community Colleges
Alexa M. Beshara-Blauth
A Thesis submitted to
the Graduate Faculty
of the
University of Maryland University College
in partial Fulfillment of
the Requirements for the
Doctor of Management Degree
Charlene Nunley, Ph.D.
Susan McMaster, DM
Talk Data to Me: Bolstering the Communication of Data to Facilitate Data-Informed
Decision Making in Community Colleges
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Abstract
Community colleges are continually being faced with pressures to use data to inform decisions. These pressures arise from a triage of factors, including accountability, accreditation, and student success initiatives. Yet, as these demands continue, research has shown that community colleges struggle to institutionalize data-informed decision making (DIDM) to support student success. In fact, in a 2011 survey of college and university presidents by Inside Higher Ed, only 36.1% of the 344 public community college presidents believed their college was very effective in using data to inform decisions (Green, Jaschik, & Lederman, 2011, p. 19). Through the literature review process, it became evident that open channels of communication and discussions related to data and student success are essential for DIDM (Altose, 2017; Coburn & Turner, 2011; Katz & Ain Dack, 2014; Kerrigan, 2015; McClenney, McClenney, & Peterson, 2007; Peterson, 2007), yet research exploring how these processes take place in community colleges is lacking. As such, this multiple-case study was intended to develop best practices for communicating data related to student success by exploring the communication and presentation of data through the lens of stakeholder and knowledge management theories. Two community colleges were selected based on recommendations from the CEO of Achieving the Dream who affirmed these institutions’ demonstrated efforts in supporting student success through DIDM.
Findings showed that executive leadership, administrators, and faculty are the most commonly cited stakeholders in the decision-making process related to student success. Although frequent communication of data exists in both colleges, it was apparent that frequency depends on the stakeholder group. The main method of communicating data occurs in-person. In-person communication can support accurate interpretation of data and the transition of data Talk Data to Me: Bolstering the Communication of Data to Facilitate Data-Informed
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into information. While participants identified Institutional Research (IR) as the main area helping them to interpret data, in-person conversations with colleagues facilitate bringing meaning and context to the data that are under review. Data are often presented to internal stakeholders in the form of graphs, charts, and tables; however, there was no overall consensus on which presentation is more effective.
Talk Data to Me: Bolstering the Communication of Data to Facilitate Data-Informed
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© Copyright by
Alexa M. Beshara-Blauth
2018 Talk Data to Me: Bolstering the Communication of Data to Facilitate Data-Informed
Decision Making in Community Colleges
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Dedication
My work over the past 3 years and this final dissertation are dedicated to my family; you have provided me with unwavering support and inspiration and believed in me during my most difficult times. Thank you for listening to paper after paper and taking this journey alongside me. To my dad, who instilled in me my love for math and numbers, who taught me perseverance, and who continually pushed me to start working on my doctoral degree. Thank you for not only pushing and nudging me to do what you knew I could, but also for making sure that I was well fed during the past year!
To my mom, who has been my rock and so much more throughout this entire process. You have taught me so much and I know that the most important lessons have come not from my books but from watching you. A true role model, I have learned what it means to have dedication, to stand up for what I believe in, and how to put others first. These are all traits that I will carry with me as I move on to my next chapter.
To my husband, I don’t quite think you knew what you were getting into when I signed up for this program. For most of our marriage, I have had my nose stuck behind books or was ferociously typing away at my computer. Thank you for loving me, standing by my side, and taking on more responsibilities so that I could focus my time on school. I promise I won’t start on anything crazy within the next few months, so we can truly enjoy our time together.
And most importantly, to my son, my heart. You were my motivation even before you were born. I hope that I can be as good of a role model to you as my mother has been to me. I hope that I make you proud, and that when you look back at my journey through this, you remember that anything is possible if you set your mind to it and believe in yourself. Talk Data to Me: Bolstering the Communication of Data to Facilitate Data-Informed
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Acknowledgements
The journey through the UMUC DMCCPA program has been one of the most trying yet rewarding experiences I have encountered. I have grown as both a student and leader, pushing myself far beyond what I thought was possible, and I owe that to the dedicated faculty of this program in addition to my cohort. I want to first acknowledge my amazing advisors, Dr. Charlene Nunley and Dr. Susan McMaster. Your patience, feedback, and guidance as I stumbled through this process have allowed me to produce a meaningful addition to community college research. Without your expertise and support, I do not believe I would have gotten through my primary research “on time.” I am forever grateful. Dr. Nunley, your dedication to student success is admirable; it is contagious and invigorating to those who encounter it. It makes me want to be a better leader and it will continue to push me as I pursue my goals. Dr. McMaster, you have such a way with words, even turning dissertation instructions into elaborate stories. Your words of encouragement were powerful and provided me with the reassurance I needed. I am very thankful for all of the grammatical edits you provided.
There are so many others from the DMCCPA program whom I wish to acknowledge. Dr. Pat Keir, your instruction for our first class made me realize I had made the right choice in selecting this program. Dr. Ronald Head, I owe my attention to APA format to you. Dr. Gena Glickman, thank you for being a willing participant for some of my research. Monica Graham, I am appreciative of your assistance throughout this program; you were always willing to answer my questions and provided any support that you could.
In addition to those in the DMCCPA program, I would like to thank Dr. Karen Stout for her willingness to discuss my dissertation and provide feedback on case study institutions. Your Talk Data to Me: Bolstering the Communication of Data to Facilitate Data-Informed
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assistance in identifying and reaching out to potential participants is truly appreciated.
I want to also acknowledge Dr. Paula Pitcher, my mentor and friend who recommended this program to me. Your guidance as I first began my career in higher education has been invaluable. I continue to admire your drive and ambition and look forward to seeing you attain your goals. Last, and certainly not least, I want to acknowledge my cohort. Each and every one of you has motivated me beyond imagination. Your constant support, humor, and commitment to completion kept me sane. I can’t wait to see where this journey takes everyone next!
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Table of Contents
Chapter 1 – BACKGROUND ...................................................................................................... 1
Statement of Problem ....................................................................................................... 3
Significance..................................................................................................................... 6
Funding ................................................................................................................ 9
Graduation Rates and Student Success ................................................................ 10
Communication to Facilitate Data Use ................................................................ 13
Purpose ............................................................................................................................. 14
Research Questions .......................................................................................................... 15
Theoretical Context .......................................................................................................... 15
Stakeholder Theory .............................................................................................. 16
Knowledge Management ..................................................................................... 17
Definition of Terms.......................................................................................................... 19
Summary .......................................................................................................................... 21
Chapter 2 – METHODOLOGY ................................................................................................... 23
Research Methodology Selection and Literature Evaluation ........................................... 24
Systematic Review ............................................................................................... 24
Literature Scoping ................................................................................................ 25
Key Sources ......................................................................................................... 27
Multiple-Case Study Methodology .................................................................................. 38
Case Study Site Selection .................................................................................... 39
Interview Guide Development ............................................................................. 41
Pilot ...................................................................................................................... 42
Data Analysis ....................................................................................................... 43
Methodology of Expert Panel Selection .......................................................................... 45
Summary .......................................................................................................................... 48
Chapter 3 – LITERATURE REVIEW ......................................................................................... 50
Accountability, Accreditation, Student Success, and DIDM ........................................... 51
Accountability and DIDM ................................................................................... 51
Accreditation ........................................................................................................ 53
Student Success and the Completion Agenda ...................................................... 55
Historical trends in student success ........................................................... 56
DIDM and student success ........................................................................ 57
Current status of student success ............................................................... 58
Prevalence of Data Use .................................................................................................... 59
Challenges, Barriers, and Influences in DIDM ................................................................ 63
Relevance of Data ................................................................................................ 63
Accessibility and Presentation of Data ................................................................ 65
Trust in Data and DIDM ...................................................................................... 69
Leadership Impact on DIDM ............................................................................... 71
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Chapter 3 (continued)
Communicating Data: The Importance of Channels for Communication and Collaboration ...................................................................................... 73
Institutional Research and DIDM .................................................................................... 78
Function and Size ................................................................................................. 78
Consumers of IR Data .......................................................................................... 78
Structure and Future of IR ................................................................................... 80
The Application of Stakeholder Theory .......................................................................... 82
The Origin of Stakeholder Theory ....................................................................... 83
Identification and Prioritization of Stakeholders ................................................. 84
The Importance of Understanding Stakeholders and DIDM ............................... 87
Knowledge Management Theory ..................................................................................... 88
Concepts of Knowledge Management ................................................................. 89
Connections Between Data, Information, and Knowledge .................................. 91
Knowledge Creation and Sharing ........................................................................ 92
Conceptual Model ............................................................................................................ 95
Elements of the Conceptual Model ...................................................................... 89
Accountability ........................................................................................... 96
Accreditation ............................................................................................. 98
Student success initiative ........................................................................... 98
Pressures on community colleges to use data to inform decisions ............ 99
Community colleges and DIDM ...............................................................100
Stakeholder theory and DIDM ..................................................................100
Data presentation .......................................................................................101
Communication .........................................................................................102
Transformation of data into information ...................................................102
New knowledge created ............................................................................102
Decision making ........................................................................................103
Managing knowledge ................................................................................103
Summary of Conceptual Model ...........................................................................104
Literature Review Summary ............................................................................................104
Chapter 4 – FINDINGS ...............................................................................................................106
Expert Panel Review ........................................................................................................107
Problem Statement and Significance of Problem ................................................109
Relevance of Theories..........................................................................................110
Scope of Research Questions ...............................................................................111
Organization .........................................................................................................113
Quality of Writing ................................................................................................113
Adequacy of References ......................................................................................113
Additional Expert Feedback ................................................................................114
Summary ..............................................................................................................114
Description of Case Study Sites: College A and College B ............................................115
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Chapter 4 (continued)
College A .............................................................................................................115
College A’s definition of student success .................................................116
College B .............................................................................................................116
College B’s definition of student success ..................................................117
Interview Guide (IG) Responses and Analysis of Research Questions ...........................118
Overview ..............................................................................................................118
Research Question 1 ............................................................................................119
IG Question 1 (IG1) ..................................................................................119
College A ..........................................................................................119
College B ..........................................................................................120
IG Question 2 (IG2) ..................................................................................121
College A ..........................................................................................121
College B ..........................................................................................121
IG Question 3 (IG3) ..................................................................................122
College A ..........................................................................................122
College B ..........................................................................................123
IG Question 4 (IG4) ..................................................................................123
College A ..........................................................................................123
College B ..........................................................................................124
IG Question 5 (IG5) ...................................................................
Exploring reconstructive alternatives to pollicization for modified Blauth type IIIB-V congenital thumb hypoplasia: A systematic review.
No full textBACKGROUND: Although pollicization remains the traditional treatment strategy for modified Blauth type IIIB-V grade congenital thumb hypoplasia, many patients and parents express interest in alternative reconstructive approaches that maintain a five-digit hand. The aim of this study was to provide a summary of these alternative techniques and to assess for differences in their outcomes, with the hypothesis that techniques featuring vascularized bone grafts would have fewer instances of bone resorption or nonunion relative to non-vascularized techniques.
METHODS: A systematic literature review was conducted in PubMed, Embase, and CINAHL using the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines. Studies describing the reconstruction of modified Blauth type IIIB-V hypoplastic thumbs were included. Chi squared tests (or Fisher exact tests where appropriate) were performed to compare aggregate complication data.
RESULTS: Twenty-four articles met inclusion criteria, yielding 207 patients with 210 thumbs undergoing reconstruction. Mean patient age at surgery was 3.4 years, while the mean follow-up time was 4.2 years. 203 of the 207 patients underwent reconstruction using one of five techniques: PIPJ/MTPJ transfer, hemi-metatarsal transfer, toe and metatarsal transfer, iliac crest transfer, and toe phalanx transfer. PIPJ and MTPJ transfers were the most performed procedures (n = 54, 26 %). Vascularized grafts were used in 89 cases (43 %), while non-vascularized grafts comprised 114 cases (55 %). Rates of bone resorption and nonunion were higher in non-vascularized grafts, though not significantly so (n = 203, p = 0.19). Conversely, donor site complications were significantly higher in vascularized bone grafting techniques (n = 203, p = 0.0056). The most frequently reported outcome measures were Kapandji scores (46 %) and key pinch strength (46 %). Kapandji scores had a weighted mean of 5.6 (range 3.1-6.7).
CONCLUSION: A variety of alternative techniques exist for reconstructing severely hypoplastic thumbs, though no technique demonstrates clear superiority. Vascularized grafts trend towards a lower bone resorption/nonunion rate relative to non-vascularized grafts, though there is evidence of heightened risks of donor site complications when taking vascularized bone grafts from the foot. Objective outcome measures showed variability across studies limiting comparisons between techniques
Improved Guarantees for the a Priori TSP
No full textWe revisit the a priori TSP (with independent activation) and prove stronger approximation guarantees than were previously known. In the a priori TSP, we are given a metric space (V,c) and an activation probability p(v) for each customer v ∈ V. We ask for a TSP tour T for V that minimizes the expected length after cutting T short by skipping the inactive customers.
All known approximation algorithms select a nonempty subset S of the customers and construct a master route solution, consisting of a TSP tour for S and two edges connecting every customer v ∈ V⧵S to a nearest customer in S.
We address the following questions. If we randomly sample the subset S, what should be the sampling probabilities? How much worse than the optimum can the best master route solution be? The answers to these questions (we provide almost matching lower and upper bounds) lead to improved approximation guarantees: less than 3.1 with randomized sampling, and less than 5.9 with a deterministic polynomial-time algorithm
Attentional processes in response to emotional facial expressions in adults with retrospectively reported peer victimization of varying severity: Results from an ERP dot-probe study
No full textBlauth K, Iffland B. Attentional processes in response to emotional facial expressions in adults with retrospectively reported peer victimization of varying severity: Results from an ERP dot-probe study. BMC Psychology. 2024;12(1): 459.**Abstract**
**Background**
Attentional processes are influenced by both stimulus characteristics and individual factors such as mood or personal experience. Research has suggested that attentional biases to socially relevant stimuli may occur in individuals with a history of peer victimization in childhood and adolescence. Based on this, the present study aimed to examine attentional processes in response to emotional faces at both the behavioral and neurophysiological levels in participants with experiences of peer victimization.
**Methods**
In a sample of 60 adult participants with varying severity of retrospectively reported peer victimization in childhood and adolescence, the dot-probe task was administered with angry, disgusted, sad, and happy facial expressions. In addition to behavioral responses, physiological responses (i.e., event-related potentials) were analyzed.
**Results**
Analyses of mean P100 and P200 amplitudes revealed altered P200 amplitudes in individuals with higher degrees of peer victimization. Higher levels of relational peer victimization were associated with increased P200 amplitudes in response to facial expressions, particularly angry and disgusted facial expressions. Hierarchical regression analyses showed no evidence for an influence of peer victimization experiences on reaction times or P100 amplitudes in response to the different emotions.
**Conclusion**
Cortical findings suggest that individuals with higher levels of peer victimization mobilize more attentional resources when confronted with negative emotional social stimuli. Peer victimization experiences in childhood and adolescence appear to influence cortical processes into adulthood.
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Avaliação de duas técnicas restauradoras de mínima intervenção em lesões cariosas profundas de molares decíduos
No full textObjetivos: Os objetivos desta Dissertação foram avaliar o sucesso de duas terapias de mínima intervenção (Tratamento Restaurador Atraumático - ART e Capeamento Pulpar Indireto - CPI) no tratamento de lesões cariosas oclusoproximais, ativas em dentina de molares decíduos; avaliar o desempenho clínico das restaurações e a sua relação com a atividade de cárie do paciente. Métodos: Trinta e duas crianças de 4 a 7 anos participaram do estudo, sendo aleatoriamente alocadas em um dos grupos experimentais: CPI - anestesia local, isolamento absoluto, remoção de tecido cariado com instrumentos rotatórios e restauração com resina composta; ART - sem anestesia, isolamento relativo, remoção de tecido cariado com instrumentos manuais e restauração com cimento de ionômero de vidro. Em ambos grupos foi removido apenas o tecido cariado irreversivelmente desmineralizado. O sucesso das terapias de mínima intervenção foi avaliado clinica e radiograficamente após 6 meses. Aos 3 e 6 meses, a performance das restaurações foi avaliada, segundo critérios do USPHS, inter e intra-grupo, nos quais, todo o dente que apresentou pelo menos um escore C para qualquer um dos parâmetros avaliados foi considerado como fracasso da restauração. Coloração e consistência foram os parâmetros utilizados para avaliação da atividade de cárie do paciente. Resultados: Após 6 meses, o ART mostrou significativamente pior desempenho clínico do que o CPI, considerando todas as variáveis estudadas: integridade marginal (p=0.04), forma anatômica (p= 0.01), rugosidade superficial (p=0.01) e perda do material (p= 0.04). Quando utilizados escores do USPHS dicotomizados em falha (escore C) e sucesso (escore A e B), a taxa de sucesso do ART (37,5%) foi significativamente menor (p=0.03) do que a do CPI (75%). Os dois tratamentos apresentaram 100% de sucesso em termos de manutenção da saúde pulpar, clínica e radiograficamente. No grupo do CPI, as restaurações em pacientes com atividade de cárie apresentaram pior desempenho clínico do que as restaurações de paciente sem atividade de cárie (p=0.04). Conclusão: As duas técnicas foram efetivas na manutenção da saúde pulpar. Nas condições desse estudo, o CPI foi superior ao ART no tratamento restaurador de lesões ocluso-proximais de molares decíduos.Objectives: The aims of the investigation were to test the difference in clinical and radiographic success of two minimally invasive procedures (Atraumatic Restorative Treatment-ART and Indirect Pulp Treatment- IPT); the difference regarding clinical performance of the two treatments and its relation with child caries activity. Methods: Thirty two 4-7-year-old children with at least one active deep class II caries lesion on a primary molar were randomly assigned to one of the treatment group: ART Group - only hand instruments, no anesthesia and glass ionomer cement; IPT Group - local anesthesia, rubber dam, rotary instruments and composite resin. In both groups, only the demineralized carious tissue and unsupported enamel were removed. USPHS criteria were used to assess restoration performance. Color and consistence were used to assess caries activity. Results: After 6 months, ART showed significantly worse clinical performance than IPT considering marginal integrity (p=0.04), anatomical form (p=0.01), surface texture (p=0.01) and loss of material (p= 0.04). When USPHS scores were dichotomized into failure (C score) and success (A+B scores) the success rate of ART restorations was significantly worse (p=0.03) than the success rate for IPT restorations (37.5% and 75%, respectively). However, both treatments had 100% success in terms of preservation of pulp tissue, clinically and radiographically. The presence of caries activity in children resulted in lower success rate for the CPI restorations (p=0.04). Conclusions: ART with conventional GIC resulted in restorations of limited longevity. In the conditions of the present clinical trial, IPT was superior to ART in restoring class II caries lesions and may represent an alternative for treating such lesions using minimally invasive approach
Fast-resorbable antibiotic-loaded hydrogel coating to reduce post-surgical infection after internal osteosynthesis : a multicenter randomized controlled trial
No full textBACKGROUND:
Infection is one of the main reasons for failure of orthopedic implants. Antibacterial coatings may prevent bacterial adhesion and biofilm formation, according to various preclinical studies. The aim of the present study is to report the first clinical trial on an antibiotic-loaded fast-resorbable hydrogel coating (Defensive Antibacterial Coating, DAC®) to prevent surgical site infection, in patients undergoing internal osteosynthesis for closed fractures.
MATERIALS AND METHODS:
In this multicenter randomized controlled prospective study, a total of 256 patients in five European orthopedic centers who were scheduled to receive osteosynthesis for a closed fracture, were randomly assigned to receive antibiotic-loaded DAC or to a control group (without coating). Pre- and postoperative assessment of laboratory tests, wound healing, clinical scores and X-rays were performed at fixed time intervals.
RESULTS:
Overall, 253 patients were available with a mean follow-up of 18.1 ± 4.5 months (range 12-30). On average, wound healing, clinical scores, laboratory tests and radiographic findings did not show any significant difference between the two groups. Six surgical site infections (4.6%) were observed in the control group compared to none in the treated group (P < 0.03). No local or systemic side-effects related to the DAC hydrogel product were observed and no detectable interference with bone healing was noted.
CONCLUSIONS:
The use of a fast-resorbable antibiotic-loaded hydrogel implant coating provides a reduced rate of post-surgical site infections after internal osteosynthesis for closed fractures, without any detectable adverse event or side-effects.
LEVEL OF EVIDENCE:
2
Cárie e dependência de açúcares extrínsecos não lácticos
No full textObservar há relação entre o CPO-D e a dependência ao açúcar extrínseco não láctico (AENL) na faixa etária de 15 a 19 anos em escolares da rede pública estadual do ensino médio do município de Porto Alegre. Metodologia: Este estudo é observacional do tipo analítico transversal, realizado no município de Porto Alegre; cuja amostra incluiu 400 escolares de ambos os sexos de nove escolas sorteadas da rede pública estadual com faixa etária entre 15 e 19 anos. Para a coleta dos dados foram utilizados ficha de levantamento epidemiológico para o CPO-D, baseada na do Projeto Saúde Bucal Brasil (2004) e aplicação do questionário de abuso e dependência de AENL (ROSA, 2005). Resultados: O CPO-D médio da amostra foi de 0,90; sendo no sexo feminino (0,98) ligeiramente maior que no masculino (0,79). A relação entre CPOD dos dependentes (0,94) e dos não dependentes (0,88) não se mostrou estatisticamente significativa (p=0,794).No que tange a variável dependência 34% responderam positivamente ao questionário; sendo que o sexo feminino (42,5) apresentou maior dependência que o masculino (22,7%), tendo assim uma diferença estatística significativa (p<0,001). Conclusões: A relação entre dependência de AENL e o CPO-D não foi significativa, contudo existem fatores de proteção, como flúor, acesso a serviço odontológico, fator econômico e outros que podem ter interferido no resultado.To observe the relation between the DMF-T index and the dependency to non lactic extrinsic sugars (NLES) in teenagers from 15-19 years of age belonging to state public schools in the city of Porto Alegre. Methodology: This study is observational analytical cross, held in the city of Porto Alegre, whose sample included 400 male and female students from nine schools drawn from the public network with state age group between 15 and 19 years. For data collection were used sheet of epidemiological survey for the DMF-T, based on the Project's Oral Health Brazil (2004) and implementation of the questionnaire of abuse and dependence on NLES (ROSA, 2005).Results: The mean DMF-T was 0.90; being the sex feminine (0.98) slightly higher than the masculine (0.79). The relation between the DMF-T of the dependents (0.94) and from the non-dependents (0.88) was not statistically significant (p=0,794). In relation to the variable dependency, 34% answered positively the questionnaire; the feminine group (42, 5%) presented a higher dependancy than the male group (22, 7%), and this difference was statistically significant (p<0,001). Conclusions: The relation between dependancy of NLES and DMF-T was not statistically significant; nevertheless there are factors of caries protection, as fluoride, access to dental service, economical factors and others that can interfere in this result
A paisagem indizível em duas traduções brasileiras de heart of darkness: uma análise de estilo com base em corpus
No full textStudies in style of translation (BAKER, 2000) have revealed important aspects of mediation in translation (associated, according to MALMKJAER 2004, with the mediators interpretation, the purpose of the original, of the translated text and the translation audience), including the translators individuality. In this context, Munday (2008) suggests that the authors voice may be fragmented when there are several translators of a single author, understanding style as the textual expression of voice. This study aims to investigate this hypothesis in different translations of a single literary text, Joseph Conrads Heart of Darkness (1902), using Mundays model for the analysis of translation shifts based on narrative point of view. The study is also motivated by the suggestion that corpus tools may complement literary analyses (STUBBS, 2005) and proposes an interface between these two areas by taking a literary essay as a starting point (McCLINTOCK, 1984). The corpus is comprised of the English source-text and two Brazilian translations. The texts are part of ESTRA, a corpus compiled to contribute to studies in style of translation of literary texts. Drawing on McClintocks analysis, this study proposes to examine the representation of landscape in the translations as an avenue into their style. Epitomized by the word unspeakable, this representation is realized linguistically by means of negation (cf. McCLINTOCK 1985, STUBBS 2005), among other features. Negative words and affixes were therefore used as search words for the generation of concordance lines in the source-text using software WordSmith Tools© 6.0 (SCOTT, 2012). The lines were selected according to the theme of landscape, expanded to the level of the sentence and aligned for analysis using the online solution YouAlign. The methodology follows the descriptive stage of Malmkjaers approach (2003, 2004) using Mundays model (2008), complemented by Appraisal Theory (MARTIN; WHITE, 2005). The findings show changes in the four planes of point of view, although those most relevant to the theme of unspeakability are found in the psychological and ideological planes, construing different representations of the landscape. A distinctive feature of intensified graduation is also observed in one translation which may be the result of the translators conscious strategy. Opposing tendencies pointing to sanitization and intensification of negative semantic prosody are found in the other translation.Os estudos de estilo da tradução (BAKER, 2000) têm revelado aspectos importantes da mediação tradutória (relacionada, segundo MALMKJAER 2004, à interpretação do mediador, ao propósito do texto original e traduzido e ao público-alvo da tradução), incluindo a individualidade do tradutor. Nesse contexto, Munday (2008) sugere que possa haver uma fragmentação da voz autoral quando há diferentes tradutores de um mesmo autor, entendendo o estilo como expressão textual da voz. Esta pesquisa tem por objetivo investigar essa hipótese em diferentes traduções de um mesmo texto literário, Heart of Darkness de Joseph Conrad (1902), utilizando o modelo de Munday (2008) para análise de mudanças nas traduções com base no ponto de vista narrativo. A pesquisa parte ainda da compreensão de que as ferramentas de corpus podem complementar análises literárias (STUBBS, 2005) e propõe essa interface ao tomar uma análise literária da obra como ponto de partida (McCLINTOCK, 1984). O corpus é composto pelo texto-fonte em inglês e duas traduções brasileiras. Os textos pertencem ao ESTRA, corpus compilado para contribuir com os estudos de estilo da tradução em textos literários. Com base na resenha de McClintock (1984), a pesquisa se propõe a examinar a representação da paisagem nas traduções como via de acesso ao seu estilo. Tipificada pela palavra unspeakable, essa representação se realiza linguisticamente por meio da negação (cf. McCLINTOCK 1984, STUBBS 2005), entre outros recursos. Assim, palavras e afixos negativos foram tomados como nódulos de busca para o levantamento de linhas de concordância no texto-fonte, usando o software WordSmith Tools© 6.0 (SCOTT, 2012). As linhas foram selecionadas conforme o tema da paisagem, expandidas até o nível da sentença e alinhadas para análise com a solução online YouAlign. A metodologia desenvolve a etapa descritiva da abordagem de Malmkjaer (2003, 2004), utilizando o modelo de Munday (2008) auxiliado pela Teoria da Avaliatividade (MARTIN; WHITE 2005, MUNDAY 2012). Os resultados mostram mudanças nos quatro planos do ponto de vista, embora as mais relevantes para o tema da indizibilidade sejam encontradas nos planos psicológico e ideológico, construindo diferentes representações da paisagem. Um traço distintivo de intensificação da gradação é observado em uma das traduções e pode ser consequência de uma estratégia consciente do tradutor. Tendências opostas de sanitização e intensificação da prosódia semântica negativa são observadas na outra tradução
The added value of measuring thumb and finger strength when comparing strength measurements in hypoplastic thumb patients
No full textBackground: When interventions to the hand are aimed at improving function of specific fingers or the thumb, the RIHM (Rotterdam Intrinsic Hand Myometer) is a validated tool and offers more detailed information to assess strength of the involved joints besides grip and pinch measurements. Methods: In this study, strength was measured in 65 thumbs in 40 patients diagnosed with thumb hypoplasia. These 65 thumbs were classified according to Blauth. Longitudinal radial deficiencies were also classified. The strength measurements comprised of grip, tip, tripod and key pinch. Furthermore palmar abduction and opposition of the thumb as well as abduction of the index and little finger were measured with the RIHM. Findings: For all longitudinal radial deficiency patients, grip and pinch strength as well as palmar abduction and thumb opposition were significantly lower than reference values (P < 0.001). However, strength in the index finger abduction and the little finger abduction was maintained or decreased to a lesser extent according to the degree of longitudinal radial deficiency. All strength values decreased with increasing Blauth-type. Blauth-type II hands (n = 15) with flexor digitorum superficial Interpretation: The RIHM is comparable in accuracy to other strength dynamometers. Using the RIHM, we were able to illustrate strength patterns on finger-specific level, showing added value when evaluating outcome in patients with hand related problems. (C) 2013 Elsevier Ltd. All rights reserved
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