The existence of accessory canals in the furcation region of primary molars has been the subject of extensive research. The objective of this study was to use a micro-computed tomography scanner to analyze accessory canals in the furcation region of extracted primary molars. Sixty-five primary molars which were extracted for purposes not including this study were collected and scanned at a resolution of 9.0 μm using a Skyscan 1176 Micro-CT scanner. For each extracted molar collected, the patients age at the time of extraction was recorded, as well as whether the tooth came from the maxillary or mandibular arch and if the tooth was a first or second molar. DataViewer v1.5.1 software was used to analyze each scanned primary molar for the presence or absence of canals, canal patency and number of canals present. Collected data was analyzed using SPSS 20.0 for Windows. Fisher’s exact and Kruskal-Wallis tests were used to identify association between variables. Canals were observed in the furcation area of 83% of molars scanned, and patent canals were found in the furcation area of 8% of the molars. The mean number of canals per tooth was found to be 2.6. The majority of these canals were found adjacent to the periodontal ligament on the outer surface of the furcation. Second molars were observed to have a higher number of canals than first molars (p<0.05), with maxillary second molars having a mean number of canals of 3.3, mandibular second molars having a mean number of canals of 3.5, maxillary first molars having a mean of 1.8, and mandibular first molars having a mean of 2.1 canals. No significant association was found between patient age and the number of canals present. Micro-Computed Tomography was an effective method to quantify accessory canals in the furcation region of extracted primary molars. / October 2016

El presente artículo presenta los resultados del análisis de los gráficos estadísticos según las directrices curriculares y su implementación en dieciocho libros de texto de matemática de Educación Primaria en Perú, los que corresponden a tres series completas y de diferentes editoriales. En ellos se analizan, mediante análisis de contenido, las secciones en las que aparecen estas representaciones, identificado el tipo de actividad que se plantea, los gráficos involucrados, el nivel de lectura y el nivel de complejidad semiótica involucrado. Los libros de texto se adecúan parcialmente a las directrices curriculares en cuanto a la presentación de los gráficos por nivel educativo, el número de actividades propuestas por las tres editoriales es similar. La principal actividad que se solicita en los libros es de calcular y construir. Se observa un predominio del gráfico de barras, un nivel de lectura básico y la representación de una distribución de datos en el gráfico. / Revisión por pares

A Research Report submitted to the Faculty of Health Sciences, University of the Witwatersrand, Johannesburg, in partial fulfillment of the requirements for the degree of: Master of Public Health (MPH) School of Public Health Faculty of Health Sciences University of the Witwatersrand 19 June 2017 / Background In order to achieve the Millennium Development Goals, South Africa embarked on a strategy in 2011 to re-engineer its Primary Health care (PHC) system. This included the creation of Ward-based Outreach Teams (WBOTs). Each team comprises six community health workers (CHWs) led by a professional nurse linked to a clinic. The national guidelines prescribe that each municipal ward should have at least one WBOT to improve access to health care and strengthen the decentralised district health system. Implementation of the WBOT policy has varied across the country. Methodology This qualitative study explored WBOT staff and manager views on initial WBOT implementation in the Ekurhuleni health district. Research methods included five focus group discussions with CHWs; 14 in-depth interviews with team leaders and managers; and ethnographic observations. Using the framework analysis approach, data were coded based on themes relevant to the National Implementation Research Network’s (NIRN) Implementation Drivers’ Framework, including: competency, leadership and organizational drivers of the initial implementation processes. The context in which implementation occurred was also an important theme, as derived from the NIRN formula for successful implementation. Results There were significant weaknesses underscoring the current implementation of WBOTs in the district. The experiences of WBOT staff and managers illustrate that competence to perform the ideal roles was compromised by poor staff selection, inadequate training and limited coaching. CHWs complained of precarious working conditions, payment delays and uncertainty of employment contracts. Within the community context, CHWs experienced both positive and negative attitudes from the community and clinic staff from inter alia: traditional beliefs; stigma; and, the perception that CHWs were increasing clinic workloads. Despite this, CHWs valued their expanded role, including the ability to refer to services beyond the clinic such a social services, police and home affairs, and felt motivated by the impact of their work in the communities they serve. Weak organisational processes, compounded by poor planning, budgeting and rushed implementation, resulted in problems with procurement of resources. The lack of support for robust data management led to poor data verification, quality and use for decision-making. Communication challenges revealed leadership deficiencies at the national and implementation levels. This led to confusion about the ownership of the programme and poor integration of WBOT into the service delivery package in traditional clinic settings. Conflicting departmental mandates (between provincial and municipal departments), fragmented leadership and accountability, all lack of insight into the policy objectives and a disabling and ill-prepared context, constrained efforts of WBOTs at the local level. This also affected the embeddedness and acceptance of the programme in clinics and the community, impacting on implementation fidelity. Conclusion Sustainable systemic change requires clear, detailed planning guidelines, defined leadership structures, budgetary commitments, and continuous communication strategies. Furthermore, successful change is dependent on the on-going commitment to human resources development and capacity building, including investment in supervision, quality training, organisational support and competent staff. This study highlights the critical importance of organisational readiness that includes health systems and actor readiness when implementing policies across decentralised systems. Furthermore, adaptation to local contexts must be heeded in policy processes. This study further illustrates that in order to re-engineer PHC, to achieve the vision and values set out by the Alma Ata Declaration, and, to strengthen outreach services across relevant sectors, participation of all relevant actors in the implementation process. / MT2017

by Cheng Fun Chung. / Bibliography: leaves 48-51 / Thesis (M.A.Ed.)--Chinese University of Hong Kong, 1983

This study has at its centre the relationship between student teachers' behaviour and their underlying thoughts and beliefs as they learn to teach primary English. Following Harré's definition of personal identity as an organising principle for action (Harré, 1983), it seems that student teachers' sense of self-hood provides a key to understanding their actions in the classroom. The findings suggest that student teachers are powerfully influenced by the way they view the role of the teacher. They can be crudely identified with one of three categories. Task Managers have a restricted view of their role, concerned with organisation and management. Curriculum Deliverers relate to learning but this is defined and limited by the curriculum. Concept/Skill Builders link to an underpinning framework of concepts, which relate to learning beyond the curriculum and the classroom. An examination of the identity and knowledge held by each type of student teacher, when compared with an experienced teacher, reveals the importance of viewing teacher knowledge as a synchronised process of making connections. This highlights the centrality of school based learning and leads to conclusions about the complex nature of the support required to enhance student teachers' learning both in school and in Higher Education Institutions.

The aim of this study was to explore Cypriot primary school teachers' views on and experiences of effective and ineffective Physical Education Continuing Professional Development (PE-CPD) provision. Extensive qualitative data were collected to ensure a deep understanding of the issues from the perspectives of Cypriot teachers. Methods used were an open-ended survey distributed to all public primary schools, and interviews and focus groups with teachers and CPD providers. The survey was sent to all primary school teachers responsible for PE in Cyprus. In addition, fifteen teachers were identified as individual case studies, key CPD providers were interviewed, and a focus group comprising three CPD providers and three case study teachers was conducted to generate shared dialogue. The data indicate that from the perspective of these teachers in Cyprus, there is a widespread failure of PE-CPD to meet their learning needs. Yet, in contrast to much of the negative data that reinforces the international CPD literature, strong evidence of the powerful and positive impact of one approach to PE-CPD emerged. These data reveal interesting insights into the importance the teachers attached to passion, a focus on co-learning, and their views of themselves and their identities as teachers and learners.

Research in the area of teaching assistant (TA) deployment in UK schools has suggested TAs are not always successful in enhancing the attainment of pupils they work with, and can often experience low self-efficacy with regards to their role in supporting pupil learning. A collaborative action research (CAR) model was used to explore the influence of training three primary school TAs to use a mediation intervention entitled ‘Medi8’ to support pupils’ cognitive functions. The TAs worked with target pupils and their class teachers to mediate specific cognitive functions with which the pupil was experiencing difficulties. TAs undertook weekly solution-focused coaching sessions concentrating on embedding mediational practices in their work with the pupil. A realistic evaluation (RE) was conducted to elicit mechanisms through which the intervention had influenced TA practice and self-efficacy, as well as pupil outcomes in relation to the targeted cognitive functions. Findings suggested that TAs experienced an increase in their self-efficacy regarding supporting pupil cognitive functioning and changes to their practice to incorporate mediational strategies. The RE also suggested that pupils experienced small steps of progress in their independence in targeted cognitive skills. The research concluded with an action plan for further embedding mediational practices within the school.

In 1998 the current reform of the General Education System (GES) started in Oman. Redefining the existing or finding a suitable new school leadership model has become important to enable Omani primary headteachers to redefine and transform the existing practice of school leadership and to implement and integrate the new educational and leadership tasks which were introduced by the current reform. Studies indicate that educational reforms generally require a powerful mechanism to get things done. Thus, Omani educators (policy makers and headteachers) face a challenge in redefining the present model or choosing a suitable new one. One of the two is, however, urgently required to reform the practice of school leadership in Omani primary schools. Therefore, this research focuses on both redefining and transforming the existing practice and implementing the new tasks (in possibly a new form) of school leadership. This research focuses mainly on three major themes, as follows: (1) The historical background which underlies primary school leadership in Oman. (2) The current practice of primary school leadership. (3) Redefining the existing school leadership model or choosing a new one to develop more effective primary school leadership and ensure the success of the current development of the GES in Oman. Therefore, this research project concentrates on an examination and evaluation of the current practice of primary school management and leadership in the country’s primary schools. Furthermore, this research evaluates the practice of leadership in schools by collecting the necessary data (in a subjective approach) and by using a specially constructed scale (in an objective approach) based on transactional and transformational theories of school leadership. This provides a way of assessing to what extent the current practice of primary school leadership is effective or not in terms of these theories. Overall, this research seeks to ensure the successful and effective implementation of the current reform of the GES.

Since the 1988 Education Reform Act and the introduction of the National Curriculum soon after, many initiatives, introduced in rapid succession by governments, with very short lead-in times, have affected primary schools. These radically altered the primary school as a working context. Headteachers were charged with the implementation of these initiatives into school contexts which are complex, fluid systems, and where interpersonal and personal-contextual relationships play an important part. The schools are part of the wider government policy context, which itself has significant effects on schools. This study investigated how the government policy-initiatives impacted on the professional ideologies and identities of eight headteachers in primary schools. This was accomplished using an innovative combination of biographical narrative and ‘activity theory’ (in the sense that Engeström’s ‘activity triangle’ is used only as a heuristic device in order to structure the biographical narrative accounts). The data generated two broad professional identities: the child-centred and the curriculum-led headteacher. In response to the government initiatives, the former tended towards 'resistance'; the latter tended towards 'compliance'. The textual analysis of the narratives reveals the detailed patterns of resistance and compliance over the twenty-year period after 1985.

This study describes how the reading demand of a typical statutory key stage 1 mathematics test was investigated for readability for its young audience. About 600 000 six- and seven-year old children in England take the test each year, many of whom are expected to read independently and to know when to ask for support with reading. In the belief that children themselves would be the best judges of readability, data were collected to establish how much help children requested during the key stage 1 2001 mathematics test and how well they could read test questions aloud. In addition, each written question was analysed for readability using word lists and sentence length as the main criteria. The conclusion is that the reading demand is inappropriate for many year 2 readers and that some children did not receive the reading support that they required to access the mathematics. This raises questions about test validity. Any unrecognised reading difficulties are a threat to validity since reading skills are not being assessed. The voices of the children tell a compelling story. Although too few in number to constitute a national sample, it is argued that the children who provided the data were and continue to be typical of the national cohort and comparable year 2 children can be found in schools across the country. This raises issues regarding the appropriateness of a statutory mathematics test for children who are still learning to read. Given the findings, the national policy of testing key stage 1 children in mathematics is queried.