Objective: to assess the prevalence of incidental findings in pre-orthodontic orthopantomograms, the need for referral as a result of these findings and to evaluate the quality of the radiographs. Methods: 300 radiographs of males and females (10-60 years old) were analyzed. The PABAK test was used to calculate intra-rater reliability. The findings were recorded in a customized data entry form. Results: positioning errors were frequent, with the most common being the tongue dropping from the palate, presence of anatomical ghost images and chin positioning errors. 62.6% of the patients showed at least one incidental finding, with hypodontia, impacted third molars and other impacted teeth being the most common. 20% of the findings merited a referral. Conclusions: technical errors are common. The prevalence of incidental findings in this study was higher than previously reported. 20% of the findings needed a referral, with impacted teeth representing the most common cause for referral.

No description available.

This paper contends that, like children of average intelligence, there is a degree of material that will be learned by the retardate, even if his attention is not directly brought to bear upon that material.

The study explored incidental learning in the workplace. Three research questions guided the study: 1. What is the nature of incidental learning in the workplace? 2. How does professional context impact incidental learning? 3. How do incidental learners know they know in the workplace? A series of three interviews were done with seven human resource professionals and with seven engineers following Seidman's phenomenological interview protocol. The first interview focused on the participant's life history concentrating on the context of the participant's early learning experiences and their professional choices. The second interview provided details of the participant's current incidental learning experiences and an example of their current professional tasks. The third interview provided an opportunity for the participants and me to explore the meaning of their experiences. Analysis of individual experiences was done via profiles, and an analysis of thematic findings was done across all participants. Findings showed that in the "lived world" the experience of the participants and the nature of incidental learning is mediated by the individual's conception of learning and by the individual's learning style. At a professional level, frames and reflection-in and on-action further guide the focus of and validation of the incidental learning. For the researcher -- and perhaps for co-workers or for participants themselves -- incidental learning is easy to overlook; lessons learned often appear to be simply common sense after the fact. This may, in part, be due to the fact that the stories of incidental learning ultimately had successful outcomes. This study confirmed and expanded the importance and impact of context on incidental learning, showing how the elements of an individual's personal and professional context also impact incidental learning. Recommendations for future research and implications for practice were provided. Recommendations for future research included: replicating the study to explore incidental learning in more professions and to explore of the impact of formal higher education on incidental learning. Process recommendations include studying incidental learning as an adjunct to other studies of organizational learning and as a part of an action research project. These methods allow the researcher to study the construct indirectly and as it happens. / Ph. D.

In this study, every effort has been made to cover the principal factors in the solos from the incidental music which are peculiar only to this part of Purcell's work. The melody and text have been of primary concern. The effects of the social and economic background of the times and the actual dramatic setting of the songs are given careful attention. It is not the purpose of this work to study the harmonic style of Purcell. This is admittedly a most intriguing and attractive subject. However, as the principal accompaniment is the continuo and the implied harmonies of his figured bass are not always clear the harmonic style will not be treated as an element of the solos. It is fully worthy of individual treatment which would be free to draw upon the vast instrumental examples of his work in a comprehensive study of his style. A complete survey of the songs is included in Appendix D for reference and for the information of the reader. It is hoped that the reader will be encouraged to pursue a closer study of these songs, and to consider their possible use today.

The author's inaugural dissertation, Erlangen, 1923. cf. Vorwort. / Music: 3 fold. l. at end. "Verzeichnis der ermittelten Schauspielkompositionen": p. 138-151. Bibliography: p. [154]-159.

The author's inaugural dissertation, Erlangen, 1923. cf. Vorwort. / Music: 3 fold. l. at end. "Verzeichnis der ermittelten Schauspielkompositionen": p. 138-151. Bibliography: p. [154]-159.

Thesis (Ph.D.)--University of Chicago, 1987. / Typescript. "Musical examples": leaves 545-656. "Catalogue of extant seventeenth-century Spanish theatrical songs": leaves 457-544. Bibliography: leaves 657-674.

No description available.

Seven experiments examined phonological word-form learning (i.e., the learning of novel wordlike sound patterns) after differing types of training. In each case, learning at the end of training was assessed via stem-completion ability. Experiment 1 presented participants with 11 epochs of listening and repeating (incidental learning) and found significant stem-completion ability. The results of Experiment 2 showed greater stem-completion ability after 11 epochs of listening, repeating, and stem-completion testing (deliberate learning). Experiment 3 replicated results from Experiments 1 and 2 in a within-subject design and demonstrated that learning of both types is item-specific and not merely the result of generalized task facilitation. Experiment 4 measured stem-completion ability after 100 epochs of incidental learning and found that it remained lower than after only 11 blocks of deliberate learning in Experiments 2 and 3. Experiments 4, 5, and 6 utilized monosyllabic nonword stimuli, in contrast to the disyllabic nonword stimuli utilized in the first four experiments, and replicated results from Experiments 1, 2, and 3, respectively. Taken together, these results suggest that incidental learning does not yield full mastery of phonological word-forms.