Purpose: To retrospectively assess the incidence and predictive factors for self-correction of ectopic eruption of maxillary permanent first molars (EE) and the prevailing attitudes amongst surveyed specialists regarding intervention in cases of EE. Methods: Charts of patients diagnosed with EE were assessed for predictive clinical and radiographic factors. An online survey was sent to pediatric dentists and orthodontists. Results: The rate of self-correction was 71%. One third of self-corrections occurred after age 9. Increased amount of impaction (r(43)=0.59, p<.001) and degree of resorption (r(57)=0.41, p=.001) were positively correlated with irreversibility. Orthodontists estimated the spontaneous self-correction rate to be lower (t(1178)=19.2, p<.001) than pediatric dentists. Conclusions: One third of self-corrections occurred after 9 years of age and delaying treatment of EE may be a viable option when uncertain of the outcome. Reliable predictive factors of irreversibility of EE were identified. Differences exist between pediatric dentists and orthodontists regarding management of EE.

Purpose: To retrospectively assess the incidence and predictive factors for self-correction of ectopic eruption of maxillary permanent first molars (EE) and the prevailing attitudes amongst surveyed specialists regarding intervention in cases of EE. Methods: Charts of patients diagnosed with EE were assessed for predictive clinical and radiographic factors. An online survey was sent to pediatric dentists and orthodontists. Results: The rate of self-correction was 71%. One third of self-corrections occurred after age 9. Increased amount of impaction (r(43)=0.59, p<.001) and degree of resorption (r(57)=0.41, p=.001) were positively correlated with irreversibility. Orthodontists estimated the spontaneous self-correction rate to be lower (t(1178)=19.2, p<.001) than pediatric dentists. Conclusions: One third of self-corrections occurred after 9 years of age and delaying treatment of EE may be a viable option when uncertain of the outcome. Reliable predictive factors of irreversibility of EE were identified. Differences exist between pediatric dentists and orthodontists regarding management of EE.

No description available.

This theoretical-empirical thesis deals with the quality assessment of simultaneous interpreters done by clients not familiar with the original speech, with special regard to self-correction. The aim of this thesis is to find out what effect self-correction has on listeners who are not familiar with the content of the original speech. At the same time, the thesis tries to shed light on the influence of stress on self-correction and it wants to reveal if being under stress leads to a lower level of self-correction, or if it stimulates the interpreters. The theoretical part of the thesis deals with the simultaneous interpretation in general, working conditions of a simultaneous interpreter, self-correction and it shows some of the previous investigations in the field of quality assessment of simultaneous interpreting. Also, the thesis investigates various factors that influence simultaneous interpretation and it presents mistakes typology. The empirical part of the study describes the experiment with students interpreting simultaneously from Spanish into Czech and it presents the results obtained via questionnaire surveys.

No description available.

This thesis proposes a multifaceted production test and post-manufacture yield enhancement framework for RF systems. This framework uses low-cost test and post-manufacture calibration/tuning techniques. Since the test cost and the yield of the RF circuits/sub-system directly contribute to the manufacturing cost of RF systems, the proposed framework minimizes overall RF systems' manufacturing cost by taking two approaches. In the first approach, low-cost testing methodologies are proposed for RF amplifiers and integrated RF substrates with an embedded RF passive filter and interconnect. Techniques are developed to test RF circuits by the analysis of low-frequency signal of the order of few MHz and without using any external RF test-stimulus. Oscillation principles are used to enable testing of RF circuits without any external test-stimulus. In the second approach, to increase the yield of the RF circuits for parametric defects, RF circuits are tuned to compensate for a performance loss during production test using on-board or on-chip resources. This approach includes a diagnosis algorithm to identify faulty circuits within the system, and performs a compensation process that adjusts tunable components to enhance the performance of the RF circuits. In the proposed yield improvement methodologies, the external test stimulus is not required because the stimulus is generated by the RF circuit itself with the help of additional circuitry and faulty circuits are detected using low-cost test methods developed in this research. As a result, the proposed research enables low-cost testing and self-healing of RF systems.

Notre travail s’inscrit dans le champ de la didactique de la Biologie en général et celui de la reproduction humaine en particulier. Nous nous intéressons spécialement à une « tentative » d’autonomisation des apprenants - plus exactement des élèves - tunisiens en classe de terminale scientifique par le biais de l’autocorrection/auto-évaluation dans l’apprentissage de la reproduction humaine et l’éducation à la sexualité. Le choix de notre sujet de recherche plonge ses racines dans les méthodes et procédés utilisés dans les apprentissages scolaires en rapport avec l’appartenance des apprenants, tout comme les enseignants, à une société arabo-musulmane, où, parler de reproduction reviendrait à parler de sexualité qui est un terme « sale », « vulgaire », « honteux » et l’évoquer pourrait bien être contre la morale, donc une attaque à la pudeur. Mais, cette conception qui empêcherait les élèves, jeunes adolescents, de parler ouvertement de sexualité et de reproduction, est-elle d’ordre religieux ? Ou qu’elle n’est qu’une construction sociale ? La pratique religieuse fait-elle obstacle à l’évocation des questions se rapportant à la sexualité dans la mesure où celle-ci n’est aucunement abordée au sein des familles où les parents sont musulmans pratiquants ? L’Islam comme religion incitant à la pudeur et la chasteté, fait-il de la sexualité un tabou ? Grace à des questionnaires nous avons tenté d’apporter de l’éclairage à tous ces questionnements. De par notre ancienne expérience professionnelle d’enseignante de Sciences de la Vie et de la Terre, nous avons remarqué chez les apprenants une réticence manifeste, qui s’exprime par un manque, voire une absence de participation lors de la construction des savoirs allant jusqu’à s’abstenir de poser des questions. Rien qu’un silence assourdissant qui règne dans la salle de classe lors de l’apprentissage de la reproduction humaine. Nous entendions une voix muette mais opprimée me disant : « Allez, faites vite ! Et pourvu de ça finisse ! ». Cette passivité jouait, éventuellement en faveur d’un paradigme éducatif purement transmissif. Notre idée première était de contraindre, d’une manière ou d’une autre, les apprenants à communiquer entre eux autour de ce thème « problématique » qu’est la reproduction humaine. Cette initiative était aussi bien dans le but de tenter de briser des obstacles éventuels qui pourraient s’interposer d’une part entre les apprenants des deux sexes et l’enseignant et, d’autre part, entre les apprenants et le savoir, que de laisser aux apprenants l’occasion de corriger eux-mêmes leurs propres erreurs, peut-être ne les reprennent-ils plus. Tant de questionnements nous sont venus à l’esprit : bien que non habitués aux pratiques autocorrectives/auto-évaluatives, les élèves tunisiens sont-ils en mesure de porter des jugements corrects à leurs propres travaux ? Si, travaillant en petits groupes dans l’élaboration d’un cours en vue de co-construire un savoir, seront-ils plus performants dans leurs auto-évaluations quant à ce même savoir ? Autocorrection et auto-évaluation, seraient-elles synonymes de remédiation efficace d’erreurs ? Notre expérimentation a porté sur 71 élèves de trois classes de terminale scientifique que nous avons mixées et répartis en trois groupes présentant la même répartition des moyennes en SVT en classe de troisième (niveau précédent). Ces trois groupes étaient : - « A.Auto » et noté « AA » formés des élèves ayant participé à la construction du cours et se sont auto-corrigés et auto-évalués suite à un test préliminaire; - « B.Auto » et noté « BA » composés des élèves ayant reçu un cours magistral, mais se sont auto-corrigés et auto-évalués par suite du même test préliminaire; - « Trad » et noté « T » cet échantillon correspond aux élèves qui ont reçu un cours et une correction traditionnels, comme habituellement. ... / This work falls within the field of Biology didactics in general and that of human reproduction more particularly. We are more specifically interested in a learners’ empowerment attempt that is more precisely related to Tunisian final year science students through self-correction/self-evaluation in the learning of human reproduction and sex education. The choice of our research topic is rooted in the methods and processes used in school learning in connection with learners’ as well as teachers’ belonging to a Muslim Arab society, where, speaking about reproduction would be to talk about sexuality which is a “dirty”, “vulgar”, “shameful” word. If just mentioned, it might be against morality, so an attack against decency. But is this design -that prevents students, young teenagers, to talk openly about sexuality and reproduction- religious? Or is it just a social construct? Is religious practice an obstacle when it comes to issues related to sexuality that there is no way to raise them in families where parents are practicing Muslims? Does Islam as a religion inciting to modesty and chastity, consider sex a taboo? Thanks to some questionnaires we tried to highlight all of these questions.From our old professional experience as a teacher of Life and Earth Sciences, we noticed in learners an obvious reluctance, expressed by a lack of participation in the construction of knowledge and even beyond that to refrain from asking questions. Nothing heard in the classroom but a deafening silence when it comes to learning human reproduction. We heard a silent but oppressed voice saying “Come on, hurry up! And provided it to end!”. This passivity was playing, possibly for a purely transmissive educational paradigm. Our main focus was to force learners, one way or another, to communicate with each other around the "problematic" theme; human reproduction. This initiative was rather designed to try to break any obstacles that might interpose, in the one hand, between students of both sexes and teachers and in the other, between learners and knowledge, than to give learners the opportunity to self-correct their own mistakes, which, perhaps, they would never make again. So many questions came to our mind: although not accustomed to self-correcting/ self-evaluative practice, are Tunisian students able to provide correct judgments of their own work? If they work in small groups in the development of a course to co-construct knowledge, will they perform better in their self-assessments related to that particular knowledge? Would self-correction and self-assessment be synonyms to effective remediation of errors?Our testing focused on 71 students from three final year science classes we have mixed and divided into three groups with the same distribution of averages SVT third class (the previous level). These three groups were:- "A.Auto" and rated "AA" trained students who participated in the construction of the course and have self-corrected and self-assessed following a preliminary test;- "B.Auto" and noted "BA" composed of students who received a lecture, but have self-corrected and self-assessed following the same preliminary test;- "Trad" and rated "T" This sample corresponds to students who received a traditional course and a correction, as usual....

Dans cette thèse sur la concession en russe moderne, nous avons cerné cette notion en élaborant un schéma prototypique servant à classer différents types de constructions concessives et à intégrer le maximum de structures marquées comme concessives. Ainsi le schéma proposé (p, Cq), basé sur la notion de contraste entre les implications des contenus de p et q, les évaluations de ces contenus ou les actes illocutoires p et q, prend pour principal repère C, conjonction ou préposition concessive. Nous avons étudié la relation concessive dans des constructions bi-Propositives et des propositions simples. Cet ensemble est classé en fonction du statut épistémique de q, puis subdivisé en non-Conditionnel, conditionnel ou contrefactuel. Le deuxième critère de classement est le statut unique ou multiple de q. Dans le premier cas nous avons des constructions non-Généralisantes, dans le second la construction appartient au type généralisant. Nous nous sommes démarquée des recherches traditionnelles en prenant en compte la concession illocutoire : xotja sert à remettre en cause l’énoncé précédent pour une auto-Correction du locuteur qui annonce ainsi le changement du cours de sa pensée. Notre travail nous amène à la conclusion que la concession est un phénomène protéiforme non réductible à une notion de causalité inversée. L’élargissement du champ d’étude permet de jeter un pont entre la notion linguistique et la notion rhétorique de la concession et de donner un tableau plus complet des différentes formes de relation concessive en russe moderne. / In this thesis dedicated to concession in modern Russian we specified the concept by means of a prototypical schema which we applied to classify different types of concessive constructions. This schema aims at embracing the majority of sentences marked as concessive. The main mark of the proposed schema (p, C q), based on the idea of contrast between the implications of p and q contents, assessments of these contents or p and q speech acts, is the connective C, a concessive conjunction or preposition. We studied concessive relations in both complex sentences and simple sentences. They are classified according to the epistemic status of q and subdivided into non-Conditional, conditional and counterfactual. The second criterion of classification is the single or multiple status of q. According to it we have, on the one hand, non-Generalized concessive constructions and, on the other, generalized concessive constructions. Outstepping the traditional research, we made a point of studying illocutionary concession as part of the whole. Indeed, xotja in discourse is used by the speaker as a self-Correction technique in order to reject the previous utterance pointing thus the deviation of their thought. As a result of our research we come to the conclusion that concession has multiple forms and cannot be reduced to inoperant causality. Due to a wider research scope we managed to bridge the linguistic and rhetoric concessions and to give a broader view of different forms of concessive relations in modern Russian.