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The Global ETD Search service is a free service for researchers
to find electronic theses and dissertations. This service is
provided by the
Networked Digital Library of Theses and Dissertations.
Our metadata is collected from universities around the world. If you manage a university/consortium/country archive and want to be added, details can be found on the NDLTD website.
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Showing 271 to 280 of 373 (0.041 seconds)| 271 |
Zhodnocení stability osteosyntézy po sagitální osteotomii větve dolní čelisti / Evaluation of the stability of osteosynthesis of mandibular ramus sagittal split osteotomyNieblerová, Jiřina January 2012 (has links)
Orthognatic surgery deals with congenital and acquired dentoalveolar or skeletal deformities of the face. An unfavourable downward rotation of a mandible and posterior vertical maxillary excess cause an anterior open bite, which is characterized by excessive anterior facial height in the lower third, a gap between the incisors in maximal occlusion and a large mandibular angle. Osteotomy (mainly Le Fort I osteotomy or bilateral sagittal split osteotomy of the mandibular ramus - BSSO), ostectomy or distraction osteogenesis are performed to correct the orthognatic deformities. Osteosynthetic materials based on titanium or bioresorbable materials are used in the form of miniplates with monocortical screws, or bicortical screws are utilized to fix the bony fragments. Stability of the new jaws position is the main criterion for success. Relapse causes a loss of occlusion and consequently functional and aesthetic disorders. Relapse consists of skeletal and dental factors. Skeletal relapse is usually divided into early and long-term relapse. BSSO with counter-clockwise (CCW) rotation of the occlusal plane alone was traditionally considered to be the least stable treatment method. Some authors suggest the use of two miniplates on each side of the osteotomy, but we have not found scientific proof of the...
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Factors Influencing Career Advancement Potential for Mothers in the WorkplaceMcCord, Kara E. 16 August 2018 (has links)
No description available.
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Perspective vol. 16 no. 2 (Apr 1982)Van Ginkel, Aileen, Knudsen, Donald L., Marshall, Paul A., MacRury, Malcolm H., Zylstra, Bernard, Vanderkloet, Kathy, Shaw, Stephen 30 April 1982 (has links)
No description available.
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Perspective vol. 16 no. 2 (Apr 1982) / Newsletter of the Association for the Advancement of Christian ScholarshipVan Ginkel, Aileen, Knudsen, Donald L., Marshall, Paul A., MacRury, Malcolm H., Zylstra, Bernard, Vanderkloet, Kathy, Shaw, Steve 26 March 2013 (has links)
No description available.
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Perspective vol. 8 no. 6 (Nov 1974)30 November 1974 (has links)
No description available.
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Perspective vol. 16 no. 1 (Feb 1982)Sweetman, Roseanne Lopers, Van Andel, Henry J., VanderVennen, Robert E., Seerveld, Calvin, Vanderkloet, Kathy, Zylstra, Bernard 28 February 1982 (has links)
No description available.
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Perspective vol. 15 no. 6 (Dec 1981)McIntire, C. T., Zylstra, Bernard, Vanderkloet, Kathy 31 December 1981 (has links)
No description available.
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Perspective vol. 10 no. 2 (Feb 1976)VanderVennen, Robert E., Carlson, Stanley, Rowe, William V., Marsman, Heather 29 February 1976 (has links)
No description available.
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Perspective vol. 9 no. 5 (Oct 1975)Jongsma, Calvin, Anastasiou, Theodora 30 October 1975 (has links)
No description available.
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Model Pohyblivé třídy v současné waldorfské škole / Movable Classroom Concept in contemporary Waldorf SchoolŠedivá, Marta January 2017 (has links)
This master thesis introduces innovative approach to teaching practice at Waldorf schools, the so called movable classroom. This model originates in German Waldorf schools, primarily from Rudolf Steiner Schule in Bochum. Its main specific is furnishing the classroom with movable equipment, which creates the possibility for greater variability in organizing the space by implementation of weekly outdoor learning and change in the timing set up of teaching units. The research question of this work is meaningfulness of the movable classroom model, it specifically concerns itself with the question, whether it is possible to observe the benefits of movable classroom model for physical, psychological, social and cognitive development of children, while teacher simultaneously takes into account the current limitations of this model. Following observation in the classrooms, which work according to this model and researching contemporary literature, individual categories of both benefits and risks have been specified. Through follow up interviews with teachers, these categories are verified and exactified through actual situations, the research question is answered and further possibilities for working with this model in Czech Waldorf schools are explored.
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