O propósito deste estudo foi avaliar as alterações dento-esqueléticas decorrente do tratamento da má oclusão de Classe II, com um aparelho ortopédico funcional fixo associado à aparelhagem fixa, mediante análise cefalométrica de 86 telerradiografias em norma lateral, referentes a 43 pacientes, de ambos os gêneros, com má oclusão de Classe II, 1ª divisão, divididos em dois grupos: Grupo Experimental (Grupo 1), constituído de 23 pacientes com idade inicial média de 11,81 anos, tratados com o aparelho funcional fixo Twin Force Bite Corrector (TFBC), juntamente à aparelhagem fixa, por um período médio de 2,49 anos, e Grupo Controle (Grupo 2), contendo 40 telerradiografias de 20 indivíduos, com idade inicial média de 12,54 anos, não submetidos a qualquer tipo de tratamento ortodôntico e com má oclusão de Classe II, observados por um período médio de 2,19 anos. Foram avaliadas as telerradiografias em norma lateral no início e no final do tratamento ortodôntico no Grupo 1 e no início e no final do período de observação do Grupo 2. As variáveis cefalométricas dento-esqueléticas iniciais, finais e as alterações do tratamento foram comparadas entre os grupos pelo teste t. O Grupo Experimental apresentou uma maior restrição do crescimento e do deslocamento anterior da maxila e uma maior retrusão mandibular devido à um aumento da altura facial posterior e uma rotação horária maior do plano oclusal em relação ao Grupo Controle. O Grupo 1 demonstrou uma melhora significante da relação maxilomandibular e os incisivos inferiores, apresentaram uma maior inclinação para vestibular. O Grupo Experimental apresentou uma diminuição dos trespasses vertical e horizontal com o tratamento quando comparado ao Grupo Controle. Não houve alteração significante no padrão de crescimento entre os grupos e a correção da Classe II foi devida, em sua maior parte por alterações dentoalveolares. Palavras-chave: Má oclusão de Angle Classe / The objective of this study was to evaluate the dentoskeletal changes resulting from the treatment of Class II malocclusion with a fixed functional appliance, associated with fixed orthodontic appliance, by means of cephalometric analysis of the 86 lateral X-rays from the 43 subjects of both genders divided in two groups: experimental Group (Group 1), with 23 patients at a mean initial age of 11.81 years, treated with the fixed functional appliance Twin Force Bite Corrector (TFBC) associated with fixed appliances, for a mean period of 2.49 years and Control Group (Group 2), with 40 lateral X-rays from 20 patients at a mean initial age of 12.54 years, not submitted to any type of orthodontic treatment and presenting Class II malocclusion, observed by a mean period of 2.19 years. It was evaluated the lateral cephalograms before and after orthodontic treatment in the Group 1 and in the beginning and at the end of the observation period in the Group 2. Initial and final dentoskeletal cephalometric variables and changes with treatment were compared between the groups with t-test. The experimental group presented a greater restriction of growth and anterior displacement of the maxilla and a greater mandibular retrusion, because there was change in the occlusal plane and anterior facial height. The Group 1 showed a significant improvement of maxillomandibular relationship and the mandibular incisors, presented greater buccal inclination. The experimental group presented a decrease in overbite and overjet compared to control. There were no statistically significant differences in the craniofacial growth pattern between the groups; the Class II correction occurred almost entirely by dentoalveolar changes then skeletal.

Objetivo: O objetivo deste estudo foi comparar as alterações cefalométricas de pacientes com má oclusão de Classe II divisão 1 tratados com os aparelhos Jasper Jumper e Forsus Fatigue Resistant Device, associados ao aparelho ortodôntico fixo. Material e métodos: A amostra foi constituída por 124 telerradiografias em norma lateral de 62 indivíduos, os quais foram divididos em 3 grupos: Grupo Experimental 1 (n=22, idade inicial=12,39 anos), tratados por meio do aparelho Jasper Jumper associado ao aparelho fixo, por um período médio de 2,43 anos; Grupo Experimental 2 (n=19, idade inicial=12,43 anos), tratados com o aparelho Forsus associado ao aparelho fixo, com tempo médio de tratamento de 3,54 anos; Grupo Controle (n=22, idade inicial 12,14 anos), observados por um período médio de 1,78 anos. As alterações de todas as variáveis cefalométricas dos grupos experimentais foram anualizadas e, posteriormente, comparadas às alterações das variáveis do grupo Controle, por meio da Análise de Variância e do teste de Tukey. Resultados: Observou-se que ambos os tratamentos apresentaram um efeito restritivo na maxila; não alteraram o desenvolvimento mandibular; melhoraram a relação maxilomandibular; promoveram rotação horária do plano oclusal e um suave aumento da altura facial anteroinferior. Os grupos experimentais apresentaram limitação do desenvolvimento vertical dos molares superiores; inclinação para vestibular e limitação do desenvolvimento vertical dos incisivos inferiores; e extrusão dos molares inferiores. Os incisivos inferiores exibiram maior protrusão no grupo 1 em relação aos demais grupos. Ambos os aparelhos melhoraram significantemente a relação maxilomandibular, os trespasses horizontal, vertical e a relação molar. Os protocolos de tratamento promoveram retrusão dos lábios superiores. O grupo 2 apresentou suave protrusão dos lábios inferiores e os grupos 1 e 3 apresentaram pequena retrusão. Conclusão: Conclui-se que ambos os aparelhos foram eficazes na correção da má oclusão de Classe II. / Objective: The aim of this study was to compare the cephalometric changes of Class II division 1 malocclusion patients treated with Jasper Jumper and Forsus Fatigue Resistant Device, associated with fixed appliances. Methods: The sample consisted of 124 lateral cephalograms of 62 individuals, divided into 3 groups: Group 1 (n=22,mean age=12.39 years), treated with the Jasper Jumper appliance associated with fixed appliances for a mean period of 2.43 years; Group 2 (n=19, mean age=12.43 years), treated with the Forsus appliance associated with fixed appliances, with a mean treatment time of 3.54 years; and the Control group (n=22, mean age=12.14 years), followed for a mean period of 1.78 years. The changes of all cephalometric variables in the study groups were annualized and then compared to the changes observed for the Control group, by analysis of variance and Tukey test. Results: It was observed that both treatments presented a restrictive effect on the maxila; did not change the mandibular development; improved maxillomandibular relationship; produced clockwise rotation of the occlusal plane; and a slight increase in lower anterior facial height. Study groups showed limitation on the vertical development of the maxillary molars; buccal tipping and limitation on the vertical development of the mandibular incisors; and extrusion of mandibular molars. The mandibular incisors exhibited greater protrusion in the group 1 compared to other groups. Both appliances provided significant improvement of maxillomandibular relationship, overjet, overbite and molar relationship. Treatment protocols promoted retrusion of the upper lip. Group 2 presented mild protrusion of the lower lip and groups 1 and 3 showed mild retrusion. Conclusion: Both the appliances were effective in the treatment of Class II malocclusion.

Esta tese destaca a importância do feedback corretivo imediato nos softwares didáticos de ensino linguístico em âmbito acadêmico. Procuramos demonstrar que, mais do que simplesmente informar sobre o desempenho do aprendiz de LE, esse feedback pode atuar como um mediador da atividade cognitiva e metacognitiva discente. No plano teórico, situamos o ambiente de ensino-aprendizagem em que essa tecnologia deve operar e destacamos as condições metodológicas, didáticas e informáticas mais favoráveis para o sucesso da sua concretização. Apoiados na perspectiva do Ensino-Aprendizagem das Línguas Estrangeiras, apresentamos a evolução dos métodos aliados às tecnologias educativas e, no CALL (Computer Assisted Language Learning), do uso do computador no ensino-aprendizagem, focalizando os modos de correção automática das atividades linguísticas. A partir daí, concebemos o modo de correção cognitivista que trata o erro do aprendiz por meio da previsão de suas eventuais respostas, cadastráveis no sistema informático, e da criação de mensagens específicas do erro e da questão que possam auxiliar na resolução das atividades propostas. Tais previsões, assim como as relativas mensagens, encontram respaldo na disciplina Análise de Erros, fundada em meados de 1960 por Stephen Pit Corder. No plano prático, criamos o software F.A.R.E., uma ferramenta de autoria para o professor capaz de abrigar atividades de compreensão textual e competência linguística a serem realizadas em modalidade assíncrona. A especificidade do programa é o cadastro de mensagens de acerto ou focalização do erro discente (Mensagem Focalizar), análise da questão (Mensagem Analisar), resolução da questão por meio de um exemplo (Mensagem Resolver) e explicação da resposta correta em discurso didático (Mensagem Executar). Em segunda etapa, criamos e cadastramos no software F.A.R.E. uma Unidade de Aprendizagem (UA) com cinco atividades linguísticas sobre a introdução do romance Se una notte dinverno un viaggiatore, de Italo Calvino. O programa foi posteriormente testado junto a estudantes de graduação e licenciatura em Letras, com habilitação em italiano, da Universidade de São Paulo, e os resultados indicam que o aprendiz inserido em contexto acadêmico reconhece esse feedback automático corretivo como um mediador da sua atividade cognitiva e como um fator relevante para a aprendizagem da língua alvo. Pudemos constatar que a interação dos estudantes com as mensagens por eles acionadas gerou a diminuição da sua incerteza acerca do enunciado e da realização das atividades propostas, o abandono da estratégia tentativa e erro em prol de estratégias cognitivas até chegar à resposta correta e, acima de tudo, a oportunidade de obter um maior controle sobre o material didático, sobre os próprios processos cognitivos envolvidos na solução dos problemas e, em última instância, sobre a própria aprendizagem. / This thesis highlights the importance of immediate corrective feedback in educational software for language teaching in the academic sphere. We aim to demonstrate that, rather than simply reporting on the performance ofthe foreign language learner, this feedback can act as a mediator of students cognitive and metacognitive activity. At the theoretical level, we describe the teachinglearning environment in which this technology should be used, as well as the most favorable methodological, educational and information technology requirements for its successful implementation. We present the evolution of methods associated with educational technologies based on the perspective of the Foreign Language Teaching, and in CALL (Computer-Assisted Language Learning), the evolution of the use of computers in teaching and learning, focusing on modes for the automatic correction of language activities. Based on this, we developed the concept of the cognitive correction mode, which deals with students errors by predicting their possible responses, which can be recorded in the computer system, and by creating messages that are specific to the error and the issue, and that may assist in resolving the proposed activities. These predictions and the related messages are supported in the discipline of Error Analysis, established in mid-1960 by Stephen Pit Corder. On a practical level, we created the F.A.R.E.software, an authoring tool for teachers that can cater for text-comprehension and linguistic competence activities to be performed in an asynchronous mode. The specificity of the program is the recording of messages for hits or for focusing student errors (Focus Message), for analyzing the issue (Analyze Message), addressing the issue bymeans of an example (Resolve Message) and for explaining the correct answer in didactic discourse (Execute Message). In the second step, we created and recorded a Learning Unit (LU) in the F.A.R.E.software with five linguistic activities related to the introduction of the novel Se una notte dinverno un viaggiatore, by Italo Calvino.The program was later tested with undergraduate and licentiate students of Language e Literature, majoring in Italian at the University of São Paulo. The results indicate that a student within the academic context recognizes this automatic corrective feedback as a mediator of his or her cognitive activity and as a relevant factor for learning the target language. We observed that the interaction of students with the messagesthey triggered resulted in a reduction in their uncertainty about the statement and the completion of the proposed activities, the abandonment of the trial-and-error strategy in favor of cognitive strategies to arrive at the correct answer, and, above all, the opportunity to gain greater control over the instructional material, their own cognitive processes involved in solving problems and, ultimately, their own learning.

La recherche traditionnelle en justice organisationnelle a montré l'impact que les sentiments de justice et d'injustice ont sur un grand nombre d'attitudes et de comportements des salariés. La présente thèse a étudié les formes et les antécédents des comportements de justice corrective des manageurs de quatre façons complémentaires. Dans le premier chapitre ont été explorés les antécédents de la tendance des manageurs à ne pas se comporter de façon interactionnellement juste pour corriger des procédures formelles injustes et des allocations de récompenses injustes - un phénomène connu sous le nom de « effet Churchill ». Une expérience (n=118) a montré que plus les manageurs ont trouvé la situation injuste, moins ils ont eu tendance à la corriger en utilisant la justice informationnelle. De plus moins les manageurs étaient assertifs, moins ils ont été enclins à corriger l'injustice en utilisant la justice interpersonnelle. Par ailleurs l'identification des manageurs à l'organisation était négativement reliée à leurs comportements d'injustice interpersonnelle et informationnelle et modérait la relation entre leurs sentiments de justice procédurale et leurs comportements de justice informationnelle. Les résultats ont aussi montré que les manageurs pouvaient utiliser d'autres stratégies de justice corrective en plus de la justice interpersonnelle et informationnelle. Dans le second chapitre, d'autres stratégies de justice corrective ont été identifiées. Une étude exploratoire (n=35) a été menée qui a révélé une stratégie de correction de l'injustice au travail ayant fait l'objet de peu de recherches : le manageur réalisant des allocations complémentaires de bénéfices appartenant à l'entreprise, pour des utilisations autres que formellement prévues, pour rétablir la justice « sous le manteau ». Cette stratégie a été nommée la stratégie des remèdes invisibles et il a été fait référence à son utilisation par les manageurs sous le terme de stratégie Robin des Bois. Cette seconde étude a comparé les formes et les antécédents de cette stratégie à ceux des autres stratégies managériales de justice corrective. Dans le troisième chapitre la littérature de la justice organisationnelle et celle de la sociologie du vol organisationnel ont été reliées de façon à développer un modèle conceptuel de la stratégie Robin des Bois. Des propositions de recherche ont été faites concernant les formes que les remèdes invisibles pouvaient prendre au travail et les conditions qui rendaient plus probable leur utilisation par les manageurs. Dans le quatrième et dernier chapitre, certains aspects du modèle proposé ont reçu une confirmation empirique préliminaire, en l'occurrence l'importance de l'injustice distributive, de l'injustice interpersonnelle et de l'identité morale des manageurs comme prédicteurs de l'allocation de remèdes invisibles par les manageurs. De façon spécifique, une étude par scénario (n=187) a montré qu'une triple interaction entre justice distributive, justice interpersonnelle et identité morale prédisait la stratégie Robin des Bois

Thesis--University of Oklahoma. / Includes bibliographical references (leaves 83-85).

Thesis--University of Oklahoma. / Bibliography: leaves 120-128.

Dentofacial deformities have an adverse impact on functional as well as psychological wellbeing. Being highly visible, they may lead to a host of psychological problems particularly in youths and young adults as concerns about bodily identity and integrity are likely to be most prominent. Body image and self-esteem have been noted to play an important role in adjusting to disfigurement. Those who opted for corrective orthognatic surgery with realistic expectations were found to have a higher level of satisfaction with the outcome of the surgery. In contrast, undue and unrealistically positive aspirations towards the surgery are implicated in increased post-operative psychological difficulties. This study aimed to systematically document the variability of psychological adjustment and study the predictors of well-being in individuals with dentofacial deformity after orthognathic surgery. Seventy patients pending to go through orthognathic surgery were recruited from a university based dental hospital. Assessments of the patients’ overall psychological condition and adjustment towards their dentofacial deformity were conducted with standardized questionnaires and compared with similar assessment conducted with control subjects. The patients’ motivations for orthognathic surgery, psychological well-being, as well as expectations on the outcomes of surgery were studied through individually conducted psychological assessment interviews. Patients were re-assessed at 6 and 12 months after surgery on their level of satisfaction toward the outcome of surgery as well as to gauge possible changes in their psychological condition. There was no excess of significant psychopathology in patients with dentofacial deformity compared to the normal control group. However, as predicted, people with dentofacial deformity were more dissatisfied with their facial attractiveness. They also have more problems in interpersonal sensitivity. In the patient group, functional impairment or disability was a lesser concern compared to body image and presentation. Improvement of physical attractiveness was a strong underlying motivation for treatment. Longitudinal data on patients’ level of satisfaction with the treatment outcomes and perceived benefits associated with the improved facial esthetics will be further analyzed in the light of their underlying psychological vulnerabilities or resilience. The results are expected to cast light on factors that may affect patients’ satisfaction with the treatment. The results of the study confirmed that dissatisfaction with facial appearance prompted acceptance of surgery despite its associated discomfort and hazards. The findings of the study are expected to be useful in better informing clinical psychological interventions with aims of enhancing adjustment and forestalling psychological morbidity through early intervention with individuals coping with facial disfigurement. / published_or_final_version / Psychiatry / Doctoral / Doctor of Philosophy

Magister Legum - LLM

As a result of global competition, companies within the automotive industry are required to improve their production systems to achieve sustainable and competitive production. To attain operational excellence, companies have adopted concepts like lean and World Class Manufacturing (WCM). In order to deliver, companies need to increase the availability and reliability of production equipment. This demands focus on both operational and strategic maintenance, and efficient equipment acquisition and management. The main objective of this thesis is to identify processes and success factors that are necessary for improved maintenance performance. By conducting a case study and by performing a literature review, the following has been studied: 1) how companies within the automotive industry work with maintenance and maintenance strategies, 2) implementation of maintenance strategies, and 3) new acquisition and spare parts management for maintenance.  The results show that basic maintenance concepts and related terms are well defined in the literature. However, maintenance strategy is not unanimously defined. Results from the case study reveal that Professional Maintenance (PM) within WCM has been considered as a maintenance strategy. Furthermore, driving forces and obstacles for implementing maintenance strategies have been identified. The study also reveals that there is a strong link between maintenance performance, new acquisition and spare parts management. / Den globala konkurrensen inom fordonsindustrin, har medfört krav på företag att effektivisera sina produktionssystem för att åstadkomma en hållbar och konkurrenskraftig produktion. Detta har resulterat i arbete enligt koncept som lean och World Class Manufacturing (WCM).  För att kunna leverera behöver företag öka den tekniska tillgängligheten på utrustning. Detta i sin tur ställer ett ökat krav på både operativt och strategiskt arbete med underhåll, anskaffning och reservdelsstyrning. Målet med examensarbetet är att identifiera processer och faktorer som bidrar till ett förbättrat underhåll. Med hjälp av litteraturstudie och en fallstudie har följande studerats: 1) hur företag inom fordonsindustrin arbetar med underhåll och underhållsstrategier, 2) implementering av underhållsstrategier, och 3) nyanskaffning och reservdelsstyrning för underhåll. Resultat från litteraturstudier visar att det finns en enighet om att underhåll delas in i förebyggande och avhjälpande underhåll. Däremot, visar resultatet att det inte finns en enig definition av underhållsstrategi. Fallstudien visar att Professional Maintenance (PM) inom WCM betraktas som en underhållsstrategi. Som ett resultat har även ett antal drivkrafter och svårigheter som påverkar implementering av underhållsstrategier identifierats. Vidare visar resultatet att det finns ett starkt samband mellan underhåll, nyanskaffning och reservdelsstyrning.

The influence of affective factors on learning has been studied by researchers in a range of disciplines, including within SLA research, where tests measuring anxiety specific to second language writing have been developed (Cheng, 2004). Recent studies on instructor perceptions show increasing numbers of second language learners (SLL) enrolled in mainstream university courses with instructors providing varying types of feedback to these learners. The current study investigates how the writing anxiety of second language learners in a mainstream context may relate to writing performance and how feedback anxiety resulting from one written assignment may be connected to writing performance on a subsequent assignment. Using modified writing anxiety survey instruments, 16 SLLs enrolled in two mainstream university English composition courses (taught by two instructors) completed two surveys, an informal interview, and an online questionnaire about feedback on two writing assignments prepared for their course; feedback and a grade from one assignment and a grade from a second assignment were also collected. Mainstream instructors were found to balance feedback provided to learners between content and organization feedback and grammatical feedback, similar to findings on feedback practices for second language instructors (Evans et al., 2010). Statistical analyses between survey results and grades revealed negative (non-statistically significant) correlations between anxiety scores (from surveys) and grades. Participants expressed 16 different emotions in response to feedback through qualitative data collection methods (open-ended survey questions, interviews, and online questionnaire); hope, acceptance, and anxiety were the three most commonly emotions reported. The number and complexity of emotional responses reported indicate that anxiety is only one of numerous responses to feedback and research on the effects of affective factors on learning may benefit from investigations of other emotions, including pleasant or positive emotions. Two data collection methods converged in reporting that nearly all participants made use of feedback through one or more forms of follow up action. Continued research into the complex emotions inspired by writing feedback may provide a deeper understanding of how SLLs may moderate their own emotional responses and provide instructors insight into additional factors that may affect learners’ writing performance. / Graduate / 0290 / amalec@uvic.ca