Objectives:Following the loss of vestibular function, some patients functionally improve and are minimally bothered by their loss of peripheral function while others remain more symptomatic and are unable to return to their activities of daily living. To date, the mechanisms for functional improvement remain poorly understood. The purpose of the present study was to examine the association between corrective saccades and measures of handicap, dynamic visual acuity, gait, and falls. Design:A retrospective chart review was performed to identify patients who were diagnosed with unilateral or bilateral vestibular hypofunction and who also completed a baseline vestibular rehabilitation evaluation. A total of 82 patients with unilateral vestibular hypofunction and 17 patients with bilateral vestibular hypofunction were identified. The video head impulse test results for each patient were grouped based on the type of presenting saccades. Specifically, the saccade grouping included the following: (1) covert, (2) overt, or (3) a combination of both types of saccades. Results:The results show that covert saccades are associated with better performance on measures of dynamic visual acuity, gait, and balance in patients with unilateral vestibular hypofunction. Patients exhibiting overt saccades or combination of both covert and overt saccades were more often found to have an abnormal gait speed and be characterized as being at risk for falls using the Dynamic Gait Index. We observed no differences in physical function for those patients with bilateral vestibular hypofunction as a function of saccade grouping. Conclusions:When comparing saccade groups (covert, overt, or combination of both), patients with unilateral vestibular hypofunction and covert saccades demonstrated better performance on standard baseline physical therapy measures of dynamic visual acuity and gait and balance. We did not observe any significant associations between saccade group and physical function in patients with bilateral vestibular hypofunction; however, additional studies are needed with adequate sample sizes. Our findings may suggest that corrective saccade latency in patients with unilateral vestibular hypofunction is related to measures of physical function. The extent to which saccade latency has the potential to be a useful target for vestibular rehabilitation is still to be determined and may be promising target to improve functional outcomes.

The purpose of this study was to test the effect of one approach to writing pedagogy on second-language (L2) writing accuracy. This study used two groups of L2 writers who were learning English as a second language: a control group (n = 19) who were taught with traditional process writing methods and a treatment group (n = 28) who were taught with an innovative approach to L2 writing pedagogy. The methodology for the treatment group was designed to improve L2 writing accuracy by raising the linguistic awareness of the learners through error correction. Central to the instructional methodology were four essential characteristics of error correction including feedback that was manageable, meaningful, timely, and constant. Core components of the treatment included having students write a 10-minute composition each day, and having teachers provide students with coded feedback on their daily writing, help students to use a variety of resources to track their progress, and encourage students to apply what they learned in subsequent writing. Fourteen repeated measures tests using a mixed model ANOVA suggest that the treatment improved mechanical accuracy, lexical accuracy, and certain categories of grammatical accuracy. Though the treatment had a negligible effect on rhetorical competence and writing fluency, findings suggest a small to moderate effect favoring the control group in the development of writing complexity. These findings seem to contradict claims from researchers such as Truscott (2007) who have maintained that error correction is not helpful for improving the grammatical accuracy of L2 writing. The positive results of this study are largely attributed to the innovative methodology for teaching and learning L2 writing that emphasizes linguistic accuracy rather than restricting instruction and learning to other dimensions of writing such as rhetorical competence. The limitations and pedagogical implications of this study are also examined.

Lärare använder sig av olika metoder för att hjälpa studenter att utveckla de verktyg de behöver för att lära sig engelska, eller något annat ämne. En metod här är muntlig feedback, som används för att uppmuntra elever eller korrigera dem när de utför språkliga fel. Vårt mål med detta examensarbete är därför att undersöka vilka typer av muntlig feedback som kan hittas i ett klassrum där man lär sig engelska som främmande språk och vilka attityder som både lärare och studenter kan ha gentemot muntlig feedback. Tre typer av undersökningsmetoder har använts: observationer, intervjuer och enkäter. Resultatet visar på att studenter förhåller sig positivt till muntlig feedback i klassrummet, särskilt explicit corrective feedback. Däremot var denna typ av feedback minst använd i klassrummet på grund av att lärarna tror på andra typer av feedback vara mer fördelaktiga. / Teachers use different methods to help students acquire the tools needed to learn English, or any other subject for that matter. One method is oral feedback, which is used to immediately encourage students or correct them when making an error. Our aim is therefore to investigate what kind of oral feedback can be found in a EFL-classroom and what attitudes both teachers and students have towards oral feedback. Three types of research tools were used: observation, interviews and questionnaire. The results show that the students were positive to oral feedback in the classroom, especially explicit corrective feedback. On the other hand, this type of feedback was the least used one in the classroom due to the teachers’ believing that other kinds of oral feedback are more beneficial.

This study examined how racism and racial tensions potentially threatened the face needs of Black and White interracial couples. Specifically, this study investigated the benefit of family approval of one's interracial relationship. Couples use of corrective face work in response to prejudice was also examined. This research used a qualitative, interpretive method to gather and analyze data from 14 personal interviews. The interview schedule enabled interviewees to use storytelling to share their experience of being in a Black and White interracial relationship. Interviewees were asked questions surrounding their experience as the partner in an interracial relationship. Couples shared how they told their family that their romantic partner was a different race and shared how they encountered prejudice when they are out in public. Further, they spoke about how people stare at them and make comments about their interracial relationship. The data underwent a thematic analysis (Owen, 1984) where I reviewed the data and searched for themes that were recurrent and repeated by interviewees. There were several themes that emerged. First, the very presence of racial tensions and racism affects interracial couples. Second, family support seemed to mitigate threats to couples' positive and negative faces and enabled couples to engage in open and honest dialogue with their family and their significant other. Finally, even couples with family support, engaged in corrective face work to respond to the face threats posed by racism and racial tensions.

Indiana University-Purdue University Indianapolis (IUPUI) / External apical root resorption (EARR) is a common sequela of orthodontic treatment, although it may also occur without orthodontic treatment. Despite rigorous investigation, no single factor or group of factors that directly causes root resorption has been identified. Experiment 1. A sample of 83 pairs of full siblings who had undergone orthodontic treatment was studied. Measurements were made of the longest maxillary central incisor, mandibular central incisor and mesial and distal roots of the mandibular first molars. Heritability estimates were generated by generalized liner models. Our results showed that the heritability estimate of the EARR was 64% on average. It was concluded that there was sufficient heritability for EARR to pursue genetic analysis. Experiment 2. Five polymorphic markers flanking or lying within the IL-IA , IL-JB, TNSALP, TNFA, and TNFRSFJ JA genes were used in a candidate gene approach to assess linkage and association with EARR in 38 pedigrees. Suggestive evidence for linkage between EARR and the polymorphic marker D18S64 was obtained with the analysis program MAPMAKER/SIBS (LOD score 2.51). The Q-TDT program showed highly significant (p = 0.0003) evidence of linkage disequilibrium of IL-1 B polymorphisms with EARR. Our analysis indicates that the JL -1 B polymorphism accounts for 15% of the total EARR variation. Experiment 3. Nine-week-old male mice were randomly selected as controls or for placement under anesthesia of an open coil spring ligated to the left maxillary first molar producing a force of approximately 25 g. The control (C) or treated (T) per strain were A/J (C=3,T=9), C57BL/6J (C=7,T=8), C3H/HeJ (C = 4,T=6), BALB/cJ (C=4,T=6), 129P3 /J (C=6,T=8), DBA/2J (C=8,T=9), SJL/J (C=8,T= 10), and AKR/J (C=9,T =8). Animals were sacrificed after nine days of treatment or control; maxillae were immediately removed, prepared, sectioned, mounted, stained with H&E, and observed microscopically at 1 OOX to determine root resorption. Mice were grouped into root resorption resistant (A/J, C57BL/6J and SJL/J); intermediate (C3H/HeJ and AKR/J); and susceptible (BALB/cJ, DBA/2J, and 129P3/J) strains. It was concluded that there were differential susceptibility or resistance to root resorption among inbred mouse strains, indicating that genotype is an influencing factor.

Providing feedback on learners’ written production is an integral part of English as a second language (L2) teaching, and it is thus important that teachers know when and how to apply such feedback, and how it affects learners. In the current study, we use a semi-structured interview design focusing on the concepts of implementation, motivation and emotion to explore teacher beliefs regarding the usefulness and reception of written corrective feedback (WCF) in a Swedish, lower-secondary L2 English teaching context. Four lower-secondary school English L2 teachers who used WCF regularly in their work participated in the study. It was found that teachers consider WCF given in the form of metalinguistic feedback to be the most commonly used type of feedback. Metalinguistic feedback was seen as an effective way of giving feedback on repeated errors. WCF was reported as having a positive effect on some learners’ motivation. However, the teachers also expressed a concern that the feedback could demotivate weaker learners if it was too extensive and because of this reported choosing to limit or adapt their feedback in such cases. They also stressed the importance of teachers knowing the learners to help avoid evoking negative emotions when receiving their feedback. In light of these results, we argue that teachers should be mindful of factors that could affect their learners, both positively and negatively, in connection with providing WCF in the L2 classroom.

The behavior of repairable equipment is often modeled under assumptions such as perfect repair, minimal repair, or negligible repair. However the majority of equipment behavior does not fall into any of these categories. Rather, repair actions do take time and the condition of equipment following repair is not strictly "as good as new" or "as bad as it was" prior to repair. Non-homogeneous processes that reflect this type of behavior are not studied nearly as much as the minimal repair case, but they far more realistic in many situations. For this reason, the quasi-renewal process provides an appealing alternative to many existing models for describing a non-homogeneous process. A quasi-renewal process is characterized by a parameter that indicates process deterioration or improvement by falling in the interval [0,1) or (1,Infinity) respectively. This parameter is the amount by which subsequent operation or repair intervals are scaled in terms of the immediately previous operation or repair interval. Two equivalent expressions for the point availability of a system with operation intervals and repair intervals that deteriorate according to a quasi-renewal process are constructed. In addition to general expressions for the point availability, several theoretical distributions on the operation and repair intervals are considered and specific forms of the quasi-renewal and point availability functions are developed. The two point availability expressions are used to provide upper and lower bounds on the approximated point availability. Numerical results and general behavior of the point availability and quasi-renewal functions are examined. The framework provided here allows for the description and prediction of the time-dependent behavior of a non-homogeneous process without the assumption of limiting behavior, a specific cost structure, or minimal repair. / Ph. D.

Maintenance of medical equipment plays an important role in ensuring the healthcare quality so that the care can be conducted with minimal risk. Preventive maintenance is performed to maintain the equipment in satisfactory operating condition, while corrective maintenance is made when there is an unpredicted maintenance requirement. This study aims to determine what effect preventive maintenance has on corrective maintenance. A correlation analysis, regression analysis and survival analysis are performed on work-order data from 2000-2021. The results obtained indicate that increasing the number of preventive maintenances made to medical equipment will decrease the number of corrective maintenances required for the medical equipment.

Un aspect pertinent du domaine de la rédaction en langue seconde concerne les préférences des enseignants et des élèves en ce qui a trait à la rétroaction corrective à l’écrit (RCE). Le but de cette étude était d'examiner les préférences de la RCE des étudiants (n = 106) ghanéens et des professeurs (n = 5) de français langue étrangère (FLE) au niveau universitaire. Ainsi, un plan de recherche mixte a été utilisé pour recueillir des données sur la préférence des élèves et des enseignants à l'égard de l'enseignement de la grammaire dans leur classe de rédaction, le type et la quantité de rétroaction qu'ils préfèrent, le type d'erreur sur lequel ils préfèrent donner des rétroactions et les facteurs contextuels qui portent une influence sur leurs préférences. Des questionnaires et des entrevues semi-structurées ont été utilisés pour collecter les données. Les résultats de l'étude ont montré que les étudiants et les professeurs accordaient une grande importance à l'enseignement de la grammaire et à la rétroaction sur les erreurs. Ce résultat s’accorde avec le constat de Bisaillon (1991) que chez les apprenants d’une langue seconde ou d’une langue étrangère, la maîtrise de la grammaire s’avère d’une très grande préoccupation à la différence de ceux qui rédigent des textes en langue maternelle. Comme dans les contextes d’anglais langue étrangère (Alshahrani et Storch 2014; Chung, 2015; Elwood et Bode, 2014; Hamouda, 2011), les étudiants de français langue étrangère de cette étude préféraient la rétroaction directe. Comme facteur contextuel, l’étude a également éclairé comment la formation des enseignants influence l’utilisation des stratégies de rétroaction et l’enseignement de l’écriture. Compte tenu du fait que les études antérieures sur la RCE ont trait aux contextes d’anglais langue étrangère, cette étude contribue à nos connaissances dans ce domaine à l’égard des contextes de français langue étrangère / The preferences for written corrective feedback (WCF) by teachers and students is one area of relevance in second language writing. The aim of this study was to investigate the WCF preferences of Ghanaian students (n = 106) and teachers (n = 5) of French as a Foreign Language (FFL) at the university level. To achieve this purpose, a mixed research design (qualitative and quantitative) was used to gather and analyse information about students and teachers’ perception of grammar instruction in their writing class, their preferred type and amount of feedback, their preferred type of error to be corrected and the contextual factors that influenced their preferences. Questionnaires and semi-structured interview protocols were used to collect the data. The results of the study show that both students and teachers accorded a great importance to grammar instruction and feedback on errors. This finding echoes Bisaillon’s (1991) contention that for second and foreign language learners, mastering the structures of the language is a major preoccupation unlike for writers in their first language who have already mastered most of the structures needed for essay writing. As in English foreign language contexts (Alshahrani & Storch 2014; Chung, 2015; Elwood & Bode, 2014; Hamouda, 2011), the FFL students of the present study preferred direct feedback. As a contextual factor, the study also shed light on how the teachers’ educational background was implicated in their approach to the teaching of writing and feedback practices. As previous studies on WCF have been limited to English foreign language contexts, this study contributes to research with respect to French foreign language contexts. / Résumé en espagnol

International Telemetering Conference Proceedings / October 26-29, 1998 / Town & Country Resort Hotel and Convention Center, San Diego, California / More and more companies and organizations are recognizing the benefits to be gained by achieving ISO 9000 registration. An effort is underway at JPL to become ISO 9001 registered. To facilitate this activity, the entire laboratory has been divided into processes, each one having a designated process owner. This paper concentrates more specifically on one of these processes, namely, the Packaging and Fabrication of Electronic Hardware (PAFEH), and the effort being undertaken to ensure that this process will successfully pass registration. A comprehensive approach is being utilized by the Electronic Packaging and Fabrication Section to bring this about.