Este estudo caso-controle teve por objetivo comparar as angulações e inclinações dentárias em casos de má oclusão de Classe I pré e pós-tratamento ortodôntico e em casos de oclusão normal. A amostra consistiu nos modelos dentários em gesso de 18 indivíduos com má oclusão de Classe I (3 homens e 15 mulheres; idade 15,12 ± 1,42 anos), tratados com exodontias de primeiros pré-molares e mecânica de deslize por meio da técnica MBT® com ancoragem por mini-implantes. Estes indivíduos foram pareados por idade com outros 18 indivíduos com oclusão normal não tratada (7 homens e 11 mulheres; idade 14,9 ± 1,0 anos). Os modelos dentários em gesso foram escaneados tridimensionalmente e, em seguida, os modelos digitais foram encaminhados para o programa Power Shape-e® (Delcam®, Birminghan, Reino Unido) para mensuração das angulações e inclinações dentárias. O teste t de Student foi empregado para análise dos dados. Os resultados não apontaram diferenças significantes entre os lados direito e esquerdo (p > 0,05). O tratamento da má oclusão de Classe I impôs uma significativa diminuição nas angulações de caninos e segundos molares superiores e um aumento das inclinações vestibulares das coroas de incisivos laterais superiores, segundos pré-molares, primeiros e segundos molares inferiores. Verificou-se que uma maior angulação dos caninos e pré-molares inferiores contribuiu para a caracterização da má oclusão de Classe I, assim como uma redução na angulação dos incisivos laterais superiores. Os casos de má oclusão de Classe I pós-tratamento, em comparação com os indivíduos com oclusão normal, apresentaram significativas diminuições nas angulações de segundos molares, caninos e incisivos laterais superiores e de segundos molares inferiores e aumentos significativos nas angulações de segundos pré-molares, caninos e incisivos inferiores. Houve também redução das inclinações dentárias de primeiros e segundos molares inferiores no grupo tratado. Portanto, as alterações nas angulações e inclinações contribuíram para a correção da má oclusão de Classe I e para a aproximação com os valores do grupo com oclusão normal. / This case-control study aimed at comparing dental angulation and inclination in cases with Class I malocclusion pretreatment and posttreatment and in cases with normal occlusion. The sample consisted of dental plaster models of 18 subjects with Class I malocclusion (3 males and 15 females, aged 15.12 ± 1.42 years), treated by first premolars extractions and sliding mechanics by MBT® technique with miniimplants for anchorage. These individuals were age-matched with 18 patients with untreated normal occlusion (7 men and 11 women, aged 14.9 ± 1.0 years). The dental plaster models were scanned three-dimensionally, and then the digital models were referred to the software Power Shape-e® (Delcam®, Birmingham, UK) for measurement of angulations and inclinations. The Student t test was used for statistical analysis. The results did not show significant differences between the right and left sides (p> 0.05). The treatment of Class I malocclusion imposed a significant decrease in the angulation of upper canines (U3) and second molars (U7) and an increase in the buccal inclination of the crowns of upper lateral incisors (U2), lower second premolars (L5), first (L6) and second molars (L7). It was found that an increase in the angulation of lower canines (L3) and premolars (L4 and L5) contributed to the characterization of the Class I malocclusion, as well as a decrease in the angulation of U2. Posttreatment cases of Class I malocclusion, compared with normal occlusion, showed significant decreases in the angulation of U7, U3, U2 and L7 and significant increases in the angulation of L5, L3 and lower incisors (L1 and L2). There was also a decrease in inclinations of L6 and L7 in the treated group. Therefore, changes in angulations and inclinations contributed to correction of Class I malocclusion.

Students with learning disabilities are often unable to master reading comprehension and often fail to acquire reading comprehension skills at basic levels as measured on reading achievement assessments. Reading intervention programs Compass Learning and SRA Corrective Reading teach students how to apply strategies to their reading to improve their understanding of written text. The purpose of this quantitative ex-post facto research design was to determine the extent to which the reading intervention programs implemented at the research school improved reading achievement scores for seventh grade students with learning disabilities in reading, and to determine how much scores changed from the pretests to the posttests for two intervention groups. The theoretical framework for this study was the cognitive load theory. Data included Scholastic Reading Inventory scores from a convenience sample of 46 seventh grade students with learning disabilities in reading. The data were analyzed using a one-way ANOVA pretest-posttest design. Data analyses indicated statistically significant differences in the reading achievement scores of the student participants, indicating they had higher reading achievement scores after participating in targeted reading interventions. This research contributes to positive social change by motivating students to be actively engaged in their reading and apply the skills they have learned as a result of participating in targeted reading interventions. This research also prepares students for the competitive job market through identifying viable interventions to help improve their reading comprehension skills.

A la croisée des chemins entre la didactique des langues étrangères et les sciences de l’éducation, cette thèse porte principalement sur la prise de décision située de l’enseignant face à la survenue de l’erreur à l’oral, ainsi que ses enjeux didactiques et psychoaffectifs. Elle vise à démontrer que la correction n’est pas émotionnellement neutre. Corriger ou ne pas corriger, la question s’attachera à la dimension socio-humaine de l’inter-agir maître- élève envisagé sous l’angle de la « face » goffmanienne. Entre désir pédagogique d’enrôler le public à la performance langagière et objectif didactique d’évaluer cette prestation orale, les fonctions d’animateur et d’évaluateur du praticien rivaliseront autour de fluctuations émotionnelles diverses. L’ancrage théorique de l’étude se situant dans les domaines du feedback correctif, de la cognition enseignante, de l’agir professoral et de la théorie des émotions permet d’accorder une place de choix à la particularité de l’action enseignante dans les mécanismes linguistiques de transmission/apprentissage. D’un point de vue méthodologique, une démarche phénoménologique et ethnographique d’enquête-terrain permet le repérage et l’extraction de catégories qui font sens de part et d’autre de la recherche et de la pratique. Une stratégie de verbalisation négociée via un rappel stimulé donne à l’enquêteur l’opportunité de co-construire les sens de l’expérience avec l’acteur convié à commenter ses actions, entre situation et typicalité. Les résultats montrent que deux participants sur cinq confirment la théorie damasienne d’intervention de la variable affective dans le raisonnement, tandis que trois autres rejettent son rôle dans les processus décisionnels. L’étude ouvre une perspective de recherche - en Didactique Des Langues Etrangères - visant à repenser la place des affects dans l’agir et la formation des enseignants, afin de remédier à l’erreur de Descartes à travers d’autres contextes et d’autres populations. / At the cross-roads of foreign language teacher-learner practices and teacher education, the present study seeks to address, from an emic perspective, the role of emotions in contextual decision-making when faced with a learner error. It highlights the human and social dimension of the pedagogical relationship between teachers and learners. The theoretical framework is based upon research into teacher cognition, corrective feedback, teacher practices, and emotions. A careful consideration is given to the importance of teacher actions within classroom interaction and negotiation of meaning. Learner error within the construction of knowledge is highlighted in relation to the notion of face developed by Goffman. A comprehensive-phenomenological approach mainly using transcribed classroom video footage followed by a simulated recall technique allows the researcher to negotiate with 3 practitioners the meaning lying behind their in situ actions. Another dataset - sent to the 3 teachers mentioned above and two secondary ones - is comprised of a questionnaire and a short teacher-written biography underlying their practice histories and teaching philosophies, mostly concerning error treatment. The findings indicate that teachers’ contextual decision-making in relation to corrective feedback can be emotion- free, which fails to support the Damasian theory underpinning an intervention of the affective variable into reasoning processes and decision-making. The study suggests directions for further inquiry into the field of foreign language teaching and learning throughout other contexts and other populations, in order to rectify the Cartesian error.

The implementation of effective reading programs for special education students is paramount for school success due to the No Child Left Behind Act of 2001 (NCLB) and the reauthorization of Individual with Disabilities Education Act. One local school implemented the Science Research Associates Corrective Reading Program (SRACRP) because their special education students did not meet the required proficient or advanced reading scores on the Pennsylvania System of School Assessment (PSSA). The purpose of this quantitative within-group study was to determine if special and regular education students demonstrated growth in reading comprehension after the implementation of the SRACRP. The theoretical foundation for this study was Piaget's stages of development, which is consistent with the SRACRP instructional design of assimilating words through repetition. The research question examined whether the SRACRP impacted the reading levels of 200 randomly selected 3rd to 8th grade special and regular education students as measured by archived PSSA scores. Archived PSSA scores were collected from the year before and the year after the program's implementation. Repeated-measures ANOVA indicated that special and regular education students' mean scores increased significantly after the implementation of the SRACRP. The results of this study may inform school principals and policy makers to critically evaluate reading intervention programs prior to implementation. The results may also lead policy makers to use the SRACRP as a method to increase students' reading comprehension scores and eventually meet the requirements of the NCLB.

Thesis (M.A. (Afrikaans and Dutch))--North-West University, Potchefstroom Campus, 2007.

L’uptake est la réponse immédiate de l’apprenant suite à la rétroaction de l’enseignant (Lyster & Ranta, 1997). Cette étude investigue la relation entre l’uptake et l’apprentissage des déterminants possessifs et des questions d’anglais L2. Elle examine aussi l’effet des reformulations implicites et explicites en termes d’uptake et d’apprentissage. Deux classes intensives (ESL) de sixième année du primaire (N=53) à Montréal ont participé à cette étude. Les deux classes ont été réparties en deux groupes : reformulations explicites et reformulations implicites. L’intervention comportait des activités communicatives. Les élèves ont été testés sur les formes cibles immédiatement avant et après le traitement pédagogique en utilisant des taches orales. Les résultats ont confirmé l’effet supérieur des reformulations explicites en termes d’uptake et d’apprentissage et que l’effet des reformulations dépend de la cible. Cette étude a montré aussi que l’uptake peut faciliter l’apprentissage et que son absence n’est pas signe de manque d’apprentissage. / Learner uptake is learner’s immediate response to the teacher’s oral corrective feedback (Lyster & Ranta, 1997). This study investigated the relationship between uptake and L2 learning and examined the effects of implicit and explicit recasts in terms of uptake and learning. Fifty-three students in two intact grade 6 ESL classes in Montreal were assigned to the two experimental conditions-one received implicit recasts and the other explicit recasts as feedback. The treatment included communicative activities; it targeted third-person possessive determiners and question forms. The student’s knowledge of the features was tested immediately before the treatment and immediately after it completed through oral tasks. Results revealed that explicit recasts were more effective than implicit recasts in terms of uptake and learning and that effectiveness of recasts depends on the target feature. It was also found that uptake could facilitate L2 learning; however, its absence should not be equated with absence of learning.

There are certain issues - such as violence, sexuality, politics and religion - which are problematic but have to be dealt with in society. In this dissertation types of controversial issues present in recent Afrikaans youth literature, the portrayal of those issues, and the ways in which solutions are offered for these issues are investigated. The argument follows from the assumption that the literature which the adolescent reads, has a directive value. Quite often the reader will choose to read material about a certain situation with which the reader is also faced in real life. It may be easy for the reader to identify with a character in similar circumstances or facing the same dilemma. Through the actions of the character, the reader can then explore certain avenues or possibilities which have the potential to be helpful in the solution of the problem or issue. For this dissertation research was done about certain controversial issues and related aspects in literature in general, which are then applied to three youth novels: Skilpoppe (1998) by Barrie Hough, Daar's vis in die punch (2002) by Jackie Nagtegaal and Nie vir kinders nie (2005) by Francois Bloemhof. These three texts were chosen because all three of them have generated public discussion, specifically in the media, about the presence of controversial issues. The results indicate the portrayal of the controversial issues to be unbiased and from a non-judgemental authoring perspective. The presence of the text internal corrective, which refers to the portrayal of a certain issue thereby giving it an outcome (positive or negative) or an alternative, is noticeable and is discussed in this dissertation. / Thesis (M.A. (Afrikaans and Dutch))--North-West University, Potchefstroom Campus, 2007.

Gravitational waves have been predicted by Einstein in his General Relativity theory. Theyare perturbation of the space-time metric and we try to reveal them by laser interferometry. More precisely,gravitational wave detectors are km long Michelson interferometers combined with Fabry-Perot cavities.The network of first generation detectors (Virgo, LIGO, GEO) did not permit a direct detection afterseveral observational runs in coincidence at the nominal sensitivity. A second generation of detectors is inpreparation with in particular the European project Advanced Virgo. This detector should have a sensitivityincreased by an order of magnitude compared to Virgo. The interferometer mirrors play a crucial role inthe Advanced Virgo sensitivity as it is limited by the mirror thermal noise in the mid-frequency regionand by the amount of photons collected in the interferometer cavities at high frequencies. The high powercirculating in the Fabry-Perot cavities induces important thermal lensing effect. This thesis is interestedfirst in the thermal lensing effect in the interferometer for different optical configurations. Then we areinterested in the mirrors composing the Fabry-Perot arm cavity from the calculation of the requirements interms of flatness to the realization of the mirrors flatness and its measurement. The mirror flatness shouldbe sub-nanometric in order to limit the optical losses in the Fabry-Perot cavities to reduce the effect of theshot noise and of the diffused light. We will see the correction of the substrates flatness by the so-calledcorrective coating technique. Finally, we study the uniformity of the dielectric multilayer coating depositionnecessary to obtained high-reflective mirrors. We study in particular the planetary motion of the substratesin the coating machine.

The research presented in this thesis examined whether incidental recasts provided by a teacher in a small-group outside a classroom were beneficial to adult ESL learners. The 26 ESL learners who participated in the study were divided into seven small groups (3-5 students per group) and each group participated in an oral activity with a teacher. During the activity, which was videotaped, the teacher provided incidental and extensive recasts to half of each student’s errors; the other half of the errors received no feedback. One day after the small-group activity, students were tested on their ability to detect and correct errors in their own speech. From the videotape, three types of episodes were identified for testing: episodes that involved an error by the student and a recast (error+recast) (n = 111), episodes that involved an error but no recast (error-recast) (n = 111), and episodes that involved no error in the student’s speech (correct) (n = 111). Students’ ability to detect and correct their errors in the three types of episodes was assessed using two types of tests: a stimulated correction test (a video-based computer test) and a written test. Students’ reaction time on the error detection portion of the stimulated correction task was also measured. The results of the study showed that the students benefited from the recasts. It was found that students were able to detect more errors in error+recast episodes than in error-recast episodes (though this difference did not reach statistical significance). They were also able to successfully and partially successfully correct more errors from error+recast episodes than from error-recast episodes, and this difference was statistically significant on the written test. The reaction time results also point towards a benefit from recasts, as students were able to complete the task (slightly) more quickly for error+recast episodes than for error-recast episodes. It was concluded from the results that recasts, even when provided extensively and in a non-dyadic context, can be of benefit to ESL students.

農漁會組織長久以來於農業發展扮演重要角色，其促進農業生產，增進農民福祉與繁榮農村經濟，對台灣早期之經濟發展貢獻許多。隨著經濟結構的變動，農會信用部面對產業結構的轉變及其他金融機構的激烈競爭，致使其經營陷入困境，經過金融重建基金處理了36家經營不善信用部，宣佈分級管理措施，及12萬農民大遊行，政府為徹底解決信用部諸多問題，於93年1月實施農業金融法，建立由行政院農業委員會一元化管理之農業金融體系，經過一連串之改革，相關財務指標顯示信用部之經營已逐漸改善中。 本研究主要探討我國農業金融體制與信用部面臨的問題，並參考日本農業金融改革之經驗，提出健全我國農業金融體制與監理之建議。 研究發現，農業金融改革後信用部之經營確實在改善中。然而，在80年代農業金融危機下遺留的問題尚未完全克服。對於我國農業金融發展，本研究從組織面、業務面與監理面進行探討，提出改革建議包括：全面檢討修訂農會法與漁會法、儘速恢復股金制、建置合併法規鼓勵合併、儘速處理經營不善之信用部並建構多元退場機制、加強農業金融體系連結與加速資訊共用平台之整合、強化對全國農業金庫與信用部之監理、落實金融監理加強實地檢查與場外監控措施、導入差異化管理與立即糾正措施等，農業金融機構有必要繼續改革，以健全農業金融體系，保障存款人權益，促進農漁村經濟發展。 / The Farmers’ and Fishermen’s Associations played an important role in the field of agricultural production. They helped agriculture develop, increased farmers’ and fishermen’s welfare, flourished the countryside and contributed a lot to the early progress of Taiwan economy. With the transition of economic structure, the whole environment became quite disadvantageous to credit departments of farmers’ and fishermens’ associations, which face the changes of the industrial structure and fierce competition from other financial institutions. With the experiences of the settlement of 36 problem credit departments by the Financial Restructuring Fund, announcement of differential supervision scheme and demonstration of 120,000 agriculturists, the government implemented the Agricultural Finance Act on 30th January 2004 and built an integrated agricultural finance system governed by the Council of Agriculture (COA) to solve many problems of credit departments. Through those reformations, the financial index showed that the condition of these credit departments has improved gradually. This study aimed to discuss those difficulties that our agricultural finance system and credit departments encountered and bring up suggestions to complete this system and the government’s supervision referring to the reformation of agricultural finance system in Japan. What our study found is that the operation of credit departments has undoubtedly improved after taking reformations to agricultural finance system in Taiwan. However, problems that the agricultural finance crisis left behind in 1980s have not been completely conquered yet. As to the prospect of our agricultural finance system, from the aspects of organizational structures, business activities and government’s supervision, we suggest the reforms include to examine and amend both the Farmers’ Association Law and the Fishermen’s Association Law from stem to stern, re-enforce paid-in capital system with all speed, draw up laws to encourage mergers, deal with problem credit departments and build up plenty selections to help them exit as soon as possible, strengthen the connection of agricultural finance system and the integration of information sharing stations, intensify our supervision towards the Agricultural Bank of Taiwan and credit departments, reinforce on-the-spot examination and off-site monitoring, bring differential supervision scheme and prompt-corrective action into practice and so on. Hence, we may achieve the goal to complete the agricultural finance system, protect the rights of depositors and prosper the rural villages’ and fishing villages’ economy.