Thesis (M.S. in oral sciences)--University of Illinois at Chicago, 1996. / eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references.

Thesis (M.S.)--University of Southern California, 1998. / eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references.

Thesis (M.D.S.)--University of Hong Kong, 2000. / Includes bibliographical references (leaves 106-152).

Thesis (M.S.)--University of Southern California, 1997. / Includes bibliographical references.

Thesis (M.S. in oral sciences)--University of Illinois at Chicago, 1996. / eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references.

abstract: This case study explores similarities and differences between the instructors' beliefs about oral corrective feedback and their actual practices in a summer Chinese program. This kind of feedback is beneficial for beginning college-level learners of Chinese to improve their speaking accuracy. The researcher conducted face-to-face interviews with two teachers of Chinese, focusing on their beliefs about oral corrective feedback in their language classrooms. In addition, the researcher recorded teacher-student interactions through class observation in order to analyze the teachers' actual practices of oral corrective feedback. The main findings show that the teachers hold similar beliefs on oral corrective feedback and its beneficial role in helping improve learners speaking accuracy. The fact is that they frequently provide oral corrective feedback in classroom, mostly using recasts. Implications are discussed in view of the necessity of using explicit feedback and recasts appropriately. In addition, this study demonstrates the need for specific professional development and teacher training about how to provide efficient corrective feedback. / Dissertation/Thesis / M.A. Asian Languages and Civilizations 2012

Indiana University-Purdue University Indianapolis (IUPUI) / The purpose of this study was to investigate the possibility of accomplishing simultaneous intrusion and distal root movement of monkey premolar teeth utilizing the molar teeth as anchorage. Four Macaque speciosa monkeys were used as the experimental specimens. Root springs of the type used in the segmented arch technique were used to apply unequal moments to the premolar and molar teeth. The root movement was accomplished by a couple generated by the unequal moments. The results were analyzed cephalometrically and histologically. It was found that it is possible to accomplish distal root movement and intrusion of the monkey premolars when the anchorage is restrained from eruption. When the anchorage is not restrained intrusion is minimal. Root resorption was found to be associated with the magnitude of the difference in the moments applied and the amount of tooth movement.

Thesis (M.S.)--University of Michigan, 1975.

Thesis (M.S.)--University of Michigan, 1984.

Thesis (M.S.)--University of Michigan, 1983.