The aim of this study was to establish a classification system for use in immediate implant placement by examining fresh extraction sockets in maxillary premolars and evaluation of the varying morphologies using CBCT imaging. Selection criteria included dentulous patients ages 15-85 that had CBCT imaging taken for varying treatment. A total of 400 maxillary premolars were classified by their root morphology as Type I (two-rooted premolar with interradicular bone), II (fused roots with mesiodistal alveolar constriction) or III (single blunted root with no interradicular bone). The internal root angle was measured for all Type 1 maxillary first premolars (n=40), as well as the interradicular septal bone height. A Type 1 premolar socket is present in 32% of the sampled maxillary first and second premolars. Type 2 socket was present in 22% of premolars, and type 3 socket was present in 46% of premolars. The average internal angle formed between the long axis of the crown versus the long axis of the palatal root was 11.46 ± 4.35° (range 4° to 20.7°). The average interradicular septal bone height was of 6.9 ± 1.6 mm (range 3.28 to 9.61). Type I root form had the highest incidence at maxillary first premolars sites and has the most alveolar bone available, thus having a higher probability for primary stability. The type III root form is most common in the maxillary second premolar site and has the least amount of alveolar support for immediate implant placement. The angulation and alveolar bone support provided by the palatal root in Type I root form maxillary first premolar sites may provide stability for an immediate implant at an appropriate prosthetic position.

In the United States, an annual estimate of 1.36 million traumatic brain injuries present to the emergency department (ED), of which approximately 75% are concussions. Proper and timely treatment of concussion is especially important in pediatrics as children and adolescents under the age of 19 are at a higher risk for sustaining more severe and longer-lasting consequences. However, due to the wide range of symptoms at presentation, or to the potential lack of obvious symptoms, concussion can be especially difficult to diagnose in the ED setting. Neurocognitive tests provide a valuable supplement to the clinical diagnosis of concussion by objectively identifying aberrant brain activity. However, many of these tests are often too lengthy and impractical for use in the ED setting. The Immediate Post-Concussion Assessment and Cognitive Test (ImPACT) is a 20-minute computer test that is considered to be one of the gold-standard neurocognitive tests used to diagnose concussion and track recovery. The King-Devick test (KD) is a 1-2 minute test that uses saccadic eye movements to detect suboptimal brain impairment associated with concussion. To date, there have not been any studies that analyzed the relative usability of the KD and the ImPACT in the pediatric ED (PED). The present prospective pilot study investigates the use of the KD as a neurocognitive tool for concussion assessment in the PED and at a post-ED visit, relative to the ImPACT, the gold standard tool for concussion diagnosis. We hypothesize that the change in performance in the KD will correlate with the change in the ImPACT results. To date, 20 subjects between the ages of 11-18 years old presenting to the PED within 72 hours of sustaining a head injury have completed the study. The mean age of our study population was 13.6 years. The average change in test scores between PED and follow-up were: 7.2 seconds in the KD, 0.03 points in the ImPACT reaction time, 1.8 points in verbal memory, 8.3 points in visual memory, 0.8 points in visual motor speed, and 14.9 points in post-concussion symptom scale. Analysis of the correlation of the change in the KD scores to the change in the ImPACT measures revealed that the change in the KD was significantly correlated with the change in the ImPACT reaction time (p < 0.01), and with the change in the ImPACT verbal memory (p < 0.05) in the subjects that presented with LOC, 80% of whom were male. In conclusion, our findings report that the correlation between the results of the KD and the ImPACT is more pronounced in patients presenting with more severe head trauma, such as those leading to LOC. The usability of the KD as a reliable concussion assessment tool in the PED would require further investigation with a larger sample of participants. / 2017-04-30T00:00:00Z

京都大学 / 0048 / 新制・課程博士 / 博士(教育学) / 甲第20120号 / 教博第197号 / 新制||教||164(附属図書館) / 京都大学大学院教育学研究科教育科学専攻 / (主査)教授 齊藤 智, 教授 楠見 孝, 教授 Emmanuel MANALO / 学位規則第4条第1項該当 / Doctor of Philosophy (Education) / Kyoto University / DGAM

OBJECTIVES : This work studies the indications, methods, results , satisfaction and partner relationships in immediate (IBR ) and deferred breast reconstruction ( DBR ) to objectively consider the benefits and indications IBR . METHOD : IBR between 1/2002-12/2012 underwent 51 ( 33.33 %) women ( 29-58 years, mean 41.5 , median 40.5 ) ; DBR 102 ( 66.67 %) ( 31-64 , mean 47.5 , median 47 ), data were obtained from medical records , questionnaires interviews and questionnaires , processed by statistical analysis RESULTS : Indications IBR : ≤ pT2N0M0 , low grade tumor ; DBR : ≥ 1 year of remission. Age at IBR was lower than the DBR ( p- 0.0004 ) Statistical differences in the modes of life after reconstruction the IBR a DBR were observed ( p- 0.1935-0.9659 ) predominates full and prevailing contentment. IBR does not burden patients ( 55 to 160 min, average 91.1 and 139.3 min, median 75 and 135 min ) between unilateral and bilateral operations are not statistically significant differences ( p -value 0.1065 ) . Complications prolonging healing rare - IBR 5 ( 8.33 %) , DBR 6 ( 5.8 % ) and mortality generalization low - IBR and 1 ( 1.96 % s ) DBR 1 and 2 ( 0.98 % and 1 , 96%) . Satisfaction with IBR was reported by 84.09 % , with 86.11 % DBR . The DBR was found 4 times greater risk of life or relationship. SUMMARY:...

Although there is general agreement that feedback plays an important role in student performance, the majority of the studies found in the research literature explore the impact of different types of feedback in a traditional and university-level setting. In order to explore the impact of different feedback types in a non-traditional distance learning setting, 352 high school students enrolled in courses offered through BYU's Independent Study (IS) department received either delayed feedback or immediate feedback generated by Speedback™, BYU's automated grading and feedback program, depending on whether they had opted to submit end of unit assignments by mail or computer. Results of a comparison of final exam scores indicated that those students receiving immediate feedback performed significantly better on course final exams, but surprisingly those who received delayed feedback completed course in significantly less time.

An After Action Review (AAR) is the Army training system's performance feedback mechanism. The purpose of the AAR is to improve team (unit) and individual performance in order to increase organizational readiness. While a large body of knowledge exists that discusses instructional strategies, feedback and training systems, neither the AAR process nor the AAR systems have been examined in terms of learning effectiveness and efficiency for embedded trainers as part of a holistic training system. In this thesis, different feedback methods for embedded training are evaluated based on the timing and type of feedback used during and after training exercises. Those feedback methodologies include: providing Immediate Directive Feedback (IDF) only, the IDF Only feedback condition group; using Immediate Direct Feedback and delayed feedback with open ended prompts to elicit self-elaboration during the AAR, the IDF with AAR feedback condition group; and delaying feedback using opened ended prompts without any IDF, the AAR Only feedback condition group. The results of the experiment support the hypothesis that feedback timing and type do effect skill acquisition, retention and transfer in different ways. Immediate directive feedback has a significant effect in reducing the number of errors committed while acquiring new procedural skills during training. Delayed feedback, in the form of an AAR, has a significant effect on the acquisition, retention and transfer of higher order conceptual knowledge as well as procedural knowledge about a task. The combination of Immediate Directive Feedback with an After Action Review demonstrated the greatest degree of transfer on a transfer task.

Novice teachers in today's classroom are in need of support during the initial years of teaching. Providing beginning teachers in special education classroom settings with coaching and immediate feedback through Bug-In-Ear, Bluetooth technology has been identified as a effective strategy for supporting beginning teachers while simultaneously improving generalization and maintenance of instructional strategies in diverse classrooms (Anagnostopoulous, Smith & Basmadjian, 2007; Darling-Hammond and Baratz-Snowden, 2007; Brownell, Ross, Colon & McCallum, 2005). The present study was designed to examine the effects of using BIE, Bluetooth technology with novice teachers in inclusionary settings at a PK-5 charter school. As it has been demonstrated, Bug-In-Ear Bluetooth technology has allowed supervisors and mentors to increase desired teacher behaviors by providing immediate feedback, coaching and prompting during instructional delivery (Scheeler, McAfee, Ruhl and Lee (2006), Scheeler, Ruhl & McAfee, 2004; & Rock, et al., (2009). Specifically, this study looked to increase the average rate per minute of specific feedback statements made to students during reading instruction. Additionally, maintenance of increased rates of specific feedback once BIE coaching and prompting were withdrawn was also of interest. A multiple-baseline design across participants was used. Data were collected during baseline, intervention, and withdrawal phases. The independent variable was identified as prompts delivered by the coach through BIE Bluetooth technology. The dependent variable for this study was the average rate per minute of specific feedback statements made during reading instruction. Overall, the average rate per minute of specific feedback provided to students during reading instruction increased substantially with the use of Bug-In-Ear Bluetooth technology. Further, participants sustained higher than baseline averages of specific feedback provided to students. This study extended Scheeler (2004, 2006), and Rock's (2009) research on the use of immediate feedback through BIE technology, and demonstrated the effectiveness of this observation method with various participants, groups of students, and classroom diversity.

National attention remains fixed on educational reform. Since the late 1980s, an increasing number of state and local education agencies have adopted high-stakes testing initiatives and accountability programs focused on increasing student achievement. States, like the State of California, are requiring local districts to implement a variety of reform measures related to improved student achievement. California's 1999 Public Schools Accountability Act (PSAA), which established the Immediate Intervention of Underperforming Schools Program (II/USP) as a way to fix the lowest performing schools, was the state's remedy to address a history of declining student achievement on national and state performance assessments. California's legislators and policymakers continue to support II/USP as a way to reform its lowest performing schools despite sufficient research that clearly delineates the positive or negative effects of II/USP on participating schools. This exploratory study was composed of a primary study and an auxiliary study. The purpose of the primary study was to survey a group of principals from the most successful II/USP elementary schools and describe the reform measures they perceived to improve academic performance. The purpose of the auxiliary study was to survey a group of principals from the least successful II/USP elementary schools in order to compare and contrast the perceptions between the two groups of principals. Data gathered from the primary study and the auxiliary study was used to advance a theory highlighted by the Woods Targeted Reform Achievement Model (Woods T-RAM). The Woods T-RAM was an organizational tool used by the researcher to promote a theory that low performing schools must implement, at the very least, three fundamental strategies when attempting reform. The results of the study indicated that, at the very least, there is a specific set of strategies elementary principals perceived to have helped improve academic achievement at their schools. In particular, principals from the successful II/USP schools perceived that schools must have local board members, district administrators and site leaders who must set a positive tone for change, promote a specific vision for the change, and provide resources and training that promote student learning. Furthermore, these principals perceived that teachers must be provided with well-articulated curricula that optimizes instructional time and provides a standardized set of achievement goals that were sequentially developed from one grade level to the next. And finally, these principals perceived that student performance does improve when teachers and administrators design a system for analyzing individual student performance data and develop customized instructional programs that meet specific performance goals.

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