In order to help ESL missionaries teach the gospel from their hearts using their own words, I have developed a 500-word list of core gospel vocabulary in English. To enhance the 500-word list, I included a lexicon with simple definitions, some grammatical information, and examples of the words in context. The resulting product complies with the standards for master's projects established by the Department of Linguistics and English Language. Published literature shows that the development of specialized corpora can be beneficial for students learning another language. Additionally, specialized corpora act as a catalyst for in-depth vocabulary analysis and the development of other materials associated with the field of language acquisition. Using the 5,013 lexical items from the Preach My Gospel manual and related materials, I developed a specialized vocabulary list of 500-words. To achieve this, I used a number of strategies to reduce the larger compilation of words into the most useful and essential core vocabulary: a pre-rating selection that resulted in 2,419 words, a non-native ESL-instructor rating that resulted in the selection of 994 words, a post-rater researcher analysis that resulted in 425 words, a range-and-frequency analysis that resulted in 634 words, and a think-out-loud analysis that resulted in 500 words. After creating the 500-word list, I implemented and tested the materials with ESL missionaries at the Missionary Training Center (MTC) in Provo, Utah. I gathered feedback from ESL teachers and missionaries through interviews and a questionnaire. Based on their responses, I determined that the 500-word list is useful in helping missionaries learn essential vocabulary and to teach gospel topics in English. Furthermore, the materials have drawn attention from administrators and developers at the MTC, creating a springboard for future projects at the MTC.

In order to help ESL students in the Foundations Program at BYU's ELC, I have developed a 500-word list of essential English vocabulary. This list attempts to reach one of the goals of the institute's curriculum, which is to develop systematic, integrated vocabulary instruction. Published literature reveals that studying with a list in conjunction with explicit instruction can enhance L2 vocabulary learning when the instruction is systematically integrated with other skills and activities. The literature also shows the importance of learning the most frequent and essential words first, which can be found in the General Service List and the Academic Word List according to learners' needs. In order to develop an essential vocabulary list of 500 words for the Foundations Program at the ELC, I used several strategies. First, to investigate which words in their textbooks the students use, I analyzed the graded readers and listening books required in the curriculum of the Foundations Program. Second, after investigating the texts of the textbooks, the second step was to conduct a survey in order to investigate learners' lexical knowledge. To develop a reliable survey, reliable research strategies were conducted. The first survey was conducted at the end of Fall Semester 2009. Following the first survey, the second survey was conducted at the beginning of Winter Semester 2010. The administration of the two surveys revealed the students' self-reported knowledge about specific vocabulary items in the lists. Following the administration and analysis of the two surveys, I generated the final 500-word list for the students in the Foundations Program at BYU's ELC. The words were based on the students' needs and knowledge, and were generated based on the essential words from the GSL and the AWL in order to meet the goals of the curriculum of the Foundations Program.

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The introduction contains separate studies of the manuscripts, their orthographies, the rhymes, metre and treatment of source material. Both the orthographic studies and the rhyme—grammar reveal Athis to be a CG poem with no real evidence of Rhenish provenance. The metrical studies, dealing with vowel collision and units of one and three syllables, show how the <u>Athis</u> poet pursued various legitimate rhythmic options in his attempt to introduce variation to the tedium of regular alternation. The most positive results emerge from the comparison of <u>Athis</u> with its OF source, the <u>Roman d'Athis</u>. The dependence of the German text on the OF poem can be proved through misunderstandings of lines and part—lines of the <u>Rd'A</u> enshrined in proper names in the German text. By far the most important aspect of the German poet's adaptation is his sense of history. Ancient Rome and Athens are presented in an entirely different way in the German text. In particular, the large scale descriptions of ceremonies and major events are scenically developed under the influence of medieval historiographic ideas. Further supplementary source material is provided by a Pseudo—Ovidian treatment of <u>Pyramus and Thisbe</u> and a number of medieval military and judicial customs associated with Roman models. In general <u>Athis</u> is shown to be indebted to a medieval German self—awareness of <u>Romanitas</u>.

The instrumental composition of the band is an outgrowth of utilitarian improvisation. The well-developed percussion section, and the voluminous reed and brass sections are a carry-over from the Military, where the emphasis was on functional beating of time for marching. Mobility and volume sufficient for the accompaniment of troop movements were also necessary. Until recent times, the band existed only for functional matters, never as an independent and self-justifying medium with its purpose being a musical organization. Through the growth of military, professional, and school bands, the band of today has developed into a musical organization in its own right, which can perform almost anything in the technical range of composition.

Orthodontic programs spend considerable amounts of time and energy to attract, recruit, and interview the best and brightest applicants. Applicants and programs submit ranked preferences, and resident positions are filled by a computerized matching system (Match). The specific aims of this study were to determine the relative importance of certain factors in applicants' Match ranking of orthodontic programs and to determine differences between orthodontic Program Directors perceptions and actual factors cited by applicants influencing their ranking of orthodontic programs.Surveys were mailed to 55 orthodontic Program Directors and 478 applicants participating in the 2002 orthodontic Match. Forty-nine Program Director (89%) and 224 applicant (47%) surveys were returned. Rankings and importance of factors cited by applicants in their decision-making process and perceptions of those factors cited by Program Directors were compared.Applicants' top three factors were: "satisfied current residents," "multiple techniques taught," and "good quality of clinical facility." Program Directors' perceived top three factors were: "satisfied current residents," "good program reputation," and "good impression of current residents at interview." Comparing Program Directors perceptions versus applicants' factors overall, the two groups were statistically different (P Despite these differences, there was generally a high level of overall agreement between Program Directors perceptions and factors actually influencing applicants' ranking of orthodontic programs.

O subfinanciamento do tratamento cirúrgico das deformidades da coluna vertebral tem resultado em aumento progressivo das listas de espera nos centros de referência para tratamento de alta complexidade pelo sistema público de saúde. O objetivo do estudo foi caracterizar o modo como a gestão pública na saúde tem conduzido o tratamento das deformidades da coluna vertebral e avaliar as consequências clínicas, radiográficas e econômicas do atraso na realização do tratamento cirúrgico. O estudo foi realizado em três estágios: transversal, retrospectivo e prospectivo. Foram avaliados 60 pacientes com deformidades da coluna vertebral e que aguardavam tratamento cirúrgico até Dezembro de 2013, com idade entre 3 e 23 anos, 66,7% femininos, e de etiologias: neuromuscular (28,3%), congênita (26,7%), idiopática (25,0%), sindrômica (16,7%), doença de Marfan (1,7%) e neurofibromatose (1,7%). Os parâmetros avaliados foram idade, gênero, etiologia, origem, modo de encaminhamento, tempo de espera pelo encaminhamento, tempo de espera pelo tratamento cirúrgico, e necessidade de implantes não disponibilizados pelo sistema de gestão da saúde. No segundo estágio foram avaliados: qualidade de vida dos pacientes por meio do questionário SRS-22r e parâmetros radiográficos atuais, comparados aos parâmetros no momento do alistamento para o tratamento cirúrgico. No terceiro estágio, os pacientes foram distribuídos aleatoriamente em grupos cirúrgico e lista de espera. Os pacientes submetidos ao tratamento cirúrgico foram comparados aos que permaneceram na lista de espera quanto ao custo e à efetividade dos tratamentos, utilizando como desfecho a evolução dos parâmetros radiográficos e da pontuação no questionário SRS-22r. Foi observado que 91% dos pacientes foram originários das regionais de Ribeirão Preto e adjacentes. Apenas 25% dos pacientes receberam tratamento no centro primário. O tempo de espera pela consulta no centro de referência foi de medianos 8,5 meses, e, após o alistamento na fila de espera, os pacientes aguardaram medianos 13,5 meses pelo tratamento cirúrgico. 45% dos pacientes da fila de espera apresentaram necessidade de implantes não disponibilizados pelo sistema de gestão em saúde. A deformidade no plano coronal aumentou em média 18,7° durante o período de espera. Houve aumento no número de pacientes descompensados no plano coronal e sagital, e no número de pacientes com obliquidade pélvica. A pontuação mediana no questionário SRS-22r foi 3,73. O custo médio do tratamento dos pacientes submetidos à cirurgia foi R$71.139. Foi observada correção média da deformidade em -49,6% (-42,1°) e melhora na pontuação no questionário SRS-22r em 0,5 pontos. No grupo de pacientes submetidos ao seguimento clínico, o custo médio foi de R$377, com aumento médio da deformidade em 16,0% (11,0°); não houve diferença na pontuação no questionário SRS-22r. Os resultados do estudo indicam que novas políticas de gestão da saúde devam ser adotadas para o tratamento das deformidades da coluna vertebral com a finalidade de evitar a progressão da deformidade dos pacientes e viabilizar o tratamento definitivo / The underfunding of the surgical treatment of spinal deformities has resulted in steadily growing waiting lists in reference centers for high complexity treatment in publicly funded healthcare systems. The aim of the study was to characterize how the management of the public health system has been conducting the treatment of spinal deformities and to evaluate the clinical, radiological, and economic impact of the delay in performing the surgical treatment. The study was conducted in three stages: Cross-sectional, retrospective and prospective stages. Sixty patients with complex pediatric spinal deformities who were waiting for treatment until December 2013 were evaluated. The age range was 3-23 years-old, 66·7% were females, and the etiologies were: neuromuscular (28·3%), congenital (26·7%), idiopathic (25%), syndromes (16·7%), Marfan\'s disease (1·7%), and neurofibromatosis (1·7%). The evaluated parameters were age, gender, etiology, origin, method of referral, waiting time for the referral, waiting time for the surgical treatment, and the need for implants not reimbursed by the healthcare system. For the second stage, the health-related quality of life was assessed through the application of the SRS-22r questionnaire and the present radiographic measurements were compared to the initial parameters (at the time the patients were enrolled for surgery). For the third stage, the patients were randomly assigned into two groups: Surgery and Waitlist. The patients submitted to surgical treatment were compared to the patients who remained on the waiting list considering the costs and effectiveness of the treatments, using the progression of the radiographic parameters and the score in the SRS-22r questionnaire as outcome measures. The results of the study demonstrated that 91% of the patients were from the region of Ribeirão Preto and adjacent regions. Only 25% of the patients received treatment at primary care centers. Patients waited median 8.5 months for referral and 13.5 months for the surgical treatment. 45% of the patients on the waiting list had the necessity for implants not reimbursed by the healthcare system. The deformity\'s Cobb angle increased mean 18.7° during the waiting period. There was an increase in the number of patients with coronal or sagittal decompensation, and in the number of patients with pelvic obliquity. The median SRS-22r® total score was 3.73. The mean cost of treatment for the Surgery group was R$71,139. A deformity correction of mean -49.6% (-42.1°) and a health-related quality of life improvement of 0.5 points in the SRS-22r score were observed. In the Waitlist group, the mean cost was R$377, with a mean increase of the deformity of 16.0% (11.0°); there was no difference in the SRS-22r scores. The results of the study indicate that new policies on the public health management of spinal deformities should be adopted to avoid progression of the deformities and make the definitive treatment viable

While recorded speech audiometry materials have been developed in Spanish for adults, currently there are no speech audiometry materials available in Spanish that are suitable for a pediatric population. Thus, the purposes of this study were (a) to analyze Spanish bisyllabic words previously developed for adults to determine the words' appropriateness when testing word recognition scores in native Spanish-speaking children and (b) to compare the logistic regressions results from the Spanish adult data obtained in a previous study with the logistic regressions from Spanish pediatric data obtained in the present study. Using common-use children's dictionaries in the Spanish language, a subset of child-appropriate words was adapted from a set of materials developed for Spanish adults. A total of 129 frequently used bisyllabic words were chosen; the words were split into five lists; four lists contained 26 words and one list contained 25 words; each was digitally recorded by both male and female Spanish talkers. Twenty native Spanish-speaking children with normal hearing between the ages of four and eight years were selected to listen to words to obtain psychometric functions. Each word was presented to the listener at 5 levels of intensity from -5 to 35 dB HL in increments of 10 dB. Custom software was used to control randomization, timing, and presentation of the words. The participants were not familiarized with the words prior to testing. The words received a ranked order based on performance to create lists and half-lists that were equivalent. Logistic regression was used to calculate psychometric functions for the lists and half-lists. Subsequently, a chi-square analysis was completed. The analysis revealed no statistical differences among the lists and half-lists for either male or female talkers. The mean bisyllabic psychometric function slopes for lists and half-lists were 5.0%/dB for the male-talker words and 5.2%/dB for the female-talker words. The 50% threshold for male and female were 16.2 dB HL and 15.5 dB HL, respectively.

The Exclusive System to Learn-Not Just Memorize-Essential Words A powerful vocabulary opens a world of opportunity. Building your word power will help you write more effectively, communicate clearly, score higher on standardized tests like the SAT, ACT, or GRE, and be more confident and persuasive in everything you do. But in order to truly increase your vocabulary, you need a system that works. With most guides, you end up only memorizing the new words for a short time, often not even long enough to use them in tests. Fiske WordPower is different. Using the exclusive Fiske system, you will not just memorize words, but truly learn their meanings and how to use them correctly. This knowledge will stay with you longer and be easier to recall-and it doesn't take any longer than less-effective memorization. How does it work? This book uses a simple three-part system: 1. Patterns: Words aren't arranged randomly or alphabetically, but in similar groups that make words easier to remember over time. 2. Deeper Meanings, More Examples: Full explanations-not just brief definitions-of what the words mean, plus multiple examples of the words in sentences. 3. Quick Quizzes: Frequent short quizzes help you test how much you've learned, while helping your brain internalize their meanings. Fiske WordPower is the most effective system for building a vocabulary that gets you clear and successful results. / https://dc.etsu.edu/alumni_books/1024/thumbnail.jpg