Supramalleolar corrective osteotomy

The general aspects for the analysis of malalignment of the low tibial region in the three-dimensional space are discussed. Recommendations of clinical and radiological diagnostics prior to low tibial osteotomies are given. Closing wedge, opening wedge, dome-shaped, distraction, rotational and step-shaped osteotomies as well as combined procedures are described. The possibilities of these techniques are pointed out for malalignment after lower leg, pilon and ankle fractures, as well as after trauma of the distal epiphysis of the tibia. Arthroscopy of the ankle is an additional tool for detailed planning of the adequate surgical procedure. The importance of determining an early correction cannot be underestimated.     

Performance implications of corrective testing.

Compared testing with immediate feedback and partial credit to a traditional multiple-choice exam format in 2 experiments. In Exp I, Ss were 286 students in 3 large introductory courses. Feedback to Ss about their performance dramatically increased the impact of doing well or doing poorly on the test: Among Ss doing well, those who were aware of that fact performed far better overall than counterparts who were unaware of their performance. Among Ss doing poorly, those who were aware of their poor performance did much less well than Ss who were unaware of it. Interestingly, this polarizing effect was particularly dramatic among low-test-anxious Ss. Subjective reactions of 35 high- and 34 low-test-anxiety Ss to immediate feedback and partial credit were assessed in Exp II. Immediate feedback and partial-credit testing was rated as indicating more about one's ability and effort than traditional testing, a finding that fits well with the performance effects uncovered in Exp I. (18 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Ridicule as an educational corrective.

Tested the proposition that ridicule is an effective educational corrective by including 1 of 3 motivators (ridicule, insult, gentle reminder) or 1 of 3 controls in a handout of course reading assignments. Sex of Ss was included as an independent factor; 180 undergraduates participated. Scores on an unannounced test on the assigned readings, administered during the next class, provided a measure of information acquisition. Although the gentle reminder and insult increased test scores somewhat, relative to the controls, only ridicule produced a significant increase on information acquisition. Sex differences were found for the insult vs ridicule conditions: Males scored higher than females when insulted; females scored higher than males when ridiculed. (15 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Dental procedures and infective endocarditis: current approaches of cardio-vascular surgery departments from different centres (Part 1)

For centuries mankind has benefited from yeast for its survival as well as for joy and even solace in moments of pain. Today the yeast cell is considered a universal model yielding answers to important and intriguing questions about cell division, differentiation, transduction of signals and cell disorders. Classical and molecular genetic methods have been successfully applied to understand the association of genes with proteins and functions-a knowledge which has also led to the development of new biotechnologies.     

Effect of corrective testing: An extension.

Conducted a straightforward parametric extension of the immediate feedback and partial credit components of S. L. Pressey's (see record 1950-06064-001) corrective testing procedure. 130 high- and low-test-anxious undergraduates served as Ss. Ss in the feedback conditions were given the opportunity to answer a given item once, twice, 3 times, or 4 times. For purposes of comparison, another group of Ss completed the item, using the conventional multiple choice format. On several measures of Ss' subjective reactions, corrective testing feedback was superior to the conventional multiple choice format. The differences between the various feedback conditions were small but consistent. In particular, providing Ss 2 attempts to answer each item met with the most positive reaction, especially among Ss high in test anxiety. (18 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Emotional processing of fear: Exposure to corrective information.

Contends that emotions are represented by information structures in memory, and anxiety occurs when an information structure that serves as program to escape or avoid danger is activated. Emotional processing (EMP) is defined as the modification of memory structures that underlie emotions. It is argued that some form of exposure to feared situations is common to many psychotherapies for anxiety and that confrontation with feared objects or situations is an effective treatment. Physiological activation and habituation within and across exposure sessions are cited as indicators of EMP, and variables that influence activation and habituation of fear responses are examined. These variables and the indicators are analyzed to yield an account of what information must be integrated for EMP of a fear structure. The elements of such a structure are viewed as cognitive representations of the stimulus characteristic of the fear situation, the individual's responses in it, and aspects of its meaning for the individual. Treatment failures are interpreted with respect to the interference of cognitive defenses, autonomic arousal, mood state, and erroneous ideation with reformation of targeted fear structures. Implications for therapeutic practice and the study of psychopathology are discussed. (2? p ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Considering the opposite: A corrective strategy for social judgment.

Proposes that several biases in social judgment result from a failure to consider possibilities at odds with beliefs and perceptions of the moment. Individuals who are induced to consider the opposite position, therefore, should display less bias in social judgment. In 2 experiments, with 150 undergraduates, this reasoning was applied to 2 domains—biased assimilation of new evidence on social issues and biased hypothesis testing of personality impressions. Ss were induced to consider the opposite through explicit instructions to do so and through stimulus materials that made opposite possibilities more salient. In both experiments, the induction of a consider-the-opposite strategy had greater corrective effect than more demand-laden alternative instructions to be as fair and unbiased as possible. Results are consistent with previous research on perseverance, hindsight, and logical problem solving, and they suggest an effective method of retraining social judgment. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Dental education--issues and trends

This article is a survey of the current status and likely future changes in dental education in the context of changing demographics, economics, and higher education. Topics covered include changes in faculty, students, curriculum, research, and dental practice.     

Dental care in autism

The syndrome of autism is not characterized by typical orofacial features. Regarding caries experience, no differences with the normal population are found. The dental health situation on the other hand, depends upon the care devoted to oral hygiene and when necessary, upon the auxiliary help of parents and educators. As far as dental care is concerned, the autistic patient is inherently unresponsive to demonstrations, resists eye-to-eye contact and will frequently resist any effort to establish personal contacts with the dental personnel. Patient management will therefore be qualitatively different from person to person and shall be based on a unique management of the behavioral characteristics. Where the classical 'tell, show, do"-method fails, the 'tell, show, FEEL, do"-method will lead to a successful approach.     

Dental Health Center 2000

The Dental Health Center concept is proposed as a method to maintain control of the dental delivery system while delegating the dentist's managerial and supervisory responsibilities to well-trained business executives. The Center would be a uniquely designed facility that operates 12 hours per day, 6 days a week for 50 weeks of the year. The participating dentists relocate their practices to the facility at a practice purchase price determined by the dentist, paid half in cash and half in center stock. In return, the dentists agree to produce that practice purchase price annually; in turn, they receive 45 percent of their monthly collected dental service fees and have access to all the services of the Center.     

Reinforcement procedures.

Comments on S. Feshbach's (1976) discussion of ethical issues in behavior modification and argues that it is not a matter of whether reinforcement procedures are used, but of how and to what ends. (PsycINFO Database Record (c) 2010 APA, all rights reserved)