bluuebunny/crossref_metadata_2025_split huggingface dataset:
A clinical study evaluating the treatment of supra‐alveolar‐type defects with access flap surgery with and without an enamel matrix protein derivative: a pilot study
Authors: Jentsch Holger , Purschwitz Regina 
Published: July 2008

AbstractAim: There is evidence that regenerative treatment of intra‐bony and mandibular class II furcation defects with access flap and an application of an enamel matrix protein derivative (EMD) can result in a clinical benefit compared with access flap alone. The aim of this pilot study was to check if the results of access flap surgery in suprabony defects are improved by additional application of EMD.Material and Methods: Thirty‐nine adult subjects with supra‐alveolar‐type defects were randomly assigned to a test (n=25) and a control group (n=14). Seventy teeth were treated with EMD; 28 teeth were treated by access flap. Probing depth (PD), clinical attachment level and bleeding on probing were evaluated at baseline and after 12 months.Results: PD of the operated teeth was improved in both groups (p<0.001 to p=0.041) but always better in the test group. The attachment gain was 2.72±1.80 mm at sites with an initial PD 7 mm in the test group and 0.78±0.62 mm in the control group (p=0.004). In the test group the mean attachment gain was 0.97±0.92 mm (p<0.001); the mean reduction of PD was 1.55±0.90 mm (p<0.001).Conclusions: The data suggest a significant clinical benefit of supplementary application of EMD during surgical treatment of periodontitis of supra‐alveolar pockets, especially in deeper pockets.
Azithromycin as an adjunctive treatment of aggressive periodontitis: 12‐months randomized clinical trial
Authors: Haas Alex N. , De Castro Gabriel D. , Moreno Tatiana , Susin Cristiano , Albandar Jasim M. , Oppermann Rui V. , Rösing Cassiano K. 
Published: July 2008

AbstractAim: To assess the effect of systemic azithromycin as a supplement to scaling and root planing (SRP) in the treatment of aggressive periodontitis (AgP).Material and Methods: Twenty‐four individuals (13–26 years old) underwent a plaque control program, and then were treated with SRP. Subjects were assigned randomly into two groups; the test group used 500 mg azithromycin once a day for 3 days, whereas the control group used a placebo. Clinical variables were assessed at baseline, 3, 6, 9, and 12 months. The periodontal status at baseline and 12 months was compared using the Wald test, and adjusting for the effect of clustering of teeth within subjects.Results: There were no significant differences in visible plaque, gingival bleeding, and supragingival calculus between groups throughout the study. Periodontal probing depth (PPD) and clinical attachment level improved significantly from baseline to 12 months in both groups, with the test group showing significantly more reduction in mean PPD compared with controls (2.88 mm versus 1.85 mm, respectively, p=0.025). Subjects administering azithromycin showed a higher percentage of teeth with attachment gain 1 mm (81.34 versus 63.63, p=0.037), whereas the controls had higher percentage of teeth with attachment loss 1 mm (11.57 versus 2.24, p=0.015).Conclusions: The adjunctive use of azithromycin has the potential to improve periodontal health of young patients with AgP.
Is there a need for a common framework of dental specialties in Europe?
Authors: Sanz M. , Widström E. , Eaton K. A. 
Published: July 2008

AbstractThis paper aims to promote discussion about dental specialties and post‐graduate dental education in the European Union (EU). Previously, dental educators have concentrated their efforts of seeking Pan–EU convergence in undergraduate dental education. However, the impact of the enlargement of the EU, the new European Commission (EC) Directive of professional training and the Bologna Process all impact on post‐graduate (specialist) just as much as on undergraduate dental education. The provisions of the new EC directive mean that, unlike new medical specialties, new Pan–EU dental specialties cannot be created purely because they exist in two‐fifths of EU Member States. At present, some EU Member States recognise eight or more dental specialties, whereas others recognise none. It is suggested that changing needs and demands of patients, which reflect a general improvement in oral health, increased wealth and an aging population will place increasing demands on dentistry to provide more complex care and treatment and that the current undergraduate curriculum cannot be expanded to provide suitable training to meet these needs and demands. There is thus a need to expand dental specialist training in all EU Member States, to agree common standards for specialist education and to officially recognise a wider range of Pan–EU dental specialties. The paper concludes that in order to achieve these goals, there is a need of a better collaboration between competent authorities, including governments, universities, dental associations and the various Pan–European Scientific Specialist Organizations.
Development of reflective judgement in the pre‐doctoral dental clinical curriculum
Authors: Boyd L. D. 
Published: July 2008

AbstractWhen dental students begin patient care in the clinical curriculum, they are required to move from the well‐defined problems of the classroom to the more ambiguous and real life problems encountered in the context of patient care in the clinical setting. This change in learning environment requires development of reflective thinking. Reflective thinking refers to the process of thinking about uncertainty or ill‐defined problems. King and Kitchener refer to the outcome of the reflective thinking process as reflective judgement. The purpose of this study was to explore the development of reflective judgement in the initial phase of the clinical curriculum. This exploratory study used a case study approach with qualitative methods. A convenience sample of third year predoctoral dental students (n = 16) volunteered to participate in writing a clinic journal and semi‐structured interviews at three time points over a time period of one year. Student compliance in writing clinical journals was poor; therefore the qualitative data was primarily gathered from interview transcripts. The qualitative interview data were analysed using a coding scheme based on King and Kitchener’s Reflective Judgement Model of Intellectual Development. The Cronbach alpha was 0.76 for reliability of the coding scheme. Based on the analysis of interview data, the there was an average growth in reflective judgement over the year from Stage 4.89 to 5.59 for an overall change of +0.70. Additional research is needed to explore the growth in reflective judgement over the final year of the clinical curriculum as well as to identify the most effective educational strategies to facilitate growth in reflective judgment.
Canadian dental students’ perceptions of stress and social support
Authors: Muirhead V. , Locker D. 
Published: July 2008

AbstractThis study explored the relationship between dental school stress and social support reported by undergraduate students in a Canadian dental school. Students completed questionnaires comprised of Dental Environment Scale stress items, social support measures evaluating perceived contact and two proxy measures of social support (marital status and living arrangement). Sixty‐two per cent of undergraduate students in all four academic years participated in the study conducted in March––April 2005. Second‐year students living with parents had significantly higher adjusted total stress scores (P < 0.001), whilst fourth‐year students living with roommates had significantly lower total adjusted stress scores (P = 0.008). Social support systems utilised by students included teacher, parental, student and relationship support. Students who received more support from teachers and from students inside and outside dental school had lower adjusted total stress scores. Multiple regression analysis assessing the effect of social support on total adjusted stress scores identified two significant variables after adjustment: second‐year students living with parents (P < 0.001) and low teacher support (P = 0.032). This study identified social support and proxy measures as significant predictors of dental school stress in Canadian dental students. Further studies are needed to elucidate the role of social support and proxy measures as potential dental school stress alleviators.
Integrated learning in dentistry: baseline data and first evaluation at the Dental School of Basel
Authors: Neuhaus K. W. , Schegg R. , Krastl G. , Amato M. , Weiger R. , Walter C. 
Published: July 2008

AbstractIntroduction:  Integrated learning modules were introduced and baseline information was collected, in order to identify the expectations regarding e‐learning. Furthermore, first formative evaluation of fourth‐year dental students was conducted and the experience gained with summative online assessment was reported.Methods:  Questionnaires designed by Infratest dimap (Berlin, Germany) were distributed to undergraduate students (n = 72) of the School of Dentistry. The fourth‐year dental students went through a preliminary evaluation process. An online test was evaluated and compared with a traditional examination.Results:  Sixty‐three questionnaires were returned. Sixty‐five per cent of the students were already familiar with e‐learning. All but one student owned at least one personal computer or laptop. Ninety‐one per cent of the students expected positive effects from the integration of online modules. Enhanced flexibility regarding time and location as well as comfortable access to learning materials were mentioned most frequently. Ninety per cent of the students expected to achieve better results by finding it easier to understand learning materials produced with multimedia tools. Sixty per cent of the students feared technical complications when using an online platform. The online test was successfully performed. A formative evaluation process demonstrated agreement between expectations and first experiences with e‐learning.Conclusions:  Most students expect the quality of their studies to improve by implementation of e‐learning. Students appreciating regularly updated learning materials particularly emphasise the importance of its visualisation. Online tests might be an option for student’s self‐performance rating.
Bilingual poetry: expanding the cognitive and cultural dimensions of children's learning
Authors: Kenner Charmian , Al‐Azami Salman , Gregory Eve , Ruby Mahera 
Published: July 2008

AbstractStories and poetry have long been considered a resource for the language and literacy development of bilingual children, particularly if they can work with texts in both mother tongue and English. This paper demonstrates that bilingual learning is also beneficial for second and third‐generation children whose English is often stronger than their mother tongue. Presenting data from an action research project in East London primary schools, we show how children investigated metaphor and cultural content in a Bengali lullaby, clarifying concepts through dialogue with their parents. Comparison with a lullaby in English from North America generated additional ideas concerning different cultural values. The learning process enabled children to use their bilingual skills and draw on different aspects of their bicultural identities. Finally, we explain how bilingual poetry can be used to stimulate learning in a multilingual classroom context, through the example of a whole‐class lesson based around Bengali and English lullabies.
Turning boys off? Listening to what five‐year‐olds say about reading
Authors: Lever‐Chain Judy 
Published: July 2008

AbstractThis paper reports the first part of a 2‐year longitudinal study, which examined the impact of age of entry to school on the reading development of 60 summer‐born boys during Key Stage One. The sample was drawn from 18 schools in six Local Education Authorities operating different admissions policies. Thirty‐one had attended nursery part‐time, while 29 had experienced full‐time reception class before their fifth birthday and before statutory age of entry to school. The data offer an original portrayal of learning to read through the voices of a group of 5‐year‐old boys as they reflected on home and school literacy events relating to reading. Reading acquisition was examined within a theoretical model which incorporates attitudinal factors as intrinsic and defining components of reading literacy. The data draw attention to the centrality of these factors in the complex structure which supports the process of reading acquisition, acknowledging the need to investigate this process from the perspective of the child. This paper discusses the findings in the context of the boys' early years experience and the implications in the light of the widespread debate about age of entry to school and appropriate early years practice. The data suggest the current wide‐spread skills‐based approach to reading often ignores the crucial motivational elements that make a real reader and that the formality associated with this approach may be damaging reading attitudes in the youngest children of our reception classes.
Literacy as a complex activity: deconstructing the simple view of reading
Authors: Stuart Morag , Stainthorp Rhona , Snowling Maggie 
Published: July 2008

AbstractThe Rose Review into the teaching of early reading recommended that the conceptual framework incorporated into the National Literacy Strategy Framework for Teaching – the Searchlights model of reading and its development – should be replaced by the Simple View of Reading. In this paper, we demonstrate how these two frameworks relate to each other, and show that nothing has been lost in this transformation from Searchlights to Simple View: on the contrary, much has been gained. That nothing has been lost is demonstrated by consideration of the underlying complexity inherent in each of the two dimensions delineated in the Simple View. That much has been gained is demonstrated by the increased understanding of each dimension that follows from careful scientific investigation of each. The better we understand what is involved in each dimension, the better placed we are to unravel and understand the essential, complex and continual interactions between each dimension which underlie skilled reading. This has clear implications for further improving the early teaching of reading.
Worlds have collided and modes have merged: classroom evidence of changed literacy practices
Authors: Walsh Maureen 
Published: July 2008

AbstractDebates continue in public and in educational policy forums about the ‘basics’ of literacy while many have not recognised that these basics may never be the same again. Rapid changes in digital communication provide facilities for reading and writing to be combined with various and often quite complex aspects of music, photography and film. At the same time, educational policy and national testing requirements are still principally focused on the reading and writing of print‐based texts. This paper examines evidence from classroom research to analyse the nature of multimodal literacy, the literacy that is needed in contemporary times for reading, viewing, responding to and producing multimodal and digital texts. Examples of students' engagement in multimodal literacy are presented to demonstrate how classroom literacy practices can incorporate the practices of talking, listening, reading and writing together with processing the modes of written text, image, sound and movement in print and digital texts.
Characterisation and phylogeny of a phytoplasma inducing sandal spike disease in sandal (Santalum album)
Authors: Khan J.A. , Singh S.K. , Ahmad J. 
Published: July 2008

AbstractSandal (Santalum album) is an industrially important forest species in India, where it is devastated by sandal spike (SAS) disease. Diseased S. album trees show characteristic witches’ broom symptoms suspected to be caused by phytoplasma. Since the first report of occurrence of this disease at the end of 19th century, studies mainly have been carried out to detect SAS phytoplasma through various approaches. The causative agent, however, has remained poorly characterised at a molecular level. The present investigation was aimed to characterise the pathogen at this level. In nested PCR, a 1.4‐kb 16S rDNA fragment was amplified and analysed by restriction fragment length polymorphism using 17 restriction enzymes. The patterns were identical to those of strains AY1 and APh of the aster yellows subgroup 16SrI‐B, except for BfaI, which gave a different pattern. After cloning and sequencing, a phylogenetic analysis revealed the closest relationship to aster yellows subgroup 16SrI‐B members. Nucleotide sequence identity ranged from 99.2% to 99.5% with this subgroup. On the basis of these results, the SAS phytoplasma was classified as a member of subgroup 16SrI‐B.
Ecological Stoichiometry along a Gradient of Forest Succession: Bait Preferences of Litter Ants
Authors: Bihn Jochen H. , Verhaagh Manfred , Brandl Roland 
Published: July 2008

ABSTRACTWe examined bait preferences of litter ants along a successional gradient of forests in the Atlantic Forest of Brazil. The ants preferred protein‐based baits in secondary forests, yet preferred carbohydrate‐based baits in old‐growth forests. This suggests a shift in stoichiometric balances between secondary and old‐growth forest which might have an impact on the functional interactions in these ecosystems. Therefore, the ecological services offered by secondary habitats may be quite different from those offered by old‐growth forests.
Tree Community Change across 700 km of Lowland Amazonian Forest from the Andean Foothills to Brazil
Authors: Pitman Nigel C. A. , Mogollón Hugo , Dávila Nallarett , Ríos Marcos , García‐Villacorta Roosevelt , Guevara Juan , Baker Timothy R. , Monteagudo Abel , Phillips Oliver L. , Vásquez‐Martínez Rodolfo , Ahuite Manuel , Aulestia Milton , Cardenas Dairon , Cerón Carlos E. , Loizeau Pierre‐André , Neill David A. , Núñez V. Percy , Palacios Walter A. , Spichiger Rodolphe , Valderrama Elvis 
Published: July 2008

ABSTRACTWe describe patterns of tree community change along a 700‐km transect through terra firme forests of western Amazonia, running from the base of the Andes in Ecuador to the Peru–Brazil border. Our primary question is whether floristic variation at large scales arises from many gradual changes or a few abrupt ones. Data from 54 1‐ha tree plots along the transect support the latter model, showing two sharp discontinuities in community structure at the genus level. One is located near the Ecuador–Peru border, where the suite of species that dominates large areas of Ecuadorean forest declines abruptly in importance to the east. This discontinuity is underlain by a subterranean paleoarch and congruent with a change in soil texture. A second discontinuity is associated with the shift from clay to white sand soils near Iquitos. We hypothesize that the first discontinuity is part of an edaphic boundary that runs along the Andean piedmont and causes a transition from tree communities preferring richer, younger soils near the base of the Andes to those preferring poorer, older soils farther east. Because the floristic changes observed at this discontinuity are conserved for large distances to the east and west of it, the discontinuity is potentially key for understanding floristic variation in western Amazonia. The significant floristic turnover at the Ecuador–Peru border suggests that the only large protected area in the region—Ecuador's Yasuní National Park—is not adequate protection for the very diverse tree communities that cover vast areas of northern Peru.
A Program for Monitoring Biological Diversity in the Amazon: An Alternative Perspective to Threat‐based Monitoring
Authors: Magnusson William E. , Costa Flávia , Lima Albertina , Baccaro Fabricio , Braga‐Neto Ricardo , Laerte Romero Ricardo , Menin Marcelo , Penha Jerry , Hero Jean‐Marc , Lawson Ben E. 
Published: July 2008

ABSTRACT Ferraz et al. (2008) indicated the need for planning in biological monitoring in the Amazon, and reviewed what they considered recent progress. The problems and solutions they discuss are well known, and it is unlikely that many biologists would disagree with most of them. However, the authors do not indicate that most of these issues are already being addressed in practice in the Amazon, especially by the Programa de Pesquisas em Biodiversidade (PPBio) of the Brazilian Ministry of Science and Technology. The only major issue about which we do not agree with Ferraz et al. (2008) relates to the design of monitoring programs. The authors recommended tailoring experimental designs to specific threats, which will result in a multitude of idiosyncratic designs and incompatible data sets. We suggest that generic broad‐scale designs will allow us to answer more questions with greater confidence, because the investment in each location provides information about regional and global questions. Although specific designs may be more effective in some cases, there are insufficient resources available to install different research infrastructure for every possible threat.
BROKEN WINDOWS OR WINDOW DRESSING? CITIZENS'(IN) ABILITY TO TELL THE DIFFERENCE BETWEEN DISORDER AND CRIME*
Authors: GAU JACINTA M. , PRATT TRAVIS C. 
Published: July 2008

Research SummaryBroken windows theory (and policing strategies based on this perspective) predicts that citizens' perceptions of disorder in their communities cause fear and social withdrawal, which thereby opens the streets for serious predatory crime. A key assumption, therefore, is that the primary exogenous variable in the broken windows process (disorder) and its outcome variable (crime) are actually separate constructs. The empirical evidence regarding the discriminant validity of measures of disorder and crime, however, is mixed. This confusion is caused in part by the general reliance on comparing “objective” indicators of disorder and crime (e.g., using systematic social observations of disorder and/or official records of crime), which fail to capture the social meaning ascribed to disorder by community residents that may trigger the broken windows process. To address this issue, the current study presents competing confirmatory factor analytic models to test the relative fit of one‐ and two‐factor models of citizens' perceptions of disorder and crime in their communities. The results show that the two‐factor model is inappropriate because of a high correlation between perceptions of disorder and crime. The primary implication of this finding is that broken windows theory and order maintenance policing need to be reconsidered.Policy ImplicationsBroken windows, or order maintenance policing, is premised on the idea that citizens recognize disorder as a problem apart from crime and that reducing disorder will cause a decline in fear. The results of the current study refute the underlying logic of order maintenance policing by demonstrating that survey respondents did not, in fact, distinguish between disorder and crime. This result has implications both for the actual effectiveness of order maintenance policing in terms of crime reduction and for citizens' satisfaction with police agencies that focus more on disorder than on serious crime.