subject:(Oral Assessment)

University of North Texas

1. Braun, Emily Catherine. Assessing and Treating Oral Reading Deficits in Children with Developmental Disabilities.

Degree: 2018, University of North Texas

URL: https://digital.library.unt.edu/ark:/67531/metadc1404559/

► A brief reading assessment and preference assessment were conducted with three participants with developmental and learning disabilities (i.e., two participants were diagnosed with Autism, the… (more)

Subjects/Keywords: oral reading fluency; functional assessment; student preference

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APA (6^th Edition):

Braun, E. C. (2018). Assessing and Treating Oral Reading Deficits in Children with Developmental Disabilities. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc1404559/

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Braun, Emily Catherine. “Assessing and Treating Oral Reading Deficits in Children with Developmental Disabilities.” 2018. Thesis, University of North Texas. Accessed March 07, 2021. https://digital.library.unt.edu/ark:/67531/metadc1404559/.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Braun, Emily Catherine. “Assessing and Treating Oral Reading Deficits in Children with Developmental Disabilities.” 2018. Web. 07 Mar 2021.

Vancouver:

Braun EC. Assessing and Treating Oral Reading Deficits in Children with Developmental Disabilities. [Internet] [Thesis]. University of North Texas; 2018. [cited 2021 Mar 07]. Available from: https://digital.library.unt.edu/ark:/67531/metadc1404559/.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Braun EC. Assessing and Treating Oral Reading Deficits in Children with Developmental Disabilities. [Thesis]. University of North Texas; 2018. Available from: https://digital.library.unt.edu/ark:/67531/metadc1404559/

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of Debrecen

2. Lipódi, Barnabás. Two Tests of a Kind? .

Degree: DE – TEK – Bölcsészettudományi Kar, 2013, University of Debrecen

URL: http://hdl.handle.net/2437/164047

► This thesis investigates the impact of a change introduced at a high-stake language exam in Hungary, following a paradigm shift concerning a test task eliciting… (more)

Subjects/Keywords: communicative language ability; language teaching; oral assessment

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APA (6^th Edition):

Lipódi, B. (2013). Two Tests of a Kind? . (Thesis). University of Debrecen. Retrieved from http://hdl.handle.net/2437/164047

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Lipódi, Barnabás. “Two Tests of a Kind? .” 2013. Thesis, University of Debrecen. Accessed March 07, 2021. http://hdl.handle.net/2437/164047.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Lipódi, Barnabás. “Two Tests of a Kind? .” 2013. Web. 07 Mar 2021.

Vancouver:

Lipódi B. Two Tests of a Kind? . [Internet] [Thesis]. University of Debrecen; 2013. [cited 2021 Mar 07]. Available from: http://hdl.handle.net/2437/164047.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Lipódi B. Two Tests of a Kind? . [Thesis]. University of Debrecen; 2013. Available from: http://hdl.handle.net/2437/164047

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of the Western Cape

3. Mepatia, Amália Issufo. Self-assessment of oral health status, behaviours and oral health risk factors among adolescents from urban and peri-urban public schools in Maputo City .

Degree: 2019, University of the Western Cape

URL: http://hdl.handle.net/11394/6625

► A good oral health self-perception can contribute to improved knowledge of oral health self-care and practice as well as increase the proper use of dental… (more)

▼ A good oral health self-perception can contribute to improved knowledge of oral health self-care and practice as well as increase the proper use of dental care services. This study evaluated how adolescents from urban and peri-urban Maputo City assess their oral health status, behaviour and oral health risk factors. This is an analytic cross-sectional study, conducted in the urban and peri-urban schools of Maputo City involving adolescents in the age groups of 12 and 15-19 years old. The study was carried out in five schools, three Complete Primary schools and two Secondary schools from urban and peri-urban areas in Maputo City selected by convenience due to their geographic location. The size of the sample was 500 comprising 236 twelve year olds and 264 15-19 year olds. Data was collected using a self-completion questionnaire designed by the World Health Organization (WHO) and translated into Portuguese. The questionnaire included variables such as socio-demographic data (age, gender, location and parent or guardian level of education), self-assessment of oral health status and quality of life; self reported oral health behaviour and lifestyles, oral health risk factor knowledge (alcohol, tobacco and dietary), dental visits and daily impact of oral health. Chi-square for associations and a Spearman correlation tests were used to determine relationships between categorical data. All tests were assumed statistically significant at p≤0.05. The results showed that most of the adolescents classified their teeth (49.7%) and gum (38.2%) health as normal. There was no statistical difference between adolescents from urban and peri-urban schools (Spearman rs (399) = 0,114, p =0,02). The majority (n=322; 65.2%) of the adolescents clean their teeth twice a day. There was no difference between school level (primary and secondary school) and frequency of teeth cleaning. Most of the adolescents use a toothbrush (97.8%) and toothpaste (93.5%) to clean their teeth and only 11.9% also use dental floss but 52.1% didn´t know if their toothpaste was fluoridated or not. Smoking was reported by less than 1% of the adolescents. The main reason for dental service utilization, (reported by 67.5%) was pain or problems with teeth, gums or mouth. There was an association between oral health status and problems experienced in daily life because of their teeth and mouth. There was no significant difference for oral health assessment, risk factors and behaviours, between adolescents from urban and peri-urban schools. Although some satisfactory results were found, the need to strengthen oral health promotion in schools is high, especially considering the causes for dental service utilization were mostly pain and trouble with teeth in this group. Advisors/Committee Members: Myburgh, Neil (advisor).

Subjects/Keywords: Oral Health; Oral diseases; Self-assessment; Dental visits; Adolescents

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APA (6^th Edition):

Mepatia, A. I. (2019). Self-assessment of oral health status, behaviours and oral health risk factors among adolescents from urban and peri-urban public schools in Maputo City . (Thesis). University of the Western Cape. Retrieved from http://hdl.handle.net/11394/6625

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Mepatia, Amália Issufo. “Self-assessment of oral health status, behaviours and oral health risk factors among adolescents from urban and peri-urban public schools in Maputo City .” 2019. Thesis, University of the Western Cape. Accessed March 07, 2021. http://hdl.handle.net/11394/6625.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Mepatia, Amália Issufo. “Self-assessment of oral health status, behaviours and oral health risk factors among adolescents from urban and peri-urban public schools in Maputo City .” 2019. Web. 07 Mar 2021.

Vancouver:

Mepatia AI. Self-assessment of oral health status, behaviours and oral health risk factors among adolescents from urban and peri-urban public schools in Maputo City . [Internet] [Thesis]. University of the Western Cape; 2019. [cited 2021 Mar 07]. Available from: http://hdl.handle.net/11394/6625.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Mepatia AI. Self-assessment of oral health status, behaviours and oral health risk factors among adolescents from urban and peri-urban public schools in Maputo City . [Thesis]. University of the Western Cape; 2019. Available from: http://hdl.handle.net/11394/6625

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of Colorado

4. Schneiders, Brita B. The Effectiveness of Calculus Workgroup on Student Performance in Calculus: A Mixed-Methods Approach.

Degree: MS, Applied Mathematics, 2014, University of Colorado

URL: https://scholar.colorado.edu/appm_gradetds/1

► Workgroup is an optional pass/fail supplemental course to Calculus that emphasizes collaborative work in a small group setting. We conduct a mixed-methods study to… (more)

Subjects/Keywords: Language of Mathematics; Oral Assessment; Oral Communication; Workgroup; Applied Mathematics

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APA (6^th Edition):

Schneiders, B. B. (2014). The Effectiveness of Calculus Workgroup on Student Performance in Calculus: A Mixed-Methods Approach. (Masters Thesis). University of Colorado. Retrieved from https://scholar.colorado.edu/appm_gradetds/1

Chicago Manual of Style (16^th Edition):

Schneiders, Brita B. “The Effectiveness of Calculus Workgroup on Student Performance in Calculus: A Mixed-Methods Approach.” 2014. Masters Thesis, University of Colorado. Accessed March 07, 2021. https://scholar.colorado.edu/appm_gradetds/1.

MLA Handbook (7^th Edition):

Schneiders, Brita B. “The Effectiveness of Calculus Workgroup on Student Performance in Calculus: A Mixed-Methods Approach.” 2014. Web. 07 Mar 2021.

Vancouver:

Schneiders BB. The Effectiveness of Calculus Workgroup on Student Performance in Calculus: A Mixed-Methods Approach. [Internet] [Masters thesis]. University of Colorado; 2014. [cited 2021 Mar 07]. Available from: https://scholar.colorado.edu/appm_gradetds/1.

Council of Science Editors:

Schneiders BB. The Effectiveness of Calculus Workgroup on Student Performance in Calculus: A Mixed-Methods Approach. [Masters Thesis]. University of Colorado; 2014. Available from: https://scholar.colorado.edu/appm_gradetds/1

Louisiana State University

5. Parr, Cindy L. Evaluation of Oral Function Before and After Frenectomy in Breastfed Infants Diagnosed with Tethered Oral Tissue.

Degree: PhD, Speech Pathology and Audiology, 2018, Louisiana State University

URL: https://digitalcommons.lsu.edu/gradschool_dissertations/4734

► Assessment and treatment of tethered oral tissue, or tongue tie, vary within and across providers, resulting in inconsistent surgical and therapeutic outcomes. Assessment and… (more)

▼ Assessment and treatment of tethered oral tissue, or tongue tie, vary within and across providers, resulting in inconsistent surgical and therapeutic outcomes. Assessment and treatment have historically focused on the anatomical (structural) underpinnings of tongue tie, as opposed to the physiological (functional) aspects that can affect daily activities. This is particularly noteworthy in the infant population in regards to breastfeeding. Clinical findings, however, suggest that connections exist between tongue tie and a variety of other oral functions that go beyond breastfeeding. The goal of this research was to examine a relatively small group of breastfed infants with tethered oral tissue holistically prior to and at one week and three weeks following surgical intervention for tethered oral tissue using a particular laser (i.e., frenectomy). Data were obtained through direct observation of structural and behavioral changes, as well as a parent questionnaire. Questionnaire results indicated problems across a wide spectrum of oral dysfunction symptoms known to be associated with tethered oral tissue and of perceived changes post-operatively. The role of supplemental aftercare therapy following frenectomy and its perceived value were discussed. In addition, the role of supplemental therapy as a form of non-surgical intervention was examined using a small sample size. This research suggested that differences exist in oral function of the infant and for maternal breastfeeding complications before and after frenectomy, but that these differences are not dependent on the appearance (or perceived visual severity) of the restrictive tissue. Evaluation of the whole child and the breastfeeding dyad together is critical to determine the relationship between anatomic structure and function. Surgical intervention for the treatment of tethered oral tissue, as well as therapeutic care from a skilled provider, should be considered for breastfeeding dyads who exhibit signs and symptoms of oral dysfunction.

Subjects/Keywords: tethered oral tissue; tongue tie; breastfeeding; oral function; infant; assessment

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APA (6^th Edition):

Parr, C. L. (2018). Evaluation of Oral Function Before and After Frenectomy in Breastfed Infants Diagnosed with Tethered Oral Tissue. (Doctoral Dissertation). Louisiana State University. Retrieved from https://digitalcommons.lsu.edu/gradschool_dissertations/4734

Chicago Manual of Style (16^th Edition):

Parr, Cindy L. “Evaluation of Oral Function Before and After Frenectomy in Breastfed Infants Diagnosed with Tethered Oral Tissue.” 2018. Doctoral Dissertation, Louisiana State University. Accessed March 07, 2021. https://digitalcommons.lsu.edu/gradschool_dissertations/4734.

MLA Handbook (7^th Edition):

Parr, Cindy L. “Evaluation of Oral Function Before and After Frenectomy in Breastfed Infants Diagnosed with Tethered Oral Tissue.” 2018. Web. 07 Mar 2021.

Vancouver:

Parr CL. Evaluation of Oral Function Before and After Frenectomy in Breastfed Infants Diagnosed with Tethered Oral Tissue. [Internet] [Doctoral dissertation]. Louisiana State University; 2018. [cited 2021 Mar 07]. Available from: https://digitalcommons.lsu.edu/gradschool_dissertations/4734.

Council of Science Editors:

Parr CL. Evaluation of Oral Function Before and After Frenectomy in Breastfed Infants Diagnosed with Tethered Oral Tissue. [Doctoral Dissertation]. Louisiana State University; 2018. Available from: https://digitalcommons.lsu.edu/gradschool_dissertations/4734

Iowa State University

6. Gokturk Tuney, Nazlinur. Development and evaluation of a spoken dialog system-mediated paired oral task for measuring second language oral communication ability in English.

Degree: 2020, Iowa State University

URL: https://lib.dr.iastate.edu/etd/18318

► Paired/group oral tasks have been shown to be effective in assessing aspects of second language (L2) oral communication ability (OCA) (e.g., Bonk & Ockey, 2003;… (more)

▼ Paired/group oral tasks have been shown to be effective in assessing aspects of second language (L2) oral communication ability (OCA) (e.g., Bonk & Ockey, 2003; Taylor, 2011), especially interactional competence (IC) (e.g., Galaczi, 2014; May, Nakatsuhara, Lam, & Galaczi, 2020). However, the use of these tasks in large-scale assessments is limited because of the impracticality of task administration and the potential impact of interlocutor characteristics on oral performance (e.g., Ockey, 2009; O’Sullivan, 2002). Thus, there is a need for a practical and standard way to administer such tasks. One possible way to address this need is by designing Spoken Dialog Systems (SDSs) to deliver versions of paired/group oral tasks in which computers act as conversation partners and engage in discussions with test takers. Given the lack of research on this potential solution, the current dissertation study aimed to (1) develop a prototype SDS-mediated paired oral task (SDS-POT) and (2) evaluate the appropriateness of the task for assessing L2 oral communication. The study was guided by two methodological frameworks: design-based research (McKenney & Reeves, 2012; Wang & Hanafin, 2005) and argument-based validity (Chapelle, 2021; Kane, 2006, 2013). Based on research on SDS design and L2 oral assessment task design, the prototype SDS-POT was developed in five steps: (1) designing a paired oral task, (2) building an SDS architecture, (3) creating and analyzing a seed corpus for algorithm development, (4) developing task-specific algorithms, and (5) testing and refining the algorithms. A 4-point holistic rating scale was also devised using information obtained from two sources: a literature review on the construct of L2 OCA and a preliminary test taker discourse analysis. Following the principles of design-based research (McKenney & Reeves, 2012; Wang & Hanafin, 2005), the entire task and rating scale development process were documented to provide guidance for other test developers and researchers on building SDSs for paired oral tasks. Utilizing the conceptual tools provided by the argument-based validity framework (Chapelle, 2021; Kane, 2006, 2013), an interpretation use argument for the SDS-POT was constructed to specify the evidence needed to support the interpretations and uses of the task scores. Through the development and evaluation of the task, various types of validity evidence were sought to justify four inferences: construct/domain definition, evaluation, generalization, and explanation. Backing for the construct/domain definition and generalization inferences came mainly from the task and rating scale development documentation. Backing for the evaluation and explanation inferences was obtained through an empirical evaluation study. Using a mixed methods convergent design, qualitative and quantitative data were collected from 30 test takers (English as a Second Language students at a Midwestern university in the U.S.) and three experienced raters. The qualitative data consisted of test taker oral task responses,…

Subjects/Keywords: language assessment; oral communication; paired oral tasks; spoken dialog systems

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Gokturk Tuney, N. (2020). Development and evaluation of a spoken dialog system-mediated paired oral task for measuring second language oral communication ability in English. (Thesis). Iowa State University. Retrieved from https://lib.dr.iastate.edu/etd/18318

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Gokturk Tuney, Nazlinur. “Development and evaluation of a spoken dialog system-mediated paired oral task for measuring second language oral communication ability in English.” 2020. Thesis, Iowa State University. Accessed March 07, 2021. https://lib.dr.iastate.edu/etd/18318.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Gokturk Tuney, Nazlinur. “Development and evaluation of a spoken dialog system-mediated paired oral task for measuring second language oral communication ability in English.” 2020. Web. 07 Mar 2021.

Vancouver:

Gokturk Tuney N. Development and evaluation of a spoken dialog system-mediated paired oral task for measuring second language oral communication ability in English. [Internet] [Thesis]. Iowa State University; 2020. [cited 2021 Mar 07]. Available from: https://lib.dr.iastate.edu/etd/18318.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Gokturk Tuney N. Development and evaluation of a spoken dialog system-mediated paired oral task for measuring second language oral communication ability in English. [Thesis]. Iowa State University; 2020. Available from: https://lib.dr.iastate.edu/etd/18318

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of KwaZulu-Natal

7. Baleni, Nokuthula Purity. Exploring teachers’ experiences of conducting oral assessment in grade 10 in the Curriculum and Assessment Policy statement.

Degree: 2017, University of KwaZulu-Natal

URL: https://researchspace.ukzn.ac.za/handle/10413/16349

► Oral assessment in education is a worldwide phenomenon, which is faced with a number of challenges. Studies conducted internationally and locally reveal that teachers experience… (more)

Subjects/Keywords: Theses - Education Studies.; Assessment.; Oral assessment.; Second language.; Teachers experiences.

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APA (6^th Edition):

Baleni, N. P. (2017). Exploring teachers’ experiences of conducting oral assessment in grade 10 in the Curriculum and Assessment Policy statement. (Thesis). University of KwaZulu-Natal. Retrieved from https://researchspace.ukzn.ac.za/handle/10413/16349

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Baleni, Nokuthula Purity. “Exploring teachers’ experiences of conducting oral assessment in grade 10 in the Curriculum and Assessment Policy statement.” 2017. Thesis, University of KwaZulu-Natal. Accessed March 07, 2021. https://researchspace.ukzn.ac.za/handle/10413/16349.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Baleni, Nokuthula Purity. “Exploring teachers’ experiences of conducting oral assessment in grade 10 in the Curriculum and Assessment Policy statement.” 2017. Web. 07 Mar 2021.

Vancouver:

Baleni NP. Exploring teachers’ experiences of conducting oral assessment in grade 10 in the Curriculum and Assessment Policy statement. [Internet] [Thesis]. University of KwaZulu-Natal; 2017. [cited 2021 Mar 07]. Available from: https://researchspace.ukzn.ac.za/handle/10413/16349.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Baleni NP. Exploring teachers’ experiences of conducting oral assessment in grade 10 in the Curriculum and Assessment Policy statement. [Thesis]. University of KwaZulu-Natal; 2017. Available from: https://researchspace.ukzn.ac.za/handle/10413/16349

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Iowa State University

8. Murdock, Rachel Collier. An instrument for assessing the public communication of scientists.

Degree: 2017, Iowa State University

URL: https://lib.dr.iastate.edu/etd/15586

► An instrument for valid, quantitative assessment of scientists’ public communication promises to promote improved science communication by giving formative feedback to scientists developing their communication… (more)

▼ An instrument for valid, quantitative assessment of scientists’ public communication promises to promote improved science communication by giving formative feedback to scientists developing their communication skills and providing a mechanism for summative assessment of communication training programs for scientists. A quantitative instrument also fits with the scientific ethos, increasing the likelihood that the assessment will gain individual and institutional adoption. Unfortunately, past assessment instruments have fallen short in providing a methodologically sound, theory-based assessment instrument to use in assessing public science communication. This dissertation uses the Evidence Centered Design (ECD) method for language testing to develop and test the APPS—the Assessment for Public Presentations by Scientists—a f filled-cell rubric and accompanying code book based on communication theory and practice that can be used to provide formative and summative assessments of scientists giving informative presentations to public, non-scientist audiences. The APPS rubric was developed by employing an extensive domain analysis to establish the knowledge, skills, and abilities most desired for scientists who speak to public audiences, based on a methodical review of scientific organizations and a systematic review of science communication scholarship. This analysis found that scientists addressing public audiences should speak in language that is understandable, concrete, and free from scientific jargon, translating important scientific information into language that public audiences can understand; should convey the relevance and importance of science to the everyday lives of audience members; should employ visuals that enhance the presentations; should explain scientific processes, techniques, and purposes; should engage in behaviors that increase the audience’s perceptions of scientists as trustworthy, human, and approachable; and should engage in interactive exchanges about science with public audiences. The APPS operationalizes these skills and abilities, using communication theory, in a detailed, user-friendly rubric and code book for assessing public communication by scientists. The rubric delineates theory-based techniques for demonstrating the desired skills, such as using explanatory metaphors, engaging in behaviors that increase immediacy, using first-person pronouns, telling personal stories, and engaging in back-and-forth conversation with the audience. Four rounds of testing provided evidence that the final version of the APPS is a reliable and valid assessment, with constructs that measure what they are intended to measure and that are seen similarly by different raters when used in conjunction with rater training. Early rounds of testing showed the need to adjust wording and understanding of some of the constructs so that raters understood them similarly, and later testing showed marked improvement in those areas. Although the stringent interclass agreement measure Cohen’s kappa did not show strong…

Subjects/Keywords: Assessment; Language Assessment; Oral Communication Assessment; Rhetoric of Science; Science Communication; Speech Communication; Communication; Rhetoric

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APA (6^th Edition):

Murdock, R. C. (2017). An instrument for assessing the public communication of scientists. (Thesis). Iowa State University. Retrieved from https://lib.dr.iastate.edu/etd/15586

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Murdock, Rachel Collier. “An instrument for assessing the public communication of scientists.” 2017. Thesis, Iowa State University. Accessed March 07, 2021. https://lib.dr.iastate.edu/etd/15586.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Murdock, Rachel Collier. “An instrument for assessing the public communication of scientists.” 2017. Web. 07 Mar 2021.

Vancouver:

Murdock RC. An instrument for assessing the public communication of scientists. [Internet] [Thesis]. Iowa State University; 2017. [cited 2021 Mar 07]. Available from: https://lib.dr.iastate.edu/etd/15586.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Murdock RC. An instrument for assessing the public communication of scientists. [Thesis]. Iowa State University; 2017. Available from: https://lib.dr.iastate.edu/etd/15586

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Universidade do Minho

9. Martins, Inês Maria Pimenta da Silva. A avaliação da fluência oral em crianças do 3º ano do ensino básico com e sem necessidades educativas especiais: um estudo exploratório quantitativo .

Degree: 2015, Universidade do Minho

URL: http://hdl.handle.net/1822/41392

► A importância da fluência oral no desenvolvimento da linguagem e posteriormente no desenvolvimento das competências de literacia, tem sido amplamente referida na literatura como crucial… (more)

▼ A importância da fluência oral no desenvolvimento da linguagem e posteriormente no desenvolvimento das competências de literacia, tem sido amplamente referida na literatura como crucial para o sucesso académico, comunicacional e emocional das crianças. Dada a relevância da temática da fluência, e com a finalidade de estudar a fluência oral em crianças de idade escolar, foram delineados os seguintes objetivos para esta dissertação: (1) a construção de um instrumento de avaliação da fluência oral (AFO); (2) avaliar e caracterizar a fluência do discurso segundo a tipologia e frequência ao nível das disfluências e segundo o débito, e (3) verificar a existência de relações nos resultados obtidos na fluência e na linguagem. Participaram neste estudo 77 crianças, com e sem Necessidades Educativas Especiais (NEE), dos 8 e os 9 anos, que frequentam o 3º ano do ensino básico, de um agrupamento escolar da região norte. Através da análise dos resultados obtidos verificou-se que: a) as crianças apresentam uma frequência de disfluências adequada segundo os parâmetros recomendados (<10 disfluências/100 palavras); b) as disfluências mais frequentes no discurso oral são as reformulações (R) (96,1%), as pausas preenchidas (PP) (88,3%), a repetição de palavras monossilábicas (RPM) (87%) e os prolongamentos (P) (81,8%); c) o débito é inferior (69,16 palavras/minuto) ao retratado na literatura internacional (115 a 165 palavras/minuto); d) existem diferenças, estatisticamente significativas, nas competências de linguagem e na fluência nas crianças com e sem NEE; e) as crianças com NEE que participaram neste estudo (9,09%) apresentam, em média, um débito inferior e uma frequência de disfluências superior, ao mesmo tempo que apresentam valores inferiores na linguagem; e f) identificou-se uma relação entre as componentes da linguagem (morfossintaxe e fonologia) e a fluência , demonstrando que, quanto mais apropriadas forem as competências linguísticas menor a probabilidade de ocorrência de disfluências. Relativamente à AFO, tanto a consistência interna dos itens que avaliam as disfluências (α=0,76), como a consistência interna dos itens relacionados com a velocidade de fala (α=0,75) é considerada boa/moderada. Assim, recomendamos o uso do AFO em estudos posteriores de análise e validação do instrumento, de forma a contribuir para uma identificação de problemas na fala e adequada intervenção o mais precocemente possível. Advisors/Committee Members: Cruz-Santos, Anabela (advisor).

Subjects/Keywords: Fluência oral; Perturbações da fala; Avaliação; Ensino básico; Oral fluency; Speech disorders; Assessment; Elementary school

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APA (6^th Edition):

Martins, I. M. P. d. S. (2015). A avaliação da fluência oral em crianças do 3º ano do ensino básico com e sem necessidades educativas especiais: um estudo exploratório quantitativo . (Masters Thesis). Universidade do Minho. Retrieved from http://hdl.handle.net/1822/41392

Chicago Manual of Style (16^th Edition):

Martins, Inês Maria Pimenta da Silva. “A avaliação da fluência oral em crianças do 3º ano do ensino básico com e sem necessidades educativas especiais: um estudo exploratório quantitativo .” 2015. Masters Thesis, Universidade do Minho. Accessed March 07, 2021. http://hdl.handle.net/1822/41392.

MLA Handbook (7^th Edition):

Martins, Inês Maria Pimenta da Silva. “A avaliação da fluência oral em crianças do 3º ano do ensino básico com e sem necessidades educativas especiais: um estudo exploratório quantitativo .” 2015. Web. 07 Mar 2021.

Vancouver:

Martins IMPdS. A avaliação da fluência oral em crianças do 3º ano do ensino básico com e sem necessidades educativas especiais: um estudo exploratório quantitativo . [Internet] [Masters thesis]. Universidade do Minho; 2015. [cited 2021 Mar 07]. Available from: http://hdl.handle.net/1822/41392.

Council of Science Editors:

Martins IMPdS. A avaliação da fluência oral em crianças do 3º ano do ensino básico com e sem necessidades educativas especiais: um estudo exploratório quantitativo . [Masters Thesis]. Universidade do Minho; 2015. Available from: http://hdl.handle.net/1822/41392

Univerzitet u Beogradu

10. Petrović, Miloš M., 1986-. Oralno zdravlje korisnika domova za stara lica - procena, nega i uticaj na kvalitet života.

Degree: Stomatološki fakultet, 2019, Univerzitet u Beogradu

URL: https://fedorabg.bg.ac.rs/fedora/get/o:19404/bdef:Content/get

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Stomatologija - Gerontostomatologija / Dentistry - Geriatric dentistry

Povećanje broja starijih institucionalizovanih osoba u svetu iziskuje dobru opštu zdravstvenu i stomatološku zaštitu ove grupe ljudi.… (more)

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Stomatologija - Gerontostomatologija / Dentistry - Geriatric dentistry

Povećanje broja starijih institucionalizovanih osoba u svetu iziskuje dobru opštu zdravstvenu i stomatološku zaštitu ove grupe ljudi. Poboljšanje oralnog zdravlja može poboljšati opšte zdravlje i kvalitet bolesti i gubitka zuba. Pomoć u održavanju dobre oralne higijene, može uticati i na opšte zdravstveno stanje i kvalitet života korisnika domova za stara lica. CILJ. Cilj istraživanja bio je lica u Srbiji pomoću Geriatric Oral Health Assessment indeksa (GOHAI). Takođe, cilj da se ispita oralno zdravlje i njegova povezanost sa kvalitetom života korisnika domova za stara rada bio je ispitati nivo oralne higijene, zatim dentalni, parodontalni i protetski status institucionalizovanih osoba. Cilj je bio da se ispitaju stavovi i znanje negovatelja o oralnom zdravlju, kao i praksa koju primjenjuju u domovima za stara lica u Srbiji. MATERIJAL I METODE. Istraživanje je sprovedeno u ustanovi Gerontološki Centar Beograd, koji se sastoji od četiri doma za stara lica, locirana u urbanom području. Intervjuisana je i pregledana 301 osoba. Intervju je obuhvatio sociodemografske podatke, navike u održavanju oralne života korisnika domova za stara lica. Kod starijih osoba, korisnika domova za stara lica, postoji povećani rizik od nastanka karijesa, parodontalne higijene, subjektivnu procenu opšteg zdravstvenog stanja i stomatoprotetskog statusa. Kliničkim pregledom utvrđen je status zuba i parodontalnih tkiva korišćenjem DFMT i CPITN indeksa. Evidentirano je i zdravlje mekih tkiva usta. U istraživanju je učestvovalo 58 negovatelja, koji su kontaktirani radnim danima, u svim radnim smenama. Oni su zamoljeni da samostalno ispune upitnik sastavljen od pitanja zatvorenog tipa. Postojeće proteze ocenjene su u pogledu retencije, stabilizacije, abradiranosti, higijene i neophodnosti reparature. Kontrolnu grupu su predstavljali pacijenti korisnici usluga Klinike za stomatološku protetiku Stomatolškog fakulteta Univerziteta u Beogradu. Srpska verzija upitnika GOHAI razvijena je u skladu s preporučenom backward-forward metodom...

Advisors/Committee Members: Stančić, Ivica, 1967-.

Subjects/Keywords: oral health; institutionalized elderly; caregivers; quality of life; Geriatric Oral Health Assessment indeksa (GOHAI

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Petrović, Miloš M., 1. (2019). Oralno zdravlje korisnika domova za stara lica - procena, nega i uticaj na kvalitet života. (Thesis). Univerzitet u Beogradu. Retrieved from https://fedorabg.bg.ac.rs/fedora/get/o:19404/bdef:Content/get

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Petrović, Miloš M., 1986-. “Oralno zdravlje korisnika domova za stara lica - procena, nega i uticaj na kvalitet života.” 2019. Thesis, Univerzitet u Beogradu. Accessed March 07, 2021. https://fedorabg.bg.ac.rs/fedora/get/o:19404/bdef:Content/get.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Petrović, Miloš M., 1986-. “Oralno zdravlje korisnika domova za stara lica - procena, nega i uticaj na kvalitet života.” 2019. Web. 07 Mar 2021.

Vancouver:

Petrović, Miloš M. 1. Oralno zdravlje korisnika domova za stara lica - procena, nega i uticaj na kvalitet života. [Internet] [Thesis]. Univerzitet u Beogradu; 2019. [cited 2021 Mar 07]. Available from: https://fedorabg.bg.ac.rs/fedora/get/o:19404/bdef:Content/get.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Petrović, Miloš M. 1. Oralno zdravlje korisnika domova za stara lica - procena, nega i uticaj na kvalitet života. [Thesis]. Univerzitet u Beogradu; 2019. Available from: https://fedorabg.bg.ac.rs/fedora/get/o:19404/bdef:Content/get

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Brigham Young University

11. Reynolds, Braden Beldon. Development and Validation of a Portuguese Elicited Imitation Test.

Degree: MA, 2020, Brigham Young University

URL: https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=9145&context=etd

► Elicited imitation (EI) is a method of assessing oral proficiency in which the examinee listens to a prompt and attempts to repeat it back… (more)

Subjects/Keywords: elicited imitation; oral proficiency assessment; Oral Proficiency Interview-computerized; face validity; Arts and Humanities

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APA (6^th Edition):

Reynolds, B. B. (2020). Development and Validation of a Portuguese Elicited Imitation Test. (Masters Thesis). Brigham Young University. Retrieved from https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=9145&context=etd

Chicago Manual of Style (16^th Edition):

Reynolds, Braden Beldon. “Development and Validation of a Portuguese Elicited Imitation Test.” 2020. Masters Thesis, Brigham Young University. Accessed March 07, 2021. https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=9145&context=etd.

MLA Handbook (7^th Edition):

Reynolds, Braden Beldon. “Development and Validation of a Portuguese Elicited Imitation Test.” 2020. Web. 07 Mar 2021.

Vancouver:

Reynolds BB. Development and Validation of a Portuguese Elicited Imitation Test. [Internet] [Masters thesis]. Brigham Young University; 2020. [cited 2021 Mar 07]. Available from: https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=9145&context=etd.

Council of Science Editors:

Reynolds BB. Development and Validation of a Portuguese Elicited Imitation Test. [Masters Thesis]. Brigham Young University; 2020. Available from: https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=9145&context=etd

12. Almuntashiri, Ahmed Ali. Self-Reported Oral health Assessment and Attitudes Toward Oral Health for Adults With Cystic Fibrosis.

Degree: MS, Dental Hygiene, 2018, Old Dominion University

URL: 9780438455269 ; https://digitalcommons.odu.edu/dentalhygiene_etds/7

► Purpose: Cystic fibrosis (CF) is a chronic genetic disorder that an individual has at birth. Cystic fibrosis impacts equally all races, gender and becomes… (more)

Subjects/Keywords: Cystic fibrosis; Genetic disorder; Oral health assessment; Oral health awareness; Oral health care; Special needs; Dental Hygiene; Dentistry; Genetics

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APA (6^th Edition):

Almuntashiri, A. A. (2018). Self-Reported Oral health Assessment and Attitudes Toward Oral Health for Adults With Cystic Fibrosis. (Thesis). Old Dominion University. Retrieved from 9780438455269 ; https://digitalcommons.odu.edu/dentalhygiene_etds/7

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Almuntashiri, Ahmed Ali. “Self-Reported Oral health Assessment and Attitudes Toward Oral Health for Adults With Cystic Fibrosis.” 2018. Thesis, Old Dominion University. Accessed March 07, 2021. 9780438455269 ; https://digitalcommons.odu.edu/dentalhygiene_etds/7.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Almuntashiri, Ahmed Ali. “Self-Reported Oral health Assessment and Attitudes Toward Oral Health for Adults With Cystic Fibrosis.” 2018. Web. 07 Mar 2021.

Vancouver:

Almuntashiri AA. Self-Reported Oral health Assessment and Attitudes Toward Oral Health for Adults With Cystic Fibrosis. [Internet] [Thesis]. Old Dominion University; 2018. [cited 2021 Mar 07]. Available from: 9780438455269 ; https://digitalcommons.odu.edu/dentalhygiene_etds/7.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Almuntashiri AA. Self-Reported Oral health Assessment and Attitudes Toward Oral Health for Adults With Cystic Fibrosis. [Thesis]. Old Dominion University; 2018. Available from: 9780438455269 ; https://digitalcommons.odu.edu/dentalhygiene_etds/7

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of Louisville

13. Cornelius Timothius, Celine Joyce. Student self-assessment of operative dentistry experiences : a time dependent exercise in best practice outcomes.

Degree: MS, 2017, University of Louisville

URL: 10.18297/etd/2733 ; https://ir.library.louisville.edu/etd/2733

► Purpose: The purpose of this project was to evaluate student self-assessment of operative dentistry experiences. Methods: First, a retrospective analysis of student self-assessment and… (more)

Subjects/Keywords: student self-assessment; faculty assessment; operative dentistry; correlational assessments; critical thinking; Oral Biology and Oral Pathology; Other Dentistry

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APA (6^th Edition):

Cornelius Timothius, C. J. (2017). Student self-assessment of operative dentistry experiences : a time dependent exercise in best practice outcomes. (Masters Thesis). University of Louisville. Retrieved from 10.18297/etd/2733 ; https://ir.library.louisville.edu/etd/2733

Chicago Manual of Style (16^th Edition):

Cornelius Timothius, Celine Joyce. “Student self-assessment of operative dentistry experiences : a time dependent exercise in best practice outcomes.” 2017. Masters Thesis, University of Louisville. Accessed March 07, 2021. 10.18297/etd/2733 ; https://ir.library.louisville.edu/etd/2733.

MLA Handbook (7^th Edition):

Cornelius Timothius, Celine Joyce. “Student self-assessment of operative dentistry experiences : a time dependent exercise in best practice outcomes.” 2017. Web. 07 Mar 2021.

Vancouver:

Cornelius Timothius CJ. Student self-assessment of operative dentistry experiences : a time dependent exercise in best practice outcomes. [Internet] [Masters thesis]. University of Louisville; 2017. [cited 2021 Mar 07]. Available from: 10.18297/etd/2733 ; https://ir.library.louisville.edu/etd/2733.

Council of Science Editors:

Cornelius Timothius CJ. Student self-assessment of operative dentistry experiences : a time dependent exercise in best practice outcomes. [Masters Thesis]. University of Louisville; 2017. Available from: 10.18297/etd/2733 ; https://ir.library.louisville.edu/etd/2733

14. Miller, Hayley. A Study of ESL Students’ Perceptions and Performance in One-on-One and Paired Oral Tests.

Degree: MA, English, 2018, St. Cloud State University

URL: https://repository.stcloudstate.edu/engl_etds/131

► The aim of this classroom-based research project was to gain insight into student perceptions and performances in two different oral assessment formats: a one-on-one… (more)

Subjects/Keywords: TESOL; oral assessment; student perceptions; assessment format; one-on-one interview; paired interaction

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Miller, H. (2018). A Study of ESL Students’ Perceptions and Performance in One-on-One and Paired Oral Tests. (Masters Thesis). St. Cloud State University. Retrieved from https://repository.stcloudstate.edu/engl_etds/131

Chicago Manual of Style (16^th Edition):

Miller, Hayley. “A Study of ESL Students’ Perceptions and Performance in One-on-One and Paired Oral Tests.” 2018. Masters Thesis, St. Cloud State University. Accessed March 07, 2021. https://repository.stcloudstate.edu/engl_etds/131.

MLA Handbook (7^th Edition):

Miller, Hayley. “A Study of ESL Students’ Perceptions and Performance in One-on-One and Paired Oral Tests.” 2018. Web. 07 Mar 2021.

Vancouver:

Miller H. A Study of ESL Students’ Perceptions and Performance in One-on-One and Paired Oral Tests. [Internet] [Masters thesis]. St. Cloud State University; 2018. [cited 2021 Mar 07]. Available from: https://repository.stcloudstate.edu/engl_etds/131.

Council of Science Editors:

Miller H. A Study of ESL Students’ Perceptions and Performance in One-on-One and Paired Oral Tests. [Masters Thesis]. St. Cloud State University; 2018. Available from: https://repository.stcloudstate.edu/engl_etds/131

Universidade do Rio Grande do Sul

15. Toniazzo, Mirian Paola. Condição bucal e desnutrição.

Degree: 2016, Universidade do Rio Grande do Sul

URL: http://hdl.handle.net/10183/150271

►

A condição bucal e a falta de condições mastigatórias adequadas têm sido implicadas como indicadores de risco para má alimentação e desnutrição. Indivíduos com um… (more)

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A condição bucal e a falta de condições mastigatórias adequadas têm sido implicadas como indicadores de risco para má alimentação e desnutrição. Indivíduos com um número menor de dentes ou edêntulos são considerados menos propensos a comer alimentos ricos em nutrientes, como vegetais, frutas, carne e grãos integrais. Há evidências que a condição bucal alterada causa restrições dietéticas através da dificuldade em mastigar, comprometendo o estado nutricional e bem-estar dos indivíduos. Esta dissertação é composta por dois estudos, uma revisão sistemática da literatura com meta- análise e um estudo transversal. A revisão sistemática da literatura com meta-analise avaliou e comparou o estado de saúde bucal (perda de dentes, uso de prótese e DMFT) em idosos bem-nutridos, em risco de desnutrição e indivíduos desnutridos. Dois pesquisadores analisaram a inclusão dos títulos, resumos, leitura completa (MPT e FWMGM), outros dois fizeram a extração de dados dos artigos (PSA e MPT) e se um consenso não fosse possível, um terceiro pesquisador estaria incluído neste processo. De 110 artigos lidos na íntegra, 26 foram incluídos na revisão sistemática, dos quais 23 eram transversais. Foi demonstrado que os sujeitos com estado nutricional normal tinham um número significativamente maior de pares de dentes / Unidades Funcionais de Dentes (FTU) em comparação com aqueles que estavam desnutridos ou em risco de desnutrição. As meta-análises não mostraram associação estatisticamente significante entre edentulismo e uso de prótese, pois o risco relativo combinado foi de 1,072 (IC 95% 0,957 - 1,200, p = 0,230) e 0,874 (IC 95%: 0,710 - 1,075, p = 0,202). Por outro lado, o desvio padrão médio do número médio de dentes presentes foi de -0,141 (IC 95% -0,278 - 0,005, p = 0,042) em indivíduos com desnutrição / risco de desnutrição. O estudo transversal avaliou a condição bucal e o estado nutricional de pacientes que se encontravam internados nas enfermarias do Hospital de Clínicas de Porto Alegre (HCPA), no período de dezembro de 2015 e junho de 2016. O presente estudo incluiu 394 participantes com idade média de 63.43±10.76 entre os indivíduos diabéticos (87 mulheres e 110 homens) e 59,85±15,18 entre os não diabéticos (93 mulheres e 104 homens). Os indivíduos diabéticos (18,33±12,79) permaneceram em média mais tempo internados do que os indivíduos não diabéticos (16,53±14,54). As variáveis sexo, número de dentes, tempo de internação e capacidade funcional mastigatória estavam associadas à desnutrição na análise uni-variada. Na análise multivariada, sexo, número de dentes e tempo de internação mantiveram-se associados à desnutrição. Apresente dissertação conclui que existe associação entre a condição bucal e a desnutrição. Indivíduos com perdas dentárias apresentam maior risco desnutrição, o que foi demostrado tanto na meta análise quanto no estudo transversal.

The oral condition and the lack of adequate masticatory conditions have been implicated as risk indicators for malnutrition and malnutrition. Individuals with fewer teeth or…

Advisors/Committee Members: Weidlich, Patrícia.

Subjects/Keywords: Nutritional assessment; Nutrição; Saúde bucal; Nutritional sciences; Oral health

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Toniazzo, M. P. (2016). Condição bucal e desnutrição. (Thesis). Universidade do Rio Grande do Sul. Retrieved from http://hdl.handle.net/10183/150271

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Toniazzo, Mirian Paola. “Condição bucal e desnutrição.” 2016. Thesis, Universidade do Rio Grande do Sul. Accessed March 07, 2021. http://hdl.handle.net/10183/150271.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Toniazzo, Mirian Paola. “Condição bucal e desnutrição.” 2016. Web. 07 Mar 2021.

Vancouver:

Toniazzo MP. Condição bucal e desnutrição. [Internet] [Thesis]. Universidade do Rio Grande do Sul; 2016. [cited 2021 Mar 07]. Available from: http://hdl.handle.net/10183/150271.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Toniazzo MP. Condição bucal e desnutrição. [Thesis]. Universidade do Rio Grande do Sul; 2016. Available from: http://hdl.handle.net/10183/150271

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

16. Juliana Barreto da Motta Teixeira. ESTUDO EXPLORATÓRIO DE DOIS INSTRUMENTOS PARA AVALIAÇÃO DO DESENVOLVIMENTO DA LINGUAGEM DE CRIANÇAS ENTRE 3 E 6 ANOS.

Degree: 2006, Universidade do Vale do Itajaí

URL: http://www6.univali.br/tede/tde_busca/arquivo.php?codArquivo=319

► Esta pesquisa teve o objetivo de verificar a adequação de duas provas de avaliação do desenvolvimento da linguagem, (Teste de Vocabulário em Imagens Peabody e… (more)

Subjects/Keywords: linguagem; avaliação; adequação; EDUCACAO; Crianças - Linguagem; oral language; assessment; childrens education

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APA (6^th Edition):

Teixeira, J. B. d. M. (2006). ESTUDO EXPLORATÓRIO DE DOIS INSTRUMENTOS PARA AVALIAÇÃO DO DESENVOLVIMENTO DA LINGUAGEM DE CRIANÇAS ENTRE 3 E 6 ANOS. (Thesis). Universidade do Vale do Itajaí. Retrieved from http://www6.univali.br/tede/tde_busca/arquivo.php?codArquivo=319

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Teixeira, Juliana Barreto da Motta. “ESTUDO EXPLORATÓRIO DE DOIS INSTRUMENTOS PARA AVALIAÇÃO DO DESENVOLVIMENTO DA LINGUAGEM DE CRIANÇAS ENTRE 3 E 6 ANOS.” 2006. Thesis, Universidade do Vale do Itajaí. Accessed March 07, 2021. http://www6.univali.br/tede/tde_busca/arquivo.php?codArquivo=319.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Teixeira, Juliana Barreto da Motta. “ESTUDO EXPLORATÓRIO DE DOIS INSTRUMENTOS PARA AVALIAÇÃO DO DESENVOLVIMENTO DA LINGUAGEM DE CRIANÇAS ENTRE 3 E 6 ANOS.” 2006. Web. 07 Mar 2021.

Vancouver:

Teixeira JBdM. ESTUDO EXPLORATÓRIO DE DOIS INSTRUMENTOS PARA AVALIAÇÃO DO DESENVOLVIMENTO DA LINGUAGEM DE CRIANÇAS ENTRE 3 E 6 ANOS. [Internet] [Thesis]. Universidade do Vale do Itajaí; 2006. [cited 2021 Mar 07]. Available from: http://www6.univali.br/tede/tde_busca/arquivo.php?codArquivo=319.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Teixeira JBdM. ESTUDO EXPLORATÓRIO DE DOIS INSTRUMENTOS PARA AVALIAÇÃO DO DESENVOLVIMENTO DA LINGUAGEM DE CRIANÇAS ENTRE 3 E 6 ANOS. [Thesis]. Universidade do Vale do Itajaí; 2006. Available from: http://www6.univali.br/tede/tde_busca/arquivo.php?codArquivo=319

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

17. Delieza, Xeni. The impact of oral examiners’ conduct on candidates’ performance: the case of the KPG exam in english.

Degree: 2014, National and Kapodistrian University of Athens; Εθνικό και Καποδιστριακό Πανεπιστήμιο Αθηνών (ΕΚΠΑ)

URL: http://hdl.handle.net/10442/hedi/47738

►

The present research aims at describing the role examiners play in speaking tests by focusing on the ways in which they get involved in the… (more)

▼

The present research aims at describing the role examiners play in speaking tests by focusing on the ways in which they get involved in the candidates’ oral performance and examining the potential effects such involvement may have on the assessment of this performance. Since the assessment of oral proficiency has been characterised as a real challenge in the field of foreign language testing and assessment; and since the examiners have been recognised as one of the many variables which affect candidate performance and the assessment of it; investigation into the way examiners enact their role as interlocutors is inextricably linked with the demand for rigorous examiner training and monitoring of their practices, this aiming at increasing fairness in speaking test procedures. Drawing data from the speaking test of a relatively new foreign language examination battery, the KPG exams in English, at levels B2 (Independent User) and C1 (Proficient User), the present study has utilised three different types of methodology to attain the goals it set. Observation of actual examinations has yielded a list of types of examiner involvement and the frequency of their occurrence. It has also shed light into some types of candidate action or non-action causing such involvement as well as effects of different types of involvement on the candidate performance. A combined method of Discourse and Conversation Analysis of transcribed simulated speaking tests was then used to thoroughly study examples of examiner involvement, identify their causes and evaluate their effect on the candidate linguistic output; while systematicity of co-occurrence of specific types of causes-involvement-effects was also sought and recorded. Finally, written protocols by raters who assessed the simulated speaking tests were obtained with a view to revealing ways in which examiner involvement may influence the rating procedure. Although it has remained unclear how raters internalised examiner involvement in their assessment, they did appear to observe it and comment on it quite frequently. Finally, a model was derived depicting how examiners may be embedded in the candidates’ performance and potentially in the rating of this performance.Since the demand for coherence and transparency in language certification have been repeatedly accentuated and especially emphasised with the introduction of the CEFR, the present research provides valuable findings about the role of the examiner in the speaking test procedure and methodological ideas, which may and should be exploited in the training of oral examiners and the improvement of the testing procedure of the KPG exams as well as the monitoring and development of various oral tests, all of which pursue increased validity in examiner performance and inter- and intra-examiner reliability.

Η παρούσα έρευνα στοχεύει στην περιγραφή του ρόλου που διαδραματίζουν οι εξεταστές στις εξετάσεις προφορικού λόγου, εστιάζοντας στους τρόπους με τους οποίους εμπλέκονται στην προφορική απόδοση των υποψηφίων και εξετάζοντας τις…

Subjects/Keywords: Αξιολόγηση προφορικών γλωσσικών δεξιοτήτων; Assessment of oral competence

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APA (6^th Edition):

Delieza, X. (2014). The impact of oral examiners’ conduct on candidates’ performance: the case of the KPG exam in english. (Thesis). National and Kapodistrian University of Athens; Εθνικό και Καποδιστριακό Πανεπιστήμιο Αθηνών (ΕΚΠΑ). Retrieved from http://hdl.handle.net/10442/hedi/47738

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Delieza, Xeni. “The impact of oral examiners’ conduct on candidates’ performance: the case of the KPG exam in english.” 2014. Thesis, National and Kapodistrian University of Athens; Εθνικό και Καποδιστριακό Πανεπιστήμιο Αθηνών (ΕΚΠΑ). Accessed March 07, 2021. http://hdl.handle.net/10442/hedi/47738.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Delieza, Xeni. “The impact of oral examiners’ conduct on candidates’ performance: the case of the KPG exam in english.” 2014. Web. 07 Mar 2021.

Vancouver:

Delieza X. The impact of oral examiners’ conduct on candidates’ performance: the case of the KPG exam in english. [Internet] [Thesis]. National and Kapodistrian University of Athens; Εθνικό και Καποδιστριακό Πανεπιστήμιο Αθηνών (ΕΚΠΑ); 2014. [cited 2021 Mar 07]. Available from: http://hdl.handle.net/10442/hedi/47738.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Delieza X. The impact of oral examiners’ conduct on candidates’ performance: the case of the KPG exam in english. [Thesis]. National and Kapodistrian University of Athens; Εθνικό και Καποδιστριακό Πανεπιστήμιο Αθηνών (ΕΚΠΑ); 2014. Available from: http://hdl.handle.net/10442/hedi/47738

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

18. N. G. Ngudle. Learner perceptions on feedback received on performance tasks in mathematics in selected schools from the east London district in the Eastern Cape.

Degree: M.Ed, Faculty of Education, 2014, University of Fort Hare

URL: http://hdl.handle.net/10353/d1016499

► Feedback has an important role to play in the performance of learners. This study looks to identify the challenges that the learners are faced with… (more)

▼ Feedback has an important role to play in the performance of learners. This study looks to identify the challenges that the learners are faced with when the teachers provide them with feedback and the ways they would like like it to be used in order to see feedback assisting them in their learning and improve their performance. Feedback contributes a lot to assessment and has a close link with performance. The study used the qualitative approach to identify the challenges the learners experience when they receive the feedback from their teachers. The participants were sampled from grade 12 learners in the form of a focus group (seven to ten per school) and individual respondents. The m ethod used semi-structured interviews and portfolio observations to collect the data from two high schools in East London (EL) district to look at the nature of the feedback provided to learners. The data was later analysed and interpreted. It has been identified that for both schools feedback conveyed certain messages to learners such motivation to do better, a need to do better and, lastly, affirmation that the learners are on the right track or they are neglected and left to figure out how to do the tasks. The study discovered that, according to Hattie and Timperley (2007)’ there are four levels of feedback. It was found that for the task level learners from school A mainly received oral feedback which was often seen as denigrating them; however, in school B learners received both the oral and written feedback. They felt that the feedback assisted them to understand the task at hand. They also saw this as a way of building up their confidence in all the tasks they come across. Secondly, in the process level, learners in school A did not report receiving feedback at this level but only oral feedback which does not show their mistakes step by step in the task, yet in school B they reported that they got feedback from their teacher individually to help them understand the task. Thirdly, for the self regulation level, in school A there was no data to confirm this. Regarding school B, learners were being assisted by the feedback they received from their teacher and this caused them to monitor their progress. The fourth and last level is the self or personal evaluation where in school A learners were not able to evaluate themselves because they did not receive written feedback, whereas in school B learners could do that freely referring to the written comments from their teacher. The research therefore concluded that in one of the schools the four levels that the study was looking at were not all addressed and thus no meaningful feedback was given. For school B the teacher gave them the feedback which has contributed a lot in their learning. The study recommends that feedback should not be used for right or wrong answers but it must also state clearly why the learner has obtained such mark or grade and what to do to correct the wrongs. Teachers should consider that learner errors also assist them to have a broader picture on what more… Advisors/Committee Members: Prof. Goerge Moyo.

Subjects/Keywords: feedback – assessment – performance.; models of feedback.; oral feedback – written feedback.

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Ngudle, N. G. (2014). Learner perceptions on feedback received on performance tasks in mathematics in selected schools from the east London district in the Eastern Cape. (Masters Thesis). University of Fort Hare. Retrieved from http://hdl.handle.net/10353/d1016499

Chicago Manual of Style (16^th Edition):

Ngudle, N. G.. “Learner perceptions on feedback received on performance tasks in mathematics in selected schools from the east London district in the Eastern Cape.” 2014. Masters Thesis, University of Fort Hare. Accessed March 07, 2021. http://hdl.handle.net/10353/d1016499.

MLA Handbook (7^th Edition):

Ngudle, N. G.. “Learner perceptions on feedback received on performance tasks in mathematics in selected schools from the east London district in the Eastern Cape.” 2014. Web. 07 Mar 2021.

Vancouver:

Ngudle NG. Learner perceptions on feedback received on performance tasks in mathematics in selected schools from the east London district in the Eastern Cape. [Internet] [Masters thesis]. University of Fort Hare; 2014. [cited 2021 Mar 07]. Available from: http://hdl.handle.net/10353/d1016499.

Council of Science Editors:

Ngudle NG. Learner perceptions on feedback received on performance tasks in mathematics in selected schools from the east London district in the Eastern Cape. [Masters Thesis]. University of Fort Hare; 2014. Available from: http://hdl.handle.net/10353/d1016499

Queensland University of Technology

19. Irvine, Lesley Michelle. Orals ain’t orals : the role of prepared oral presentations in the classroom and beyond. How do instruction and feedback practices guide delivery choices?.

Degree: 2012, Queensland University of Technology

URL: https://eprints.qut.edu.au/52836/

► Despite an ostensibly technology-driven society, the ability to communicate orally continues to feature as an essential ability for students at school and university, as it… (more)

▼ Despite an ostensibly technology-driven society, the ability to communicate orally continues to feature as an essential ability for students at school and university, as it is for graduates in the workplace. Pedagogically, one rationale is that the need to develop effective oral communication skills is tied to life-long learning which includes successful participation in future work-related tasks. One tangible way that educators have assessed proficiency in the area of communication is through prepared oral presentations. While much of the literature uses the terms 'oral communication' and 'oral presentation' interchangeably, some writers question the role more formal presentations play in the overall development of oral communication skills. However, such formal speaking tasks continue to be a recognised assessment practice in both the secondary school and academy, and, therefore, worthy of further investigation. Adding to the discussion, this thesis explores the knowledge and skills students bring into the academy from previous educational experiences. It examines some of the teaching and assessment methods used in secondary schools to develop oral communication skills through the use of formal oral presentations. Specifically, it investigates criterion-referenced assessment sheets and how these tools are used as a form of instruction, as well as their role and effectiveness in the evaluation of student ability. The focus is on the student's perspective and includes 12 semi-structured interviews with school students. The purpose of this thesis is to explore key thematics underpinning oral communication and to identify tensions between expectations and practice. While acknowledging the breadth and depth of material available under the heading of 'communication theory', this study specifically draws on an expanded view of the rhetorical tradition to fully interrogate the assumptions supporting the practice of assessing oral presentations. Finally, this thesis recommends reconnecting with an updated understanding of rhetoric as a way of assisting in the development of expressive, articulate and discerning communicators.

Subjects/Keywords: oral presentation; rhetoric; communication; instruction; assessment; public speaking; lecturettes

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Irvine, L. M. (2012). Orals ain’t orals : the role of prepared oral presentations in the classroom and beyond. How do instruction and feedback practices guide delivery choices?. (Thesis). Queensland University of Technology. Retrieved from https://eprints.qut.edu.au/52836/

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Irvine, Lesley Michelle. “Orals ain’t orals : the role of prepared oral presentations in the classroom and beyond. How do instruction and feedback practices guide delivery choices?.” 2012. Thesis, Queensland University of Technology. Accessed March 07, 2021. https://eprints.qut.edu.au/52836/.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Irvine, Lesley Michelle. “Orals ain’t orals : the role of prepared oral presentations in the classroom and beyond. How do instruction and feedback practices guide delivery choices?.” 2012. Web. 07 Mar 2021.

Vancouver:

Irvine LM. Orals ain’t orals : the role of prepared oral presentations in the classroom and beyond. How do instruction and feedback practices guide delivery choices?. [Internet] [Thesis]. Queensland University of Technology; 2012. [cited 2021 Mar 07]. Available from: https://eprints.qut.edu.au/52836/.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Irvine LM. Orals ain’t orals : the role of prepared oral presentations in the classroom and beyond. How do instruction and feedback practices guide delivery choices?. [Thesis]. Queensland University of Technology; 2012. Available from: https://eprints.qut.edu.au/52836/

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Stockholm University

20. Pettersson, Jennie. Muntlig färdighet – lärares uppfattningar om metoder för lärande och bedömning : En studie av sju lärares uppfattningar om bedömning av muntlig färdighet i språk.

Degree: Didactic Science and Early Childhood Education, 2011, Stockholm University

URL: http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-53331

► My aim is to find out about teachers’ perceptions of methods concerning learning and assessment of oral proficiencies. My questions are: What perceptions are… (more)

Subjects/Keywords: oral proficiency; assessment; Muntlig färdighet; formativ bedömning; summativ bedömning; fenomenografi

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APA (6^th Edition):

Pettersson, J. (2011). Muntlig färdighet – lärares uppfattningar om metoder för lärande och bedömning : En studie av sju lärares uppfattningar om bedömning av muntlig färdighet i språk. (Thesis). Stockholm University. Retrieved from http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-53331

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Pettersson, Jennie. “Muntlig färdighet – lärares uppfattningar om metoder för lärande och bedömning : En studie av sju lärares uppfattningar om bedömning av muntlig färdighet i språk.” 2011. Thesis, Stockholm University. Accessed March 07, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-53331.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Pettersson, Jennie. “Muntlig färdighet – lärares uppfattningar om metoder för lärande och bedömning : En studie av sju lärares uppfattningar om bedömning av muntlig färdighet i språk.” 2011. Web. 07 Mar 2021.

Vancouver:

Pettersson J. Muntlig färdighet – lärares uppfattningar om metoder för lärande och bedömning : En studie av sju lärares uppfattningar om bedömning av muntlig färdighet i språk. [Internet] [Thesis]. Stockholm University; 2011. [cited 2021 Mar 07]. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-53331.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Pettersson J. Muntlig färdighet – lärares uppfattningar om metoder för lärande och bedömning : En studie av sju lärares uppfattningar om bedömning av muntlig färdighet i språk. [Thesis]. Stockholm University; 2011. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-53331

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

21. Prelevic, Zeljka. En intervjustudie om några elevers upplevelser om den feedback som de får från sina lärare.

Degree: Faculty of Education and Society (LS), 2020, Malmö University

URL: http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-29637

►

Formativ bedömning eller bedömning för lärande introducerades i en kommun i södra Sverige 2013. Målsättningen har sedan dess varit att få med alla yrkesverksamma… (more)

▼

Formativ bedömning eller bedömning för lärande introducerades i en kommun i södra Sverige 2013. Målsättningen har sedan dess varit att få med alla yrkesverksamma pedagoger i kommunen till att arbeta formativt i sina klassrum. Bedömning för lärande består av sex nyckelstrategier där feedback, som för lärandet framåt, är en av dessa. Feedback kan ges på olika sätt men de mest vanliga är skriftlig feedback och muntlig feedback. Få studier har gjorts där man har varit intresserad av elevers upplevelser av det formativa arbetssättet. Syftet med denna studie har varit att komma åt elevernas upplevelser av feedback. Vilken sorts feedback föredrar eleverna? När upplever eleverna feedback som betydelsefull? Och finns det faktorer som påverkar mottagandet av feedback? För att svara på dessa frågor har sex elever i årskurs nio intervjuats. Dessa elever har alla gått i en kommunal skola och under många år fått feedback, både muntligt och i skrift. Det insamlade materialet från intervjuerna har sedan kategoriserats och analyserats med hjälp av den sociokulturella teorin och det formativa förhållningssättet. Både dessa utgår ifrån att, samarbetsinriktade aktiviteter mellan lärare och elever, är viktiga förutsättningar för elevens lärande. Resultatet visar att det, enligt eleverna, finns för- och nackdelar med både muntlig och skriftlig feedback. Det eleverna värdesätter mest är feedbackens utformning, även om relationen med läraren också kan vara av betydelse. Eleverna anser att feedback bör bekräfta prestationen för att därefter föreslå förändringar som behöver göras. Detta för att eleverna ska känna sig motiverade till att fortsätta arbeta med uppgiften och ämnet.

Formative assessment was introduced in a municipality in the south of Sweden year 2013. Since then the aim of the initiative has been to inspire all teachers to apply a formative assessment in the classrooms. Formative assessment includes five key strategies where feedback is one of them. Feedback could be presented in various ways but the most common one is written and spoken feedback received on a task. Not many studies are made on the students’ experiences of formative assessment. Therefore, the purpose of this study is to widen the understanding of the students’ experiences, what kind of feedback they prefer, when they appreciate the feedback as an important scaffolding and if there are contributing factors to their overall experience of feedback. To answer these questions, interviews were made with six students in the Swedish secondary school. They have all attended a public school in a municipality during many years and received feedback both written and spoken. The information from the interviews has been categorized and analyzed through a sociocultural theory. This theory argues that cooperation between student and teacher is necessary for the development of the student. According to the students, there are pros and cons to both written and spoken feedback. Students mostly value the shape of the feedback, but the relationship between student and…

Subjects/Keywords: formative assessment; oral and written feedback; scaffoldings; relationship; Social Sciences; Samhällsvetenskap

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Prelevic, Z. (2020). En intervjustudie om några elevers upplevelser om den feedback som de får från sina lärare. (Thesis). Malmö University. Retrieved from http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-29637

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Prelevic, Zeljka. “En intervjustudie om några elevers upplevelser om den feedback som de får från sina lärare.” 2020. Thesis, Malmö University. Accessed March 07, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-29637.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Prelevic, Zeljka. “En intervjustudie om några elevers upplevelser om den feedback som de får från sina lärare.” 2020. Web. 07 Mar 2021.

Vancouver:

Prelevic Z. En intervjustudie om några elevers upplevelser om den feedback som de får från sina lärare. [Internet] [Thesis]. Malmö University; 2020. [cited 2021 Mar 07]. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-29637.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Prelevic Z. En intervjustudie om några elevers upplevelser om den feedback som de får från sina lärare. [Thesis]. Malmö University; 2020. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-29637

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of Toronto

22. de Boer, Gillian. Assessment, Control and Modification of Oral-nasal Balance in Speech.

Degree: PhD, 2018, University of Toronto

URL: http://hdl.handle.net/1807/89677

► In normal speech, oral sounds resonate in the oral cavity, and nasal sounds such as m, and n resonate in the nasal cavities. The velopharyngeal… (more)

▼ In normal speech, oral sounds resonate in the oral cavity, and nasal sounds such as m, and n resonate in the nasal cavities. The velopharyngeal sphincter closes for oral sounds and opens for nasal sounds. The studies presented in this thesis sought to advance the assessment, control and modification of oral-nasal balance in speech. While the research was carried out in normal speakers, the intention was to create knowledge that will ultimately improve the assessment and behavioural treatment of speakers with oral-nasal balance disorders due to cleft palate. The first study (de Boer and Bressmann, 2016 a) was a retrospective analysis of normal speakers simulating different disorders of oral-nasal balance (hypernasality, hyponasality and mixed nasality). The recordings were analyzed acoustically using Long Term Averaged Spectra. The simulations produced distinctive spectra enabling the creation of formulas that predicted the oral-nasal balance well above chance level. The second study (de Boer Bressmann, 2017) explored the role of auditory feedback in the regulation of oral-nasal balance in speech. In an altered auditory feedback paradigm, speakers of Canadian English compensated more for increased nasality than decreased nasality. This suggested that the speakers were less critical of a lack of nasality (hyponasality) than excess nasality (hypernasality). The third study (de Boer, Marino, Berti, Fabron, Bressmann, 2016) investigated how voice focus affects oral-nasal balance in normal Brazilian speaking individuals. Participants read stimuli with their normal voice, a backward focus and a forward focus. The mean nasalance scores of the stimuli in the backward focus and normal speaking conditions were significantly lower than in the forward focus condition. The results confirmed that speaking focus influences oral-nasal balance in normal speakers, which could be useful for the development of new approaches of behavioural therapy. The research presented expands our understanding of oral-nasal balance control and lays the groundwork for new ways of clinically assessing and managing oral-nasal balance disorders. Advisors/Committee Members: Bressmann, Tim, Speech-Language Pathology.

Subjects/Keywords: altered feedback; assessment; nasality; oral-nasal balance; therapy; 0460

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

de Boer, G. (2018). Assessment, Control and Modification of Oral-nasal Balance in Speech. (Doctoral Dissertation). University of Toronto. Retrieved from http://hdl.handle.net/1807/89677

Chicago Manual of Style (16^th Edition):

de Boer, Gillian. “Assessment, Control and Modification of Oral-nasal Balance in Speech.” 2018. Doctoral Dissertation, University of Toronto. Accessed March 07, 2021. http://hdl.handle.net/1807/89677.

MLA Handbook (7^th Edition):

de Boer, Gillian. “Assessment, Control and Modification of Oral-nasal Balance in Speech.” 2018. Web. 07 Mar 2021.

Vancouver:

de Boer G. Assessment, Control and Modification of Oral-nasal Balance in Speech. [Internet] [Doctoral dissertation]. University of Toronto; 2018. [cited 2021 Mar 07]. Available from: http://hdl.handle.net/1807/89677.

Council of Science Editors:

de Boer G. Assessment, Control and Modification of Oral-nasal Balance in Speech. [Doctoral Dissertation]. University of Toronto; 2018. Available from: http://hdl.handle.net/1807/89677

University of Minnesota

23. Thakur, Preetanjali. Association between Temporomandibular Disorders Pain, Oral Behaviors, Anxiety and Stress.

Degree: MS, Dentistry, 2019, University of Minnesota

URL: http://hdl.handle.net/11299/202896

► Aims: Oral behaviors, anxiety and stress are believed to be related to temporomandibular disorders (TMD) pain. The aims of the study were to investigate the… (more)

▼ Aims: Oral behaviors, anxiety and stress are believed to be related to temporomandibular disorders (TMD) pain. The aims of the study were to investigate the association of TMD pain intensity with oral behaviors, anxiety and stress, and the association of oral behaviors with anxiety and stress. Methods: From among the clinical and community-based participants in the multi-site Validation Project, 721 subjects were included in this study who had completed self-report questionnaires that reported pain intensity (Characteristic Pain Intensity [CPI]), oral behaviors (Oral Behavior Checklist [OBC]), anxiety (Symptom Checklist - 90 revised [SCL-ANX]) and stress (Perceived Stress Scale [PSS]) experienced during the previous month; and anxiety experienced during the previous week. Participants were divided into four groups based on the CPI report: no pain, mild, moderate and severe pain, and were compared using analysis of variance (ANOVA). Statistical differences between groups were evaluated using an F-test for continuous variables and Chi-square test for categorical variables. Spearman correlation coefficients were computed to examine the association of (1) CPI with OBC, SCL-ANX and PSS and (2) OBC with SCL-ANX and PSS. Simple linear regression analysis was used to investigate the bivariate relationships for outcomes CPI and OBC. The multivariate regression analysis with age and sex adjustment was conducted to examine relationship between CPI and dependent variables, and OBC and dependent variables. Results: Using CPI as a categorical variable, pain intensity was associated by a dose-response curve relationship for each of the independent variables: OBC, SCL-ANX, and PSS (ANOVA; p<0.0001). Positive correlations were found between CPI versus OBC (r=0.44, n=721), SCL-ANX (r=0.30, n=720), and PSS (r=0.21, n=721) with p<0.0001 for all correlations. Positive correlations between OBC with SCL-ANX (r=0.38, n=720) and PSS (r=0.32, n=721) with p<0.0001 were found. Using simple linear regression, OBC accounted for 18% of the variance of CPI versus SCL-ANX and PSS that explained 10% and 5% of CPI, respectively. SCL-ANX and PSS accounted for 12% and 11% of the variance of OBC, respectively. The multivariate regression model estimated that with 1SD increase of OBC, CPI will increase by 9 after adjusting for SCL-ANX, PSS, age and gender. For 1 SD increase in SCL-ANX, CPI will increase by 5 after adjusting for OBC, PSS, age and gender. For 1 SD increase in SCL-ANX, OBC will increase by 2.27 and for 1 SD increase in PSS, OBC will increase by 1.63 after adjusting for age, sex and each other. These statistically significant associations are positive and range from weak-moderate with correlation coefficients of 0.21 to 0.44. Together, these variables with age and sex adjustment explain 22% of the TMD pain intensity variability. Together, anxiety and stress with age and sex adjustment explain 19% of the variability of oral behaviors. Conclusion: Participants with severe TMD pain intensity reported significantly higher frequency of oral…

Subjects/Keywords: anxiety; oral behaviors; pain assessment; stress; Temporomandibular disorders; TMD pain intensity

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Thakur, P. (2019). Association between Temporomandibular Disorders Pain, Oral Behaviors, Anxiety and Stress. (Masters Thesis). University of Minnesota. Retrieved from http://hdl.handle.net/11299/202896

Chicago Manual of Style (16^th Edition):

Thakur, Preetanjali. “Association between Temporomandibular Disorders Pain, Oral Behaviors, Anxiety and Stress.” 2019. Masters Thesis, University of Minnesota. Accessed March 07, 2021. http://hdl.handle.net/11299/202896.

MLA Handbook (7^th Edition):

Thakur, Preetanjali. “Association between Temporomandibular Disorders Pain, Oral Behaviors, Anxiety and Stress.” 2019. Web. 07 Mar 2021.

Vancouver:

Thakur P. Association between Temporomandibular Disorders Pain, Oral Behaviors, Anxiety and Stress. [Internet] [Masters thesis]. University of Minnesota; 2019. [cited 2021 Mar 07]. Available from: http://hdl.handle.net/11299/202896.

Council of Science Editors:

Thakur P. Association between Temporomandibular Disorders Pain, Oral Behaviors, Anxiety and Stress. [Masters Thesis]. University of Minnesota; 2019. Available from: http://hdl.handle.net/11299/202896

24. Varela, Sara Fernandes. O contributo da rotina Ler, contar e mostrar para o desenvolvimento de competências da leitura e de expressão oral.

Degree: 2014, Repositório Científico do Instituto Politécnico de Lisboa

URL: http://www.rcaap.pt/detail.jsp?id=oai:repositorio.ipl.pt:10400.21/4265

►

Relatório de estágio apresentado à Escola Superior de Educação de Lisboa para obtenção de grau de mestre em Ensino do 1º e 2º ciclo do… (more)

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Relatório de estágio apresentado à Escola Superior de Educação de Lisboa para obtenção de grau de mestre em Ensino do 1º e 2º ciclo do Ensino Básico

O relatório final apresentado pretende dar uma perspetiva geral da prática pedagógica no 1º ciclo do Ensino Básico enquadrada no âmbito da Unidade Curricular Prática de Ensino Supervisionada II. Atendendo à diagnose realizada numa fase inicial, foi possível concluir que os alunos não vivenciavam situações de comunicação oral formal, estando os momentos de expressão oral restringidos a pequenas conversas informais. Por outro lado, tendo em conta que se tratava de um primeiro ano de escolaridade, impunha-se a criação de um ambiente pedagógico rico em estímulos no âmbito da leitura e no desenvolvimento de competências de escrita, da matemática e do estudo do meio. Desta forma, os objetivos gerais traçados tinham como finalidade desenvolver estas competências. No que diz respeito ao tema para a investigação, optou-se por concretizar a rotina, Ler, Mostrar e Contar, de forma a que a mesma desse um contributo eficaz para o desenvolvimento das competências de Expressão Oral e de Leitura. Assim, o tema de investigação centra-se no Contributo da rotina Ler, Contar e Mostrar para o desenvolvimento de competências da leitura e de expressão oral. No início da intervenção fez-se uma avaliação das competências de expressão oral e leitura. E no decorrer desta prática, foram reforçadas propostas de situações formais de apresentação de textos, leituras ou acontecimentos vivenciados pelos alunos, em que estes eram estimulados a expressar as suas opiniões, ideias e leituras perante a turma, permitindo-lhes compreender a importância de pormenores como a adequação do discurso à situação, postura e a voz. No final da intervenção avaliaram-se de novo estas competências para tentar compreender o impacto que a implementação, de forma sistemática, estruturada e diversificada, da rotina Ler, Mostrar e Contar teve no desenvolvimento de competências de leitura e expressão oral. A avaliação feita pôs em evidência uma evolução satisfatória dos alunos face aos objetivos propostos. Quanto à investigação verificou-se que os alunos apresentam maior facilidade em relatar um momento vivenciado ou mostrar algo a que atribuem valor afetivo, do que a optar por a apresentação de uma leitura.

ABSTRACT This final report aims to give a general perspective of the pedagogical practice in the Primary Education framed within the Course Teaching Practice Supervised II. Given the diagnosis established early, it was concluded that students didn’t live situations of formal oral communication, with moments of speaking restricted to small informal conversations. On the other way, given that this was a first grade, it was necessary to create a rich educational environment with reading and development of writing skills, mathematics and environmental studies. Therefore, the general objectives outlined were aimed at developing these skills. With regard to the subject for investigation, it was decided to finish the…

Advisors/Committee Members: Silva, Encarnação.

Subjects/Keywords: Situações de comunicação oral formal; Ler para os outros; Interação oral; Importância das rotinas; Avaliação; Formal oral communication situations; Read for others; Oral interaction; Importance of routines; Assessment

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Varela, S. F. (2014). O contributo da rotina Ler, contar e mostrar para o desenvolvimento de competências da leitura e de expressão oral. (Thesis). Repositório Científico do Instituto Politécnico de Lisboa. Retrieved from http://www.rcaap.pt/detail.jsp?id=oai:repositorio.ipl.pt:10400.21/4265

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Varela, Sara Fernandes. “O contributo da rotina Ler, contar e mostrar para o desenvolvimento de competências da leitura e de expressão oral.” 2014. Thesis, Repositório Científico do Instituto Politécnico de Lisboa. Accessed March 07, 2021. http://www.rcaap.pt/detail.jsp?id=oai:repositorio.ipl.pt:10400.21/4265.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Varela, Sara Fernandes. “O contributo da rotina Ler, contar e mostrar para o desenvolvimento de competências da leitura e de expressão oral.” 2014. Web. 07 Mar 2021.

Vancouver:

Varela SF. O contributo da rotina Ler, contar e mostrar para o desenvolvimento de competências da leitura e de expressão oral. [Internet] [Thesis]. Repositório Científico do Instituto Politécnico de Lisboa; 2014. [cited 2021 Mar 07]. Available from: http://www.rcaap.pt/detail.jsp?id=oai:repositorio.ipl.pt:10400.21/4265.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Varela SF. O contributo da rotina Ler, contar e mostrar para o desenvolvimento de competências da leitura e de expressão oral. [Thesis]. Repositório Científico do Instituto Politécnico de Lisboa; 2014. Available from: http://www.rcaap.pt/detail.jsp?id=oai:repositorio.ipl.pt:10400.21/4265

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Linnaeus University

25. Olsson, Sofie. Speaking in the EFL classroom : A qualitative study of how four compulsory school teachers view the role of oral proficiency.

Degree: Languages, 2018, Linnaeus University

URL: http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-71402

► Research shows that oral proficiency is a big part of communicative competence, and therefore highly relevant for EFL teachers in today’s society. This study… (more)

Subjects/Keywords: EFL teaching; oral proficiency; oral production; interaction; communicative competence; assessment of oral proficiency; oral proficiency teaching; Languages and Literature; Språk och litteratur

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Olsson, S. (2018). Speaking in the EFL classroom : A qualitative study of how four compulsory school teachers view the role of oral proficiency. (Thesis). Linnaeus University. Retrieved from http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-71402

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Olsson, Sofie. “Speaking in the EFL classroom : A qualitative study of how four compulsory school teachers view the role of oral proficiency.” 2018. Thesis, Linnaeus University. Accessed March 07, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-71402.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Olsson, Sofie. “Speaking in the EFL classroom : A qualitative study of how four compulsory school teachers view the role of oral proficiency.” 2018. Web. 07 Mar 2021.

Vancouver:

Olsson S. Speaking in the EFL classroom : A qualitative study of how four compulsory school teachers view the role of oral proficiency. [Internet] [Thesis]. Linnaeus University; 2018. [cited 2021 Mar 07]. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-71402.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Olsson S. Speaking in the EFL classroom : A qualitative study of how four compulsory school teachers view the role of oral proficiency. [Thesis]. Linnaeus University; 2018. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-71402

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

26. Albuquerque, Marco Antonio Portela. Avaliação volumétrica de defeitos ósseos em fissuras de rebordo alveolar e palato duro por meio da 3D-TC multislice e feixe cônico.

Degree: PhD, Diagnóstico Bucal, 2010, University of São Paulo

URL: http://www.teses.usp.br/teses/disponiveis/23/23139/tde-22122010-120700/ ;

► As fissuras de rebordo alveolar e palato duro estão entre as malformações mais frequentes do corpo humano, podendo causar extensas deformidades ósseas faciais, com implicações… (more)

▼ As fissuras de rebordo alveolar e palato duro estão entre as malformações mais frequentes do corpo humano, podendo causar extensas deformidades ósseas faciais, com implicações biopsíquico-sociais marcantes. A avaliação da extensão desses defeitos ósseos, através de exames por imagem, tem sido feita com o objetivo de diagnosticar e planejar a terapêutica reabilitadora dos pacientes. O presente estudo tem por objetivo desenvolver uma metodologia de pós-processamento de imagens tomográficas para avaliação volumétrica de defeitos ósseos confeccionados em palato duro e rebordo alveolar de crânios macerados, mimetizando fissuras trans-forâmens unilaterais, e verificar a aplicabilidade clínica do Tomógrafo Computadorizado espiral Multislice e do tomógrafo computadorizado por feixe cônico na análise desses defeitos. Para tanto, nove crânios provenientes da Faculdade Cathedral, da cidade de Boa Vista- RR, foram escaneados em um Tomógrafo Computadorizado Multislice pertencente ao Hospital Geral de Roraima e em um tomógrafo computadorizado por feixe cônico de uma clínica privada, na cidade de Fortaleza-CE. As imagens foram, posteriormente, encaminhadas para análise ao Laboratório em Terceira Dimensão(LAB-3D) da Faculdade de Odontologia da USP, utilizando-se uma estação de trabalho independente e aplicando-se programas específicos de computação gráfica. Todas as imagens foram analisadas por dois examinadores, individualmente e em tempos distintos, por duas vezes, com o objetivo de processarmos análises intra e interexaminadores. Para a análise da metodologia de processamento de imagens, comparamos os resultados obtidos pelo Tomógrafo multislice utilizando crânios sem cera e com cera de modelagem número 07, na região do defeito ósseo, para auxiliar no seu delineamento, durante o pós-processamento das imagens tomográficas. Foram também avaliados os resultados volumétricos obtidos nos dois tipos de tomógrafos,com o objetivo de verificar a aplicabilidade dessas tecnologias na avaliação volumétrica dos defeitos ósseos fissurais e de comparar os resultados obtidos por cada uma delas. Todos os resultados foram comparados com os valores estabelecidos pelo padrão - ouro de nossa análise, que foram obtidos através do princípio de Arquimedes de deslocamento de água dos modelos de cera que foram utilizados. Os resultados estatísticos demonstraram que a metodologia de processamento das imagens tomográficas apresentou uma eficácia bastante elevada (p=0,995), sendo considerada eficiente na avaliação volumétrica de defeitos ósseos fissurais. Com relação aos tomógrafos utilizados, observamos que tanto o multislice como o por feixe cônico também apresentaram resultados satisfatórios, apresentando grande confiabilidade para o estudo do volume dos defeitos ósseos fissurais (p=0,997 e p=0,981, respectivamente), não havendo diferença nos resultados encontrados por eles. As análises intra e interobservadores nos dois tipos de tomógrafos não demonstraram diferença estatisticamente significativa. Os resultados evidenciaram que, independente do tipo de… Advisors/Committee Members: Cavalcanti, Marcelo de Gusmao Paraiso.

Subjects/Keywords: Análise Volumétrica; Cone Beam CT; Fissura oral; Multislice CT; Oral Cleft; TC Multislice; TC por Feixe Cônico; Volumetric Assessment

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Albuquerque, M. A. P. (2010). Avaliação volumétrica de defeitos ósseos em fissuras de rebordo alveolar e palato duro por meio da 3D-TC multislice e feixe cônico. (Doctoral Dissertation). University of São Paulo. Retrieved from http://www.teses.usp.br/teses/disponiveis/23/23139/tde-22122010-120700/ ;

Chicago Manual of Style (16^th Edition):

Albuquerque, Marco Antonio Portela. “Avaliação volumétrica de defeitos ósseos em fissuras de rebordo alveolar e palato duro por meio da 3D-TC multislice e feixe cônico.” 2010. Doctoral Dissertation, University of São Paulo. Accessed March 07, 2021. http://www.teses.usp.br/teses/disponiveis/23/23139/tde-22122010-120700/ ;.

MLA Handbook (7^th Edition):

Albuquerque, Marco Antonio Portela. “Avaliação volumétrica de defeitos ósseos em fissuras de rebordo alveolar e palato duro por meio da 3D-TC multislice e feixe cônico.” 2010. Web. 07 Mar 2021.

Vancouver:

Albuquerque MAP. Avaliação volumétrica de defeitos ósseos em fissuras de rebordo alveolar e palato duro por meio da 3D-TC multislice e feixe cônico. [Internet] [Doctoral dissertation]. University of São Paulo; 2010. [cited 2021 Mar 07]. Available from: http://www.teses.usp.br/teses/disponiveis/23/23139/tde-22122010-120700/ ;.

Council of Science Editors:

Albuquerque MAP. Avaliação volumétrica de defeitos ósseos em fissuras de rebordo alveolar e palato duro por meio da 3D-TC multislice e feixe cônico. [Doctoral Dissertation]. University of São Paulo; 2010. Available from: http://www.teses.usp.br/teses/disponiveis/23/23139/tde-22122010-120700/ ;

University of Manchester

27. Bryan, Gemma. Randomised Controlled Trials of Interventions to Prevent Oral Mucositis in Patients UndergoingTreatment for Cancer.

Degree: 2011, University of Manchester

URL: http://www.manchester.ac.uk/escholar/uk-ac-man-scw:108872

► IntroductionOral mucositis is an inflammatory and frequently ulcerative side effect of cancertherapy, which has been identified by patients as the most debilitating side effect oftheir… (more)

▼ IntroductionOral mucositis is an inflammatory and frequently ulcerative side effect of cancertherapy, which has been identified by patients as the most debilitating side effect oftheir treatment. Mucositis is a dose limiting toxicity which exerts a substantial clinicaland economic impact and negatively affects patient quality of life. The patientexperience of mucositis is under-reported in the literature. To date, no interventionshave been identified that have proven successful in the prevention of mucositis forpatients receiving all types of therapy. Vitamin E has shown conflicting results inclinical trials. This thesis combines appraisal of the literature and empirical research,and uses lessons learned from previous studies together with the results of a feasibilitystudy to identify a best practice model for future trials.MethodsThe Cochrane risk of bias (ROB) instrument was used to assess the ROB in the studiesincluded in the Cochrane prevention review. A sensitivity analysis was conducted afterstudies assessed at unclear or high risk of overall bias were excluded. A systematicreview of assessment instruments was conducted which identified 50 instruments.Consideration of the appropriateness of these instruments for the use in a clinical trialfor the prevention of mucositis was based on the practicality, comparability, andreproducibility, and the impact of these instruments on patients. Three of theseinstruments were chosen for use in a clinical trial of adults undergoing stem celltransplant. Finally, a feasibility study was designed, developed and conducted whichinvestigated vitamin E for the prevention of mucositis in patients undergoingconditioning for bone marrow transplantation. Through lessons learned from previousstudies, consultations with medical professional, the MHRA, ethics committee andsuppliers, a protocol was developed for a double blind RCT. The process of gainingMHRA and ethical approval, and the repackaging of intervention and placebo productsto meet MA-IMP requirements are described.Results130 articles were assessed for risk of bias. Only ten studies were assessed as being atlow overall risk of bias. Blinding of outcome assessors and adequate allocationconcealment were identified to be important considerations in the planning of futurestudies. Although only nine patients were recruited into the feasibility study, a numberof issues affecting the design and conduct of future trials were identified. Recruitment inparticular was identified to be problematic. Strategies for overcoming this problem infuture trials were discussed. The methods of blinding and allocation concealmentemployed were found to be feasible for use in future trials. Expected adverse eventspatients undergoing stem cell transplantation were also reported.ConclusionFurther studies are required to investigate interventions for the prevention of mucositis.It is of upmost importance that these trials are rigorous in both their methodology andsubsequent reporting in order to elicit the maximum benefit for patients taking part… Advisors/Committee Members: Molassiotis, Alexander.

Subjects/Keywords: Oral Mucositis; Randomised Controlled Trial; Systematic Review; Oral Assessment; Risk of Bias; Feasibility Study; Vitamin E

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Bryan, G. (2011). Randomised Controlled Trials of Interventions to Prevent Oral Mucositis in Patients UndergoingTreatment for Cancer. (Doctoral Dissertation). University of Manchester. Retrieved from http://www.manchester.ac.uk/escholar/uk-ac-man-scw:108872

Chicago Manual of Style (16^th Edition):

Bryan, Gemma. “Randomised Controlled Trials of Interventions to Prevent Oral Mucositis in Patients UndergoingTreatment for Cancer.” 2011. Doctoral Dissertation, University of Manchester. Accessed March 07, 2021. http://www.manchester.ac.uk/escholar/uk-ac-man-scw:108872.

MLA Handbook (7^th Edition):

Bryan, Gemma. “Randomised Controlled Trials of Interventions to Prevent Oral Mucositis in Patients UndergoingTreatment for Cancer.” 2011. Web. 07 Mar 2021.

Vancouver:

Bryan G. Randomised Controlled Trials of Interventions to Prevent Oral Mucositis in Patients UndergoingTreatment for Cancer. [Internet] [Doctoral dissertation]. University of Manchester; 2011. [cited 2021 Mar 07]. Available from: http://www.manchester.ac.uk/escholar/uk-ac-man-scw:108872.

Council of Science Editors:

Bryan G. Randomised Controlled Trials of Interventions to Prevent Oral Mucositis in Patients UndergoingTreatment for Cancer. [Doctoral Dissertation]. University of Manchester; 2011. Available from: http://www.manchester.ac.uk/escholar/uk-ac-man-scw:108872

Universidade Presbiteriana Mackenzie

28. Talita de Cassia Batista Pazeto. Avaliação de funções executivas, linguagem oral e escrita em pré-escolares.

Degree: 2012, Universidade Presbiteriana Mackenzie

URL: http://tede.mackenzie.com.br//tde_busca/arquivo.php?codArquivo=2679

► A avaliação cognitiva de crianças em idade pré-escolar é importante, pois ajuda a verificar como estão se desenvolvendo habilidades relacionadas à aprendizagem e à vivência… (more)

▼ A avaliação cognitiva de crianças em idade pré-escolar é importante, pois ajuda a verificar como estão se desenvolvendo habilidades relacionadas à aprendizagem e à vivência escolar, além de contribuir para a detecção precoce de possíveis dificuldades e auxiliar no planejamento de intervenções e políticas públicas. Nesse contexto, essa pesquisa abordou três habilidades diretamente relacionadas à aprendizagem escolar: funções executivas, linguagem oral e linguagem escrita. Funções executivas relacionam-se à execução de objetivos de longo-prazo, com seleção de informações, planejamento e execução de ações. Linguagem oral refere-se ao uso e à compreensão da fala e permite a comunicação. Leitura e escrita incluem diversas habilidades, desde conhecimento de letras e sons até a leitura e a escrita de itens complexos. O objetivo dessa pesquisa foi avaliar essas três habilidades em pré-escolares para verificar se elas aumentam com a progressão escolar e se estão correlacionadas entre si. Participaram 90 crianças, de ambos os sexos, com idades entre 4 e 6 anos, das séries Jardim I e Jardim II de uma escola particular de São Paulo. Os instrumentos utilizados para a avaliação das funções executivas foram Teste Stroop Computadorizado para pré-escolares, Teste de Trilhas para pré-escolares e Teste de Atenção por Cancelamento. A linguagem oral foi avaliada por meio de Prova de Consciência Fonológica por produção Oral (PCFO), Teste de Vocabulário por Imagem Peabody (TVIP), Teste de Nomeação de Figuras Infantil e Teste de Repetição de Palavras e Pseudopalavras. A linguagem escrita foi avaliada pelo reconhecimento das letras (vogais e consoantes) e seus respectivos sons, escrita do nome e teste de leitura e escrita. Test t de Student revelou efeito de série em pelo menos uma medida de todos os testes aplicados, revelando melhor desempenho do Jardim II. Não foram verificados efeitos de piso ou de teto, sugerindo adequação dos instrumentos para as séries avaliadas. Houve várias correlações significativas, principalmente entre testes de uma mesma habilidade, mas também entre as três habilidades. Nos testes de linguagem oral houve correlações significativas entre todas as medidas, ocorrendo o mesmo em relação aos testes de leitura e escrita. É interessante que leitura e escrita tiveram correlações mais altas com reconhecimento de sons do que com reconhecimento de letras, reforçando a importância dessa habilidade para a alfabetização. Na relação entre funções executivas e as demais habilidades, não foram encontradas correlações altas, mas houve várias correlações significativas, o que sugere que as funções executivas estão relacionadas às linguagens oral e escrita, ainda que de forma modesta. Nas análises de correlação entre linguagem oral e escrita, observou-se que o escore em consciência fonológica teve correlação muito alta com o escore em escrita e alta com escores em leitura e reconhecimentos de sons, sugerindo que um bom desempenho em leitura e escrita tem forte relação a habilidade de reconhecer os sons das letras e com a… Advisors/Committee Members: Elizeu Coutinho de Macedo, Maria Cristina Rodrigues Azevedo Joly, Alessandra Gotuzo Seabra Capovilla.

Subjects/Keywords: preschoolers; funções executivas; pré-escolares; linguagem oral; assessment; executive functions; oral language; written language; CIENCIAS HUMANAS; linguagem escrita; avaliação

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Pazeto, T. d. C. B. (2012). Avaliação de funções executivas, linguagem oral e escrita em pré-escolares. (Thesis). Universidade Presbiteriana Mackenzie. Retrieved from http://tede.mackenzie.com.br//tde_busca/arquivo.php?codArquivo=2679

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Pazeto, Talita de Cassia Batista. “Avaliação de funções executivas, linguagem oral e escrita em pré-escolares.” 2012. Thesis, Universidade Presbiteriana Mackenzie. Accessed March 07, 2021. http://tede.mackenzie.com.br//tde_busca/arquivo.php?codArquivo=2679.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Pazeto, Talita de Cassia Batista. “Avaliação de funções executivas, linguagem oral e escrita em pré-escolares.” 2012. Web. 07 Mar 2021.

Vancouver:

Pazeto TdCB. Avaliação de funções executivas, linguagem oral e escrita em pré-escolares. [Internet] [Thesis]. Universidade Presbiteriana Mackenzie; 2012. [cited 2021 Mar 07]. Available from: http://tede.mackenzie.com.br//tde_busca/arquivo.php?codArquivo=2679.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Pazeto TdCB. Avaliação de funções executivas, linguagem oral e escrita em pré-escolares. [Thesis]. Universidade Presbiteriana Mackenzie; 2012. Available from: http://tede.mackenzie.com.br//tde_busca/arquivo.php?codArquivo=2679

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

29. Andrade, Angelina Domingues de. Preceção do estado de saúde oral em idosos institucionalizados : influência no seu estado nutricional.

Degree: 2013, RCAAP

URL: http://www.rcaap.pt/detail.jsp?id=oai:repositorio.ucp.pt:10400.14/13797

►

A população idosa tem crescido a um ritmo acelerado e com a expetativa de aproveitar a vida de maneira saudável e produtiva. O envelhecimento é… (more)

▼

A população idosa tem crescido a um ritmo acelerado e com a expetativa de aproveitar a vida de maneira saudável e produtiva. O envelhecimento é uma etapa da vida onde se verificam numerosas transformações fisiopatológicas, tais como o aparecimento das doenças orais, as quais podem ter repercussões ao nível da mastigação, fonética, estética e do bem-estar geral. Objetivos: Avaliar, numa população de idosos institucionalizados, se uma saúde oral deficitária está associada a dificuldades mastigatórias e se pode ser considerada um fator que contribua para o desenvolvimento de desnutrição. Materiais e Métodos: Efetuou-se um estudo transversal baseado numa amostra de conveniência que incluiu indivíduos com idade igual ou superior a 65 anos, institucionalizados na cidade de Viseu. Recolheram-se informações sobre as características sociodemográficas e económicas, comportamento de higiene oral, queixas da saúde oral e avaliaram-se determinados parâmetros do estado oral. A dependência do idoso foi classificada pelo Índice de Katz e o estado nutricional foi avaliado através da Mini Nutritional Assessment (MNA®) e pelo Índice de Massa Corporal (IMC). Resultados: Os idosos com saúde oral deficitária (desdentados sem próteses, desdentados com apenas uma prótese, 0 dentes naturais, ou nenhum Posterior Occluding Teeth Contacts (POTCs), apresentavam maiores dificuldades mastigatórias e resultados mais baixos da MNA®. Os resultados da MNA® foram significativamente associados a problemas de saúde oral, nomeadamente dificuldades mastigatórias, dificuldade em engolir e dores na boca. Relativamente ao IMC, apenas se verificou uma fraca correlação com o número de dentes. Conclusão: Um estado de saúde oral deficitário aumenta a dificuldade mastigatória e prejudica o estado nutricional dos idosos. Corroborando com os resultados obtidos nesta investigação, urge aumentar os cuidados de saúde oral desta população, através da implementação de medidas preventivas, expectando uma melhoria da saúde oral, capacidade mastigatória, estado nutricional e a diminuição do aparecimento de doenças sistémicas

The elderly population has grown at a fast pace and with the expectation of enjoying life in a healthy and productive way. Ageing is a stage of life where numerous pathophysiological changes take place, such as the onset of oral diseases, which can have consequences at the level of mastication, phonetics, aesthetics and overall wellbeing. Objectives: Evaluate, in a population of institutionalized elderly, if a deficiente oral health is associated with chewing difficulties and if it can be considered as a factor that contributes to the development of malnutrition. Materials and Methods: We conducted a cross sectional study based on a convenience sample that included individuals aged over 65 years, institutionalized in the city of Viseu. Data was collected on sociodemographic and economic features, oral hygiene behavior, oral health complaints and certain parameters of the oral state were evaluated. The dependence of the elderly has been classified by…

Advisors/Committee Members: Ribeiro, Patrícia de Campos.

Subjects/Keywords: Envelhecimento; Saúde oral; Capacidade mastigatória; Avaliação nutricional; Má nutrição; Ageing; Oral health; Masticatory capacity; Nutritional assessment; Malnutrition

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APA (6^th Edition):

Andrade, A. D. d. (2013). Preceção do estado de saúde oral em idosos institucionalizados : influência no seu estado nutricional. (Thesis). RCAAP. Retrieved from http://www.rcaap.pt/detail.jsp?id=oai:repositorio.ucp.pt:10400.14/13797

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Andrade, Angelina Domingues de. “Preceção do estado de saúde oral em idosos institucionalizados : influência no seu estado nutricional.” 2013. Thesis, RCAAP. Accessed March 07, 2021. http://www.rcaap.pt/detail.jsp?id=oai:repositorio.ucp.pt:10400.14/13797.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Andrade, Angelina Domingues de. “Preceção do estado de saúde oral em idosos institucionalizados : influência no seu estado nutricional.” 2013. Web. 07 Mar 2021.

Vancouver:

Andrade ADd. Preceção do estado de saúde oral em idosos institucionalizados : influência no seu estado nutricional. [Internet] [Thesis]. RCAAP; 2013. [cited 2021 Mar 07]. Available from: http://www.rcaap.pt/detail.jsp?id=oai:repositorio.ucp.pt:10400.14/13797.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Andrade ADd. Preceção do estado de saúde oral em idosos institucionalizados : influência no seu estado nutricional. [Thesis]. RCAAP; 2013. Available from: http://www.rcaap.pt/detail.jsp?id=oai:repositorio.ucp.pt:10400.14/13797

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of Manchester

30. Bryan, Gemma. Randomised controlled trials of interventions to prevent oral mucositis in patients undergoingtreatment for cancer.

Degree: PhD, 2011, University of Manchester

URL: https://www.research.manchester.ac.uk/portal/en/theses/randomised-controlled-trials-of-interventions-to-prevent-oral-mucositis-in-patients-undergoingtreatment-for-cancer(17316f4c-8e13-4d84-a192-c49833a02756).html ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.529917

► Introduction: Oral mucositis is an inflammatory and frequently ulcerative side effect of cancer therapy, which has been identified by patients as the most debilitating side… (more)

▼ Introduction: Oral mucositis is an inflammatory and frequently ulcerative side effect of cancer therapy, which has been identified by patients as the most debilitating side effect of their treatment. Mucositis is a dose limiting toxicity which exerts a substantial clinical and economic impact and negatively affects patient quality of life. The patient experience of mucositis is under-reported in the literature. To date, no interventions have been identified that have proven successful in the prevention of mucositis for patients receiving all types of therapy. Vitamin E has shown conflicting results in clinical trials. This thesis combines appraisal of the literature and empirical research,and uses lessons learned from previous studies together with the results of a feasibility study to identify a best practice model for future trials. Methods: The Cochrane risk of bias (ROB) instrument was used to assess the ROB in the studies included in the Cochrane prevention review. A sensitivity analysis was conducted after studies assessed at unclear or high risk of overall bias were excluded. A systematic review of assessment instruments was conducted which identified 50 instruments. Consideration of the appropriateness of these instruments for the use in a clinical trial for the prevention of mucositis was based on the practicality, comparability, and reproducibility, and the impact of these instruments on patients. Three of these instruments were chosen for use in a clinical trial of adults undergoing stem cell transplant. Finally, a feasibility study was designed, developed and conducted which investigated vitamin E for the prevention of mucositis in patients undergoing conditioning for bone marrow transplantation. Through lessons learned from previous studies, consultations with medical professional, the MHRA, ethics committee and suppliers, a protocol was developed for a double blind RCT. The process of gaining MHRA and ethical approval, and the repackaging of intervention and placebo products to meet MA-IMP requirements are described. Results: 130 articles were assessed for risk of bias. Only ten studies were assessed as being at low overall risk of bias. Blinding of outcome assessors and adequate allocation concealment were identified to be important considerations in the planning of future studies. Although only nine patients were recruited into the feasibility study, a number of issues affecting the design and conduct of future trials were identified. Recruitment in particular was identified to be problematic. Strategies for overcoming this problem in future trials were discussed. The methods of blinding and allocation concealment employed were found to be feasible for use in future trials. Expected adverse events patients undergoing stem cell transplantation were also reported. Conclusion: Further studies are required to investigate interventions for the prevention of mucositis. It is of upmost importance that these trials are rigorous in both their methodology and subsequent reporting in order to elicit the maximum…

Subjects/Keywords: 617.6; Oral Mucositis; Randomised Controlled Trial; Systematic Review; Oral Assessment; Risk of Bias; Feasibility Study; Vitamin E

Record Details Similar Records Cite « Share

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Bryan, G. (2011). Randomised controlled trials of interventions to prevent oral mucositis in patients undergoingtreatment for cancer. (Doctoral Dissertation). University of Manchester. Retrieved from https://www.research.manchester.ac.uk/portal/en/theses/randomised-controlled-trials-of-interventions-to-prevent-oral-mucositis-in-patients-undergoingtreatment-for-cancer(17316f4c-8e13-4d84-a192-c49833a02756).html ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.529917

Chicago Manual of Style (16^th Edition):

Bryan, Gemma. “Randomised controlled trials of interventions to prevent oral mucositis in patients undergoingtreatment for cancer.” 2011. Doctoral Dissertation, University of Manchester. Accessed March 07, 2021. https://www.research.manchester.ac.uk/portal/en/theses/randomised-controlled-trials-of-interventions-to-prevent-oral-mucositis-in-patients-undergoingtreatment-for-cancer(17316f4c-8e13-4d84-a192-c49833a02756).html ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.529917.

MLA Handbook (7^th Edition):

Bryan, Gemma. “Randomised controlled trials of interventions to prevent oral mucositis in patients undergoingtreatment for cancer.” 2011. Web. 07 Mar 2021.

Vancouver:

Bryan G. Randomised controlled trials of interventions to prevent oral mucositis in patients undergoingtreatment for cancer. [Internet] [Doctoral dissertation]. University of Manchester; 2011. [cited 2021 Mar 07]. Available from: https://www.research.manchester.ac.uk/portal/en/theses/randomised-controlled-trials-of-interventions-to-prevent-oral-mucositis-in-patients-undergoingtreatment-for-cancer(17316f4c-8e13-4d84-a192-c49833a02756).html ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.529917.

Council of Science Editors:

Bryan G. Randomised controlled trials of interventions to prevent oral mucositis in patients undergoingtreatment for cancer. [Doctoral Dissertation]. University of Manchester; 2011. Available from: https://www.research.manchester.ac.uk/portal/en/theses/randomised-controlled-trials-of-interventions-to-prevent-oral-mucositis-in-patients-undergoingtreatment-for-cancer(17316f4c-8e13-4d84-a192-c49833a02756).html ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.529917

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