Oral characteristics of Trisomy 8 and monosomy 18: a case report

Several reports described various mosaic chromosomal syndromes characterized by alterations originated by either an excess or deficit in the number of chromosomes. A case of mosaic trisomy 8 and monosomy 18 with significant involvement of the oral cavity is described, both in terms of general medicine and from a dental-oral perspective, and the treatment plan was planned and discussed. Regular follow-up visits enabled to verify significant improvement in all parameters of the patient’s oral health, which urged us to press on with our quest to protect the right to health of patients affected by disabilities

Integrated gas turbine engine-nacelle

A nacelle for use with a gas turbine engine is presented. An integral webbed structure resembling a spoked wheel for rigidly interconnecting the nacelle and engine, provides lightweight support. The inner surface of the nacelle defines the outer limits of the engine motive fluid flow annulus while the outer surface of the nacelle defines a streamlined envelope for the engine

Integrated gas turbine engine-nacelle

A nacelle for use with a gas turbine engine is provided with an integral webbed structure resembling a spoked wheel for rigidly interconnecting the nacelle and engine. The nacelle is entirely supported in its spacial relationship with the engine by means of the webbed structure. The inner surface of the nacelle defines the outer limits of the engine motive fluid flow annulus, while the outer surface of the nacelle defines a streamlined envelope for the engine

Large feet are beneficial for eiders Somateria mollissima

International audienc

Implementation of Webbed Type Integrated Learning to Improve Student Learning Activities

Integrated learning is a learning approach that adapts to the level of student development and gives students the opportunity to learn both individually and in groups. The study aims to provide an overview of the application of webbed-type integrated learning in primary schools. The subjects in the study are teachers in Gugus II Kecamatan Payakumbuh Timur. The research is carried out using descriptive qualitative methods, where data collected from the results of observations, interviews, and documentation is analyzed descriptively to describe the application of webbed-type integrated learning in elementary schools. Research results show that in integrated learning of the webbed type, learning starts from themes in everyday life that are close to the student environment, so learning becomes more meaningful. In the learning process, students are actively involved in various fun learning activities. Thus, it can be concluded that integrated learning using the webbed type is very suitable for application in elementary schools because it can improve student learning activities.Pembelajaran terpadu merupakan suatu pendekatan pembelajaran yang menyesuaikan dengan tingkat perkembangan siswa dan memberikan keleluasaan pada siswa untuk belajar baik secara individu maupun secara kelompok. Penelitian ini bertujuan untuk memberikan gambaran tentang penerapan pembelajaran terpadu tipe webbed di sekolah dasar. Subjek dalam penelitian adalah guru-guru di gugus II Kecamatan Payakumbuh Timur. Penelitian ini dilaksanakan dengan metode kualitatif deskriptif., dimana data yang terkumpul dari hasil observasi, wawancara, dan dokumentasi dianalisis secara deskriptif untuk menggambarkan bagaimana penerapan pembelajaran terpadu tipe webbed di sekolah dasar. Hasil penelitian menunjukkan bahwa dalam pembelajaran terpadu tipe webbed, pembelajaran berangkat dari tema dalam kehidupan sehari-hari yang dekat dengan lingkungan siswa, sehingga pembelajaran menjadi lebih bermakna. Dalam proses pembelajaran tersebut siswa terlibat secara aktif melakukan berbagai aktivitas belajar yang menyenangkan. Sehingga dapat disimpulkan bahwa pembelajaran terpadu tipe webbed sangat cocok diterapkan di sekolah dasar karena dapat meningkatkan aktivitas belajar siswa

Load limiting energy absorbing lightweight debris catcher

In the representative embodiment of the invention disclosed, a load limiting, energy absorbing net is arranged to overlay a normally-covered vent opening in the rear bulkhead of the space orbiter vehicle. Spatially-disposed flexible retainer straps are extended from the net and respectively secured to bulkhead brackets spaced around the vent opening. The intermediate portions of the straps are doubled over and stitched together in a pattern enabling the doubled-over portions to progressively separate at a predicable load designed to be well below the tensile capability of the straps as the stitches are successively torn apart by the forces imposed on the retainer members whenever the cover plate is explosively separated from the bulkhead and propelled into the net. By arranging these stitches to be successively torn away at a load below the strap strength in response to forces acting on the retainers that are less than the combined strength of the retainers, this tearing action serves as a predictable compact energy absorber for safely halting the cover plate as the retainers are extended as the net is deployed. The invention further includes a block of an energy-absorbing material positioned in the net for receiving loose debris produced by the explosive release of the cover plate

Bored with point and click?

Computers have the potential to be exploited as one of the most exciting examples of instructional media. Yet designers often fail to realize this potential. This is, in part, due to the limitations of hardware and software and, in part, due to the lack of good theory developed through conclusive research. Good examples of computer-based learning may owe more to the imaginative flair of the courseware designer than they do to the application of explicit design guidelines and good learning theory. This paper will therefore consider a variety of issues that may be blocking theoretical development and draw conclusions for future courses of action. This starts with a statement of the problem, first by considering the macro and micro issues, and then by looking at a recent call for help in ComputerBased Learning Environment (CBLE) design. Next, the contribution of instructional design theories will be presented together with a way forward for investigating the issues. Finally the implications for future progress are presented

Leveling the Playing Field: Teacher Perception of Integrated STEM, Engineering, and Engineering Practices

The purpose of this study was to describe the perceptions and approaches of 14 third-through-fifth grade Arkansan elementary teachers towards integrative engineering and engineering practices during 80 hours of integrated STEM professional development training in the summer and fall of 2014. This training was known as Project Flight. The purpose of the professional development was to learn integrated STEM content related to aviation and to write grade level curriculum units using Wiggins and McTighe’s Understanding by Design curriculum framework. The current study builds upon on the original research. Using a mixed method exploratory, embedded QUAL[quan] case study design and a non-experimental convenience sample derived from original 20 participants of Project Flight, this research sought to answer the following question: Does professional development influence elementary teachers’ perceptions of the curriculum and instruction of integrated STEM engineering and engineering practices in a 3-to-5 grade level setting? A series of six qualitative and one quantitative sub-questions informed the research of the mixed method question. Hermeneutic content analysis was applied to archival and current qualitative data sets while descriptive statistics, independent t-tests, and repeated measures ANOVA tests were performed on the quantitative data. Broad themes in the teachers’ perceptions and understanding of the nature of integrated engineering and engineering practices emerged through triangulation. After the professional development and the teaching of the integrated STEM units, all 14 teachers sustained higher perceptions of personal self-efficacy in their understanding of Next Generation Science Standards (NGSS). The teachers gained understanding of engineering and engineering practices, excluding engineering habits of mind, throughout the professional development training and unit teaching. The research resulted in four major findings specific to elementary engineering, which included engineering as student Social agency and empowerment and the emergence of the engineering design loop as a new heuristic, and three more general non-engineering specific findings. All seven, however, have implications for future elementary engineering professional development as teachers in adopting states start to transition into using the NGSS standards