Clinical outcomes of different implant types in mandibular bar-retained overdentures: a retrospective analysis with up to 20 years follow-up.

PURPOSE To determine the clinical and radiological outcomes of hybrid-design- (HD) and bone-level (BL) implants for bar-retained mandibular implant-overdentures (IODs). METHODS For this retrospective study, edentulous patients who had received maxillary complete dentures and mandibular bar-retained IODs were invited for a follow-up assessment. Implant survival, implant success and health of peri-implant tissues were assessed on an implant level-based analysis. Patient-based parameters served to identify risk factors for peri-implant bone loss, presence of peri-implantitis and success. RESULTS Eighty patients (median age 72.72 [67.03; 78.81] years, 46 females) with 180 implants (median follow-up 12.01 [10.82; 21.04] years) were assessed. There was no difference concerning the rate of implant failure (p = 0.26), or peri-implantitis (p = 0.97) between HD and BL implants. Solely in one study group, there was the presence of peri-implant pus. Implant success was higher in BL implants with one group being notably higher than the comparing groups (p = 0.045). For bone loss, a width of keratinized mucosa (KM) ≤ 1 mm (p = 0.0006) and the presence of xerostomia (p = 0.09) were identified as risk factors. Smoking (p = 0.013) and a higher body mass index (BMI) (p = 0.03) were a risk factor for peri-implantitis. As risk factors for reduced implant success, a small width of KM (p = 0.003) and the presence of xerostomia (p = 0.007) were identified. CONCLUSIONS For mandibular bar-retained IODs, both BL and HD implants are mostly successful. A minimum of 1 mm KM around implants and normal salivary flow are relevant factors for implant success and stable peri-implant bone levels. Smoking and a high BMI are potential risk factors for peri-implantitis

Predicting the outcome of conservative treatment with physiotherapy in adults with shoulder pain associated with partial-thickness rotator cuff tears – a prognostic model development study

Model coefficient statistics (DOCX 21 kb

The intergenerational social mobility of children from working-class backgrounds in Germany and Britain

Research in social stratification has shown that children from working-class backgrounds have substantially lower levels of education and tend to obtain lower labour market positions than children from higher social class backgrounds. However, we still know little about the macro- and micro-level dynamics that underlie this empirical regularity. This dissertation investigates the role of different macro-level institutions and micro-level processes in accounting for the educational and labour market inequality between individuals from working-class backgrounds and individuals from higher social class backgrounds in Germany and Britain. Moreover, we investigate the extent to which there are intra-class differences in the educational and labour market prospects of individuals from unskilled and skilled working-class backgrounds. The first paper, titled Left behind? Over-time change in the social mobility of individuals from unskilled working-class backgrounds in Germany, examines the labour market chances of people from unskilled working-class backgrounds, relative to individuals from skilled working-class and more advantaged backgrounds, and how they have changed across four cohorts born between 1940 and 1979 in Germany. Having established the over-time pattern in the inequality in labour market chances between these groups, the paper examines whether and to what extent this inequality can be attributed to crossclass differences in educational attainment. The second and third paper seek to contribute to the debate in social stratification scholarship on the effect of institutional change on the intergenerational transmission of inequality. The second paper, titled Educational inequality after state socialism: The effect of German unification revisited, draws on the natural experiment of German unification to examine, first, whether state socialism in the GDR succeeded in realising its ideological commitment to increasing the educational attainment of children from working-class backgrounds, relative to children from more advantaged backgrounds. Second, it assesses whether the restructuring of the East-German educational system and economy in the wake of German unification led to a convergence in the level of educational inequality in East Germany towards that of West Germany. To address these two research aims, we compare changes in the class gradient in educational attainment in East and West Germany across six birth cohorts, including three cohorts of individuals who completed their schooling after unification. The third paper, titled Fostering equality of opportunity? Compulsory schooling reform and social mobility in Germany, analyses the effect of one specific policy reform, the extension of compulsory schooling in Germany, which has been argued to have led to a decrease in educational inequality and an increase in social mobility. Using a difference-in-difference design, the paper exploits the variation in the timing of the reform across German states to estimate the reform effect on the educational attainment and labour market chances of individuals from different social class backgrounds. While the first three papers focus on over-time change in the educational and labour market chances of children from working-class backgrounds and the role of macro-level institutional reforms therein, the fourth paper, titled Understanding the mobility chances of children from working-class backgrounds in Britain: How important are cognitive ability and locus of control?, seeks to contribute to our understanding of the micro-level processes that account for the tendency of individuals from working-class backgrounds to obtain lower levels of educational attainment and lower labour market positions than children from higher social class backgrounds. To this end, we take a path-analytical approach to shed light on the role of two individual-level characteristics, cognitive ability and locus of control — i.e. people’s sense of control over their own lives — in mediating the effect of individuals’ parental class background on their educational attainment and social class position in Britain

The intergenerational social mobility of children from working-class backgrounds in Germany and Britain

Research in social stratification has shown that children from working-class backgrounds have substantially lower levels of education and tend to obtain lower labour market positions than children from higher social class backgrounds. However, we still know little about the macro- and micro-level dynamics that underlie this empirical regularity. This dissertation investigates the role of different macro-level institutions and micro-level processes in accounting for the educational and labour market inequality between individuals from working-class backgrounds and individuals from higher social class backgrounds in Germany and Britain. Moreover, we investigate the extent to which there are intra-class differences in the educational and labour market prospects of individuals from unskilled and skilled working-class backgrounds. The first paper, titled Left behind? Over-time change in the social mobility of individuals from unskilled working-class backgrounds in Germany, examines the labour market chances of people from unskilled working-class backgrounds, relative to individuals from skilled working-class and more advantaged backgrounds, and how they have changed across four cohorts born between 1940 and 1979 in Germany. Having established the over-time pattern in the inequality in labour market chances between these groups, the paper examines whether and to what extent this inequality can be attributed to crossclass differences in educational attainment. The second and third paper seek to contribute to the debate in social stratification scholarship on the effect of institutional change on the intergenerational transmission of inequality. The second paper, titled Educational inequality after state socialism: The effect of German unification revisited, draws on the natural experiment of German unification to examine, first, whether state socialism in the GDR succeeded in realising its ideological commitment to increasing the educational attainment of children from working-class backgrounds, relative to children from more advantaged backgrounds. Second, it assesses whether the restructuring of the East-German educational system and economy in the wake of German unification led to a convergence in the level of educational inequality in East Germany towards that of West Germany. To address these two research aims, we compare changes in the class gradient in educational attainment in East and West Germany across six birth cohorts, including three cohorts of individuals who completed their schooling after unification. The third paper, titled Fostering equality of opportunity? Compulsory schooling reform and social mobility in Germany, analyses the effect of one specific policy reform, the extension of compulsory schooling in Germany, which has been argued to have led to a decrease in educational inequality and an increase in social mobility. Using a difference-in-difference design, the paper exploits the variation in the timing of the reform across German states to estimate the reform effect on the educational attainment and labour market chances of individuals from different social class backgrounds. While the first three papers focus on over-time change in the educational and labour market chances of children from working-class backgrounds and the role of macro-level institutional reforms therein, the fourth paper, titled Understanding the mobility chances of children from working-class backgrounds in Britain: How important are cognitive ability and locus of control?, seeks to contribute to our understanding of the micro-level processes that account for the tendency of individuals from working-class backgrounds to obtain lower levels of educational attainment and lower labour market positions than children from higher social class backgrounds. To this end, we take a path-analytical approach to shed light on the role of two individual-level characteristics, cognitive ability and locus of control — i.e. people’s sense of control over their own lives — in mediating the effect of individuals’ parental class background on their educational attainment and social class position in Britain.</p