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

Wastage of talent?: Social origins, cognitive ability and educational attainment in Britain

The extent to which societies suffer „wastage of talent‟ due to social inequalities in educational attainment is a longstanding issue. The present paper contributes to the relevant literature by examining how social origins and early-life cognitive ability are associated with educational success across three British birth cohorts. We address questions of over-time change, bringing current evidence up-to-date. Our findings reinforce the well-established trend that the importance of cognitive ability declined for cohorts born between 1958 and 1970, but we show that for a cohort born in the early 1990s this trend has reversed. We further show that the relative importance of family background has not seen a corresponding decline. In distinguishing between different components of social origins, we show that family economic resources have become somewhat less important for children‟s educational success, while socio-cultural and educational resources have become more important. Even high ability children are unable to transcend the effects of their social origins. The problem of „wastage of talent‟ remains; young people from disadvantaged backgrounds are still lacking the opportunity to fully realise their potential within the British educational system

Cognitive ability, lifelong learning, and social mobility in Britain: Do further qualifications provide second chances for bright people from disadvantaged backgrounds?

There is evidence to show that, even among individuals who have relatively high levels of cognitive ability, coming from disadvantaged social origins hinders their chances of securing high levels of qualification and advantaged labour market positions. But it has been argued that lifelong learning could provide second chances for these people through providing an alternative route to high qualifications. The main objective of this article is to examine this issue. We pose two questions. Does further education enable individuals from disadvantaged origins but with a high level of cognitive ability to improve on their initial levels of qualification? And does any such improvement then lead to better labour market positions, in terms of social class, for these individuals? Based on the complete qualification histories of individuals in the 1970 British Birth Cohort Study, our analyses show that men and women from disadvantaged origins, especially if of high ability, are indeed able to raise their levels of qualification, but they do so mainly via the attainment of further vocational, rather than further academic, qualifications. And while our results also indicate that acquiring further academic qualifications does improve the upward mobility chances of people of high ability from disadvantaged backgrounds, a similar effect does not show up from acquiring further vocational qualifications. In addition, we find that there remains a substantial ‘direct effect’ of cognitive ability on class attainment. This suggests that obtaining further academic qualifications is only one channel for upward mobility and that there are others which are more directly related to ability

Cognitive ability, lifelong learning, and social mobility in Britain: Do further qualifications provide second chances for bright people from disadvantaged backgrounds?

There is evidence to show that, even among individuals who have relatively high levels of cognitive ability, coming from disadvantaged social origins hinders their chances of securing high levels of qualification and advantaged labour market positions. But it has been argued that lifelong learning could provide second chances for these people through providing an alternative route to high qualifications. The main objective of this article is to examine this issue. We pose two questions. Does further education enable individuals from disadvantaged origins but with a high level of cognitive ability to improve on their initial levels of qualification? And does any such improvement then lead to better labour market positions, in terms of social class, for these individuals? Based on the complete qualification histories of individuals in the 1970 British Birth Cohort Study, our analyses show that men and women from disadvantaged origins, especially if of high ability, are indeed able to raise their levels of qualification, but they do so mainly via the attainment of further vocational, rather than further academic, qualifications. And while our results also indicate that acquiring further academic qualifications does improve the upward mobility chances of people of high ability from disadvantaged backgrounds, a similar effect does not show up from acquiring further vocational qualifications. In addition, we find that there remains a substantial ‘direct effect’ of cognitive ability on class attainment. This suggests that obtaining further academic qualifications is only one channel for upward mobility and that there are others which are more directly related to ability

Wastage of talent?: Social origins, cognitive ability and educational attainment in Britain

The extent to which societies suffer „wastage of talent‟ due to social inequalities in educational attainment is a longstanding issue. The present paper contributes to the relevant literature by examining how social origins and early-life cognitive ability are associated with educational success across three British birth cohorts. We address questions of over-time change, bringing current evidence up-to-date. Our findings reinforce the well-established trend that the importance of cognitive ability declined for cohorts born between 1958 and 1970, but we show that for a cohort born in the early 1990s this trend has reversed. We further show that the relative importance of family background has not seen a corresponding decline. In distinguishing between different components of social origins, we show that family economic resources have become somewhat less important for children‟s educational success, while socio-cultural and educational resources have become more important. Even high ability children are unable to transcend the effects of their social origins. The problem of „wastage of talent‟ remains; young people from disadvantaged backgrounds are still lacking the opportunity to fully realise their potential within the British educational system

‘Persistence of the social’: The role of cognitive ability in mediating the effects of social origins on educational attainment in Britain

In this paper, we address two research questions on the basis of the series of British birth cohort studies. First, how large is the part played by cognitive ability in mediating the association that exists between individuals’ educational attainment and their social origins, and is there evidence of any change in the importance of its mediating role over recent decades? Second, does the importance of its mediating role change over the course of individuals’ educational careers? As regards the first question, we find that only around half of the effects of individuals’ social origins on their educational attainment is mediated via their cognitive ability, as measured in early life. There has been some fluctuation in the mediation percentage over time, but no sustained increase. Moreover, this is the case in whatever way we measure social origins. As regards the second question, we find that the mediating role of cognitive ability changes little in importance as individuals’ educational careers progress, with the possible exception that it declines in the case of an educational threshold relating to upper secondary qualifications. In the light of our results, we call into question the idea that the intergenerational reproduction of educational inequalities is driven overwhelmingly via the intergeneration transmission of cognitive ability; and also claims such as those made by Marks (2014) of ‘the decline of the social’ in the determination of the educational attainment of children from more or less advantaged families. While the relative importance of different forms of parental resources for children’s educational success may be changing somewhat, our findings indicate a strong ‘persistence of the social’

Social origins, cognitive ability, educational attainment and social class position in Britain: A birth cohort and life-course perspective

The aim of this Summary Report is to show how social origins, when viewed in a comprehensive, multidimensional way, affect the educational and labour market attainments of individuals whose cognitive ability at a relatively early stage in their educational histories is at a similar level