Thermographic findings related to facial pain:a survey of 40 subjects

Abstract Objective: The purpose of this study was to assess how thermography findings relate painful symptoms and signs of temporomandibular disorders (TMD). Methods: Thermography, combined with chewing of paraffin wax, was performed on 40 subjects. The results were analyzed according to gender and pain-related TMD symptoms and clinical signs. Results: The overall temperatures after chewing were higher in TMD patients than in controls. For females, the most significant findings were the thermal increase between the relaxed state and subjects’ state after chewing in temporal and temporomandibular joint (TMJ) regions. For males, all calculated parameters demonstrated a poor ability to discriminate TMD from controls. Conclusion: Thermography could be a potential tool in diagnostics of female TMD patients. The results suggest that the thermal information assessed in specific facial areas could help to discriminate TMD patients from non-TMD patients and could be used to quantify the pain associated with TMD

Adaptive teaching: Conceptual reflections

Der vorliegende Beitrag betrachtet den in Politik und Praxis populären Begriff der individuellen Förderung. Dazu wird zunächst erörtert, in welchen Kontexten und in welcher Form der Begriff bislang verwendet wurde. Anschließend werden im wissenschaftlichen Diskurs etablierte verwandte Konzepte von individueller Förderung und Erkenntnisse aus der kognitiven Lehr-Lern-Forschung und der Unterrichtsforschung dargestellt. Darauf aufbauend wird vorgeschlagen, individuelle Förderung im Sinne einer tiefgreifenden Gesamtunterrichtsstrategie zu verstehen, bei der die Lehrkraft den einzelnen Schülerinnen und Schülern ein an ihre spezifischen Lernvoraussetzungen angepasstes Lernangebot macht und das Ziel einer kontinuierlich zunehmenden Verantwortungsübernahme der Schülerinnen und Schüler für ihren eigenen Lernprozess verfolgt. Abschließend werden Implikationen dieser Konzeption für die Schulpraxis und die Bildungsforschung diskutiert. (DIPF/Orig.)The present paper deals with the German concept "Individuelle Förderung", which has been widely used in both policy and practice in recent years and may best be translated into "adaptive teaching" or "individualized instruction". The paper first addresses the contexts and ways in which the term has been used. Several related concepts used in educational research and findings from research on learning and instruction are presented. Using these insights, the author proposes to conceptualize "Individuelle Förderung" as an overarching teaching concept in which teachers adapt their instruction to each student\u27s needs and aim to increase students\u27 responsibility for their own learning process. The paper closes with implications of this conceptualization for practice and research. (DIPF/Orig.