Top down, bottom up structured programming and program structuring

New design and programming techniques for shuttle software. Based on previous Apollo experience, recommendations are made to apply top-down structured programming techniques to shuttle software. New software verification techniques for large software systems are recommended. HAL, the higher order language selected for the shuttle flight code, is discussed and found to be adequate for implementing these techniques. Recommendations are made to apply the workable combination of top-down, bottom-up methods in the management of shuttle software. Program structuring is discussed relevant to both programming and management techniques

Beam splitter used in dual filming technique

Tubular tee is intersected at its junction by a reflecting/transmitting mirror angled to provide two images of an object for simultaneous photographing from two positions. This method is used when space and focal conditions are limited

Commutativity of Contact Transformations of Mechanics

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Oral Health Activities of Early Head Start and Migrant and Seasonal Head Start Programs

Guidelines recommend that Migrant and Seasonal Head Start programs (MSHS) address the dental needs of children of migrant and seasonal farmworkers. This study describes parent- and child-oriented oral health activities of North Carolina’s MSHS programs and compares them with non-migrant Early Head Start (EHS) programs using data collected from a questionnaire completed by teachers and family services staff. MSHS staff reported engaging in more oral health activities than EHS staff, which was confirmed by results of logit and ordered logit regression models. Despite promising findings about the engagement of MSHS staff, participation in oral health activities is lower than recommended. Differences between EHS and MSHS programs might be due to differing needs of enrolled children and families or to different approaches to meeting the needs of families

Oral Health Activities of Early Head Start Teachers Directed toward Children and Parents

Objectives—This cross-sectional study examined Early Head Start (EHS) teachers’ oral health program activities and their association with teacher and program characteristics. Methods—Self-complete questionnaires were distributed to staff in all EHS programs in North Carolina. Variables for dental health activities for parents (4 items) and children (4 items) were constructed as the sum of responses to a 0-4 Likert-type scale (never to very frequently). Ordinary least squares regression models examined the association between teachers’ oral health program activities and modifiable teacher (oral health knowledge, values, self-efficacy, dental health training, perceived barriers to dental activities) and program (director and health coordinator knowledge and perceived barriers to dental activities) characteristics. Results—Teachers in the parent (n=260) and child (n=231) analyses were a subset of the 485 staff respondents (98% response rate). Teachers engaged in child oral health activities (range=0-16; mean=9.0) more frequently than parent activities (range=0-16; mean=6.9). Teachers’ oral health values, perceived oral health self-efficacy, dental training, and director and health coordinator knowledge were positively associated with oral health activities (P<0.05). Perceived barriers were negatively associated with child activities (P<0.05). Conclusion—The level of oral health activity in EHS programs is less than optimal. Several characteristics of EHS staff were identified that can be targeted with education interventions. Evidence for effectiveness of EHS interventions needs to be strengthened, but results of this survey provide encouraging findings about the potential effects of teacher training on their oral health practices