P10.07: Evaluation of the value of equals sign in assessment of facial clefts

This final article of the two-part craniofacial series continues to provide the embryologic and developmental foundations necessary to understand congenital craniofacial pathology. Clinical characteristics and molecular genetics needed to make an accurate diagnosis and formulate a treatment plan will be detailed for atypical craniofacial clefts, Moebius Syndrome, Fibrous Dysplasia, Progressive Hemifacial Atrophy (Parry-Romberg syndrome) and Neurofibromatosis. Details of the operations applied in treatment of these disorders are discussed in separate Scientific American: Plastic Surgery (SAPS) articles as referenced. This review contains 3 tables, and 10 figures, and 42 references. Keywords: craniofacial, Tessier cleft, atypical facial cleft, Romberg syndrome, Parry-Romberg syndrome, Moebius syndrome, fibrous dysplasia, McCune Albright syndrome, neurofibromatosis

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Anomalies of Infants and Children

PEDIATRICS ◽

10.1542/peds.23.1.150 ◽

1959 ◽

Vol 23 (1) ◽

pp. 150-150

Author(s):

JOSEF WARKANY

Keyword(s):

Dental Caries ◽

General Practitioners ◽

Subject Matter ◽

Congenital Anomalies ◽

Point Of View ◽

Infants And Children ◽

Facial Bones ◽

Functional Disturbances ◽

Facial Clefts ◽

The Subject

This book was written, according to the foreword, primarily for students and general practitioners. It is designed as a quick reference to aid in discussions with parents and to facilitate an understanding of the anatomic anomalies discussed, of the resulting functional disturbances and their treatment. The authors are plastic surgeons and the subject matter is chosen essentially from their point of view. They deal with a variety of congenital anomalies but also with disorders resulting from postnatal injuries. Such etiologically heterogeneous subjects as deformities of the skull and brain, facial clefts, hemangiomas, fractures and dislocations of the facial bones and dental caries are discussed.

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Rare Facial Clefts

Polish Journal of Surgery ◽

10.1515/pjs-2015-0077 ◽

2015 ◽

Vol 87 (8) ◽

Cited By ~ 4

Author(s):

Marta Fijałkowska ◽

Bogusław Antoszewski

Keyword(s):

Surgical Treatment ◽

Soft Tissue ◽

Clinical Presentation ◽

Treatment Plan ◽

General Rule ◽

Common Type ◽

Facilitated Communication ◽

Facial Clefts ◽

Therapeutic Problem ◽

Variable Clinical Presentation

AbstractIn 1976 Dr. Paul Tessier described numeric classification for rare craniofacial clefts. He first emphasized that a fissure of the soft tissue corresponds, as a general rule, to a cleft of the bony structure. The classification, easy to understand, became widely accepted because the recording of the malformations was simple and facilitated communication between observers.was to present our own experience with treatment of patients with rare facial clefts.Our Department has 11 patients with rare craniofacial clefts under its care. This group includes 8 boys and 3 girls. The patients aged from 2 months to 18 years at the time of the first consultation.In two patients the cleft was median, in seven patients it was one-sided and in two – bilateral. The most common type of cleft was number 6, and the rarest were 2, 3, and 7. All patients underwent surgical treatment.Atypical facial clefts are rare congenital anomalies, however because of functional and aesthetic disturbances they constitute a serious medical and therapeutic problem. Facial clefts are characterized by variable clinical presentation and require individualized treatment plan.

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The conception of substitution of the equals sign plays a unique role in students' algebra performance

Journal of Numerical Cognition ◽

10.5964/jnc.v5i1.147 ◽

2019 ◽

Vol 5 (1) ◽

pp. 24-37 ◽

Cited By ~ 3

Author(s):

Emine Simsek ◽

Iro Xenidou-Dervou ◽

Ilyas Karadeniz ◽

Ian Jones

Keyword(s):

Secondary School ◽

Secondary School Students ◽

The Other ◽

School Students ◽

Unique Role ◽

School Year ◽

Equals Sign ◽

Definition Of ◽

Unique Predictor ◽

Algebra Learning

Students’ conceptions of the equals sign are related to algebraic success. Research has identified two common conceptions held by children: operational and relational. The latter has been widely operationalised in terms of the sameness of the values on each side of the equals sign, but it has been recently argued that the substitution component of relational equivalence should also be operationalised (Jones, Inglis, Gilmore, & Dowens, 2012, https://doi.org/10.1016/j.jecp.2012.05.003). In this study, we investigated whether students’ endorsement of the substitution definition of the equals sign is a unique predictor of their algebra performance independent of the other two definitions (operational and sameness). Secondary school students were asked to rate the ‘cleverness’ of operational, sameness, and substitution definitions of the equals sign and completed an algebra test. Our findings demonstrate that endorsement of substitution plays a unique role in explaining secondary school students’ algebra performance above and beyond school year and the other definitions. These findings contribute new insights into how students’ algebra learning relates to their conceptions of the equals sign.

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