scholarly journals Mandibular Growth Changes and Cervical Vertebral Maturation

2007 ◽  
Vol 77 (6) ◽  
pp. 947-953 ◽  
Author(s):  
Yan Gu ◽  
James A. McNamara
Keyword(s):  
San Francisco ◽  
University Of California ◽  
Growth Spurt ◽  
Mandibular Growth ◽  
Dimensional Changes ◽  
Vertical Growth ◽  
Growth Changes ◽  
The University ◽  
Cervical Vertebral Maturation ◽  
Craniofacial Complex

Abstract Objective: To evaluate mandibular dimensional changes and regional remodeling occurring during five intervals of circumpubertal growth. Materials and Methods: This investigation evaluated a unique sample of subjects in whom tantalum implants were placed into the craniofacial complex during childhood. The sample was obtained from the Mathews and Ware implant study originally conducted at the University of California San Francisco in the 1970s, with longitudinal cephalometric records of 20 subjects (13 female, 7 male) available for evaluation. Cephalograms at six consecutive stages of cervical vertebral maturation (CS1 through CS6) were analyzed. Results: Peak mandibular growth was noted during the interval from CS3 to CS4. Forward rotation of the mandible was due to greater mandibular growth posteriorly than anteriorly. Progressive closure of the condylar-ramus-occlusal (CRO) angle resulted in a forward and upward orientation of the ramus relative to the corpus of the mandible due to increased vertical growth of the condyle. Conclusions: A peak in mandibular growth at puberty was substantiated. Mandibular remodeling and condylar rotation continue to occur after the growth spurt.

Lessons Learned from an Integrated Neurology Diversity, Equity and Inclusion Curriculum

2021 ◽  
pp. 10.1212/CPJ.0000000000001081
Author(s):  
Noriko Anderson ◽  
S Andrew Josephson ◽  
Nicole Rosendale
Keyword(s):  
San Francisco ◽  
Multidisciplinary Team ◽  
Balance Training ◽  
Junior Faculty ◽  
Residency Education ◽  
Lessons Learned ◽  
University Of California ◽  
Current Events ◽  
The University ◽  
Equity And Inclusion

AbstractThe University of California San Francisco (UCSF) Neurology Department incorporated a formal diversity, equity and inclusion curriculum into the residency education in 2015. During that time, we have learned a number of lessons that can be useful to other institutions planning similar initiatives including: 1) training should be led by a multidisciplinary team with experienced educators; 2) sustainability of the curriculum requires broad departmental buy-in from leadership to junior faculty to the residents themselves; 3) the curriculum needs to balance training on fundamental topics with flexibility to change in response to current events and the needs of the community; and 4) the sessions need to be practical.

Patient-Reported Efficacy of the University of California, San Francisco, Custom Pectus Carinatum Orthosis

2021 ◽  
Vol 33 (2) ◽  
pp. 96-100
Author(s):  
Samantha Stauffer ◽  
Corin Shirley ◽  
Benjamin Fortson ◽  
Nicole Henry ◽  
Chrysta Irolla ◽  
...  
Keyword(s):  
San Francisco ◽  
University Of California ◽  
Pectus Carinatum ◽  
Patient Reported ◽  
The University

Subjectivity, Point of View, and Dreaming

2011 ◽  
pp. 159-174
Author(s):  
Gary A. Berg
Keyword(s):  
Los Angeles ◽  
San Francisco ◽  
Formal Education ◽  
Evolutionary Process ◽  
Point Of View ◽  
University Of California ◽  
Educational Environments ◽  
The Subject ◽  
Research In Education ◽  
The University

I come to the subject of this book from a very different path than most of those thinking about the use of computers in educational environments. My formal education focused originally on literature and film studies, and film production at the University of California at Berkeley, San Francisco State University, and the University of California at Los Angeles. I became professionally involved in educational administration through the backdoor of continuing education focused first on the entertainment industry, and then more broadly. It was after this combined experience of studying film and television and working in adult education that I began research in education and earned a doctorate in the field of higher education from Claremont Graduate University, with a special emphasis on distance learning. I hope that the different point of view I have developed from my eclectic background gives me the ability to make something of a unique contribution to this evolving new field. What follows is an attempt to spark a discussion that will lead to answers to the question of what are the most effective techniques for the design of computer learning environments. This is not a how-to book—we are too early in the evolutionary process of the medium to give such specific guidance. Rather, my intention is to offer some theories to elevate the thinking bout computers in education. Because the subject is interdisciplinary, combining science with the humanities, the theoretical discussion draws from abroad range of disciplines: psychology, educational theory, film criticism, and computer science. The book looks at the notion of computer as medium and what such an idea might mean for education. I suggest that the understanding of computers as a medium may be a key to re-envisioning educational technology. Oren (1995) argues that understanding computers as a medium means enlarging human-computer interaction (HCI) research to include issues such as the psychology of media, evolution of genre and form, and the societal implications of media, all of which are discussed here. Computers began to be used in educational environments much later than film, and I would have to agree with others who claim that the use of computers instructionally is still quite unsophisticated.

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