This document discusses the development of the concept of occlusion from early fictional and hypothetical periods to the current factual period. It outlines key figures and their contributions, such as Angle establishing occlusion as the basis of orthodontics. It describes Andrews' six keys to optimal occlusion and three occlusion philosophies, with gnathology focusing on occlusion as part of the functional masticatory system rather than just teeth. Determinants of occlusion include fixed, variable, vertical and horizontal factors.
The management of congenitally missing lateral incisors h rosenbergnatalie_archer
The document discusses several treatment options for managing congenitally missing lateral incisors including canine substitution, tooth-supported restorations, and single tooth implants. It provides criteria for determining the appropriate treatment including the patient's malocclusion, facial profile, characteristics of the canine tooth, and gingival display. The ideal treatment is considered the most conservative option that satisfies individual esthetic and functional needs.
The Learning Health System: Thinking and Acting Across ScalesPhilip Payne
A Learning Health System (LHS) can be defined as an environment in which knowledge generation processes are embedded into daily clinical practice in order to continually improve the quality, safety, and outcomes of healthcare delivery. While still largely an aspirational goal, the promise of the LHS is a future in which every patient encounter is an opportunity to learn and improve that patient’s care, as well as the care their family and broader community receives. The foundation for building such an LHS can and should be the Electronic Health Record (EHR), which provides the basis for the comprehensive instrumentation and measurement of clinical phenotypes, as well as a means of delivering new evidence at the patient- and population levels. In this presentation, we will explore the ways in which such EHR-derived phenotypes can be combined with complementary data across a spectrum from biomolecules to population level trends, to both generate insights and deliver such knowledge in the right time, place, and format, ultimately improving clinical outcomes and value.
This document discusses designing effective assessment for university courses. It begins by outlining the purposes of assessment, including assessing student learning and improving student learning. Several factors that impact assessment choice are then reviewed, including time constraints and technology reliability. The document provides guidance on developing assessments, noting they should be clearly linked to learning outcomes and enable skills practice. A variety of assessment types are examined, and the benefits of diversifying assessments are presented. The document concludes by defining assessment and grade-related criteria, which should link to learning outcomes and provide clear standards for students.
Preventive orthodontics involves educating patients and parents about proper oral hygiene, nutrition, and oral habits to prevent malocclusion. Early detection of issues like caries through x-rays and proper treatment can prevent worsening malocclusion. Extraction of supernumerary teeth or over-retained primary teeth can help relieve crowding. Habits should be identified and corrected early, while appliances like the Milwaukee brace require additional orthodontic intervention to prevent deformities during treatment. Space maintainers are important during shedding of primary teeth to prevent space loss.
This document discusses various diagnostic aids and applications of cone beam computed tomography (CBCT) scanning in orthodontics, such as localization of impacted teeth and assessment of bone thickness. It provides examples of CBCT scans of impacted teeth in a 13-year-old patient. It also describes 3D imaging software used to visualize craniofacial anatomy from CBCT and other scans. Clear aligners for orthodontic treatment are discussed, including the Invisalign system and steps of fabrication from impressions to aligner delivery.
This document discusses the development of the concept of occlusion from early fictional and hypothetical periods to the current factual period. It outlines key figures and their contributions, such as Angle establishing occlusion as the basis of orthodontics. It describes Andrews' six keys to optimal occlusion and three occlusion philosophies, with gnathology focusing on occlusion as part of the functional masticatory system rather than just teeth. Determinants of occlusion include fixed, variable, vertical and horizontal factors.
The management of congenitally missing lateral incisors h rosenbergnatalie_archer
The document discusses several treatment options for managing congenitally missing lateral incisors including canine substitution, tooth-supported restorations, and single tooth implants. It provides criteria for determining the appropriate treatment including the patient's malocclusion, facial profile, characteristics of the canine tooth, and gingival display. The ideal treatment is considered the most conservative option that satisfies individual esthetic and functional needs.
The Learning Health System: Thinking and Acting Across ScalesPhilip Payne
A Learning Health System (LHS) can be defined as an environment in which knowledge generation processes are embedded into daily clinical practice in order to continually improve the quality, safety, and outcomes of healthcare delivery. While still largely an aspirational goal, the promise of the LHS is a future in which every patient encounter is an opportunity to learn and improve that patient’s care, as well as the care their family and broader community receives. The foundation for building such an LHS can and should be the Electronic Health Record (EHR), which provides the basis for the comprehensive instrumentation and measurement of clinical phenotypes, as well as a means of delivering new evidence at the patient- and population levels. In this presentation, we will explore the ways in which such EHR-derived phenotypes can be combined with complementary data across a spectrum from biomolecules to population level trends, to both generate insights and deliver such knowledge in the right time, place, and format, ultimately improving clinical outcomes and value.
This document discusses designing effective assessment for university courses. It begins by outlining the purposes of assessment, including assessing student learning and improving student learning. Several factors that impact assessment choice are then reviewed, including time constraints and technology reliability. The document provides guidance on developing assessments, noting they should be clearly linked to learning outcomes and enable skills practice. A variety of assessment types are examined, and the benefits of diversifying assessments are presented. The document concludes by defining assessment and grade-related criteria, which should link to learning outcomes and provide clear standards for students.
Preventive orthodontics involves educating patients and parents about proper oral hygiene, nutrition, and oral habits to prevent malocclusion. Early detection of issues like caries through x-rays and proper treatment can prevent worsening malocclusion. Extraction of supernumerary teeth or over-retained primary teeth can help relieve crowding. Habits should be identified and corrected early, while appliances like the Milwaukee brace require additional orthodontic intervention to prevent deformities during treatment. Space maintainers are important during shedding of primary teeth to prevent space loss.
This document discusses various diagnostic aids and applications of cone beam computed tomography (CBCT) scanning in orthodontics, such as localization of impacted teeth and assessment of bone thickness. It provides examples of CBCT scans of impacted teeth in a 13-year-old patient. It also describes 3D imaging software used to visualize craniofacial anatomy from CBCT and other scans. Clear aligners for orthodontic treatment are discussed, including the Invisalign system and steps of fabrication from impressions to aligner delivery.
This document discusses trends in online communication and how they are changing marketing, public relations, and perceptions. It notes that technologies are often overestimated in their short term effects but underestimated in long term effects. It provides examples of how people are consuming less and sharing more through marketplaces, and how this is enabling making and reusing of goods. Companies are also experimenting more and changing their businesses based on a small percentage of experiments. Communication is being shaped by analytics, automation, optimization, listening and targeting.
This document discusses trends in online communication and how they are changing marketing, public relations, and perceptions. It notes that technologies are often overestimated in their short term effects but underestimated in long term effects. It provides examples of how people are consuming less and sharing more through marketplaces, and how this is enabling making and reusing of goods. Companies are also experimenting more and changing their businesses based on a small percentage of experiments. Communication is being shaped by analytics, automation, optimization, listening and targeting.
Problem vrednovanja promatra se kroz aktualno stanje (nastava, pravilnik o ocjenjivanju), probne državne mature koje uvode unificirane testove, projektnu nastavu u programu međunarodnih matura, te metode on-line vrednovanja.
2. VREDNOVANJE:
PRAĆENJE: sustavno uočavanje i
bilježenje zapažanja o postignutoj razini
kompetencija
PROVJERAVANJE: procjena postignute
razine kompetencija
OCJENJIVANJE: pridavanje brojčane ili
opisne (vladanje) ocjene rezultatima
pradenja i provjeravanja
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3. ELEMENTI OCJENJIVANJA: donosi ih
učitelj zajedno s drugim učiteljima istog
razreda – stručni aktiv (KRITERIJI ZA
OCJENJIVANJE)
VREDNOVANJE PONAŠANJA: provode
razrednici i stručni suradnici
tansparentno, javno i kontinuirano,
poštujudi učenikovu osobnost i dajudi
svakom jednaku priliku
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4. VREDNOVANJE UČENIKA S
TEŠKODAMA
vrednuje se odnos prema radu,
postavljenim zadacima i odgojnim
vrijednostima
učitelji trebaju primjeriti vrednovanje
teškodi i osobnosti učenika
(pa i vladanje)
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5. UVODNO ILI INICIJALNO
PROVJERAVANJE
na početku godine
rezultat se upisuje u rubriku bilježaka i
ne ocjenjuje se
služi kao informacija učeniku, roditelju i
učitelju
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6. USMENO PROVJERAVANJE
kontinuirano tijekom školske godine
na svakom satu bez obvezne najave
(u pravilu do 10 minuta po učeniku)
1 predmet ako je i pisana provjera isti
dan
2 predmeta ako nema pisane provjere
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7. PISANO PROVJERAVANJE
kontinuirano tijekom školske godine
nakon obrađenih i uvježbanih sadržaja
u 1 danu 1 pisana provjera
u 1 tjednu najviše 4 pisane provjere
OKVIRNI vremenik pisanih radova:
škola mora javno objaviti do kraja
3.tjedna u svakom polugodištu
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8. ZAKLJUČNA OCJENA
zaključna ocjena iz nastavnog predmeta
na kraju godine ne mora proizlaziti iz
aritmetičke sredine upisanih ocjena –
posebice ako je učenik pokazao
napredak u 2. polugodištu
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9. PRAVA I OBVEZE UČITELJA
ocjenjuje javno u razrednom odjelu
(osim iznimnih slučajeva: nastava u
bolnici, kudi...)
ocjenu priopdava i obrazlaže učeniku
javno
upisuje ocjenu u imenik
ocijenjeni pisani rad daje učeniku na
uvid i čuva u školi do kraja šk.god.
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10. PRAVA I OBVEZE UČENIKA
ima pravo znati elemente ocjenjivanja
dužan je držati se pravila koja se odnose
na postupke vrednovanja i ponašanja u
školi
ukoliko se ne pridržava pravila, učitelj
može predložiti određenu pedagošku
mjeru razrednom ili učiteljskom vijedu
koje donosi odluku o izricanju mjere za
učenika
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11. PRAVA I OBVEZE
RODITELJA
ima pravo znati elemente ocjenjivanja
informira se na individualnim
informativnim razgovorima i
roditeljskim sastancima
dužan je redovito dolaziti na roditeljske
sastanke i individualne razgovore
ima pravo uvida u ocjene i pisane
radove učenika na individualnim
informativnim razgovorima
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12. ima pravo zatražiti individualni
razgovor s predmetnim učiteljem
ima pravo na usmene i pisane
predstavke (komentare, primjedbe,
sugestije) o vrednovanju
u posljednjem tjednu nastave ne
organiziraju se roditeljski sastanci ni
individualni informativni razgovori
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13. PRAVA I OBVEZE
RAZREDNIKA
informirati roditelje o Pravilniku
3 roditeljska u školskoj godini,
informacije 1 tjedno
zaključuje ocjenu vladanja učenika, uz
mišljenje razrednog vijeda (uzorno,
dobro, loše)
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