Rehabilitation of edentulous posterior atrophic mandible: inferior alveolar nerve lateralization by piezotome and immediate implant placement.

The height and consistency of the bone tissue located above the inferior alveolar nerve (IAN) represents an important challenge when a patient's atrophied posterior mandible is rehabilitated with an osseointegrated implant. Usually, the surgical reconstruction of atrophic ridges is performed using several different techniques. The purpose of this study is to demonstrate the effectiveness and safety of the inferior alveolar nerve lateralization (IANL) technique performed with ultrasonic cutting technology (piezotome). To demonstrate this, 38 osseointegrated implants (11-15 mm in length) were performed during 19 procedures on 15 different patients. After 8 weeks, 14 of those 15 patients (18 of 19 sites: 94.73%) showed normal IAN function. The implant success rate was 97.36%.

Correlations among GPA and scores on the Spanish version of WISC-R and the Woodcock-Johnson Achievement subtests for 10- to 12-year-old Puerto Rican children.

The purpose of this study was to explore the correlations among GPA, the Spanish version of the WISC-R, and the Woodcock Johnson Achievement subtests for a group of Puerto Rican children. The tests were administered to a sample of 32 children between the ages of 10 to 12 yr. in Grade 4. Pearson correlations between the Verbal, Performance, and Full Scale scaled scores in the WISC-R (Spanish Edition) ranged between .37 to .83. Correlations between subtests of the Woodcock-Johnson Achievement Test ranged from .26 to .70. The moderate correlation between the Total scaled scores on the Woodcock-Johnson and the scaled scores of the Performance, Verbal, and Full Scales of the Spanish WISC-R is indicative of the value of these Spanish-language instruments in diagnosing the intellectual and academic performance of Spanish-speaking populations in the United States.

The social psychological adjustment of migrant and non-migrant Puerto Rican adolescents.

PIP: The great migration of Puerto Ricans to the US occurred during the 1950s, when there was promise of employment in the US. Migration decreased in the 1960s when the promise of employment decreased. Many Puerto Ricans returned to the island during the 1960s and 1970s because they could not find work on the mainland; return migration has continued for the last 12 years. The migrant student population in Puerto Rico is composed of migrants, return migrants, and circulatory migrants. The circulatory migrants are those children of Puerto Rican parents who have traveled to and from the island to the mainland several times; these migrants are not served by either educational system. A program that serves the circulatory migrant students is the Puerto Rico Migrant Education Program. 3 factors influence return migration: 1) the shorter the distance of emigration, the higher the incidence of return migration; 2) the longer the emigrants stay away, the less chance they will return; and 3) changes in the economic balance between the place of origin and the place of destination directly affect the volume of return migration. A source of conflict in the adjustment of Puerto Rican return migrants is the difference in cultural values of the 2 settings in which the return migrant student has to live. This study of 273 students shows that there were differences between nonmigrants and circulatory migrants in reading achievement. There were a large number of young people with serious reading problems in their primary school language (English) and the 2nd language (Spanish). A negative relationship between physical adjustment and reading achievement suggests that achievement in reading will increase as soon as the physical adjustment takes place.^ieng