Scientific English and its place in bibliographical research in Dental Medicine : Applied to...

UNIVERSITY OF MONASTIR

FACULTY OF DENTAL MEDICINE

OF MONASTIR

Year 2013 Thesis N°.....

THESIS FOR NATIONAL DIPLOMA OF DOCTOR OF DENTAL MEDICINE

Presented and defended publicly on 01/06 /2013

BY

Soukaier Soudany Born on 08/02/1987 in Gabes

Scientific English and its place in bibliographical research in Dental Medicine

Applied to Removable Appliances in Orthodontics

Thesis Reviewers

JURY:

President : Pr. Faten BEN AMOR Director

Assessors: Pr. Latifa BERREZOUGA Pr. Mohammed Salah KHALFI

Pr. Samir TOBJI

As. Pr. Dalenda HADYAOUI

Guest : Mr. Samir BOUKOTTAYA

Ministère de l'Enseignement Supérieur et de la Recherche Scientifique

Université de Monastir FACULTE DE MEDECINE DENTAIRE DE MONASTIR

Année Universitaire 2012/2013

Doyen: Professeur Ali Ben Rahma Vice-Doyen - Directeur des Etudes: Professeur Lotfi Bhouri Directrice des Stages: Professeur Leïla Guezguez Secrétaire Général: Monsieur Houcine Assali Enseignants:

Département d'Odontologie Chirurgicale Directeur du Département: Pr. Mohamed Ben Khélifa

Médecine et Chirurgie Buccales

Mohamed Habib Hamdi Jamil Selmi Souha Boudegga Mohamed Bassem Khattèche Mohamed Ben Khélifa Lamia Oualha Ikdam Blouza Hajer Hentati Aïcha Zaghbani Samah Sioud Kawthar Souid Wafa Hasni

P.H.U P.H.U P.H.U P.H.U P.H.U P.H.U M.C.A M.C.A M.C.A M.C.A A.H.U A.H.U

Parodontologie

Ridha M'barek Leïla Guezguez Sofiène Turki Sofien Ben Abdallah Héla Jegham

P.H.U P.H.U P.H.U A.H.U A.H.U

Département d'Odontologie Restauratrice et d'Orthodontie Directeur du Département: Pr. Saïda Sahtout

Odontologie Conservatrice

Mohamed Sémir Belkhir Lotfi Bhouri Hédia Ben Ghénaïa Saïda Sahtout Nabiha Douki Sonia Zouiten Zied Baccouche Neïla Zokkar Najet Aguir Chems Belkhir Sana Bagga Afef Oueslati Inès Kallel

P.H.U P.H.U P.H.U P.H.U P.H.U P.H.U P.H.U P.H.U M.C.A M.C.A M.C.A A.H.U A.H.U

Odontologie Pédiatrique et Prévention

Abdellatif Abid Féthi Maâtouk Badiâa Jemmali-Jmour Hichem Ghédira Ahlem Baâziz Imen Gharbi Fatma Masmoudi Mohamed Ali Chemli Imène Jamazi

P.H.U P.H.U P.H.U P.H.U P.H.U M.C.A M.C.A A.H.U A.H.U

Orthopédie Dento-Faciale

Abdellatif Boughzala Adel Ben Amor Samir Tobji Anissa El Yemni-Zinelabidine Nedra Khedher Inès Dallel Saloua Ben Rejeb

P.H.U P.H.U P.H.U M.C.A M.C.A A.H.U A.H.U

Département des Prothèses Directeur du Département: Pr. Hayet Hajjami

Prothèse Conjointe

Mongi Beïzig Mounir Chérif Belhassen Harzallah Hayet Hajjami Jilani Saâfi Hassine Ellafi Imène Naouel Gasmi Zohra Nouira Moncef Omezzine Gnewa Dalenda Hadyaoui Adel Amor Sihem Hajjaji Nouha Mghirbi Ameni Adli Mouhamed Mouldi Chebil Anissa Ben Moussa

Pr. Emérite P.H.U P.H.U P.H.U P.H.U M.C.A M.C.A M.C.A M.C.A M.C.A M.C.A A.H.U A.H.U A.H.U A.H.U A.H.U

Prothèse Partielle Amovible*

Khaled Bouraoui Lamia Mansour Imen Ben Afia Rym Bibi Narjess Hassen Najla Taktak Hiba Triki Insaf Farhat Bassam Mogaâdi Sinda Ammar

Pr. Emérite P.H.U P.H.U M.C.A M.C.A M.C.A M.C.A A.H.U A.H.U A.H.U

Prothèse Totale

Mongi Majdoub Ali Ben Rahma Mohamed Ali Bouzidi Houda Chraïef Sonia Marouane Jamila Jaouadi Karim Masmoudi

P.H.U P.H.U P.H.U P.H.U P.H.U M.C.A A.H.U

Prothèse Maxillo-Faciale Karim Chebbi A.H.U *: Chef du service de PPA: Pr. Mounir Trabelsi

Département des Sciences Fondamentales et Mixtes Directeur du Département: Mme Fathia Khémiss

Anatomie Faten Ben Abdallah Mohamed Salah Khalfi Walid Ghorbel

P.H.U P.H.U M.C.A

Anatomie Dentaire Soumaya Touzi Chiraz Baccouche

M.C.A M.C.A

Anglais Samir Boukottaya Imène Ghaddhab Naziha Ben Mansour

P.P.E.S P.E.S P.E.S

Biochimie

Hassen Bacha Salwa Abid Asma Kassab-Chékir Samia Dabbou Fekih Ahmed Emna El Golli

P.U M.A M.A M.A A.U

Biologie Cellulaire et Moléculaire Leïla Chékir Hédi Hrizi

P.U M.A.

Biomatériaux Mounir Trabelsi Dorra Kammoun

P.H.U M.C.A

Biophysique Abdellatif Chokri A.H.U

Chimie Abdelwaheb Fékih Abderraouf Khabou

P.U M.A

Education Physique & Sport Mohamed Trabelsi Sallouha Sallam-Bouzid

P.E.P.S P.E.P.S

Histologie Buccale Sonia Ghoul Rym Zakhama Tarek Zmantar

P.H.U A.U A.U

Informatique Sellami Ben Hamroun P.E.S Microbiologie - Immunologie Latifa Berrezouga

Ridha Jbir P.H.U A.H.U

Odontologie Légale Nadia Frih P.H.U

Physiologie Monia Dhidah Fathia Khémiss Raja Chebbi Meriem Denguezli-Bouzgarrou

P.H.U M.C. A.H.U A.U.

Radiologie - Imagerie Touhami Ben Alaya Imène Chaâbani

P.H.U A.H.U

En gras: Chef de Service

Acknowledgments

Firstly I would like to express my profound thanks to Mr. the Professor Mohamed Salah Khalfi you did me a great honor by agreeing to direct this

thesis.

I have always admired your passion in your work and serious. Please find here, Dear Master, the testimony of my deep gratitude and great respect.

A special thanks to Ms. the Professor Faten Ben Abdallah Ben Amor, for giving us the honor to address this thesis as president of the jury.

Please find here, Dear Master, the testimony of our deep gratitude and great respect.

I also express my gratitude to our master and judge Ms the Professor Latifa Berrezouga for the interest she has shown in this work by agreeing to sit among

the members of this honorable jury.

I also express my gratitude to Mr. the Professor Samir Tobji, for agreeing to be part of the jury members. Get here Mr. the expression of our gratitude and

deep respect.

I also express my gratitude Ms the Associate Professor Dalenda Hydiaoui, for the interest she testified for the job by agreeing to be part of the members of this

honorable jury.

As well as to Mr the English professor Samir Bokottaya for agreeing to be part of the jury members.

Summary

Summary

Page 1

Summary

Introduction............................................................................................................6

English: An international language for science?

1. English as a global language................................................................................7

1.1. Why English dominates as a global language? ............................................7

1.2. Why do we need a global language? ............................................................9

2. English as the universal language of science.....................................................11

2.1. Opportunities and challenges......................................................................11

2.2. International Collaboration in Science Research .......................................14

Scientific / Medical English

1. How to write a scientific paper ..........................................................................16

1.1. Structure of the main text: The IMRAD example ......................................17

1.2. Planning the article .....................................................................................20

1.3. Style of writing: K.I.S.S (Keep it short and simple) according to Guy

Shakhar ..............................................................................................................20

2. Publishing in an international journal................................................................23

2.1. Why publishes in an international journal..................................................23

2.2. How to choose a journal .............................................................................23

2.3. The finishing touches..................................................................................25

Summary

Page 2

2.4. Useful Dictionary of Dental Terms for English nonnative speakers: FDI

Dental Lexicon and PAHO Glossary of Dental Terms .....................................29

Removable Appliances in Orthodontics: Scope and

Limitations using Scientific English

1. Introduction........................................................................................................30

2. Classification of Removable Orthodontics Appliances.....................................31

2.1. Functional appliances .................................................................................31

2.1.1. Definition .............................................................................................31

2.1.2. Indications............................................................................................32

2.1.3. Examples of Functional ROA..............................................................32

2.1.3.1. Frankel Appliance.........................................................................32

2.1.3.2. Twin Block Appliance..................................................................33

2.1.3.3. Bionator Appliance.......................................................................35

2.1.4. Mechanism of Action of Functional Appliances.................................36

2.1.5. Advantages of Functional Appliances.................................................36

2.1.6. Disadvantages of Functional Appliances ............................................36

2.2. Active Appliances.......................................................................................37

2.2.1. Definition .............................................................................................37

2.2.2. Indications............................................................................................37

2.2.3. Examples of Active ROA ....................................................................37

2.2.3.1. Removable Bite Plane ..................................................................37

2.2.3.2. Sagittal Appliances .......................................................................39

2.2.3.3. Schwarz/Transverse Appliances...................................................42

2.3. Passive Appliances .....................................................................................43

2.3.1. Definition .............................................................................................43

2.3.2. Examples of Passive ROA...................................................................43

Summary

Page 3

2.3.2.1. Hawley Retainer ...........................................................................43

2.3.2.2. Wrap around retainer ....................................................................44

3. Removable appliances in contemporary orthodontics.......................................45

3.1. Initial popularity of removable appliances .................................................45

3.2. Declining use of removable appliances ......................................................46

3.3. Removable Appliances in Contemporary Orthodontics.............................48

Bibliographical research: Richness of English references

1. Introduction........................................................................................................50

2. Methods..............................................................................................................51

2.1. Keywords ....................................................................................................51

2.2. Data Format ................................................................................................51

2.2.1. Photos...................................................................................................51

2.2.2. Videos ..................................................................................................52

2.2.3. Articles.................................................................................................52

2.2.3.1. Slideworld.....................................................................................52

2.2.3.2. AuthorStream................................................................................53

2.2.3.3. Docstoc .........................................................................................54

2.2.3.4. PDF search Engine .......................................................................55

2.2.3.5. Searchdocs.net ..............................................................................56

2.2.3.6. Pubmed .........................................................................................56

2.2.3.7. Sciencedirect.................................................................................57

3. Results................................................................................................................58

3.1. Videos .........................................................................................................58

3.1.1. You Tube .............................................................................................58

3.1.2. Other Video Browsers .........................................................................58

3.2. Photos..........................................................................................................58

Summary

Page 4

3.3. Articles........................................................................................................59

4. Discussion .........................................................................................................60

Conclusion ............................................................................................................62

References .............................................................................................................63

List of Abbreviations

Page 5

List of abbreviations

AMP : Adenosine monophosphate

DNA : Deoxyribonucleic acid

IFN : Interferon

LFH : Lower face height

LLS : Lower face segment

NO : Nitrogen Monoxide

ROA : Removable orthodontic appliances

Introduction

Page 6

Introduction

Due to the advanced technology, science and development of infrastructures; the

world has become a small village, so researchers and scientists around the world

can easily share knowledge, scientific discoveries, and innovations in the

medical field.

To reach these aims a common or global language is widely needed that is why

English today is becoming more and more popular and indispensable. So in this

work we will try to headline:

- The importance of English as the language of science.

- The Simplicity of Medical English.

English is also the communication language of the international scientific

community (Today, over 35 % of science research articles are the result of

international collaborations among researchers from different countries) so we

will give some advises and guide students and professors to:

- How to write scientific articles.

- How to publish in an international journal.

We have chosen the subject “Removable Appliances in Orthodontics “as an

example of Scientific English and try to demonstrate the richness of English

references in dentistry and oral science.


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1. English as a global language [2, 4, 5, 19, 20, 21]

Today, English is becoming more and more popular all over the world.

It is not only considered as the mother tongue of about 60 million speakers in

many countries but also used widely in the world as an international language.

English is the language of the United Nations, international summit meetings

science, technology, business, tourism, medicine etc.

As the mean of communication, English brings people on Earth together and

helps them understand each other and exchange material, cultural and spiritual

values of their own countries.

Needless to say, English is now an indispensable part of our lives; the term

“global language” is now used for English with wide acceptance.

1.1. Why English dominates as a global language?

English is used as an official or semiofficial language in over 60 countries, and

has a prominent place in a further 20.

It is either dominant or well established in all 6 continents.

It is the main language of books, newspapers, airports and air-traffic control,

international business and academic conferences, science, technology, medicine,

diplomacy, sports, international competitions, pop music, and advertising.

Over 2/3of the world’s scientists write in English.

3/4of the world’s mail is written in English.

Of all the information in the world’s electronic retrieval systems, 80% is stored

in English.

English radio programs are received by over 150 million in 120 countries. Over

50 million children study English as an additional language at primary level;

over 80 million study it at secondary level (Except China).


Page 8

Figure 1 : English as a Global Language

Why English can achieve its “global status” can be explained in terms of its

military might, economic and politic power.

British military might in 19th century together with its world’s leading industrial

and trading role and its political imperialism had “sent English around the

globe” and “a language on which the sun never sets”.

Moreover, with the development of technology, science, media, share market,

medicine… the need to have a common language is required.

The reason why English is chosen may lie in the fact that the internet language

or business language, airport language and also the language behind the US

dollar is English.

Furthermore, education systems in English speaking countries are developed,

each year hundreds of thousands students apply for education training there.

One of the main languages used in United Nations conferences is English, also,

the language in world summits or conferences or seminars is English.


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Figure 2 : 3-Circle Model Of world Englishes

1.2. Why do we need a global language?

Translation has played a central role in human interaction for thousands of

years.

When monarchs and ambassadors met on international stage, there would

invariably be interpreters present.

Half the budget of an international organization can easily get swallowed up in

translation costs.

The more a community is linguistically mixed, the less it can rely on individuals

to ensure communication between different groups.

The need for a global language is particularly appreciated by the international

academic and business communities, and it is here that the adoption of a single

lingua franca is most in evidence, both in lecture-rooms and boardrooms, as well

as in thousands of individual contacts being made daily all over the globe.


Page 10

A conversation over the Internet between academic scientists in Sweden, Italy,

and India is at present practicable only if a common language is available.

A situation where a Japanese company director arranges to meet German and

Saudi Arabian contacts in a Singapore hotel to plan a multi-national deal would

not be impossible, if each plugged in to a 3-way translation support system, but

it would be far more complicated than the alternative, which is for each to make

use of the same language.

As these examples suggest, the growth in international contacts has been largely

the result of two separate developments.

Scientists would not be talking so conveniently to each other at all without the

technology of modern communication.

It is now possible, using electronic mail; to copy a message to hundreds of

locations all over the world virtually simultaneously .That is why people so

often talk, these days, of the ‘global village’.

These trends would be taking place, presumably, if only a handful of countries

were talking to each other. What has been so impressive about the developments

which have taken place since the 1950s is that they have affected, to a greater or

lesser extent, every country in the world, and that so many countries have come

to be involved. There is no nation now which does not have some level of

accessibility using telephone, radio, television, and air transport, though

facilities such as fax, electronic mail and the Internet are much less widely

available.

English is also the language of international congresses and meeting in Dental

Medicine such as:


Page 11

- IADR : International Association for Dental Research

- FDI : World Dental Federation

- SENAME: South Europe North African Middle Eastern Association of

implantology and modern dentistry

- AAP: American Academy of Periodontology

- IAPD: International Association of Pediatric Dentistry

- IFDH : International Federation of Dental Hygienist

- IADH : International Association for Disability and Oral Health

- ORCA : European Organization for Caries Research

- IADT : International Association Of Dental Traumatology

- IADS: International Association Of Dental Students

2. English as the universal language of science [12]

2.1. Opportunities and challenges

English is now used almost exclusively as the language of science.

The adoption of a de facto universal language of science has had an

extraordinary effect on scientific communication: by learning a single language,

scientists around the world gain access to the vast scientific literature and can

communicate with other scientists anywhere in the world.

However, the use of English as the universal scientific language creates distinct

challenges for those who are not native speakers of English.

Researchers, manuscript reviewers, and journal editors can help minimize these

challenges, thereby leveling the playing field and fostering international

scientific communication.


Page 12

It is estimated that less than 15% of the world's population speaks English, with

just 5% being native speakers.

This extraordinary imbalance emphasizes the importance of recognizing and

alleviating the difficulties faced by nonnative speakers of English if we are to

have a truly global community of scientists.

For scientists whose first language is not English, writing manuscripts and

grants, preparing oral presentations, and communicating directly with other

scientists in English is much more challenging than it is for native speakers of

English.

Communicating subtle nuances, which can be done easily in one's native tongue,

becomes difficult or impossible.

A common complaint of nonnative speakers of English is that manuscript

reviewers often focus on criticizing their English, rather than looking beyond the

language to evaluate the scientific results and logic of a manuscript.

This makes it difficult for their manuscripts to get a fair review and, ultimately,

to be accepted for publication.

The communications advantage realized by native speakers of English obligates

them to acknowledge and to help alleviate the extra challenges faced by their

fellow scientists from non-English-speaking countries.

Native speakers of English should offer understanding, patience, and assistance

when reviewing or editing manuscripts of nonnative speakers of English.

At the same time, nonnative speakers of English must endeavor to produce

manuscripts that are clearly written.


Page 13

We offer the following guidelines for writing and evaluating manuscripts in the

context of the international community of scientists:

1. Nonnative speakers of English can write effective manuscripts, despite

errors of grammar, syntax, and usage, if the manuscripts are clear, simple,

logical, and concise.

2. When possible, reviewers and editors of manuscripts should look beyond

errors in grammar, syntax, and usage, and evaluate the science.

3. It is inappropriate to reject or harshly criticize manuscripts from nonnative

speakers of English based on errors of grammar, syntax, or usage alone.

If there are language errors, reviewers and editors should provide

constructive criticism, pointing out examples of passages that are unclear

and suggesting improvements.

Reviewers and editors may also suggest that authors seek the assistance of

expert English speakers or professional editing services in preparing

revised versions of manuscripts.

And finally, all involved should bear in mind that most journals employ

copyeditors, whose job it is to correct any lingering errors in grammar,

syntax, and usage before final publication of an article.

4. Nonnative speakers of English must be aware that reviewers, editors, and

journal staff do not have the time or resources to extensively edit

manuscripts for language and that reviewers and editors must be able to

understand what is being reported.


Page 14

It is essential that nonnative speakers of English recognize that their

ability to participate in the international scientific enterprise is directly

related to their ability to produce manuscripts in English that are clear,

simple, logical, and concise.

The fact that English is the de facto global language of science is not

likely to change anytime soon.

Optimizing communication among members of the international

community of scientists, and thus advancing scientific progress, depends

on elimination of obstacles faced by nonnative speakers of the English

language. This ideal can best be achieved when all members of the

scientific community work together.

2.2. International Collaboration in Science Research

Today, over 35 % of science research articles are the result of international

collaborations among researchers from different countries, a 40% increase from

20 years ago.

The number of internationally co-authored papers has more than doubled since

1990.

The U.S., U.K., France and Germany continue to be key hubs of international

collaboration in science research.

Researchers in other developed and developing countries actively collaborate

with scientists from these countries. To collaborate with scientist around the

world we should have a common language which is nowadays English.


Page 15

The following table shows the number of scientific articles published per

country during a period of 10 years. [30]

Table 1 : Top 8 countries by the number of scientific publications (1999-2009)

Rank Country Scientific Publications

1 USA 2.9 M

2 Japan 0.8 M

3 Germany 0.8 M

4 England 0.7 M

5 China 0.7 M

6 France 0.5 M

7 Canada 0.4 M

8 Italy 0.4 M

Here we note that the USA participates with the greater number which is 2.9 M.

So, knowing that English is mother tongue of the USA and according to these

numbers, we can admit that English is the language of science.


Page 16

English is the communication language of the international scientific

community, and international journals and conferences are the channel to spread

worldwide the achievements of researches.

Unfortunately, for a large group of researchers, English is not their native

language, and they find difficult to express themselves in intelligible English to

their audience.

It is common to find researchers that had their work refused for publication

because the reviewers and/or the editors could not understand what was

presented.

In this part we will try to provide few advices about some of the points that

deserve attention when reporting an experiment, and about how to improve the

English writing skills.

1. How to write a scientific paper

A lot of students struggle to write their first few scientific publications. They

often waste a lot of time and effort by proceeding in an inefficient fashion.

The first questions to ask are:

How good is your work?

Is the research on which the paper is to be based worth publishing in an article?

Would it be better in something less formal such as a short note?

These questions can be expanded as follows:

- How good is your experimental design or data?

- Are you repeating someone else’s work or is your approach novel or

original?

- How robust are the conclusions in relation to the evidence presented?

All international dental journals share the same basic rules about how papers

should be written, but you cannot assume that the instructions given for writing


Page 17

a paper in one journal will be the same as the instructions for another journal,

even from the same publisher.

1.1. Structure of the main text: The IMRAD example [9, 18,

24]

Formal scientific communication depends on providing a concise and highly

structured account of research findings and there is no escape from organizing

your discoveries in this way.

The main text of nearly all scientific papers has the same basic structure. This

has been summarized by an expert using the acronym IMRAD.

Figure 3 : IMRAD: Introduction, Methods, Results and Discussion

Introduction

The Introduction is the beginning of the research article and lays down the

foundation on which the entire paper is based.

The introduction should be concise and include the background for the study

indicating what is already known and what lacunae exist in the information. It


Page 18

should include the hypothesis being tested or the specific purpose of doing the

research.

A common mistake done in writing the introduction is including a large number

of references.

The introduction should include only those references that are related to the

topic under investigation and not all that exist on that topic.

Also it is important to include the recent references on the topic.

Methods

This section deals with the methodology of the study or the materials and

equipments used in the research.

The study group, be it animals, subjects or patients are also covered in this

section.

This section deals in detail with the protocol used in the study including the

basis of exclusion and inclusion of the subjects in the study.

It is important to declare if the study was approved by the Institutional Ethical

Committee for research on animals and humans and if the clearance was not

obtained, the reasons thereof.

The statistical analysis also forms a part of this section. The tests used for the

analysis of the data along with the confidence intervals should be specified. Also

the statistical software along with its version used for the analysis should be

specified.

Results

The results section deals with only the presentation of the analyzed data without

any discussion or conclusion about the data. It is important to arrange the results

in the order of importance.


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The data can be presented as a paragraph, in tables or in figures.

Duplication of the data in words with that presented in figures and tables should

be avoided to the extent possible.

It is good to present important results in the form of graphs.

Discussion

The discussion is a vital part of the paper and begins with the summary of the

research problem that has been addressed in the article.

There should not be a repetition of the results in discussion.

This section describes the possible reason or hypothesis of the study and

compares it to that of the studies done previously.

It explains how the present study addressed the lacunae in knowledge and what

additional information has been gained by the work done.

The negative findings should also be described along with the possible reasons.

It’s a misconception that only positive findings are important.

Every scientific work has its limitations. Hence it’s a good idea to include the

limitations of the study in the discussion. The discussion should end with the

conclusion of the study in one or two sentences.

After the discussion, it is important to mention the articles which have been

referenced under the heading of “References”.

The “IMRAD” format basically lays down the guidelines for reporting any

research work. However, before submitting any article to a journal, it’s

advisable to go through the “Guidelines for Authors” specific for that journal

which may vary to some extent from journal to journal.


Page 20

1.2. Planning the article

- Make a list of the data to be presented, then consider what data analysis is

necessary.

- Interpret your data and draw conclusions and on that basis decide how

you are going to “tell a story”.

- Plan each section of the manuscript using key points.

- When you have everything you need, start writing properly, expanding on

your bullet points to form a coherent report.

1.3. Style of writing: K.I.S.S (Keep it short and simple)

according to Guy Shakhar [3, 11, 13, 16, 17, 28]

Use simple language and write clearly and succinctly. Try to read what you

write from the outside and see if you can understand what you are trying to

convey. If your message is not clear, the referees and the editor will not always

spend their time trying to work out what you are trying to say.

Short is beautiful:

If a word or phrase can be removed or shortened without losing meaning, do it

Due to the fact that because

With regard to regarding

Prior to before

In accordance with accordingly

Is capable of can

Avoid over-cautious language:

It is possible that this rapid death might be attributable to a cytokine storm

This rapid death may be attributed to a cytokine storm


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Active is more straightforward than passive:

Use the passive voice when it is justified:

- When the doer is irrelevant (e.g. Methods Section)

- For variation

- Linking back

“Our previous study indicated that hypoxia triggers increased

production of NO. Several groups have since confirmed this

surprising finding.”

“Our previous study indicated that hypoxia triggers increased

production of NO. This surprising finding has since been confirmed

by several groups.

Avoid weak verbs that make your writing wimpy:

Be, involve, mediate, affect, induce, allow, initiate, produce, exhibit, permit,

suggest. For example:

“Following IFN ligation, reduced production of cyclic AMP was exhibited by

the cells, allowing more contact formation”

“As IFN activated the cells, they produced less cyclic AMP and

formed more contacts”

Avoid abstract nouns that make your writing fuzzy:

Ability, environment, approach, nature, tendency, parameter…

“Ninety percent of human malignancy-related death is the result of tumor cell

propagation to vital organs.”

“Cancer kills 90% of its victims by spreading to vital organs.”


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Finding the right word:

Prefer the common word to the rare word, the short to the long, the single to the

multiple, the standard to the off-beat, the specific to the general, the definite to

the vague, the concrete to the abstract, the Anglo-Saxon to the Latinate.

Specific words better then general:

Levels concentrations, quantities, copies …

Animals rats, mice…

Changed increased/decreased…

Plays a role facilitate/take part/enhance/compose…

Previous research1 showed Smith showed

Respect the grammatical expectations of the reader:

- Keep the subject and verb close:

“The Ammonite culture, which survived for 5 centuries despite

constant attacks from the Moabites, left little written evidence.”

The Ammonite culture survived for 5 centuries despite constant

attacks from the Moabites. Even so, it left little written evidence.”

- Put contextual and old information first

- Save the punch-line for the end, put important new messages at the

point of syntactic closure:

“The boy emerged unscathed although he was pushed onto the tracks just as the

train arrived.”

“Even though he was pushed onto the tracks just as the train arrived,

the boy emerged unscathed.”

Acronyms and abbreviations:

- Don’t force your reader to remember new acronyms – shorten your

abstract in other ways.


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- Don’t spell out ubiquitous acronyms unless they force you to

(who cares DNA is Deoxyribonucleic Acid?)

2. Publishing in an international journal [6]

2.1. Why publishes in an international journal

Understanding why we hope to publish in an international journal should help us

decide to which journal we should submit.

Researchers usually publish in an international journal because they want:

- Their research findings to become known to others working in the same

field.

- To reach clinicians or specialists, those who will implement the results

of their research in the treatment of patients.

- To get tenure, promotion or research funding.

Quite often the journal must have an impact factor or at least an impact factor is

preferred. The dominance of the impact factor is unfortunate.

There are many good journals without impact factors. No new journal can have

an impact factor until it has been published for two years.

2.2. How to choose a journal

Several reasons for publishing in an international journal have been mentioned.

Sometimes a journal will reach the community a researcher wants to reach and

have a high impact factor but this is not always the case.


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The researcher has to decide what is most important to him or her. The prestige

of the journal is very important to most researchers.

Prestige often depends on factors other than an impact factor, for example the

editor, the editorial board, the perceived quality of the refereeing.

Specific suggestions for finding a journal:

- Make sure that the journal is published online. There are still journals

that only come out in print.

- Check the aims and scope of a range of journals, to see where your

article would fit best. It is better to browse these on the journal’s online

site, rather than from an old print copy. For links to Wiley-Blackwell’s

dentistry journals visit www.wiley.com/ go/dentistry.

- If your research is very specialized, aim for a specialist journal rather

than one intended for a general research audience. Choose the journal

that is likely to be read by those who share a common interest in the

content.

- Look at a recent copy of a journal (or the free content online) to see

what areas of research it publishes.

- Look at the dates of submission and acceptance which most journals

give and then note the month of publication. This demonstrates speed to

publication.


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- Check the affiliations of authors in recent issues and also the

affiliations of members of the editorial board. An international journal

edited from Asia is likely to be more sympathetic to papers being

submitted from the continent.

- If your work has important clinical implications and is written to be

understood by specialists and practitioners, consider a membership

journal that will go to a significant number of such people.

- If the topic of your paper can only be properly explained by the use of

high quality color prints, make sure by inspection that the journal you

choose routinely produces color of high quality.

It is worthwhile researching the journals thoroughly. You will waste a lot of

time if you choose an inappropriate journal for your work.

2.3. The finishing touches

This section is concerned with those aspects of the paper which may cause

particular problems for inexperienced researchers writing in an international

journal for the first time.

The title, the abstract and key words, the references and the presentation of

illustrations are best left until the main part of the paper is written.

It is important to take as much care with these elements of the paper as the main

text.

The title, key words and abstract which will first gain the attention of readers.


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Title:

It is important that the title should be concise and informative. One writer of a

guide to writing in another discipline suggests that it should contain “the

essential words that will grab readers’ attention and let them know what your

article is about”.

Unless the audience for your paper is very specialized, do bear in mind that the

title should be comprehensible to other scientists in related fields and, it is often

suggested, that it should contain no abbreviations.

Abstract:

Writing a clear abstract is particularly important. It is the first part of the paper

that the editor looks at. There is always a word limit for the abstract.

The abstract should not contain abbreviations or references. Whatever the

format, the abstract should give a succinct summary of the content of the article

so that readers are rapidly informed of its content.

A sample of how an abstract can be improved is presented overleaf.

Key words:

Choosing meaningful key words is crucial. The key words must be specific

enough for researchers with similar interests to find your article in their

searches.

Some journals will ask you to select key words from a defined list.

Reference style:

If you have written the main text before making a final decision about the

journal to submit it to, the references will need to be organized at the end of the

process.


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It is important that the journal’s author guidelines, usually quite detailed, are

carefully followed.

If a journal editor receives a paper presented using a different referencing

system, they may return the paper without review.

Illustrations and tables:

• Many journals like hard copy as well as electronic copy where color needs

careful reproduction.

• Tables and graphs should be self-contained and understandable separate from

the text.

• Avoid abbreviations which reduce clarity.

• Use appropriate numbers of decimal places.

• Illustrations should always illustrate a point in the text.


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The process at a glance

Publication of your article completes the process that begins with identifying the

research question to be answered. It can be very satisfying, and provides

opportunities for you to receive feedback on your work from experts in your

field.

Figure 4 : Publishing in an international journal: The Process at a glance


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2.4. Useful Dictionary of Dental Terms for English

nonnative speakers: FDI Dental Lexicon and PAHO

Glossary of Dental Terms

This online dictionary is very practical; it helps students and teachers to find

dental terms from French into English which facilitates the writing of articles

without using Google translation which is not as precise.

Link: http://www.suvison.com/net/hp_fdi_fp.asp

Figure 5 : French-English translation

Paste the Link then click “French-English” then “Submit Query”

Removable Appliances in Orthodontics: Scope and Limitations using Scientific English

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1. Introduction

Early treatment (also known as Phase One) typically begins around age eight or

nine (Phase Two will begin around age 11 or older). The goal of early treatment

is to prevent, intercept, or correct a specific orthodontic problem or problems,

correct the growth of the jaw and certain bite problems such as underbite or

crossbite.

Early treatment helps to:

- Manage potential for damage to dentition such as trauma, attrition,

recession, impactions

- Improve occlusal function: symmetry, functional shifts, attrition

- Improve psychosocial development: self-esteem, esthetics, facial

balance/proportions

- Improve or corrected skeletal discrepancies: improved airway, symmetry,

functional shifts, and facial balance/proportions.

To achieve these objectives removable appliances are required.

Removable appliances are single-arch appliances that can be taken out of the

mouth by the patient; they are capable of simple tipping movements and allow

differential eruption of teeth using biteplanes.

It is possible to achieve adequate occlusal improvement with these appliances

providing that suitable cases are chosen.


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Specific indications for their appropriate use on their own in the mixed dentition

are presented.

Removable can also be used as an adjunct to more complex treatments,

to enhance the effect of fixed appliances, headgear or in preparation for

functional appliances.

They are often utilized during the course of limited tooth movement within

primary, mixed or permanent dentitions.

They may be employed in either upper or lower arches and typically incorporate

finger springs or elastics as active components.

We will try to give the classification of removable appliances in orthodontics

including recognition of their limitations.

2. Classification of Removable Orthodontics

Appliances [6, 8, 7, 14, 22, 25, 26, 27]

Orthodontic appliances can be understood as falling into three basic categories,

as include functional, active and passive.

2.1. Functional appliances

2.1.1. Definition

A functional appliance is an orthodontics appliance that is used to alter the

position of the mandible either by holding it open or by holding it open and

forward.

Pressure created by the stretch of the muscles and soft tissues are transmitted to

the dental and skeletal structures, moving teeth and modifying growth.


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A functional appliance could perhaps be called mandibular displacing device.

The term functional appliance is an abbreviation of myofunctional appliance

which is what such devices were called in Britain during the 1950s and 1960s.

2.1.2. Indications

- Achieve some antero-posterior correction for Class II malocclusion

- Class II div1 with mandibular retrusion, average or reduced LFH

- LFH, or upright or retroclined LLS.

- Can be used as sole appliance in milder cases with well-aligned arches.

2.1.3. Examples of Functional ROA

2.1.3.1. Frankel Appliance

The Frankel appliances are removable designs invented by Professor Rolf

Frankel.

The Frankel philosophy uses the vestibules to enhance favorable growth in

developing dentition and restrict undesirable muscle forces.

IT is reported to provide an “ideal” environment for maximum arch

development and proper skeletal jaw relationship. The three most commonly

used designs are the Frankel II, Frankel III and Frankel IV.

Components:

- Labial bow

- Palatal bow

- Protrusion bow

- Cuspid guide wire


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- Reinforcement wire

- Connecting wires

- Shield connecting wire

- Vestibular shields

- Lingual pad

- Labial pads

Figure 6 : Fränkel Appliance

2.1.3.2. Twin Block Appliance

The Twin Block appliance is a removable appliance, and its high comfort level

allows patient to wear it 24 hours a day.


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Components:

- This appliance actually is made up of two separate appliances that work

together as one.

- The upper plate includes an optional expansion screw to widen upper

arch, if needed, as well as pads to cover molars.

- The lower plate includes pads to cover lower bicuspids.

- These two appliances interlock at an angle, and they move lower jaw

forward and lock it into the ideal position.

- This new position, while temporary, will eventually become the

permanent corrected position.

Figure 7: Twin Block Appliance


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2.1.3.3. Bionator Appliance

The Bionator was originally designed to modify tongue behavior on the basis

that the tongue was the main cause of increased overjet.

It is now recognized that this is only very rarely the case, if at all, but the

bionator design has proved to be a useful functional appliance with a minimal

bulk of acrylic which makes it easy to wear.

Components :

- Lingual flange extensions

- Acrylic bite block (anterior and/or posterior)

- Labial Bow

Figure 8 : The Bionator Appliance


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2.1.4. Mechanism of Action of Functional Appliances

- Changes in neuromuscular anatomy and function that would induce bone

remodeling.

- Adaptive changes to glenoid fossa location to a more anterior and vertical

location direction.

2.1.5. Advantages of Functional Appliances

- It utilizes the growth potential of dental arches to the maximum and can

achieve a better facial profile than conventional appliances.

- Treatment can be commenced in the mixed dentition and can be effective

during pubertal growth spurt.

- Minimal chair side time is required.

- Less frequent adjustment.

- Economical.

- It is the only appliance that brings about true skeletal changes.

2.1.6. Disadvantages of Functional Appliances

- Precise control of tooth position is not possible.

- Variable response in post-pubertal patients and it is ineffective in adults.

- Not suitable for cases where crowding is present.

- With the exception of fixed functional appliance, it is totally dependent on

patient’s cooperation.

- It is bulky and often unpleasant to wear.


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2.2. Active Appliances

2.2.1. Definition

They are designed to be placed and removed by the patient as directed by the

orthodontist .They are used to achieve minor tooth movement (tipping

movement).

2.2.2. Indications

Tooth movement with removable appliances almost always falls into one of the

following categories:

- Increase arch perimeter (arch expansion).

- Repositioning of individual teeth within the arch.

- Intrusion or Extrusion of teeth.

- Anterior Expansion of maxillary incisors.

- Transverse Expansion of the Arches.

- Simultaneous Anterior and posterior expansion.

2.2.3. Examples of Active ROA

2.2.3.1. Removable Bite Plane

The Bite Plane is a removable device to prop opens the bite.

It is usually used when we have a deep overbite which can cause impingement

on the gum tissue or the teeth to wear down.

It also props open the upper teeth to keep lower braces from being bitten off and

the wires to work more freely.

The removable Bite Plane fits in the roof of the mouth and has a flat plane just

behind the upper front teeth.

The lower front teeth contact this plane which keeps the front teeth apart.

This also keeps the back teeth apart which makes chewing a little difficult until

the back teeth grow down into contact (6 months to one year).


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It is worn all the time even for eating unless the dentist gives different

instructions.

Components:

- Palatal acrylic coverage and anterior baseplate

- Adams clasps for retention

- Hawley type labial bow for anterior stabilization (optional)

Note: a C-clasp may be used instead of an Adams clasp if the Adams clasp is

found to interfere with the occlusion.

Figure 9 : Anterior Bite Plane lateral view

Bite Planes can be used on back teeth as well to prop open the bite in the back

and let the front teeth grow down or be freer to move in the proper direction.


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Figure 10 : Posterior Bite Plane

2.2.3.2. Sagittal Appliances

The Sagittal is a removable appliance that fits over the upper back teeth and the

roof of the mouth. It is mostly plastic but has some wires that clamp on the teeth

to hold it in.

The Sagittal is worn all the time, including meals, for about 6 - 12 months. It is

removed for brushing and active sports and the patient turns the screws two

times each week.


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Three-Way Sagittal:

- Class I crowded cases with diverging cuspids.

- Anterior crowding.

- Laterals biting in lingual version or cross-bite.

- Posterior teeth will not distalize as much, Because of cuspid anchorage.

Components: - Acrylic

- Adams claps

- Expansion screws

Figure 11 : Three-Way Sagittal


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Sagittal Appliance Upper :

These will produce only a minimum of lateral expansion to compensate for the

movement of teeth into a wider diameter of the dental arch.

Figure 12 : Sagittal Appliance Upper

Sagittal Appliance Lower:

Components :

- Four delta claps

Figure 13 : Sagittal Appliance Lower


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2.2.3.3. Schwarz/Transverse Appliances

The Transverse or "Schwarz" appliance is a removable appliance designed to

widen the upper jaw.

It can also be used in the lower jaw to upright teeth and create a little more

width.

The upper widening is done to correct a narrow jaw which causes a cross-bite as

well as to gain room for crowded teeth and improve the smile.

The Transverse is an acrylic piece, which fits over the back teeth and the roof of

the mouth.

The only wires in the appliance are used to clamp the teeth and hold it in place.

The plastic covers the back teeth to free up the bite so the teeth can move

"transversely" or get wider without restriction.

There is one or two metal screws embedded in the plastic near the roof of the

mouth that creates the force to move both teeth and bone to a wider position.

The Transverse is worn all the time, including meals for about 6-12 months.

It is removed for brushing and active sports and the patient turns the screws two

times each week.

When the desired width has been reached, the appliance can be worn at night for

a retainer until ready for braces or more comprehensive treatment.

Figure 14 : Schwarz Appliance


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2.3. Passive Appliances

2.3.1. Definition

They are removable appliances which are used to hold or retain alignment of the

teeth after fixed appliance therapy.

2.3.2. Examples of Passive ROA

2.3.2.1. Hawley Retainer

The Hawley retainer is a removable device with a plastic plate in the roof or

floor of the mouth and a wire, which rests against the outside of the six front

teeth. It can be made for the upper or lower jaw and has clasps on the side,

which help hold it in place.

When used as a retainer, it is passive with no force on the front wire or behind

the teeth. It is merely a holding device to prevent the teeth from heading back to

their original position. When braces are removed, the retainer is placed as soon

as possible and worn all the time for six weeks or longer. Then it can be worn

8 - 12 hours for the next two years. In many patients the retainer must be worn

one or several nights a week for life to prevent movement.

Components :

- Acrylic base

- Adam clasp

- Labial bow

- Finger spring ( only for active Hawley appliance)


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Figure 15 : Hawley Retainer

2.3.2.2. Wrap around retainer

It is a removable device which is used to maintain space.

Figure 16 : Wrap Around Retainer


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3. Removable appliances in contemporary

orthodontics

3.1. Initial popularity of removable appliances

At the beginning of the twentieth century, orthodontics in the UK was provided

using removable appliances that consisted of a vulcanite base plate that covered

the palate and capped the molars and premolars for retention. Although the

materials changed, removable appliances remained the principal appliance for

orthodontic treatment in the UK and Europe for the next 70 years. In contrast,

the removable appliance had little impact on American orthodontics, which at

that time was dominated by Edward Angle. Angle was originally a

prosthodontist with an interest in occlusion.

Producing an ideal occlusion relied on the ability to exactly position teeth and

this required the use of fixed appliances. It was Angle that established

orthodontics as a specialty and ran the only postgraduate orthodontic courses in

the world at that time. Consequently, Angle's trainees dominated teaching

departments in the US for the next 40 years – hence the almost exclusive use of

fixed appliances in American orthodontics.

In the UK, the establishment of the National Health Service in 1948 continued to

favour the use of removable appliances. At that time there were only ten

specialist orthodontists so the vast majority of orthodontic treatment was

provided by general dental practitioners, who used removable appliances.

At this time a series of orthodontic advisers to the Department of Health, and

the then Dental Estimates Board, were of the view that the near exclusive use of

removable appliances was the most cost effective way of providing UK

orthodontic care.


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3.2. Declining use of removable appliances

Since the 1970s, in the UK there has been a decline in the use of removable

appliances in favour of fixed appliances.

In 1967, 96% of cases were treated with removable appliances in the General

Dental Services of England and Wales. By 1988 this had fallen to 75%.

A survey of UK consultant orthodontists in 1985 showed that 39% of treatments

involved the use of a removable appliance, either alone or in combination with

other appliance systems.

However, by 1996 this had reduced to 16%.6.

Figure below demonstrates the changing use of removable appliances and fixed

appliances in England and Wales (1994-2000).

Figure 17 : Changing patterns of Removable and fixed Appliances in England and Wales 1999-2000.


Page 47

The move away from the provision of complete orthodontic treatments with

removable appliances has occurred for a number of possible reasons:

- In the 1970s, the length of postgraduate orthodontic training increased

from one to two years and then in the 1980s to three years. This meant

that postgraduates were able to complete supervised treatment of

multibanded cases before they qualified.

- A series of technical advances made it much more efficient to use fixed

appliances.

- This included the introduction of prewelded, preformed orthodontic

bands and, later, directly bonded attachments. The introduction of the pre-

adjusted edgewise bracket reduced the need for complex individually

formed archwires.

- There was a post boomer reduction of 30% in the 12-year-old population

in the 1980s. The reduced number of children requiring treatment meant

the Dental Practice Board could afford to increase fixed appliance fees to

a level where it was financially viable for clinicians to use them under the

NHS.

As our understanding of quality of outcome has improved, other factors have

influenced the decline of use of removable appliances:

- Measurements of treatment outcomes with removable appliances

suggested that the quality of outcome is often not as high as with fixed

appliances.


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- There is a higher discontinuation of treatment associated with the use of

removable appliances

- Fewer general dental practitioners are now willing to undertake

orthodontic treatment and so refer their patients on to specialist

orthodontists. As specialist orthodontists favour the use of fixed

appliances due to the ability to precisely position teeth, this has resulted in

a higher proportion of cases treated with fixed appliances.

3.3. Removable Appliances in Contemporary

Orthodontics

In contemporary orthodontics the removable appliance (as an active appliance)

should be used only in specific clinical situations. A Cochrane review showed

that a removable appliance can be effective for the treatment of a unilateral cross

bite in the mixed dentition when the removal of premature contacts from the

deciduous teeth has been unsuccessful in treating the cross bite. (Harrison JE,

Ashby D 2000)

Along with posterior cross bites, anterior cross bites that have enough room to

allow the tipping of the incisor are also well managed with a removable

appliance. A removable appliance can act as a space maintainer both in the

permanent and deciduous dentition to prevent neighboring tooth migration and

hence loss of space and arch length.

Retention is the phase of orthodontic treatment that attempts to keep teeth in the

corrected positions after orthodontic treatment. Without a phase of retention

there is a tendency for the teeth to return to their original position (relapse). To

prevent relapse, almost every patient who has orthodontic treatment will require

some type of retention (Littlewood SJ, Millett DT, Doubleday B, Bearn DR,

Worthington HV 2006). Removable appliances have a role to play as retainers


Page 49

post orthodontic treatment. Correctly made Hawley type retainers are successful

as long term retainers; however there is no evidence relating to the best practice

regarding retention after orthodontic treatment. The problem of compliance

exists again with a removable retainer and many practitioners as well as patients

prefer to use a bonded lingual/palatal bar as a form of long term retention. This

bar reduces the patient’s ability to floss and can compromise oral hygiene, but as

the above systematic review states there is an urgent need for high-quality

randomized controlled trials in this crucial area of orthodontic practice .

The contemporary uses of removable appliances are considerably more limited

than in the past. This is due to the recognition of their limitations. They should

not be used as a second choice to fixed appliances. Specific indications for their

sole use in the mixed dentition have been described based on investigation of

results using occlusal indices. Removable appliances can also be used in

conjunction with more complex treatments, but further research is required to

confirm whether this enhances the quality and efficiency of treatment or not.


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1. Introduction [12, 15, 23]

Languages used on the Internet provide a compilation of information on the

number of Internet users and the number of Web sites on the Internet by

language.

Most web pages on the Internet are in English. A study made by W3Techs

shows that as of December 2011 more than 56% of all websites use English as

their content language.

Other top languages which are used at least in 2% of websites are German,

Russian, Japanese, Spanish, Chinese, French, Italian and Portuguese. Note that

those figures account for the one million web sites (e.g. 0.27% of the total web

sites according to figures of Dec. 2011) the most visited, according to

Alexa.com, and language is identified using only the home page of the sites in

most of the cases. As a consequence those figures offer a significantly higher

percentage for many languages (especially for English) as compared to the real

figures for the whole universe (which remain unknown as of today but that some

sources estimate below 50% for English - See for instance NET.LANG:

Towards a multilingual cyberspace).

The use of English online has increased by around 281% over the past ten years.

In this part we will compare English references with French references in

quantity, knowing that the subject of our research is “Removable appliances in

orthodontics: Scope and limitations “.


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2. Methods

2.1. Keywords

Keywords that will be used four our research:

- Removable appliances in orthodontics

- Removable appliances

- Appliances

- Bionator

- Retainer

- Hawley Retainer

- Schwarz Appliance

- Sagittal Appliance

- Passive Appliance

- Functional Appliance

- Active Appliance

- Bite plane

- Twin block

2.2. Data Format

Using Keywords previously mentioned we will search for:

- Photos

- Articles (PDF Format, PPT Format, Word Format)

- Videos

2.2.1. Photos

Google Images


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2.2.2. Videos

You Tube, Daily Motion and Vimeo 3 famous video browsers will be used four

our research.

It’s important to notice that this video’s research is precise indeed we have used

a filter in the “Research Box “which helps us to find videos according to

keywords.

To have precise research we should tape “allintitle:” before keywords.

2.2.3. Articles

2.2.3.1. Slideworld

Slideworld.org is a not-for-profit project sponsored by DRB Educational

society.

Slideworld is a powerful web resource, designed to improve educational process

of medical professionals and patients.

Presentations have become one of the salient methods of facilitating education

and a way of communicating new scientific developments.

By virtue of its high catalytic power, proven over time, Slideworld.org facilitates

both education, as well as, outreach for medical professionals, health enthusiasts

and patients.

In practice clinicians and academic faculties, from all over the world, have

contributed to this web portal.


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Figure 18 : Slide World Home page

2.2.3.2. AuthorStream

Author STREAM is a platform for sharing PowerPoint presentations on the

Internet. Author STREAM makes it easier to share PowerPoint slideshows

through blogs, websites, on YouTube and even via iPod.

It is a free website such as Slideworld previously mentioned.

Users can download PowerPoint files if their respective authors have given their

permission to do so. This is a great feature for those who like presentations and

want to use a slide or two to enrich their own.


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Figure 19 : Author Stream Homepage

2.2.3.3. Docstoc

Docstoc hosts the best quality and widest selection of professional documents

(over 20 million) and resources including expert videos, articles and

productivity tools.

Docstoc offers a vast collection of free resources. It also provides the technology

to help facilitate the sharing and promotion of documents across the web and has

popularized the use of embedding documents throughout the blogosphere and

mainstream media.

It contains PDF, WORD and PPT formats.


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Figure 20 : Docstoc Homepage

2.2.3.4. PDF search Engine

PDF Search Engine.org is a site that provides PDF documents in all fields such

as technology, science and medicine.

It is a kind of PDF bank.

Figure 21 : PDF Search Engine


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2.2.3.5. Searchdocs.net

This site is a kind of a search browser it includes 4 useful websites: Docstoc,

Scribd, Edocr and Thinkfreedocs which help to publish, store, share, consult and

search documents for free.

With FlashPaper technology, we can view and read documents online.

Figure 22 : Searchdocs Homepage

2.2.3.6. Pubmed

PubMed comprises more than 22 million citations for biomedical literature from

MEDLINE, life science journals, and online books. Citations may include links

to full-text content from PubMed Central and publisher web sites.


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Figure 23 : Pubmed Homepage

2.2.3.7. Sciencedirect

ScienceDirect is a leading full-text scientific database offering journal articles

and book chapters from more than 2,500 peer-reviewed journals and more than

11,000 books. There are currently more than 11 million articles/chapters, a

content base that is growing at a rate of almost 0.5 million additions per year.

Figure 24 : Sciencedirect Homepage


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3. Results

3.1. Videos

3.1.1. You Tube

The table below illustrates number of videos found using keywords. Table 2 : You tube research results

Results Keyword English French

Removable Orthodontic Appliance

2550 100

Orthodontic Retainer 45 15 Hawley Retainer 32 0

Twin Block Orthodontic+ Twin block Appliance

10 0

Bite plane Appliance 9 0 Bionator ( Orthodontic /

appliance) 5 0

TOTAL 2651 115

It’s important to notice that this video’s research is precise indeed we have used

a filter in the “Research Box “which helps us to find videos according to

keywords.

To have precise research we should tape “allintitle:” before keywords.

3.1.2. Other Video Browsers

We used also Daily Motion and Vimeo but we did not succeeded to have

satisfying results.

It turned out that You Tube is more accurate and richer than other Video

browsers.

3.2. Photos

For photo research we used Google Image.


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We found a lot of photos using all keywords previously mentioned (in English

and French).

But it’s important to mention that when we did our research in English we had

best quality pictures.

3.3. Articles

All sites previously mentioned provided several references talking about

Removable Orthodontics appliance.


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4. Discussion

Analyzing data:

YouTube as an example:

- For “Removable Orthodontic Appliance “we have 2550 videos in English

for 100 in French.

- For “Orthodontic Retainer” we have 45 videos in English for 15 in

French.

- For “Hawley Retainer “we have 32 videos in English for 0 in French.

- For “Bite Plane Appliance” we have 9 videos in English for 0 in French.

According to these statistics we notice the richness of English references

compared to French ones.

Content languages for websites [29]:

Figure 25 : Estimates of the percentages of Web sites using various content languages as of 30

December 2011


Page 61

English is used by 56.6% of all the websites whose content language we know.

The figure below illustrates the percentages of Web sites using various content

languages as of 30 December 2011.

These data are so important they show the dominance of English as a language

of the net.

Indeed for any research using the web, we will have a richness of English

references.

Conclusion

Page 62

Conclusion

The domination of the English language globally is undeniable.

Nowadays it is considered as the international language of science.

In this work we mentioned the positive contributions that a common language

can provide for the medical field, scientific collaboration and medical research.

We headlined also the difficulties that non-native speakers can face, knowing

that the common complaint of nonnative speakers of English is that manuscript

reviewers often focus on criticizing their English, rather than looking beyond the

language to evaluate the scientific results and logic of a manuscript.

The Chapter “Medical English” can be of great use for students and teachers as

well for it helps them on writing scientific articles and publishing in an

international journal.

We have chosen the subject “Removable Appliances in Orthodontics “as an

example of Scientific English and tried to demonstrate the richness of English

references in dentistry and oral science.

To conclude the basic aim for this dissertation is to prove the importance of

developing our English as Tunisians to keep up with advances in the scientific

field and perhaps become more known as scientist in the world.

Monastir the……

References

Page 63

References

1. Adams J, Gurney K and Marshall S

Patterns of international collaboration for the UK and leading partners

(Summary report)

UK Office of Science and Innovation, June 2007

2. B. Russell

How can real intercultural communication be achieved?

Unpublished Manuscript

3. Burnham N.A and L. Hutson Frederick

Scientific English as a Foreign Language

Department of Physics Worcester Polytechnic Institute, October 29, 2007

4. Crystal D

English as a global language Cambridge

Cambridge University Press, 1997

5. Ellis G

The Appropriateness of the Communicative Approach in Vietnam: An Interview

Study in Intercultural Communication

[Master Thesis, Latrobe University, 1992]

6. Faltin KJ et als

Long-term effectiveness and treatment timing for Bionator therapy

Angle Orthod

References

Page 64

7. Graber T.M

The use of muscle forces by simple orthodontic appliances

American Journal of Orthodontics, Volume 76, Issue 1, July 1979

8. Houston W. J. B and Isaacson K. G, John Wright & Sons

Orthodontic treatment with removable appliances: Dental practitioner handbook

American Journal of Orthodontics, Volume 75, Issue 5, May 1979

9. International Committee of Medical Journal Editors

Uniform requirements for manuscripts submitted to biomedical journals:

Writing and editing for biomedical publication

www.icmje.org April 2010

10. L Samaranayake

Writing for publication in an international journal:A practical Guide for Asian

researchers

Journal of investigative and clinical dentistry

11. Lang TA, Secic M

How to report statistics in medicine: annotated guidelines for authors, editors,

and reviewers (medical writing and communication°)

American College of Physicians, New York 1997.

12. Latin Union

Languages and cultures on the Internet - 2007 study.

13. Lippincott, Williams & Wilkins

Manual of Style for Authors and Editors

The American Medical Association, New York 1997

References

Page 65

14. McLaughlin Richard P & Bennett John C

Finishing with the preadjusted orthodontic appliance

Seminars in Orthodontics, Volume 9, Issue 3, September 2003

15. Miniwatts Marketing Group

Number of Internet Users by Language, Internet World Stats

16. Nguyen Tuan V

Scientific Writing: A Friendly Guide

17. Oliveira G

Suggestions for better scientific English writing

Institute of Refrigeration and Cryogenics, Shanghai Jiao Tong University

18. Pal GK

Submitting a good research paper to IJPP

Indian J Physiol Pharma col 2010

19. Pennycook A

The Cultural Politics of English as an International Language

Longman Publishing, New York, 1994.

20. Pham Ha

How do culturally situated notions of “polite” forms influence the way

Vietnamese post graduate students write in English

Australian Journal of Education 3 (2001)

References

Page 66

21. Phillipson R

Linguistics imperialism

Oxford University Press, HongKong, 1992.

22. Profitt.W & als

Contemporary Orthodontics

Elsevier Science, 4th edition, December 2006

23. Rotaru&Alexandru

The foreign language internet is good for business June 2011

24. Sollaci LB, Pereira MG

The introduction, methods, results, and discussion (IMRAD) structure: a fifty-

year survey

J Med Libr Assoc

25. Tenti Federico V

Atlas of orthodontic appliances: Fixed and removable

English Publication Genoa, Italy, 1983, Caravel

26. Wheeler T. et al.

Effectiveness of early treatment of Class II malocclusionAm

J Orthod Dentofacial Orthop.2002

27. Wichelhausl

Dynamic Functional Force Measurements on an Anterior Bite Plane during the

night

Journal of Orofacial Orthopedics 2003

References

Page 67

28. Wilson KG

The Columbia Guide to Standard American English

New York: MJF Book, 1993.

29. W3Techs

Usage of content languages for websites March 2013

30. Young Jo

The top 20 countries for scientific output

Openaccessweek.org November 1, 2011

N°

Soukaier SOUDANY

Scientific English and its place in bibliographical research in Dental Medicine applied to removable appliances in orthodontics;

L’anglais scientifique et sa place dans la recherche bibliographique en médecine dentaire appliqué au sujet : Les appareils amovibles en orthodontie ;

Second cycle thesis - Dental Medicine – Monastir

67 Leafs - 25 Figures - 2 Tables

Abstract: The global predominance of the English language is not questionable, placing it as the international language of science. In this work, we mentioned the positive contributions of a common language in the medical field, scientific collaboration and research. We also headlined the difficulties facing non-native English speakers, who commonly complain that their manuscripts, when reviewed and commented, are often subject to criticism of the language formulation, rather than an objective evaluation of the scientific content and logic guiding the manuscript. As a conclusion, this dissertation aims at proving the importance for Tunisian people to develop their English in order to keep up with developments in the global scientific community and why not claim a rightful position within. Résumé: La prédominance globale de la langue anglaise n'est pas discutable, la plaçant comme la langue internationale de la science. Dans ce travail, nous avons mentionné les contributions positives d'un langage commun dans le domaine médical et dans la collaboration et la recherche scientifique. Nous avons également souligné les difficultés rencontrées par les non anglophones d'origine, qui se plaignent souvent que leurs manuscrits, lorsque examiné et revus, font souvent l'objet de critiques concernant la formulation de la langue, plutôt que d'une évaluation objective du contenu scientifique et de la logique guidant le manuscrit. En conclusion, cette thèse vise à démontrer l'importance pour les tunisiens de développer leur anglais afin de suivre l'évolution de la communauté scientifique mondiale et pourquoi pas prétendre à une place légitime au sein de cette communauté. Column of classification: Orthodontics

Rubrique de classement: Orthodontie

Keywords: Scientific English, Bibliographical research, removable appliances, orthodonticsMots Clés: Anglais scientifique, recherche bibliographique, appareils amovibles, orthodontie

Director : Pr. Med Salah KHALFI

Author Adress : Cité el Amal route de l’aéroport km 4, Sfax

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