Background: It was stated in scientific literatures that the entire craniofacial complex is influenced by the growth of the cranial base structures. Nevertheless, many times this is not the case, and this point is subject to great controversy so the aim of this study is to evaluate the possible differences in cranial base shape and flexure between different skeletal classes for both genders and to investigate any possible correlation between cranial base variables and other skeletal base variables. Materials and Methods: The sample include 75 lateral cephalometric radiographs of Iraqi adults aged between 18-25 years (39 males, 36 females), collected from patients and undergraduate students in the orthodontic department of College of Dentistry-Baghdad University. The total sample was divided to three major categories depending on ANB angle and dental occlusion into class I control group (12 males, 13 females), class II group (13 males, 12 females) and class III group (14 males, 11 females). Results: The results revealed that no significant difference in all the angular measurements of both skeletal and cranial bases existed between genders, while all linear and area measurements were usually higher in males than females and there was no significant difference in all the skeletal and cranial bases angles existed between different skeletal classes in both genders meaning that there is no relationship between cranial base flexure and skeletal classes. The angles N-S-Ar, N-S-Ba and SN-FH were always correlated negatively with both the angles SNA and SNB in all skeletal classes for both genders, while the angle SBa-FH showed weaker correlation with the angles SNA and SNB than the angle SN-FHin all skeletal classes for both genders. Conclusion: Cranial base flexure is not the main cause of skeletal malocclusions.
Las diferencias entre el pretérito perfecto simple y el imperfecto son uno de los temas más complejos de la lengua española, no sólo para el estudiante, sino para el profesor, puesto que sistematizar los casos y hacerlos fácilmente comprensibles al alumno es tarea difícil. Los profesores de lengua, cuyas investigaciones han dado lugar a una serie de teorías y de corrientes metodológicas y didácticas que permiten enfocar la enseñanza de una lengua extranjera de manera muy distinta a como se hacía tradicionalmente. Vamos a repasar muy brevemente cuáles son estas teorías.
En primer lugar es necesario señalar en qué consiste el aprendizaje de una segunda lengua:
"El aprendizaje de una segunda lengua (L2) es el
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