Background: Hormonal changes during pregnancy have been suggested to predispose women to gingivitis. Furthermore, advance periodontal infection in pregnant women may pose a threat to the placenta and uterus and may increase the like hood of preterm delivery. The aim of this study was to investigate the effect of salivary interleukin -6 (IL-6) level and periodontal health among preterm postpartum women. Materials and Methods: Salivary samples were taken from 33 preterm postpartum women (study group) and 33 full term postpartum women (control group). The supernatant salivary samples were assayed using atomic absorption spectrophotometer. Plaque, calculus and gingival indices were used for recording the oral hygiene and gingivitis also probing pocket depth was recorded. Results: The mean values of plaque index, calculus index probing pocket depth were higher among study group than control group with no statistically significant difference, but a highly significant difference was observed in the mean value of GI between the two groups. The full term women had a higher mean value of salivary IL-6 than study group with no statistically significant difference, weak positive correlation was found between salivary IL-6 and probing pocket depth in control group. On the other hand, weak negative correlations were noticed between salivary IL-6 among study group with Plaque index, Gingival index, Calculus index and probing pocket depth, also between salivary IL-6 with PlI, GI and CalI among control group. However, statistically all correlations were not significant. Conclusion: It is concluded that pregnant women during pregnancy required preventive programs directed for improvement of oral health and especially periodontal disease to prevent any pregnancy outcomes such as preterm delivery.
Le présent travail aborde la question de l’enseignement de traduction en tant que matière faisant partie du programme élaboré dans des Départements de Français au sein de certaines universités irakiennes, en particulier celle de Bagdad. La méthode d’enseigner suivie constitue une véritable problématique qu’on a bien diagnostiquée à partir de quelques années d’expériences, à la lumière des observations faites dans des cours de traduction professionnelle, et dans la perspective des citations et témoignages établies par des traductologues et pédagogues et principalement par Marianne LEDERER qui a établi la Théorie Interprétative de la traduction. Mais pourquoi l’enseignement lui-même poserait une telle probl
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