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This investigation examined the existence of interconnectedness between developing linguistic subsystems. Spontaneous speech samples were collected from 31 typically-developing Greek-speaking toddlers across two age levels, at 28 and 36 months. Correlational analyses were performed synchronically and predictively, revealing significant positive relationships among all language skills within ages. Phonetic and grammatical skills also showed predictive value for later skills. In addition, a cluster analysis on the basis of performance on each individual skill revealed variable linguistic profiles: Low performers showed multiple interactions within and across ages, while High performers showed minimal such interactions. The current results revealed complex interdependencies among the different language skills with children exhibiting variable linguistic profiles, as supported by dynamic systems theory approaches to language acquisition.

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<b><i>Aim:</i></b> The aim of this investigation was to complete a further analysis of existing data to compare risk factors of voice problems as well as create a hierarchical ranking of risk factors in preschool-kindergarten and 1st- to 6th-grade teachers in order to develop a voice hygiene program and prioritize its goals for each group of teachers. <b><i>Methods:</i></b> An online survey was completed by 148 preschool-kindergarten and 301 1st- to 6th-grade public school teachers. Participants were divided into four groups, preschool-kindergarten and 1st- to 6th-grade teachers with no self-perceived voice disorders and preschool-kindergarten and 1st- to 6th-grade teachers with self-perceived voice disorders. A χ² test and a multivariate logistic regression model were used to examine the differences in answers between the preschool-kindergarten teachers with and without voice disorders and the 1st- to 6th-grade teachers with and without voice disorders and to identify the most important predictors. <b><i>Results:</i></b> The significant predictors for preschool-kindergarten teachers are frequently or sometimes continuing to talk after a breath cycle and being exposed to an excessive or a lot of noise generated in the classroom. The significant predictors for 1st- to 6th-grade teachers include having short breaks between classes and continuing to talk frequently after a breath cycle. <b><i>Conclusions:</i></b> Job-related risk factors in preschool-kindergarten and in 1st- to 6th-grade teachers may vary. Therefore, a preventative vocal hygiene education program specifically tailored for each population of teachers is suggested.

A non-parametric method is proposed for monitoring time-to-event data. A cumulative sum chart is constructed that is able to detect an unknown out-of-control state. This method exploits the absolute differences between the Kaplan-Meier estimator and the in-control distribution over specific time intervals. The efficiency of the algorithm is studied via a simulation and a real data study. The new method is also tested via the simulation study against existing methods.