Prevention of oral lesions in children with acute lymphoblastic leukemia

Acute lymphoblastic leukemia (ALL) is the most common form of cancer in children and is responsible for severe stomatologic complications. Treatment consists of four phases of chemotherapy, the main side effect of methotrexate, the drug most used during the intensification phase, is oral mucositis. OBJECTIVE: To evaluate the clinical aspects of the oral mucosa of children with ALL and to determine the effect of 0.12% chlorhexidine gluconate on the prevention of stomatologic complications in these patients. PATIENTS AND METHODS: Thirty-three children treated for ALL ranging in age from 2 to 15 years, without distinction of gender or race, were submitted to visual examination, digital palpation of the oral mucosa and cytologic examination of the buccal mucosa, and divided into two groups: group I consisted of 23 children using an oral solution of 0.12% chlorhexidine gluconate twice a day, and group II consisted of 10 children who did not receive this solution. All children received daily oral hygiene care guided by the dentist throughout treatment. RESULTS: Mucositis was observed in six children of group I and eight of group II, and was characterized by erythema, edema and ulcers. Uniform cytologic findings were obtained for the two groups, with a clear predominance of cells of the intermediate layer in all smears, in addition to a perinuclear halo in 18% of the smears. CONCLUSION: The present results suggest that systematic preventive treatment with 0.12% chlorhexidine gluconate and oral hygiene care reduce the occurrence of oral complications in children with ALL undergoing antineoplastic chemotherapy.

Prevention of oral lesions in children with acute lymphoblastic leukemia

Acute lymphoblastic leukemia (ALL) is the most common form of cancer in children and is responsible for severe stomatologic complications. Treatment consists of four phases of chemotherapy, the main side effect of methotrexate, the drug most used during the intensification phase, is oral mucositis. OBJECTIVE: To evaluate the clinical aspects of the oral mucosa of children with ALL and to determine the effect of 0.12% chlorhexidine gluconate on the prevention of stomatologic complications in these patients. PATIENTS AND METHODS: Thirty-three children treated for ALL ranging in age from 2 to 15 years, without distinction of gender or race, were submitted to visual examination, digital palpation of the oral mucosa and cytologic examination of the buccal mucosa, and divided into two groups: group I consisted of 23 children using an oral solution of 0.12% chlorhexidine gluconate twice a day, and group II consisted of 10 children who did not receive this solution. All children received daily oral hygiene care guided by the dentist throughout treatment. RESULTS: Mucositis was observed in six children of group I and eight of group II, and was characterized by erythema, edema and ulcers. Uniform cytologic findings were obtained for the two groups, with a clear predominance of cells of the intermediate layer in all smears, in addition to a perinuclear halo in 18% of the smears. CONCLUSION: The present results suggest that systematic preventive treatment with 0.12% chlorhexidine gluconate and oral hygiene care reduce the occurrence of oral complications in children with ALL undergoing antineoplastic chemotherapy.

Neurilemmoma of the oral cavity in pediatric patient

Neurilemmomas arising from Schwann cells, rarely found in oral cavity, are characterized by solitary occurrence, slow growth and smooth surface with variable clinical aspects, depending on the nerve origin. Most instances are typically asymptomatic. Microscopically, the histopathological characteristic consists of alternating regions of hypercellularity and hypocellularity such as Antoni A and Antoni B, respectively. The prognosis is favorable; complete surgical removal is the treatment of choice, no recurrence should be expected. The present report shows the case of neurilemmoma in bucal mucosa, in a 9-year-old child. Patient was referred to the Stomatology Clinic of School of Dentistry, Universidade Federal do Rio Grande do Norte, with complaint of nodular mass, with approximately one year development. Patient was submitted to excisional biopsy, with histopathological exam showing diagnosis of neurilemmoma. After 1 year follow-up there has been no recurrence of lesion.

Neurilemmoma of the oral cavity in pediatric patient

Neurilemmomas arising from Schwann cells, rarely found in oral cavity, are characterized by solitary occurrence, slow growth and smooth surface with variable clinical aspects, depending on the nerve origin. Most instances are typically asymptomatic. Microscopically, the histopathological characteristic consists of alternating regions of hypercellularity and hypocellularity such as Antoni A and Antoni B, respectively. The prognosis is favorable; complete surgical removal is the treatment of choice, no recurrence should be expected. The present report shows the case of neurilemmoma in bucal mucosa, in a 9-year-old child. Patient was referred to the Stomatology Clinic of School of Dentistry, Universidade Federal do Rio Grande do Norte, with complaint of nodular mass, with approximately one year development. Patient was submitted to excisional biopsy, with histopathological exam showing diagnosis of neurilemmoma. After 1 year follow-up there has been no recurrence of lesion.

Linguagem matemática: uma proposta de ensino e avaliação da compreensão leitora dos objetos da matemática

This paper discusses aspects related to the mathematical language and its understanding, in particular, by students of final years of elementary school. Accordingly, we aimed to develop a proposal for teaching, substantiated by mathematical modeling activities and reading, which takes advantage of the student of elementary school a better understanding of mathematical language for the content of proportion. We also aim to build / propose parameters for the assessment of reading proficiency of the language of the student in analyzing and modeling process, its ability to develop/improve/enhance this proficiency. For this purpose, we develop a qualitative research, with procedures for an action research whose analysis of the data is configured as Content Analysis. We refer to epistemological and didactic, in the studies: Piaget (1975, 1990), Vygotsky (1991, 2001), Bakhtin (2006), Freire (1974, 1994), Bicudo and Garnica (2006), Smole and Diniz (2001), Barbosa (2001), Burak (1992), Biembengut (2004), Bassanezi (2002), Carrasco (2006), Becker (2010), Zuin and Reyes (2010), among others. We understand that to acquire new knowledge one must learn to read and reading to learn it, this process is essential for the development of reading proficiency of a person. Modeling, in turn, is a process which enables contact with different forms of reading providing elements favorable to the development here mentioned. The evaluation parameters we use to analyze the level of reading proficiency of mathematical language proved to be effective and therefore a valuable tool that allows the teacher an efficient evaluation and whose results can guide you better in the planning and execution of their practice

Interação em sala de aula de língua inglesa: o feedback como estratégia do desempenho assistido

This dissertation aims at characterizing the practices as well as the effects of a teacher s feedback in oral conversation interaction with students in an English Language classroom at a Primary School, 6th Grade in Açu/RN, Brazil. Therefore, this study is based on Vygotsky s (1975) and Bruner´s (1976) researches, which state that the learning process is constructed through interaction between a more experienced individual (teacher, parents and friends) and a learner who plays an active role, a re-constructor of knowledge. It is also based on Ur´s (2006) and Brookhart s (2008) studies (among other authors in Applied Linguistic) who defend that the feedback process needs to be evaluative and formative since it sets interfaces with both students autonomy and learning improvement. Our study is based on qualitative, quantitative and interpretive researches, whose natural environment (the classroom) is a direct source of data generated in this research through field observations/note-taking as well as through the transcriptions of five English classes audio taped. This study shows the following results: the teacher still seems to accept the patterns of interaction in the classroom that correspond to the IRE process (Initiation, Response, Evaluation) in behaviorist patterns: (1) he speaks and determines the turns of speech; (2) the teacher asks more questions and directs the activities most of the time; (3) the teacher´s feedback presents the following types: questioning, modeling, repeated response, praise, depreciation, positive/negative and sarcasm feedback, whose functions are to assess students' performance based on the rightness and wrongness of their responses. Thus, this implies to state that the feedback does not seem to help students improvement in terms of acquiring knowledge because of its normative effects/roles. Therefore, it is the teacher´s role to give evaluative and formative feedback to a student so that he/she should advance in the learning of the language and in the construction of knowledge

A ferramenta VoiceThread em uma abordagem hibrida: o desenvolvimento da produção oral e da habilidade de noticing na aprendizagem de inglês como L2

VoiceThread (VT) is a collaborative and asynchronous web 2.0 tool, which permits the creation of oral presentations with the help of images, documents, texts and voice, allowing groups of people to browse and contribute with comments using several options: voice (microphone or cell phone), text and audio-file or video (webcam) (BOTTENTUIT JUNIOR, LISBÔA E COUTINHO, 2009). The hybrid experience with VoiceThread allows learners to plan their speech before recording it, without the pressure often existent in the classroom. Furthermore, the presentations can be recorded several times, enabling students to listen to them, notice the gaps in their oral production (noticing) and edit innumerous times before publishing them online. In this perspective, oral production is seen as a process of L2 acquisition, not only as practice of already existent knowledge, because it can stimulate the learner to process the language syntactically (SWAIN, 1985; 1995). In this context, this study aims to verify if there is a relation between the oral production of the learners more specifically the grammatical accuracy and the global oral grade and their noticing capacity, how the systematic practice with VoiceThread, in a hybrid approach, can impact the learners global oral development, their oral production in terms of fluency (number of words per minute), accuracy (number of errors in hundred words), and complexity (number of dependent clauses per minute), and on their noticing capacity (SCHMIDT, 1990; 1995; 2001), that is, the learner s capacity of noticing the gaps existent in their oral production. In order to answer these research questions, 49 L2 learners of English were divided into an experimental group (25 students) and a control group (24 students). The experimental group was exposed to the hybrid approach with VT during two months and, through a pre- and post-test, we verified if this systematic practice would positively influence these participants oral production and noticing capacity. These results were compared to the pre- and post-test scores from the control group, which was not exposed to VT. Finally, learners impressions in relation to the use of this tool were also sought through a questionnaire applied after the post-test. The results indicate that there is a statistically significant correlation between the learners speech production (accuracy and global oral grade) and their noticing capacity. Besides, it was verified a positive impact of VoiceThread on the learners speech production variables and on their noticing capacity. They also reveal a positive reaction by the learners in relation to the hybrid experience with this web tool