COMPARAÇÃO DE MEDIDAS CEFALOMÉTRICAS DOS ESPAÇOS AÉREOS NASO E OROFARÍNGEO ENTRE RESPIRADORES NASAIS E ORAIS

A literatura tem evidenciado que o modo respiratório alterado influencia nos aspectos estruturais e funcionais do sistema estomatognático. Objetivo: Comparar as medidas cefalométricas dos espaços aéreos naso e orofaríngeo entre respiradores nasais e com modo respiratório alterado (orais ou oronasais). Método: Este estudo de caráter exploratório e retrospectivo utilizou os prontuários de pacientes atendidos na Clínica de Ortodontia, compreendendo o período de 2000 a 2009, sendo que dos 87 indivíduos (má oclusão Classe I de Angle) que compuseram a amostra, 55 eram respiradores nasais (RN) e 32 apresentavam modo respiratório alterado (RON - oronasal ou oral), 47 pertenciam ao sexo feminino e 40 ao masculino, com idades entre 8,75 e 22 anos (média de 14,78 anos). Foram analisadas as telerradiografias em norma lateral, não submetidos a tratamento ortodôntico ou fonoaudiológica prévios. As variáveis de análise foram: idade, sexo, raça, modo respiratório e análise dos espaços naso e orofaringeano pelo método adotado por Zanelato. Por meio de análise estatística (teste t de Student e quiquadrado), os resultados foram interpretados quanto à sua significância. Resultados: Houve diferença estatisticamente significante quanto à idade dos grupos (RN>RON); de prevalência de homens (maior no grupo RON), de leucodermas em ambos os grupos, de via aérea súpero-anterior (menor no grupo RON) e tonsila faríngea (maior no grupo RON); e de tamanho de tonsila faríngea em melanodermas. As demais variáveis de análise não evidenciaram diferenças estatisticamente significantes. Conclusão: As medidas cefalométricas do espaço nasofaringeano (menor no grupo RON) e da tonsila faríngea (maior no grupo RON) diferiram entre os grupos e o espaço orofaringeano não se mostrou diferente entre os grupos. Demais fatores, que não exclusivamente o espaço nasofaríngeo e a tonsila faríngea, podem predispor o indivíduo à respiração oronasal ou predominantemente oral e o ortodontista, em sua rotina clínica, pode avaliar objetivamente as particularidades de cada caso e, desta forma, proceder com condutas adequadas o mais precocemente possível.

Investigating high-achieving sixth grade students' erroneous answers on the angle concept in Yozgat

The angle concept is a multifaceted concept having static and dynamic definitions. The static definition of the angle refers to “the space between two rays” or “the intersection of two rays at the same end point” (Mitchelmore & White, 1998), whereas the dynamic definition of the angle concept highlights that the size of angle is the amount of rotation in direction (Fyhn, 2006). Since both definitions represent two diverse situations and have unique limitations (Henderson & Taimina, 2005), students may hold misconceptions about the angle concept. In this regard, the aim of this research was to explore high achievers’ knowledge regarding the definition of the angle concept as well as to investigate their erroneous answers on the angle concept.

104 grade 6 students drawn from four well-established elementary schools of Yozgat, Turkey were participated in this research. All participants were selected via a purposive sampling method and their mathematics grades were 4 or 5 out of 5, and. Data were collected through four questions prepared by considering the learning competencies set out in the grade 6 curriculum in Turkey and the findings of previous studies whose purposes were to identify students’ misconceptions of the angle concept. The findings were analyzed by two researchers, and their inter-rater agreement was calculated as 0.91, or almost perfect. Thereafter, coding discrepancies were resolved, and consensus was established.

The angle concept is a multifaceted concept having static and dynamic definitions.The static definition of the angle refers to “the space between two rays” or“the intersection of two rays at the same end point” (Mitchelmore & White, 1998), whereas the dynamicdefinition of the angle concept highlights that the size of angle is the amountof rotation in direction (Fyhn, 2006). Since both definitionsrepresent two diverse situations and have unique limitations (Henderson & Taimina, 2005), students may holdmisconceptions about the angle concept. In this regard, the aim of thisresearch was to explore high achievers’ knowledge regarding the definition ofthe angle concept as well as to investigate their erroneous answers on theangle concept.

A interseccionalidade de gênero, raça e classe no Programa Ciência sem Fronteiras : um estudo sobre estudantes brasileiros com destino aos EUA

Dissertação (mestrado)—Universidade de Brasília, Faculdade de Educação, Departamento de Pós-Graduação, Mestrado Profissional em Educação, 2015.

Evaluación de la posición hioidea en radiografías de pacientes clase I, II y III esqueletales entre 9 y 18 años de edad registrados en el período 2012 y 2015, de un Centro Radiológico de la Ciudad de Cuenca

Objetivo: El objetivo del presente estudio descriptivo, fue evaluar la posición del hueso hioides en los diferentes patrones esqueletales de Clase I, II y III mediante el trazado cefalométrico del triángulo hioideo propuesto por Bibby y Preston, estableciendo diferencias entre cada clase esqueletal. Materiales y métodos: La muestra consistió en 161 radiografías cefálicas laterales digitales, correspondientes a individuos de ambos sexos (75 hombres y 86 mujeres), entre edades de 9 y 18 años, las mismas que fueron divididas en tres subgrupos (Clase I, clase II y clase III) de acuerdo a los ángulos ANB y APDI. Se determinó la posición anteroposterior, vertical y angular del hueso hioides mediante el trazado cefalométrico del triángulo hioideo siendo el mentón, la tercera vértebra cervical y el hueso hioides las estructuras anatómicas utilizadas para el trazado del mismo. Se obtuvieron medidas estándar para cada clase esqueletal. Resultados: Se observaron diferencias estadísticamente significativas en la medida de H-Rgn entre clase I y II y entre clase II y III (p<0,005). El valor del ángulo del plano hioidal presentó diferencias estadísticamente significativas entre clase I y III y entre clase II y III (p<0,005). Se evidenciaron diferencias estadísticamente significativas entre hombres y mujeres con clase I esqueletal en la medida H-Rgn (p<0,005). Conclusiones: La posición del hueso hioides varía en los diferentes patrones esqueletales. Sin embargo, su posición en relación a la columna cervical presenta menos variabilidad que su relación con la mandíbula

Classe de Mathématiques réalité et communication

Cette étude se concentre sur une expérience d'enseignement exploratoire des mathématiques (EEM), réalisée avec des élèves de 5ème année, dans laquelle on établit une forte connexion avec la réalité et on intensifie la capacité de communication des élèves, tout en promouvant la résolution de problèmes et le raisonnement mathématique. Les leçons de mathématiques sont organisées en quatre phases: (i) Lancement de la tâche aux élèves; (ii) Développement de la tâche; (iii) Discussion de la tâche; et (iv) Systématisation de l’apprentissage mathématique. Afin de préparer la discussion de la tâche, l'enseignante a mis en œuvre la galerie des tâches, grâce à laquelle les élèves ont leur premier contact avec les résolutions de leurs collègues: ils peuvent poser des questions et enregistrer des commentaires dans les feuilles exposées. Cet article présente les résultats d'une leçon sur les pourcentages, dans laquelle les élèves ont travaillé la tâche intitulée « Rabais au Bit-@-Byte ». L'analyse de cette tâche ainsi que les résultats des tâches similaires de la réalité effectuées tout au long de l'année scolaire montrent que le modèle d'enseignement exploratoire des mathématiques (EEM) permet des améliorations dans l'apprentissage des mathématiques au niveau des concepts et aussi des capacités transversales comme le raisonnement, la communication et la résolution de problèmes mathématiques.

Classe II divisão 1

Introdução: A Classe II Divisão 1 trata-se de um tipo de má oclusão com elevada prevalência na população com repercussões tanto físicas como psicológicas que pode ser diagnosticado precocemente em dentição mista, cujo seu tratamento pode ser apenas corretivo em dentição permanente ou bifásico com a primeira fase realizada em dentição mista. Objetivo: O objetivo do trabalho é realizar uma revisão sobre o diagnóstico e tratamento de Classe II Divisão 1 em dentição mista, averiguando qual a melhor metodologia a adotar. Materiais e Métodos: Para a concretização do presente trabalho foi realizada uma revisão bibliográfica, no presente ano, recorrendo-se a diversos motores de busca online, nomeadamente, Pubmed, Scielo, Medline, Science Direct, Elsevier e Scholar Google, utilizando como palavras-chave: “ class II”, “mixed dentition”, “overjet” e “orthodontic treatment”. A pesquisa foi realizada sem limite temporal, no entanto primazia foi conferida a artigos mais recentes. Os artigos foram selecionados mediante o seu rigor científico e interesse para o tema. Conclusão: Após a análise de vários estudos que averiguaram a necessidade de duas fases de tratamento ortodôntico em situações de Classe II Divisão 1 concluiu-se que para um maior conforto do paciente, assim como pelos resultados obtidos, o tratamento apenas em uma fase será o mais indicado. Quanto ao momento mais oportuno para a intervenção ainda existe espaço para debate, ficando claro que dependerá do paciente assim como da metodologia adotada pelo ortodontista.

L'Intégration d'un Module d'Étude Internet Dans la Classe de Comptabilité: Perceptions des Élèves et les Résultats Académiques

Implemented in the context of Business Administration students enrolled in a college level three year technology program, this research investigated students’ perceptions and academic results concurrent with the implementation of an online web module designed to facilitate student self-study. The students involved in this research were enrolled in a program that, while offering a broad education in business disciplines, specialized in the field of accounting. As a result, students were enrolled in academically rigorous accounting courses in each of the six semesters of the program. The weighting of these accounting courses imposes a significant self-study component – typically matching or exceeding the time spent in class. In this context many of the students enrolled in the Business Administration Program have faced difficulties completing the self-study component of the course effectively as demonstrated in low homework completion rates, low homework grade averages and ultimately low success rates in the courses. In an attempt to address this situation this research studied the implementation of a web-based self-study module. Through this module students could access a number of learning tools that were designed to facilitate the self-study process under the premise that more effective self-study learning tools will help remove obstacles and provide more timely confirmation of learning during student self-study efforts. This research collected data from a single cohort of students drawn from the first three sequential accounting courses of the Business Administration Program. The web-based self-study module was implemented in the third of the three sequential accounting courses. The first two of these courses implemented a traditional manual self-study environment. Data collected from the three accounting courses included homework completion rates, homework, exam and final grades for the respective courses. In addition the web-study module allowed the automatic reporting of student usage of a number of specific online learning tools. To complement the academic data, students were surveyed to gain insight into their perceptions of the effectiveness of the web-based system. The research provided a number of interesting insights. First among these was a confirmation of the importance of the self-study process in the academic achievement of the learners. Regardless of the self-study environment, manual or web-enhanced, a significant positive correlation existed between the students’ self-study results, demonstrated in both homework completion rates and homework averages and the corresponding final grades. These results confirm the importance of self-study found generally in the prevailing academic literature regarding students enrolled in higher education. In addition, the web-enhanced learning environment implemented during the third accounting course coincided with significantly higher homework completion rates and corresponding homework averages: homework completion rates in particular increased from a combined average of 63% in the first two accounting courses to 93% in the web-enhanced context of the third accounting course. Moreover, the homework completion rates of the web-enhanced course were evenly distributed across the cohort of students. A quartile-based analysis was subsequently completed. Quartiles were constructed by ranking the students according to their combined average homework completion rates from the first two manual self-study courses, Accounting I and II. The quartile-based homework completion rates for the manual self-study courses Accounting I and II were subsequently compared to the results these same quartiles of students achieved in the web-based self-study within Accounting III. While the first two courses demonstrated significantly uneven homework completion rates across the quartiles ranging from 31% to 91% homework completion rates, the differences among the four quartiles within the web-enhanced module, with an average homework completion rate of 93%, were statistically insignificant. Congruent with the positive academic results observed in the third, web-enhanced course, through the corresponding survey, students expressed a strong attitude in favor of the online self-study environment. This research was designed to add to the existing research that studies the implementation of learning in an online setting. Specifically, the research was designed to explore a middle ground of online learning – a web-enhanced course – a context that supplements the classroom experience rather than replacing it. The web-enhanced accounting course demonstrated impressive favorable results, both academically and in terms of students' perception of the system; these results suggest that a web-enhanced environment can provide learning tools that facilitate the self-study process while providing a structured learning environment that can help developing learners reach their potential.

Congenital thoracic vertebral malformations in brachycephalic “screw-tailed” dog breeds: Validation of a human classification scheme and a method of Cobb angle measurement in the assessment of vertebral column deformity

Congenital vertebral malformations are common in brachycephalic “screw-tailed” dog breeds such as French bulldogs, English bulldogs, Boston terriers, and Pugs. Those vertebral malformations disrupt the normal vertebral column anatomy and biomechanics, potentially leading to deformity of the vertebral column and subsequent neurological dysfunction. The initial aim of this work was to study and determine whether the congenital vertebral malformations identified in those breeds could be translated in a radiographic classification scheme used in humans to give an improved classification, with clear and well-defined terminology, with the expectation that this would facilitate future study and clinical management in the veterinary field. Therefore, two observers who were blinded to the neurologic status of the dogs classified each vertebral malformation based on the human classification scheme of McMaster and were able to translate them successfully into a new classification scheme for veterinary use. The following aim was to assess the nature and the impact of vertebral column deformity engendered by those congenital vertebral malformations in the target breeds. As no gold standard exists in veterinary medicine for the calculation of the degree of deformity, it was elected to adapt the human equivalent, termed the Cobb angle, as a potential standard reference tool for use in veterinary practice. For the validation of the Cobb angle measurement method, a computerised semi-automatic technique was used and assessed by multiple independent observers. They observed not only that Kyphosis was the most common vertebral column deformity but also that patients with such deformity were found to be more likely to suffer from neurological deficits, more especially if their Cobb angle was above 35 degrees.

New dimeric supramolecular structure of mixed (phthalocyaninato)(porphyrinato)-europium(III) sandwiches : preparation and spectroscopic characteristics

The mixed double-decker Eu\[Pc(15C5)4](TPP) (1) was obtained by base-catalysed tetramerisation of 4,5-dicyanobenzo-15-crown-5 using the half-sandwich complex Eu(TPP)(acac) (acac = acetylacetonate), generated in situ, as the template. For comparative studies, the mixed triple-decker complexes Eu2\[Pc(15C5)4](TPP)2 (2) and Eu2\[Pc(15C5)4]2(TPP) (3) were also synthesised by the raise-by-one-story method. These mixed ring sandwich complexes were characterised by various spectroscopic methods. Up to four one-electron oxidations and two one-electron reductions were revealed by cyclic voltammetry (CV) and differential pulse voltammetry (DPV). As shown by electronic absorption and infrared spectroscopy, supramolecular dimers (SM1 and SM3) were formed from the corresponding double-decker 1 and triple-decker 3 in the presence of potassium ions in MeOH/CHCl3.

Electrochemistry of Heteroleptic Tris(phthalocyaninato) Rare Earth(III) Complexes

The electrochemical characteristics of a series of heteroleptic tris(phthalocyaninato) complexes with identical rare earths or mixed rare earths (Pc)M(OOPc)M(OOPc) [M = Eu...Lu, Y; H2Pc = unsubstituted phthalocyanine, H2(OOPc) = 3,4,12,13,21,22,30,31-octakis(octyloxy)phthalocyanine] and (Pc)Eu(OOPc)Er(OOPc) have been recorded and studied comparatively by cyclic voltammetry (CV) and differential pulse voltammetry (DPV) in CH2Cl2 containing 0.1 M tetrabutylammonium perchlorate (TBAP). Up to five quasi-reversible one-electron oxidations and four one-electron reductions have been revealed. The half-wave potentials of the first, second and fifth oxidations depend on the size of the metal center, but the fifth changes in the opposite direction to that of the first two. Moreover, the difference in redox potentials of the first oxidation and first reduction for (Pc)M(OOPc)M(OOPc), 0.85−0.98 V, also decreases linearly along with decreasing rare earth ion radius, clearly showing the rare earth ion size effect and indicating enhanced π−π interactions in the triple-deckers connected by smaller lanthanides. This order follows the red-shift seen in the lowest energy band of triple-decker compounds. The electronic differences between the lanthanides and yttrium are more apparent for triple-decker sandwich complexes than for the analogous double-deckers. By comparing triple-decker, double-decker and mononuclear [ZnII] complexes containing the OOPc ligand, the HOMO−LUMO gap has been shown to contract approximately linearly with the number of stacked phthalocyanine ligands.

The ageing of alumina hydrolysates synthesized from sec-butoxyaluminium(III)

A combination of X-ray diffraction, thermal analysis and Raman spectroscopy was employed to characterise the ageing of alumina hydrolysates synthesised from the hydrolysis of anhydrous tri-sec-butoxyaluminium(III). X-Ray diffraction showed that the alumino-oxy(hydroxy) hydrolysates were pseudoboehmite. For boehmite the lamellar spacings are in the b direction and multiple d(020) peaks are observed for the un-aged hydrolysate. After 4 h of ageing, a single d(020) peak is observed at 6.53 Å. Thermal analysis showed five endotherms at 70, 140, 238, 351 and 445°C. These endotherms are attributed to the dehydration and dehydroxylation of the boehmite-like hydrolysate. Raman spectroscopy shows the presence of bands for the washed hydrolysates at 333, 355, 414, 455, 475, 495, 530 and 675 cm–1. These bands are attributed to pseudoboehmite. Ageing of the hydrolysates results in an increase in the crystallite size of the pseudoboehmite.

Comparative Electrochemical Study of Unsubstituted and Substituted Bis(phthalocyaninato) Rare Earth(III) Complexes

The electrochemistry of homoleptic substituted phthalocyaninato rare earth double-decker complexes M(TBPc)2 and M(OOPc)2 [M = Y, La...Lu except Pm; H2TBPc = 3(4),12(13),21(22),30(31)-tetra-tert-butylphthalocyanine, H2OOPc = 3,4,12,13,21,22,30,31-octakis(octyloxy)phthalocyanine] has been comparatively studied by cyclic voltammetry (CV) and differential pulse voltammetry (DPV) in CH2Cl2 containing 0.1 M tetra-n-butylammonium perchlorate (TBAP). Two quasi-reversible one-electron oxidations and three or four quasi-reversible one-electron reductions have been revealed for these neutral double-deckers of two series of substituted complexes, respectively. For comparison, unsubstituted bis(phthalocyaninato) rare earth analogues M(Pc)2 (M = Y, La...Lu except Pm; H2Pc = phthalocyanine) have also been electrochemically investigated. Two quasi-reversible one-electron oxidations and up to five quasi-reversible one-electron reductions have been revealed for these neutral double-decker compounds. The three bis(phthalocyaninato)cerium compounds display one cerium-centered redox wave between the first ligand-based oxidation and reduction. The half-wave potentials of the first and second oxidations and first reduction for double-deckers of the tervalent rare earths depend on the size of the metal center. The difference between the redox potentials of the second and third reductions for MIII(Pc)2, which represents the potential difference between the first oxidation and first reduction of [MIII(Pc)2]−, lies in the range 1.08−1.37 V and also gradually diminishes along with the lanthanide contraction, indicating enhanced π−π interactions in the double-deckers connected by the smaller, lanthanides. This corresponds well with the red-shift of the lowest energy band observed in the electronic absorption spectra of reduced double-decker [MIII(Pc′)2]− (Pc′ = Pc, TBPc, OOPc).

Vibrational spectroscopy of phthalocyanine and naphthalocyanine in sandwich-type (na)phthalocyaninato and porphyrinato rare earth complexes: Part 14. The infrared and Raman characteristics of phthalocyanine in “pinwheel-like” homoleptic bis[1,8,15,22-tetrakis(3-pentyloxy)phthalocyaninato] rare earth(III) double-decker complexes

The infrared (IR) spectroscopic data and Raman spectroscopic properties for a series of 13 “pinwheel-like” homoleptic bis(phthalocyaninato) rare earth complexes M[Pc(α-OC5H11)4]2 [M = Y and Pr–Lu except Pm; H2Pc(α-OC5H11)4 = 1,8,15,22-tetrakis(3-pentyloxy)phthalocyanine] have been collected and comparatively studied. Both the IR and Raman spectra for M[Pc(α-OC5H11)4]2 are more complicated than those of homoleptic bis(phthalocyaninato) rare earth analogues, namely M(Pc)2 and M[Pc(OC8H17)8]2, but resemble (for IR) or are a bit more complicated (for Raman) than those of heteroleptic counterparts M(Pc)[Pc(α-OC5H11)4], revealing the decreased molecular symmetry of these double-decker compounds, namely S8. Except for the obvious splitting of the isoindole breathing band at 1110–1123 cm−1, the IR spectra of M[Pc(α-OC5H11)4]2 are quite similar to those of corresponding M(Pc)[Pc(α-OC5H11)4] and therefore are similarly assigned. With laser excitation at 633 nm, Raman bands derived from isoindole ring and aza stretchings in the range of 1300–1600 cm−1 are selectively intensified. The IR spectra reveal that the frequencies of pyrrole stretching and pyrrole stretching coupled with the symmetrical CH bending of –CH3 groups are sensitive to the rare earth ionic size, while the Raman technique shows that the bands due to the isoindole stretchings and the coupled pyrrole and aza stretchings are similarly affected. Nevertheless, the phthalocyanine monoanion radical Pc′− IR marker band of bis(phthalocyaninato) complexes involving the same rare earth ion is found to shift to lower energy in the order M(Pc)2 > M(Pc)[Pc(α-OC5H11)4] > M[Pc(α-OC5H11)4]2, revealing the weakened π–π interaction between the two phthalocyanine rings in the same order.