Anthropometric-based selection and sprint kayak training in children

A 12 week kayak training programme was evaluated in children who either had or did not have the anthropometric characteristics identified as being unique to senior elite sprint kayakers. Altogether, 234 male and female school children were screened to select 10 children with and 10 children without the identified key anthropometric characteristics. Before and after training, the children completed an all-out 2 min kayak ergometer simulation test; measures of oxygen consumption, plasma lactate and total work accomplished were recorded. In addition, a 500 m time trial was performed at weeks 3 and 12. The coaches were unaware which 20 children possessed those anthropometric characteristics deemed to favour development of kayak ability. All children improved in both the 2 min ergometer simulation test and 500 m time trial. However, boys who were selected according to favourable anthropometric characteristics showed greater improvement than those without such characteristics in the 2 min ergometer test only. In summary, in a small group of children selected according to anthropometric data unique to elite adult kayakers, 12 weeks of intensive kayak training did not influence the rate of improvement of on-water sprint kayak performance.

Craniofacial morphology and otitis media with effusion in children

Otitis media with effusion (OME) affects 28-38% of pre-school children, and it occurs due to the dysfunction of the auditory tube. Anatomical development of the auditory tube depends on the craniofacial growth and development. Deviations of normal. craniofacial. morphology and growth using cephatometric studies, may predict the evolution of otitis. Our goal in this paper is to determine if there are differences in craniofacial morphology between children with adenoid enlargement, with and without otitis media with effusion. This is a prospective study in which the sample consisted of 67 children (mate and female) from 5 to 10 years old. All patients presented chronic upper airway obstruction due to tonsil. and adenoid enlargement (>80% degree of obstruction). Thirty-three patients presented otitis media with effusion, for more than 3 months and 34 did not. The tatter composed the control group. Standardized lateral head radiographs were obtained for all. subjects. Radiographs were taken with patient positioned by a cephalostat and stayed with mandibles in centric occlusion and Lips at rest. Radiographs were digitalized and specific Landmarks were identified using a computer program Radiocef 2003, 5th edition. Measurements, angles and tines were taken of the basicranium, maxilla and mandible according to the modified Ricketts analysis. In addition, facial height and facial axis were determined. Children with otitis media with effusion present differences in the morphology of the face, regarding these measures: N-S (anterior cranial base length), N-ANS (upper facial height), ANS-PNS (size of the hard palate), Po-Or.N-Pog (facial depth), Ba-N.Ptm-Gn (facial axis), Go-Me (mandibular Length) and Vaia--Vaip (inferior pharyngeal airway). (C) 2008 Elsevier Ireland Ltd. All rights reserved.

Dietary Fluoride Intake by Children Receiving Different Sources of Systemic Fluoride

There has been no comparison of fluoride (F) intake by pre-school children receiving more traditional sources of systemic F. The aim of this study was to estimate the dietary F intake by children receiving F from artificially fluoridated water (AFW-Brazil, 0.6-0.8 mg F/L), naturally fluoridated water (NFW-Brazil, 0.6-0.9 mg F/L), fluoridated salt (FS-Peru, 180-200 mg F/Kg), and fluoridated milk (FM-Peru, 0.25 mg F). Children (n = 21-26) aged 4-6 yrs old participated in each community. A non-fluoridated community (NoF) was evaluated as the control population. Dietary F intake was monitored by the ""duplicate plate"" method, with different constituents (water, other beverages, and solids). F was analyzed with an ion-selective electrode. Data were tested by Kruskall-Wallis and Dunn`s tests (p < 0.05). Mean (+/- SD) F intake (mg/Kg b.w./day) was 0.04 +/- 0.01(b), 0.06 +/- 0.02(a,b), 0.05 +/- 0.02(a,b), 0.06 +/- 0.01(a), and 0.01 +/- 0.00(c) for AFW/NFW/FS/FM/NoF, respectively. The main dietary contributors for AFW/NFW and FS/FM/NoF were water and solids, respectively. The results indicate that the dietary F intake must be considered before a systemic method of fluoridation is implemented.

Ten-year survival of ART restorations in permanent posterior teeth

This study evaluated the 10-year clinical performance of high-viscosity glass-ionomer cement placed in posterior permanent teeth by means of the Atraumatic Restorative Treatment (ART) approach. One operator placed 167 single- and 107 multiple-surface restorations in 43 high-risk caries pregnant women (mean decayed teeth = 9.8 +/- 5.5). Examinations were performed at 1-, 2-, and 10-year intervals according to ART criteria. In the last evaluation, the US Public Health Service (USPHS) criteria were also used. After 10 years, 129 restorations (47.1%) were evaluated and achieved a cumulative survival rate of 49.0% (SE 7.2%). The 10-year survival of single- and multiple-surface ART restorations assessed using the ART criteria were 65.2% (SE 7.3%) and 30.6% (SE 9.9%), respectively. This difference was significant (jackknife SE of difference; p < 0.05). Using the USPHS criteria, the 10-year survival of single- and multiple-surface ART restorations were 86.5% and 57.6%, respectively. The primary causes of failure were total loss (9.3%) and marginal defects (5.4%). The survival rates observed, especially for the single-surface restorations, confirm the potential of the ART approach for restoring and saving posterior permanent teeth.

The Drop Technique: a Method to Control the Amount of Fluoride Dentifrice Used by Young Children

Purpose: The purpose of this study was to evaluate the amount of dentifrice applied to the toothbrush by school children using a liquid dentifrice (drop technique), when compared to toothpaste. Materials and Methods: A total of 178 school children (4-8 years old) from two cities in Brazil (Bauru and Bariri) participated in the present two-part crossover study. Children from Bauru received training regarding tooth-brushing techniques and use of dentifrice before data collection. In each phase, the amount of toothpaste or liquid dentifrice applied by the children to the toothbrush was measured, using a portable analytical balance (+/- 0.01 g). Data were tested by analysis of covariance (Ancova) and linear regression (p < 0.05). Results: The mean (+/- standard deviation) amounts of toothpaste and liquid dentifrice applied to the toothbrushes for children from Bauru were 0.41 +/- 0.20 g and 0.15 +/- 0.06 g, respectively. For children from Bariri, the amounts applied were and 0.48 +/- 0.24 g and 0.14 +/- 0.05 g, respectively. The amount of toothpaste applied was significantly larger than the amount of liquid dentifrice for both cities. Children from Bariri applied a significantly larger amount of toothpaste, when compared to those from Bauru. However, for the liquid dentifrice, there was no statistically significant difference between the cities. A significant correlation between the amount of toothpaste applied and the age of the children was verified, but the same was not found for the liquid dentifrice. Conclusion: The use of the drop technique reduced and standardised the amount of dentifrice applied to the toothbrush, which could reduce the risk of dental fluorosis for young children.

Conversational influences on young children's responses to misleading questions

The present study investigated the degree to which young children's suggestible responses were related to their pragmatic language ability. In Experiment 1, forty-seven 5- and 6-year-olds were read a short picture story followed the next day by a postevent synopsis that included both consistent and misleading details about the original story. Six days later, a suggestibility effect was evident with responses to questions about the details that had been misled being less accurate than to those about details not misled. Although age significantly correlated with this effect, the relationship was not significant after controlling for the children's pragmatic language ability. The procedure in Experiment 2 was identical with the exception that the thirty-nine 5- and 6-year-olds were questioned in a format that made explicit the intended reference point of the interrogation. A suggestibility effect was now not evident nor was accuracy related to age. Taken together, these results support the position that young children's suggestibility requires a consideration not only in terms of suggestible memories but also in terms of suggestible responses that can result from incorrectly interpreting the intended message of an experimenter's questions. (C) 2001 Elsevier Science Inc. All rights reserved.

Susceptibility of head lice (Pediculus humanus capitis) to pediculicides in Australia

Infestation with head lice, Pediculus humanus capitis, is a worldwide problem, especially among primary (elementary) school children. Although studies in many different countries indicate lower levels of susceptibility to certain insecticides than expected ('resistance'), there is no empirical data from Australia. Data on the susceptibility of head lice to malathion, pyrethrums and permethrin were collected from four schools in Brisbane and one school in northern Queensland. Since no completely susceptible strain of head lice was available and head lice are difficult to keep in culture, a completely susceptible strain of body lice, Pediculus humanus humanus, was used for reference. All five groups of head lice were less susceptible to malathion, pyrethrums and permethrin than were lice from the reference strain. Moreover, the degree of susceptibility to these insecticides varied substantially among schools. Thus, a pediculicide that controlled lice at one school in Brisbane would not necessarily control head lice at another school in the same city. These preliminary data indicate that detailed information on the susceptibility of the different populations of head lice in Queensland to the different insecticides available is needed to maximize the chance of effective control of these increasingly common parasites.

De intruso a tutor: impactos da formação em contexto PNEP

Este trabalho decorre de uma experiência de formação contínua de âmbito nacional, durante um ano letivo, relacionada com o ensino do português no 1º Ciclo no contexto do Programa Nacional de Ensino do Português (PNEP). Para se compreender o impacto da formação e do seu modelo, analisaram-se as produções escritas (do género narrativo e epistolar) dos alunos do 1º ao 4º ano de escolaridade, os resultados das Provas de Aferição de Língua Portuguesa do 4º ano, os inquéritos de avaliação dos formandos à própria formação, da competência da Comissão Nacional de Acompanhamento (CNA) e, ainda, as reflexões dos portefólios produzidos pelos formandos ao longo da formação. Em génese, pretende-se aferir de que modo esta formação interferiu nas aprendizagens e no desenvolvimento de competências dos alunos no domínio da língua materna, nomeadamente ao nível da escrita. Nessa perspetiva, são comparados dois grupos de alunos do mesmo agrupamento, do distrito de Lisboa, sendo o grupo experimental constituído pelos alunos cujos professores frequentaram a ação de formação PNEP e o grupo de controlo formado por alunos cujos professores nunca frequentaram a referida ação. Todavia, podendo o PNEP ser considerado como uma formação inovadora, porque se desenvolve em contexto, procura-se também saber como se sentiram os professores ao longo desta formação, bem como que repercussões e mais-valias obtiveram para as suas práticas pedagógicas e para a resolução real dos problemas vividos na sala de aula. Por fim, cruzando todos os dados de que se dispõe, aspira-se compreender o papel e o contributo da figura do formador no contexto PNEP, o que poderá conduzir a uma nova abordagem de formação, mais consentânea com o conceito de “mentoria”, e seus processos, do que com os pressupostos iniciais assentes numa lógica de “tutoria”. - This study originates from a one year education experience, nation wide, in the wake of the PNEP (Programa Nacional de Ensino do Português, in its maiden form) program. The aim is to understand how the model herein impacts first to fourth year primary school children’s learning and writing skills, how it influences the fourth year’s final exam results, and how it is reflected on practitioners’ (teachers undergoing the PNEP) performance evaluation inquires, and on concept development within their portfolios. In genesis, we seek to analyse whether the PNEP changed the way children attending primary school learn and master Portuguese, particularly its written expression. To do so, the study focus on two different publics, whereby an experimental group was build around a set of classes whose teachers had completed the PNEP education and training program, and a control group, set around a similar sample, but where teachers had no PNEP education or training at all. In addition, because PNEP might be considered as an advanced education model, we also wanted to disclosure how it adds to schoolteachers’ education techniques, and how it would help them solve daily ordinary problems within the classroom. Last but not the least, the study reveals that PNEP can change Portuguese standard education perspectives, changing classic tutorial methodologies towards a, more responsive, mentoring approach.

Processus interactionnel d’appropriation de la syntaxe et de variantes énonciatives diversifiées, indispensable pour l’accès à l’écrit

A investigação tem posto em evidência a correlação entre desenvolvimento linguístico e aprendizagem da leitura e da escrita. Procuramos, em primeiro lugar, explicar, do ponto de vista da linguística, as relações entre oral e escrita focalizando a linguagem da criança desde as primeiras produções à produção autónoma de variantes sintacticamente diversificadas. De seguida, abordamos a questão da passagem do oral à escrita dando especial atenção ao impacto sobre o funcionamento cognitivo do trabalho de ditado ao adulto. Finalmente, propomos pistas de reflexão sobre modalidades de interacção necessárias à entrada no modo escrito e ao seu percurso de aprendizagem dando conta de resultados de investigação acção e formação com a abordagem «Coup de pouce Langage».

Didáticas do estudo do meio: abordagens transversais no Jardim-de-infância e 1º ciclo do Ensino Básico

Mestrado, Educação Pré-Escolar e Ensino do 1º Ciclo do Ensino Básico, 23 de Abril de 2014, Universidade dos Açores (Relatório de Estágio).

Estratégias de abordagem à escrita criativa em educação pré-escolar e 1º ciclo do Ensino Básico

Mestrado, Educação Pré-Escolar e Ensino do 1º Ciclo do Ensino Básico, 2 de Julho de 2013 (Relatório de Estágio).

A resolução de problemas e o cálculo mental na educação pré-escolar e no ensino do 1.º ciclo do ensino básico: uma reflexão em contexto de estágio

Mestrado (PES II), Educação Pré-Escolar e Ensino do 1º Ciclo do Ensino Básico, 1 de Julho de 2014, Universidade dos Açores.

Pedagogia diferenciada no 1º ciclo do Ensino Básico

Mestrado (PES II), Educação Pré-Escolar e Ensino do 1º Ciclo do Ensino Básico, 3 de Julho de 2014, Universidade dos Açores.

A criatividade na educação : enquadramento curricular e estratégias de facilitação na educação pré-escolar e 1º ciclo do Ensino Básico

Mestrado (PES II), Educação Pré-Escolar e Ensino do 1º Ciclo do Ensino Básico

Explorar e aprender : os materiais didáticos no contexto da aprendizagem da Matemática na Educação Pré-escolar e no 1.º Ciclo do Ensino Básico

Mestrado (PES II), Educação Pré-Escolar e Ensino do 1º Ciclo do Ensino Básico, 17 de Junho de 2015, Universidade dos Açores.