Children's cooperative behavior and interactions in trained and untrained work groups in regular classrooms

This study examined group and individual factors that facilitate changes in cooperation and learning outcomes in trained and untrained work groups of elementary school-age children. The study had two foci. The first was to determine if the cooperative behaviors and interactions of children in classroom groups who were trained in cooperative learning skins were different from those of children who were given no training, and the second was to investigate small group interactions and achievement in these groups over time. The results showed that there were observable differences between student interactions in the two conditions and these differences were maintained over time. Compared with children in the untrained groups, those in the trained groups were consistently more cooperative and helpful to each other; they actively tried to involve each other in the learning task by using language which was more inclusive (e.g., frequent use of ''we''), and they gave more explanations to assist each other as they worked together. It appeared that as the children worked together over time, they became more responsive to the learning needs of each other. Furthermore, the children in the trained groups performed significantly better on the learning outcomes questionnaire than those in the untrained groups. (C) 1997 Society for the Study of School Psychology. Published by Elsevier Science Ltd.

Predictors of word-level literacy amongst Grade 3 children in five diverse languages

Groups of Grade 3 children were tested on measures of word-level literacy and undertook tasks that required the ability to associate sounds with letter sequences and that involved visual, auditory and phonological-processing skills. These groups came from different language backgrounds in which the language of instruction was Arabic, Chinese, English, Hungarian or Portuguese. Similar measures were used across the groups, with tests being adapted to be appropriate for the language of the children. Findings indicated that measures of decoding and phonological-processing skills were good predictors of word reading and spelling among Arabic- and English-speaking children, but were less able to predict variability in these same early literacy skills among Chinese- and Hungarian-speaking children, and were better at predicting variability in Portuguese word reading than spelling. Results were discussed with reference to the relative transparency of the script and issues of dyslexia assessment across languages. Overall, the findings argue for the need to take account of features of the orthography used to represent a language when developing assessment procedures for a particular language and that assessment of word-level literacy skills and a phonological perspective of dyslexia may not be universally applicable across all language contexts. Copyright (C) 2008 John Wiley & Sons, Ltd.

Effects of Regular and Low-fluoride Dentifrices on Plaque Fluoride

Previous studies have indicated that the use of low-fluoride dentifrices could lead to proportionally higher plaque fluoride levels when compared with conventional dentifrices. This double-blind, randomized, crossover study determined the effects of placebo, low-fluoride, and conventional dentifrices on plaque fluoride concentrations ([F]) in children living in communities with 0.04, 0.72, and 3.36 ppm F in the drinking water. Children used the toothpastes twice daily, for 1 wk. Samples were collected 1 and 12 hrs after the last use of dentifrices and were analyzed for fluoride and calcium. Similar increases were found 1 hr after the children brushed with low-fluoride (ca. 1.9 mmol F/kg) and conventional (ca. 2.4 mmol F/kg) dentifrices in the 0.04- and 0.72-ppm-F communities. Despite the fact that the increases were less pronounced in the 3.36-ppm-F community, our results indicate that the use of a low-fluoride dentifrice promotes a proportionally higher increase in plaque [F] when compared with that achieved with a conventional dentifrice, based on dose-response considerations.

Light cola drink is less erosive than the regular one: An in situ/ex vivo study

Objective: This in situ/ex vivo study assessed the erosive potential of a light cola drink when compared to a regular one. Methods: During 2 experimental 14-days crossover phases, eight volunteers wore palatal devices with 2 human enamel blocks. The groups under study were: group light, erosive challenge with light cola drink and group regular, erosive challenge with regular cola drink. During 14 days, erosive challenges were performed extraorally 3X/day. In each challenge, the device was immersed in 150 ml of light cola (group light) or regular cola (group regular) for 5 min. Erosion was analysed by surface profilometry (mu m) and surface microhardness change (%SMH). The data were statistically analyzed using paired t test (p<0.05). Results: Group light (0.6 +/- 0.2 mu m) showed significantly lesser wear than group regular (3.1 +/- 1.0 mu m). There was no significant difference between the groups for the %SMH (group light -63.9 +/- 13.9 and group regular -78.5 +/- 12.7). Conclusions: The data suggest that the light cola drink is less erosive than the regular one. (C) 2008 Elsevier Ltd. All rights reserved.

An in situ/ex vivo comparison of the ability of regular and light colas to induce enamel wear when erosion is combined with abrasion

Objective: To evaluate whether the type of cola drink (regular or diet) could influence the wear of enamel subjected to erosion followed by brushing abrasion, Method and !Materials: Ten volunteers wore intraoral devices that each had eight bovine enamel blocks divided into four groups; ER, erosion with regular cola; EAR, erosion with regular cola plus abrasion; EL, erosion with light cola; and EAL, erosion with light cola plus abrasion, Each day for 1 week, half of each device was immersed in regular cola for 5 minutes, Then, two blocks were brushed using a fluoridated toothpaste and electric toothbrush for 30 seconds four times daily, Immediately after, the other half of the device was subjected to the same procedure using a light cola, The pH, calcium, phosphorus, and fluoride concentrations of the colas were analyzed using standard procedures, Enamel alterations were measured by profilometry. Data were tested using two-way ANOVA and Bonferroni test (P < .05), Results: Regarding chemical characteristics, light cola presented pH 3.0, 13.7 mg Ca/L, 15.5 mg P/L, and 0.31 mg F/L, while regular cola had pH 2.6, 32.1 mg Ca/L, 1:8.1 mg P/L, and 0.26 mg F/L, The light cola promoted less enamel loss (EL, 0.36 pm; EAL, 0.39 pm) than its regular counterpart (ER, 0.72 pm; EAR, 0.95 pm) for both conditions, There was not a significant difference (P > .05) between erosion and erosion plus abrasion for light cola, However, for regular cola, erosion plus abrasion resulted in higher enamel loss than erosion alone,.nclusion: The data suggest that light cola promoted less enamel wear even when erosion was followed by brushing abrasion, (Quintessence Int 2011;42:xxx-xx)()

Strongly regular graphs from differences of quadrics

In this note strongly regular graphs with new parameters are constructed using nested "blown up" quadrics in projective spaces. (C) 2002 Elsevier Science B.V. All rights reserved.

Application of a simplified method based on regular regime approach to determine the effective moisture diffusivity of mixture of low molecular weight sugars and maltodextrin during desorption

The binary diffusivities of water in low molecular weight sugars; fructose, sucrose and a high molecular weight carbohydrate; maltodextrin (DE 11) and the effective diffusivities of water in mixtures of these sugars (sucrose, glucose, fructose) and maltodextrin (DE 11) were determined using a simplified procedure based on the Regular Regime Approach. The effective diffusivity of these mixtures exhibited both the concentration and molecular weight dependence. Surface stickiness was observed in all samples during desorption, with fructose exhibiting the highest and maltodextrin the lowest. (C) 2002 Elsevier Science Ltd. All rights reserved.

On learning context-free and context-sensitive languages

The long short-term memory (LSTM) is not the only neural network which learns a context sensitive language. Second-order sequential cascaded networks (SCNs) are able to induce means from a finite fragment of a context-sensitive language for processing strings outside the training set. The dynamical behavior of the SCN is qualitatively distinct from that observed in LSTM networks. Differences in performance and dynamics are discussed.

A alfabetização/educação de surdos na história da educação do Espírito Santo

Este trabalho integra um grupo de pesquisas desenvolvidas pela linha de pesquisa Educação e Linguagens, do Programa de Pós-Graduação da Universidade Federal do Espírito Santo. Trata de uma pesquisa histórica que tem por objetivo investigar a história da alfabetização de surdos no Espírito Santo, nas décadas de 1950 a 1970, a partir da tese inicial de que a educação/alfabetização de crianças surdas, no Espírito Santo, nesse período, tinha por finalidade ensinar a língua nacional, por meio da oralização, tendo em vista o projeto desenvolvimentista adotado pelo então Presidente da República, Juscelino Kubistchek. Fundamenta-se nas concepções de Marc Bloch (2001), ao considerar a História como a ciência dos homens no tempo, com o objetivo de compreender a ação humana, de acordo com as condições históricas de sua época, e nas contribuições da concepção bakhtiniana de linguagem, em especial, no conceito de texto como enunciado, considerando que cada texto/documento traz em seu bojo uma história vivida por sujeitos em dado contexto social e histórico. Nessa direção, a partir da análise de documentos escolares, textos jornalísticos, cartilhas, materiais pedagógicos e documentos oficiais, o trabalho se estruturou no sentido de conhecer o contexto nacional que deu origem às primeiras iniciativas de descentralização na educação de surdos, culminando com a criação de salas especiais em vários Estados brasileiros, incluindo o Espírito Santo. As repercussões, em âmbito local, foram analisadas a partir de dois eixos. No primeiro, focalizaram os aspectos políticos, evidenciando que a desresponsabilização do Poder Público facilitou a parceria entre a esfera pública e a esfera privada na configuração das classes especiais, dentro das escolas comuns. No segundo, destacaram que o Método Oral e o Método Perdoncini, que fundamentaram o processo de alfabetização e que tinham como finalidade ensinar a língua oficial do País, na modalidade oral, dialogaram com as concepções pedagógicas e psicológicas da época, tornando o processo claramente escolar. Conclui que o período foi marcado por um projeto educacional consistente e coerente com os postulados da época, tendo na ação responsável e polifônica da professora Álpia Couto-Lenzi a sua principal interlocutora.