902 resultados para Guidance dimensions


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This text is mainly aimed to address essential aspects of teacher formation in the light of education-work relations in the higher education, from our systematic experience in higher education teaching, particularly teaching and research in the field of Didactics discipline. This formulation is justified considering our concern in seeking to situate this discussion in the context of bringing together knowledge areas and the field of teaching knowledge. Still, our choice to develop such an approach in the light of work-education relationship is due to the belief about the possibilities of seeking to overcome the requirements imposed by capitalism to our educational system, within the possible contradictions of these relationships. In this context the teachers’ formation in higher education gains social and strategic importance, taking on the task of forming individuals of “action-reflection-action” in a society established historically based on the social relations which settle in the light of capital’s multiple determinations. It appears that, in this sense, the major confrontations have been given within the discussions about what to prioritize or combine in the list of criteria and content for teacher’s formation. In Didactic, we seek to emphasize discussions that we consider with a philosophical background, referring to the orientation of teaching practice in knowledge of contemporary ideological struggle; socio-historical, referring to the possibility of formation of disciplines, among them Didactic, and curriculums and references to support its guidance in the process of teacher’s formation. This context of discussion is based on the concrete teaching practice with a view to transformation and to search for new syntheses in terms of knowledge and in terms of historical reality. Then therefore, our methodological approach grounded in the dimensions of the same unit: historical materialism as posture, method and as praxis.

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Fundação de Amparo à Pesquisa do Estado de São Paulo (FAPESP)

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We point out a misleading treatment in the recent literature regarding confining solutions for a scalar potential in the context of the Duffin-Kemmer-Petiau theory. We further present the proper bound-state solutions in terms of the generalized Laguerre polynomials and show that the eigenvalues and eigenfunctions depend on the solutions of algebraic equations involving the potential parameter and the quantum number. (C) 2014 Elsevier Inc. All rights reserved.

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Orthodontic therapy is known to be associated with the development of gingival recession. Several factors may be involved in the causal chain of this outcome, including anatomical and behavioral aspects. Among the anatomical aspects, the dimensions of the mandibular symphysis could play a predisposing role. This study evaluated the relationship between the mandibular symphysis dimensions prior to orthodontic therapy and the development of gingival recessions on the lower incisors and cuspids. Records from 189 orthodontically treated adolescents were evaluated, including radiographs, casts and intra-oral photographs. Symphysis dimensions were assessed by cephalograms. Gingival margin alterations were determined in photographs and cast models. Association between gingival margin alterations and symphysis dimensions was tested by chi-square (α=0.05). Occurrence of gingival recession increased after orthodontic therapy. No association was observed on average of symphysis dimensions and the occurrence of gingival recessions. It may be concluded that pretreatment symphysis dimensions may not be used as predictors of gingival recession after orthodontic therapy.

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Objective – To correlate facial type measurements of Caucasian individuals with transverse dimensions of normal occlusion arches. Methods – Twenty-one pairs of dental models were selected according to the following inclusion criteria: presence of all permanent teeth from 1 st molar to 1 st molar; normal occlusion; no prosthetic crowns; no previous orthodontic treatment and 2 mm or less of crow- dings or spacings. The cephalometric measurements of lateral cephalometric X-ray of the same individuals were taken and tabulat ed. To evaluate the repetition of arch measurements, paired Student’s t-test and Pearson's correlation coefficient were used. The r elationship between the measurements was analysed by using the Pearson’s correlation. Results – The repetition of the measurements showed high correlation and no systematic error. In the comparison between the measurements, a moderate negative correlation was observed b et- ween facial axis angle and the measurements Upper and Lower 6-6, whereas a positive correlation was observed between dentition height and the latter. Conclusion – It was observed a negative correlation between facial axis angle and upper and lower inter-molar distance as well as a positive correlation between dentition height and upper and lower inter-molar distance.

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Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq)

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Fundação de Amparo à Pesquisa do Estado de São Paulo (FAPESP)

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Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq)

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Fundação de Amparo à Pesquisa do Estado de São Paulo (FAPESP)

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Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq)

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Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq)

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Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

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Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq)

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Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq)