Histological findings following the use of a space-making device for bone reformation and implant integration in the maxillary sinus of primates

Background: Previous studies have shown that membrane elevation results in predictable bone formation in the maxillary sinus provided that implants can be placed as tent poles. In situations with an extremely thin residual crest which impairs implant placement, it is possible that a space-making device can be used under the sinus membrane to promote bone formation prior to placement of implants. Purpose: The present study was conducted to test the hypothesis that the use of a space-making device for elevation of the sinus membrane will result in predictable bone formation at the maxillary sinus floor to allow placement of dental implants. Materials and Methods: Eight tufted capuchin primates underwent bilateral sinus membrane elevation surgery, and a bioresorbable space-making device, about 6 mm wide and 6 mm in height, was placed below the elevated membrane on the sinus floor. An oxidized implant (Nobel Biocare AB, Gothenburg, Sweden) was installed in the residual bone protruding into the created space at one side while the other side was left without an implant. Four animals were sacrificed after 6 months of healing. The remaining four animals received a second implant in the side with a space-making device only and followed for another 3 months before sacrifice. Implant stability was assessed through resonance frequency analysis (RFA) using the Osstell™ (Osstell AB, Gothenburg, Sweden) at installation, 6 months and 9 months after the first surgery. The bone-implant contact (BIC) and bone area inside the threads (BA) were histometrically evaluated in ground sections. Results: Histologically there were only minor or no signs of bone formation in the sites with a space-making device only. Sites with simultaneous implant placement showed bone formation along the implant surface. Sites with delayed implant placement showed minor or no bone formation and/or formation of a dense fibrous tissue along the apical part of the implant surface. In the latter group the apical part of the implant was not covered with the membrane but protruded into the sinus cavity. Conclusions: The use of a space-making device, with the design used in the present study, does not result in bone formation at the sinus floor. However, membrane elevation and simultaneous placement of the device and an implant does result in bone formation at the implant surface while sites with implants placed 6 months after membrane elevation show only small amounts of bone formation. It is suggested that lack of stabilization of the device and/or a too extensive elevation of the membrane may explain the results. © 2009, Wiley Periodicals, Inc.

Using virtual worlds in distance learning environments

This paper presents two tools developed to facilitate the use and automate the process of using Virtual Worlds for educational purposes. The first tool has been developed to automatically create the classroom space, usually called region in the virtual world, which means, a region in the virtual world used to develop educational activities between professors, students and interactive objects. The second tool helps the process of creating 3D interactive objects in a virtual world. With these tools educators will be able to produce 3D interactive learning objects and use them in virtual classrooms improving the quality and appeal, for students, of their classes. © 2011 IEEE.

Design and evaluation of an advanced virtual reality system for visualization of dentistry structures

This paper presents the development of an application created to assist the teaching of dental structures, generate rich content information and different manners of interaction. An ontology was created to provide semantics informations for virtual models. We also used two devices gesture-based interaction: Kinect and Wii Remote. It was developed a system which use intuitive interaction, and it is able to generate three dimensional images, making the experience of teaching / learning motivating. The projection environment used by the system was called Mini CAVE. © 2012 IEEE.

Motor intervention in children with school learning difficulties

This study sought to evaluate motor development in children aged 6 to 11 years with learning difficulties and school characteristics of delayed motor development, before and after application of a motor intervention program. The sample consisted of 28 children with a mean age of 107.21 ± 16.56 months, who were evaluated by the Motor Development Scale and received motor intervention for 6 months, followed by reassessment. We observed a statistically significant difference between the average of the motor activity ratios in all areas of the evaluation and reevaluation. Also verified in the evaluation were the concentration ratios of children with motor activity greater than or equal to 80 and there was a revaluation increase in this concentration on re-evaluation, the areas with the greatest increase in concentration and significant differences being: Body Schema, Space and temporal Organization. In the overall evaluation of MDS, most children presented the classification of low normal. However, in the reassessment most have evolved into the average normal, only 4 of themremaining in the same classification. Therefore, in this study, children with learning disabilities also showed motor deficits and the intervention applied contributed to an increase in the motor ratios with consequent improvement in motor development. Besides psychopedagogical asistance, it is essential to reassess them and if necessary apply the intervention in the motor development of children with learning difficulties.

A escrita icônica: design gráfico, poesia visual e seus entrelaçamentos

Pós-graduação em Artes - IA

Projeto, processo e produto: cartografia do design de conexões na televisão digital

Pós-graduação em Televisão Digital: Informação e Conhecimento - FAAC

As contribuições do design instrucional na elaboração de ambiente de aprendizagem para a TV digital interativa

Pós-graduação em Televisão Digital: Informação e Conhecimento - FAAC

O Design nos jogos geométricos aplicados ao ensino infantil

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Design & prototipagem: conhecimento e uso da prototipagem rápida no design brasileiro

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Design instrucional: uma abordagem do design gráfico para o desenvolvimento de ferramentas de suporte à Educação a Distância

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Design com identidade: por meio de estudos sócio-culturais e dos signos

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Design de superfície: por uma visão projetual geométrica e tridimensional

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Subjetividade e complexidade em design: um mapeamento acerca do design de relações

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Design, projeto e produto: o desenvolvimento de móveis nas indústrias do Pólo Moveleiro de Arapongas, PR

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Espaço e identidade visual: uma investigação sobre soluções de design para empresas

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)