Heterorhabditis amazonensis RSC5 (Rhabditida: Heterorhabditidae) movement and host recognition

Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq)

Sindicalismo cidadão e economia solidária: uma análise da experiência política da Central Única dos Trabalhadores (CUT)

Pós-graduação em Ciências Sociais - FFC

Cuspal movement related to different polymerization protocols

Objective: The aim of this study to investigate the effects of different polymerization protocols on the cuspal movement in class II composite restorations. Materials and methods: Human premolar teeth were prepared with class II cavities and then restored with composite and three-step and two-step etch-and-rinse adhesive systems under different curing techniques (n = 10). It was used a lightemittingdiode curing unit and the mode of polymerization were: standard (exposure for 40 seconds at 700 mW/cm2), pulse-delay (initial exposure for 6 seconds at 350 mW/cm2 followed by a resting period of 3 minutes and a final exposure of 37 seconds at 700 mW/cm2) and soft-start curing (exposure 10 seconds at 350 mW/cm2 and 35 seconds at 700 mW/cm2). The cuspal distance (µm) was measured before and after the restorative procedure and the difference was recorded as cuspal movement. The data were submitted to two-way ANOVA and Bonferroni test (p < 0.05). Results: The type of adhesive system did not influenced the cuspal movement for all the curing methods. Standard protocol showed the highest values of cuspal movement and was statistically different from the pulse-delay and soft-start curing modes. Conclusion: Although the cuspal displacement was not completely avoided, alternative methods of photocuring should be considered to minimize the clinical consequences of composites contraction stress.

Effect of alendronate sodium on tooth movement in ovariectomized rats

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Effect of mesenchymal stem cells on movement and urination of rats with spinal cord injury

Cell therapy has frequently been reported as a possible treatment for spinal trauma in humans and animals; however, without pharmacologically curative action on damage from the primary lesion. In this study, we evaluated the effect of administering human adipose-derived stem cells (hADSC) in rats after spinal cord injury. The hADSC were used between the third and fifth passages and a proportion of cells were transduced for screening in vivo after transplantation. Spinal cord injury was induced with a Fogarty catheter no. 3 inserted into the epidural space with a cuff located at T8 and filled with 80 mu L saline for 5 min. The control group A (n = 12) received culture medium (50 mu L) and group B (n = 12) received hADSC (1.2 x 10(6)) at 7 and 14 days post-injury, in the tail vein. Emptying of the bladder by massage was performed daily for 3 months. Evaluation of functional motor activity was performed daily until 3 months post-injury using the Basso-Beattie-Bresnahan scale. Subsequently, the animals were euthanized and histological analysis of the urinary bladder and spinal cord was performed. Bioluminescence analysis revealed hADSC at the application site and lungs. There was improvement of urinary bladder function in 83.3% animals in group B and 16.66% animals in group A. The analysis of functional motor activity and histology of the spinal cord and urinary bladder demonstrated no significant difference between groups A and B. The results indicate that transplanted hADSC improved urinary function via a telecrine mechanism, namely action at a distance.

Cooperative effects of H+ and H- hydrido carbonyl ruthenium derivatives; role of homogeneous and heterogeneous protonic and lewis acids in catalytic hydrocarbonylation reactions

The role played by H+ hydrido iodocarbonyl and H- hydrido carbonyl ruthenium catalysts in the different catalytic steps of hydroformylation and hydroesterification of olefins, and in the homologation of alcohols has been investigated. The H- hydrido carbonyl species are mainly involved in the activation of olefins and in the hydrogenation of the acyl intermediates to aldehydes and alcohols, whereas the H+ hydrido iodocarbonyl derivatives are involved in the activation of alcohols and other oxygenated substrates, and in their carbonylation to esters. The cooperation between the two species, possible under particular reaction conditions, results in an improvement of the selectivity towards homologation (carbonylation plus hydrogenation) products. Heterogeneous Lewis acid promoters, easily recyclable from the reaction mixture, have also been successfully used in the hydrocarbonylation of alcohols, resulting in an increase of the carbonylation and homologation products. A reaction pathway in agreement with the experimental results is discussed. © 1989.

Optimizing maxillary aesthetics of a severe compromised tooth through orthodontic movement and dental implants

Treatment of severe compromised tooth in the maxillary anterior area still poses great challenge to the clinicians. Several treatment modalities have been proposed to restore the function and aesthetics in teeth with advanced periodontal disease. The present study aims to report a case of traumatic injury of a left-maxillary central incisor with ridge preservation, orthodontic movement, and implant therapy. A 45-year-old woman underwent the proposed treatment for her left central incisor: basic periodontal therapy, xenogenous bone graft, and guided bone regeneration (GBR). Six months after the graft procedure, orthodontic movement by means of alignment and leveling was made and a coronal displacement of the gingival margin and vertical bone apposition could be observed after 13 months of active movement. Afterwards, a dental implant was placed followed by a connective tissue graft and immediate provisionalization of the crown. In conclusion, orthodontic movement was effective to improve the gingival tissue and alveolar bone prior to implant placement favoring the aesthetic results. Six years postoperatively, the results revealed height and width alveolar bone gain indicating that the treatment proposed was able to restore all the functional and aesthetic parameters.

On-plant larval movement and feeding behavior of fall armyworm (Lepidoptera: Noctuidae) on reproductive corn stages

Spodoptera frugiperda J.E. Smith (fall armyworm) is considered one of the most destructive pests of corn throughout the Americas. Although this pest has been extensively studied, little is known about its larval movement and feeding behavior on reproductive compared to vegetative corn stages. Thus, we conducted studies with two corn stages (R1 and R3) and four corn plant zones (tassel, above ear, ear zone, and below ear) in the field at Concord, NE (USA), and in the field and greenhouse at Botucatu, SP (Brazil), to investigate on-plant larval movement. The effects of different corn tissues (opened tassel, closed tassel, silk, kernel, and leaf), two feeding sequence scenarios (closed tassel-leaf-silk-kernel and leaf-silk-kernel), and artificial diet (positive control) on larval survival and development were also evaluated in the laboratory. Ear zone has a strong effect on feeding choice and survival of fall armyworm larvae regardless of reproductive corn stage. Feeding site choice is made by first-instar. Corn leaves of reproductive plants were not suitable for early instar development, but silk and kernel tissues had a positive effect on survival and development of fall armyworm larvae on reproductive stage corn.

The aesthetic movement in Oscar Wilde's plays

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Discourse and Cooperative Learning in the Math Classroom

In this action research study of my 6th grade math classroom I investigated the effects of increased student discourse and cooperative learning on the students’ ability to explain and understand math concepts and problem solving, as well as its effects on their use of vocabulary and written explanations. I also investigated how it affected students’ attitudes. I discovered that increased student discourse and cooperative learning resulted in positive changes in students’ attitudes about their ability to explain and understand math, as well as their actual ability to explain and understand math concepts. Evidence in regard to use of vocabulary and written explanations generally showed little change, but this may have been related to insufficient data. As a result of this research, I plan to continue to use cooperative learning groups and increased student discourse as a teaching practice in all of my math classes. I also plan to include training on cooperative learning strategies as well as more emphasis on vocabulary and writing in my math classroom.

Cooperative Learning Groups in the Eighth Grade Math Classroom

In this action research study of my classroom of 8th grade mathematics students, I investigated whether cooperative learning would lead to a better understanding of the mathematical concepts and thus more success for the students. I used my three eighth grade classes with two using cooperative groups and the third not. I discovered that the students who wanted to work in cooperative groups were more successful than they had been. I also discovered that the grouping itself has a great effect on how the group works together. The wrong grouping of students can lead to disaster and many headaches for the teacher. Overall the two classes that used cooperative groups did better grade wise than the one class that was taught using the traditional way of not using cooperative groups. As a result of this research, I plan to continue using cooperative groups but will be more aware of the students who are grouped together.

An Uphill Battle: Incorporating cooperative learning using a largely individualized curriculum

In this action research study of my classroom of 8th grade mathematics, I investigated if cooperative learning could be an effective teaching method with the Saxon curriculum. Saxon curriculum is largely individualized in that most lessons could be completed without much group interaction. I discovered that cooperative learning was very successful with the curriculum as long as it was structured. Ninety-five percent of the students in the study preferred to work in groups, and I observed mathematical communication grow with most of the students. As a result of this research, I plan to continue to incorporate cooperative learning into my mathematics classroom. I will use cooperative learning with all of my mathematics classes, even the ones that do not use the Saxon curriculum. I believe in the power of working together.

Using Cooperative Learning In A Sixth Grade Math Classroom

In this action research study of my classroom of sixth grade mathematics, I investigated the impact of cooperative learning on the engagement, participation, and attitudes of my students. I also investigated the impact of cooperative learning upon my own teaching. I discovered that my students not only preferred to learn in cooperative groups, but that their levels of engagement and participation, their attitudes toward math, and their quality of work all improved greatly. My teaching also changed, and I found that I began to enjoy teaching more. As a result of this research, I plan to continue and expand the amount of cooperative group work that happens in my classroom.

Cooperative Learning Groups in the Middle School Mathematics Classroom

In this action research study of my classroom of 8th grade mathematics, I investigated the inclusion of cooperative learning groups. Data was collected to see how cooperative learning groups affected oral and written communication, math scores, and attitudes toward mathematics. On the one hand, I discovered that many students enjoyed the opportunity to work within a group. On the other hand, there continues to be a handful of students who would rather work alone. The benefits outweigh the demands. Overall, students benefitted from the inclusion of cooperative learning groups. Oral explanations of solutions and methods improved during the study. Written expression also improved over this time period. As a result of this research, I plan to continue with the incorporation of cooperative learning groups in the middle school math classroom.

Improving Student Engagement and Verbal Behavior Through Cooperative Learning

In this action research study of my classroom of 10th grade Algebra II students, I investigated three related areas. First, I looked at how heterogeneous cooperative groups, where students in the group are responsible to present material, increase the number of students on task and the time on task when compared to individual practice. I noticed that their time on task might have been about the same, but they were communicating with each other mathematically. The second area I examined was the effect heterogeneous cooperative groups had on the teacher’s and the students’ verbal and nonverbal problem solving skills and understanding when compared to individual practice. At the end of the action research, students were questioning each other, and the instructor was answering questions only when the entire group had a question. The third area of data collection focused on what effect heterogeneous cooperative groups had on students’ listening skills when compared to individual practice. In the research I implemented individual quizzes and individual presentations. Both of these had a positive effect on listing in the groups. As a result of this research, I plan to continue implementing the round robin style of in- class practice with heterogeneous grouping and randomly selected individual presentations. For individual accountability I will continue the practice of individual quizzes one to two times a week.