Commensal microbiota is fundamental for the development of inflammatory pain

The ability of an individual to sense pain is fundamental for its capacity to adapt to its environment and to avoid damage. The sensation of pain can be enhanced by acute or chronic inflammation. In the present study, we have investigated whether inflammatory pain, as measured by hypernociceptive responses, was modified in the absence of the microbiota. To this end, we evaluated mechanical nociceptive responses induced by a range of inflammatory stimuli in germ-free and conventional mice. Our experiments show that inflammatory hypernociception induced by carrageenan, lipopolysaccharide, TNF-alpha, IL-1 beta, and the chemokine CXCL1 was reduced in germfree mice. In contrast, hypernociception induced by prostaglandins and dopamine was similar in germ-free or conventional mice. Reduction of hypernociception induced by carrageenan was associated with reduced tissue inflammation and could be reversed by reposition of the microbiota or systemic administration of lipopolysaccharide. Significantly, decreased hypernociception in germ-free mice was accompanied by enhanced IL-10 expression upon stimulation and could be reversed by treatment with an anti-IL-10 antibody. Therefore, these results show that contact with commensal microbiota is necessary for mice to develop inflammatory hypernociception. These findings implicate an important role of the interaction between the commensal microbiota and the host in favoring adaptation to environmental stresses, including those that cause pain.

Macroscopic and microscopic anatomy of the oviduct in the sexually mature rhea (Rhea americana)

The morphological characteristics of the oviduct of 12 sexually mature rheas (Rhea americana) were studied. Only the left oviduct is developed as a long tube with a length of 122 +/- 23.1 cm, and is subdivided into infundibulum (15.2 +/- 4.0 cm), magnum (63.3 +/- 9.4 cm), isthmus (5.6 +/- 3.1 cm), uterus (16.0 +/- 4.2 cm) and vagina (11.5 +/- 1.4 cm). The mucous membrane of the oviduct, as a whole, possesses luminal folds covered by ciliated columnar epithelium with secretory cells. The infundibulum part presents a cranial opening with thin and long fimbriae with few tubular glands in caudal tubular portion. In the magnum, the largest portion of the oviduct, the folds are thicker and are filled with tubular glands. The isthmus is short and presents less bulky folds and a few tubular glands. A bag-shaped uterus in the cranial area shows thin folds, and in the caudal region (shell gland) more ramified folds with few tubular glands. The vagina has long luminal folds and a thick muscular tunic; no glands with sperm-storage characteristics have been observed. In conclusion, the oviduct in sexually mature rhea has morphological similarities with the other species of birds already described; however it presents its own characteristics to produce a big egg.

High-pressure phase diagram of the drug mitotane in compressed and/or supercritical CO(2)

This work provides experimental phase diagram of mitotane, a drug used in the chemotherapy treatment of adrenocortical carcinoma, in compressed and/or supercritical CO(2). The synthetic-static method in a high-pressure variable-volume view cell coupled with a transmitted-light intensity probe was used to measure the solid-fluid (SF) equilibrium data. The phase equilibrium experiments were determined in temperature ranging from (298.2 to 333.1) K and pressure up to 22 MPa. Peng-Robinson equation of state (PR-EoS) with classical mixing rule was used to correlate the experimental data. Excellent agreement was found between experimental and calculated values. (C) 2009 Elsevier Ltd. All rights reserved.

Characterization of dimethacrylate polymeric networks: A study of the crosslinked structure formed by monomers used in dental composites

The resin phase of dental composites is mainly composed of combinations of dimethacrylate comonomers, with final polymeric network structure defined by monomer type/reactivity and degree of conversion. This fundamental study evaluates how increasing concentrations of the flexible triethylene glycol dimethacrylate (TEGDMA) influences void formation in bisphenol A diglycidyl dimethacrylate (BisGMA) co-polymerizations and correlates this aspect of network structure with reaction kinetic parameters and macroscopic volumetric shrinkage. Photopolymerization kinetics was followed in real-time by a near-infrared (NIR) spectroscopic technique, viscosity was assessed with a viscometer, volumetric shrinkage was followed with a linometer, free volume formation was determined by positron annihilation lifetime spectroscopy (PALS) and the sol-gel composition was determined by extraction with dichloromethane followed by (1)H NMR analysis. Results show that, as expected, volumetric shrinkage increases with TEGDMA concentration and monomer conversion. Extraction/(1)H NMR studies show increasing participation of the more flexible TEGDMA towards the limiting stages of conversion/crosslinking development. As the conversion progresses, either based on longer irradiation times or greater TEGDMA concentrations, the network becomes more dense, which is evidenced by the decrease in free volume and weight loss after extraction in these situations. For the same composition (BisGMA/TEGDMA 60-40 mol%) light-cured for increasing periods of time (from 10 to 600 s), free volume decreased and volumetric shrinkage increased, in a linear relationship with conversion. However, the correlation between free volume and macroscopic volumetric shrinkage was shown to be rather complex for variable compositions exposed for the same time (600 s). The addition of TEGDMA decreases free-volume up to 40 mol% (due to increased conversion), but above that concentration, in spite of the increase in conversion/crosslinking, free volume pore size increases due to the high concentration of the more flexible monomer. In those cases, the increase in volumetric shrinkage was due to higher functional group concentration, in spite of the greater free volume. Therefore, through the application of the PALS model, this study elucidates the network formation in dimethacrylates commonly used in dental materials. (C) 2010 Elsevier Ltd. All rights reserved.

Influence of Orthognathic Surgery on Voice Fundamental Frequency

Considering that orthognathic surgery promotes changes in orofacial structures constituting the resonating system, functional changes secondary to surgery are expected to affect speech, leading to the need for further speech and voice adjustments. Thus, understanding the possible relationships of these structures with voice production is important. Therefore, this Study aimed to describe the changes in voice fundamental frequency of a patient submitted to orthognathic surgery and observe if there is a relationship with hyoid bone positioning at the different treatment periods. The results revealed that voice fundamental frequency increased after surgery, returning to values close to the preoperative condition, which corresponded to vertical movement of the hyoid bone.

Generalized quasi mode theory of macroscopic canonical quantization in cavity quantum electrodynamics and quantum optics I. Theory

The quasi mode theory of macroscopic quantization in quantum optics and cavity QED developed by Dalton, Barnett and Knight is generalized. This generalization allows for cases in which two or more quasi permittivities, along with their associated mode functions, are needed to describe the classical optics device. It brings problems such as reflection and refraction at a dielectric boundary, the linear coupler, and the coupling of two optical cavities within the scope of the theory. For the most part, the results that are obtained here are simple generalizations of those obtained in previous work. However the coupling constants, which are of great importance in applications of the theory, are shown to contain significant additional terms which cannot be 'guessed' from the simpler forms. The expressions for the coupling constants suggest that the critical factor in determining the strength of coupling between a pair of quasi modes is their degree of spatial overlap. In an accompanying paper a fully quantum theoretic derivation of the laws of reflection and refraction at a boundary is given as an illustration of the generalized theory. The quasi mode picture of this process involves the annihilation of a photon travelling in the incident region quasi mode, and the subsequent creation of a photon in either the incident region or transmitted region quasi modes.

Generalized quasi mode theory of macroscopic canonical quantization in cavity quantum electrodynamics and quantum optics II. Application to reflection and refraction at a dielectric interface

The generalization of the quasi mode theory of macroscopic quantization in quantum optics and cavity QED presented in the previous paper, is applied to provide a fully quantum theoretic derivation of the laws of reflection and refraction at a boundary. The quasi mode picture of this process involves the annihilation of a photon travelling in the incident region quasi mode, and the subsequent creation of a photon in either the incident region or transmitted region quasi modes. The derivation of the laws of reflection and refraction is achieved through the dual application of the quasi mode theory and a quantum scattering theory based on the Heisenberg picture. Formal expressions from scattering theory are given for the reflection and transmission coefficients. The behaviour of the intensity for a localized one photon wave packet coming in at time minus infinity from the incident direction is examined and it is shown that at time plus infinity, the light intensity is only significant where the classical laws of reflection and refraction predict. The occurrence of both refraction and reflection is dependent upon the quasi mode theory coupling constants between incident and transmitted region quasi modes being nonzero, and it is seen that the contributions to such coupling constants come from the overlap of the mode functions in the boundary layer region, as might be expected from a microscopic theory.

Simulation of the micro-physics of rocks using LSMearth

The particle-based Lattice Solid Model (LSM) was developed to provide a basis to study the physics of rocks and the nonlinear dynamics of earthquakes (MORA and PLACE, 1994; PLACE and MORA, 1999). A new modular and flexible LSM approach has been developed that allows different microphysics to be easily included in or removed from the model. The approach provides a virtual laboratory where numerical experiments can easily be set up and all measurable quantities visualised. The proposed approach provides a means to simulate complex phenomena such as fracturing or localisation processes, and enables the effect of different micro-physics on macroscopic behaviour to be studied. The initial 2-D model is extended to allow three-dimensional simulations to be performed and particles of different sizes to be specified. Numerical bi-axial compression experiments under different confining pressure are used to calibrate the model. By tuning the different microscopic parameters (such as coefficient of friction, microscopic strength and distribution of grain sizes), the macroscopic strength of the material and can be adjusted to be in agreement with laboratory experiments, and the orientation of fractures is consistent with the theoretical value predicted based on Mohr-Coulomb diagram. Simulations indicate that 3-D numerical models have different macroscopic properties than in 2-D and, hence, the model must be recalibrated for 3-D simulations. These numerical experiments illustrate that the new approach is capable of simulating typical rock fracture behaviour. The new model provides a basis to investigate nucleation, rupture and slip pulse propagation in complex fault zones without the previous model limitations of a regular low-level surface geometry and being restricted to two-dimensions.

Simulation of the influence of rate- and state-dependent friction on the macroscopic behavior of complex fault zones with the lattice solid model

In order to understand the earthquake nucleation process, we need to understand the effective frictional behavior of faults with complex geometry and fault gouge zones. One important aspect of this is the interaction between the friction law governing the behavior of the fault on the microscopic level and the resulting macroscopic behavior of the fault zone. Numerical simulations offer a possibility to investigate the behavior of faults on many different scales and thus provide a means to gain insight into fault zone dynamics on scales which are not accessible to laboratory experiments. Numerical experiments have been performed to investigate the influence of the geometric configuration of faults with a rate- and state-dependent friction at the particle contacts on the effective frictional behavior of these faults. The numerical experiments are designed to be similar to laboratory experiments by DIETERICH and KILGORE (1994) in which a slide-hold-slide cycle was performed between two blocks of material and the resulting peak friction was plotted vs. holding time. Simulations with a flat fault without a fault gouge have been performed to verify the implementation. These have shown close agreement with comparable laboratory experiments. The simulations performed with a fault containing fault gouge have demonstrated a strong dependence of the critical slip distance D-c on the roughness of the fault surfaces and are in qualitative agreement with laboratory experiments.

Estratégias de cálculo mental de alunos da 5ª série/6º ano do ensino fundamental

Esta pesquisa de mestrado teve como principal objetivo investigar estratégias de cálculo mental, utilizadas por alunos de uma 5ª série/6º ano do ensino fundamental ao resolver cálculos de adição e subtração. Para atingir este objetivo procuramos responder aos questionamentos: Quais estratégias de cálculo mental, alunos da 5ª série/6º ano empregam na resolução de cálculos de adição e subtração? Que relações existem entre o tipo de cálculo envolvido e a estratégia adotada para resolvê-lo? Para respondermos a essas questões, seguimos uma metodologia de natureza qualitativa, configurada como estudo de caso do tipo etnográfico. O trabalho de campo foi desenvolvido em uma turma de 5ª série/6º ano do ensino fundamental de uma escola pública da rede estadual de ensino do município de Serra. A pesquisa aconteceu de maio a dezembro de 2013. Oito alunos resolveram uma atividade diagnóstica composta de quatro sequências de cálculos mentais, a saber, fatos fundamentais do número 5, do número 10, do número 20 e do número 100, dentre adições e subtrações próximas a esses resultados. Todos alunos participaram da etapa de entrevistas. Dos oito alunos, foram escolhidos dados de três que participaram de outras etapas da pesquisa. Os registros realizados pelos alunos na etapa de observação da turma, na etapa diagnóstica e na etapa de intervenção didática, as anotações no caderno de campo e algumas gravações em áudio serviram como fontes de coleta de dados. Utilizamos as estratégias identificadas por Beishuizen (1997), Klein e Beishuizen (1998), Thompson (1999, 2000) e Lucangeli et al. (2003), como categorias de análise. Através da análise de dados, constatamos que as escolhas das estratégias de cálculo mental pelos alunos variaram de acordo com o tipo de sequência de cálculos, a operação aritmética (adição ou subtração) e o estado emocional deles durante a atividade. Foi possível identificar o uso de duas estratégias combinadas, o algoritmo mental e estratégias de contagens nos dedos para grande parte dos cálculos. O uso do algoritmo mental mostrou-se um procedimento de grande sobrecarga mental e, em alguns cálculos de adição sem reserva, serviu apenas como apoio à visualização numérica, sendo executado pelo aluno da esquerda para a direita, semelhantemente à estratégia de decomposição numérica. Os dados deste estudo apontam para: (i) a necessidade de se trabalhar fatos numéricos fundamentais de adição e subtração via cálculo mental de maneira sistemática em sala de aula; (ii) a necessidade de se ensinar estratégias autênticas de cálculo mental para que os alunos não se tornem dependentes de estratégias como contagens e algoritmo mental, que são mais difíceis de serem executadas com êxito; (iii) a importância de entrevistar, individualmente, os alunos a fim de compreender e avaliar o desenvolvimento destes em tarefas de cálculo mental.

Problematizações do currículo-experiência no entre-lugar da educação infantil e do ensino fundamental : possíveis contribuições para o ensino fundamental de nove anos

Esse texto é um convite para discutir alguns atravessamentos colocados nas escolas a partir da implementação e implantação do Ensino Fundamental de Nove Anos, como política de governo reorganiza os espaçostempos da escola, impõe um currículo prescrito, uma avaliação por objetivos e coloca em discussão o que é ser criança e viver a infância na escola. Como objetivo principal, busca problematizar o processo de implementação e implantação do Ensino Fundamental de Nove Anos no município de Vitória-ES e suas implicações no entre-lugar da Educação Infantil e Ensino Fundamental. Para tanto foi necessário estar no cotidiano escolar, viver, sentir e conversar com os sujeitos praticantes: as criançasalunos; as professoras e as pedagogas. Nesse sentido, três movimentos foram realizados: o primeiro movimento consiste em um levantamento de dados documentais, pareceres, leis, diretrizes no âmbito nacional e municipal que determinaram a obrigatoriedade do Ensino Fundamental de Nove Anos; o segundo movimento consiste em trazer para análise alguns artigos publicados na Associação Nacional de Pós-Graduação e Pesquisa em Educação (ANPED) em quatro Grupos de Trabalho (GT) que abordam o tema “Ensino Fundamental de Nove Anos”, e também textos que circulam nas escolas e que foram organizados pelo Ministério da Educação e Cultura (MEC); o terceiro movimento consiste na pesquisa realizada em um Centro Municipal de Educação Infantil (CMEI) e em uma Escola Municipal de Ensino Fundamental (EMEF) no município de Vitória, no decorrer dos anos de 2011 e 2012, onde foi possível conversar com as criançasalunos de duas turmas do 1º ano, com as professoras e pedagogas. Utiliza como aporte teórico-metodológico as pesquisas nos/dos/com os cotidianos (CERTEAU 1994; ALVES 2001; FERRAÇO 2003) onde foi possível a apropriação de diferentes instrumentos de pesquisa, como: o diário de campo, recurso importante na intenção de capturar movimentos, falas e expressões; as conversas como tentativa de aproximação com os sujeitos para um fazer com e as oficinas de literatura como dispositivo de criação e produção de outros modos de pensar a criança e a infância. Na tentativa de discutir o lugar da criança no Ensino Fundamental de Nove Anos o conceito de devir-criança de Deleuze (1997) ajuda a pensar no movimento da criança como presença potente que produz outros modos de vida mais belos e intensos na escola e no currículo. O conceito de entre-lugar de Bhabha (2007) fortalece as discussões entre CMEI e EMEF como espaçostempos de negociações. As discussões de Kohan (2003) colocam em debate o lugar da infância que não indica um tempo cronológico, mas pensa em um encontro com a infância, com a experiência da infância. E Larrosa (2004) que com o conceito de experiência nos ajuda a pensar em um currículo-experiência, currículo esse que não está localizado no documento prescrito, nos espaçostempos da Educação Infantil ou do Ensino Fundamental, também não se localiza na criança, ou em uma dada infância, mas na composição com a escola, com as crianças, com as infâncias e isso só é possível no encontro com a criança que existe em nós.

O laboratório de ensino de matemática nas práticas do 4º ciclo do ensino fundamental

Nem sempre a Matemática é vista de forma favorável pelos alunos do Ensino Fundamental. Na realidade, o que temos observado na prática, é que toda turma que conhecemos apresenta um grupo significativo de alunos com preconceitos e resistência a respeito do que acreditam ser a Matemática. Isso tem motivado algumas reflexões, alguns estudos e algumas experiências de vários autores e professores acerca do Ensino. Dentre elas, destacam-se as práxis de laboratório para o ensino da Matemática. Em particular, pretendo abordar as práticas de Laboratório de Matemática para o 8º e 9º ano do Ensino Fundamental, o chamado 4º ciclo, principalmente pela disponibilidade do material humano (alunos/turmas de 8º e 9º ano) a quem tenho tido por anos a oportunidade de lecionar. Como paralelo ao trabalho que venho propor está o livro didático que temos adotado nos últimos anos, Matemática Bianchini de Edwaldo Bianchini. Ele será minha referência ao propor as práticas complementares em laboratório nos quatro grandes eixos de estudo da Matemática do Ensino Fundamental: Números e Operações, Espaço e Forma, Grandezas e Medidas e Tratamento da Informação. Frente a tal desafio, foram utilizados, como referencial teórico, Mendes, Almeida, Lachinni, Polya, os Parâmetros Curriculares Nacionais entre outros, complementando-se com literatura digital publicada na internet em forma de artigos, monografias, etc.