Transformação cística como consequência de terceiro molar inferior incluso

The permanence of impacted third molar in the jaws can cause many pathological alterations, amongst them the appearance of odontogenic cysts. The paradental cyst appearance and evolution next to a mandibular included third molar was diagnosised in radiograph routine follow-up, and its evolution and treatment are described. Are discussed the aspects related with the preventive removal to the impacted third molars and the necessity to institution a plan of treatment based in clinical history and radiograph in order to establish a preventive protocol the alterations caused by these impactions. The indication of extraction of impacted third enclosed can be a way to preventing the appearance of these and otherspathologies associates to these lesions.

Coesão social: inclusão e sentido de pertencer na América Latina e no Caribe. Síntese = Cohesión social: inclusión y sentido de pertenencia en América Latina y el Caribe. Síntesis

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La deslocalización de funciones no esenciales en las empresas: oportunidades para exportar servicios. El caso de Chile

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Protección del gasto público social a través de la política fiscal: el caso de Chile

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Reestructuración de la enseñanza fundamental y gestión del gasto educacional en Brasil: la década de los 90

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Desigualdades raciais e políticas de inclusão racial: um sumário da experiência brasileira recente

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El efecto del mejoramiento educacional sobre las tendencias de fecundidad en Latinoamérica

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La incidencia del crecimiento de la población de la América Latina en el sector educacional

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Análisis de la situación educacional en América Latina

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El efecto del mejoramiento educacional sobre las tendencias de fecundidad en Latinoamerica

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Situacion educacional de la mujer

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Manual metodológico para la identificación, preparación y evaluación de proyectos de infraestructura educacional

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Grupo interdisciplinar: Construção de unidade educacional sistematizada em aprendizagem baseada em problemas

In 2003 the construction team of the 1st grade of the medical and nursing courses from a medical school began a work aiming at curriculum reconstruction, and restructured cognitive contents and the integration of basic and clinical aspects, in order to adapt to the incentive program for Curriculum Changes (PROMED) which allows for the continuity of curricular innovations. This team worked considering the group dynamics, a method already used in tutorial sessions which teachers have some familiarity with. For a good group performance the team participants were divided into two subgroups: one for constructing educational problems and the other for doing cognitive assessment exercises. The team and the subgroups met weekly, and every 15 days the group met for socialization of information, identifying the strengths and weaknesses of the process and/or products. A good adhesion, an active involvement of participants and satisfaction expressed by each participant with their inclusion in the group were reflected in the final product and contributed to the subjects' commitment to the proposal. This way, in the process the individual transformations and relations in a situation requiring the collaboration of professionals were essential in the process of permanent curricular reconstruction.

La reforma educacional chilena

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Desarrollo y política educacional en América Latina

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