Do Students Progress if They Self-Assess? A Study in Small-Group Work

In this action research study of my classroom of 8th grade mathematics, I investigated the effects of self-assessment on student group work. Data was collected to see how self-assessment affected small-group work, usage of precise mathematical vocabulary, and student attitudes toward mathematics. Self-assessment allowed the students to periodically evaluate their own learning and their involvement in math class. I discovered that the vast majority of students enjoy working in small-groups, and they feel they are good group members. Evidence in regard to use of precise mathematical vocabulary showed an increased awareness in the importance of its usage. Student attitudes toward mathematics remained positive and unchanged throughout the research. As a result of this research, I plan to continue use of small-group work and selfassessment. I will continue emphasis on the inclusion of precise mathematical vocabulary as well as on training on cooperative learning strategies.

Oral Presentation: Exploring Oral Presentations of Homework Problems as a Means of Assessing Homework

In this action research study of my freshmen Algebra I class, I investigated a method of assessing homework based on completion and presentations. When I changed the method of grading from checking answers to looking for completion and presentation of selected problems, I found that the majority of the students enjoyed the method because it allowed them to explore other methods of solving and helped them gain an understanding of the problems. This resulted in less stress on obtaining “the” answer. I also realized that I viewed homework differently and had a better understanding of the students’ thought processes, which caused me to check tests differently. These results led to a better relationship between the students and myself. As a result of this research, I plan to change my methods of assessing homework from the traditional right or wrong to a rubric assessment based on presentations and completion of the assignment.

Bad Medicine: Homework or Headache? Responsibility and Accountability for Middle Level Mathematics Students

In this action research study of my 5th grade mathematics class, I investigated the issue of homework and its relationship with students and parents. I made some interesting observations and discovered that the majority of students and parents felt that the math homework that was given was fairly easy, yet issues of incomplete assignments and failing homework quizzes were notorious for some individuals. Comments were also made to make homework even easier and have shortened assignments despite the already indicated ease of the work. As a result of this research, I plan to look more closely at the history and development of homework, as well as the psychological implications and “hereditary” issues involving homework, which I believe are passed from one generation of learners to the next. My intent is to continue to study this phenomenon in future school years, trying to develop methods of instilling successful, intrinsic motivational skills to aid students in their homework endeavors. Finally, I will take a close inventory of my own beliefs and understandings toward homework: What is the purpose of having students do work away from the classroom, and how can homework serve as a proactive service for all who are involved?

Can homework become more meaningful with the inclusion of oral presentations?

In this action research study of my 7th grade math class, I investigated the inclusion of homework presentations to see if they would improve students’ attitude toward mathematics, participation, and understanding. I discovered that although the implementations of presentations into our homework routine did not drastically influence grades, or even improve attitudes (according to test grades and student surveys), a multitude of other changes surfaced. These changes consisted of an increase in discussion, a team effort among students in my class, and an overall “learning community” effect. I plan to continue to pursue presentations as a major part of my homework routine, and also incorporate presentations into review sessions.

Oral Communication and Presentations in Mathematics

In this action research study of my classroom of eighth grade mathematics, I investigated the attitudes of students toward mathematics along with their achievement levels with the use of oral presentations in my Algebra class. During the second semester the class was divided into groups of two for each presentation, changing partners each time. Every other week each group was given a math problem that required more work than a normal homework type problem. On the last day of that week the students gave a short presentation on their problem. I discovered that while there was no significant evidence that student achievement increased, the students did enjoy the different aspect of presentations in a math class. I plan to implement presentations in my classroom more often with the intent to increase student enjoyment.

Reduce Late Assignments through Classroom Presentations

In this action research study of my 7th grade math class, I investigated homework presentations, to see if they would reduce the amount of late homework assignments. I did not find any significant results that weekly presentations given by students were beneficial to reduce the amount of late assignments, but found many other positive things that happened because of presentations. As a result of this research, I plan to use classroom presentations because they foster listening skills and student interaction, and promote deeper thinking.

Reasonable or Not? A Study of the Use of Teacher Questioning to Promote Reasonable Mathematical Answers from Sixth Grade Students

In this action research study of my sixth grade mathematics class, I investigated the influence a change in my questioning tactics would have on students’ ability to determine answer reasonability to mathematics problems. During the course of my research, students were asked to explain their problem solving and solutions. Students, amongst themselves, discussed solutions given by their peers and the reasonability of those solutions. They also completed daily questionnaires that inquired about my questioning practices, and 10 students were randomly chosen to be interviewed regarding their problem solving strategies. I discovered that by placing more emphasis on the process rather than the product, students became used to questioning problem solving strategies and explaining their reasoning. I plan to maintain this practice in the future while incorporating more visual and textual explanations to support verbal explanations.

Estudo da variabilidade da região codificadora e 3'não traduzida do gene HLA-F no Brasil

Pós-graduação em Patologia - FMB

Hipertensão pulmonar em pacientes com a forma crônica indeterminada da Doença de Chagas: epidemiologia, óxido nítrico e parâmetros ecocardiográficos

Pós-graduação em Doenças Tropicais - FMB

A method to investigate the shrinkage stress developed by resin-composites bonded to a single flat surface

Objectives. To purpose a method for predicting the shrinkage stress development in the adhesive layer of resin-composite cylinders that shrink bonded to a single flat surface, by measuring the deflection of a glass coverslip caused by the shrinkage of the bonded cylinders. The correlation between the volume of the bonded resin-composite and the stress-peak was also investigated. Methods. A glass coverslip deflection caused by the shrinkage of a bonded resin-composite cylinder (diameter: d = 8 mm, 4 mm, or 2 mm, height: h = 4 mm, 2 mm, 1 mm, or 0.5 mm) was measured, and the same set-up was simulated by finite element analysis (3D-FEA). Stresses generated in the adhesive layer were plotted versus two geometric variables of the resin-composite cylinder (C-Factor and volume) to verify the existence of correlations between them and stresses. Results. The FEA models were validated. A significant correlation (p < 0.01, Pearson's test) between the stress-peak and the coverslip deflection when the resin-composites were grouped by diameter was found for diameters of 2 and 4 mm. The stress-peak of the whole set of data showed a logarithmic correlation with the bonded resin-composite volume (p < 0.001, Pearson's test), but did not correlate with the C-Factor. Significance. The described method should be considered for standardizing the stress generated by the shrinkage of resin-composite blocks bonded to a single flat surface. (C) 2012 Academy of Dental Materials. Published by Elsevier Ltd. All rights reserved.

Acellular dermal matrix graft with or without enamel matrix derivative for root coverage in smokers: a randomized clinical study

Aim: The aim of this randomized controlled clinical study was to compare the use of an acellular dermal matrix graft (ADMG) with or without the enamel matrix derivative (EMD) in smokers to evaluate which procedure would provide better root coverage. Material and Methods: Nineteen smokers with bilateral Miller Class I or II gingival recessions >= 3 mm were selected. The test group was treated with an association of ADMG and EMD, and the control group with ADMG alone. Probing depth, relative clinical attachment level, gingival recession height, gingival recession width, keratinized tissue width and keratinized tissue thickness were evaluated before the surgeries and after 6 months. Wilcoxon test was used for the statistical analysis at significance level of 5%. Results: No significant differences were found between groups in all parameters at baseline. The mean gain recession height between baseline and 6 months and the complete root coverage favored the test group (p = 0.042, p = 0.019 respectively). Conclusion: Smoking may negatively affect the results achieved through periodontal plastic procedures; however, the association of ADMG and EMD is beneficial in the root coverage of gingival recessions in smokers, 6 months after the surgery.

A Randomized comparative clinical study of two surgical procedures to improve root coverage with the acellular dermal matrix graft

Aim This randomized, controlled, clinical study compared two surgical techniques for root coverage with the acellular dermal matrix graft (ADMG) to evaluate which procedure could provide better root coverage and greater amounts of keratinized tissue. Materials and Methods Fifteen pairs of bilateral Miller Class I or II gingival recessions were treated and assigned randomly to the test group, and the contra-lateral recessions were assigned to the control group. The ADMG was used in both groups. In the control group, the graft and flap were positioned at the level of the cemento-enamel junction (CEJ), and in the test group, the graft was positioned 1 mm apical to the CEJ and the flap 1 mm coronal to the CEJ. The clinical parameters were taken before the surgeries and after 6 months. The gingival recession area, a new parameter, was measured in standardized photographs through a special device and software. Results There were statistically significant differences favouring the proposed technique for all parameters except for the amount of keratinized tissue at 6 months. Conclusions The proposed test technique is more suitable for root coverage procedures with ADMG, and the new parameter evaluated appears valuable for root coverage analysis. (Clinicaltrials.gov Identifier: NCT01175720).

Treatment effects of bonded spurs associated with high-pull chincup therapy in the treatment of patients with anterior open bite

Introduction: The aim of this prospective clinical study was to investigate the cephalometric changes produced by bonded spurs associated with high-pull chincup therapy in children with Angle Class I malocclusion and anterior open bite. Methods: Thirty patients with an initial mean age of 8.14 years and a mean anterior open bite of -3.93 mm were treated with bonded spurs associated with chincup therapy for 12 months. An untreated control group of 30 subjects with an initial mean age of 8.36 years and a mean anterior open bite of -3.93 mm and the same malocclusion was followed for 12 months for comparison. Student t tests were used for intergroup comparisons. Results: The treated group demonstrated a significantly greater decrease of the gonial angle, and increase in overbite, palatal tipping of the maxillary incisors, and vertical dentoalveolar development of the maxillary and mandibular incisors compared with the control group. Conclusions: The association of bonded spurs with high-pull chincup therapy was efficient for the correction of the open bite in 86.7% of the patients, with a 5.23-mm (SD, +/- 1.69) overbite increase. (Am J Orthod Dentofacial Orthop 2012;142:487-93)

Expression of nonclassical molecule human leukocyte antigen-G in oral lesions

Introduction: Human leukocyte antigen (HLA)-G is a nonclassic class I molecule that acts as a modulator of immune responses, and the expression of these molecules in virus-infected cells has been associated with subversion of the immune response. Objective: In this study, we performed a cross-sectional study, systematically comparing the expression of the HLA-G in benign, premalignant, and malignant oral lesions and correlating it with the presence of high-risk and low-risk human papillomavirus (HPV) types. Specimens and Methods: Oral biopsies were collected from 51 patients and analyzed by immunohistochemistry using anti HLA-G antibody. Human papillomavirus detection and typing from oral biopsies were obtained by polymerase chain reaction using GP5+/GP6+ and specific primers. Results: The 51 biopsies were stratified into 3 groups according to lesion grade: oral benign lesions (oral hyperplasia and papilloma, n = 16), oral premalignant lesions (oral leukoplakia with dysplasia and lichen planus, n = 17), and malignant lesions (oral squamous cell carcinoma, n = 18). Human leukocyte antigen G overexpression was mainly observed in benign and premalignant oral lesions but was not related to HPV infection (P>.05). On the other hand, HPV DNA was detected in 24 (47%) oral lesions, mainly in benign and premalignant lesions, with the most frequent type detected being high-risk HPV type. Conclusion: The HLA-G molecule was expressed in a significant number of benign oral lesions and was not correlated with HPV infection or oral cancer. Crown Copyright (C) 2012 Published by Elsevier Inc. All rights reserved.

Molecular characterization of a mariner-like element in the Atta sexdens rubropilosa genome

Mobile elements are widely present in eukaryotic genomes. They are repeated DNA segments that are able to move from one locus to another within the genome. They are divided into two main categories, depending on their mechanism of transposition, involving RNA (class I) or DNA (class II) molecules. The mariner-like elements are class II transposons. They encode their own transposase, which is necessary and sufficient for transposition in the absence of host factors. They are flanked by a short inverted terminal repeat and a TA dinucleotide target site, which is duplicated upon insertion. The transposase consists of two domains, an N-terminal inverted terminal repeat binding domain and a C-terminal catalytic domain. We identified a transposable element with molecular characteristics of a mariner-like element in Atta sexdens rubropilosa genome. Identification started from a PCR with degenerate primers and queen genomic DNA templates, with which it was possible to amplify a fragment with mariner transposable-element homology. Phylogenetic analysis demonstrated that this element belongs to the mauritiana subfamily of mariner-like elements and it was named Asmar1. We found that Asmar1 is homologous to a transposon described from another ant, Messor bouvieri. The predicted transposase sequence demonstrated that Asmar1 has a truncated transposase ORF. This study is part of a molecular characterization of mobile elements in the Atta spp genome. Our finding of mariner-like elements in all castes of this ant could be useful to help understand the dynamics of mariner-like element distribution in the Hymenoptera.