Navegando por Palavras-chave "Osteogênese Por Distração"

Agora exibindo 1 - 2 de 2
  • Imagem de Miniatura
    Item
    Acesso aberto (Open Access)
    Efetividade da expansão rápida da maxila assistida cirurgicamente utilizando técnica de osteotomias em dois e três segmentos: ensaio clinico randomizado
    (Universidade Federal de São Paulo (UNIFESP), 2017-06-01) Prado, Gabriela Pereira Ribeiro [UNIFESP]; Pereira, Max Domingues [UNIFESP]; Furtado, Fabianne Magalhães Girardin Pimentel [UNIFESP]; http://lattes.cnpq.br/5809529650066993; http://lattes.cnpq.br/9679136417299816; http://lattes.cnpq.br/9612434112678451; Universidade Federal de São Paulo (UNIFESP)
    Introduction: The treatment of choice for adult transversal maxillary deficiency (TMD) ≥ 5mm is surgically assisted rapid maxillary expansion (SARME). There is no consensus in the literature on the best operatory technique, type and location of the osteotomies. Objective: Comparing 2- and 3-segment SARME effectiveness concerning quality of life (QL), maxillary expansion symmetry, stability of changes in palate area and volume, changes in nose width and topology of the paranasal area. Methods: 32 adult patients with TMD ≥ 5mm were randomly assigned to groups 2S (n=16) and 3S (n=16). Physical and psychological assessments were carried out before SARME (PREVIOUS) and in one of the following points in time: expansion accomplishment (EA), and four, six and ten months after EA (4M, 6M and 10M, respectively). QL was assessed according to Oral Health Impact Profile (OHIP-49) and Brazilian Orthognatic Quality of Life Questionaire (B-OQLQ). Symmetry of maxillary expansion was determined by superposing PRE and FE tomographs; stability of palate volume changes was assessed on 3D digital images produced from scanning PRE, 4M and 10M plaster casts; changes in nose width was established by superimposing PRE and 6M digital images obtained from scanning of patients faces; and clinical complications. Results: Results: There was statistical differences in the domains of Deficiency and Social Inability of OHIP-49 between 2S and 3S techniques. None of the tools assessing QL showed any statistically significant difference in total scoring when comparing groups 2S and 3S. There was an asymmetry of the expansion between the two techniques, however no differences were detected between the groups. The 2S and 3S techniques showed a significant increase in the area and volume of the A b s t r a c t | 161 palate at 4M, and at 10M the area measurement was stable while the volume showed a significant increase. The mean increase in nose width was greater (p=0.17) in group 2S (2.73mm) as compared with group 3S (1.92mm). There were no differences between the techniques regarding total, anteroposterior (Z axis) and vertical (Y axis) displacements, excepting for changes along X-axis (transversal) which were greater for 3S technique (p=0.014). The clinical postoperative complications were low and did not differ statistically between groups. Conclusion: Both SARME techniques produced the same positive quality-of-life impact on groups 2S and 3S as assessed 6 months after intervention; in the parameters used, the maxillary expansion asymmetry is similar in the 2S and 3S techniques; stable increase in palate area and volume as assessed in 10-month followup; similar forward changes in the topology of paranasal areas and 2S technique produced a larger nose width as compared with 3S intervention; postoperative complications were similar in 2S and 3S techniques .
  • Nenhuma Miniatura disponível
    Item
    Somente Metadadados
    A Matemática Para A Formação Do Professor Do Curso Primário: Aritmética Como Um Saber Profissional, 1920 - 1960
    (Universidade Federal de São Paulo (UNIFESP), 2017-08-24) Silva, Martha Raissa Iane Santana Da [UNIFESP]; Valente, Wagner Rodrigues [UNIFESP]; Universidade Federal de São Paulo (UNIFESP)
    The present work aimed at present a narrative built to respond which processes occurred that led the institutionalisation of a professional Arithmetic in the teacher of primary school formation, between the decades of 1920 to 1960. The limits of this periodization are between the expression of the New School pedagogical movement, with the several reforms unleashed in the country in the decade of 1920 and the decline of this movement and beginning of the expansion of the Modern Mathematics Movement (MMM). In our analysis, we used the scheme presented by Hofstetter and Schneuwly (2009) on the knowledge of teacher training at different levels. These authors verify that knowledge is a central theme in questions related to formation, which oscillate between knowledge to teach and knowledge related to how to teach. The Arithmetic to form the teacher of primary school is not unharmed from this oscillation, but undergo transformations and evolves. For the purpose of explanation of these movements that answer the question being studied, we emphasize three different moments of Arithmetic. In the first moment, it can be observed an Arithmetic which is submitted to Mathematics, whose purpose was to garantee the learning of Mathematics by the normalists. In the tension between a general culture formation versus professional formation theres is an Arithmetic offered in the Pedagogical Practice discipline, however with little expression. In the second moment, it is observed an extension of teacher training disciplines instead of general culture disciplines. These are excluded from the training curricula.This confirms the emergence and greater expression of an Arithmetic that responded to the pedagogical knowledge developed at the time, offered in subjects such as Matter and Practice in Calculations Teaching, Matter and Practice of Teaching, among others. In the third moment, the professional knowledge continues to be the reference for the teacher of primary school formation, however is renewed an offer of an Arithmetic that was not related to a methodology for the teaching of this one. It was necessary to learn specifically the Arithmetic that would be taught, as well as the Arithmetic related to how to teach, offered in the Subjects Matters and Practice of Teaching. The development process of a professional Arithmetic occurred by the association that was sought to establish between the knowledge to teach and the knowledge related to how to teach, of an Arithmetic to teach and an Arithmetic to how to teach.