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Search Results: 1 - 10 of 8183 matches for " Maurício;Sassaki "
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Effect of fluoridated varnish and silver diamine fluoride solution on enamel demineralization: pH-cycling study
Delbem, Alberto Carlos Botazzo;Bergamaschi, Maurício;Sassaki, Kikue Takebayashi;Cunha, Robson Frederico;
Journal of Applied Oral Science , 2006, DOI: 10.1590/S1678-77572006000200005
Abstract: objective: in the present investigation, the anticariogenic effect of fluoride released by two products commonly applied in infants was evaluated. methods: bovine sound enamel blocks were randomly allocated to each one of the treatment groups: control (c), varnish (v) and diamine silver fluoride solution (d). the blocks were submitted to ph cycles in an oven at 37oc. next, surface and cross-sectional microhardness were assessed to calculate the percentage loss of surface microhardness (%sml) and the mineral loss (dz). the fluoride present in enamel was also determined. results: f/px10-3 (anova, p<0.05) in the 1st layer of enamel before ph-cycling were (c, v and d): 1.61a; 21.59b and 3.98c. the %smh (kruskal-wallis, p<0.05) were: -64.0a, -45.2b and -53.1c. %dz values (anova, p<0.05) were: -18.7a, -7.7b and -17.3a. conclusion: the data suggested that the fluoride released by varnish showed greater interaction with sound enamel and provided less mineral loss when compared with silver diamine solution.
Assement of the fluoride concentration and pH in different mouthrinses on the brazilian market
Delbem, Alberto Carlos Botazzo;Sassaki, Kikue Takebayashi;Castro, Alessandra Maia de;Pinto, Leila Maria Cesário Pereira;Bergamaschi, Maurício;
Journal of Applied Oral Science , 2003, DOI: 10.1590/S1678-77572003000400008
Abstract: in this study, the fluoride concentration and ph of 14 commercial brands of mouthrinses were assessed in order to compare them with the values expressed on the labels and with those established by the national sanitary surveillance agency. forty-two (42) products were obtained from three places, with different manufacturing batches. the fluoride concentration was determined in diluted solutions, using a combined specific electrode for fluoride ion (9609 bn orion research) and ion analyzer (290 a orion research). the results showed that 50% of the solutions had statistically significant differences, with higher fluoride concentrations than those expressed on the labels, and the ph ranged from 4.23 to 7.34, but only one of the products registered the ph value on its label.
Anticaries effect of dentifrices with calcium citrate and sodium trimetaphosphate
Delbem, Alberto Carlos Botazzo;Bergamaschi, Maurício;Rodrigues, Eliana;Sassaki, Kikue Takebayashi;Vieira, Ana Elisa de Mello;Missel, Emilene Macario Coimbra;
Journal of Applied Oral Science , 2012, DOI: 10.1590/S1678-77572012000100017
Abstract: because of the growing concerns regarding fluoride ingestion by young children and dental fluorosis, it is necessary to develop new dentifrices. objective: the aim of this study was to evaluate the effect of dentifrices with calcium citrate (cacit) and sodium trimetaphosphate (tmp) on enamel demineralization. material and methods: enamel blocks (n=70), previously selected through surface hardness analysis, were submitted to daily treatment with dentifrices diluted in artificial saliva and to a ph-cycling model. the fluoride concentration in dentifrices was 0, 250, 450, 550, 1,000 and 1,100 μg f/g. cresttm was used as a positive control (1,100 mg f/g). cacit (0.25%) and tmp (0.25%) were added to dentifrices with 450 and 1,000 μg f/g. surface hardness was measured again and integrated loss of subsurface hardness and fluoride concentration in enamel were calculated. parametric and correlation tests were used to determine difference (p<0.05) and dose-response relationship between treatments. results: the addition of cacit and tmp did not provide a higher fluoride concentration in enamel, however it reduced (p<0.05) mineral loss when compared to other dentifrices; the dentifrice with cacit and tmp and a low fluoride concentration presented similar results when compared to a dentifrice with 1,100 mg f/g (p>0.05). conclusions: dentifrices with 450 and 1,000 μg f/g, cacit and tmp were as effective as a gold standard one.
Organic Monadology in Maupertuis  [PDF]
Maurício de Carvalho Ramos
Advances in Historical Studies (AHS) , 2015, DOI: 10.4236/ahs.2015.41003
Abstract: The present paper aims to define the seminal parts in the generation theory in Pierre-Louis Moreau de Maupertuis’s System of nature as Leibnizian physical monads of a special type, organic monads, whose main characteristics are: 1) uniting, within the same explanatory system, epigenesis and preformation, following from an interpretation where initial conditions for epigenesis are a homogenous, non-organic seminal matter; 2) having psychic properties which give them a preformational character, allowing seminal parts to display a combination of material and representational morphologies, elaborated from a distinction between the substantial and relational character of chemical affinities proposed by Fran?ois-Geoffroy; 3) bringing, through the previous two characteristics, the System of nature to intelligibly express preexistence, a concept present in Maupertuis’ conjectures on the origins of the first organisms, where to a strongly naturalistic scenario, a supernatural cause is added—one consistent, within limits, with the natural indestructibility of the physical monad within a panspermic reading of the original Leibnizian monadology. Together, these characteristics allow us to define Maupertuis’s generation theory as an organic monadology, capable of expressing itself in other components of the modern sciences of life and the organic, revealing a historical continuity for the heuristics of Leibniz’s natural philosophy.
The Pestalozzi Method: Mathematics as a Way to the Truth  [PDF]
Peri Mesquida, Fabio Inácio Pereira, Maurício Eduardo Bernz
Creative Education (CE) , 2017, DOI: 10.4236/ce.2017.87078
Abstract: Johann Heinrich Pestalozzi (1746-1827), the father of modern pedagogy (Soetard, 1985), dedicated his life to the pursuit of truth for mankind. This quest considered the education and teaching of children as a whole hence, his famous formula of “head, heart, and hands” was conceived not just as a slogan but, particularly, as a concept of comprehensive education. But how do you get to the truth behind education and teaching? How do you teach and educate children? What method ought to be used for this task? Pestalozzi wrote five volumes on his own Method (in Germany), which were later translated into French, and in these, he aimed to address the three questions mentioned above. Ever since the first attempt to explain the Pestalozzi Method, by Marc Antoine JULLIEN in his work Spirit of the Method of Pestalozzi education (Esprit de la Méthode d’éducation de Pestalozzi) (1812), followed by Daniel Alexandre CHAVANNES in his Elemental Method of H. Pestalozzi (Méthode élémentaire de H. Pestalozzi) (1819) and the works of Soetard (1994) and Throler (2008), many of the Method’s concepts have been discussed and defended. However, the various authors do not appear to have settled on a common ground. Nevertheless, this article aims to offer a reflection on the subject based on a reading and analysis of the texts by Pestalozzi that were translated into French. It will attempt to defend the argument that Pestalozzi appropriated the inductive Method of Locke and Comenios who, like himself, were protestants, and whose methodological resources for finding the “Truth” through both education and teaching involved geometry and mathematics; these were elements that Pestalozzi considered useful for approaching and identifying truth and accuracy.
O pensamento representacional e sua atualiza??o nas ciências humanas
Bomfim, Eduardo Maurício;Mangueira, Maurício;
Psicologia & Sociedade , 2012, DOI: 10.1590/S0102-71822012000100003
Abstract: the human sciences hold a particular place on knowledge's field. due to its emergency from general changes in the epistemological and political-administrative structure of the nineteenth century, they acquire a specific configuration that locates them at the crossing of several others knowledge, as emphasized by historian michel foucault. besides that, they afford another peculiarity, which is characterized in its activity by a close relationship to what the philosopher gilles deleuze calls the "representational model". from the analyses of some works of these two thinkers, we will observe how the human sciences operate an update of the representational model through the standardization of the individuals.
Pesquisa qualitativa em Educa??o Matemática a distancia: aspectos importantes do uso do Role Playing Game como procedimento metodológico de pesquisa
Rosa, Maurício;
Educar em Revista , 2012, DOI: 10.1590/S0104-40602012000300016
Abstract: this article highlights aspects of the role playing game (rpg), which make an important procedure in terms of research on qualitative research in distance education (in this case, mathematics education). this game was used in a research (rosa, 2008) that studied the relations between the construction of online identities and teaching and learning of the concept of definite integral (concept of differential and integral calculus) in a distance course. thus, from this investigation that used the rpg (which was played from distance, through chat) as the procedure of data collection, we discuss the inclusion of this game as a methodological procedure of research in distance mathematics education and we characterize how this process connects to qualitative research issues in this new scenario: cyberspace. therefore, we assume that to adopt the rpg as a research procedure favors both the researcher and the subjects investigated in terms of showing themselves as "different" even though "the same" (rosa, 2008) and this enhances the production of mathematical knowledge as well as the analysis of actions and educational possibilities glimpsed by being online that presents itself in the natural environment presented. also, we point to the adoption of the rpg as a factor that pushes and extends the poststructuralist conception of education which, in virtual environments, are increasingly emphasizing and establishing a range of research that makes this amazing and imaginative space a natural environment research.
Educa??o, desenvolvimento humano e cosmos
Mogilka, Maurício;
Educa??o e Pesquisa , 2005, DOI: 10.1590/S1517-97022005000300003
Abstract: this article seeks to analyze the process of human formation and development. it takes as a point of departure concepts of the humanist pedagogy, and tries to move forwards in the reflection upon these processes. the text attempts to demonstrate that this approach explains these processes in an interactionist, global and holistic way. its main reflections are based on the thought of carl rogers, jean-jacques rousseau, and john dewey, trying to recall important contributions from these thinkers to the study of human development. next, the paper seeks to show to need to overcome some contradictions in the ideas of these authors, an attitude required to deepen an interactionist understanding of the issue. perhaps the main contradiction in these authors, shared with a considerable fraction of anti-authoritarian pedagogies, lies in the oscillation between innatism and interactionism. despite the high value of these pedagogies to the establishment of radically democratic proposals of education and society, the text tries to demonstrate the need to overcome the above mentioned contradiction in order to move forwards in this field. by radicalizing interactionism we can exercise a complex understanding of the human being, seeing it simultaneously as an affective, political and cosmic being. the human organism is thus understood in its internal unity, in its social belonging, and in its connection with the cosmos, dimensions indispensable to a non-fragmentary vision of human development.
Autonomia e forma??o humana em situa??es pedagógicas: um difícil percurso
Mogilka, Maurício;
Educa??o e Pesquisa , 1999, DOI: 10.1590/S1517-97021999000200005
Abstract: this article discusses the process of structuring the child?s autonomy in pedagogical situations. it starts by attempting to distinguish between the concepts of freedom and autonomy, since these are often taken synonymously. it is fundamental to establish this distinction to reveal the non-innate character of the autonomy, a quality of the being that needs structuring. in the interactionist theoretical approach chosen for this discussion the structuring of autonomy is seen as a process that needs to be built between the natural freedom - inherent to human nature - and the self-regulating ability of the child in the face of the needs of her/his equals. this process is considered here as resulting from a dialogue between the child?s innate potentials and elements external to his/her self: the culture and the social relations. when such interaction is neither coercive nor lax the necessary conditions would be given to a healthy structuring of the self, that is, the process of human formation understood in its most rigorous sense and full of positiveness. the reflection developed here is rooted in the humanist pedagogy, especially in the thinking of rousseau, rogers, and dewey. the text concludes with a positive view of the possibilities of constructing autonomy but, within the limits and theoretical boundaries of the work, tries to show that this is a problematical possibility. that would be due to the difficulty of acting and comprehending democratically in a society that is simultaneously conducive and permissive.
De Darwin, de caixas-pretas e do surpreendente retorno do 'criacionismo'
Martins, Maurício Vieira;
História, Ciências, Saúde-Manguinhos , 2001, DOI: 10.1590/S0104-59702001000400013
Abstract: on the second half of 1999, a north-american state ruled that darwin's evolution theory and the biblical genesis should have the same relevance in its schools program. considering this event, the present article discusses the strengthening (even though restricted) of 'creationism', the old concept that presents the origin of the world and of man as the result of divine creation. consequently, at first, we analyzed darwin's black box, a book by biochemist michael behe's, who is probably the most sophisticated representative of such concept, although he does not consider himself so. secondly, we present some hypothesis on the historical and social conditions that enabled the expansion of creationism. special emphasis was given to that which some social scientists recently called 'the re-enchantment of the world', a process related to a demand characterized by mystical explanations that ensures significance to the fragmentation of the contemporary world.
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