acne ra 1 2 a novel uv selective face cream for patients with acne efficacy and tolerability results of a randomized placebo controlled clinical study

SummaryBackground General skincare measures such as the use of moisturisers and products containing adequate photoprotection are important components of acne patients' management to complement the pharmacological regimen. Acne RA-1,2 is a novel dermato-cosmetic product which contains selective photofilters and active ingredients against the multifactorial pathophysiology of acne. Objectives To evaluate the tolerability of Acne RA-1,2 and its effect on the clinical signs of acne. Methods This double-blind, placebo-controlled study randomized 40 adult patients with 10-25 comedones per half face to once-daily application of Acne RA-1,2 or placebo for 8 weeks. Evaluations after 4 and 8 weeks included the number of comedones, transepidermal water loss (TEWL), sebum production, and tolerability. Results In the Acne RA-1,2 group, there was a significant 35% decrease in the mean number of comedones from 26 at baseline to 17 at Week 8 (P<.001), a 7% significant reduction in TEWL (9.32 to 8.66 g/h/m2; P<.001), and a 24% significant reduction in sebum production (154.8 to 117.6 μg/cm2; P<.001). The reductions in TEWL and sebum production were significantly greater than those in the placebo group at Weeks 4 and 8 (P<0.05). There were no adverse events. Conclusions Acne RA-1,2 was well tolerated and effective at reducing comedones and sebum production and improving epidermal barrier function. These results suggest that Acne RA-1,2 is useful against acne-prone facial skin, particularly as it targets sebum production, which topical pharmacological acne therapies do not address

In vitro biocompatibility of nickel-titanium esthetic orthodontic archwires

Objective: To investigate the cytotoxicity of nickel-titanium (NiTi) esthetic orthodontic archwires with different surface coatings. Materials and Methods: Three fully coated, tooth-colored NiTi wires (BioCosmetic, Titanol Cosmetic, EverWhite), two ion-implanted wires (TMA Purple, Sentalloy High Aesthetic), five uncoated NiTi wires (BioStarter, BioTorque, Titanol Superelastic, Memory Wire Superelastic, and Sentalloy), one b-titanium wire (TMA), and one stainless steel wire (Stainless Steel) were considered for this study. The wire samples were placed at 37uC in airtight test tubes containing Dulbecco’s Modified Eagle’s Medium (0.1 mg/mL) for 1, 7, 14, and 30 days. The cell viability of human gingival fibroblasts (HGFs) cultured with this medium was assessed by the 3-(4,5- dimethylthiazol-2-yl)-2,5-diphenyltetrazolium bromide (MTT) assay. Data were analyzed by a twoway analysis of variance (a 5 .05). Results: The highest cytotoxic effect was reached on day 30 for all samples. The archwires exhibited a cytotoxicity on HGFs ranging from “none” to “slight,” with the exception of the BioTorque, which resulted in moderate cytotoxicity on day 30. Significant differences were found between esthetic archwires and their uncoated pairs only for BioCosmetic (P 5 .001) and EverWhite (P , .001). Conclusions: Under the experimental conditions, all of the NiTi esthetic archwires resulted in slight cytotoxicity, as did the respective uncoated wires. For this reason their clinical use may be considered to have similar risks to the uncoated archwires. (Angle Orthod. 0000;00:000–000.

Reproducibility of the assessment of the Fränkel manoeuvre for the evaluation of sagittal skeletal discrepancies in Class II individuals

The Fränkel manoeuvre is a procedure by which the mandible of Class II individuals is postured forward in dental Class I relationship. The evaluation of the resulting facial profile provides information concerning the components determining the sagittal discrepancy. Data concerning the reproducibility of its assessment are not available. This study aimed to evaluate the intra-observer and inter-observer reproducibility of the assessment of the manoeuvre and to assess whether the amount of clinical experience affects its reproducibility

Erratum to: Orally administered multispecies probiotic formulations to prevent uro-genital infections: a randomized placebo-controlled pilot study

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Metodologias Ativas de Aprendizagem: Uma Breve Revisão

Historicamente, os métodos tradicionais de ensino visualizaram o professor como uma figura de poder sobre o aluno. Mas mudanças de percepção no processo de ensino-aprendizagem têm ocorrido com a introdução das chamadas 'metodologias ativas de aprendizagem'. Essas são metodologias em que o aluno se torna o protagonista central. Suas aplicações permitem o desenvolvimento de novas competências, como a iniciativa, a criatividade, a criticidade reflexiva, a capacidade de autoavaliação e a cooperação para se trabalhar em equipe. O professor atua como orientador, supervisor e facilitador do processo. O presente artigo objetiva ser uma breve introdução ao histórico, fundamentos e classificações das metodologias ativas de aprendizagem

DIDACTIC PROPOSAL FOR THE TEACHING OF CELLULAR BIOLOGY IN FUNDAMENTAL TEACHING: THE HISTORY OF SCIENCE, EXPERIMENTATION AND INCLUSION

A primeira competência geral descrita na Base Nacional Comum Curricular enaltece a importância da valorização e do uso dos conhecimentos historicamente construídos sobre o mundo, reconhecendo a importância do ensino sobre a História e a Natureza da Ciência. Estes são componentes fundamentais para uma formação científica escolar, onde juntamente a aspectos relacionados com a temática da inclusão, potencializam o processo de ensino, permitindo uma maior interação entre ciência - sala de aula - alunos. Nesta proposta nosso objetivo é orientar, colaborar e facilitar o ensino de Biologia Celular nos anos finais do ensino fundamental, através de uma sequência didática denominada como “Conhecendo a história da descoberta das célulasâ€, “Conhecendo as células através de modelos didáticos†e “Construindo um microscópioâ€, a metodologia utilizada baseou-se em recortes das pesquisas desenvolvidas pelas autoras em suas dissertações na área de Educação em Ciências, buscando responder o seguinte problema de pesquisa “Como fazer com que conceitos científicos sobre o ensino de biologia celular ultrapassem a capacidade de abstração dos alunos e se tornem compreensíveis?â€. Visto que por muitas vezes o ensino de Biologia Celular acontece de forma teórica e sem contextualização, e por ser de difícil compreensão devido ao alto grau de abstração dos discentes, propomos as sequências didáticas para facilitar o ensino e aprendizagem desta temática. Cada uma dessas ações será desenvolvida por meio de metodologias ativas de aprendizagem, valorizando a participação dos alunos e fazendo-os pensar sobre o que estão aprendendo. A utilização da sequência didática proposta no ensino de Biologia Celular utiliza as metodologias ativas proporcionando aos alunos o despertar pelo mundo microscópico, de uma maneira lúdica e divertida, proporcionando aos alunos serem agentes ativos no seu processo de ensino e aprendizagem.The first general competence described in the National Curricular Common Base emphasizes the importance of the valorization and use of historically constructed knowledge about the world, recognizing the importance of teaching about the History and Nature of Science. These are fundamental components for a scientific school formation, where along aspects related to the theme of inclusion, potentiate the teaching process, allowing a greater interaction between science - classroom - students. In this proposal our objective is to guide, collaborate and facilitate the teaching of Cell Biology in the final years of elementary school, through a didactic sequence called "Knowing the history of cell discovery", "Knowing cells through didactic models" and "Building a Microscope", the methodology used was based on the researches developed by the authors in their dissertations in the area of Science Education, seeking to answer the following research problem "How to make scientific concepts about the teaching of cellular biology exceed the students' ability to abstract and become understandable?". Since many times the teaching of Cell Biology happens in a theoretical way and without contextualization, and because it is difficult to understand due to the high degree of abstraction of the students, we propose the didactic sequences to facilitate the teaching and learning of this subject. Each of these actions will be developed through active learning methodologies, valuing student participation and making them think about what they are learning. The use of the didactic sequence proposed in the teaching of Cell Biology uses the active methodologies, providing the students to awaken through the microscopic world, in a playful and fun way, providing students with active agents in their teaching and learning process

Linguistic adaptation and validation of Italian version of OSA-18, a quality of life questionnaire for evaluation of children with obstructive sleep apnea-hypopnea syndrome (OSAS).

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Biocompatibility of Orthodontic Resins: In vitro Evaluation of Monomer Leaching and Cytotoxic Effects

The aim of this study was to investigate the effect of orthodontic resins on cell survival and to evaluate monomer leaching both before and after resin polymerization. Materials and methods: 3T3 mouse fibroblasts were exposed to three cured and uncured orthodontic resins. Cellular viability was assessed by Alamar Blue assay after 24, 48 and 72 h. High Performance Liquid Chromatography was used to measure the amount of monomers released by the tested samples. Data were analyzed by means of ANOVA and Tukey's test (p<0.05). All tested materials exerted a cytotoxic response. Cytotoxicity tests showed that the uncured samples were more cytotoxic than the polymerized ones. A time-dependent reduction in cellular viability was found. Monomer release analyses indicated a higher elution of Triethylene Glycol Dimethacrylate (TEGDMA) compared to Bisphenol A Glycidyl Methacrylate. TEGDMA release was higher in the uncured samples and showed a time-dependent pattern. Our results showed the role of resin curing in determining the cytotoxic effect of orthodontic resins and suggested that the differences in the chemical composition of resin matrix appeared to be much more related to the decrease in cell viability than the amount of monomer leaching from orthodontic resins. Clinicians should pay greater attention to resin curing after bracket placement in order to reduce the potentially dangerous effect of monomer release

Investigação das concepções sobre higiene e uso de metodologias alternativas

This paper shows the results of research about hygiene. The sample group was from a school in the municipality Cachoeira do Sul, Rio Grande do Sul, Brasil. The group studied was composed of 19 pupils from both the nursery and basic education phases of the school. This study aims to research of spontaneous conceptions and propose a roadmap of activities on identify the contributions of a teaching method, centered in a ludic education approach, for the teaching and learning of students in the health area. To assess the responses from the children, an interview was made using an experimental methodology was applied with one of the groups surveyed. Students who participated in the methodological activity, were interviewed again. The main perceptions showed that  the developed game made the learning process easier and allowed a stronger involvement, moments of  distraction and enabled subjects review and it showed that previous knowledge was demanded. Based on these results some educational implications are presented for discussion in the early yearsEste artigo relata a investigação sobre higiene, com uma amostra de 19 alunos de anos iniciais em uma escola privada de Cachoeira do Sul, Rio Grande do Sul, Brasil. Tem por objetivo investigar as concepções espontâneas sobre a higiene e identificar as contribuições de um método de ensino, centrado numa abordagem lúdica de educação, para o ensino e a aprendizagem de crianças na área da saúde. Como método de estudo, foi aplicada uma atividade prática com a turma pesquisada. As principais percepções assinalam que atividades práticas desenvolvidas facilitam a aprendizagem, possibilitam maior envolvimento, permitem momentos de distração, possibilitam revisão de conteúdos e necessitam de conhecimentos prévios. Com base nestes resultados são apresentadas algumas implicações educativas para discussão nos anos iniciais