Made available in DSpace on 2018-08-01T23:26:21Z (GMT). No. of bitstreams: 1 tese_9359_Dissertação Eline Mestrado em Clínica Odontológica 2015.pdf: 3683484 bytes, checksum: a448aba8f5013cb4bd007e8eb8c254e5 (MD5) Previous issue date: 2015-11-20 / No processo de tumorigênese, a laminina-332 executa múltiplos processos biológicos através de sua cadeia γ2, e a MMP-9 atua no processamento dos componentes extracelulares. Nós propomos analisar o perfil molecular da cadeia γ2 e da MMP-9 em leucoplasias de alto risco, carcinomas in situ (CIS) e carcinomas de células escamosas invasivos (CCEs) e estabelecer possíveis correlações clinicopatológicas. As expressões da cadeia γ2 e de MMP-9 foram avaliadas por imunohistoquímica em 10 pacientes com lesões orais de alto risco de malignizaçāo e 26 casos com CCE invasivos. Através de imunomarcação da cadeia γ2 foi possível observar uma membrana basal contínua na maioria das lesões de alto risco de malignizaçāo enquanto que uma membrana descontínua ou ausente predominou nos casos de CCEs invasivos. Células do estroma de CCE invasivos apresentaram expressão mais elevada de MMP-9 quando comparada aos casos de lesões de alto risco. A associação entre o perfil clínico dos pacientes e os achados imunohistoquímicos demonstrou que fumantes com CCEs invasivos tiveram expressão mais elevada da cadeia γ2 no compartimento epitelial e de MMP-9 nos fronts invasivos. Ainda, aumento da expressão de MMP-9 no estroma foi associado aos pacientes do sexo masculino com idade superior a 60 anos diagnosticados com CCE invasivo. Nossos resultados indicam uma associação entre características clínicas e microscópicas em lesões orais com alto potencial de malignização e nos carcinomas orais, com uma mudança progressiva na expressão da cadeia γ2 e MMP-9 durante o processo de tumorigênese.

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Tesis Magister En Ciencias Odontológicas Con Mención En Patología Y Medicina Oral / El carcinoma de celulas escamosas es el tipo histológico más prevalente en tumores de la cavidad oral. Además de ser un cáncer altamente agresivo e infiltrante, tiende a generar compromiso linfático y metástasis con mucha rapidez. MMP-9, ha sido asociada a destrucción del colageno IV y promotora de la angiogénesis y, a la densidad de vasos linfáticos y sanguíneos han sido asociados en su progresión, metástasis y sobrevida. El objetivo de este estudio fue determinar la relación existente entre la expresión inmunohistoquímica de MMP-9, densidad de vasos linfáticos (D2-40) y densidad de vasos sanguíneos (CD34) en COCE. Se obtuvieron 37 biopsias de carcinoma espinocelular, desde la base de datos del Servicio de Anatomía Patológica, diagnosticadas entre los años 2000- 2008, que cumplieron con los criterios de inclusión. Estas biopsias fueron procesadas para el estudio histopatológico y teñidas con los anticuerpos monoclonales anti-MMP-9, anti-D2-40 y anti-CD34 y evaluadas mediante microscopía óptica. En nuestro estudio no se encontró asociación entre los niveles de expresión de MMP-9 y la densidad de vasos linfáticos y sanguíneos. Del los 37 casos analizados, todas las muestras presentaron algún grado de inmunoreactividad para MMP-9, en promedio un 80,3% de las células epiteliales neoplásicas fueron positivas por caso. No se observó asociación con otras varaibles clinico-patológicas excepto edad. En relación al componente vascular se determinó una mayor densidad promedio de vasos sanguíneos (128,0 vasos/mm2) que linfáticos (42,9 vasos/mm2) y además, una correlación positiva entre la DVL y la DVS en los casos COCE. La densidad de vasos linfáticos no presentó diferencias significativas con variables clinico-patológicas, pero evidenció que lengua tienen en promedio 23,4 vasos/mm2 más que la localización reborde alveolar. / Esta tesis forma parte de los proyectos FONDECYT No. 1120248 y FONDEF No. D11/1096

<p>Syftet med denna undersökning har varit att ta reda på om och hur muntlig kommunikation förekommer under matematiklektioner i årskurs 7-9. Undersökningen riktar sig också mot vad lärarna har för inställning till, hur den muntliga kommunikationen kan vara till fördel för elevernas kunskapsutveckling och förståelse för matematik. Arbetet inleds med en litteraturstudie och efter det  den empiriska undersökningen. Undersökningen genomfördes med hjälp av en enkät som 30 lärare i årskurs 7-9 besvarade. Resultatet av enkätundersökningen visar på att eleverna arbetar enskilt i läroboken varje lektion och att grupparbeten inte är en vanligt förekommande arbetsform på matematiklektionerna. Muntlig kommunikation där läraren frågar och någon enskild elev svarar, använder sig lärarna av på de flesta lektionerna. Diskussioner där läraren och eleverna är inblandade  sker olika mycket hos de olika lärarna. Drygt hälften av lärarna använder sig av diskussioner varje eller de flesta lektionerna. Det är mer än en tredjedel som använder sig av diskussioner ibland. Några större arbeten eller projekt inom matematik var sällsynt förekommande. När det gäller lärarnas inställning till den muntliga kommunikationens nytta för elevernas vidkommande när det gäller matematik, svarar de att den främjar elevernas utveckling och kunskapsnivå. Lärarna ställer sig tveksamma till om den muntliga kommunikationen främjar elevernas motivation för matematik. Det skiljer sig markant på två undersökningsfrågor jämfört med den nationella utvärderingen av grundskolan 2003 (Skolverket, 2005). På frågan om hur ofta läraren har gemensamma genomgångar har svarsalternativet "i stort sett varje lektion" nästan dubblerats från 34 procent till 67 procent. På frågan om hur ofta läraren ställer frågor och enskilda elever svarar har svarsalternativet "varje/de flesta lektioner"  tredubblats från 30 procent till 90 procent.<p> </p></p><p> </p>

<p>Studien har syftat till att undersöka elevers attityd till läsning av skönlitteratur. Jag har jämfört enkät- och intervjumaterial från två olika skolor som arbetar med skönlitteratur i undervisningen på olika sätt. Den ena har sedan flera år tillbaka ett läsprojekt på skolan där skönlitteraturläsning inkluderas i, och ges undervisningstid i flera ämnen, och den andra arbetar mer traditionellt med läsning ungefär en lektion i veckan inom svenskämnet. Då underlaget i undersökningen är litet kan inga generella slutsatser dras, men det verkar som om eleverna som deltagit i läsprojektet, skola Ett, läser något mer på fritiden än eleverna på skola</p><p>Två.</p>

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<p>In the Swedish governing document for the mandatory school (Lpo94) it is laid down that The school shall strive for being a living social community that gives safety and the will and desire to learn. The social community and the social relations in the school everyday existence are thereby without hesitation very important for the students' learning. The teacher always wants to engage the students and create order, comfort and a good work environment. In this essay, the relationship between students' work climates, matter interests and average grades is studied. This gives understanding and awareness in these important parts of the schools´ daily activity. In order to study the relationship a combination of quantitative and qualitative method is used. With a quantitative method the information is collected in a formalized and structured way. The information/data is collected with a field survey of the 9th grade students on three arbitrary schools. Those three schools are to be seen only as representative of students' work climates, matter interests and average grades in a diversified reality. A formalized questionnaire survey and a collection of documents with students' anonymous grades give an equal and comparable picture of three schools. This equal and comparable picture of students' work climates, matter interests and study performances on the three schools give a basis and a starting point to study the relationship. From this starting point and bases the relationship is studied. A qualitative analysis is based on comparing the three schools and to see whether a clear relationship can be found. The qualitative analysis builds on the essay's theoretical frame of reference and the collected formalized and structured information/data.</p><p>I find three simplifications around the studied relationship. The explanations of those three simplifications build up a relationship between students' work climates, matter interests and average grades, study performances. The conclusion I draw is, if the students' work climate can be improved comes positive effects on the students' learning and matter interests. The students' average grades are not only affected of the pedagogic and didactic quality in the education, it is also affected by the students' work climates. The education pedagogic and didactic quality is of crucial importance for students' matter interests. To revive students' matter interests is therefore the teachers' duty. In order to improve students' learning in the school and theirs average grades should one always ensure to improve the students' general work climate.</p>

In the Swedish governing document for the mandatory school (Lpo94) it is laid down that The school shall strive for being a living social community that gives safety and the will and desire to learn. The social community and the social relations in the school everyday existence are thereby without hesitation very important for the students' learning. The teacher always wants to engage the students and create order, comfort and a good work environment. In this essay, the relationship between students' work climates, matter interests and average grades is studied. This gives understanding and awareness in these important parts of the schools´ daily activity. In order to study the relationship a combination of quantitative and qualitative method is used. With a quantitative method the information is collected in a formalized and structured way. The information/data is collected with a field survey of the 9th grade students on three arbitrary schools. Those three schools are to be seen only as representative of students' work climates, matter interests and average grades in a diversified reality. A formalized questionnaire survey and a collection of documents with students' anonymous grades give an equal and comparable picture of three schools. This equal and comparable picture of students' work climates, matter interests and study performances on the three schools give a basis and a starting point to study the relationship. From this starting point and bases the relationship is studied. A qualitative analysis is based on comparing the three schools and to see whether a clear relationship can be found. The qualitative analysis builds on the essay's theoretical frame of reference and the collected formalized and structured information/data. I find three simplifications around the studied relationship. The explanations of those three simplifications build up a relationship between students' work climates, matter interests and average grades, study performances. The conclusion I draw is, if the students' work climate can be improved comes positive effects on the students' learning and matter interests. The students' average grades are not only affected of the pedagogic and didactic quality in the education, it is also affected by the students' work climates. The education pedagogic and didactic quality is of crucial importance for students' matter interests. To revive students' matter interests is therefore the teachers' duty. In order to improve students' learning in the school and theirs average grades should one always ensure to improve the students' general work climate.