The use of NiTi rotary files is an option for root canal instrumentation in primary teeth.

Fast reconfiguration is a mandatory feature for reconfigurable computing architectures. Research in this area has been increasingly focusing on new reconfiguration techniques that can sustain the architecture performance and to allow the simultaneous execution, at the same stage, of configuration and computation tasks. In this context, this paper presents a new dynamic reconfiguration technique, based on a configuration cache, that tackles this challenge by configuring and executing operations on functional units during the execution stage. This approach is implemented in a pipelined reconfigurable multiple-issue architecture called 2D-VLIW. Our dynamic reconfiguration technique takes advantage of the 2D-VLIW pipelined execution by starting reconfiguration concurrently to activities like reading operand registers and executing operations.

Purpose: to evaluate the speed of RAN in 6 to 7-year-schoolchildren (1st year of elementary school) and evaluate the difference in Rapid Automatized Naming subtests of colors, letters, numbers and objects. Methods: 30 children from the 1st year of public elementary schools were evaluated. Results: indicate significant differences for all tests of colors and letters between the ages. In other subtests there were no significant differences between digits and objects. We notice that the average performance among the four subtests indicated that the speed of RAN was better among 7 year-old children. Conclusion: the results point to the need of establishing the relationship between the language skills and reading and writing skills for the early identification of the direct impact of rapid automatized naming changes in the literacy process. Keywords: Mental Processes; Learning; Evaluation; Students RESUMO Objetivo: avaliar a velocidade de Nomeação Automatizada Rápida em escolares de 6 e 7 anos, frequentadores do 1º ano do ensino fundamental e avaliar a diferença de desempenho em Nomeação Automatizada Rápida nos subtestes de cores, letras, números e objetos. Métodos: foram avaliadas 30 crianças, frequentadoras do 1º ano do ensino público fundamental. Resultados: indicam haver diferenças significantes para todos os testes de cores e letras entre as idades. Nos demais subtestes, não houve diferenças significantes entre dígitos e objetos. Nota-se que a média de desempenho entre os quatro subtestes indicou que a velocidade de nomeação automatizada rápida foi melhor entre os sujeitos de 7 anos. Conclusão: os resultados apontam para a necessidade de estabelecimento da relação de habilidade linguística com as habilidades de leitura e escrita para a identificação precoce do impacto direto da alteração nomeação automatizada rápida no processo de alfabetização.