Mini Nutritional Assessment predicts gait status and mortality 6 months after hip fracture.

The aim of the present study was to evaluate the Mini Nutritional Assessment (MNA), the Nutritional Risk Screening (NRS) 2002 and the American Society of Anesthesiologists Physical Status Score (ASA) as predictors of gait status and mortality 6 months after hip fracture. A total of eighty-eight consecutive patients over the age of 65 years with hip fracture admitted to an orthopaedic unit were prospectively evaluated. Within the first 72 h of admission, each patient's characteristics were recorded, and the MNA, the NRS 2002 and the ASA were performed. Gait status and mortality were evaluated 6 months after hip fracture. Of the total patients, two were excluded because of pathological fractures. The remaining eighty-six patients (aged 80·2 (sd 7·3) years) were studied. Among these patients 76·7 % were female, 69·8 % walked with or without support and 12·8 % died 6 months after the fracture. In a multivariate analysis, only the MNA was associated with gait status 6 months after hip fracture (OR 0·773, 95 % CI 0·663, 0·901; P= 0·001). In the Cox regression model, only the MNA was associated with mortality 6 months after hip fracture (hazard ratio 0·869, 95 % CI 0·757, 0·998; P= 0·04). In conclusion, the MNA best predicts gait status and mortality 6 months after hip fracture. These results suggest that the MNA should be included in the clinical stratification of patients with hip fracture to identify and treat malnutrition in order to improve the outcomes.

Negro, jovem e hip hopper: história, narrativa e identidade em Sorocaba

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Um brinde pra mim: rivalidade e concepção de talento dos hip-hoppers de Marília

Pós-graduação em Ciências Sociais - FFC

Repensando a periferia no período popular da história: o uso do território pelo movimento Hip Hop

Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq)

As letras de rap do movimento hip-hop como desdobramento do processo de segregação sócio-espacial: antigamente quilombos, hoje periferia

Pós-graduação em Geografia - IGCE

Experimentações juvenis: nas trilhas do Hip Hop

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

O jovem no movimento hip hop: espaço potencial de criatividade e identificação?

Pós-graduação em Psicologia - FCLAS

As ações do movimento hip hop no espaço urbano de Rio Claro/SP

Pós-graduação em Geografia - IGCE

Movimento Hip Hop paulistano: a produção artística dos racionais MC's

Pós-graduação em Letras - IBILCE

Redução das emissões de gases efeito estufa no processo de fabricação do sinter

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Hip muscles strength and activation in older fallers and non-fallers

Fundação de Amparo à Pesquisa do Estado de São Paulo (FAPESP)

Hip hop na escola: para além da proposta curricular do Estado de São Paulo

Since 2008 the Department of Education of the State of São Paulo implemented the curriculum for elementary and high school. Within the discipline of Physical Education, Hip Hop appears as a theme for the ninth year pertaining to the content of rhythmic activities. However, there seems to be difficulties of teachers and their training against such content. Therefore, this research has developed a textbook to support didactic teaching for physical education teacher about Hip Hop in school. For this we conducted a literature review, which were selected several studies that sought to investigate the main difficulties of the physical education teachers, as well as those who had the Hip Hop theme, so that the material could meet the real difficulties of these professionals. Furthermore, we analyzed textbooks from other disciplines will be considered as the experiences of the researcher with the contents of dancing. Thus, we found some difficulties in the analysis of textbooks in the area of Physical Education, since there is a certain shortage of materials, as well as related specifically to Hip Hop. From the investigations, the book was prepared by selecting subtopics important to treat this content teachers in the school, for example, the story, the basic features and steps. It is understood, therefore, that this type of work is very important for Physical Education Teachers considering the difficulties facing the contents of Hip Hop and can contribute more effectively to their inclusion in the school context

Hip Hop na aula de FLE: aprendendo e ensinando o léxico não-padrão

Appuyé sur le concept de lexiculture, proposé par R. Galisson (2000), et en reconnaissance de l’existence et de la dimension du mouvement Hip Hop en France, le but de cet article est d’examiner l’importance de cette culture et de son lexique dans le contexte français, soulignant aussi la nécessité de son insertion dans les matériels éducatifs destinés à l’enseignement du français langue étrangère (FLE). À cet effet, nous avons elaboré, à l’aide d’un système de traitement de corpus, une liste bilingue français-portugais brésilien de ce lexique, à partir des paroles des trois principaux artistes français. Il faut noter que la plupart de ces unités lexicales ne sont pas présentes dans les dictionnaires généraux bilingues, ce qui crée des difficultés aux apprenants ainsi qu’aux enseignants d’accès à ce lexique, qui coexiste avec la langue standard étudiée et qui représente une grande richesse linguistique.