Mild cognitive impairment (part 2): Biological markers for diagnosis and prediction of dementia in Alzheimer's disease

To present a critical review of publications reporting on the rationale and clinical implications of the use of biomarkers for the early diagnosis of Alzheimer's disease (AD). Methods: We conducted a systematic search of the PubMed and Web of Science electronic databases, limited to articles published in English between 1999 and 2012, and based on the following terms: mild cognitive impairment, Alzheimer's disease OR dementia, biomarkers. We retrieved 1,130 articles, of which 175 were reviews. Overall, 955 original articles were eligible. Results: The following points were considered relevant for the present review: a) rationale for biomarkers research in AD and mild cognitive impairment (MCI); b) usefulness of distinct biomarkers for the diagnosis and prediction of AD; c) the role of multimodality biomarkers for the diagnosis and prediction of AD; d) the role of biomarkers in clinical trials of patients with AD and MCI; and e) current limitations to the widespread use of biomarkers in research and clinical settings. Conclusion: Different biomarkers are useful for the early diagnosis and prediction of AD in at-risk subjects. Nonetheless, important methodological limitations need to be overcome for widespread use of biomarkers in research and clinical settings. © 2013 Associação Brasileira de Psiquiatria.

As inter-relações das tecnologias de informação e de comunicação com alguns conceitos da teoria de Davydov para o ensino de matemática

Pós-graduação em Educação Matemática - IGCE

O ensino de língua inglesa e o uso de portais de conteúdo para a construção de ambientes de aprendizagem

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Os primeiros contatos de professores de línguas estrangeiras com a prática de Teletandem

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

A construção do saber sobre a utilização de objetos no ensino brasileiro

Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq)

Recursos tecnológicos: uma abordagem educacional

This study aimed to analyze the use of technological resources by teachers during their daily practice, especially the computer, in public and private elementary schools in Botucatu - SP. We know that today's society, called the Information Society and Knowledge, changes the context of education, since students have access to various information a short time. For this purpose, we use literature as a methodology and data collection through the application of a questionnaire answered by 49 students in public schools, state and private network cited. The choice of the students took place because of the diversity of schools in which they live. Our intention was not to make generalizations, but knowing more about the use of technology in these contexts from the perspective of students. The choice of subject had reason for their timeliness and necessity of knowledge, thus contributing to a comprehensive education and quality. Through data analysis, was explicit the difference between public and private schools, however, student interest was unanimous by the technologies and equitably

Avaliação da presença de tecnologias de informação e comunicação no ensino de histologia das universidades de odontologia do estado de São Paulo

In recent decades the rise of the tools of information and communication technology (ICT) has been notorious. Currently ICTs are an important educational tool and is associated with the development of teaching methods courses in basic and higher education. Given the influence that these tools are currently engaged in several sectors, this project aimed to assess the frequency and manifestations of ICT that have been employed in the teaching of histology in the Schools of Dentistry of São Paulo. The virtual page of 43 Higher Education Institutions (HEI) was analyzed to search for links to sites of histology. With this assessment only 4 virtual domains were found which was present a narrow range of virtual tools such as hypertext, graphics, quizzes and lessons in electronic formats. Later, by sending a questionnaire to 46 teachers of histology of the Universities of São Paulo, were analyzed for the presence or absence of a site of discipline, mode and frequency of use of ICTs in education, and the value that teacher attaches to these tools. From the responses obtained were concluded that teachers who have websites in general have no interactivite tools and many seem to ignore the real representation of interactivity in teaching and the possibilities of applications of ICTs. However most teachers recognize the importance of education mediated by virtual tools

A integração das tecnologias de informação e comunicação na escola: o projto político pedagógico nesse contexto

This study aims to analyze the possibilities of integration of new information and communication technologies (ICT) in teaching and learning in a school of public elementary school Municipal Araraquara. This is a survey based on a qualitative approach, which has a strategy Case Study. Made an analysis of the Curriculum Guidelines and Policy Project (PPP) school selected, in order to check how the school addresses the issue of the use of new technologies in the educational process. For the analysis of the Curriculum Guidelines and Educational Policy Project found that the school has studied a concern to make use of ICT in teaching and learning, featuring an awareness of the importance of technology in education, but does not describe ways to integrate curricularmente them. The integration of new technologies into the curriculum requires a systematic reflection about their goals, their technical and content chosen. Not only is working with new technologies aimed at digital inclusion of students, but we need to integrate the school into their curricular, integrate them into the process of teaching and learning. Today ICT configure themselves into a new form of language, essential for knowledge representation and, if so, their presence in the school curriculum is crucial.

A comunicação em fóruns de um curso a distância de formação de professores para uso de TDICS: análise da presença de ensino

The importance of the inclusion of digital technology in the classroom has already been pointed out by numerous authors in the educational field and some of them herald that it is through this inclusion that we can achieve transformations in school settings. Based on this assumption, this paper aims to present a distance learning course offered to in service and preservice teachers, focused on the use of technology in foreign language classroom primarily focusing on the role of teacher educators in mediating discussions. For this we sought theoretical support in studies which deal with distance courses (KENSKI, 2008), about virtual environments (ARAÚJO and MARQUESI, 2008), online discussion forums and investigation community and teaching presence (GARRISON, ANDERSON and ARCHER, 2000). Based on the previous theories presented, teacher educator’s messages were analyzed during a distance course offered to teachers in continuing and initial training, identifying marks of teaching presence and pointing to appropriate mediations and/or possible gaps. The results indicate that the teacher must be even more aware of the types of feedback that are provided and of the teaching presence mentioned by Garrison and colleagues (2000, 2001).

Televisão e mídias digitais na América Latina: um cenário em construção

The text is the initial result of a project called Global iTV, Interactive and systems Hybrid TV: a new advanced scheme for future services and applications in a global environment, contemplated by Call MCTI / CNPq 13/2012 – EUBrazil Cooperation Program in the field of Information and Communication Technologies (ICT) which has as its central theme the development of a standard that enables interoperability between the various digital TV systems operating jointly, exchanging and using information. Thus, using bibliographical and documentary research, the article goes on to demonstrate how this perspective panorama is drawing from the advent of digital television and the use of technology in Latin America, seeking to identify similarities, differences, problems and solutions arising from the use and consumption of digitizing television signal in the region. The results demonstrate the importance of media convergence, but point out that there are still large sections of the population on the margin of the Digital Society and the benefits provided by digital networks and that poverty and poor education are important contributions to this scenario.

Inventania: interfaces tecnológicas em invenções poéticas

Pós-graduação em Artes - IA

Uma reflexão filosófica sobre o conceito de informação ecológica

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Dimensões teórico-metodológicas do cálculo diferencial e integral: perspectivas histórica e de ensino e aprendizagem

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Design e usabilidade: interação, satisfação e afetividade em objetos de aprendizagem

Pós-graduação em Design - FAAC

O uso das TIC nas aulas de matemática na perspectiva do professor

The objective of this research is to understand whether the mathematics lessons teachers use ICT and how they see their use. For this, we prepared a questionnaire with four questions for the subjects of our research, which are ex - students of Bachelor in Mathematics FEG / UNESP, in exercise of the profession. The questionnaire data were analyzed following the procedures of phenomenological research. This approach enabled us to draw up three open categories. The first Recourse to boost student learning and school, leads us to interpret that for the interviewees, ICT resources are leading students to do research making them responsible for their learning and providing them with conditions respond the issues raised by the teacher, which generates greater interactivity. The second, Possibility to use software related to mathematical content shows that the subject sees ICT as resources that allow the study of mathematical content, especially geometry and functions, so that student learning is leverage. The third, Obstacles to the use of technology in the classroom shows that even if the subjects recognize the importance of ICT use, they do not use it as often as they would like because of the difficulties that are related to infrastructure and didactic and pedagogical conditions