Análise da segurança oncológica na cirurgia de Wetheim-Meigs via videolaparoscópica comparada à via laparotômica

Pós-graduação em Ginecologia, Obstetrícia e Mastologia - FMB

Memória e história da formação da Faculdade de Filosofia, Ciências e Letras de Marília (1957-1976)

Pós-graduação em Educação - FFC

Níveis de valina, isoleucina e arginina em dietas com baixo nível protéico para codornas japonesas em postura

Pós-graduação em Zootecnia - FMVZ

A ética do desperdício: a influência da compaixão no querer fazer moral de adolescentes

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Motociclistas vítimas de acidentes em Paranavaí, 2011

Pós-graduação em Saúde Coletiva - FMB

Jogos digitais educacionais nas aulas de Educação Física: Olympia, um videogame sobre os jogos olímpicos

Pós-graduação em Desenvolvimento Humano e Tecnologias - IBRC

Assesment of the TEI index of myocardial performance in dogs with doxorubicin-induced cardiomiopathy

The development of a dose-dependent cardiomyopathy is the main limitation for the use of doxorubicin in chemotherapy protocols in both humans and animals. In this setting, the global myocardial function may be compromised resulting in signs of congestive heart failure. In this study, we investigated the ability of the Tei index of myocardial performance to identify myocardial dysfunction in healthy dogs receiving doxorubicin to a cumulative dose of 210 mg/m(2) over 147 days, comparing it with other standard echocardiographic indicators of systolic and diastolic function. Our results indicated that the Tei index, the isovolumic relaxation time, pre-ejection period and the pre-ejection period-to-left ventricular ejection time ratio were able to identify the cardiotoxic effects of doxorubicin on cardiac function when only 60 mg/m(2) had been administered, while the standard systolic and diastolic parameters, including left ventricular diameter at systole, ejection fraction, and fractional shortening needed at least 120 mg/mg(2) to deteriorate. We concluded that prolonged anthracycline therapy compromises both systolic and diastolic functions, which may be documented earlier by including the Tel index evaluation to the standard echocardiographic assessment of animals receiving doxorubicin.

Ethical Care of the Self and the Teacher in the Pedagogical Relationship: Reflections Based on the Latest Foucault

Our conception of education is that it is the responsible action whereby man becomes human, trains and faces the challenges that life and the world present, as man enters a larger, shared cultural tradition and thus joins the world. However such sharing implies that we must not just rely on tradition, but remain open to new ideas. It is essential for schooling to preserve a field where the art of living intersects with the world for which future generations are being prepared. It is in this field of intersection that this essay seeks to discuss Michel Foucault's thought, care of the self and the role played by others in the acquisition of ethical attitudes pertaining to one's conduct in life. Through reconstructing Foucault's ideas, we elaborate on the hypothesis that, before morally shaping students, teaching them values, or aiding in their skill acquisition in the sense prevailing in schooling today, it is important to understand the notion of care of the self (and how the notion implies interaction with others for effective care of the self). Care of the self is vital for thoroughly understanding the relationships between ethics and education in school. We particularly examine how Foucault's ideas and his analysis of the teacher's role in shaping the student's life conduct can help educators rethink pedagogical action in an ethical sense and find within it a certain openness to the formation of attitudes in educators and students

Early light reduction for preventing retinopathy of prematurity in very low birth weight infants

BackgroundRetinopathy of prematurity (ROP) is a complex condition of the developing retinal blood vessels and is one of the leading causes of preventable childhood blindness. Several risk factors for ROP have been studied over the past 50 years. Among them, general immaturity (low birth weight and low gestational age) and prolonged oxygen therapy have been consistently related to disease onset. However, it is understood that the progression of the disease is multifactorial and may be associated with others risk factors, such as multiple gestation, apnoea, intracranial haemorrhage, anaemia, sepsis, prolonged mechanical ventilation, multiple transfusions and light exposure. Furthermore, the precise role of these individual factors in the development of the disease has not yet been well established.ObjectivesTo determine whether the reduction of early environmental light exposure reduces the incidence of retinopathy of prematurity (ROP) or poor ROP outcomes among very low birth weight infants.Search methodsWe searched the following databases: the Cochrane Neonatal Group Specialised Register, CENTRAL (The Cochrane Library), MEDLINE, EMBASE, CINAHL, HealthSTAR, Science Citation Index Database, CANCERLIT, the Oxford Database of Perinatal Trials and www.clinicaltrials.gov. We also searched previous reviews including cross-references, abstracts, conference and symposia proceedings, and contacted expert informants. This search was updated in October 2012.Selection criteriaRandomised or quasi-randomised controlled trials that reduced light exposure to premature infants within the first seven days following birth were considered for this review. We also considered cluster-randomised controlled trials.Data collection and analysisData on clinical outcomes including any acute ROP and poor ROP outcome were extracted by both review authors independently and consensus reached. We conducted data analysis according to the standards of the Cochrane Neonatal Review Group.Main resultsData from four randomised trials with a total of 897 participants failed to show any reduction in acute ROP or poor ROP outcome with the reduction of ambient light to premature infants' retinas. The overall methodological quality of the included studies was about evenly split between those in which the classification was unclear and those in which the studies were categorised as low risk of bias. There was no report on the secondary outcomes considered in this review: quality of life measures; and time of exposure to oxygen.Authors' conclusionsThe evidence shows that bright light is not the cause of retinopathy of prematurity and that the reduction of exposure of the retinas of premature infants to light has no effect on the incidence of the disease.

Insights on the HLA-G Evolutionary History Provided by a Nearby Alu Insertion

Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq)

O processo de formação de conceitos na perspectiva vigotskiana

In his work on human knowledge, Vygotsky reveals the second human nature, the one which is historical and cultural, due to people´s learning throughout life, through the mediation of others and the concrete conditions of life and education. In this eminently social process, the child grows into the intellectual life having the adult as a peer and learns human skills from this adult-child interaction. This means that, for working with abstract formulation, it is necessary understanding it as a complex, dynamic and functional act that is built by the insertion of individual performance into culture that is mediated by interaction with others. In this setting, each individual reaches knowledge through formal and non-formal learning that help on the formulation of scientific and everyday concepts. To make studies on the process of concept formation, Vygotsky adopted an experimental methodology based on the philosophical assumptions of Marxist theory of how mental processes occur, once he perceived these processes in a constantly changing and moving. Thus, the method called “Instrumental, Cultural and Historical” differed from conventional experimental studies focused on the performance of the task itself. The method adopted by Vygotsky was concerned with the process of concept formation and not only with fragmentary cutouts of cognitive processes. According to our study, the formation of the social nature of man develops from processes of appropriation and objectification of knowledge, which makes individual the historically constructed achievements by mankind, as, for example, types of sophisticated thinking, which requires the discussion of concept formation.

Função simbólica e desenvolvimento da noção temporal em surdos e ouvintes: análise na perspectiva de Jean Piaget

In a previous research, it was observed that are symbolic exchanges established between the persons and the environment they live in that allow them to interact with others, leading them to reorganize their internal cognitive structures, reaching more elaborated stages. In the case of a person with deafness, the possibility of exchange can be compromised and knowledge about the construction of the temporal notion seems to be essential to enable a path of explanation about the difficulties they have regarding their cognitive development. Thus, based on the theory of Jean Piaget, the study intended to understand how the temporal notion constitutes as possible subject to the process of building the real, and examine, through empirical evaluation, if the difficulty in establishing symbolic exchanges caused by deafness would compromise the development of this notion. For this purpose, bibliographical research and empirical research were made, by the comparative evaluating between the performance of deaf and hearing subjects in relation to the construction of temporal notion. Two groups of subjects aged between 10 and 12 years were composed: one with three deaf subjects and another with 3 listeners. The assessment and analysis of the data were based on an experiment created by Piaget and his staff. The results showed that the listeners present responses from operative level, compatible with the age range in which they found themselves. In contrast, the deaf subjects showed responses of transition level, which indicates a situation of cognitive delay. We conclude that the potential compromise linguistic presented by deaf people, can hinder the activity representative causing delay in construction of temporal notion and consequently the development of thought. We conclude that the possible linguistic committal presented by deaf people can hinder the representative activity, causing delay in construction of temporal notion and consequently in the development of thought. In this sense, it seems that the Sign Language constitutes an important tool for deaf people because it allows symbolic exchanges that favor the cognitive development.

Recursos de tecnologia assistiva para alunas com surdez: sugestões compartilhadas por uma bolsista Pibid

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

A universalidade da educação em Hegel

Cannot the education reach the universality? Is the universality the annihilation of the individual? Can the individual have his identity preserved as such in the State? Those questions are answered with the attention returned and led to the education. To Hegel the education universalizes the individual insofar as it introduces him into the life of the State in which the subjectivity and individuality are known in fact, preserved and promoted. In the Elements of the Philosophy of Right, Hegel deals with the realization of freedom in the institution of State and identifies it with the realization of freedom. The aim here is to reflect upon the Hegelian comprehension of State towards education, its meaning, signification to the life of the State and its possible repercussions regarding the figures of the subject and individual also nowadays. To Hegel the education supports the State as such because it is the process of the Sate’s awareness along its formation as a living organism. A State that knows itself is a State that is known by its members who do not reach neither the State’s awareness nor themselves’ without the relation that gathers them together as the substantial universality. The education is the means that brings the individuals to the life of the State. Bringing the individual to the life in the State, the education reveals the individual to himself as well as to his true nature, that is, a being in relation to others who are not but himself. The knowledge of oneself in the education happens also through its formalization regarding the specific contents developed and accumulated throughout the history. Here comes the figure of the formal educator through whom the State aims its process of formation. This way Hegel confirms that nobody learns alone and that the universal is precisely this relation.

Metodologia para análise energética e exergética de uma caldeira aquatubular com queima de bagaço de cana

Pós-graduação em Engenharia Mecânica - FEB