Ler e escrever na contemporaneidade: o que dizem estudantes do 1º ano do ensino médio de uma escola pública?

Pós-graduação em Educação - IBRC

Oldenburg Burnout Inventory - student version: cultural adaptation and validation into Portuguese

Realizou-se adaptação cultural do Inventário de Oldenburg para estudantes (OLBI-S) em português e estimou-se sua confiabilidade e validade. O OLBI-S foi preenchido por 958 estudantes universitários brasileiros e 602 portugueses. O modelo fatorial original apresentou ajustamento adequado mas foram removidos dois itens com confiabilidade individual baixa (λ<0,5). A nova estrutura apresentou bom ajustamento a 2/3 da amostra total sendo invariante no 1/3 restante da amostra. Verificou-se baixa consistência interna e validade convergente, confiabilidade compósita aceitável, boa validade discriminante, concorrente e divergente. O OLBI-S não foi invariante nas amostras de Brasil e Portugal. O OLBI-S apresentou limitações e ausência de validade transcultural nas amostras estudadas.

Copenhagen Burnout Inventory - student version: adaptation and transcultural validation for Portugal and Brazil

Realizou-se adaptação cultural do Inventário de Burnout de Copenhagen para estudantes (CBI-S) em português e estimou-se sua confiabilidade e validade. O CBI-S foi preenchido por 958 estudantes universitários brasileiros e 556 portugueses. O modelo fatorial original apresentou bom ajustamento entretanto, foram removidos dois itens com confiabilidade individual baixa (λ<0,5). A nova estrutura apresentou bom ajustamento a 2/3 da amostra total sendo invariante no 1/3 restante da amostra original. Verficou-se adequada consistência interna e validade convergente, discriminante e concorrente. Os pesos fatoriais do CBI-S não foram invariantes nas amostras de Brasil e Portugal. O CBI-S apresentou adequada confiabilidade e validade entretanto, verificou-se ausência de estabilidade transcultural.

Submucous myomas: A new presurgical classification to evaluate the viability of hysteroscopic surgical treatment - Preliminary report

STUDY OBJECTIVE: To develop a new preoperative classification of submucous myomas for evaluating the viability and the degree of difficulty of hysteroscopic myomectomy.DESIGN: Retrospective study (Canadian Task Force classification II-3)SETTING: University teaching hospitals.PATIENTS: Fifty-five patients who underwent hysteroscopic resection of submucous myomas.INTERVENTION: the possibility of total resection of the myoma, the operating time, the fluid deficit, and the frequency of any complications were considered. The myomas were classified according to the Classification of the European Society for Gynaecological Endoscopy (ESGE) and by our group's new classification (NC), which considers not only the degree of penetration of the myoma into the myometrium, but also adds in such parameters as the distance of the base of the myoma from the uterine wall, the size of the nodule (cm), and the topography of the uterine cavity. The Fisher's exact test, the Student's t test, and the analysis of variance test were used in the statistical analysis. A p value less than .05 in the two-tailed test was considered significant.MEASUREMENTS AND MAIN RESULTS: In 57 myomas, hysteroscopic surgery was considered complete. There was no significant difference among the three ESGE levels (0, 1, and 2). Using the NC, the difference between the numbers of complete surgeries was significant (p < .001) for the two levels (groups I and H). The difference between the operating times was significant for the two classifications. With respect to the fluid deficit, only the NC showed significant differences between the levels (p = .02).CONCLUSIONS: We believe that the NC gives more clues as to the difficulties of a hysteroscopic myomectomy than the standard ESGE classification. It should be stressed that the number of hysteroscopic myomectomies used in this analysis was low, and it would be interesting to evaluate the performance of the classification in a larger number of patients. (c) 2005 AAGL. All rights reserved.

Effectiveness and safety of a new vaginal misoprostol product specifically labeled for cervical ripening and labor induction

Objective. The purpose of this study was to evaluate the effectiveness and safety of misoprostol in two different formulations: vaginal tablets of 25 mu g and one-eighth of a 200-mu g oral tablet, also administered intravaginally, for cervical ripening and labor induction of term pregnancies with an indication for that. Methods. A single-blind, randomized, controlled clinical trial was carried out in 120 pregnant women who randomly received one of the two formulations. The main dependent variables were mode of delivery, need for additional oxytocin, time between beginning of induction and delivery, perinatal results, complications, and maternal side effects. Student's t, Mann-Whitney, chi(2), Fisher's Exact, Wilcoxon and Kolmogorov-Smirnoff tests, as well as survival analysis, were used in the data analysis. Results. There were no significant differences between the groups in terms of general characteristics, uterine contractility, and fetal well-being during labor, cesarean section rates, perinatal outcomes, or maternal adverse events. The mean time between the beginning of cervical ripening and delivery was 31.3 h in the vaginal tablet group and 30.1 h in the oral tablet group, a difference that was not statistically significant. Conclusion. The results showed that the 25-mu g vaginal tablets of misoprostol were as effective and safe for cervical ripening and labor induction as the dose-equivalent fraction of 200-mu g oral tablets.

Defining the student burnout construct: a structural analysis from three burnout inventories

College student burnout has been assessed mainly with the Maslach Burnout Inventory (MBI). However, the construct's definition and measurement with MBI has drawn several criticisms and new inventories have been suggested for the evaluation of the syndrome. A redefinition of the construct of student burnout is proposed by means of a structural equation model, reflecting burnout as a second order factor defined by factors from the MBI-Student Survey (MBI-SS); the Copenhagen Burnout Inventory-Student Survey (CBI-SS) and the Oldenburg Burnout Inventory-Student Survey (OLBI-SS). Standardized regression weights from Burnout to Exhaustion and Cynicism from the MBI-SS scale, Personal Burnout and Studies Related Burnout from the CBI, and Exhaustion and Disengagement from OLBI, show that these factors are strong manifestations of students' burnout. For college students, the burnout construct is best defined by two dimensions described as "physical and psychological exhaustion" and "cynicism and disengagement."

Wizard CD Plus and ProTaper Universal: analysis of apical transportation using new software

Objective: This study has two aims: 1) to evaluate the apical transportation of the Wizard CD Plus and ProTaper Universal after preparation of simulated root canals; 2) to compare, with Adobe Photoshop, the ability of a new software (Regeemy) in superposing and subtracting images. Material and Methods: Twenty five simulated root canals in acrylic-resin blocks (with 20 degrees curvature) underwent cone beam computed tomography before and after preparation with the rotary systems (70 kVp, 4 mA, 10 s and with the 8x8 cm FoV selection). Canals were prepared up to F2 (ProTaper) and 24.04 (Wizard CD Plus) instruments and the working length was established to 15 mm. The tomographic images were imported into iCAT Vision software and CorelDraw for standardization. The superposition of pre- and post-instrumentation images from both systems was performed using Regeemy and Adobe Photoshop. The apical transportation was measured in millimetres using Image J. Five acrylic resin blocks were used to validate the superposition achieved by the software. Student's t-test for independent samples was used to evaluate the apical transportation achieved by the rotary systems using each software individually. Student's t-test for paired samples was used to compare the ability of each software in superposing and subtracting images from one rotary system per time. Results: The values obtained with Regeemy and Adobe Photoshop were similar to rotary systems (P>0.05). ProTaper Universal and Wizard CD Plus promoted similar apical transportation regardless of the software used for image's superposition and subtraction (P>0.05). Conclusion: Wizard CD Plus and ProTaper Universal promoted little apical transportation. Regeemy consists in a feasible software to superpose and subtract images and appears to be an alternative to Adobe Photoshop.

Processamento do compósito de fibra de capim-sapê / epóxi e avaliação da resistência à flexão “t” de Student

In recent years a great worldwide interest has arisen for the development of new technologies that enable the use of products with less environmental impact. The replacement of synthetic fiber plants is a possibility very important because this fiber is renewable, biodegradable and few cost and cause less environmental impact. Given the above, this work proposes to develop polymeric composites of epoxy resin and study the behavior of these materials. Both, the epoxy resin used as matrix in the manufacture of sapegrass fiber composite, as tree composites formed by: epoxy/unidirectional sapegrass long fiber, 75% epoxy/25% short fiber, by volume, and 80% epoxy/20% short fiber, by volume, were characterized by bending, and the composites produced with short fibers random were inspected by Optical Microscopy and Acoustics Inspection (C-Scan). For the analysis of the sapegrass fiber morphology, composites 75% epoxy/25% short fiber (sheet chopped) and 80% epoxy/20% short fiber images were obtained by optical microscope and the adhesion between polymer/fiber was visualized. As results, the flexural strength of composites epoxy/unidirectional long fibers, 75% epoxy/25% short fiber and 80% epoxy/20% short fiber were 70.36 MPa, 21.26 MPa, 25.07 MPa, respectively. Being that composite showed that the best results was made up of long fibers, because it had a value of higher flexural strength than other composites analyzed

Use of virtual labs for enhance student's procedimental ability.

This article presents some results of a study investigating the use of the simulator VLAB, developed by Carnegie Mellon University, to increase the capacity of graduate students in Chemistry in the preparation of experimental procedures. The activity was conducted in two stages, first the students were asked a manuscript describing in detail the procedure and equipment used in the technique of dissolution and delivering it to the teacher. Later in the computer lab, each student performed the same procedure using the simulator. The activity has been proposed to determine if there could be accuracy gains of the description of the process when performed by the simulator. One of the main positive aspects obtained using the simulator students was the recognition of error, important in that the great majority recognized omitted or confused any process step. This reflection showed the students that in addition to testing a procedure using the simulator facilitates the organization of thought and helps arrange it logically. With the use of simulators, students are encouraged to take risks, to explore, to experience a new way, and a real lab usually offers much less room for risk, exploitation and failure.

Concept design for a RFID enabled student workbook

In this paper, the concept for a radio frequency identification (RFID) enabled student workbook is discussed and a prototype system developed. The workbook is a question-answer notebook in traditional paper format in which hand written solutions to student assignments are written. An embedded RFID tag in the workbook is then used for the student to store his/her solution to the attempted assignment questions at home. On entry to the classroom and once the questions have been attempted, an RFID reader in the classroom will retrieve the answers from the workbook, automatically collate the results and instantly provide a summary of these results for the individual student and the class as a whole. If problems are highlighted, the teacher can then investigate issues with individual students and review the answers provided in the workbook.