Indicadores quantitativos: reflexões que antecedem seu estabelecimento

O trabalho indica alguns aspectos a serem considerados para a construção sistematizada de indicadores quantitativos referentes a processos de qualquer natureza, incluindo propriedades como relevância, gradação de intensidade, univocidade, padronização e rastreabilidade.

Interação universidade-empresa na sociedade do conhecimento: reflexões e realidade

O presente trabalho pretende conduzir a uma reflexão sobre universidade-empresa, elemento vital na sociedade do conhecimento. Na introdução, são apresentadas as razões da importância desse processo de interação diante do novo paradigma tecnológico; conduz-se aos principais problemas da ciência e da tecnologia na América Latina com particular ênfase para a economia brasileira, tendo como pano de fundo a montagem de um sistema de inovação. Na seção 2, são analisados os principais mecanismos de interação existentes, suas vantagens e desvantagens. Finalmente, na seção 3, discorre-se sobre o papel dos agentes de interação nesse trabalho de interface, descrevendo-se o perfil adequado dos agentes e os conhecimentos que devem possuir, seja do ambiente universitário, seja do setor empresarial, sem perder de vista, é claro, os diversos modelos de desenvolvimento tecnológico. Nessa mesma seção, finaliza-se o trabalho com uma reflexão sobre o papel do Estado brasileiro como indutor do desenvolvimento tecnológico, inclusive no apoio às instituições de interface.

Preservação do patrimônio arqueológico: reflexões através do registro e transferência da informação

O presente trabalho pretende discutir a relação entre informação e arqueologia dentro da esfera do registro e recuperação da informação, em especial relacionada às ações de preservação deste patrimônio em particular. Considerando que a ação de preservação, para sua efetividade, além da instância legal, deve partir da publicização das informações produzidas no meio acadêmico junto às comunidades de entorno deste patrimônio, aproximando estes registros da cotidianidade dos grupos que os cercam, como pode ser visto no Piauí, em função do Parque da Serra da Capivara. Para tanto, deve-se considerar as relações que memória e identidade estabelecem, de um ponto de vista representacional, de base semiótica, através da mediação da cultura material, que é o objeto de estudo da arqueologia.

Reflexões sobre os sistemas categoriais de Aristóteles, Kant e Ranganathan

Este trabalho apresenta a teoria das categorias conforme elaboradas por Aristóteles, Kant e Ranganathan. Procura subsídios que permitam identificá-las como princípios fundamentais e imprescindíveis para a organização do conhecimento. As três perspectivas são confrontadas para estabelecer as diferenças e semelhanças, tendo em vista os objetivos de cada sistema categorial. Conclui que Aristóteles concebe seus princípios fundamentais para expressarem os modos do ser, ao passo que Kant os relaciona como modos do pensar. Por sua vez, Ranganathan formula as categorias como modos de classificar.

Gestão de recursos humanos em bibliotecas universitárias: reflexões

Apresenta os resultados de uma revisão de literatura feita sobre gestão de recursos humanos em bibliotecas universitárias com o objetivo de conhecer a situação atual apresentada por alguns estudiosos da área, assim como contribuir para melhoria da performance dos administradores de unidades de informação atuantes no contexto acadêmico. A realidade estudada, nos trabalhos selecionados para análise, sugere mudanças de posturas no desempenho dos gerentes das bibliotecas universitárias nacionais, assim como na maneira de as organizações considerarem seus subsistemas. Recomenda tanto aos bibliotecários quanto às instituições universitárias assumir uma postura mais efetiva relacionada aos investimentos em atividades de capacitação, aperfeiçoamento e qualificação, para que tenham condições de implementar serviços e produtos de informação científica e tecnológica mais adequados às demandas e necessidades da comunidade, especialmente da universitária. Sugere, ainda, aos gerentes das bibliotecas universitárias, que assumam posturas mais efetivas, relativas a posicionamentos políticos e humanitários perante a nova ordem econômica mundial, na qual aspectos sociais, culturais e humanos tendem a ocupar espaços secundários.

Prognostication in comatose survivors of cardiac arrest: An advisory statement from the European Resuscitation Council and the European Society of Intensive Care Medicine.

OBJECTIVES: To review and update the evidence on predictors of poor outcome (death, persistent vegetative state or severe neurological disability) in adult comatose survivors of cardiac arrest, either treated or not treated with controlled temperature, to identify knowledge gaps and to suggest a reliable prognostication strategy. METHODS: GRADE-based systematic review followed by expert consensus achieved using Web-based Delphi methodology, conference calls and face-to-face meetings. Predictors based on clinical examination, electrophysiology, biomarkers and imaging were included. RESULTS AND CONCLUSIONS: Evidence from a total of 73 studies was reviewed. The quality of evidence was low or very low for almost all studies. In patients who are comatose with absent or extensor motor response at ?72h from arrest, either treated or not treated with controlled temperature, bilateral absence of either pupillary and corneal reflexes or N20 wave of short-latency somatosensory evoked potentials were identified as the most robust predictors. Early status myoclonus, elevated values of neuron specific enolase at 48-72h from arrest, unreactive malignant EEG patterns after rewarming, and presence of diffuse signs of postanoxic injury on either computed tomography or magnetic resonance imaging were identified as useful but less robust predictors. Prolonged observation and repeated assessments should be considered when results of initial assessment are inconclusive. Although no specific combination of predictors is sufficiently supported by available evidence, a multimodal prognostication approach is recommended in all patients.

Origin of the relative afferent pupillary defect in optic tract lesions.

OBJECTIVE: To determine the percent decussation of pupil input fibers in humans and to explain the size and range of the log unit relative afferent pupillary defect (RAPD) in patients with optic tract lesions. DESIGN: Experimental study. PARTICIPANTS AND CONTROLS: Five patients with a unilateral optic tract lesion. METHODS: The pupil response from light stimulation of the nasal hemifield, temporal hemifield, and full field of each eye of 5 patients with a unilateral optic tract lesion was recorded using computerized binocular infrared pupillography. Six stimulus light intensities, separated by 0.5-log unit steps, were used; 12 stimulus repetitions were given for each stimulus condition. MAIN OUTCOME MEASURES: For each stimulus condition, the pupil response of each eye was characterized by plotting the mean pupil contraction amplitude as a function of stimulus light intensity. The percentage of decussating afferent pupillomotor input fibers was calculated from the ratio of the maximal pupil contractions elicited from each eye. The RAPD was determined pupillographically from full-field stimulation to each eye. RESULTS: In all patients, the pupil response from the functioning temporal hemifield ipsilateral to the tract lesion was greater than that from the functioning contralateral nasal hemifield. This temporal-nasal asymmetry increased with increasing stimulus intensity and was similar in hemifield and full-field stimuli, eventually saturating at maximal light intensity. The log unit RAPD did not correlate with the estimated percentage of decussating pupil fibers, which ranged from 54% to 67%. CONCLUSIONS: In patients with a unilateral optic tract lesion, the pupillary responses from full-field stimulation to each eye are the same as comparing the functioning temporal field with the functioning nasal field. The percentage of decussating fibers is reflected in the ratio of the maximal pupil contraction amplitudes resulting from stimulus input between the two eyes. The RAPD that occurs in this setting reflects the difference in light sensitivity between the intact temporal and nasal hemifields. Its magnitude does not correlate with the difference in the number of crossed and uncrossed axons, but its sidedness contralateral to the side of the optic tract lesion is consistent with the greater percentage of decussating pupillomotor input.

Pupil responses derived from outer and inner retinal photoreception are normal in patients with hereditary optic neuropathy.

We compared the pupil responses originating from outer versus inner retinal photoreception between patients with isolated hereditary optic neuropathy (HON, n = 8) and healthy controls (n = 8). Three different testing protocols were used. For the first two protocols, a response function of the maximal pupil contraction versus stimulus light intensity was generated and the intensity at which half of the maximal pupil contraction, the half-max intensity, was determined. For the third protocol, the pupil size after light offset, the re-dilation rate and re-dilation amplitude were calculated to assess the post-light stimulus response. Patients with HON had bilateral, symmetric optic atrophy and significant reduction of visual acuity and visual field compared to controls. There were no significant mean differences in the response curve and pupil response parameters that reflect mainly rod, cone or melanopsin activity between patients and controls. In patients, there was a significant correlation between the half-max intensity of the red light sequence and visual field loss. In conclusion, pupil responses derived from outer or inner retinal photoreception in HON patients having mild-to moderate visual dysfunction are not quantitatively different from age-matched controls. However, an association between the degree of visual field loss and the half-max intensity of the cone response suggests that more advanced stages of disease may lead to impaired pupil light reflexes.

Determination of Rod and Cone Influence to the Early and Late Dynamic of the Pupillary Light Response.

PURPOSE: This study aims to identify which aspects of the pupil light reflex are most influenced by rods and cones independently by analyzing pupil recordings from different mouse models of photoreceptor deficiency. METHODS: One-month-old wild type (WT), rodless (Rho-/-), coneless (Cnga3-/-), or photoreceptor less (Cnga3-/-; Rho-/- or Gnat1-/-) mice were subjected to brief red and blue light stimuli of increasing intensity. To describe the initial dynamic response to light, the maximal pupillary constriction amplitudes and the derivative curve of the first 3 seconds were determined. To estimate the postillumination phase, the constriction amplitude at 9.5 seconds after light termination was related to the maximal constriction amplitude. RESULTS: Rho-/- mice showed decreased constriction amplitude but more prolonged pupilloconstriction to all blue and red light stimuli compared to wild type mice. Cnga3-/- mice had constriction amplitudes similar to WT however following maximal constriction, the early and rapid dilation to low intensity blue light was decreased. To high intensity blue light, the Cnga3-/- mice demonstrated marked prolongation of the pupillary constriction. Cnga3-/-; Rho-/- mice had no pupil response to red light of low and medium intensity. CONCLUSIONS: From specific gene defective mouse models which selectively voided the rod or cone function, we determined that mouse rod photoreceptors are highly contributing to the pupil response to blue light stimuli but also to low and medium red stimuli. We also observed that cone cells mainly drive the partial rapid dilation of the initial response to low blue light stimuli. Thus photoreceptor dysfunction can be derived from chromatic pupillometry in mouse models.

O ensino por problemas e trabalho experimental dos estudantes: reflexões teórico-metodológicas

This work focuses its attention in teaching through problems, as a methodological strategy in the system of chemistry learning situations. The philosophical and epistemological basis of our perspective are the works that were developed by M. Majmutov and M.M. Llantada, in the field of sciences didactics and in the social-historical context of the school, where the fundamental categories that structure teaching through problems are discussed: the problem, the problematic tasks and problematic, as main orientations in the process of construction of the knowledge by the students.

Reflexões sobre a contribuição da Carnot à primeira lei da termodinâmica

The classical interpretations of Nicolas Léonard Sadi Carnot on some physical principles involved in the operation of heat engines were fundamental to the development and formulation of the Second Law of Thermodynamics. Moreover, an accurate historical survey clearly reveals that Carnot was, by that time, also well aware about some new concepts, which were further worked out by other scientists to lead to what was, some time later, known as the mechanical equivalent of heat and the conservation of energy. Benoit Paul Émile Clapeyron recognized these original concepts in the first of Carnot´s monographs, published in 1824, but no explicit citation is found in any post-Carnot classical texts dealing with the First Law of Thermodynamics, including those by Julius Robert Mayer, James Prescott Joule and Hermann Ludwig Ferdinand von Helmholtz. The main objective of the present work is to point out some historical evidences of the pioneering contribution of Carnot to the modern concept of the First Law of Thermodynamics.

Educação ambiental nas escolas da região de Ribeirão Preto (SP): concepções orientadoras da prática docente e reflexões sobre a formação inicial de professores de química

During short courses, 95 secondary school teachers from 49 state schools and 421 students from the Ribeirão Preto region (in Sao Paulo state, Brazil, with a population of 530,000) were asked to fill in different questionnaires. The points raised in the teacher's questionnaire were used as a guide to establish a continuous dialogue during the short courses. Most of the schools claimed to have some kind of environmental education (EE). Based on the questionnaires and dialogues we analyzed how the teachers' perceptions on EE reflect on the views secondary students hold about their own responsibility for preserving the environment. The role of universities in the preparation of chemistry teachers capable of effectively approaching EE is also discussed.

Visões de ciências de professores de química: a mídia e as reflexões no ambiente escolar no nível médio de ensino

The present paper discusses the influence of TV and general media on students scientific ideas and the teacher's perception of this influence on students during class time. 17 high-school chemistry teachers with teaching degree, working in state schools, were interviewed. The interviews showed that both, teachers and students, have a positive opinion of science and the scientist. According to their teachers, students' positive view of science is greatly influenced by TV. The developed study shows how important epistemology is in teachers' college formation to offer them a critical perception of science treated in general media.

O ensino superior de química: reflexões a partir de conceitos básicos para a química orgânica

We live in a context in which knowledge develops continuously and rapidly. This generates a social dynamics that demands constant adaptation from those living in society and also from educational institutions. Education for this new society needs to be rethought. Universities, anchored in tradition, still use a transmission/reception model of education. A data-collecting instrument applied to undergraduate chemistry students at the end of the course in organic chemistry investigated some concepts essential to the education of a chemist, such as interatomic and intermolecular interactions and Lewis structure. We observed that students have difficulty dealing with these concepts, and we believe that this is related to the type of class they had/have and to the way the concepts are presented in the college textbooks.