Glucose-6-Phosphate dehydrogenase deficiency in children from 0 to 14 years hospitalized at the Pediatric Hospital David Bernardino, Luanda, Angola

The Glucose-6-phosphate dehydrogenase (G6PD) deficiency is the most common enzymatic defect in the world. The most common clinical manifestations are acute hemolytic anemia associated with drugs, infections, neonatal jaundice and hemolytic non-spherocytic chronic anemia. The main aim of this study was to determine the frequency of major genetic variants of G6PD leading to enzyme deficiency in children from 0 to 14 years at a Pediatric Hospital in Luanda, Angola. A cross-sectional and descriptive analytical study covered a total of 194 children aged from 0 to 14 years, of both genders and hospitalized at the Pediatric Hospital David Bernardino, Luanda between November and December, 2011. The G202A, A376G and C563T mutations of the G6PD gene were determined by real-time PCR with Taqman probes. The disabled A-/A- genotype was detected in 10 girls (10.9%). Among the boys, 21 (20.6%) presented the genotype A-. Considering all the samples, the A- variant was observed in 22.4% of cases. The Mediterranean mutation was not detected in the Angolan sample. Furthermore, no association was found between genotype and anemia, nutritional state and mucosa color. A significant association, however, was observed with jaundice. Based on the results obtained, there is a clear need to identify those with the disabled genotype in the Angolan population in order to avoid cases of drug-induced anemia, particularly in the treatment of malaria, so prevalent in Angola.

Adaptacao e validacao do WHODAS 2.0 em utentes com dor musculoesqueletica

OBJETIVO Validar a versão em português do World Health Organization Disability Assessment Schedule (WHODAS 2.0). MÉTODOS A versão original de 36 itens do WHODAS 2.0, administrada por entrevista, foi traduzida para o português de acordo com orientações internacionais e testada em nove participantes da população em geral. A versão em português foi administrada em 204 pacientes com patologia musculoesquelética. Foram coletados os dados sociodemográficos e de saúde dos pacientes, assim como o número de locais onde apresentavam dor e sua intensidade. O WHODAS 2.0 foi novamente administrado por um segundo entrevistador, um a três dias após a primeira entrevista, para avaliar a confiabilidade interavaliadores. A validade de constructo foi avaliada quanto a: capacidade do WHODAS 2.0 para diferenciar participantes com diferentes locais com dor e associação entre o WHODAS 2.0 e a intensidade da dor. A consistência interna também foi avaliada. RESULTADOS A versão portuguesa do WHODAS 2.0 teve fácil compreensão, apresentou boa consistência interna (α = 0,84) e confiabilidade interavaliadores (CCI = 0,95). Mostrou ser capaz de detectar diferenças estatisticamente significativas entre indivíduos com diferente número de locais com dor (p < 0,01) e indicar que maior incapacidade está associada à maior intensidade da dor (r = 0,44, p < 0,01), indicando validade de constructo. CONCLUSÕES A versão portuguesa do WHODAS 2.0 mostrou-se confiável e válida quando utilizada em pacientes com dor associada à patologia musculoesquelética.

Geopor na Web 2.0

Actas do Encontro sobre Web 2.0. Braga: CIEd

An IEEE 802.15.4 protocol implementation (in nesC/TinyOS): reference guide v1.0

This technical report is to provide a reference guide to the implementation of the IEEE 802.15.4 protocol in nesC/TinyOS for the MICAz motes. The implementation is provided as a tool that can be used to implement, test and evaluate the current functionalities defined in the protocol standard as well as to enable the development of functionalities not yet implemented and new add-ons to the protocol.

Peers' evaluation of a reconfigurable IEEE1451.0-compliant and FPGA-based weblab

It is already more than 10 years that weblabs are seen as important resources to provide the experimental work required in engineering education. Several weblabs have been applied in engineering courses, but there are still unsolved problems related to the development of their infrastructures. For solving some of those problems, it was implemented a weblab with a reconfigurable infrastructure compliant with the IEEE1451.0 Std. and supported by Field Programmable Gate Array (FPGA) technology. This paper presents the referred weblab, and provides and analyses a set of researchers' opinions about the implemented infrastructure, and the adopted methodology for the conduction of real experiments.

Integração Intranet – Pro/Engineer Wildfire 3.0 Via Pro/Web.Link

Mestrado em Engenharia Informática, Área de Especialização em Arquiteturas, Sistemas e Redes

Work-in-progress on a thin IEEE1451.0 - architecture to implement reconfigurable Weblab infrastructures

Institutions have been creating their own specific weblab infrastructures. Usually, they use distinct software and hardware architectures comprehending instruments and modules (I&M) able to be parameterized but difficult to be shared. These aspects are impairing their widespread in education, since collaboration between institutions, in developing and sharing resources, is still low. To handle both aspects, this paper proposes the adoption of the IEEE1451.0 Std. with FPGA technology for creating reconfigurable weblab infrastructures. It is suggested the adoption of an IEEE1451.0 infrastructure with compatible instruments, described in Hardware Description Languages (HDL), to be reconfigured in FPGA-based boards. Besides an overview of the IEEE1451.0 Std., this paper presents a solution currently under development which seeks to enable the reconfiguration and the remote control of weblab infrastructures using a set of IEEE1451.0 HTTP commands.

Towards e-learning 2.0: case study of an e-learning environment

In these days the learning experience is no longer confined within the four walls of a classroom. Computers and primarily the internet have broadened this horizon by creating a way of delivering education that is known as e-learning. In the meantime, the internet, or more precisely, the Web is heading towards a new paradigm where the user is no longer just a consumer of information and becomes an active part in the communication. This two-way channel where the user takes the role of the producer of content triggered the appearance of new types of services such as Social Networks, Blogs and Wikis. To seize this second generation of communities and services, educational vendors are willing to develop e-learning systems focused on the new and emergent users needs. This paper describes the analysis and specification of an e-learning environment at our School (ESEIG) towards this new Web generation, called PEACE – Project for ESEIG Academic Environment. This new model relies on the integration of several services controlled by teachers and students such as social networks, repositories libraries, e-portfolios and e-conference sytems, intelligent tutors, recommendation systems, automatic evaluators, virtual classrooms and 3D avatars.

Passive haemagglutination test for human neurocysticercosis immunodiagnosis: II - Comparison of two standardized procedures for the passive haemagglutination reagent in the detection of anti-Cysticercus cellulosae antibodies in cerebrospinal fluids

A comparison of two different standardized reagent procedures for the passive haemagglutination test (PHA) in the detection of specific antibody to Cysticercus cellulosae in cerebrospinal fluid (CSF) was carried out. The formaldehyde-treated group O Rh-human red blood cells (HuRBC) and glutaraldehyde-treated sheep red blood cells (SRBC) were the supplies for the reagents preparation and, in the tests, they were designated as PHA-1 and PHA-2, respectively. For both reagents the cells were coated with the cysticerci total saline extract (TS) antigen. PHA-1 and PHA-2 were assessed in a total of 204 CSF from patients with neurocysticercosis, from non-related infections and from healthy individuals. The positivity and specificity indices obtained were respectively 81.7% and 94.4% for PHA-1 and for PHA-2, 88.7% and 96.6%. Since no significant differences were observed between the results provided by two reagents, at level of significance of 0.05, either processes of cell sensitization can alternatively be used according to the own laboratory convenience.

Interoperability on e-learning 2.0: the PEACE case study

The confluence of education with the evolution of technology boosted the paradigm shift of the face-to-face learning to distance learning. In this scenario e-Learning plays an essential role as a facilitator of the teaching/learning process. However new demands associated with the new Web paradigm require that existent e-Learning environments characterized mostly by monolithic systems begin interacting with new specialized services. In this decentralized scenario the definition of a strategy of interoperability is the cornerstone to ensure the standardization communication among systems. This paper presents a definition of an interoperability strategy for an e-Learning environment at our School (ESEIG) called PEACE – Project for ESEIG Academic Content Environment. This new interoperability model relies on the application of several coordination and integration standards on several services, controlled by teachers and students, and included in the PEACE environment such as social networks, repositories, libraries, e-portfolios, intelligent tutors, recommendation systems and virtual classrooms.

Characteristics of IEF, SDS and SAR-PAGE of Cuba EPO biosimilar

EPO is a glycoprotein produced in the kidney, which stimulates the division and differentiation of red cells in the bone marrow. Erythropoietin is available as a therapeutic agent produced by recombinant DNA technology in mammalian cell culture into which the human EPO gene has been transfected. Biosimilar Epoetins are mostly erythropoietins of the Epoetin alfa, beta or omega type, which are being produced at much lower cost due to expired patents. Recombinant human erythropoietin (rh-EPO) contains the identical amino acid sequence of natural EPO: 165 amino acids, with a molecular weight of 30,400 Da. Since glycosylation is not only dependent on the cell-line used for the expression of Epoetins but also on the entire biotechnological process the glycosylation patterns of biosimilars do not necessarily reflect the patterns of the originator compounds. Today biosimilar Epoetins are manufactured and distributed worldwide and under many different names. The use of recombinant EPOs for doping is prohibited because of its performance enhancing effect. The aim of the present study was to investigated whether biosimilar alpha r-HuEPO – ior®-EPOCIM, produced in Cuba and also available in other countries in all continents, could be differentiated from endogenous one by iso-electro-focusing plus double blotting, SDS-PAGE and SAR-PAGE for antidoping analysis.

Rotavirus e adenovirus em crianças de 0-5 anos hospitalizadas com ou sem gastrenterite em Goiânia - GO., Brasil

De junho/1987 a julho/1990 foram estudadas 557 amostras fecais de crianças hospitalizadas de 0-5 anos de idade, na cidade de Goiânia-GO., para detecção de rotavírus e adenovírus. Destas, 291 provinham de crianças diarréicas e 266 de não diarréicas. Das amostras não diarréicas, 64 eram provenientes de crianças de berçário. Das 557 amostras, 261 foram analisadas pela imunomicroscopia eletrônica (IME), eletroforese em gel de poliacrilamida (EGPA-SDS) e ensaio imunoenzimático para rotavírus e adenovírus (EIARA) e as demais apenas pela EGPA e EIARA. Rotavírus e adenovírus mostraram positividade de 17,2% e 2,1% respectivamente, e na condição de diarréia ou não, observou-se percentuais de 29,2% e 4,1% respectivamente para rotavírus (p<0,05) e 2,4% e 1,5% para adenovírus. Rotavírus foram mais prevalentes entre as crianças de 1-11 meses de idade e não foram vistos em nenhum recém-nato de berçário. Os adenovírus ocorreram na faixa de 1-3 anos. Rotavírus apresentaram maior circulação entre os meses de maio a agosto (p<0,05), não sendo encontrados de dezembro a fevereiro.

Utilização das ferramentas da web 2.0 em contexto educativo nas escolas do 2º e 3º ciclos

Dissertação apresentada à Escola Superior de Comunicação Social como parte dos requisitos para obtenção de grau de mestre em Audiovisual e Multimédia.

Personal learning environments: integration of Web 2.0 applications and content management systems

This paper presents an ongoing project that implements a platform for creating personal learning environments controlled by students, integrating Web 2.0 applications and content management systems, enabling the safe use of content created in Web 2.0 applications, allowing its publication in the infrastructure controlled by the HEI. Using this platform, students can develop their personal learning environment (PLE) integrated with the Learning Management System (LMS) of the HEI, enabling the management of their learning and, simultaneously, creating their e-portfolio with digital content developed for Course Units (CU). All this can be maintained after the student completes his academic studies, since the platform will remain accessible to students even after they leave the HEI and lose access to its infrastructure. The platform will enable the safe use of content created in Web 2.0 applications, allowing its protected publication in the infrastructure controlled by HEI, thus contributing to the adaptation of the L&T paradigm to the Bologna process.

Integração de aplicações Web 2.0 e sistemas de gestão de conteúdos em ambientes pessoais de aprendizagem

A utilização de aplicações Web 2.0 no processo ensino/aprendizagem tem vindo a intensificar-se nos últimos tempos, mais por iniciativas individuais de docentes e estudantes do que por estratégia das Instituições de Ensino. Este artigo apresenta um projecto já em curso que consiste na implementação de uma plataforma de criação de ambientes de aprendizagem controlados pelos estudantes, integrando aplicações Web 2.0 e sistemas de gestão de conteúdos. A plataforma permitirá a utilização segura de conteúdos criados em aplicações Web 2.0, no processo de avaliação, possibilitando a sua publicação na infra-estrutura controlada pela Instituição de Ensino Superior, contribuindo assim para a adequação do binómio ensino/aprendizagem ao novo paradigma implicado no processo de Bolonha.