Predictors of first-year survival in patients with advanced COPD treated using long-term oxygen therapy

Little evidence-based guidance is available to aid clinicians in determining short-term prognoses in very severe COPD patients. Therefore, the present study was designed to provide a prospective assessment (1) of the mortality rates and (2) whether the baseline measurements may be determinants of 1-year mortality in hypoxemic COPD patients receiving long-term oxygen therapy (LTOT).Seventy-eight clinically stable patients with advanced COPD treated using LTOT were enrolled in a prospective cohort study. Outcome variable: first-year mortality. Baseline measurements: categorical variables: age (<60 or >= 60 years); gender; body mass index (<20 or >= 20 kg/m(2)); fat-free mass (FFM) index (<16 [men] and <15kg/m(2) [women]; baseline dyspnea index (BDI) (<= 3 or >3); and corticosteroid use. Continuous variables: smoking history; lung function; FFM; fat mass; hemoglobin; hematocrit; arterial blood gases; forearm muscle strength; St. George's Respiratory Questionnaire (SGRQ); and comorbidity score. By the end of 1-year of follow-up, 12 patients (15.4%) had died. Kaplan-Meier curves showed that BDI <= 3 was the only variable associated with higher mortality. Cox proportional hazards analysis revealed that tower PaO2 and SPO2, higher PaCO2 and SGRQ scores were associated with reduced survival. In the multivariate analysis, BDI remained predictive of mortality (hazard ratio [HR], 0.50; 95% confidence interval [CI], 0.31-0.81), as did PaO2 (HR, 0.49; 95% CI, 0.26-0.95). These data suggest that readily available parameters as dyspnea intensity and hypoxemia severity may be useful in predicting first-year survival rates in advanced COPD patients receiving LTOT (C) 2007 Elsevier Ltd. All rights reserved.

Seasonal metabolic depression, substrate utilisation and changes in scaling patterns during the first year cycle of tegu lizards (Tupinambis merianae)

The tegus increase in body mass after hatching until early autumn, when the energy intake becomes gradually reduced. Resting rates of oxygen consumption in winter drop to 20% of the values in the active season (Vo(2)=0.0636 ml g(-1) h(-1)) and are nearly temperature insensitive over the range of 17-25degreesC (Q(10)=1.55). During dormancy, plasma glucose levels are 60% lower than those in active animals, while total protein, total lipids and beta-hydroxybutyrate are elevated by 24%, 43% and 113%, respectively. In addition, a significant depletion of liver carbohydrate (50%) and of fat deposited in the visceral fat bodies (24%) and in the tail (25%) and a slight loss of skeletal muscle protein (14%) were measured halfway through the inactive period. Otherwise, glycogen content is increased 4-fold in the brain and 2.3-fold in the heart of dormant lizards, declining by the onset of arousal. During early arousal, the young tegus are still anorexic, although Vo(2) is significantly greater than winter rates. The fat deposits analysed are further reduced (62% and 45%, respectively) and there is a large decrease in tail muscle protein (50%) together with a significant increase in glycogen (2-3-fold) and an increase in plasma glucose (40%), which suggests a role for gluconeogenesis as a supplementary energy source in arousing animals. No change is detectable in citrate synthase activity, but beta-hydroxyacyl CoA dehydrogenase activities are strongly affected by season, reaching a Mold and 5-fold increase in the liver tissue of winter and arousing animals, respectively, and becoming reduced by half in skeletal muscle and heart of winter animals compared with late fall or spring active individuals. From hatching to late autumn, the increase of the fat body mass relatively to body mass is disproportionate (b=1.44), and the mass exponent changes significantly to close to 1.0 during the fasting period. The concomitant shift in the Vo(2) mass exponent in early autumn (b=0.75) to values significantly greater than 1.0 in late autumn and during winter dormancy indicates an allometric effect on the degree of metabolic depression related to the size of the fat stores and suggests greater energy conservation in the smaller young.

Um retrato do primeiro ano do ensino fundamental: o que revelam crianças, pais e professoras

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Sucessão ecológica: análise das concepções de estudantes ingressantes em um curso de Biologia por meio da história e transposição deste conceito

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Aprendizagem Baseada em Problemas (PBL – Problem-Based Learning): estratégia para o ensino e aprendizagem de algoritmos e conteúdos computacionais

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Constituir-se professora de ciências para crianças de 4 a 6 anos de idade: processos formativos do ensino e aprendizagem

Nesta pesquisa assumo a narrativa como suporte epistemológico, por entender que a investigação narrativa possibilita compreender os processos de formação, de conhecimento e de aprendizagem pelos quais os sujeitos passam e assim constituem o seu processo identitário. Objetivo construir relações entre as experiências de formação vividas e relatadas pelas professoras investigadas e suas atitudes na docência relativa à alfabetização científica para crianças de 4 a 6 anos de idade. Foram seis os sujeitos que participaram da investigação: duas atuando em turmas de 4 anos; duas, com turmas de 5 anos e, duas com turmas de 6 anos, que atuam em 2 escolas do município de Castanhal, nordeste do Estado do Pará. Para fazer a triangulação da pesquisa, constituí o corpus a partir dos seguintes registros de informações: i) transcrição da entrevista semi-estruturada realizada com as seis professoras; ii) registro em meu diário de campo das observações das práticas pedagógicas em educação em ciências por elas desenvolvidas e iii) registros fotográficos, que foram analisados na perspectiva da análise textual discursiva. A partir de minha imersão no corpus, por meio de leituras e releituras, da sua desconstrução e unitarização, construí três eixos de análise: i) Formação das Professoras para Ensinar Ciências: sentidos do vivido; ii) Condições de Produção do Trabalho Docente: implicações pedagógicas; e iii) Estratégias de Ensino e Aprendizagens em Educação em Ciências. As análises dos resultados das experiências vividas pelas professoras investigadas durante o processo de formação inicial e continuada evidenciam que a preparação profissional relacionada à iniciação em ciências no âmbito da Educação Infantil e do primeiro ano do ensino fundamental ao longo do curso de magistério e/ou de licenciatura realizado e a ausência de um plano municipal ou escolar de formação continuada influenciam diretamente suas concepções e condutas pedagógicas quando ensinam ciências para crianças. As narrativas das professoras, em geral, também demonstraram que as implicações do cotidiano docente estão relacionadas ao pouco tempo que têm para o planejamento das práticas pedagógicas em educação em ciências, a sua não compreensão dos conceitos científicos a serem ensinados às crianças, as dificuldades de acesso às fontes de pesquisa e a grande quantidade de crianças por turma. Ainda sobre os resultados, a partir os relatos das professoras pesquisadas e do que observei em suas práticas pedagógicas em educação em ciências, em geral, as estratégias de ensino mais utilizadas por elas são: rodas de conversa; recorte e colagem; atividades mimeografadas do livro didático; e, uso de materiais concretos. Ao narrarem suas práticas docente em educação em ciências, as professoras demonstraram que, independente de como cada uma ensina ciências às crianças, elas acreditam estarem contribuindo em seu aprendizado à medida que as envolvem nas atividades ou ainda, a partir da compreensão de que os ensinamentos acerca da ciência, propagados pelas escolas, estão diretamente relacionados com a sua realidade.

O Teorema de Pitágoras: alternativas de demonstrações

Pós-graduação em Matemática em Rede Nacional - IBILCE

Gênero nas aulas de educação física: diálogos possíveis com os conteúdos do currículo do Estado de São Paulo e o Facebook

Pós-graduação em Desenvolvimento Humano e Tecnologias - IBRC

O lúdico no processo de desenvolvimento humano no ensino fundamental dos anos iniciais

This work was to study how the playful approach occurs in schools in the cycle of Fundamental Education. Know childhood representations from the rise till the present, the importance of playfulness in the formation and development of the child, also investigated the role of schools in the contribution to the process of human development, in view of the process through which pass the grown up most children of the age group studied. The methodology consisted of bibliographical and documentary research on related topics and field research with participant observation with children six years old in the first year of elementary school and conducting semi-structured interviews with teachers of a public school in the city of Bauru. Also analyzes the concepts of teachers on the playful using semi-open interview as the initial resource. We found that 40% of participants are unaware of such term and work with the playful from time to time in the classroom. The introduction of recreational activities in school had a satisfactory repercussion with the entry of other classes in the course of project development. Students were involved, participated in the whole process. However for the playful become effective in school, there must be enough basic training and also continuous education to teachers to break with paradigms crystallized in their teaching practices. Also and above all that, public policies have to consider the children and the children before they become adults as beings with their own identity

O significado e o sentido do planejamento no trabalho do professor: uma análise crítica a partir da teoria da atividade de A. N. Leontiev

Pós-graduação em Educação Escolar - FCLAR

The impact of late diagnosis on the survival of patients following their first AIDS-related hospitalization in Belo Horizonte, Brazil

The purpose of this study is to estimate the survival probability of patients following their first admission for the treatment of AIDS to an infectious disease reference hospital in Belo Horizonte, Brazil, during 2005. Study subjects were monitored during a 12-month period to identify factors associated with survival probability. Late diagnosis was recorded among many of the 250 study subjects: almost half (44.8%) were diagnosed less than 30 days prior to or during their hospitalization. A high mortality rate was also detected: 39.6% of the subjects died during the 12 months of monitoring. The cumulative survival probability of the cohort group was estimated at 68.0% after 3 months and at 61.2% after 12 months. However, certain patient subgroups analyzed had even lower cumulative survival probabilities after 12 months of monitoring: if diagnosed during hospitalization, it was estimated at only 48.0% and those with no record of antiretroviral treatment had a 48.5% cumulative survival probability. Patients with severe anemia had the lowest survival probability, similar among the two lymphocyte count groups (<1000 mm(3) and >= 1000 mm(3)), the former with a 45.5% survival probability and the latter with a 46.7% one. The proportional death risk was 2.5-fold higher for men residing in other area than the capital city of the State of Minas Gerais and greater metropolitan region when compared with women residing there. The findings of this study highlight the importance of early diagnosis for predicting patient survival and reinforce the necessity off acilitating HIV diagnosis.

First evidences of the effect of polyunsaturated fatty acids in fish neural activity and their implications in behaviour

Programa de doctorado: Acuicultura: producción controlada de animales acuáticos; Grupo de Investigación en Acuicultura (GIA)

How teachers think about the role of digital technologies in student assessment in mathematics

This study concerns teachers’ use of digital technologies in student assessment, and how the learning that is developed through the use of technology in mathematics can be evaluated. Nowadays math teachers use digital technologies in their teaching, but not in student assessment. The activities carried out with technology are seen as ‘extra-curricular’ (by both teachers and students), thus students do not learn what they can do in mathematics with digital technologies. I was interested in knowing the reasons teachers do not use digital technology to assess students’ competencies, and what they would need to be able to design innovative and appropriate tasks to assess students’ learning through digital technology. This dissertation is built on two main components: teachers and task design. I analyze teachers’ practices involving digital technologies with Ruthven’s Structuring Features of Classroom Practice, and what relation these practices have to the types of assessment they use. I study the kinds of assessment tasks teachers design with a DGE (Dynamic Geometry Environment), using Laborde’s categorization of DGE tasks. I consider the competencies teachers aim to assess with these tasks, and how their goals relate to the learning outcomes of the curriculum. This study also develops new directions in finding how to design suitable tasks for student mathematical assessment in a DGE, and it is driven by the desire to know what kinds of questions teachers might be more interested in using. I investigate the kinds of technology-based assessment tasks teachers value, and the type of feedback they give to students. Finally, I point out that the curriculum should include a range of mathematical and technological competencies that involve the use of digital technologies in mathematics, and I evaluate the possibility to take advantage of technology feedback to allow students to continue learning while they are taking a test.