Social phobia in Brazilian university students: Prevalence, under-recognition and academic impairment in women

Background: Despite the fact that public speaking is a common academic activity and that social phobia has been associated with lower educational achievement and impaired academic performance, little research has examined the prevalence of social phobia in college students. The aim of this study was to evaluate the prevalence of social phobia in a large sample of Brazilian college students and to examine the academic impact of this disorder. Methods: The Social Phobia Inventory (SPIN) and the MINI-SPIN, used as the indicator of social phobia in the screening phase, were applied to 2319 randomly selected students from two Brazilian universities. For the second phase (diagnostic confirmation), four psychiatrists and one clinical psychologist administered the SCID-IV to subjects with MINI-SPIN scores of 6 or higher. Results: The prevalence of social phobia among the university students was 11.6%. Women with social phobia had significantly lower grades than those without the disorder. Fear of public speaking was the most common social fear. Only two of the 237 students with social phobia (0.8%) had previously received a diagnosis of social phobia and were under treatment. Limitations: Social phobia comorbidities were not evaluated in this study. The methods of assessment employed by the universities (written exams) may mask the presence of social phobia. This was not a population-based study, and thus the results are not generalizable to the entire population with social phobia. Conclusion: Preventive strategies are recommended to reduce the under-recognition and the adverse impact of social phobia on academic performance and overall quality of life of university students. (C) 2011 Elsevier B.V. All rights reserved.

Chemistry and Chemical Education Through Text and Image: Analysis of Twentieth Century Textbooks Used in Brazilian Context

Assuming that textbooks give literary expression to cultural and ideological values of a nation or group, we propose the analysis of chemistry textbooks used in Brazilian universities throughout the twentieth century. We analyzed iconographic and textual aspects of 31 textbooks which had significant diffusion in the context of Brazilian universities at that period. As a result of the iconographic analysis, nine categories of images were proposed: (1) laboratory and experimentation, (2) industry and production, (3) graphs and diagrams, (4) illustrations related to daily life, (5) models, (6) illustrations related to the history of science, (7) pictures or diagrams of animal, vegetable or mineral samples, (8) analogies and (9) concepts of physics. The distribution of images among the categories showed a different emphasis in the presentation of chemical content due to a commitment to different conceptions of chemistry over the period. So, we started with chemistry as an experimental science in the early twentieth century, with an emphasis change to the principles of chemistry from the 1950s, culminating in a chemistry of undeniable technological influence. Results showed that reflections not only on the history of science, but on the history of science education, may be useful for the improvement of science education.

Frontal assessment battery in a Brazilian sample of healthy controls: normative data

Objective: To show data on the performance of healthy subjects in the Frontal Assessment Battery (FAB), correlating with gender, age, education, and scores in the Mini-Mental State Examination (MMSE). Methods: Two hundred and seventy-five healthy individuals with mean age of 66.4 +/- 10.6 years-old were evaluated. Mean total FAB scores were established according to the educational level. Results: Mean total FAB scores according to the educational level were 10.9 +/- 2.3, for one to three years; 12.8 +/- 2.7, for four to seven years; 13.8 +/- 2.2, for eight to 11 years; and 15.3 +/- 2.3, for 12 or more years. Total FAB scores correlated significantly with education (r=0.47; p<0.0001) and MMSE scores (r=0.39; p<0.0001). No correlation emerged between FAB scores, age, and gender. Conclusion: In this group of healthy subjects, the Brazilian version of the FAB proved to be influenced by the education level, but not by age and gender.

Health education intervention in early and late postmenopausal Brazilian women

Aim To identify aspects of health in postmenopausal Brazilian women using a health-related educational program provided by a multidisciplinary team as part of the primary care approach for early and late postmenopausal symptoms. Design A prospective cohort was formed with 69 postmenopausal women; they were divided into groups corresponding to early (n = 32) and late postmenopause (n = 37) through gynecological and clinical evaluations. We administered the Kuppermann-Blatt Menopausal Index and the Women's Health Questionnaire before and after health education instructions. Results The average age for the onset of menopause was 47.9 years (n = 69). Fifty women (72.5%) in this study had completed their primary education, 78.3% (n = 54) performed manual labor, and 60.9% (n = 42) showed concomitant chronic illnesses. After attending a series of health-related presentations, the mean weight of the women was reduced by 3.54% in early postmenopausal women (p < 0.001) and by 2.06% in the late postmenopausal group (p < 0.001). The mean abdominal circumference was reduced by 1.75% (p < 0.001) in the early postmenopausal group. In addition, the total score in the Kuppermann-Blatt Menopausal Index decreased by 34.38% in the early and by 33.33% in the late postmenopausal groups. According to the Women's Health Questionnaire, there was a decrease in the domain Depressive mood by 0.839 to 0.700 (p < 0.001) in the early and by 0.814 to 0.648 (p < 0.001) in the late postmenopausal groups. Conclusion Regardless of improving menopausal symptoms and anthropometric parameters, the effects of the multidisciplinary team activities in early postmenopausal women may be similar to those in late postmenopausal women.

Antioxidant intake among Brazilian adults - The Brazilian Osteoporosis Study (BRAZOS): a cross-sectional study

Abstract Background Antioxidant nutrient intake and the lesser formation of free radicals seem to contribute to chronic diseases. The aim of the present study was to evaluate the intake profile of the main dietary antioxidants in a representative sample of the adult Brazilian population and discuss the main consequences of a low intake of these micronutrients on overall health. Methods The sample comprised 2344 individuals aged 40 years or older from 150 cities and was based on a probabilistic sample from official data. The research was conducted through in-home interviews administered by a team trained for this purpose. Dietary intake information was obtained through 24-h recall. The Nutrition Data System for Research software program was used to analyze data on the intake of vitamins A, C and E, selenium and zinc, which was compared to Dietary Reference Intakes (DRIs). Differences in intake according to sex, anthropometrics, socioeconomic status and region were also evaluated. The SPSS statistical package (version 13) was used for the statistical analysis. P-values < 0.05 were considered significant. Results Higher proportions of low intake in relation to recommended values were found for vitamin E (99.7%), vitamin A (92.4%) and vitamin C (85.1%) in both genders. Intake variations were found between different regions, which may reflect cultural habits. Conclusion These results should lead to the development of public health policies that encourage educational strategies for improving the intake of micronutrients, which are essential to overall health and prevention of non-communicable diseases.

Predictors of long-term survival among first-ever ischemic and hemorrhagic stroke in a Brazilian stroke cohort

Abstract Background Few studies have examined both ischemic and hemorrhagic stroke to identify prognostic factors associated to long-term stroke survival. We investigated long-term survival and predictors that could adversely influence ischemic and hemorrhagic first-ever stroke prognosis. Methods We prospectively ascertained 665 consecutive first-ever ischemic and hemorrhagic stroke cases from “The Study of Stroke Mortality and Morbidity” (The EMMA Study) in a community hospital in São Paulo, Brazil. We evaluated cardiovascular risk factors and sociodemographic characteristics (age, gender, race and educational level). Results We found a lower survival rate among hemorrhagic cases compared to ischemic stroke cases at the end of 4 years of follow-up (52% vs. 44%, p = 0.04). The risk of death was two times higher among people with ischemic stroke without formal education. Also, we found consistently higher risk of death for diabetics with ischemic stroke (HR = 1.45; 95% CI = 1.07-1.97) compared to no diabetics. As expected, age equally influenced on the high risk of poor survival, regardless of stroke subtype. Conclusions For ischemic stroke, the lack of formal education and diabetes were significant independent predictors of poor long-term survival.

A Transformation of the Philosophical Thought of West European Liberalism in the Multi-National Central and South-Eastern European Milieu

This work was devoted to individual child development. Psychogenetic research has emphasised the importance of social factors in children's intellectual development and two social factors are looked at here, family size and birth order. The effect of the formal parameters is, however, very unstable and they should therefore be considered together with certain informal factors. Of these, parental educational style, which is an expression of national traditions at the family level, is of particular interest. Educational style is culture-dependent and only a comparative cross-cultural study can reveal the real mechanisms through which educational style influences children's intellectual and personality development. Dumitrascu carried out an experimental cross-cultural study dedicated to the effects of family environment on child intellectual development. This involved three distinct populations, each of which has a distinct status in their geographical area, namely Romanians, Romanies from Romania, and Russians from the Republic of Moldova. It showed a significant difference between child intelligence in those from large families and in only children, with a huge gap in the case of Romany children. This suggests that the simultaneous action of several negative factors (low socio-economic status, large family size, socio-cultural isolation of the population) may delay a child's development. Subjected to such a precarious environment, Romany children do not seek self-realisation but rather struggle to overcome hardship and the majority remain outside civilisation. Unfortunately, adult Romanies rarely show concern about their children's successful social integration, placing no value on the school as a major socialising tool. This leads to the conclusion that a major effort is needed to help Romanies' social integration.

English as training in thought.

Reprinted from the Educational review, April, 1912.

REPRESENTAÇÕES SOCIAIS DE COORDENADORES PEDAGÓGICOS SOBRE SEU PRÓPRIO TRABALHO

Este trabalho discute as Representações Sociais construídas por Coordenadores Pedagógicos sobre seu próprio trabalho. Apresenta-se, devido à atual pauta de reflexões da categoria, como uma discussão importante, principalmente se considerada como uma atividade profissional multifacetada e que encerra várias funções e atribuições simultâneas. De forma a constituir as bases teórico-metodológicas para a análise da temática, foram pesquisados autores de referência, a exemplo de Serge Moscovici (1971), com sua teoria das Representações Sociais e António Nóvoa que discute a teoria da pessoalidade inscrita no interior de uma teoria da profissionalidade para captar o sentido de uma profissão. A pesquisa apoiou-se na Lei de Diretrizes e Bases da Educação Nacional LDB-9394/96, bem como na Classificação Brasileira de Ocupações de 2002 que descreve e delimita as matrizes de responsabilidade do cargo e/ou função do Coordenador Pedagógico. Em relação à metodologia, procura articular uma pesquisa de cunho bibliográfico com a pesquisa de campo, com a realização de entrevistas com coordenadores pedagógicos de várias instituições educativas, a partir de um roteiro aberto. Os resultados revelaram novas relações e novas formas de entendimento da realidade do trabalho do Coordenador Pedagógico, do seu papel profissional, das dificultadas enfrentadas no cotidiano, de forma a oferecer algumas reflexões sobre as políticas e práticas relacionadas ao seu papel na organização do trabalho da e na escola.

Waking the sleeping giant: Beliefs of Brazilian and *American teachers concerning liberation curriculum

The school curriculum is a matter mandated by the educational system rather than determined by the school stakeholders of a community, as Freire (1993) suggests. At the present time, one significant vision of school is challenging the current order of curriculum practice. It focuses on school as a liberating agency grounded on the belief that the abilities to access information and to think critically about it will educate an individual capable of making independent decisions. This dissertation investigates teacher's beliefs concerning curriculum. It was assumed that there is a discrepancy between what has been the position proposed by critical theorists including Freire (1998a, 1993); Apple (1979); Giroux (1998), and the position on curriculum which school systems are typically advancing. ^ There were four purposes of this study. The major purpose of this study was to determine whether or not Brazilian and American Teachers believe that a school curriculum based on Freirean principles could be implemented in the schools in which they worked. Also, this study sought to determine the differences found between teachers' beliefs in the Brazilian and American contexts. Another purpose was to determine how Brazilian and American teachers justify their beliefs and actions when these may represent conflicting values. Finally, this study sought to determine if these teachers believe that the curriculum is in need of change or if they accept the current curriculum as adequate. This study consisted of quantitative and qualitative data collection through multiple methods involving surveys and interviews. The study involved 171 teachers (88 Brazilian and 83 American) from multiple settings with the majority working for public systems. Overall, it seems that Brazilian and American teachers believe that a curriculum based on Freirean principles of education can be implemented in their schools, if ongoing education is provided. The majority of Brazilian teachers believe a curriculum change is necessary while half of the American teachers believe a curriculum change is needed and the other half seems to believe curriculum is adequate. Teachers explain that it is hard to implement a curriculum they believe to be most appropriate for students because the current curriculum is mandated by the school system or by national guidelines. The majority of Brazilian teachers and those American teachers who believed a curriculum change is necessary explained their rationale for change in terms of social justice, problem-solving, collective work, student-centered and context-based curriculum. American teachers, who believed that the curriculum is adequate, explained that they are satisfied with their student's achievements. They stated that their students are doing well on tests and are learning what is required. ^

A pedagogia industrial da FIEMG: um estudo sobre o pensamento empresarial a partir da revista vida industrial (1961-1974)

The present research results of the studies and debates inherent in PhD in Education at the Graduate Program in Education at the Federal University of Uberlândia, belonging to the Research Line "Politics and Knowledge in Education." This thesis aims to analyze the contradictory meaning of education as training human history, specifically educational representative under the logic of the industrial business associated FIEMG (Federation of Industries of the State of Minas Gerais) in the context 1961-1974. This definition is justified by the historical fact that it was a period marked by the cyclical crises of capital and their impacts in the final phase of the industrialization process in Brazil: it starts with one of the apexes of economic growth in the country , driven by national developmental , continues with a severe political crisis in 1966 , also impacting the economic sphere, and finally, with the constant quest for economic stability even under high prices, hatch the factors that led to the Brazilian economy to the context of the "Economic Miracle". For this, it was necessary to link the debate between education and work from the perspective of historical materialism and dialectical their subsidies theoretical-methodological and epistemological. In the first chapter, we designed a "State of the art" category "human formation", conceived as a process of education and history, from the Marxist assumptions, aiming at the reconstruction of concepts and meanings of which is the formation of workers in contradictory logic, the bias of comprehensive training and the prospect of capital accumulation. Then, in the second chapter, we present a review about industrialization, the industrial business and its development perspective 1961-1974. The third chapter was established on a contextualization of the state and its peculiarities, the industrial business and its proposed development both nationally and at the state (Minas Gerais). Finally, in the fourth chapter, was organized dialogue with the sources, from a historical survey of the shares of the industrial business with an emphasis on education, which converged in a pedagogy industrial consolidation in line with the political and economic conditions specific period from 1961 to 1974. It has mailing bibliographic reference business thinking expressed in the concreteness of training workers and industry of Minas Gerais, in agreement with the demands of work and training of mining companies. The thesis of this study is the defense that the corporate actions which constituted pedagogy industrial concepts were articulated to political and economic development in Brazil, since the discipline to work imposed by such conceptions met the human worker training geared to the accumulation the general capital and industrial capital in particular. Establish, therefore, different logics, the state level, the scope of private foreign capital and domestic private capital, which came up the process of capital accumulation, loading, contradictorily, the possibilities of building the human beyond capital, or a teaching job.

Un répertoire de musique brésilienne adapté à l’enseignement collectif du trombone

Cette thèse, complémentaire à deux récitals donnés dans le cadre de la réalisation d’un doctorat en études pédagogiques et pratiques musicales instrumentales, a comme fil conducteur l’enseignement collectif du trombone au Brésil et examine le trombone sous trois angles : historique, pédagogique et dans une perspective d’interprétation musicale. Bien que le sujet ne soit pas nouveau, le projet présente une réflexion, sur le trombone et son enseignement, encore inexplorée en raison principalement du répertoire sélectionné pour la présente étude. En effet, à notre connaissance, le répertoire populaire brésilien n’a jusqu’à maintenant pas fait l’objet d’arrangements musicaux écrits, en vue d’une exploitation non seulement en contexte de représentation publique, mais aussi avec des visées pédagogiques. Les morceaux choisis ont été retenus en raison de leur contenu, qui présente un vocabulaire musical lié à la culture régionale de quatre des cinq régions géographiques du Brésil. Dans le processus de réalisation du projet, les morceaux choisis ont fait l’objet d’arrangements dans la perspective qu’ils servent comme outil pédagogique pour la formation en trombone, en contexte de musique brésilienne. Les arrangements ont été conçus pour des ensembles réduits, où le trombone tient fréquemment le rôle de soliste. Ainsi, au-delà des concepts et techniques issus de la formation traditionnelle reçue, l’interprétation des arrangements a été une occasion pour le doctorant et soliste de présenter, à travers l’improvisation dans le langage de la musique populaire brésilienne, les résultats de processus développés au cours des deux dernières années. Les partitions sont annexées au texte de la thèse, afin d’illustrer certains propos et avec l’objectif de soutenir les recherches futures dans ce domaine. La thèse est divisée en quatre chapitres lesquels, bien que présentés séparément, possèdent entre eux d’étroites relations. Le premier chapitre donne un aperçu général de l’histoire de l’instrument, à travers les cinq siècles de son existence. Le deuxième chapitre s’articule autour de l’histoire de la musique brésilienne et de la présence du trombone au Brésil. Le troisième chapitre présente d’abord un aperçu de l’enseignement artistique et musical au Brésil au 20e et 21e siècle, poursuit en abordant la situation de l’enseignement du trombone au Brésil et aboutit à une proposition favorisant l’apprentissage du trombone en contexte d’enseignement musical collectif. Finalement, le quatrième chapitre fait un retour sur l’expérience musicale vécue dans le premier volet du projet, celui se rapportant à la pratique musicale instrumentale, établit des liens et trace des pistes dans une perspective d’enseignement et d’apprentissage du trombone.

School engagement and burnout in a sample of brazilian students

Objective: Some studies have suggested that school engagement can be an ally in the prevention of psychosocial and occupational risks, to which students are exposed daily. The aim of this study is to estimate the impact of emotional, behavioral, and cognitive engagement on burnout syndrome among pharmacy undergraduate students. Methods: A total of 363 students enrolled in the pharmacy undergraduate program in the College of Pharmaceutical Sciences at Sao Paulo State University’s Araraquara Campus (UNESP) participated, 78.0% of whom were female. Mean age was 20.3 (SD = 2.7) years. The Maslach Burnout Inventory for students (MBI-SS) and the University Students School Engagement Inventory (USEI) were used. Confirmatory factor analysis was performed to assess the psychometric properties of the instruments. The data were included in a structural equation model in which burnout was considered the central construct. The impact of school engagement on burnout was based on the statistical significance of causal paths (β) evaluated by z tests (α = 5%). Results: The psychometric properties of the MBI-SS and USEI were adequate and the structural model also presented an adequate fit. Behavioral engagement (β = −0.56) and the emotional engagement (β = −0.71) explained 81.0% of burnout variability in the sample. Cognitive engagement was not found to contribute significantly. This data provides evidence of the impact of school engagement on burnout that can be used by educators and policymakers in charge of educational process. Conclusion: School engagement presented inverse and significant influence on burnout syndrome among pharmacy students.