Level of compliance in contact lens wearing medical doctors in Nepal

PURPOSES: To determine the level of compliance and major non-compliant behaviors in contact lens (CL) wearing medical doctors (MDs) and to compare it with age matched CL wearing normal subjects with no medical background (NS). METHODS: Thirty-nine current CL wearing MDs, who were prescribed CLs in Nepal Eye Hospital, Kathmandu, Nepal, between 2007 and 2011, were interviewed on ten modifiable compliant behaviors regarding lens care and maintenance. The level of compliance and the rate of non-compliance for each behavior were determined and compared with NS. RESULTS: Level of compliance was good, average and poor in 35.9%, 48.7% and 15.4% of MDs, respectively. There was no significant difference in compliance between MDs and NS (p=0.209). Level of compliance was not associated with age, gender and duration of lens wear (p>0.05). Compliance rate varied according to different behaviors, achieving a good compliance level of 95% for hand hygiene, avoidance of water contact and not sleeping with lenses. There was poor compliance for topping up solution (53.8%) and lens case replacement (15.4%). CONCLUSION: About one third of MDs had a good level of compliance. Level of compliance and compliance rate of different behaviors were similar in MDs and NS. Periodic lens case replacement was the most neglected behavior in CL wearers for this region.

Common symptoms of Nepalese soft contact lens wearers: A pilot study

Aim: To determine the common symptoms in current soft contact lens (CL) wearers and theirassociation with other factors among Nepalese population.Methods: All the current CL wearers who started to wear soft CL in Nepal Eye Hospital between July 2007 and June 2012 were invited for the participation. Frequency of the ten most common symptoms, divided into never, occasionally, frequently and consistent were recorded. Association between degree of symptoms with other factors, e.g. age, gender, profession, cigarette smoking, ethnicity, level of education and duration and wearing modality of CL wear were analyzed.Results: Out of 129 subjects participated in this study, 67% were female; the mean age of the subjects was 23.9 ± 4.3 years. Ninety seven percent of them had at least one symptom occasionally or frequently or consistently. Discomfort was found in 88.4% of the total subjects.Other common symptoms were foreign body sensation in 73.6%, redness in 65.9%, reduced wearing time in 63.6% and dryness in 62.8%. Symptoms were found occasionally in the majority of subjects. Degree of symptoms was not associated with age, gender, profession, education status, ethnicity of subjects and duration or modality of lens wear (p > 0.05) but was positively associated with passive cigarette smoking (p < 0.001).Conclusion: Almost all of the Nepalese soft CL wearers had some types of symptoms at least occasionally. Discomfort was the most common symptom. Degree of symptoms was associated with the passive smoking but not with other factors like age, sex, profession and duration of lens wear.

Para uma pedagogia das literacias: das conceções e práticas docentes aos conceitos e competências discentes. Um estudo da aula de língua portuguesa no 2º ciclo do ensino básico

Tese de Doutoramento em Ciências da Educação (Especialidade em Literacias e Ensino do Português)

Modelling and verifying smell-free architectures with the Archery language

Architectural (bad) smells are design decisions found in software architectures that degrade the ability of systems to evolve. This paper presents an approach to verify that a software architecture is smellfree using the Archery architectural description language. The language provides a core for modelling software architectures and an extension for specifying constraints. The approach consists in precisely specifying architectural smells as constraints, and then verifying that software architectures do not satisfy any of them. The constraint language is based on a propositional modal logic with recursion that includes: a converse operator for relations among architectural concepts, graded modalities for describing the cardinality in such relations, and nominals referencing architectural elements. Four architectural smells illustrate the approach.

Teatro inserido nas unidades curriculares como forma de ajuda no desenvolvimento de crianças e jovens

Dissertação de mestrado em Comunicação, Arte e Cultura

Introduction [to Contact force models for multibody dynamics]

"Series: Solid mechanics and its applications, vol. 226"

Pure elastic contact force models

"Series: Solid mechanics and its applications, vol. 226"

Dissipative contact force models

"Series: Solid mechanics and its applications, vol. 226"

Contact force models for multibody dynamics

"Series: Solid mechanics and its applications, vol. 226"

Evaluation of inflammatory response induced by different types of daily contact lenses

Dissertação de mestrado em Genética Molecular

A tradução em turismo: criação de um glossário multilingue na área museológica

Dissertação de mestrado em Tradução e Comunicação Multilingue

REVISANDO LOS CONTENIDOS EN LENGUA: Hacia una semántica integradora. Transferencia y capacitación. REVIEWING CONTENTS IN LANGUAGE: Toward an integrative semantics. Transference and training.

En el trabajo se sistematiza la información semántica a fin de que ella sea la articuladora y eje de otros contenidos abordados en la enseñanza de la lengua materna. Así, en primer lugar se sistematizarán conceptos y perspectivas semánticas, para luego establecer relaciones con otros niveles lingüísticos, como lo son la Morfología y la Sintaxis, sin descuidar los aportes de la semántica a los procesos de producción y comprensión textuales. Realizaremos estudios para sistematizar y asignar al contenido un lugar dominante e integrador en el proceso de enseñanza-aprendizaje de la lengua materna, sin pretender desdibujar otras temáticas. Planteamos tareas cuyo punto culminante es la capacitación de docentes y experimentación de las propuestas didácticas en tres cursos de lengua en una institución educativa de la ciudad de Córdoba, cuyo examen, de ser positivo, permitirá la replicación y transferencia de esas prácticas a otras instituciones. Como objetivos generales, destacamos colaborar con la integración de los contenidos que se dictan en Lengua Materna, tomando como eje la naturaleza semántica del lenguaje; contribuir con la formación de los estudiantes en las dimensiones de la comprensión y producción textuales; promover la reflexión y el incremento del caudal léxico -y del lenguaje en general-, por parte de los estudiantes; contribuir con la capacitación y formación de los docentes en las temáticas abordadas, a través de acciones concretas; corroborar que la formación de los alumnos podrá tornarse más significativa en la medida en que se trabajen 'formas' lingüísticas atravesadas por contenidos. El marco teórico está constituido por los aportes de diferentes líneas, los que, compatibilizados, permitirán acceder a un abordaje integral del 'contenido' lingüístico. Más precisamente, consideramos las conceptualizaciones de autores tales como Coseriu (1986) para la delimitación semántica, sus conceptos y operaciones, al que completamos con la perspectiva de Lyons (1986, 1997); para las relaciones entre Morfología, seguimos a Ramírez Sáinz (2008) ; el vínculo sintaxis- semántica será abordado desde la perspectiva de la Gramática Generativa (Demonte,V. 1991; D'Introno, 2001; Fernández Lagunilla, M y Anula Rebollo,A, 1995; los aportes de la comprensión serán considerados desde De Beaugrande-Dresller (1997). Otros autores de referencia son Lakoff y Jhonsson (1998).

In search of a language textile and text in contemporary women's art

This research uses the textile/text axis concept as a conceptual tool to investigate the role of textile and text in contemporary women’s art practice and theorizing, investigating textile as a largely hitherto unacknowledged element in women’s art practice of the late 20th and early 21st centuries. Textile and text share a common etymological root, from the Latin textere to weave, textus a fabric. The thesis illuminates the pathways whereby textile and text played an important role in women reclaiming a speaking voice as creators of culture and signification during a revolutionary period of renewal in women’s cultural contribution and positioning. The methodological approach used in the research consisted of a comprehensive literature review, the compilation of an inventory of relevant women artists, developing a classificatory system differentiating types of approaches, concerns and concepts underpinning women’s art practice vis a vis the textile/text axis and a series of three in-depth case studies of artists Tracey Emin, Louise Bourgeois and Faith Ringgold. The thesis points to the fact that contemporary women artists and theorists have rounded their art practice and aesthetic discourse in textile as prime visual metaphor and signifier, turning towards the ancient language of textile not merely to reclaim a speaking voice but to occupy a ground breaking locus of signification and representation in contemporary culture. The textile/text axis facilitated women artists in powerfully countering a culturally inscribed status of Lacanian ‘no-woman’ (a position of abjection, absence and lack in the phallocentric symbolic). Turning towards a language of aeons, textile as fertile wellspring, the thesis identifies the methodologies and strategies whereby women artists have inserted their webs of subjectivities and deepest concerns into the records and discourses of contemporary culture. Presenting an anatomy of the textile/text axis, the thesis identifies nine component elements manifesting in contemporary women’s aesthetic practice and discourse. In this cultural renaissance, the textile/text axis, the thesis suggests, served as a complex lexicon, a system of labyrinthine references and signification, a site of layered meanings and ambiguities, a body proxy and a corporeal cartography, facilitating a revolution in women’s aesthetic praxis.

The Word Brain - A Short Guide to Fast Language Learning

How long does it take to learn another language? How many words do you need to learn? Are languages within the reach of everybody? Which teachers would you choose and which teachers should you avoid? These are some of the questions you ask yourself when you start learning a new language.The Word Brain provides the answers. If you have learned foreign languages in the past, consider reading it. If you or your children need to learn languages in the future, you must read it. What you will discover in two hours will change for ever the way you see languages and language learning. The principles of The Word Brain are timeless. Our children’s grandchildren will follow them when they discover the people of our planet.

Contact processing within walking robots' design

Magdeburg, Univ., Fak. für Elektrotechnik und Informationstechnik, Diss., 2011