Correlação entre a citologia aspirativa por agulha fina e a histologia no diagnóstico de tumores mamários de cadelas

Foram estudados tumores de mama em cadelas, comparando o seu padrão citológico, obtido através da Citologia Aspirativa por Agulha Fina (CAAF), com os resultados da histopatologia. Num período de um ano, as cadelas trazidas ao Hospital Veterinário -- UNESP -- Câmpus de Jaboticabal foram submetidas a exérese cirúrgica dos tumores mamários. As amostras foram avaliadas de acordo com parâmetros estruturais utilizados nos tumores mamários humanos, como grau de atipia, critérios nucleares, padrão de cromatina e nucléolos, alta celularidade e pouca coesão intercelular. Utilizaram-se estes critérios para diferenciar tumores mamários benignos de malignos com 63% de diagnósticos concordantes, sensibilidade de 73% e especificidade de 83%. Nossos dados mostraram ter uma correlação positiva com o prognóstico, demonstrando que é possível reconhecer variáveis estruturais de malignidade na citopatologia para obter um diagnóstico precoce e um prognóstico seguro.

Atuação da escola frente à violência: estudo comparativo entre duas instituiçoes de ensino

It is a descriptive, exploratory study, quantitative comparative approach, whose general objective was to analyze the violence at school in a comparative way in the context of two schools in Natal / RN. The specifics were to identify the types of manifestations of violence in the contexts of public and private schools, to identify the position of the leadership, teachers and school staff during and after the occurrence of manifestations of violence in the school environment, to identify measures to prevent violence within of schools. The results show that 68 of the 121 participants (56.20%) were female and 53 (43.80%) were male, 38 (31.40%) were between 40 and 49, 85 (70.2%) lived in the south of Natal (RN), 46 (38.02%) specialization, 68 (56.20%) were Catholic, 63 (52.07%) married, 41 (33.88%) received between 03 and 05 and 68 minimum wages (56.20%) were teachers, 51 (42.15%) 02 employees (01,65%) and directors, 46 (38.02%) providers had between 05 and 14 years and 11 months experience in teaching 70 (57.85%) less than five years in the job, 68 (56.20%) worked between 20 hours and 40 hours per week, 81 (16.30%) worked in the 9th grade of elementary school II. As for the sizing of violence, 111 (91.74%) respondents witnessed episodes of this event who work in the institution, 100 (82.64%) witnessed verbal violence, 87 (71.90%) called for parents when some event happenedviolent that it caused injury to students, 66 (54.55%) believed that family violence is the main reason for young people practiced bullying, 44 (38.98%) reported daily episodes of bullying, 64 (52.89% ) the event happens in the courtyard. Of the 37 victims of violence at school, 22 (59.45%) suffered verbal abuse, 18 (48.65%) experienced violence once a week, 36 (97.30%) were attacked by students, 104 (85.95 %) are able to differentiate the bad acts of bullying behavior, 28 (23.14%) separated the involved coordination and communicated verbally, 23 (19.00%) stated that the coordination of schools talked with parents about the aggressive behavior of the student. Regarding the actions taken to minimize bullying, 69 (57.02%) participated in any professional education process, 47 (38.84%) was the educational process at another institution, 49 (71.01%) took courses lasting 12 to 24 hours, 59 (48.76%) stated that interaction with parents and family was the most stimulated by the school to try to minimize and prevent the event and 116 (95.87%) participated in meetings at the institutions surveyed , 58 (50.00%) responded that the meetings took place every two months and 121 (100.00%) reported having no refresher course on school violence in the schools surveyed. We conclude that violence in schools has been expressed in any social class and that professionals are poorly prepared to deal with the situation. So we hope that education professionals through the reading of our study may realize that school violence takes place in any institution affecting the lives of all who make up the educational universe. It is extremely important that these professionals always seek to empower through knowledge so that they can develop strategies to prevent and minimize the bullying to change the reality of the workplace

Dimensionamento do número de amostras para avaliação da fertilidade do solo

The determination of the amount of sample units that will compose the sample express the optimization of the workforce, and reduce errors inherent in the report of recommendation and evaluation of soil fertility. This study aimed to determine in three systems use and soil management, the numbers of units samples design, needed to form the composed sample, for evaluation of soil fertility. It was concluded that the number of sample units needed to compose the composed sample to determination the attributes of organic matter, pH, P, K, Ca, Mg, Al and H+Al and base saturation of soil vary by use and soil management and error acceptable to the mean estimate. For the same depth of collected, increasing the number of sample units, reduced the percentage error in estimating the average, allowing the recommendation of 14, 14 and 11 sample in management with native vegetation, pasture cultivation and corn, respectively, for a error 20% on the mean estimate.

Impactos da certificação ISO 9000 no desempenho estratégico :um estudo em empresas brasileiras do setor químico

This thesis deals with analyzing the contribution grade of the ISO 9000 quality system to the strategic performance of the Brazilian firms in the Chemistry sector, using the Balanced Scorecard system as reference. An exploratory research is developed to get technical information about these two management systems, with emphasis in their integration. After, a quantitative research is implemented using a questionnaire, to know and to obtain necessaries data for improving statistical estimations of the multiple relationships between the variables and the strategic performance for the universe of 352 Brazilians firms that make use of ISO 9000 as quality system. The size of the sample totalized 111 firms, which represent more than 31% of the selected universe. The main results show different visions of directors and managers about the significant variables that contribute for the strategic performance of the analyzed firms. The ISO 9000 system presents a big contribution to the strategic performance, when referred by the four perspectives of the Balanced Scorecard: learning and growth; internal process; customer and financial. Better performance was verified in the learning and growth perspective and reasonable performance was verified in the financial perspective

Qualidade em serviços de saúde: uma contribuição à definição de um modelo paramétrico e padrão de qualidade do tempo agendado para consulta ambulatorial

This work presents a study in quality of health care, with focus on consulting appointment. The main purpose is to define a statistical model and propose a quality grade of the consulting appointment time. The time considered is that from the day the patient get the appointment done to the day the consulting is realized. It is used reliability techniques and functions that has as main characteristic the analysis of data regarding the time of occurrence certain event. It is gathered a random sample of 1743 patients in the appointment system of a University Hospital - the Hospital Universitário Onofre Lopes - of the Federal University of Rio Grande do Norte, Brazil. The sample is randomly stratified in terms on clinical specialty. The data were analyzed against the parametric methods of the reliability statistics and the adjustment of the regression model resulted in the Weibull distribution being best fit to data. The quality grade proposed is based in the PAHO criteria for a consulting appointment and result that no clinic got the PAHO quality grade. The quality grade proposed could be used to define priority for improvement and as criteria to quality control

Uma análise dos questionamentos dos alunos nas aulas de números complexos

This work presents a contribution for the studies reffering to the use of the History of Mathematics focusing on the improvement of the Teaching and Learning Process. It considers that the History of Matematics, as a way of giving meaning to the discipline and improve the quality of the Teaching and Learning Process. This research focuses on the questions of the students, classified in three categories of whys: the chronological, the logical and the pedagogical ones. Therefore, it is investigated the teaching of the Complex Numbers, from the questions of the students of the Centro Federal de Educação Tecnológica do Rio Grande do Norte (Educational Institution of Professional and Technology Education from Rio Grande do Norte). The work has the following goals: To classify and to analyse the questions of the students about the Complex Numbers in the classes of second grade of the High School, and to collate with the pointed categories used by Jones; To disccus what are the possible guidings that teachers of Mathematics can give to these questions; To present the resources needed to give support to the teacher in all things involving the History of Mathematics. Finally, to present a bibliographic research, trying to reveal supporting material to the teacher, with contents that articulate the Teaching of Mathematics with the History of Mathematics. It was found that the questionings of the pupils reffers more to the pedagogical whys, and the didatic books little contemplate other aspects of the history and little say about the sprouting and the evolution of methods of calculations used by us as well

Elaboração e aplicação de uma estratégia de ensino sobre os conceitos de calor e de temperatura

This piece of work has investigated the alternative conceptions shown by students of secondary school, concerned to the concepts of warmth and temperature, aiming the elaboration and application of a learning strategy as of the diagnose risen from the conceptions present in students. The learning strategy was built up by a sequence of activities that involve History of Science and experiments, put in a course that had as a base the proposal of the Group of Redevelopment of Physics Teaching (GREF). We have used as the conductor wire of our research the development of thermo dynamics since the development of the first thermo machines, passing by the Industrial Revolution and the evolution of concepts of warmth and temperature. The learning strategy was applied to a group of second grade of secondary school in a public school in Mossoró (RN). By doing these activities we tried to become the concepts, which are part of thermo dynamics, more meaningful to the students. We have estimated that the application of the strategy has represented some profits to the students of the group, concerning to learning of laws and concepts of thermo dynamics (specifically the concepts of warmth and temperature), as well as what it is referred to the overcoming of its initial conceptions

Uma proposta para o ensino de eletromagnetismo no nível médio

This paper aims at building a proposal for teaching of electromagnetism in the secondary level in the state public school in Natal, RN, encompassing at the most possible comprehensive manner the fundamental aspects of electromagnetism. The methodology employed here is prioritize physical concepts rather than instruments (such as the mathematics), which should have the connotation of just tools, or of aids in the context of physics teaching in the referred teaching level. The proposal is to give teachers a consultation resource, from differentiated lesson plans, which have as main focus activities based primarily in texts and active participation of students in the teaching- learning process and the implementation of the PCN+ proposals (BRAZIL, 2000), which suggest alternative ways to make the practice in the classroom more exciting, targeting a significant teaching-learning process for both the teacher and the student. This material was applied during the 3rd and 4th term (i.e., bimester) throughout the school year of 2007, in the State School Teacher Varela Barca in two classes (3V1 and 3V2) of 3rd grade of secondary level. As evaluation of the implementation of this proposal one can cite that students were more secure when to apply the concepts, when conducting the experiments, and less anxious when formal evaluation of the evidence, showing greater motivation when presented to electromagnetism contextualized in their everyday situations. The product of this educational work includes, besides the dissertation, the lesson plans, itineraries and experimental assessment of the instruments used (Annex E to I)

A leitura como instrumento facilitador da compreensão matemática

This research builds on a qualitative approach and proposes action research to develop, implement and evaluate a strategy grounded in the teaching of geometry reading from different text types, in order to enhance the understanding of mathematical concepts by students in the 6th grade of elementary school. The teaching of mathematics, strengthened by a reading practice that fosters a greater understanding of science, because it would contribute to the expansion of vocabulary, acquire a higher level of reasoning, interpretation and understanding, providing opportunities thus a greater contextualization of the student, making out the role of mere spectator to the builder of mathematical knowledge. As a methodological course comply with the following steps: selecting a field of intervention school, the class-subject (6 years of elementary school) and teacher-collaborator. Then there was a diagnostic activity involving the content of geometry - geometric solids, flat regions and contours - with the class chosen, and it was found, in addition to the unknown geometry, a great difficulty to contextualize it. From the analysis of the answers given by students, was drawn up and applied three interventional activities developed from various text (legends, poems, articles, artwork) for the purpose of leading the student to realize, through reading these texts, the discussions generated from these questions and activities proposed by the present mathematics in context, thus getting a better understanding and interaction with this discipline as hostility by most students. It was found from the intervention, the student had a greater ability to understand concepts, internalize information and use of geometry is more consistent and conscientious, and above all, learning math more enjoyable

A etnomatemática dos trabalhadores das cerâmicas de Russas-Ce e o contexto escolar: delineando recomendações pedagógicas a partir de uma experiência educacional

It is still common among contemporary educational proposals an overemphasis abstraction, to the formalism and symbolism of mathematical knowledge at the expense of the sociocultural aspects of Mathematics. Coming up by questioning some academic mathematical tenets and valuing knowledge developed in different sociocultural contexts within Mathematical Education, the Ethnomatematics is consolidating itself as a research field. Despite its contributions to the educational context, because its philosophical character and the paucity of debates about the subject, the implementation of educational proposals for basic education are scarce. Given this situation, this dissertation comes up with a view to develop an educational intervention in the light of Ethnomathematics in a class of 6th grade of an elementary school from a red ceramic industries workers community, located in a countryside from Russas-CE and from this intervention, to develop a set of pedagogical recommendations aiming basic education teachers. Adopting a perspective of qualitative research, particularly guided by action research, this study used observation, field diary, interviews and activities with students as tools for data collection. It was found that the use of field research as part of teaching and learning favored the placement of students as critical subjects of their own reality . Furthermore, the educational experience culminated in the development of a method of teaching based on a relationship between protocooperational Ethnomatematics and the Resolution of Problems. It is necessary to broaden the debate about the ways in which the Ethnomatematics can contribute to the school context, bringing proposals closer to the reality of basic education teachers in order to help the promotion of an education which values cultural diversity without taking away the students from the access of the academic knowledge

A tirinha cômica em questão: atividades de leitura no livro didático de língua portuguesa

You can see nowadays a more constant questioning about the validity and effectiveness of the practices of teaching reading currently introduced in elementary school. The intelligibilities generated from many voices, and built on the border between many consciences, it can contribute to understand and to some extent, alleviate skewed or outdated understandings about the teaching of reading and its goals in the school environment. By understanding the dynamics of these practices, which always need to be modified because of new social demands, we recognize the validity of working with the prospect of reading in its historical, social and dialogic dimension (Bakhtin, 1981, 2003). The Portuguese language textbook (LDP), in turn, being one of the fundamental bases of reading in school, makes a justified and necessary active production of knowledge about the theoretical and methodological conceptions that underlie the work with reading and on how that work is effectively routed. Our aim in this essay is precisely analyze reading activities in four Portuguese textbooks (Teacher s Manuals) for the 6th grade of elementary school, focusing on the proposed activities from a specific discursive genre, in this case, the comic strip. Through this research, we retrieve and list the goals that guide the development of reading activities in the LDP, and then verify a compliance or not of these objectives in directing the activities. Finally, we describe how the reading practices that involve the strip in the textbook can legitimize or reject the reading as an area of construction and circulation of meanings between socio-historically located subjects. We take account of studies on the nature and constitution of language (BAKHTIN, 1981, 2003, 2010; BAKHTIN/ VOLOSHINOV, 2006; SOUZA, 2002; GERALDI, 1996, 1997, 1999, 2006; ROJO, 2008a, 2008b, among others), as well especific studies about the activities in Portuguese textbooks (MARCUSCHI, 2010; BELMIRO, 2006; MENDONÇA, 2006, among others)

O hipertexto eletrônico de meio ambiente : estratégias de leitura e navegação

The incorporation of computing in class instigate the use of the Internet and websites as a content support in the teaching/leaning process. This kind of practice had challenged the students to read through eletronic hypertextual means. In that way, we re trying to undestand which strategies of reading and navigation the students of the second and third grade of highschool levels are using when reading electronic hypertexts from the www.ambientebrasil.com.br website. The research took place in the Escola Estadual Jerônimo Rosado in Mossoró RN. Our theoretical base was estructured on the digital Technology (electronic hypertext estructure and it s navigation modes), in applied linguistics (act of reading) and in cognition (interaction of the reader with the text and the use of reading strategies in the virtual computing enviroment). The applied methodology was the case analysis which was developed with the reunion of collected data through qualitative reseach questionaries, direct observations and video recording sessions. The research demonstrates that reader s ability in the act of navigating on virtual sites activates his/her reading strategies. Also shows how the semantic architecture of the hyperlinks can interfere directly over the strategies of reading and navigation in specific websites. Our research also intend to demonstrate that the student use his strategies of linear text reading when are not accustomed to use the reading through websites in a regular basis. The investigation concludes observing that the amount of hypertexts per pages and the inappropriate use of the multimedia elements were harmful to the reading fluency

O desenvolvimento da interlíngua na aprendizagem da escrita em inglês em uma escola bilíngue: um estudo exploratório

The aim of this study is to investigate the development of written Interlanguage in English as an Additional Language (AL) by students in the 2nd grade of Ensino Fundamental I in a bilingual school in the city of Natal-RN. For this purpose two research questions guided this study: (a) which hypotheses could be inferred from the writing development of the bilingual learners of English as AL? and, (b) what is the impact of the type of input monomodal or multimodal in the Interlanguage development in the AL of bilingual learners? The 38 learners were divided into a control group, with 21 learners exposed to monomodal input, and an experimental group, with 17 learners exposed to multimodal input, and pre and post-tests were applied to both groups. A mixed methods research design was conducted (DÖRNYEI, 2007) to involve both qualitative and quantitative data collection and analysis. The qualitative aspect comprehended descriptive characteristics that interpreted the central cognitive processes in the acquisition of writing in AL by the learners. Through these interpretations, it was possible to understand the constitution of written Interlanguage (SELINKER, 1972) according to the data generated by the learners. The quantitative data were presented as the results generated from the experimental design. Thus, they narrowed the relations between the dependent variable the writing development, that is, how close it is to the target form which was modified throughout the process by the independent variable the quality of input (VAN PATTEN, 2002, GASS, 1997, SCHMIDT, 1986, PARADIS, 2009; 2010, ELLIS, 1995), which, being monomodal or multimodal, its function was possibly to alter the route of acquisition. The quantitative results pointed towards significant gains by the experimental group, which had multimodality present, suggesting that the learners in this group seem to have been more able to cognitively register (SCHIMDT, 1990) aspects of learning than the learners in the control group

Dimensões geométricas das fibras do músculo sóleo de ratos exercitados em esteira rolante: a importância da análise por meio de imagens digitalizadas

Fundação de Amparo à Pesquisa do Estado de São Paulo (FAPESP)

As práticas exitosas de leitura no ensino fundamental: vozes sociais de professores e de estudantes

The school is the social place which should provide the formation of critical readers. In this context, the role of the teacher is crucial when it comes to teaching reading. Thus, this doctoral research aims to explicit the reading practices evidenced from social voices of teachers and Fundamental School students from state public schools at RN that have successful results, according to IDEB 2009. Moreover, we seek to explicit, through the positions of teachers, the conceptions of reading underlying their reading activities, as well as elucidate the social voices related to teaching of reading that are present in the National Curriculum Guide for 9 years Fundamental School and in the Political-Pedagogical Projects of the educational institutions investigated. In order to accomplish this goal, we carried out observations in the classroom, applied questionnaires with teachers and students in the 9th grade of Fundamental School, in classes of Portuguese Language, and also performed dialogical meetings with the management and pedagogics schools teams. The theoretical foundation that guides the research comes from bakhtinian thinking (2009, 2010), which addresses the dialogical perspective of language and active responsive comprehension. Furthermore, this work is anchored in theoretical reflections of Antunes (2005, 2009) and Geraldi (2003, 2006, 2010) about the reading and writing in the country, which contribute to the resizing of the teaching and learning process of Portuguese Language. This study belongs to the field of Applied Linguistics, which investigates language as social practice in the context of learning mother language or in contexts where relevant questions about the use of language are evidenced. The parameters of qualitative research in a social-historic perspective are adopted seeking to understand the school context by the subjects involved in research. The research corpus is composed of: (i) information constructed through the use of questionnaires with teachers and students; (ii) information constructed from the observed lesson and dialogue with management and pedagogical teams; (iii) a set of selected information, i.e., empiricism built through documentary analysis of the National Curriculum Guide for 9 years Fundamental School (CONSELHO NACIONAL DE EDUCAÇÃO, 2010) and the Political- Pedagogical Projects of the investigated schools. The analysis of the sayings of teachers and students suggest reading practices from various texts, in particular, from the literary sphere, in activities involving discussions, reading and reading comprehension exercises, interviews, songs, seminars organizations, concerts, dramatizations, literary weeks, among other practices. Furthermore, these analyses reveal that teach Portuguese Language requires commitment, responsibility and satisfaction, as well as more grounded theoretical principles, which make teaching practice more efficient. The research also reveals that the success of the teaching-learning process occurs by virtue of the involvement of school s segments in the educational process, creating therefore a network of responsibilities. In this sense, this research may contribute to the production of knowledge that can guide and enrich the teaching and learning of reading, envisioning a pedagogical practice constructed from the relationship with the other, i.e., from the dialogism which provides formation of young people that exercise their citizenship