As possíveis relações entre moralidade e perdão em crianças do primeiro ano do ensino fundamental

This research aims to show how children can learn the meaning of forgiveness in order to build their autonomy and moral . Research is essential to support teachers to work morale within the classroom with their students , so that conflicts a re minimized or even eliminated . Through Piagetian clinical method was observed and interviewed students from the first year of elementary school , trying to identify those who can take a perspective other than you r own . All this in order to inve stigate the possibility of these becoming autonomous and can measure th e consequences of their actions . To develop the moral and intellectual autonomy of the students , Piaget (1994 ) shows the importance of children to act properly by choice , not by pres sure punishments or rewards , and that they have the correct answers , not because someone showed you , but because found . Through research , we found that students are able to forgive, but often requiring that the colleague is also punished in some way. Fo r in fact the children act autonomously it is necessary that the school provides situations where they can experience the cooperation , reciprocity, mutual respect , and thus gradually build their autonomy

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 perdão como componente moral em crianças do primeiro ano do ensino fundamental

Forgiveness may be considered a moral component to be developed along with the development of moral autonomy of individuals. This study aims to verify how 10 (ten) children from the first year of elementary school conceive the pardon and its possible relationship with their moral autonomy development. As theoretical research we have taken Piaget´s studies on human´s morality (1930; 1932) and Rique (2007, 2008, 2011) and Enright (1991, 1998) studies about forgiveness. This study was based on a qualitative research and the adopted method was the Piaget's Experimental Clinical Method. The results have shown that children perform moral reasoning when facing situations which involve the decision of forgiving someone and tend to comprehend forgiveness as forgiving someone for some performed act. We conclude by emphasizing the importance of the teacher’s mediation and intervention in moral discussions involving forgiveness, for the construction of the learners ´moral autonomy.

Práticas educativas de professores e comportamentos infantis, na transição ao primeiro ano do Ensino Fundamental

The objectives this research are: (a) describing positive interactions established between teacher and student, considering clinical group to behavior problems and non-clinical one; (b) describing behavior repertoire (social skills and behavior problems) of children with and without clinical classification to behavior problems, according to TRF, teacher version. The participants this study were 16 female teachers who indicated and evaluated 32 students - 16 of them presented behavior problems (with BP – clinical group), whereas the other 16 did not (without BP – non clinical group). Students aged 6 years were enrolled in the first year of elementary school. Data collection was conducted through the application of three instruments: TRF, RE-HSE-Pr and QRSH-Pr, as an interview with teachers. Data were categorized and analyzed to compare the clinical and nonclinical groups (Mann-Whitney Test). Overall, this research found that female teachers exert different practices among students who have behavior problems that do not show, being more skilled in the interactions with children without behavior problems and more agressive to those with behavioral problems. Implications for interventions and public policies are discussed.

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

Procedimentos do ensino da leitura no primeiro ano do ensino fundamental: concepções, estratégias e resultados

The theme of the reading in the first year of the literacy cycle has become recurrent in academic papers, research groups, discussion forums, conferences etc. and raised different positions depending on the theoretical framework with which it is studied. While it is granted that reading instruction this school year is to ensure the ability to encode and decode and learn and understand the meanings and the meanings of what we read. In this work, it formed a general objective to investigate how reading skills are being developed in the classroom and the strategies used to develop decoding and understanding of meanings. The question that formed the north to the survey was as follows: The strategies and procedures being used in the teaching of reading in the early literacy process develop the coding and decoding skills beyond the grasp and understanding of the meanings of ideas? The specific objectives were established: a) investigate how is the teaching of reading in the first grade of elementary school; b) identify the teaching strategies and the design of reading and reader that the teacher of the class has observed and relate it to the way he teaches; c) verify that the teaching of reading in the first year of the literacy process, develop the early reading skills, decoding, and favors the development of the apprehension and understanding of the meanings of what we read. The methodology included field research, from a qualitative interpretation approach and had as direct data source the natural environment in which the teaching of reading has been developed. The work then displays data results analyzed in the light of literacy concepts distinguished by Soares (2011), and reading by Silva (1983), Foucambert (1994), Solé (1998), among others. The results were extracted inferences and interpretations. It is hoped that this work raises in literacy teachers, reflections on the teaching of reading in the literacy cicle, in order to establish the...

Procedimentos do ensino da leitura no primeiro ano do ensino fundamental: concepções, estratégias e resultados

The theme of the reading in the first year of the literacy cycle has become recurrent in academic papers, research groups, discussion forums, conferences etc. and raised different positions depending on the theoretical framework with which it is studied. While it is granted that reading instruction this school year is to ensure the ability to encode and decode and learn and understand the meanings and the meanings of what we read. In this work, it formed a general objective to investigate how reading skills are being developed in the classroom and the strategies used to develop decoding and understanding of meanings. The question that formed the north to the survey was as follows: The strategies and procedures being used in the teaching of reading in the early literacy process develop the coding and decoding skills beyond the grasp and understanding of the meanings of ideas? The specific objectives were established: a) investigate how is the teaching of reading in the first grade of elementary school; b) identify the teaching strategies and the design of reading and reader that the teacher of the class has observed and relate it to the way he teaches; c) verify that the teaching of reading in the first year of the literacy process, develop the early reading skills, decoding, and favors the development of the apprehension and understanding of the meanings of what we read. The methodology included field research, from a qualitative interpretation approach and had as direct data source the natural environment in which the teaching of reading has been developed. The work then displays data results analyzed in the light of literacy concepts distinguished by Soares (2011), and reading by Silva (1983), Foucambert (1994), Solé (1998), among others. The results were extracted inferences and interpretations. It is hoped that this work raises in literacy teachers, reflections on the teaching of reading in the literacy cicle, in order to establish the...

Implementing the Objective Structured Clinical Examination in a Geriatrics Fellowship Program-A 3-Year Experience

The Objective Structured Clinical Examination (OSCE) appears to be an effective alternative for assessing not only medical knowledge, but also clinical skills, including effective communication and physical examination skills. The purpose of the current study was to implement an OSCE model in a geriatrics fellowship program and to compare the instrument with traditional essay examination. Seventy first- and second-year geriatric fellows were initially submitted to a traditional essay examination and scored from 0 to 10 by a faculty member. The same fellows subsequently underwent an OSCE with eight 10-minute stations covering a wide range of essential aspects of geriatric knowledge. Each OSCE station had an examiner responsible for its evaluation according to a predefined checklist. Checklist items were classified for analysis purposes as clinical knowledge items (CKI) and communication skills items (CSI); fellow responses were scored from 0 to 10.Although essay examinations took from 30 to 45 minutes to complete, 180200 minutes were required to evaluate fellows using the proposed OSCE method. Fellows scored an average of 6.2 +/- 1.2 on the traditional essay examination and 6.6 +/- 1.0 on the OSCE (P < .001). Subanalyses of OSCE scores indicated that average performance on CKI was lower than the average on CSI (6.4 +/- 1.1 vs. 8.4 +/- 1.1; P < .001). Fellow performance on the essay examination was similar to their performance on CKI (P = .13). Second-year fellows performed better than first-year fellows on the essay examination (P < .001) and CKI (P = .05), but not on CSI (P = .25).The OSCE was successfully implemented as an educational strategy during a geriatrics fellowship program. Combining different testing modalities may provide the best assessment of competence for various domains of knowledge, skills, and behavior.

ACID-BASE REACTIONS: CONCEPT, REPRESENTATION AND GENERALIZATION FROM THE ENERGY INVOLVED IN TRANSFORMATIONS

ACID-BASE REACTIONS: CONCEPT, REPRESENTATION AND GENERALIZATION FROM THE ENERGY INVOLVED IN TRANSFORMATIONS. Undergraduate students on the first year of Chemistry Courses are unfamiliar with the representation of acid-base reactions using the ionic equation H+ + OH- -> H2O. A chemistry class was proposed about acid-base reactions using theory and experimental evaluation of neutralization heat to discuss the energy involved when water is formed from H+ and OH- ions. The experiment is suggested using different strong acids and strong base pairs. The presentation of the theme within a chemistry class for high school teachers increased the number of individuals that saw the acid-base reaction from this perspective.

Diminished Mycophenolic Acid Exposure Caused by Omeprazole May Be Clinically Relevant in the First Week Posttransplantation

Background: Some studies have reported a decreased absorption of mycophenolic acid (MPA) from mycophenolate mofetil (MMF) in renal transplanted (RTx) patients under proton-pump inhibitors (PPIs). There is still a lack of information regarding (1) whether this effect occurs when MMF is administered with either tacrolimus or cyclosporine A [calcineurin inhibitors (CNIs)], (2) whether the effect has the same amplitude during the first year after RTx, and finally (3) whether this decrease in exposure is clinically relevant. Methods: We retrospectively analyzed the omeprazole effect in 348 12-hour pharmacokinetic samplings [area under the curve (AUC) 0-12h] performed on days 7, 14, 30, 60, 180, and 360 after RTx in 77 patients who participated in previous trials. Results: For all periods, the groups with and without PPI did not differ in all variables. By mixed-model analysis of variance, PPI reduced the MPA AUC(0-12h) (P < 0.0008) in the patients under both CNIs mainly due to decreased absorption (P = 0.049). In the tacrolimus group, a lower exposure seemed also due to a decreased MPA reabsorption at 10-12 hours. The PPI effect remains throughout the first year but was clinically more important on day 7. By Cox analysis, the use of PPI was associated with a 25% less chance of being adequately exposed to MPA (95% confidence interval 0.58-0.99, P = 0.04). Similarly, the number of patients underexposed to MPA (AUC < 30 ng.h/mL) was higher at most periods in the PPI group but again not statistically significant. Conclusions: These data indicate that PPI decreases the MPA exposure when associated with both CNIs but particularly in the first week after RTx. In this period, the MMF dose should be increased. This effect lasts throughout the first year but does not seem to be clinically relevant after the first week.

Late clinical outcomes after implantation of drug-eluting stents coated with biodegradable polymers: 3-year follow-up of the PAINT randomised trial

Aims: The long-term clinical performance of drug-eluting stents (DES) coated with biodegradable polymers is poorly known. Methods and results: A total of 274 coronary patients were randomly allocated to paclitaxel-eluting stents, sirolimus-eluting stents, or bare metal stems (2:2:1 ratio). The two DES used the same biodegradable polymers and were identical except for the drug. At three years, the pooled DES population had similar rates of cardiac death or myocardial infarction (9.0% vs. 7.1; p=0.6), but lower risk of repeat interventions (10.0% vs. 29.9%; p<0.01) than controls with bare stents. The cumulative 3-year incidence of definite or probable stent thrombosis in the pooled DES group was 2.3% (first year: 1.8%; second year: 0.4%; third year: zero). There were no significant differences in outcomes between paclitaxel- and sirolimus-eluting stents. Conclusions: The biodegradable-polymer coated DES releasing either paclitaxel or sirolimus were effective in reducing the 3-year rate of re-interventions.

Reações ácido-base: conceito, representação e generalização a partir das energias envolvidas nas transformações

Undergraduate students on the first year of Chemistry Courses are unfamiliar with the representation of acid-base reactions using the ionic equation H+ + OH- → H2O. A chemistry class was proposed about acid-base reactions using theory and experimental evaluation of neutralization heat to discuss the energy involved when water is formed from H+ and OH- ions. The experiment is suggested using different strong acids and strong base pairs. The presentation of the theme within a chemistry class for high school teachers increased the number of individuals that saw the acid-base reaction from this perspective.

Lipid and lipoprotein profile in HIV-infected patients treated with lopinavir/ritonavir as a component of the first combination antiretroviral therapy

We characterized lipid and lipoprotein changes associated with a lopinavir/ritonavir-containing regimen. We enrolled previously antiretroviral-naive patients participating in the Swiss HIV Cohort Study. Fasting blood samples (baseline) were retrieved retrospectively from stored frozen plasma and posttreatment (follow-up) samples were collected prospectively at two separate visits. Lipids and lipoproteins were analyzed at a single reference laboratory. Sixty-five patients had two posttreatment lipid profile measurements and nine had only one. Most of the measured lipids and lipoprotein plasma concentrations increased on lopinavir/ritonavir-based treatment. The percentage of patients with hypertriglyceridemia (TG >150?mg/dl) increased from 28/74 (38%) at baseline to 37/65 (57%) at the second follow-up. We did not find any correlation between lopinavir plasma levels and the concentration of triglycerides. There was weak evidence of an increase in small dense LDL-apoB during the first year of treatment but not beyond 1 year (odds ratio 4.5, 90% CI 0.7 to 29 and 0.9, 90% CI 0.5 to 1.5, respectively). However, 69% of our patients still had undetectable small dense LDL-apoB levels while on treatment. LDL-cholesterol increased by a mean of 17?mg/dl (90% CI -3 to 37) during the first year of treatment, but mean values remained below the cut-off for therapeutic intervention. Despite an increase in the majority of measured lipids and lipoproteins particularly in the first year after initiation, we could not detect an obvious increase of cardiovascular risk resulting from the observed lipid changes.