Insuficiência renal crônica em cães

The kidneys, for his anatomical and functional characteristics, are sensitive to affections that take the liberation of renal toxins or the blood supply, causing irreversible injuries to his renoparenchymal tissue that is substituted by fibrous tissue. Even after the resolution of the basic cause, there will be the loss of a significant number of his functional unity, renal adaptations will take place in the attempt of maintaining the renal function. These adaptations produce additional injuries, perpetuating to loss of renoparenchymal tissue and the reduction of the renal function. The renal insufficiency (IR) takes place after the loss of 3/4 of the number of his functional unities. Before the progression to the phase of IR, the animal shows up practically without symptoms, but for the gradual increase of the urinary and of the ingestion of water. The reduction of the degree of renal function leads to alterations system compensatory for the accumulation of substances that would suffer renal excretion. The progression of IR leads to the phase of the syndrome urêmica. In this phase the animal presents innumerable clinical signs that can take it to the death. The treatment is symptomatic and dietetic, but depending on the phase not much efficient. Because of being progressive and insidious, the IRC demands the preparation of campaigns and programs of explanation for the veterinary doctors who aim for the consciousness and/or sensibility of the owners to carry out periodic examinations of selection that precociously detect the renal dysfunction. The diagnosis in the beginning IR enables the efficiency of the treatment in stop or slowing his progression, extending the time and quality of life of the patient

Estudos de elementos repetitivos presentes no genoma da espécie Schizodon borelli (Characiformes: Anostomidae)

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

A mediação como fundamento da educação física escolar: possibilidades e limitações para a práxis educativa

Pós-graduação em Educação Escolar - FCLAR

O desafio de traduzir Lispector: Cristina Rossi e as notas de pé de paginas

Este artigo discute as notas deixadas ao pé de cada página, como marca de leitura, por aquele que é o pré-leitor do texto original: o tradutor. Ao inserir a nota, o tradutor está avaliando a necessidade do esclarecimento que pretende prestar e, automaticamente, julgando a capacidade do leitor em compreender o texto. Questões conflitantes para quem traduz, considerando que as notas são, segundo a crítica, o meio de maior visibilidade para o tradutor enquanto escritor. A discussão proposta, neste trabalho, se restringe à tradução da obra ¿Donde estuvistes de noche? de Clarice Lispector, traduzido por Cristina Peri Rossi, na Espanha.

Mediação dialético-pedagógica e práxis educativa: aula para além das paredes escolares

Este texto tem por objetivo apresentar as representações do mundo do trabalho dos alunos do Ensino Médio, da Escola Estadual Prof. Dr. João Deoclécio da Silva Ramos, Distrito de Talhado, São José do Rio Preto (SP), através do uso de mídias virtuais, especificamente o Blog de Aula - Mutirão de Sociologia (www.mutiraodesociologia.com.br). Compreender as representações de mundo trabalho possibilita aos alunos pensar em uma profissão a qual se identifiquem, além de estimular a reflexão enquanto futuros profissionais. As mídias virtuais, especialmente os blogs, possibilitam aos alunos expressar seus modos de viver e pensar o mundo do trabalho. No contexto da cidade de Rio Preto, é especialmente relevante aquelas representações do mundo do trabalho rural, de modo que este projeto vem a colaborar na elaboração de pesquisas interessadas na descrição e compreensão de processos que envolvem relações entre trabalho, educação e mundo rural.

Análise multielementar pela técnica de fluorescência de raios-X de amostras de cólon de roedores com colite e tratados com prednisolona

Pós-graduação em Biologia Geral e Aplicada - IBB

O modelo pedagógico das competências: gênese e apropriação na reforma da década de 1990

Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq)

A construção da novidade: diálogos (im)pertinentes entre as teorias de Jean Piaget e Paulo Freire

Pós-graduação em Psicologia - FCLAS

Avaliação do balanço nitrogenado e aparecimento de nitrogênio uréico como marcadores de catabolismo, infecção e mortalidade em pacientes com lesão renal aguda em diálise

Pós-graduação em Fisiopatologia em Clínica Médica - FMB

Ética e trabalho: Concepção de uma antítese social

Pós-graduação em Serviço Social - FCHS

Educação escolar e mediação: impactos das tecnologias digitais no processo de formação

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Supervisão de estágio em serviço social: tempos de mundialização do capital - desafios cotidianos e (re)significados

Pós-graduação em Serviço Social - FCHS

As trevas da razão esclarecida e as pesquisas em seres humanos em Tuskegee e na Guatemala: um caso de bioética

This work is aimed at examining the paradox of modernity, from the opposition between Enlightenment ideals and historical events that followed, especially during the twentieth century, as well as to study the impact of mismatch on Bioethics, adopting as a reference epistemological critical theory of the Frankfurt School. Bioethics presents itself as a shaky science, devoid of references, and primarily impacted by the emptying of ethics. The reason desubjectivation established by and exacerbated by modern enlightenment, was able to erect dark scary for humanity and promote barbaric practices in the name of a science that promises order and progress. This paradox and the fallacy of reason enlightened by scientific advances are wide open, always accompanied by ethical and moral returns scary. Some examples are the surveys conducted in Tuskegee and Guatemala, and treated in this study, which show how far modern rationality and all its consequences

A pedagogia histórico-crítica e a formação da individualidade para sí

Is there a place inside Marxism for the debate on individuality? Does the historical-critical pedagogy need a theory of individual’s education? The article answers affirmatively to both questions and analyses the pillars of a Marxist theory of human individuals’ education. The start point is the relation between the processes of objectification and appropriation that were originated by the work activity. The relation between objectification and appropriation is analysed from a dialectical materialistic historical perspective. This perspective implies the understanding of the contradiction generates by class struggle that gives to the sociocultural development both the meanings of humanization and alienation. In this sense, individual’s education is understood as part of historical self-building process of humankind. The direction of this movement is from humanity in itself to humanity for itself that means a process that promotes the development of free and universal individuality.

Projeto de intervenção em educação sexual com educadoras e alunos de uma pré-escola

Childhood sexuality is a polemic theme among pre-school educators. This text describes an extension project that aimed to observe the manifestation of children’s sexuality in a pre-school and to intervene by offering a space for dialogue, reflection and better understanding about childhood sexuality. The participants were seven teachers and whole group of children from a selected pre-school. It was observed (1) among the educators: the different games applied according to gender; how tolerant the teachers were regarding to boys bad behavior; vigilance against the homosexuality and constant motivation to female vanity and beauty. (2) Among the children: sexist stereotypes; manifestations of racism and prejudice; curiosity and interest about the body and sexuality and the use of insulting words concerning body beauty. The teacher education discussed theoretical and practical issues about the development of the sexuality in the childhood and the sexual education of their students. The project observed that a sexual education project can be put into practice in a pedagogical and ethical way in a pre-school environment.