Manifestação incomum de paralisia de membros pélvicos em felino com hidronefrose decorrente de ovariectomia - Relato de caso

This study describes the occurrence of iatrogenic hydronephrosis in left kidney with compression of the abdominal aorta in persian cat and paralysis of hind limbs. The animal had slight dehydration, pale mucous membranes, cold extremities and cyanotic, absence of bilateral femoral artery pulse, and absence of superficial and deep pain, and presence of a mass of firm consistency with six centimeters in diameter, on abdominal palpation. Performed exploratory celiotomy, there was increased left kidney compressing the abdominal aorta and dilation of the cranial left ureter attached to the uterine horn by means of ligation with nonabsorbable. After nephrectomy, it was observed the restoration of local circulation. The animal died after eight hours.

Características clínicas, contribuintes e taxa de mortalidade no desenvolvimento da síndrome da infusão do propofol: meta-análise de série e relato de casos

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

A comunicação não verbal da equipe de enfermagem contribuindo para o cuidado do idoso em internação hospitalar

Pós-graduação em Enfermagem (mestrado profissional) - FMB

Comportamento, fluência verbal e ritmos circadianos em indivíduos com o Transtorno do Espectro do Autismo (TEA) antes e após o uso de melatonina

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

A aprendizagem do desenho e da escrita: uma experiência com ideogramas japoneses no ensino fundamental

The aim of this paper is to gather research information and studies posted about the importance of social environment in the development of symbolic systems on children. Languages verbal, visual and written are interrelated representation systems, although each one has its own characteristics and elements. The objective of this paper is to elucidate the importance of linking the various existing types of language and therefore the importance of a coordinate approach also in the teaching-learning situations of these systems. The work also intends to disclose how thin is the line that separates writing of drawing, both of them as representative systems. As well as to show how visual information and language are intrinsically linked as thought happens by the connections between them. The work includes the report of an activity with Japanese ideograms done in the author's teacher's training at formal education. It also approaches pictographic, creative and poetic aspects of ideograms that brings up new ways of thinking and representing symbolically just like the methods of artistic language

Verissima et ivcvndissima descriptio..., de Ulrico Schmidl: literatura de viagem ou relato de viagem?

Pós-graduação em Letras - FCLAS

O aprender e o orientar na atenção primária: relato de experiência de um semestre de atividades no PET-Saúde

O programa PET-Saúde atua promovendo a formação de grupos de aprendizagem tutorial em áreas estratégicas para o Sistema Único de Saúde. Este trabalho tem o objetivo de relatar a experimentação de um semestre de atividades vivenciadas por acadêmicos da UFPA que compõem uma equipe multiprofissional do PET-Saúde/Ananindeua. Este projeto está atuando como estimulador de diversas atividades que valorizam o aprendizado e a humanização. Dentre as atividades estimuladoras de aprendizado dos acadêmicos estão: palestras e formação complementar; discussão de artigos científicos; e acompanhamento de atividades na Unidade Básica de Saúde. A Atenção Primária representa interessante espaço de aprendizado para acadêmicos em saúde, e a inserção destes em seu âmbito representa grande ganho à comunidade, que passa a receber valiosas orientações em saúde.

Improving Student Engagement and Verbal Behavior Through Cooperative Learning

In this action research study of my classroom of 10th grade Algebra II students, I investigated three related areas. First, I looked at how heterogeneous cooperative groups, where students in the group are responsible to present material, increase the number of students on task and the time on task when compared to individual practice. I noticed that their time on task might have been about the same, but they were communicating with each other mathematically. The second area I examined was the effect heterogeneous cooperative groups had on the teacher’s and the students’ verbal and nonverbal problem solving skills and understanding when compared to individual practice. At the end of the action research, students were questioning each other, and the instructor was answering questions only when the entire group had a question. The third area of data collection focused on what effect heterogeneous cooperative groups had on students’ listening skills when compared to individual practice. In the research I implemented individual quizzes and individual presentations. Both of these had a positive effect on listing in the groups. As a result of this research, I plan to continue implementing the round robin style of in- class practice with heterogeneous grouping and randomly selected individual presentations. For individual accountability I will continue the practice of individual quizzes one to two times a week.

Improving Student Engagement and Verbal Behavior Through Cooperative Learning

In this action research study of my classroom of 10th grade Algebra II students, I investigated three related areas. First, I looked at how heterogeneous cooperative groups, where students in the group are responsible to present material, increase the number of students on task and the time on task when compared to individual practice. I noticed that their time on task might have been about the same, but they were communicating with each other mathematically. The second area I examined was the effect heterogeneous cooperative groups had on the teacher’s and the students’ verbal and nonverbal problem solving skills and understanding when compared to individual practice. At the end of the action research, students were questioning each other, and the instructor was answering questions only when the entire group had a question. The third area of data collection focused on what effect heterogeneous cooperative groups had on students’ listening skills when compared to individual practice. In the research I implemented individual quizzes and individual presentations. Both of these had a positive effect on listing in the groups. As a result of this research, I plan to continue implementing the round robin style of in- class practice with heterogeneous grouping and randomly selected individual presentations. For individual accountability I will continue the practice of individual quizzes one to two times a week.

Integrating Visual and Verbal Literacies in the Early Childhood Classroom

Young children have the strong desire to use all of the communicative tools their cultures and families offer them. They want to be able to do all of the things that the powerful people they admire can do, including talking, writing, drawing, using the computer, and otherwise creating and sharing ideas, memories, solutions, even jokes and feelings. Today, we live in a time when the communicative tools are changing rapidly, practically exploding before our eyes in terms of the formats and media available to us in complex combinations not seen before. What do these technological changes mean for how we can support children's development toward literacy? An integrated arts curriculum has long been favored by many educators, but today there are more reasons than ever to implement such a philosophy. From communications theory comes a new understanding of how modern technologies demand that children learn to "read" and "write" messages involving complex combinations and integrations of visual and verbal formats. From psychology come insights about intelligence being multiple not unitary, as well as ecological perception theory offering a well-accepted framework for analyzing the affordances and expressive possibilities of different media. From education come fresh approaches to integrated curriculum, including a philosophy and pedagogy from Reggio Emilia, Italy, that combines well with current thinking by North Americans. Altogether, we have many rationales and exciting strategies at hand for launching young children toward an integrated visual and verbal literacy that involves substance, challenge, and discipline, as well as innovation, creativity, and freedom.

A aprendizagem do desenho e da escrita: uma experiência com ideogramas japoneses no ensino fundamental

The aim of this paper is to gather research information and studies posted about the importance of social environment in the development of symbolic systems on children. Languages verbal, visual and written are interrelated representation systems, although each one has its own characteristics and elements. The objective of this paper is to elucidate the importance of linking the various existing types of language and therefore the importance of a coordinate approach also in the teaching-learning situations of these systems. The work also intends to disclose how thin is the line that separates writing of drawing, both of them as representative systems. As well as to show how visual information and language are intrinsically linked as thought happens by the connections between them. The work includes the report of an activity with Japanese ideograms done in the author's teacher's training at formal education. It also approaches pictographic, creative and poetic aspects of ideograms that brings up new ways of thinking and representing symbolically just like the methods of artistic language

Verissima et ivcvndissima descriptio..., de Ulrico Schmidl: literatura de viagem ou relato de viagem?

Pós-graduação em Letras - FCLAS

Breve relato da Pós-Graduação em Artes Visuais da ECA-USP

Este texto foi preparado inicialmente para uma palestra aos alunos do PAE - Programa de Apoio ao Ensino, da ECA-USP, em 2002, quando se iniciava o processo do desmembramento do Programa de Artes em três programas autônomos, o que veio a se concretizar em julho de 2006. O texto foi retomado agora, em 2009, como um breve e parcial relato do período

Instrução verbal: solicitar foco de atenção não garante sua adoção e melhor desempenho

The purposes of this study were to investigate a) the effect of redundant and non-redundant instruction on external focus of attention adoption, b) the effect of adopting an external focus of attention on performance in a front crawl swimming task, and c) the effect of redundancy in the wording of a verbal instruction on the above variables. 43 college students (m/f) aged 17 to 46 swam 25 m crawl at maximum speed, once under each of three conditions: without focus instruction (SF), following a focus instruction (CF) and a redundant focus instruction (CFR), in counterbalanced order. For focus adoption control, after completing the task participants were asked about what they had focused on while swimming. As a measure of performance, time and number of strokes were taken and the stroke index was calculated. The results showed that under redundant focus instruction (CFR) condition, 42 % failed to adopt the attentional focus as asked, and following focus (CF) instruction, 23 %. Under CF condition, the frequency of participants that adopted the focus was higher than of those who did not. Performance did not differ significantly among the three conditions (p>0,05). These findings stress the need of manipulation checks in attentional focus research, regarding both performance and motor learning efficiency, as well as the need for further investigation into the relation between instruction extension and performance.

Restauração de mancha hipocalcificada empregando matriz vestibular: relato de caso

A quebra da harmonia do sorriso dos pacientes pode ser decorrente da redução da quantidade de mineral depositado, ocasionando um defeito qualitativo considerado como hipocalcificação2. A hipocalcificação de carácter adquirido local nos dentes anteriores é muito comum devido ao trauma ou lesão periapical nos dentes decíduos, que podem levar à alteração da formação dos germes dos dentes permanentes1. Essas anomalias podem se apresentar em diferentes tamanhos e profundidades e, por isso, os tratamentos a serem realizados variam desde os mais conservadores, como clareamento ou microabrasão, até os mais invasivos, como facetas indiretas ou coroas totais, além da associação desses tratamentos quando existir a necessidade. As alterações hipocalcificadas profundas que acometem toda espessura do esmalte e apresentam alteração de cor com comprometimento da estética, necessitam de desgaste e posterior restauração adesiva para estabelecer a estética dental. As resinas compostas vêm sendo amplamente utilizadas nesses casos devido às suas características óticas de translucides e opacidade, além das suas propriedades adesivas e mecânicas, como resistência, durabilidade, selamento marginal, manutenção da cor e lisura superficial. O caso apresentado é de um paciente do sexo masculino, 12 anos, que compareceu à clínica relatando insatisfação com a mancha presente no dente anterior. Após anamnese e exame clínico, constatou-se um comprometimento parcial da calcificação da face vestibular do incisivo central superior permanente (21) (hipocalcificação adquirida de caráter local)1. Após exame clínico e radiográfico, o tratamento proposto foi o restabelecimento da estética do elemento 21, que se encontrava com alteração de cor, através de desgaste do esmalte e restauração adesiva estética. Ao observar o aspecto final da restauração após o acabamento e polimento e o sorriso final do paciente, pôde-se comprovar o excelente resultado estético conseguido com o procedimento restaurador direto associado à muralha vestibular confeccionada com cimento provisório fotoativado.