Ensino médio: função do estado ou da empresa?

O presente artigo levanta questões importantes acerca da qualidade do ensino médio público quando comparado ao particular, a partir de dados da pesquisa 10 anos depois: Unesp - Diferentes perfis de candidatos para diferentes cursos (Estudo de variáveis de capital cultural), questionando a visão ideológica de que a escola particular coloca seus alunos mecanicamente nas melhores universidades. Apresentando dados sobre a performance dos candidatos ao vestibular oriundos do sistema particular e do sistema público, o artigo mostra que, nos dois casos, a freqüência a cursinhos é uma constante, o que coloca em xeque a tão propalada maior qualidade do ensino médio particular.

Ansiedade na performance: causas e possíveis curas

I - Este relatório pretende descrever o estágio especializado em ensino de música realizado no âmbito do mestrado em Ensino de Música na Escola Superior de Música de Lisboa. Este estágio decorreu no Instituto Gregoriano de Lisboa e no Conservatório de Música, de Dança e de Arte Dramática de Lisboa, duas escolas de ensino oficial especializado. Sendo a primeira pública e a segunda privada, estas escolas apresentam realidades muito diferentes do ponto de vista organizacional e de gestão, que resultam em situações heterogéneas e dependentes de vários factores que serão mencionados ao longo deste relatório. A análise SWOT efectuada para cada uma destas organizações descreve mais objectivamente os factores e variáveis que permitiram construir este relatório. Foram caracterizados três alunos, um de cada curso: preparatório, básico e secundário. A Maria M. é a aluna do 2º ano do curso preparatório, o Pedro R. é aluno de 3º grau do curso básico de instrumento e o Diego M. é aluno de 7º grau. Foram aprofundadas as práticas pedagógicas desenvolvidas com cada um dos alunos e os avanços e metas atingidas por cada um destes alunos. Este estágio resulta numa reflexão sobre a prática pedagógica aplicada e as suas motivações.

Efeito de um treinamento de FNP sobre variáveis biomecânicas em idosos caidores

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Limites e possibilidades de uma proposta de gestão coletiva: cursinho popular da UNESP-Franca

Pós-graduação em Educação Escolar - FCLAR

Trajetória social de alunos de um curso pré-vestibular popular

The aim of the research that originated this article was the analysis of the social trajectory of students from a public preparatory course and the verification of their expectations about higher education. Data collection was based on a questionnaire with open and closed-ended questions and a semi-structured interview, based on the models used by Muzzetti (1997). Data were analyzed by the elaboration of thematic charts. Based on the researches conducted by Pierre Bourdieu (1997, 2007), this research concluded that the students understand that schooling is, besides being a viable alternative in the search for social ascension, the redeeming of social ills. Profession choice based on natural talent or divine gift generate expectations which attest the lack of knowledge about the school system by students and their parents, which is reinforced by the belief in opportunity equality.

Aspirantes: desafios de estudantes da USP egressos de escolas públicas no contexto do novo tensionamento político-social brasileiro

Esta pesquisa tem por objetivo refletir sobre o processo de constituição de nove jovens estudantes ingressantes em diferentes cursos da Universidade de São Paulo em 2014 egressos de escolas públicas e participantes do cursinho oferecido pelo Programa Preparatório para o Vestibular da USP, PPVUSP, em 2013. Para tanto, utilizou-se a perspectiva analítica da individuação, tal como proposto pelo sociólogo Danilo Martuccelli, para analisar o conjunto de fatores estruturais enfrentados pelos estudantes, em uma articulação entre processos sociais e experiências pessoais que configura o trabalho do indivíduo sobre si mesmo. Traça-se um perfil dos alunos do PPVUSP e daqueles que ingressaram na Universidade, em comparação ao universo dos demais aprovados no vestibular da FUVEST, a partir de dados socioeconômicos fornecidos por autodeclaração pelos candidatos àquela instituição. Tendo em vista a crítica às insuficiências das teorias chamadas disposicionalistas, empreende-se um procedimento indutivo a partir da análise das entrevistas compreensivas realizadas com nove estudantes daquele grupo ao final dos dois primeiros semestres letivos de seus respectivos cursos de graduação para construir as provas que constituem esta pesquisa: a familiar, a escolar, a da mobilidade urbana e aquela referente à sociabilidade. A discussão sobre esses desafios estruturais de nossa sociedade e o modo pelo qual jovens estudantes recém ingressos na USP os vivenciam e como respondem peculiarmente a eles permite compor um cenário da individuação deste grupo social, assim como problematizar as configurações, mutações e ações da estrutura sociohistórica na fabricação de indivíduos como eles.

The mathematics anxiety of bilingual community college students

Math anxiety levels and performance outcomes were compared for bilingual and monolingual community college Intermediate Algebra students attending a culturally diverse urban commuter college. Participants (N = 618, 250 men, 368 women; 361 monolingual, 257 bilingual) completed the Abbreviated Math Anxiety Scale (AMAS) and a demographics instrument. Bilingual and monolingual students reported comparable mean AMAS scores (20.6 and 20.7, respectively) and comparable proportions of math anxious individuals (50% and 48%, respectively). Factor analysis of AMAS scores, using principal component analysis by varimax rotation, yielded similar two-factor structures for both populations -- assessment and learning content -- accounting for 65.6% of the trace for bilingual AMAS scores. Statistically significant predictor variables for levels of math anxiety for the bilingual participants included (a) preparatory course enrollment (β = .236, p = .041) with those enrolled in prior preparatory courses scoring higher, (b) education major (β = .285, p = .018) with education majors scoring higher, and (c) business major (β = .252, p = .032) with business majors scoring higher. One statistically significant predictor variable emerged for monolingual students, gender (β = -.085, p = .001) with females ranking higher. Age, income, race, ethnicity, U.S. origin, science or health science majors did not emerge as statistically significant predictor variables for either group.^ Similarities between monolingual and bilingual participants included statistically significant negative linear correlations between AMAS scores and course grades for both bilingual (r = -.178, p = .017) and monolingual participants (r = -.203, p = .001). Differences included a statistically significant linear correlation between AMAS scores and final exam grades for monolingual participants only (r = -.253, p < .0009) despite no statistically significant difference in the strength the linear relationship of the AMAS scores and the final exam scores between groups, z = 1.35, p = .1756.^ The findings show that bilingual and monolingual students report math anxiety similarly and that math anxiety has similar associations with performance measures, despite differences between predictor variables. One of the first studies on the math anxiety of bilingual community college students, the results suggest recommendations for researchers and practitioners.^

The Mathematics Anxiety of Bilingual Community College Students

Math anxiety levels and performance outcomes were compared for bilingual and monolingual community college Intermediate Algebra students attending a culturally diverse urban commuter college. Participants (N = 618, 250 men, 368 women; 361 monolingual, 257 bilingual) completed the Abbreviated Math Anxiety Scale (AMAS) and a demographics instrument. Bilingual and monolingual students reported comparable mean AMAS scores (20.6 and 20.7, respectively) and comparable proportions of math anxious individuals (50% and 48%, respectively). Factor analysis of AMAS scores, using principal component analysis by varimax rotation, yielded similar two-factor structures for both populations -- assessment and learning content -- accounting for 65.6% of the trace for bilingual AMAS scores. Statistically significant predictor variables for levels of math anxiety for the bilingual participants included (a) preparatory course enrollment (β = .236, p = .041) with those enrolled in prior preparatory courses scoring higher, (b) education major (β = .285, p = .018) with education majors scoring higher, and (c) business major (β = .252, p = .032) with business majors scoring higher. One statistically significant predictor variable emerged for monolingual students, gender (β = -.085, p = .001) with females ranking higher. Age, income, race, ethnicity, U.S. origin, science or health science majors did not emerge as statistically significant predictor variables for either group. Similarities between monolingual and bilingual participants included statistically significant negative linear correlations between AMAS scores and course grades for both bilingual (r = -.178, p = .017) and monolingual participants (r = -.203, p = .001). Differences included a statistically significant linear correlation between AMAS scores and final exam grades for monolingual participants only (r = -.253, p < .0009) despite no statistically significant difference in the strength the linear relationship of the AMAS scores and the final exam scores between groups, z = 1.35, p = .1756. The findings show that bilingual and monolingual students report math anxiety similarly and that math anxiety has similar associations with performance measures, despite differences between predictor variables. One of the first studies on the math anxiety of bilingual community college students, the results suggest recommendations for researchers and practitioners.

Curso online para a parte pral do Celpe-Bras : contribuições da avaliação de proficiência para o ensino-aprendizagem de PLE

Dissertação (mestrado)—Universidade de Brasília, Departamento de Línguas Estrangeiras e Tradução, Programa de Pós-Graduação em Linguística Aplicada, 2016.

Effect of gamma radiation on the activity of hemocytes and on the course of Schistosoma mansoni infection in resistant Biomphalaria tenagophila snails

High doses of gamma radiation (10 Krad) in Biomphalaria tenagophila snails (Taim strain), which have been found to be resistant to Schistosoma mansoni, were not sufficient to impair their resistance to the parasite. The number of hemocytes, as well as their phagocytic activity, were not affected by irradiation, thus showing resemblance with mammal macrophages, which are resistant to gamma irradiation also.

High fat diet has a prominent effect upon the course of chronic schistosomiasis mansoni in mice

This study investigated whether a long-term high-fat diet has an effect on the outcome of chronic murine schistosomiasis mansoni compared to a standard diet. Swiss Webster female mice (3 weeks old) were fed each diet for up to six months and were then infected with 50 Schistosoma mansoni cercariae. Their nutritional status was assessed by monitoring total serum cholesterol and body mass. Infected mice were examined 6-17 weeks post infection to estimate the number of eggs in faeces. Mice were euthanised the next day. Total serum cholesterol was lower in infected mice in comparison to uninfected controls (p = 0.0055). In contrast, body mass (p = 0.003), liver volume (p = 0.0405), spleen volume (p = 0.0124), lung volume (p = 0.0033) and faecal (p = 0.0064) and tissue egg density (p = 0.0002) were significantly higher for infected mice fed a high-fat diet. From these findings, it is suggested that a high-fat diet has a prominent effect on the course of chronic schistosomiasis mansoni in mice.

The effect of combined polymorphisms in chemokines and chemokine receptors on the clinical course of HIV-1 infection in a Brazilian population

Polymorphisms in genes that encode chemokines or their receptors can modulate susceptibility to human immunodeficiency virus (HIV) infection and disease progression. The objective of this study was to assess the frequency of polymorphisms CCR5-Δ32, CCR2-64I, CCR5-59029A and SDF1-3'A and their role in the course of HIV infection in a Southern Brazilian population. Clinical data were obtained from 249 patients for an average period of 6.4 years and genotypes were determined by standard polymerase chain reaction (PCR) and PCR-restriction fragment length polymorphism. Survival analyses were conducted for three outcomes: CD4+ T-cell counts below 200 cells/µL, acquired immune deficiency syndrome (AIDS) or death. The frequency of the polymorphisms CCR5-Δ32, CCR2-64I, CCR5-59029A and SDF1-3'A were 0.024, 0.113, 0.487 and 0.207, respectively. CCR5-Δ32 was associated with a reduction in the risk for CD4+ T-cell depletion and with an increased risk for death after AIDS diagnosis. CCR2-64I was associated with a reduction in the risk for developing AIDS. SDF1-3'A was also associated with decreased risk for AIDS, but its effect was only evident when CCR2-64I was present as well. These results highlight the possibility of using these markers as indicators for the prognosis of disease progression and provide evidence for the importance of analysing the effects of gene polymorphisms in a combined fashion.

Effect of corticosteroids on the clinical course of community-acquired pneumonia: a randomized controlled trial

Introduction The benefit of corticosteroids as adjunctive treatment in patients with severe community-acquired pneumonia (CAP) requiring hospital admission remains unclear. This study aimed to evaluate the impact of corticosteroid treatment on outcomes in patients with CAP. Methods This was a prospective, double-blind and randomized study. All patients received treatment with ceftriaxone plus levofloxacin and methyl-prednisolone (MPDN) administered randomly and blindly as an initial bolus, followed by a tapering regimen, or placebo. Results Of the 56 patients included in the study, 28 (50%) were treated with concomitant corticosteroids. Patients included in the MPDN group show a more favourable evolution of the pO2/FiO2 ratio and faster decrease of fever, as well as greater radiological improvement at seven days. The time to resolution of morbidity was also significantly shorter in this group. Six patients met the criteria for mechanical ventilation (MV): five in the placebo group (22.7%) and one in the MPDN group (4.3%). The duration of MV was 13 days (interquartile range 7 to 26 days) for the placebo group and three days for the only case in the MPDN group. The differences did not reach statistical significance. Interleukin (IL)-6 and C-reactive protein (CRP) showed a significantly quicker decrease after 24 h of treatment among patients treated with MPDN. No differences in mortality were found among groups. Conclusions MPDN treatment, in combination with antibiotics, improves respiratory failure and accelerates the timing of clinical resolution of severe CAP needing hospital admission.