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Incapacidades apresentadas por crianças com déficits neurológicos atendidos na Clínica Escola da Faculdade Pitágoras
Get PDFIntrodução: A Classificação Internacional da Funcionalidade, Incapacidade e Saúde (CIF) é hoje o modelo da Organização Mundial de Saúde para saúde e incapacidade, e deve ser considerada a base conceitual para prática clínica de fisioterapeutas. Uma vez que a fisioterapia neurofuncional trabalha com recuperação funcional, prevenção de incapacidades e qualidade de vida, a utilização da CIF pelos profissionais envolvidos no processo de reabilitação aumenta a qualidade e a individualidade dos dados relativos aos pacientes. Objetivos: Identificar as incapacidades apresentadas por crianças atendidas no estágio de neurologia da Clínica Escola da Faculdade Pitágoras, segundo a CIF. Métodos: Foram incluídas crianças com desordens neurológicas que iniciaram tratamento fisioterápico na Clínica Escola da Faculdade Pitágoras. Os pacientes foram avaliados a partir de uma ficha de avaliação padronizada e um levantamento das principais disfunções foi realizado. As incapacidades foram categorizadas segundo a CIF. Resultados: 9 crianças (7,3±6,4 anos de idade) foram incluídas no estudo. Os diagnósticos clínicos apresentados foram Síndrome de Down (n=1), Mielomeningocele (n=3), Epilepsia (n=1), Microcefalia (n=1) e Atraso no Desenvolvimento Neuropsicomotor (n=3). 58 alterações foram registradas, sendo que as mais observadas pelos avaliadores foram: perda de força muscular – b7300 (38%), não realizar transferências – d420 (12%), atraso nos marcos motores – (9%), perda da marcha – d45 (7%), desequilíbrio – b2402 (7%), Conclusão: As principais alterações apresentadas pelas crianças com desordens neurológicas avaliadas foram categorias dos domínios de função corporal e atividade. Tais alterações são comumente observadas em crianças com desordens neurológicas e devem ser abordadas durante a tomada de decisão clínica dos fisioterapeutas. Palavras-chave: Fisioterapia; Neurologia; Atividade motora
Modulação Autonômica Cardíaca em adultos com Diabetes Mellitus tipo 2
Get PDFIntrodução: A neuropatia autonômica diabética é uma das complicações crônicas com maior prevalência em indivíduos portadores de Diabetes Mellitus tipo 2, provocando graves alterações na modulação autonômica destes indivíduos, podendo esta ser quantificada de maneira simples e nao invasiva, proporcionando índices que funcionam como preditores de morbidade e mortalidade. Objetivo: Compreender a modulação autonômica cardíaca dos indivíduos adultos com Diabetes Mellitus tipo 2, a partir da análise da variabilidade da frequência cardíaca. Metodologia: Foram avaliados 24 indivíduos adultos de ambos os gêneros, com idade entre 40 e 59, foram captados os intervalos R-R de todos os voluntários durante 5 minutos em repouso utilizando um cardiofrequencímetro, e posteriormente os dados foram enviados ao software Polar pro trainer 5, para realização da análise. Resultados: Através da análise estatística o presente estudo demonstrou redução dos índices de variabilidade pNN50%, LF e HF dos indivíduos diabéticos, quando comparados com valores de referência para população normal, com diferença significativa (p< 0,0001). Conclusão: A pesquisa demonstrou redução dos índices pNN50% e HF, que representam o tônus vagal, o que supõe uma redução da atividade parassimpática. E foi verificado uma redução do índice LF que reflete a função dos barorreceptores, sugerindo diminuição do tônus simpático através deste índice em adultos portadores de Diabetes Mellitus tipo 2.
Palavras-chave: Modulação autonômica, Diabetes Mellitus tipo 2, Variabilidade da frequência cardíaca
Enhancing botany teaching and learning with Problem/Project-based Learning (PBL) approaches at a federal institution in Sao Paulo State, Brazil
Get PDFBotany contents, specifically taxonomy and morphology, have been reported as extremely difficult, uninteresting and even irksome by Brazilian undergraduate Biology and Biological Sciences students. Recent systematical reviews of several vegetal groups, mainly the angiosperms, still do not appear in textbooks, which generally present outdated information and might hamper its learning. By contextualizing botany in real life and placing students as the core agent of their own knowledge-buildup, with the application of PBL (Problem/Project-based Learning) approaches, we have realized a significantly higher level of learning of botanical subjects. Various and diversified activities, such as projects, group work, field trip inventories, on-line material composing etc., have been employed for the last three years at the Federal Institute of Education, Science and Technology of Sao Paulo, campus Sao Roque (Sao Paulo State, Brazil). The campus botanical collections, principally the IFSR Herbarium (and fungi, wood and seed/fruit collections as complimentary materials) and the arboretum, are important resources to aid students in their PBL tasks. Research work and didactic/educational application activities have shown that students get interested in studying, researching, and producing materials with plant groups and their morphological features. Random tests containing curricular botanical subjects have been applied and results have been very satisfactory, with over 80% of average approval rates. Students have proposed the implementation of other facilities to be built at the campus, such as a butterfly nursing house and a medicinal plants garden. Further investigation of how PBL activities might improve contents of botany is necessary. Spatial and activity amplification of the campus facilities would enhance better use of its functions
Environmental education and biodiversity in the media
Get PDFIn this paper we present the analysis of the content of a video about a biodiversity conservation project developed in partnership with the settlers of Movement of Landless Rural Workers of Brazil. The research questions are which components of the biodiversity education are in Ilhas de Biodiversidade (Biodiversity Islands) documentary and what the possibilities to use it to the environmental education with a critic perspective. To answer our questions we transcribe the words, images and sounds of the video and has made a categorization using to the dimensions of values, scientific education concepts and political activity of biodiversity education and the approach frequency and quality of these concepts was examined. We realize that the concepts related to values and political activity were the most frequently, so the video has a socio-environmental approach that converges with the ideals of critical environmental education. We consider this an appropriate video to foster discussions in the classroom and promote a liberating education. The method of analysis of the video, using the concepts related to biodiversity education under a critical perspective can be a good reference to substantiate the choice of media resources for use in the classroom, making more in-depth the discussions on biodiversity, associating it with socioeconomic and cultural factors, and human diversity incorporating like part of this same biodiversity. In another phase of our study we will be analyzing the responsiveness of teachers in relation to this media and which mediations will proposed by them for the use of the audiovisual media in basic education
From Macroscopic to Microscopic Vision for the Acquisition of the Concept of Living Being by Primary School Children
Get PDFThis paper presents research that aims at using electronic sensors to improve sensory exploration activities of 7 and 8 years old children, this way fostering to enhance children’s awareness, exploration and understanding of the living being concept, namely microscopic biodiversity. The context of this research is a PhD project that studies living being concept, using sensors in experimental activities. A case study was developed, in a Portuguese primary school. A set of experimental activities were planned and mediated by the researcher, also responsible for the participants’ observation. Photos, audio recordings and the students’ registers were collected. Data was processed using content analysis. Therefore, the developed research illustrates the role that sensors can play in developing fundamental knowledge, and competences, bridging the gulf between concrete and abstract thinking. Through teacher mediation, digital microscopic scaffold the abstract observation of the unobservable
Gender Awareness in Teacher Education: Towards an Embodied and Inclusive Approach to Elementary Science Education
Get PDFIn order to contribute to a more inclusive and equitable education, this paper reflects on the need to include gender awareness in Science Teacher Education. This research outlines an embodied and inclusive approach to Elementary Science Education in Teacher Education, based on the literature review, namely in what concerns Gender issues in Elementary Science Education Curricula and Sex Education Curricula, as well as on situated case studies that evidence gender inequalities in elementary schools and the challenges faced by pre-service and in-service Elementary School Teachers regarding these inequalities. The approach here proposed queers binary categorizations: i) emphasizing the integration of cognition and emotion, in an embodied approach; ii) questioning the “natural” heteronormativity and the sex/gender binaries, in a more inclusive attitude. In this work, it is argued that such science (and sex) education approaches should support the development of sexual identity, including the development of gender identity, this way also supporting the development of inclusion and equity in schools and in society
Multimodality of Explanation in Physics Class. Literacy engineering students
Get PDFQualitative study, aims to research about multimodal characteristics, of physics professors actions in the classroom. From a social, semiotic, rhetoric and argumentative perspective, we analyze the resources and communicative modes which work together with the verbal language and the functions each other of them, in the electromagnetism explanations. The results give us information about the role of different communicative modes to create scientific meaning and especially for to build own literacy in the engineering community; also give us information for improve the teachers communication skills for a specific audience
Parents’ Evaluations of the Observation Guide Supporting Zoo Visitor’s Scientific Observations
Get PDFThis study clarifies the effectiveness of a developed Observation Guide for children who visited a zoo based on parents’ evaluations. The Observation Guide was developed to support the scientific observation of animals in zoo venues using animation, particularly the features and behaviors of different animal body parts. The themes of the Observation Guide were the observable features and behaviors of the hind flippers, noses, and claws of seals at the Asahiyama Zoo in Asahikawa City, Japan. The study participants were 14 families recruited publicly, consisting of 22 parents and 16 children. The average age of the children was 7.0 years (SD = 2.0). We prepared one Observation Guide for each child and evaluated its effectiveness for observation support, based on the results of a questionnaire provided to the parents and their interviews. We asked parents whether the Observation Guide animations were useful for the children’s observation of the seals’ hind flippers, noses, and claws. At least 90% of the parents found the guides useful owing to the following reasons: (a) Making the movements of seals comprehensible for children with ease, (b) Making children focus on features and behaviors, (c). Familiarity with animation and its effect on motivation, (d) Comparison of the animations with real seals by the children. The Observation Guide was found to be an effective tool for observing the features and behaviors of animal body parts. Future research can focus on improving the animations
Primary and Secondary School Teachers’ Conception of Environmental Education in the English and French Speaking Subsystems of Education in Cameroon
Get PDFCameroon is considered Africa in miniature because of its diversified ecological zones, linguistic and sociocultural background with two subsystems of education inherited from France and Great Britain. We intend to evaluate the efficiency of government’s policy for environmental education for sustainable development in this diversified context. Teachers’ conception of environmental education (EE) was investigated using questionnaire created and validated by the Biohead-Citizen research project. The Principal component analysis (PCA) global results revealed three poles: ecocentric, anthropocentric and sentimentocentric, with some correlation between preservation (A28, A22) and anti-GMO opinions (A13, A47), and between utilization (A23, A32) and pro-GMO opinions (A12, A39). Between-class analyses showed that these conceptions were determined by language and groups of teachers rather than by age, religion, gender or level of education. In-service and pre-service primary schools teachers differed from their secondary school colleagues in being more anthropocentric and less ecocentric. English-speaking teachers’ conceptions are more anthropocentric and less ecocentric than their French-speaking counterparts. English-speaking teachers also think the main goal of environmental education (EE) is more of knowledge provision than developing responsible behaviour. An orthogonal Principal component analysis based on instrumental variables (PCAIV) showed persistence of the differences observed at ρ = 0.001, thus effect of language and group of teachers are mutually exclusive. These results show that the different educational subsystems within Cameroon have resulted in different attitudes related to environmental education. This highlights the need for harmonising the two systems for common citizenship values. In perspective it would be interesting to compare these results with those of France and Britain to establish the impact of colonialism on such conceptions, as well as to develop didactic strategies to overcome identified obstacles towards conceptual change
Teaching sciences during the 18th century: an education in experiment and reasoning
Get PDFIn the 18th century, colleges or boarding schools are kept by the Jesuits, the Oratorians or the Brothers of the Christian Schools; they are places of spreading of a scientific and technical culture to train the ruling classes of the Absolute monarchy. The scientific training needs the learning of a scientific method based on experiment and reasoning. When the Jesuit Noël Regnault writes Les Entretiens physiques d’Ariste et d’Eudoxe, in fact he drafts passages of his lessons marked by the Jesuit pedagogy: the highlighting of experimental facts, especially in physics, the rigor of reasoning. Rigor and method are important, but the experiment is first; that is a question of questioning the nature, of knowing its secrets; this experimental method is very present in the lessons and in the works of the Jesuit Fathers, but also in the Oratorians. At the end of the century, in a course intended for the training of the Brothers of the Christian Schools, Brother Paschal will insist on the analysis and the synthesis as essential components of any scientific reasoning. We thus end on the scientific emergence of teaching methods in the 18th century. Does it send back to a prescientific culture today disappeared? Has the art to teach the sciences in colleges in the 18th century another interest for an epistemological viewpoint on scientific education today