122 research outputs found
Synthesis of Ring Size seco‐Analogues of the Antitumor Antibiotic CC‐1065 by Two Consecutive Transition Metal‐Initiated Transformations.
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Exercise training in left ventricular assist device patients: Protocol of an individual participant data meta‐analysis
No full textAbstract Aims Although left ventricular assist device (LVAD) implantation improves prognosis of advanced heart failure patients still suffer from impaired exercise capacity and quality of life (QoL). Exercise training may improve both; however, the available evidence about exercise training effects in LVAD patients remains inconclusive due to small and monocentric randomized controlled trials. This study aims to aggregate the individual participant data (IPD) to perform meta‐analysis on the safety and efficacy of exercise training on exercise capacity and QoL over standard care in LVAD patients. Methods Randomized controlled trials comparing exercise training and standard care (no supervised training) will be identified through database searching. Corresponding authors of eligible randomized controlled trials will be invited to share IPD. All IPD will be checked, recalculated to validate findings in initial reports, merged in a single dataset and stored in a secured encrypted database server. The merged IPD will be screened for quality, risk of bias, and heterogeneity of the included trials. Random effects meta‐analyses will be conducted using one‐stage and two‐stage approaches, in particular with a view to subgroup analyses. Results Based on findings of the individual randomized trials, we expected to obtain superior effects of exercise training on submaximal exercise capacity and QoL and similar effects on maximal aerobic capacity when compared with standard care. Conclusions Our study will be the first to harmonize IPD in meta‐analysis to demonstrate the effects of exercise training on exercise performance and QoL over standard care in LVAD patients. PROSPERO registration number CRD4202348011
‐Analogs of the Antitumor Antibiotic CC‐1065 by Two Consecutive Transition Metal‐Initiated Transformations
No full textNovel seco-analogs of CC-1065 1 were synthesized from comercially available nitroaniline by reduction, bromination, bisulfonation and bisallylation followed by reaction with tert-butyllithium, zirconocene and iodine. The obtained quinoline 6 was then transformed into 17 and 18, which, upon treatment with Pd-0, led to 21 and 22, respectively. (C) Wiley-VCH Verlag GmbH & Co. KGaA, 69451 Weinheim, Germany, 2003
Mediação docente : aprendizagem e desenvolvimento na perspectiva de Reuven Feuerstein
Get PDFOrientadora: Prof.ª Dr.ª Araci Asinelli-LuzDissertação (mestrado) - Universidade Federal do Paraná, Setor de Educação, Programa de Pós-Graduação em Educação. Defesa : Curitiba, 26/03/2013Inclui referências: p. 122-126Resumo: A pesquisa que dá suporte a esta dissertação caracteriza-se como uma pesquisa qualitativa, tendo como participantes duas professoras do primeiro ano do Ensino Fundamental, e foi realizada essencialmente no espaço da prática docente, em duas turmas de primeiro ano do Ensino Fundamental, de duas escolas públicas da mesma cidade, com ótimos níveis nas avaliações do Índice de Desenvolvimento da Educação Básica (IDEB). As escolas, campo de pesquisa, têm excelente avaliação informal frente à comunidade. Portanto, esta dissertação tem como objetivo geral investigar a prática docente mediadora, que contribui para a construção de uma educação de qualidade. Durante o percurso, este estudo verificou a ocorrência das categorias mediadoras colocadas pelo autor de referência, Reuven Feuerstein, na prática de professores do primeiro ano do Ensino Fundamental. Reuven Feuerstein, por meio de seus estudos e da "Teoria da Modificabilidade Cognitiva Estrutural", traz contribuições significativas para a compreensão das necessidades de aprendizagem do ser humano em um processo que é contínuo e que se relaciona diretamente com a atuação do professor. Durante a investigação, foram realizadas observações da prática docente, entrevistas semiestruturadas e ainda questionários para que os resultados se aproximassem da realidade. Para o tratamento, a interpretação e a análise dos dados, foram utilizados como referência os doze critérios de mediação, citados por Feuerstein. Por meio do desenvolvimento e compartilhamento dos resultados, verificou-se a existência de elementos pertencentes às descrições explicadas pela Teoria da Modificabilidade Cognitiva Estrutural, especialmente o que se refere à Aprendizagem Mediada, na prática dos docentes do primeiro ano do Ensino Fundamental. Entretanto, muitas dessas ações são praticadas intuitivamente ou como resultado de experiências positivas das próprias professoras. Este estudo oferece aos professores uma reflexão de sua prática e, mais do que isso, apresenta possibilidades de efetivação da aprendizagem mediada. Assim, ao tomar conhecimento dos elementos teóricos colocados por Feuerstein e colaboradores, é possível, conscientemente, articulá-los com a atuação docente, contribuindo ainda mais para o avanço na qualidade do trabalho do professor da educação básica.Abstract: The research, which supports this dissertation, is characterized as a qualitative research with two first-year teachers of elementary school as participants, and was conducted essentially in the space of teaching practice, in two public schools in the same city, with great levels in the assessments of the Basic Education Development Index (IDEB - Índice de Desenvolvimento da Educação Básica). The schools, research field, have excellent informal assessment upon the community. Its general objective is to investigate the community. Its general objective is to investigate the mediating teaching practice, which contributes to the construction of a quality education. During its journey, the study found the occurrence of mediating characteristics placed by the author reference, Reuven Feuerstein, the practice of teachers in the first year of elementary school. Reuven Feuerstein, through their studies and the "Theory of Structural Cognitive Modifiability", brings significant contributions to the understanding of the learning needs of the human being in a process that is continuous and that relates directly to the performance of the teacher. During the investigation, there were observations of teaching practice, semistructured interviews and questionnaires even so the results come closer to reality. For treatment, interpretation and analysis of data were used as reference the twelve criteria for mediation, posed by Feuerstein. Through the development and sharing of the results, the existence of elements belonging to the descriptions placed by Theory Structural Cognitive Modifiability, especially as regards the Mediated Learning in practice of teachers of first year of elementary school. However, many of these actions are practiced intuitively or as a result of positive experiences of the teachers themselves. The study gives teachers a reflection of your practice and, more importantly, presents possibilities of effecting mediated learning. Thus, upon learning of the theoretical elements placed by Feuerstein and colleagues, you can consciously articulate them with educational performance, further contributing to the advancement in the quality of work of an elementary school teacher
The influence of Reuven Feuerstein ́s method on elementary school teacher didactics
Get PDFThis diploma thesis deals with influence of Feuerstein's method of Instrumental Enrichment on didactics of elementary school teacher. The Instrumental Enrichment method is a very sophisticated strategy for developing individual cognitive structures. A person who helps develop cognitive structures acts as a mediator. These mediators are most often parents or teachers. So, according to Feuerstein, the teacher is not merely a knowledge builder, but he tries to develop his / her thinking and teaching potential. The aim of my work is to deepen the general knowledge of the influence of this method on teachers' didactics from the perspective of those teachers who work with it. To clarify in which areas didactics teachers perceive the impact of this method and how concrete changes are reflected. The theoretical part of the thesis introduces the author of the method, Professor Reuven Feuerstein, and the theoretical starting points from which his method is based. In addition, Feuerstein's Instrumental Enrichment Program is introduced, which is an application of mediated learning to pedagogical practice. It further defines the concept of didactics. The last part deals with available research on the influence of the method on teachers' didactics. In the empirical part, which is based on qualitative research..
The dissemination and reception of the theoretical concepts of Reuven Feuerstein and his contributions to Brazilian Psychology and Education
No full textThis research aims to investigate the circulation, reception and appropriation of the theoretical
concepts of the Theory of Structural Cognitive Modifiability, the Mediated Learning
Experience and the Instrumental Enrichment Program, developed by Israeli psychologist born
in Romania Reuven Feuerstein (19212014), in the scientific ideology of Brazilian psychology
and education. Starting from the premise that human cognitive abilities can be modified through
interpersonal dynamics, Feuerstein dedicated himself to promoting the cognitive and socioemotional development of people with cultural deprivation and learning difficulties. His
theoretical proposals have been successfully applied in several countries. The investigation is
based on a systematic review of the literature of a quantitative and qualitative nature, under a
metaanalysis of the data regarding the circulation and implications of the concepts used in
Brazil, in order to analyze what have been the results reported in the literature, what rereadings
and transformations in the concepts and original procedures of the author that have been built
in the Brazilian context. The assumption is that scientific theories, when circulating in different
contexts, undergo appropriation processes that can result in innovations and in the elaboration
of new research directions. The studies in question that use the theory, concepts and pedagogical
procedures proposed by Feuerstein, especially the Theory of Structural Cognitive Modifiability,
the criteria that define the Mediated Learning Experience and the Instrumental Enrichment
Program, designed by the author. From a broad search in the Google Scholar and CAPES
Periodicals databases, 199 studies were found published in Brazil between 1994 and 2021, with
98 articles, 17 Doctoral theses, 38 Master's dissertations, 46 works from various publications.
Feuerstein's main concepts used in the publications are those related to the application of the
Mediated Learning Experience (MLE), the theoretical foundation of pedagogical practices, the
Theory of Structural Cognitive Modifiability and the use of the Instrumental Enrichment
Program. As evidence of the effective application and growth of interfaces of his theories in
communication with Brazilian studies, 14 areas of research were identified in which the
presence of his theoretical proposals was observed. The qualitative analysis of the 77 published
studies show: 1) the theory of the Mediated Learning Experience was the most present in the
published studies, in broad communication with the educational areas covered, in a relevant
and innovative way in the field of teaching technologies and teacher training, with emphasis on
2) the expansion of the conditions of Cognitive Modifiable, 3) the dialogue with a diversity of
research areas, denoting the permeability of his work 4) positive and collaborative results in the
interfaces found and 5) universal character of reception of his theories. This study reaches a
territorial scope and breadth of educational fields that recognize the relevance and effectiveness
of the application of Feuerstein's instruments and theories, in the improvement of learning, in
addition to providing opportunities to interrelate their proposals to innovation on the act of
teaching and learn.Esta pesquisa tem o propósito de investigar a circulação, recepção e apropriação dos conceitos
teóricos da Teoria da Modificabilidade Cognitiva Estrutural, a Experiência da Aprendizagem
Mediada e do Programa de Enriquecimento Instrumental, elaborados pelo Psicólogo israelense
nascido na Romênia, Reuven Feuerstein (19212014), no ideário científico da psicologia e da
educação brasileiras. Partindo da premissa de que as habilidades cognitivas humanas podem ser
modificadas através da dinâmica interpessoal, Feuerstein dedicouse à promoção do
desenvolvimento cognitivo e socioemocional de pessoas com privação cultural e dificuldades
de aprendizagem. Suas propostas teóricas têm sido aplicadas com sucesso, em diversos países.
A investigação é pautada na revisão sistemática da literatura de natureza quantitativa e
qualitativa, sob meta análise dos dados referente à circulação e implicações dos conceitos
utilizados no Brasil, de modo a analisar quais têm sido os resultados relatados na literatura,
quais releituras e transformações nos conceitos e procedimentos originais do autor têm sido
construídos no contexto brasileiro. O pressuposto é que as teorias científicas, ao circular em
diferentes contextos, passam por processos de apropriação que podem resultar em inovações e
na elaboração de novas direções de pesquisa. Os estudos em questão utilizam a teoria, conceitos
e procedimentos pedagógicos propostos por Feuerstein, em especial a Teoria da
Modificabilidade Cognitiva Estrutural, os critérios que definem a Experiência da
Aprendizagem Mediada e o Programa de Enriquecimento Instrumental, concebidos pelo autor.
A partir de uma busca ampla nas bases de dados Google Acadêmico e Periódicos CAPES foram
encontrados 199 estudos, publicados no Brasil entre 1994 e 2021, sendo 98 artigos, 17 teses de
Doutorado, 38 dissertações de Mestrado e 46 publicações acadêmicas diversas. Os principais
conceitos de Feuerstein utilizados nas publicações são aqueles relacionados à aplicação da
Experiência da Aprendizagem Mediada (EAM), à fundamentação teórica de práticas
pedagógicas, à Teoria da Modificabilidade Cognitiva Estrutural e ao uso do Programa de
Enriquecimento Instrumental. Como comprovação da efetiva recepção e do crescimento de
interfaces de suas teorias em comunicação com os estudos brasileiros, identificaramse 14 áreas
de pesquisa nas quais se observou a presença das suas propostas teóricas. A análise qualitativa
dos 77 estudos publicados mostram: 1) a teoria da Experiência da Aprendizagem Mediada foi
a mais presente nesses estudos, em ampla comunicação com as áreas educacionais abrangidas,
de forma relevante e inovadora no campo das tecnologias de ensino e formação de professor;
com destaque para 2) a expansão das condições da Modificabilidade Cognitiva; 3) a
interlocução com uma diversidade de áreas de pesquisa, denotando a permeabilidade de sua
obra; 4) resultados positivos e colaborativos nas interfaces encontradas; e 5) caráter universal
de recepção das suas teorias. Este estudo alcança uma abrangência territorial e amplitude de
campos educacionais que reconhecem a pertinência e a eficácia da aplicação dos instrumentos
e teorias de Feuerstein, na melhora da aprendizagem, além de propiciar oportunidades para
interrelacionar suas propostas à inovação sobre o ato de ensinar e aprender.CAPES - Coordenação de Aperfeiçoamento de Pessoal de Nível Superio
Supervised exercise training in patients with advanced heart failure and left ventricular assist device: A multicentre randomized controlled trial ( Ex‐VAD trial)
No full textAims Small studies and observations suggested that exercise training may improve peak oxygen consumption (peakVO 2 ) in patients with advanced heart failure and left ventricular assist device (LVAD). We investigated whether in this patient group a supervised exercise training can improve exercise capacity. Methods and results In this multicentre, prospective, randomized, controlled trial, patients with stable heart failure and LVAD were randomly assigned (2:1) to 12 weeks of supervised exercise training or usual care, with 12 weeks of follow‐up. The primary endpoint was the change in peakVO 2 after 12 weeks (51 patients provided a power of 90% with an expected group difference in peakVO 2 of 3 ml/kg/min). Secondary endpoints included changes in submaximal exercise capacity and quality of life. Among 64 patients enrolled (97% male, mean age 56 years), 54 were included in the analysis. Mean difference in the change of peakVO 2 after 12 weeks was 0.826 ml/min/kg (95% confidence interval [CI] −0.37, 2.03; p = 0.183). There was a positive effect of exercise training on 6‐min walk distance with a mean increase in the intervention group by 43.4 m (95% CI 16.9, 69.9; p = 0.0024), and on the Kansas City Cardiomyopathy Questionnaire physical domain score (mean 14.3, 95% CI 3.7, 24.9; p = 0.0124), both after 12 weeks. The overall adherence was high (71%), and there were no differences in adverse events between groups. Conclusion In patients with advanced heart failure and LVAD, 12 weeks of exercise training did not improve peakVO 2 but demonstrated positive effects on submaximal exercise capacity and physical quality of life.Deutsches Zentrum für Herz-Kreislaufforschung https://doi.org/10.13039/10001044
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