Programação de aplicativos educacionais móveis por estudantes do ensino médio utilizando software App Inventor 2

Orientador: Prof. Dr. Marcelo Souza MottaDissertação (mestrado) - Universidade Federal do Paraná, Setor de Ciências Exatas, Programa de Pós-Graduação em Educação em Ciências e em Matemática. Defesa : Curitiba, 26/08/2021Inclui referênciasResumo: O trabalho aqui apresentado propõe uma pesquisa com abordagem qualitativa, que tem como objetivo investigar como os estudantes da 3º série do Ensino Médio ressignificam sua aprendizagem, por meio da programação de aplicativos educacionais móveis, utilizando o software App Inventor 2. A pesquisa foi realizada em uma escola da rede pública da cidade de Curitiba. Para realização da análise,desenvolvemos um estudo de caso, explorando o conteúdo de Geometria Analítica,com uma turma com 25 alunos, no 3º trimestre de 2019. Os aplicativos foram criados pelos estudantes, no laboratório de informática da escola, em equipes formadas por 5 alunos. Os aplicativos foram desenvolvidos sobre: Coeficiente angular da reta; Baricentro; Distância entre dois pontos no plano cartesiano; Ponto médio e Quiz sobre Geometria Analítica. A questão norteadora desta pesquisa é: A programação de aplicativos educacionais móveis no software App Inventor 2 pode auxiliar os estudantes da 3ª série do Ensino Médio a ressignificarem suas aprendizagens? Utilizamos como instrumentos de observações: anotações, questionários,gravações, mapas conceituais e listas de exercícios. Os dados coletados foram analisados a partir dos procedimentos metodológicos, que se baseiam na Aprendizagem Significativa. Os estudantes se mostraram receptivos ao trabalho comsmartphones nas aulas de matemática, desenvolvendo um trabalho colaborativo com mediação docente. Os resultados indicam que é possível promover um ambiente diferenciado em sala de aula a partir do uso de aparelhos smartphones e, identificamos no software App Inventor 2 auxílio para a inserção desta ferramenta na disciplina de matemática. Os conceitos que os estudantes tinham trabalhado sobre o conteúdo de Geometria Analítica serviram de subsunçores para a aquisição de novos significados em relação ao mesmo, de tal maneira, que a Aprendizagem Significativa aconteceu efetivamente durante este trabalho.Abstract: The work presented here proposes a research with a qualitative approach,which aims to investigate how high school students give new meaning to theirlearning, through the programming of mobile educational applications, using the AppInventor 2 software at a public school in the city of Curitiba. To carry out the analysis,we developed a case study, exploring the content of Analytical Geometry, with aclass of 25 students, in the 3rd quarter of 2019. The applications were created by thestudents, in the school's computer lab, in teams consisting of 5 students. Theapplications were developed on: Angular coefficient of the straight line; Barycenter;Distance between two points on the Cartesian plane; Midpoint and Quiz on AnalyticalGeometry. The guiding question of this research is: Can the programming of mobileeducational applications in the App Inventor 2 software help third-grade high schoolstudents to give new meaning to their learning? We used as observation instruments:notes, questionnaires, recordings, concept maps and exercise lists. The collecteddata were analyzed from the methodological procedures, which are based onMeaningful Learning. Students were receptive to working with smartphones in mathclasses, developing collaborative work with teacher mediation. The results indicatedthat it is possible to promote a differentiated environment in the classroom throughthe use of smartphones and, in the App Inventor 2 software, we identified an aid forthe insertion of this tool in the mathematics discipline. The concepts that studentshad worked on about the content of Analytical Geometry served as subsumers forthe acquisition of new meanings in relation to it, in such a way that the MeaningfulLearning effectively happened during this work

Estudo semiótico da interface gráfico-digital interativa Picasso Head

The Semiotic Theory proposed by Charles Sanders Peirce (1839-1914) is partially presented in the text, indicating a theoretical resource for reflection on the digital interface Picasso Head. It is an interactive, graphical, multimedia and hypertext interface, which offers users the possibility of composing drawings. To do it, the interface provides a predetermined graphic collection, with different traits, with an expression similar to the graphic expression of the drawings by Pablo Picasso. The renown of the artist justifies the proposal of the interface that invites the user to compose drawings of human heads, with features previously chosen in the repertoire of expressions of the artist. The pre-existing traits and indexes are available on the digital interface, enabling the user to compose drawings as iconic signs because, given the proper proportions, they will turn out similar in some aspects to the portraits produced by the artist. The plasticity of the digital media allows the free exercise of new forms of composition, starting from the choice of predetermined elements. This characterizes the interface as a playful-interactive environment, designed and intended for entertainment, creation, information and knowledge, introducing several different aspects and meanings that go beyond what is immediately perceived, because it is presented as a field of possibilities to the user.A teoria semiótica proposta por Charles Sanders Peirce (1839-1914) é parcialmente apresentada neste texto, indicando recursos teóricos para uma reflexão sobre a interface gráfico-digital Picasso Head. Essa é uma interface gráfico-interativa, multimídia e hipertextual que oferece ao usuário a possibilidade de compor desenhos. Para tanto, é disponibilizado um acervo gráfico predeterminado, com diversos traços que se assemelham à expressão gráfica dos desenhos do artista espanhol Pablo Picasso (1881-1973). A fama do artista justifica a proposta da interface, que convida o usuário a compor desenhos de cabeças humanas, com traços previamente escolhidos no repertório de expressões do artista. Os traços pré-existentes e disponibilizados na interface são índices gráfico-digitais que possibilitam ao usuário compor desenhos na forma de signos icônicos que, consideradas as devidas proporções, se mostram semelhantes em alguns aspectos aos retratos anteriormente produzidos pelo artista. A plasticidade da mídia digital permite o livre exercício de composição de novas figuras a partir da escolha de elementos predeterminados. Esses recursos caracterizam a interface como um ambiente lúdico-interativo, projetado e destinado para diversão, criação, informação e conhecimento, introduzindo aspectos significativos diferenciados que vão além dos significados imediatamente percebidos, porque se apresenta como campo de possibilidades diversas no relacionamento com o usuário

WHO Critical Priority Escherichia coli as One Health Challenge for a Post-Pandemic Scenario: Genomic Surveillance and Analysis of Current Trends in Brazil.

The dissemination of carbapenem-resistant and third generation cephalosporin-resistant pathogens is a critical issue that is no longer restricted to hospital settings. The rapid spread of critical priority pathogens in Brazil is notably worrying, considering its continental dimension, the diversity of international trade, livestock production, and human travel. We conducted a nationwide genomic investigation under a One Health perspective that included Escherichia coli strains isolated from humans and nonhuman sources, over 45 years (1974-2019). One hundred sixty-seven genomes were analyzed extracting clinically relevant information (i.e., resistome, virulome, mobilome, sequence types [STs], and phylogenomic). The endemic status of extended-spectrum β-lactamase (ESBL)-positive strains carrying a wide diversity of variants, and the growing number of colistin-resistant isolates carrying -type genes was associated with the successful expansion of international ST10, ST38, ST115, ST131, ST354, ST410, ST648, ST517, and ST711 clones; phylogenetically related and shared between human and nonhuman hosts, and polluted aquatic environments. Otherwise, carbapenem-resistant ST48, ST90, ST155, ST167, ST224, ST349, ST457, ST648, ST707, ST744, ST774, and ST2509 clones from human host harbored and genes. A broad resistome to other clinically relevant antibiotics, hazardous heavy metals, disinfectants, and pesticides was further predicted. Wide virulome associated with invasion/adherence, exotoxin and siderophore production was related to phylogroup B2. The convergence of wide resistome and virulome has contributed to the persistence and rapid spread of international high-risk clones of critical priority E. coli at the human-animal-environmental interface, which must be considered a One Health challenge for a post-pandemic scenario. A One Health approach for antimicrobial resistance must integrate whole-genome sequencing surveillance data of critical priority pathogens from human, animal and environmental sources to track hot spots and routes of transmission and developing effective prevention and control strategies. As part of the Grand Challenges Explorations: New Approaches to Characterize the Global Burden of Antimicrobial Resistance Program, we present genomic data of WHO critical priority carbapenemase-resistant, ESBL-producing, and/or colistin-resistant Escherichia coli strains isolated from humans and nonhuman sources in Brazil, a country with continental proportions and high levels of antimicrobial resistance. The present study provided evidence of epidemiological and clinical interest, highlighting that the convergence of wide virulome and resistome has contributed to the persistence and rapid spread of international high-risk clones of E. coli at the human-animal-environmental interface, which must be considered a One Health threat that requires coordinated actions to reduce its incidence in humans and nonhuman hosts

Prevalence, associated factors and outcomes of pressure injuries in adult intensive care unit patients: the DecubICUs study

Funder: European Society of Intensive Care Medicine; doi: http://dx.doi.org/10.13039/501100013347Funder: Flemish Society for Critical Care NursesAbstract: Purpose: Intensive care unit (ICU) patients are particularly susceptible to developing pressure injuries. Epidemiologic data is however unavailable. We aimed to provide an international picture of the extent of pressure injuries and factors associated with ICU-acquired pressure injuries in adult ICU patients. Methods: International 1-day point-prevalence study; follow-up for outcome assessment until hospital discharge (maximum 12 weeks). Factors associated with ICU-acquired pressure injury and hospital mortality were assessed by generalised linear mixed-effects regression analysis. Results: Data from 13,254 patients in 1117 ICUs (90 countries) revealed 6747 pressure injuries; 3997 (59.2%) were ICU-acquired. Overall prevalence was 26.6% (95% confidence interval [CI] 25.9–27.3). ICU-acquired prevalence was 16.2% (95% CI 15.6–16.8). Sacrum (37%) and heels (19.5%) were most affected. Factors independently associated with ICU-acquired pressure injuries were older age, male sex, being underweight, emergency surgery, higher Simplified Acute Physiology Score II, Braden score 3 days, comorbidities (chronic obstructive pulmonary disease, immunodeficiency), organ support (renal replacement, mechanical ventilation on ICU admission), and being in a low or lower-middle income-economy. Gradually increasing associations with mortality were identified for increasing severity of pressure injury: stage I (odds ratio [OR] 1.5; 95% CI 1.2–1.8), stage II (OR 1.6; 95% CI 1.4–1.9), and stage III or worse (OR 2.8; 95% CI 2.3–3.3). Conclusion: Pressure injuries are common in adult ICU patients. ICU-acquired pressure injuries are associated with mainly intrinsic factors and mortality. Optimal care standards, increased awareness, appropriate resource allocation, and further research into optimal prevention are pivotal to tackle this important patient safety threat

Correction to: Prevalence, associated factors and outcomes of pressure injuries in adult intensive care unit patients: the DecubICUs study

The original version of this article unfortunately contained a mistake

Prevalence, associated factors and outcomes of pressure injuries in adult intensive care unit patients: the DecubICUs study

Funder: European Society of Intensive Care Medicine; doi: http://dx.doi.org/10.13039/501100013347Funder: Flemish Society for Critical Care NursesAbstract: Purpose: Intensive care unit (ICU) patients are particularly susceptible to developing pressure injuries. Epidemiologic data is however unavailable. We aimed to provide an international picture of the extent of pressure injuries and factors associated with ICU-acquired pressure injuries in adult ICU patients. Methods: International 1-day point-prevalence study; follow-up for outcome assessment until hospital discharge (maximum 12 weeks). Factors associated with ICU-acquired pressure injury and hospital mortality were assessed by generalised linear mixed-effects regression analysis. Results: Data from 13,254 patients in 1117 ICUs (90 countries) revealed 6747 pressure injuries; 3997 (59.2%) were ICU-acquired. Overall prevalence was 26.6% (95% confidence interval [CI] 25.9–27.3). ICU-acquired prevalence was 16.2% (95% CI 15.6–16.8). Sacrum (37%) and heels (19.5%) were most affected. Factors independently associated with ICU-acquired pressure injuries were older age, male sex, being underweight, emergency surgery, higher Simplified Acute Physiology Score II, Braden score 3 days, comorbidities (chronic obstructive pulmonary disease, immunodeficiency), organ support (renal replacement, mechanical ventilation on ICU admission), and being in a low or lower-middle income-economy. Gradually increasing associations with mortality were identified for increasing severity of pressure injury: stage I (odds ratio [OR] 1.5; 95% CI 1.2–1.8), stage II (OR 1.6; 95% CI 1.4–1.9), and stage III or worse (OR 2.8; 95% CI 2.3–3.3). Conclusion: Pressure injuries are common in adult ICU patients. ICU-acquired pressure injuries are associated with mainly intrinsic factors and mortality. Optimal care standards, increased awareness, appropriate resource allocation, and further research into optimal prevention are pivotal to tackle this important patient safety threat

Programação de aplicativos educacionais móveis por estudantes do ensino médio utilizando software App Inventor 2

Orientador: Prof. Dr. Marcelo Souza MottaDissertação (mestrado) - Universidade Federal do Paraná, Setor de Ciências Exatas, Programa de Pós-Graduação em Educação em Ciências e em Matemática. Defesa : Curitiba, 26/08/2021Inclui referênciasResumo: O trabalho aqui apresentado propõe uma pesquisa com abordagem qualitativa, que tem como objetivo investigar como os estudantes da 3º série do Ensino Médio ressignificam sua aprendizagem, por meio da programação de aplicativos educacionais móveis, utilizando o software App Inventor 2. A pesquisa foi realizada em uma escola da rede pública da cidade de Curitiba. Para realização da análise,desenvolvemos um estudo de caso, explorando o conteúdo de Geometria Analítica,com uma turma com 25 alunos, no 3º trimestre de 2019. Os aplicativos foram criados pelos estudantes, no laboratório de informática da escola, em equipes formadas por 5 alunos. Os aplicativos foram desenvolvidos sobre: Coeficiente angular da reta; Baricentro; Distância entre dois pontos no plano cartesiano; Ponto médio e Quiz sobre Geometria Analítica. A questão norteadora desta pesquisa é: A programação de aplicativos educacionais móveis no software App Inventor 2 pode auxiliar os estudantes da 3ª série do Ensino Médio a ressignificarem suas aprendizagens? Utilizamos como instrumentos de observações: anotações, questionários,gravações, mapas conceituais e listas de exercícios. Os dados coletados foram analisados a partir dos procedimentos metodológicos, que se baseiam na Aprendizagem Significativa. Os estudantes se mostraram receptivos ao trabalho comsmartphones nas aulas de matemática, desenvolvendo um trabalho colaborativo com mediação docente. Os resultados indicam que é possível promover um ambiente diferenciado em sala de aula a partir do uso de aparelhos smartphones e, identificamos no software App Inventor 2 auxílio para a inserção desta ferramenta na disciplina de matemática. Os conceitos que os estudantes tinham trabalhado sobre o conteúdo de Geometria Analítica serviram de subsunçores para a aquisição de novos significados em relação ao mesmo, de tal maneira, que a Aprendizagem Significativa aconteceu efetivamente durante este trabalho.Abstract: The work presented here proposes a research with a qualitative approach,which aims to investigate how high school students give new meaning to theirlearning, through the programming of mobile educational applications, using the AppInventor 2 software at a public school in the city of Curitiba. To carry out the analysis,we developed a case study, exploring the content of Analytical Geometry, with aclass of 25 students, in the 3rd quarter of 2019. The applications were created by thestudents, in the school's computer lab, in teams consisting of 5 students. Theapplications were developed on: Angular coefficient of the straight line; Barycenter;Distance between two points on the Cartesian plane; Midpoint and Quiz on AnalyticalGeometry. The guiding question of this research is: Can the programming of mobileeducational applications in the App Inventor 2 software help third-grade high schoolstudents to give new meaning to their learning? We used as observation instruments:notes, questionnaires, recordings, concept maps and exercise lists. The collecteddata were analyzed from the methodological procedures, which are based onMeaningful Learning. Students were receptive to working with smartphones in mathclasses, developing collaborative work with teacher mediation. The results indicatedthat it is possible to promote a differentiated environment in the classroom throughthe use of smartphones and, in the App Inventor 2 software, we identified an aid forthe insertion of this tool in the mathematics discipline. The concepts that studentshad worked on about the content of Analytical Geometry served as subsumers forthe acquisition of new meanings in relation to it, in such a way that the MeaningfulLearning effectively happened during this work