A CONTRIBUIÇÃO DAS COMPETÊNCIAS SOCIOEMOCIONAIS PARA A FORMAÇÃO INTEGRAL DO ALUNO

The constant technological changes and the intensification of the globalization process have made social relations more complex and dynamic. In this scenario, the social function of the school is not restricted to the development of the students' cognitive potential, but also the relational ones, in the search for their integral education. Official curriculum documents, such as the Common National Curriculum Base, emphasize the need to work on socio-emotional skills, but for this to occur it is necessary for educators to be clear about what it is about. In this sense, this work has as general objective to investigate the contribution of socio-emotional competences for the integral formation of the student; as specific objectives to identify the main socio-emotional skills; researching how these competences are dealt with in official curriculum documents and verifying the strategies that can be adopted in schools to develop these competences.Las constantes transformaciones tecnológicas y la intensificación del proceso de globalización han hecho que las relaciones sociales sean más complejas y dinámicas. En este escenario, la función social de la escuela no sólo se restringe al desarrollo de las potencialidades cognitivas de los estudiantes, sino también las de los relacionales, en la búsqueda de su formación integral. Los documentos curriculares oficiales, como la Base Curricular Nacional Común, enfatizan la necesidad de trabajar las habilidades socioemocionales, pero para que esto suceda es necesario que los educadores tengan claridad de lo que se trata. En este sentido, este trabajo tiene como objetivo general investigar la contribución de las competencias socioemocionales a la educación integral del estudiante; objetivos específicos para identificar las principales competencias socioemocionales; investigar cómo se abordan estas competencias en los documentos curriculares oficiales y verificar las estrategias que se pueden adoptar en las escuelas para desarrollar dichas competencias.   As constantes transformações tecnológicas e a intensificação do processo de globalização têm tornado as relações sociais mais complexas e dinâmicas. Neste cenário, a função social da escola não se restringe apenas ao desenvolvimento das potencialidades cognitivas dos alunos, mas também as das relacionais, na busca da sua formação integral. Os documentos curriculares oficiais, como a Base Nacional Curricular Comum, enfatizam a necessidade de trabalhar as competências socioemocionais, mas para que isso ocorra é preciso que os educadores tenham clareza do que se trata. Neste sentido, este trabalho tem como objetivo geral investigar a contribuição das competências socioemocionais para a formação integral do aluno; como objetivos específicos identificar as principais competências socioemocionais; pesquisar como essas competências são tratadas nos documentos curriculares oficiais e verificar as estratégias que possam ser adotadas nas escolas para desenvolver tais competências.  &nbsp

A CONTRIBUIÇÃO DAS COMPETÊNCIAS SOCIOEMOCIONAIS PARA A FORMAÇÃO INTEGRAL DO ALUNO

The constant technological changes and the intensification of the globalization process have made social relations more complex and dynamic. In this scenario, the social function of the school is not restricted to the development of the students' cognitive potential, but also the relational ones, in the search for their integral education. Official curriculum documents, such as the Common National Curriculum Base, emphasize the need to work on socio-emotional skills, but for this to occur it is necessary for educators to be clear about what it is about. In this sense, this work has as general objective to investigate the contribution of socio-emotional competences for the integral formation of the student; as specific objectives to identify the main socio-emotional skills; researching how these competences are dealt with in official curriculum documents and verifying the strategies that can be adopted in schools to develop these competences.Las constantes transformaciones tecnológicas y la intensificación del proceso de globalización han hecho que las relaciones sociales sean más complejas y dinámicas. En este escenario, la función social de la escuela no sólo se restringe al desarrollo de las potencialidades cognitivas de los estudiantes, sino también las de los relacionales, en la búsqueda de su formación integral. Los documentos curriculares oficiales, como la Base Curricular Nacional Común, enfatizan la necesidad de trabajar las habilidades socioemocionales, pero para que esto suceda es necesario que los educadores tengan claridad de lo que se trata. En este sentido, este trabajo tiene como objetivo general investigar la contribución de las competencias socioemocionales a la educación integral del estudiante; objetivos específicos para identificar las principales competencias socioemocionales; investigar cómo se abordan estas competencias en los documentos curriculares oficiales y verificar las estrategias que se pueden adoptar en las escuelas para desarrollar dichas competencias.   As constantes transformações tecnológicas e a intensificação do processo de globalização têm tornado as relações sociais mais complexas e dinâmicas. Neste cenário, a função social da escola não se restringe apenas ao desenvolvimento das potencialidades cognitivas dos alunos, mas também as das relacionais, na busca da sua formação integral. Os documentos curriculares oficiais, como a Base Nacional Curricular Comum, enfatizam a necessidade de trabalhar as competências socioemocionais, mas para que isso ocorra é preciso que os educadores tenham clareza do que se trata. Neste sentido, este trabalho tem como objetivo geral investigar a contribuição das competências socioemocionais para a formação integral do aluno; como objetivos específicos identificar as principais competências socioemocionais; pesquisar como essas competências são tratadas nos documentos curriculares oficiais e verificar as estratégias que possam ser adotadas nas escolas para desenvolver tais competências.  &nbsp

Immunogenicity and Reactogenicity of 2009 Influenza A (H1N1) Inactivated Monovalent Non-Adjuvanted Vaccine in Elderly and Immunocompromised Patients

Background\ud \ud Immunosuppressed individuals present serious morbidity and mortality from influenza, therefore it is important to understand the safety and immunogenicity of influenza vaccination among them.\ud Methods\ud \ud This multicenter cohort study evaluated the immunogenicity and reactogenicity of an inactivated, monovalent, non-adjuvanted pandemic (H1N1) 2009 vaccine among the elderly, HIV-infected, rheumatoid arthritis (RA), cancer, kidney transplant, and juvenile idiopathic arthritis (JIA) patients. Participants were included during routine clinical visits, and vaccinated according to conventional influenza vaccination schedules. Antibody response was measured by the hemagglutination-inhibition assay, before and 21 days after vaccination.\ud Results\ud \ud 319 patients with cancer, 260 with RA, 256 HIV-infected, 149 elderly individuals, 85 kidney transplant recipients, and 83 with JIA were included.\ud \ud The proportions of seroprotection, seroconversion, and the geometric mean titer ratios postvaccination were, respectively: 37.6%, 31.8%, and 3.2 among kidney transplant recipients, 61.5%, 53.1%, and 7.5 among RA patients, 63.1%, 55.7%, and 5.7 among the elderly, 59.0%, 54.7%, and 5.9 among HIV-infected patients, 52.4%, 49.2%, and 5.3 among cancer patients, 85.5%, 78.3%, and 16.5 among JIA patients. The vaccine was well tolerated, with no reported severe adverse events.\ud Conclusions\ud \ud The vaccine was safe among all groups, with an acceptable immunogenicity among the elderly and JIA patients, however new vaccination strategies should be explored to improve the immune response of immunocompromised adult patients. (ClinicalTrials.gov, NCT01218685)Fundação Butantan funded the study, and employed several of the authors. The funder had a role in study design, data collection and analysis, decision to publish, or preparation of the manuscript

I Diretriz brasileira de cardio-oncologia pediátrica da Sociedade Brasileira de Cardiologia

Sociedade Brasileira de Oncologia PediátricaUniversidade Federal de São Paulo (UNIFESP) Instituto de Oncologia Pediátrica GRAACCUniversidade Federal de São Paulo (UNIFESP)Universidade de São Paulo Faculdade de Medicina Instituto do Coração do Hospital das ClínicasUniversidade Federal do Rio Grande do Sul Hospital de Clínicas de Porto AlegreInstituto Materno-Infantil de PernambucoHospital de Base de BrasíliaUniversidade de Pernambuco Hospital Universitário Oswaldo CruzHospital A.C. CamargoHospital do CoraçãoSociedade Brasileira de Cardiologia Departamento de Cardiopatias Congênitas e Cardiologia PediátricaInstituto Nacional de CâncerHospital Pequeno PríncipeSanta Casa de Misericórdia de São PauloInstituto do Câncer do Estado de São PauloUniversidade Federal de São Paulo (UNIFESP) Departamento de PatologiaHospital Infantil Joana de GusmãoUNIFESP, Instituto de Oncologia Pediátrica GRAACCUNIFESP, Depto. de PatologiaSciEL

Metabolically Healthy Obesity and High Carotid Intima-Media Thickness in Children and Adolescents: International Childhood Vascular Structure Evaluation Consortium

OBJECTIVE It has been argued that metabolically healthy obesity (MHO) does not increase cardiovascular disease (CVD) risk. This study examines the association of MHO with carotid intima-media thickness (cIMT), a proxy of CVD risk, in children and adolescents. RESEARCH DESIGN AND METHODS Data were available for 3,497 children and adolescents aged 6–17 years from five population-based cross-sectional studies in Brazil, China, Greece, Italy, and Spain. Weight status categories (normal, overweight, and obese) were defined using BMI cutoffs from the International Obesity Task Force. Metabolic status (defined as "healthy" [no risk factors] or "unhealthy" [one or more risk factors]) was based on four CVD risk factors: elevated blood pressure, elevated triglyceride levels, reduced HDL cholesterol, and elevated fasting glucose. High cIMT was defined as cIMT ≥90th percentile for sex, age, and study population. Logistic regression model was used to examine the association of weight and metabolic status with high cIMT, with adjustment for sex, age, race/ethnicity, and study center. RESULTS In comparison with metabolically healthy normal weight, odds ratios (ORs) for high cIMT were 2.29 (95% CI 1.58–3.32) for metabolically healthy overweight and 3.91 (2.46–6.21) for MHO. ORs for high cIMT were 1.44 (1.03–2.02) for unhealthy normal weight, 3.49 (2.51–4.85) for unhealthy overweight, and 6.96 (5.05–9.61) for unhealthy obesity. CONCLUSIONS Among children and adolescents, cIMT was higher for both MHO and metabolically healthy overweight compared with metabolically healthy normal weight. Our findings reinforce the need for weight control in children and adolescents irrespective of their metabolic status

estudos artísticos

O tropicalismo arranca em 1967, através do corpo: a música de Caetano Veloso e Gilberto Gil, os vestíveis de Hélio Oiticica, as propostas teatrais de José Celso Martinez Corrêa e os cenários de Hélio Eichbauer. Hoje as coisas são um pouco mais complexas. Em tempo de redes sociais, os aspirantes ao poder fazem uso da sua imediatez para suscitarem reações epidérmicas, superficiais, populistas e de grande instantaneidade. A boçalidade triunfa nas caixas de comentários, e com mais alguns perfis falsificados podem manipular-se plebiscitos, movimentos secessionistas, ou, e também censurar-se exposições de arte. Nesta variação do fascismo, a epiderme eletrificada das redes sociais estrutura-se como uma poderosa arena onde se aparenta uma falsa democracia. Talvez a arte continue a ser um reduto para reflexão, mas vemos que a censura se manifesta hoje de modo talvez mais eficaz, silenciando artistas e professores, através da pressão mediatizada, da emoção do momento. Para isto é necessária a atenção consciente da arte, dos artistas, e também dos arte-educadores: enfrenta-se uma massa cada vez mais informe, alienada e despojada de reflexão para além do imediato.info:eu-repo/semantics/publishedVersio

Revista do Museu Paulista e(m) capas: identidade e representação institucional em texto e imagem

Este artigo propõe reflexão sobre a escrita da história, a partir de estudo das capas da Revista do Museu Paulista, especialmente durante as gestões dos dois primeiros diretores da instituição, quando certa continuidade editorial foi preservada. Tomadas como "fontes", ou seja, objeto de trabalho do historiador, as capas revelam vestígios de processos que permitem reconstruir, em suas dimensões históricas, as complexas imbricações entre a produção da Revista, sua materialidade, e os atos de leitura e interpretação que condicionam e refletem relações entre produtores de textos e seus leitores nas primeiras décadas do século XX, a partir de São Paulo, onde era editada.This paper offers a reflection about the writing of History, based on the study of Revista do Museu Paulista's covers, noticeably during the term of its two first directors, when a certain editorial continuity was preserved. Taken as "sources", namely as historian subjects, those covers reveal evidences of practices that allow one to reconstitute, in its historic dimensions, the complex connection between the creation of the Revista, its materiality, and the reading and interpretation efforts that condition and reflect liaisons with writers and readers during the first decades of the XXth Century, from São Paulo, where it was published.

Mitochondrial physiology

As the knowledge base and importance of mitochondrial physiology to evolution, health and disease expands, the necessity for harmonizing the terminology concerning mitochondrial respiratory states and rates has become increasingly apparent. The chemiosmotic theory establishes the mechanism of energy transformation and coupling in oxidative phosphorylation. The unifying concept of the protonmotive force provides the framework for developing a consistent theoretical foundation of mitochondrial physiology and bioenergetics. We follow the latest SI guidelines and those of the International Union of Pure and Applied Chemistry (IUPAC) on terminology in physical chemistry, extended by considerations of open systems and thermodynamics of irreversible processes. The concept-driven constructive terminology incorporates the meaning of each quantity and aligns concepts and symbols with the nomenclature of classical bioenergetics. We endeavour to provide a balanced view of mitochondrial respiratory control and a critical discussion on reporting data of mitochondrial respiration in terms of metabolic flows and fluxes. Uniform standards for evaluation of respiratory states and rates will ultimately contribute to reproducibility between laboratories and thus support the development of data repositories of mitochondrial respiratory function in species, tissues, and cells. Clarity of concept and consistency of nomenclature facilitate effective transdisciplinary communication, education, and ultimately further discovery

Mitochondrial physiology

As the knowledge base and importance of mitochondrial physiology to evolution, health and disease expands, the necessity for harmonizing the terminology concerning mitochondrial respiratory states and rates has become increasingly apparent. The chemiosmotic theory establishes the mechanism of energy transformation and coupling in oxidative phosphorylation. The unifying concept of the protonmotive force provides the framework for developing a consistent theoretical foundation of mitochondrial physiology and bioenergetics. We follow the latest SI guidelines and those of the International Union of Pure and Applied Chemistry (IUPAC) on terminology in physical chemistry, extended by considerations of open systems and thermodynamics of irreversible processes. The concept-driven constructive terminology incorporates the meaning of each quantity and aligns concepts and symbols with the nomenclature of classical bioenergetics. We endeavour to provide a balanced view of mitochondrial respiratory control and a critical discussion on reporting data of mitochondrial respiration in terms of metabolic flows and fluxes. Uniform standards for evaluation of respiratory states and rates will ultimately contribute to reproducibility between laboratories and thus support the development of data repositories of mitochondrial respiratory function in species, tissues, and cells. Clarity of concept and consistency of nomenclature facilitate effective transdisciplinary communication, education, and ultimately further discovery