Avaliação da usabilidade do Sistema Eletrônico de Informações - SEI pelos servidores da Universidade Federal do Rio Grande do Sul - UFRGS

Este trabalho tem como objetivo avaliar a usabilidade do Sistema Eletrônico de Informações-SEI da Universidade Federal do Rio Grande do Sul-UFRGS, a partir da percepção dos usuários, após a completa implementação do sistema na Universidade. O SEI é um sistema por intermédio do qual ocorreu a implantação do processo eletrônico na UFRGS, substituindo os tradicionais processos administrativos de papel. Além de atender a normativa do Ministério da Educação, o SEI permite a rápida tramitação dos processos administrativos, reduz o uso de papel e torna os documentos mais acessíveis com maior segurança e transparência, por meio de uma interface considerada amigável. Essa ferramenta foi desenvolvida e cedida gratuitamente pelo TRF4 a partir do Processo Eletrônico Nacional-PEN, cujo objetivo é aperfeiçoar os processos de trabalho nas instituições públicas através da gestão eletrônica dos documentos. O referencial teórico abordou conceitos relevantes para o contexto desta pesquisa como o Planejamento estratégico Governamental - Nova Administração Pública, A Informatização do Setor Público Brasileiro, A Resistência à mudança, Gestão Operacional e os Sistemas da Informação, Segurança da Informação no Setor Público, Usabilidade, Acessibilidade e Valor Socioambiental. A pesquisa consistiu num estudo quali-quantitativo, com aplicação de questionário e observação participante, buscando analisar a usabilidade do SEI a partir das variáveis acessibilidade, segurança e confiabilidade, operação do sistema e valor socioambiental. Do resultado final deste estudo, verificou-se que os usuários do SEI-UFRGS, de maneira geral, avaliaram a usabilidade do sistema como satisfatória. Alguns benefícios também foram reconhecidos, além de sugestões de ajustes para ações de melhorias no sistema, adequando o SEI aos propósitos da UFRGS.This work aims to evaluate the usability of the Electronic Information System-SEI of the Federal University of Rio Grande do Sul - UFRGS, based on users' perception, after the complete implementation of the system at the University. The SEI is a system through which the implantation of the electronic process occurred in UFRGS, replacing the traditional paper administrative processes. In addition to complying with the regulations of the Ministry of Education, SEI allows faster processing of administrative processes, and reduces the use of paper, making documents more accessible with greater security and transparency, through a friendly interface. This tool was developed and provided free of charge by TRF4 from the National Electronic Process-PEN, whose objective is to improve the work processes in public institutions through the electronic management of documents. The theoretical framework includes concepts relevant to the context of this research such as the Government Strategic Planning - New Public Administration, Brazilian Public Sector Computerization, Resistance to Change, Operational Management and Information Systems, Public Sector Information Security, Usability, Accessibility, and Socioenvironmental Value. The research consisted of a qualitative-quantitative study, with an application of questionnaire and participant observation, seeking to analyze the usability of the SEI from the variables accessibility, safety and reliability, system operation and social-environmental value. As a result of this study, it was verified that the users of the SEI-UFRGS, in general, evaluated the usability of the system as satisfactory. Some benefits were also recognized, as well as suggestions for adjustments for actions to improve the system, adjusting the SEI to the purposes of UFRGS

Effect of Gutta-percha Solvents on the Bond Strength of Sealers to Intraradicular Dentin: A Systematic Review

Introduction: The aim of our systematic review was to assess the impact of gutta-percha solvents on the bond strength of endodontic sealers to intraradicular dentin using the push-out bond test. Methods and Materials: The literature was searched in databases (PubMed, Web of Science and Scopus) up to September 2020, using the following search terms: (bond strength AND solvent* AND sealer* AND (tooth root OR dentin OR retreatment OR root canal). No date limits were implemented, and English languages were included. The question research was constructed based on the PICO (Population, Intervention, Comparison, and Outcome) strategy: “Does gutta-percha solvents effect the bond strength of sealers to intraradicular dentin?”. The studies were analyzed by two reviewers and were included if they utilized extracted permanent human teeth with completely formed apices, as well as assessed the influence of gutta-percha solvents on the bond strength of sealers to intraradicular dentin using push-out bond test. Review articles, case reports and studies that included immature, bovine or artificial teeth were excluded. The risk of bias was evaluated based on the Cochrane criteria adopted to in vitro studies.  Results: Thirty-two papers were analyzed, seven accomplished the eligibility criteria and were selected for our systematic review. The global risk of bias was high. Due to variations in the methodological variables, a meta-analysis could not be performed. Conclusion: Our systematic review highlighted the adverse effect of chloroform, which decreased the bond strength of different sealers, and the generally higher bond strength of epoxy resin-based sealers, detected with the push-out bond test. We recommend the standardization of methods in future studies to obtain a more definitive conclusion about the influence of solvents on the bond strength of sealers to intraradicular dentin

A Perturbação de Hiperatividade com Défice de Atenção naEducação Pré-Escolar:As abordagens e a autoeficácia dos Educadores de Infância

A Perturbação da Hiperatividade com Défice de Atenção tem um impacto significativo nos diferentes contextos de vida das crianças, incluindo o da Educação Pré- Escolar, podendo prejudicar o desenvolvimento social e as aprendizagens pelos problemas de comportamento e atenção que lhe estão associados (e.g. APA, 2014). É, portanto, fundamental que o Educador de Infância adote estratégias pedagógicas que ajudem a diminuir os comportamentos desajustados (Antunes, Silva e Afonso, 2014). Há estudos que sugerem que a eficácia da intervenção pedagógica dos docentes, incluindo perante Necessidades Educativas Especiais, é fortemente influenciada pelas suas crenças de autoeficácia (e.g. Silva, Ribeiro e Carvalho, 2013). O estudo teve como objetivos: (1) identificar quais as estratégias pedagógicas mais utilizadas pelos Educadores com crianças com problemas de comportamento e de atenção (PCA)/PHDA; (2) testar as hipóteses de que a duração da experiência docente e as crenças de autoeficácia estão positiva e significativamente relacionadas com a adequação das práticas pedagógicas. Para o efeito, realizámos um inquérito por questionário a uma amostra de 153 sujeitos de 31 Jardins-de- Infância da cidade de Lisboa. A recolha de dados foi feita com recurso a uma escala que traduzimos e adaptámos à Educação Pré-Escolar e à realidade portuguesas, o Instructional and Behavior Management Approaches Survey (IBMAS), de Martinussen, Tannock e Chaban (2011). As crenças de autoeficácia docente foram avaliadas através da escala de Bandura (1990). As práticas pedagógicas mais adotadas pelos Educadores na abordagem aos PCA/PHDA estão em sintonia com as indicações da literatura, por exemplo: O IBMAS, de Martinussen et al. (2011). No entanto, entre as abordagens reportadas como menos frequentes, os Educadores incluíram ‘o uso de outras técnicas, além da verbal’, apesar de ser uma prática positiva que ajuda a criança a aproximar-se dos comportamentos esperados (Parker, 2003). Os resultados confirmaram a hipótese de que a autoeficácia funciona como preditora das práticas pedagógicas, mas não a da influência da duração da experiência profissional. Também não se verificaram diferenças nas práticas dos Educadores com e sem mestrado. As conclusões do estudo reforçam a importância da formação contínua para que os Educadores de Infância adquiram competências específicas na abordagem à PCA/PHDA, um problema que compromete o desenvolvimento e a aprendizagem das crianças.The Attention Deficit Hyperactivity Disorder (ADHD) has a significant impact on various aspects of a child’s life, including pre-school education, which may impair social development and learning due to the behavioral and attention problems associated with them (eg APA, 2014). It is, therefore, crucial that the pre-school teacher adopts educational strategies that help to reduce unadjusted behavior (Antunes, Silva and Afonso, 2014). There are studies that suggest that the effectiveness of a teachers' pedagogical intervention, including special educational needs, is strongly influenced by their beliefs of self-efficacy (e.g. Silva, Ribeiro e Carvalho, 2013). The study aimed to: (1) identify the teaching strategies most used by educators with children with behavioral and attention problems (BAP) / ADHD; (2) to test the hypothesis that the duration of the teaching experience and the beliefs of self-efficacy are positively and significantly related to the adequacy of the pedagogical strategy. For this purpose, we conducted a survey, with a sample of 153 subjects from 31 kindergartens in Lisbon. The data collection was done using a scale that we translated and adapted to the Portuguese Preschool Education and reality, the Instructional and Behavior Management Approaches Survey (IBMAS), by Martinussen, Tannock and Chaban (2011). Teachers' self-efficacy beliefs were assessed through the Bandura scale (1990). Pedagogical practices adopted by most educators in addressing the PCA / ADHD are in line with indications from the literature, for example, The IBMAS of Martinussen et al. (2011). However, among the approaches reported as less frequent, Educators included 'use of techniques other than verbal techniques', despite it being a positive practice that helps the child to approach the expected behaviors (Parker, 2003). The results confirmed the hypothesis that self-efficacy works as a predictor of pedagogical practices, but not that of the influence of the duration of professional experience. There were also no differences in the practices of teachers with or without masters. The study's findings reinforce the importance of ongoing training for the kindergarten teachers to acquire specific skills in the approach to PCA / ADHD, a problem that affects the development and learning of children

Representations of Creativity: Differences between Portuguese Teachers of Elementary and Secondary Education

O contexto escolar surge como um espaço privilegiado para promoção da criatividade. Nele, os professores, responsáveis pela transmissão de conhecimento e pela promoção de competências, assumem um papel essencial, sendo o que pensam sobre criatividade um aspecto importante para uma intervenção eficaz. Este trabalho analisa diferenças nas representações de professores sobre o conceito de criatividade e sobre a presença desta no cotidiano educativo. Tais representações são analisadas em função do género, idade, área curricular e ciclos de ensino dos participantes. Um total de 576 professores portugueses de ambos os géneros, com idades compreendidas entre os 20 e 60 anos, provenientes dos 2º e 3º Ciclos do Ensino Básico e do Ensino Secundário das áreas de Ciências, Humanidades e Artes fizeram parte da amostra. Usou-se um questionário com formato likert de resposta, encontrando-se diferenças estatisticamente significativas em todas as variáveis, tomando diferentes itens. São ainda discutidas implicações dos resultados na formação de professoresThe school emerges as a privileged context for stimulating creativity. Teachers play an essential role, being responsible for the transmission of knowledge and the promotion of skills. So, what they think about creativity is an important aspect for effective intervention. This paper analyzes differences in teachers' representations about the concept of creativity and about the presence of it within the educational routine. Such representations are analyzed by gender, age, subject area and teaching cycles of participants. A total of 576 Portuguese teachers of both genders, aged between 20 and 60 years, from the 2nd and 3rd cycles of basic and secondary education in the domains of Science, Humanities and Arts, constituted the sample. It was used a questionnaire with Likert response format. Statistically significant differences in all variables, taking different items, were founded. The paper also discusses implications of the results in teacher educatio

Percepção de fonemas fricativos e oclusivos nas fendas labiopalatinas: estudo de caso

Mestrado em Ciências da Fala e da AudiçãoObjetivo: O presente estudo tem como objetivo investigar a perceção dos fonemas fricativos e oclusivos do Português Europeu em crianças com Fendas Labiopalatinas. Método: De forma a estudar a perceção auditiva em crianças com fendas palatinas, bem como investigar a possível correlação existente entre a competência articulatória e a capacidade percetiva das mesmas, elaborou-se um método que consistiu essencialmente na obtenção da informação a três níveis: auditivo, articulatório e percetivo. Foram escolhidos os estímulos a serem utilizados e gravados num único registo de voz diferente (voz da autora do estudo). Após a gravação e processamento dos estímulos foi desenvolvida uma aplicação para facilitar a recolha de dados. Após a realização e aplicação da metodologia, foram investigadas várias questões relacionadas com a perceção e articulação dos sons fricativos e oclusivos. As principais questões foram: que tipo de sons eram mais afetados na perceção e na articulação verbal, em qual dos parâmetros de classificação das consoantes se destaca maior interferência na perceção e se é possível verificar a existência de correlação entre os problemas articulatórios e os défices de perceção. Resultados: Os resultados confirmam as dificuldades das crianças com fendas labiopalatinas em percecionar os fonemas oclusivos e fricativos e apresentam os fonemas fricativos como mais difíceis de percecionar, sendo que os fonemas não- vozeados são os de maior dificuldade. Em termos de correlação não foi possível estabelecer uma relação linear entre os dois domínios estudados (articulação e perceção), contudo é importante reter que a percentagem de acertos foi superior na perceção auditiva; que existem grandes diferenças entre a articulação e a perceção para os fonemas fricativos e que os resultados obtidos mostraram ser muito dependentes do sujeito.Objective: This study aims to investigate the perception of fricative and occlusive phonemes in European Portuguese in children with cleft palate. Method: In way of studying the perception in children with cleft palate as if investigate a possible connection between articulation capacity and perception ability in those, we developed a methodology based in three levels: audition, articulator e perceptive. Stimuli were chosen and recorded in one unique register of voice (author voice). After recording and processing of stimuli, a software application was developed to automate data collection. Results from application of the methodology were analysed regarding several questions related to perception and articulation of fricative and occlusive phonemes. The main questions were: what phonemes are more affected in perception and a articulation; in which parameter of consonant classification we can see significant differences on perception and if it’s possible to check the correlation between perception and a articulation problems. Results: The results confirm the difficulty of children with cleft palate in perceiving the fricatives and occlusive sounds and present the fricatives more difficult. In terms of correlation was not possible to establish a linear relationship between the two areas studied (articulation and perception), yet it is important to note that the percentage of correct responses was higher in perception, that there are large differences between the perception and articulation for the fricative and that the results obtained proved to be very dependent on the subjects

Simulated root canals preparation time, comparing ProTaper Next and WaveOne Gold systems, performed by an undergraduate student

The aim of this study was to compare the WaveOne Gold and ProTaper Next systems regarding the time spent preparing simulated canals performed by an inexperienced student. 0 simulated L-shaped canals were randomly divided into two groups (n = 40) and numbered in order of instrumentation. Canals were instrumented with WaveOne Gold (group 1) and ProTaper Next (group 2) systems. The effective instrumentation time and the number of instrumentation cycles were recorded. All procedures were performed by the same operator. Statistical analysis was obtained by the Mann - Whitney, Kruskal - Wallis test with significance of p<0.05. There were no statistically significant differences regarding the mean instrumentation time between the two instrumentation systems. The instrumentation time decreased over the experimental period, regardless of the technique used. Through a short learning curve, an inexperienced operator can prepare simulated canals in a very predictable time. Time spent was similar in a multi-file instrument system (ProTaper Next) and a single-file system (WaveOne Gold)

Different manifestations of class II division 2 incisor retroclination and their association with dental anomalies

Notice: this is the author’s version of a work that was accepted for publication in Journal of Orthodontics. Changes resulting from the publishing process may not be reflected in this document. Final version available in Journal of Orthodontics. Vol. 40, Issue 4, (December 2013). DOI 10.1179/1465313313Y.0000000067."Objective: To investigate whether there is an association between dental development anomalies (DDAs) and the different manifestations of Class II Division 2 (CII/2) malocclusion incisor retroclination. This information may clarify whether the different CII/2 phenotypes, with regard to maxillary incisor retroclination, are a single clinical entity or etiologically different entities. Design: Retrospective comparative study. Setting: Private orthodontic practice in the regions of Lisbon and Porto, Portugal Subjects and Methods: The sample comprised 115 CII/2 malocclusions distributed into 2 groups on the basis of incisor retroclination: Group I composed of 48 CII/2 with retroclination exclusively of both maxillary central incisors; Group II composed of 67 CII/2 with retroclination of all four maxillary incisors. Using the initial orthodontic records, it was determined for each patient the presence of the following DDAs: tooth impaction, tooth agenesis, maxillary lateral incisor microdontia, tooth transpositions and supernumerary teeth. Results: 55.0% of patients were diagnosed with at least one of the DDAs studied. In the total sample the prevalence rates were determined as follows: 20.0% of palatal maxillary canine impaction, 27.4% of third molar agenesis, and 15.7% of maxillary lateral incisor microdontia. No patient exhibited any transpositions or supernumerary teeth. The distribution of the DDAs studied by groups revealed a strong association of palatal canine impaction, tooth agenesis and maxillary lateral incisor microdontia with Groups II but not with Group I. Conclusion: The association of DDAs with CII/2 malocclusion is not common to all types of maxillary incisor retroclination, suggesting different etiologic bases among the different manifestations of CII/2 malocclusion incisor retroclination.

Different manifestations of Class II Division 2 incisor retroclination – Morphologic study

NOTICE: this is the author’s version of a work that was accepted for publication in American Journal of Orthodontics and Dentofacial Orthopedics. Changes resulting from the publishing process, such as peer review, editing, corrections, structural formatting, and other quality control mechanisms may not be reflected in this document. Changes may have been made to this work since it was submitted for publication. A definitive version was subsequently published in American Journal of Orthodontics and Dentofacial Orthopedics, [Vol. 143, Issue 3, (March 2013)] DOI 10.1016/j.ajodo.2012.09.021."Introduction: The aim of the present study was to investigate whether there is a different transverse morphologic pattern of dental arches among the different manifestations of Class II Division 2 incisor retroclination and evaluate to what extent the pattern of smaller-than-average teeth in Class II Division 2 malocclusion is common to all groups studied. This information may clarify whether different Class II Division 2 phenotypes represent a single etiology or multiple etiologies. Methods: The sample comprised 108 Class II Division 2 malocclusions which were divided into two groups according to the type of incisor retroclination: Group I composed of 43 Class II Division 2 with retroclination exclusively of the maxillary central incisors; Group II composed of 65 Class II Division 2 with retroclination of the four maxillary incisors. Maxillary and mandibular intercanine and intermolar widths as well as the mesiodistal crown dimension of the four maxillary and mandibular incisors were determined using the initial study models of patients. Mean values of all variables were compared between the two groups by gender using ANOVA. Results: From the comparison between the two groups analyzed, no statistically significant differences were found for all transverse measurements (p>0.05). For all mesiodistal measurements analyzed, statistically significant differences between the groups were only found for the mean value of both maxillary lateral incisors mesiodistal dimension in both sexes (p<0.05). Conclusions: It is not possible to attribute a characteristic pattern of dental arch width and of incisor mesiodistal dimension to the different manifestations of incisor retroclination in Class II Division 2 malocclusion.

A methodology for definition of rural spaces: an implementation in Brazil

Rural spaces definitions are differentiated in several countries. The Organization for Economic Co-operation and Development (OECD) has standardized a rural definition by regional typology. The OECD regional typology set areas as Predominantly Urban, Intermediate, or Predominantly Rural. This paper analyses the application of OECD regional typology in Brazilian territory. The research used the OECD methodology, with support of GIS software, to define the rural areas in Brazil. The mostly segmented data from Brazilian Census of 2010 are used in contrast to others studies. The paper concludes that Brazil is more urban than official estimates and OECD reports. According to paper results, 87.48% of Brazilian population is urban and only one Territorial Level 3 region was classified as predominantly rural.As definições de espaços rurais são diferenciadas em vários países. A Organization for Economic Co-operation and Development (OECD) tem padronizado uma definição de rural através da sua tipologia regional. A tipologia regional da OECD define áreas como Predominantemente Urbanas, Intermediárias ou Predominantemente Rurais. O presente artigo analisa a aplicação da tipologia da OECD no território brasileiro. A pesquisa usou a metodologia proposta pela OECD, com o suporte de software GIS, para definir as áreas rurais presentes no Brasil. Utilizando os dados mais desagregados disponíveis dos Censos Brasileiros de 2010, este artigo se diferencia de outros estudos desse âmbito. As conclusões apontam para um Brasil mais urbano do que as estimativas oficiais e os relatórios da OECD. De acordo com os resultados, 87,48% da população brasileira seria urbana e apenas uma mesorregião seria classificada como Predominantemente Rural

Remessas de recursos dos imigrantes

DO REMITTANCES contribute to local development and the reduction of poverty? What are the consequences of the dollars sent by the migrants to the people, families, and organizations that receive them in the cities of origin? These are the key questions that recent studies have raised. According to some authors "migration is inevitable and has the potential to be quite positive in terms of development and reduction of poverty. The policies that have their origins in this principle will be more successful than those that attempt to oppose, intransigently, both globalization and the migration of people in space". Do current international migrations produce positive local development effects? The main objective of this article is to contribute to this discussion through an empirical study of the Brazilian case, which takes remittances as its focus. Thus, we identify who the immigrants are who send remittances from the United States to Brazil, to what ends the remittances are directed, who the beneficiaries are, and how the remittances affect the lives of the people who benefit from them. The research is based on a non-representative but in-depth sample (Boston and Governador Valadares).AS REMESSAS contribuem para o desenvolvimento local e para redução da pobreza? Essa é a pergunta-chave que os estudos recentes sobre migrações internacionais têm levantado. O que se está procurando compreender é de que modo as remessas poderiam afetar positiva ou negativamente a economia dos países de origem dos imigrantes. Discutir o papel e o significado das remessas implica, assim, uma discussão em torno da existência (ou não) de um "campo de positividades" do fenômeno migratório internacional. O principal objetivo deste artigo é contribuir para essa discussão por meio de um estudo empírico do caso brasileiro que adota as remessas como foco. Para tanto, é identificado o perfil das remessas e dos remetentes, assim como os objetivos e os beneficiários do dinheiro enviado. A pesquisa usa uma abordagem baseada em entrevistas em profundidade e survey não-representativo (Boston e Governador Valadares)