Educating a nurse for basic health care

This work aims at describing the experience of the 1st grade class in the Nursing Course at the Faculty of Medicine of Marília (FAMEMA) in 2002. In 1998, a new Political-Pedagogical Project (PPP) was started aiming at educating a critical and reflexive professional, capable of teamwork, by promoting nursing care in a humane way. An integrated curriculum and the problematisation methodology were adopted as strategies to implement the PPP, tailoring education to the job market. Among the competencies to be developed toward basic health care, they employed a strategy to integrate 1st and 2nd grade classes in a microarea by applying the MAPP technique.O presente trabalho pretende relatar a experiência desenvolvida durante o ano de 2002, na 1ª série do Curso de Enfermagem da Faculdade de Medicina de Marília (FAMEMA). A partir de 1998 iniciou-se um novo Projeto Político-Pedagógico (PPP) que tem como objetivo formar um profissional generalista, crítico e reflexivo, capaz de trabalhar em equipe, promovendo cuidados de enfermagem de forma humanizada. Adotou-se como estratégias para implementação do PPP o currículo integrado e a Metodologia da Problematização, articulando a formação ao mundo do trabalho. Dentre as competências a serem desenvolvidas para atuarem na atenção básica à saúde, utilizou-se como estratégia a integração entre 1ª e 2ª séries em uma micro-área, aplicando a técnica do MAPP.El presente trabajo pretende relatar la experiencia desarrollada durante el 2002, en la 1ª serie del Curso de Enfermería de la Facultad de Medicina de Marília. En 1998 empezó un nuevo Proyecto Político-Pedagógico (PPP) que tiene como objetivo formar un profesional generalista, crítico y reflexivo, capaz de trabajar en equipo y promover cuidados de enfermería de forma humanizada. Se adoptó como estrategia para implementar el PPP el currículo integrado y la Metodología de la Problematización, articulando la formación al mundo del trabajo. Entre las competencias que se deben desarrollar para que el enfermero actúe en la atención básica a la salud, se utilizó hacer una integración entre la 1ª y la 2ª series en una micro área,S0034-71672010000100013 aplicando la técnica del MAPP.24724

Pervasive gaps in Amazonian ecological research

Biodiversity loss is one of the main challenges of our time,1,2 and attempts to address it require a clear un derstanding of how ecological communities respond to environmental change across time and space.3,4 While the increasing availability of global databases on ecological communities has advanced our knowledge of biodiversity sensitivity to environmental changes,5–7 vast areas of the tropics remain understudied.8–11 In the American tropics, Amazonia stands out as the world’s most diverse rainforest and the primary source of Neotropical biodiversity,12 but it remains among the least known forests in America and is often underrepre sented in biodiversity databases.13–15 To worsen this situation, human-induced modifications16,17 may elim inate pieces of the Amazon’s biodiversity puzzle before we can use them to understand how ecological com munities are responding. To increase generalization and applicability of biodiversity knowledge,18,19 it is thus crucial to reduce biases in ecological research, particularly in regions projected to face the most pronounced environmental changes. We integrate ecological community metadata of 7,694 sampling sites for multiple or ganism groups in a machine learning model framework to map the research probability across the Brazilian Amazonia, while identifying the region’s vulnerability to environmental change. 15%–18% of the most ne glected areas in ecological research are expected to experience severe climate or land use changes by 2050. This means that unless we take immediate action, we will not be able to establish their current status, much less monitor how it is changing and what is being lostinfo:eu-repo/semantics/publishedVersio

Pervasive gaps in Amazonian ecological research

Biodiversity loss is one of the main challenges of our time,1,2 and attempts to address it require a clear understanding of how ecological communities respond to environmental change across time and space.3,4 While the increasing availability of global databases on ecological communities has advanced our knowledge of biodiversity sensitivity to environmental changes,5,6,7 vast areas of the tropics remain understudied.8,9,10,11 In the American tropics, Amazonia stands out as the world's most diverse rainforest and the primary source of Neotropical biodiversity,12 but it remains among the least known forests in America and is often underrepresented in biodiversity databases.13,14,15 To worsen this situation, human-induced modifications16,17 may eliminate pieces of the Amazon's biodiversity puzzle before we can use them to understand how ecological communities are responding. To increase generalization and applicability of biodiversity knowledge,18,19 it is thus crucial to reduce biases in ecological research, particularly in regions projected to face the most pronounced environmental changes. We integrate ecological community metadata of 7,694 sampling sites for multiple organism groups in a machine learning model framework to map the research probability across the Brazilian Amazonia, while identifying the region's vulnerability to environmental change. 15%–18% of the most neglected areas in ecological research are expected to experience severe climate or land use changes by 2050. This means that unless we take immediate action, we will not be able to establish their current status, much less monitor how it is changing and what is being lost

Pervasive gaps in Amazonian ecological research

Biodiversity loss is one of the main challenges of our time,1,2 and attempts to address it require a clear understanding of how ecological communities respond to environmental change across time and space.3,4 While the increasing availability of global databases on ecological communities has advanced our knowledge of biodiversity sensitivity to environmental changes,5,6,7 vast areas of the tropics remain understudied.8,9,10,11 In the American tropics, Amazonia stands out as the world's most diverse rainforest and the primary source of Neotropical biodiversity,12 but it remains among the least known forests in America and is often underrepresented in biodiversity databases.13,14,15 To worsen this situation, human-induced modifications16,17 may eliminate pieces of the Amazon's biodiversity puzzle before we can use them to understand how ecological communities are responding. To increase generalization and applicability of biodiversity knowledge,18,19 it is thus crucial to reduce biases in ecological research, particularly in regions projected to face the most pronounced environmental changes. We integrate ecological community metadata of 7,694 sampling sites for multiple organism groups in a machine learning model framework to map the research probability across the Brazilian Amazonia, while identifying the region's vulnerability to environmental change. 15%–18% of the most neglected areas in ecological research are expected to experience severe climate or land use changes by 2050. This means that unless we take immediate action, we will not be able to establish their current status, much less monitor how it is changing and what is being lost

O bem como guia da ação: a ética na formação de estudantes de medicina e de enfermagem

Partindo do interesse por favorecer o desenvolvimento humano nos cursos de formação do médico e do enfermeiro, elaborou-se um estudo teórico com o intuito de repensar o ensino da Ética, que busca o Bem na ação racional do homem. Numa perspectiva histórica, revisita-se o avanço do conhecimento acumulado e da formação daqueles profissionais, enfatizando-se a intrínseca relação com a Ética. Fundamentou-se particularmente na Ética a Nicômaco, obra de Aristóteles em que se encontram subsídios seguros para refletir sobre ação humana. Da leitura reflexiva, depreendeu-se que é possível formar, no homem, uma disposição através do hábito, integrantes da escolha determinada pelo lógos, no domínio das contingências. Ademais observou-se que a orientação da conduta no que respeita à formação humana não apenas deva ocorrer desde a infância senão também no redobrado cuidado e esforço enquanto se é jovem, sobremaneira durante a sua formação profissional. Optou-se, por fim, pela ética aristotélica como modelo pertinente para se traçarem estratégias na educação, com vistas à formação integral de médicos e de enfermeiros, orientando-os na interface entre os âmbitos individual e coletivo do desenvolvimento moralFrom the interest in promoting human development concerned to professional formation of doctors and the registered nurses, it was elaborated a theoretical study, the main purpose of which is to rethink the way of teaching Ethics, a science that seeks the Good in human rational action. In a historical perspective, it was revived the advances in the realms of knowledge and the training of those professionals, emphasizing the intrinsic relationship to Ethics. It was particularly based on Aristotle’s Nicomachean Ethics, in which there are seccurate means to reflect on human action. From this reflexive reading, it was gathered that it is possible to develop in man such a disposition brought forth by habit as a constituent of choice determined by the lógos, involved in the area of contingencies and according to Ethics’ point of view. Moreover, It was observed that the orientation of conduct regarding human education must start both from childhood and with great concern and effort while young persons, mainly during their professional formation. At last, it is concluded that the Aristotelian ethics is a relevant paradigm to draw strategies on education, particularly to an integral formation of doctors and nurses, in order to orientate them towards the interface between individual and collective fields of moral developmen

Bioética Bioética Boethics

A bioética é um novo campo de conhecimento e uma corrente de pensamento que vem se desenvolvendo amplamente no Brasil, principalmente a partir da década de 90. Nesse artigo buscamos contextualizar o seu surgimento, justificando a necessidade da criação desse neologismo, uma vez que a ética estava de certo modo esquecida, em relação à técnica, restringindo-se apenas à ética profissional. Hoje nos deparamos com uma ampla gama de produções nessa área que ajudam a nortear nossa ação enquanto cidadãos que buscam qualidade de vida e a preservação da vida no planeta. A bioética, no entanto, preocupa-se com o modo de ser: pensamento-julgamento-ação, em relação aos seres humanos entre si e com a natureza.<br>La bioética es un nuevo campo de conocimiento y una corriente del pensamiento que está en pleno desarrollo en Brasil, principalmente a partir de la década del 90. En este artículo explicamos el contexto de su surgimiento, justificando la necesidad de la creación de este neologismo, una vez que la ética estaba de una cierta manera relegada, con relación a la técnica, limitada apenas a la ética profesional. Hoy nosotros notamos una amplia gama de producciones en esta área que nos ayudan a orientar nuestras acciones como ciudadanos que buscan la calidad de vida y la preservación de la vida en el planeta. La bioética, sin embargo, se preocupa con el modo de ser: pensamiento-juicio-acción, con relación a los seres humanos entre sí y con la naturaleza.<br>Bioethics is a new field of knowledge and a current of thought that has been largely developing in Brazil, especially since the Nineties. In this article, we try to contextualize its inception by justifying the need to create such a neologism, since ethics was somewhat forgotten, in relation to the technique, being restricted to professional ethics. We are nowadays faced with a wide scope of works in this area that help guide our action as citizens who want quality of life and to preserve life on the planet. Bioethics, however, is concerned about the way of being: thought-judgment-action, in relation to human beings among them and towards nature