Quality Of Life Assessment In Children With Cerebral Palsy

Objectives: Evaluate the QoL of children with CP followed at Núcleo de Tratamento e Estimulação Precoce, in Fortaleza, Ceará, Brazil; identify the most affected domains of the Pediatric Quality of Life Inventory. Methods: This was a cross-sectional, of which target population consisted of parents of children with CP (N = 62). Data collection was carried out by applying the socioeconomic questionnaire and the Health-related Quality of Life tool – HRQoL-PedsQL version 4.0, module applied to parents. Data analysis was performed with SPSS statistical software, version 23.0. Results: The results after transformation of scores into a scale of 0 to 100 in PedsQL, the data showed statistical difference between QOL domains except for physical capacity and social aspect and in descending order of impairment, the domains were related to school activity, the emotional aspect, physical capacity and the social aspect. Conclusions: Given the above, to attain improvement in QoL indicators, it is reasonable to propose interdisciplinary intervention among healthcare professionals in order to develop improved strategies aiming to promote early integration of children with CP in schools, to obtain significant results

Dementia in Latin America : paving the way towards a regional action plan

Regional challenges faced by Latin American and Caribbean countries (LACs) to fight dementia, such as heterogeneity, diversity, political instabilities, and socioeconomic disparities, can be addressed more effectively grounded in a collaborative setting based on the open exchange of knowledge. In this work, the Latin American and Caribbean Consortium on Dementia (LAC-CD) proposes an agenda for integration to deliver a Knowledge to Action Framework (KtAF). First, we summarize evidence-based strategies (epidemiology, genetics, biomarkers, clinical trials, nonpharmacological interventions, networking and translational research) and align them to current global strategies to translate regional knowledge into actions with transformative power. Then, by characterizing genetic isolates, admixture in populations, environmental factors, and barriers to effective interventions and mapping these to the above challenges, we provide the basic mosaics of knowledge that will pave the way towards a KtAF. We describe strategies supporting the knowledge creation stage that underpins the translational impact of KtAF

Burkholderia pseudomallei: a case report of a human infection in Ceará, Brazil Burkholderia pseudomallei: infecção humana no Ceará, Brasil

Burkholderia pseudomallei has rarely been isolated from environmental and clinical specimens in South America, particularly, in Brazil. This report describes a case of melioidosis with fulminant sepsis in a 10 year old boy, from rural area, in Tejuçuoca, State of Ceará, Brazil. Blood samples were positive and, through the analysis of results from biochemical tests and of drugs susceptibility profile, identified this gram-negative bacillus as B. pseudomallei. The contamination source remains obscure in this case, as soil and water tanks samples submitted to microbiological analyses did not indicate the presence of B. pseudomallei.<br>O isolamento de Burkholderia pseudomallei, de meio ambiente e de espécimes clínicos, foi raramente registrado na América do Sul, particularmente no Brasil. Este relato descreve o caso de melioidose em um paciente de 10 anos de idade, de área rural do estado do Ceará (Tejuçuoca). As hemoculturas foram positivas e as análises dos testes bioquímicos e de susceptibilidade aos antimicrobianos do isolado foram indicativos para a identificação de B. pseudomallei. A fonte de contaminação foi obscura, uma vez que as análises microbiológicas de solo e água no tanque foram negativas

Os saberes e o fazer pedagógico: uma integração entre teoria e prática Knowledges and pedagogical practice: an integration between theory and practice

O saber-fazer docente desperta o interesse dos educadores que tratam deste tema sob diferentes ópticas: competência do professor; integração do conhecimento subjacente do aluno; do professor reflexivo-crítico; da proposta de educação libertadora e prática política; e reconhecimento da complexidade da educação e reflexão sobre a fragmentação das disciplinas, dificultando a interdisciplinaridade. Este estudo descritivo qualitativo trata de um processo de ensino a partir de análises teóricas e empíricas, proposto por Edgar Morin, ocorrido na disciplina Didática, no Mestrado em Educação·em Saúde da UNIFOR, em 2004. Participaram da pesquisa vinte mestrandos de várias categorias profissionais. Os resultados demonstram que a dinâmica empregada propiciou a integração, maior compreensão dos conceitos e obtenção de clima descontraído para aprendizagem. Concluímos que estratégias tais como jogo; dinâmicas grupais e psicodrama pedagógico favorecem a participação e a expressão de sentimentos, permitem a interação, assimilação e compartilhamento das experiências na elaboração coletiva do conhecimento.<br>The teaching know-how arouses the interest of educators who deal with this subject from different points of view: teacher's competence; integration of the student's hidden knowledge; the reflexive-critical teacher; proposal for liberating education and political practice; the recognition of educational complexity and reflection on the fragmentation of disciplines which make difficult the interdisciplinariety. This descriptive-qualitative study is about a teaching process based on theoretical and empirical analyses, proposed by Edgar Morin, and took place in the discipline of didactics from the Master Course of Health and Education at UNIFOR in 2004. Twenty Master students from several professional categories participated in the event. The outcomes showed that the dynamics applied to the study provided greater understanding of concepts, integration, as well as relaxing environment concerning the learning process. It is concluded that strategies such as games, group dynamics and pedagogical psychodrama provide participation and the expression of feelings, interaction, assimilation and experiences shared through the collective construction of knowledge