Digital technologies, teacher training and teaching practices

This article presents the research results involving teacher training in the era of cyberculture and its interrelation with knowledge, skills and attitudes by teachers in an educational context influenced by the use of Digital Technologies (DTs). The discussion advanced here results from a qualitative investigation, consisting of a case study, with data collected from semi-structured interviews with teachers of courses with a hybrid approach, in the setting of a non-profit university in the south of Brazil. To analyze the data, we used a methodology associated to discourse textual analysis. This investigation provided an understanding of the competencies evidenced by teachers who engage in good teaching practices with DTs, resulting in elements that allow us to reflect on planning educational actions in the scope of the academic/professional development of working professors. Four major competencies were identified as the object of reflection: digital fluency, teaching practice, planning and pedagogical intervention. In this article, we discuss the developments of digital fluency, for understanding its contribution to teachers that wish to use/create teaching practices with DTs, based on their experiences and those of their peers. The subjects interviewed in this study demonstrated a heightened level of familiarity regarding the use of technologies, but had limited training with respect to their didactic-methodological aspects. The results provided us with indicators to reflect on the organization of strategically-prepared training spaces so that the faculty can experiment, test, discuss and exchange experiences regarding teaching activities to include in their practices with the use of DTs.Este artigo apresenta os resultados de pesquisa envolvendo a formação docente em tempos de cibercultura e sua inter-relação com conhecimentos, habilidades e atitudes para atuação de professores no cenário educacional influenciado pelo uso de Tecnologias Digitais (TDs). A discussão aqui proposta é resultante de uma pesquisa qualitativa, apoiada por um estudo de caso, com dados coletados por meio de entrevistas semiestruturadas, no cenário de uma universidade comunitária no sul do Brasil, tendo como sujeitos os docentes que ministram disciplinas com abordagem semipresencial. Utilizou-se, para realizar a análise dos dados, uma metodologia associada à análise textual discursiva. A investigação possibilitou compreender as competências evidenciadas pelos docentes que empreendem boas práticas pedagógicas com TDs, resultando em elementos que nos permitem refletir acerca do planejamento de ações formativas no âmbito do desenvolvimento acadêmico/ profissional de professores em serviço. Foram identificadas quatro grandes competências a serem objeto de reflexão: fluência digital, prática pedagógica, planejamento e mediação pedagógica. Neste artigo, discutimos os desdobramentos da fluência digital, por entender sua contribuição para docentes que desejam utilizar/criar práticas pedagógicas com TDs, a partir de suas experiências e das de seus pares. Os sujeitos entrevistados no estudo demostraram um nível de familiaridade diferenciado quanto ao uso de tecnologias, mas evidenciaram restrições na sua formação no que tange a aspectos didático-metodológicos. Os resultados forneceram-nos indicadores para refletirmos a respeito da organização de espaços de formação estrategicamente pensados para que o corpo docente experimente, teste, discuta e troque experiências acerca das possibilidades didáticas para compor suas práticas com uso de TDs

CAPACIT@NDO: uma proposta de formação docente utilizando o Moodle

Este artigo apresenta reflexões a cerca da utilização do MOODLE comoespaço de integração e suporte para capacitação docente considerando a abordagembaseada na metodologia de educar pela pesquisa. A expansão da Internet e seus recursose a constatação da necessidade de capacitar os professores para conviver com os alunos"nativos digitais", nos remetem a necessidade de organizar a formação docenteconsiderando a inclusão das Tecnologias Digitais como recurso para construção deconhecimento. Observa-se que a maioria dos professores teve uma formação tradicionale aprenderam a construir conhecimento de forma diferente dos seus alunos, os "nativosdigitais". Buscou-se com este trabalho ofertar uma proposta de formação de professoresdo Ensino Fundamental que aproxime da sala de aula com o cotidiano de uma geraçãoacostumada a usar o ciberespaço como veiculo de comunicação e expressão

Radiation therapy for atypical and anaplastic meningiomas: an overview of current results and controversial issues

Meningiomas are the most common intracranial tumors. Most meningiomas are WHO grade 1 tumors whereas less than one-quarter of all meningiomas are classified as atypical (WHO grade 2) and anaplastic (WHO grade 3) tumors, based on local invasiveness and cellular features of atypia. Surgical resection remains the cornerstone of meningioma therapy and represents the definitive treatment for the majority of patients; however, grade 2 and grade 3 meningiomas display more aggressive behavior and are difficult to treat. Several retrospective series have shown the efficacy and safety of postoperative adjuvant external beam radiation therapy (RT) for patients with atypical and anaplastic meningiomas. More recently, two phase II prospective trials by the Radiation Therapy Oncology Group (RTOG 0539) and the European Organisation for Research and Treatment of Cancer (EORTC 2042) have confirmed the potential benefits of fractionated RT for patients with intermediate and high-risk meningiomas; however, several issues remain a matter of debate. Controversial topics include the timing of radiation treatment in patients with totally resected atypical meningiomas, the optimal radiation technique, dose and fractionation, and treatment planning/target delineation. Ongoing randomized trials are evaluating the efficacy of early adjuvant RT over observation in patients undergoing gross total resection. © 2022, The Author(s

Leptomeningeal disease and brain control after postoperative stereotactic radiosurgery with or without immunotherapy for resected brain metastases

Purpose Immunotherapy has shown activity in patients with brain metastases (BM) and leptomeningeal disease (LMD). We have evaluated LMD and intraparenchymal control rates for patients with resected BM receiving postoperative stereotactic radiosurgery (SRS) and immunotherapy or postoperative SRS alone. We hypothesize that postoperative SRS and immunotherapy will result in a lower rate of LMD with acceptable toxicity compared with postoperative SRS. Patients and methods One hundred and twenty-nine patients with non-small-cell lung cancer (NSCLC) and melanoma BM who received postoperative fractionated SRS (fSRS; 3×9 Gy) in combination with immunotherapy or postoperative fSRS alone for completely resected BM were retrospectively evaluated. The primary endpoint of the study was the rate of LMD after treatments. The secondary endpoints were local failure, distant brain parenchymal failure (DBF), overall survival (OS), and treatment-related toxicity. Results Sixty-three patients received postoperative SRS and immunotherapy, either nivolumab or pembrolizumab, and 66 patients received postoperative SRS alone to the resection cavity. With a median follow-up of 15 months, LMD occurred in 19 patients: fSRS group, 14; fSRS and immunotherapy, 5. The 12-month LMD cumulative rates were 22% (95% CI 14% to 37%) in the fSRS group and 6% (95% CI 2% to 17%) in the combined treatment group (p=0.007). Resection cavity control was similar between the groups, whereas DBF and OS were significantly different; the 1-year DBF rates were 31% (95% CI 20% to 46%) in the fSRS and immunotherapy group and 52% (95% CI 39% to 68%) in the fSRS group; respective OS rates were 78% (95% CI 67% to 88%) and 58.7% (95% CI 47% to 70%). Twenty-two patients undergoing postoperative fSRS and immunotherapy and nine subjected to postoperative fSRS experienced treatment-related imaging changes suggestive of radiation-induced brain necrosis (p=0.02). Conclusions Postoperative fSRS in combination with immunotherapy decreases the incidence of LMD and DBF in patients with resected BM from NSCLC and melanoma as compared with fSRS alone, reducing the rate of neurological death and prolonging survival

Evaluating amplified rDNA restriction analysis assay for identification of bacterial communities

Amplified ribosomal DNA restriction analysis (ARDRA) and restriction fragment length polymorphism were originally used for strain typing and for screening clone libraries to identify phylogenetic clusters within a microbial community. Here we used ARDRA as a model to examine the capacity of restriction-based techniques for clone identification, and the possibility of deriving phylogenetic information from ARDRA-based dendrograms. ARDRA was performed in silico on 48,759 sequences from the Ribosomal Database Project, and it was found that the fragmentation profiles were not necessarily unique for each sequence in the database, resulting in different species sharing fragmentation profiles. Although ARDRA-based clusters separated clones into different genera, these phylogenetic clusters did not overlap with trees constructed according to sequence alignment, calling into question the intra-genus ARDRA-based phylogeny. It is thus suggested that the prediction power of ARDRA clusters in identifying clone phylogeny be regarded with caution

Phylogenetic Analysis of a Spontaneous Cocoa Bean Fermentation Metagenome Reveals New Insights into Its Bacterial and Fungal Community Diversity

This is the first report on the phylogenetic analysis of the community diversity of a single spontaneous cocoa bean box fermentation sample through a metagenomic approach involving 454 pyrosequencing. Several sequence-based and composition-based taxonomic profiling tools were used and evaluated to avoid software-dependent results and their outcome was validated by comparison with previously obtained culture-dependent and culture-independent data. Overall, this approach revealed a wider bacterial (mainly γ-Proteobacteria) and fungal diversity than previously found. Further, the use of a combination of different classification methods, in a software-independent way, helped to understand the actual composition of the microbial ecosystem under study. In addition, bacteriophage-related sequences were found. The bacterial diversity depended partially on the methods used, as composition-based methods predicted a wider diversity than sequence-based methods, and as classification methods based solely on phylogenetic marker genes predicted a more restricted diversity compared with methods that took all reads into account. The metagenomic sequencing analysis identified Hanseniaspora uvarum, Hanseniaspora opuntiae, Saccharomyces cerevisiae, Lactobacillus fermentum, and Acetobacter pasteurianus as the prevailing species. Also, the presence of occasional members of the cocoa bean fermentation process was revealed (such as Erwinia tasmaniensis, Lactobacillus brevis, Lactobacillus casei, Lactobacillus rhamnosus, Lactococcus lactis, Leuconostoc mesenteroides, and Oenococcus oeni). Furthermore, the sequence reads associated with viral communities were of a restricted diversity, dominated by Myoviridae and Siphoviridae, and reflecting Lactobacillus as the dominant host. To conclude, an accurate overview of all members of a cocoa bean fermentation process sample was revealed, indicating the superiority of metagenomic sequencing over previously used techniques