Educação pela ação ambiental: a coleta seletiva de resíduos sólidos em um departamento de instituição superior de ensino

The present study has the goal of discussing the interrelations between the premises of environmental education and the better functioning of a selective collection of solid waste. From the posed question, reviewing the historiography of the environmental education and the conceptions of selective collection of solid waste, through the review of scientific literature about both subjects, it is obtained data of the referred interrelations. The confirmation of the proposed interrelation was verified by an experiment done in one of the academic departments of the Technological Federal University of Parana, too. Thus, it was constituted in a case study, which demonstrated empirically a direct relation between the applications of environmental education and the betterment of the functioning efficiency of a selective collection system. That is, as much better the environmental education applied, more efficient is the selective collection system. The conclusions of such investigations indicate that the environmental educative processes deserve special attention by occasions of implementation and monitoring of selective collection programs, because they are essential for the good functioning of such systems. Selective collection is related to Technology, because the segregation of waste is done by the fact that there are recycling technological processes, while the diversity of contemporary wastes occurs due to new technological processes. Thus, Technology is a determining factor in the complexity of selective collection systems, and that's why it is studied in this thesis.Este estudo tem o objetivo de discutir as inter-relações entre pressupostos da Educação Ambiental e a coleta seletiva de resíduos sólidos. Resgatando-se historiograficamente a Educação Ambiental e as concepções de coleta seletiva de resíduos sólidos, a partir de revisão das literaturas sobre a temática, obtêm-se dados sobre estas inter-relações. A constatação da inter-relação proposta também foi verificada por um experimento realizado em um dos Departamentos acadêmicos da Universidade Tecnológica Federal do Paraná. Assim, constituiu-se num estudo de caso, que também demonstrou empiricamente a relação direta entre a Educação Ambiental e a melhoria de funcionamento de sistemas de coleta seletiva. As conclusões oriundas destas investigações indicam que os processos educativos ambientais merecem atenção especial quando da implementação e do monitoramento de programas de coleta seletiva, pois são essenciais ao bom funcionamento destes programas. Relaciona-se a questão da coleta seletiva com a Tecnologia, pois a segregação de resíduos é realizada em função de processos tecnológicos existentes para a reciclagem, enquanto a diversidade de resíduos contemporâneos dá-se em função de novos processos tecnológicos. Assim, a Tecnologia é fator determinante na complexidade dos sistemas de coleta seletiva, e por esta razão é abordada neste Trabalho

Educação Ambiental para a Saúde – Atividades Interdisciplinares entre o Ensino de Ciências e o de Línguas

Interdisciplinarity deepens the understanding of the sciences, as well as the teaching and learning processes in formal Environmental Education. The interaction between the areas is pertinent to the development of all fields of scientific and academic knowledge. One of the functions of Education is to prepare the individual for life in society. Society is related to the environment, removing its subsistence through the appropriation of natural resources and energy, degrading the conditions of environmental balance, as a result of the continuous production of consumer goods and energy on a large scale. Such imbalances constitute environmental impacts that are deleterious to ecosystems, including human health. The importance of linking academic knowledge with environmental issues is undeniable. The sustainability of societies depends on the adequate maintenance of the vital conditions of biodiversity and natural ecosystems, as human communities are dependent on their ecological environment. Thus, one of the possible initiatives for Science Education towards sustainability is to correlate environmental and health issues with language teaching. Such actions could increase interdisciplinarity through integration with Environmental Education and Health Education, considering that Health Education, in a broad sense, can be understood as a branch of Environmental Education.La interdisciplinariedad profundiza en la comprensión de las ciencias, así como en los procesos de enseñanza y aprendizaje en la Educación Ambiental formal. La interacción entre áreas es pertinente para el desarrollo de todos los campos del conocimiento científico y académico. Una de las funciones de la Educación es preparar al individuo para la vida en sociedad. La sociedad se relaciona con el medio ambiente, tomando de él su subsistencia a través de la apropiación de los recursos naturales materiales y energéticos, degradando las condiciones de equilibrio ambiental, debido a la producción continua de bienes de consumo y energía a gran escala. Estos desequilibrios constituyen impactos ambientales perjudiciales para los ecosistemas, incluso en lo que respecta a la salud humana. La importancia de vincular los conocimientos académicos a las cuestiones medioambientales es innegable. La sostenibilidad de las sociedades depende del mantenimiento adecuado de las condiciones vitales de la biodiversidad y los ecosistemas naturales, ya que las comunidades humanas dependen de los entornos ecológicos que las rodean. Así, una de las posibles iniciativas de la enseñanza de las ciencias hacia la sostenibilidad es correlacionar las cuestiones medioambientales y de salud con la enseñanza de idiomas. Tales acciones podrían aumentar la interdisciplinariedad, a través de la integración con la Educación Ambiental y la Educación para la Salud, considerando que la Educación para la Salud, en un sentido amplio, puede ser entendida como una rama de la Educación Ambiental.L'interdisciplinarité permet d'approfondir la compréhension des sciences ainsi que les processus d'enseignement et d'apprentissage dans l'éducation environnementale formelle. L'interaction entre les domaines est pertinente pour le développement de tous les domaines de la connaissance scientifique et universitaire. L'une des fonctions de l'éducation est de préparer l'individu à la vie en société. La société entre en relation avec l'environnement, en lui prélevant sa subsistance par l'appropriation des ressources naturelles matérielles et énergétiques, en dégradant les conditions d'équilibre environnemental, du fait de la production continue de biens de consommation et d'énergie à grande échelle. De tels déséquilibres constituent des impacts environnementaux qui sont délétères pour les écosystèmes, y compris en ce qui concerne la santé humaine. L'importance de lier les connaissances académiques aux questions environnementales est indéniable. La durabilité des sociétés dépend du maintien adéquat des conditions vitales de la biodiversité et des écosystèmes naturels, car les communautés humaines dépendent des milieux écologiques qui les entourent. Ainsi, l'une des initiatives possibles pour l'enseignement des sciences dans le sens de la durabilité est de mettre en corrélation les questions d'environnement et de santé avec l'enseignement des langues. Ces actions pourraient accroître l'interdisciplinarité, en intégrant l'éducation à l'environnement et l'éducation à la santé, étant donné que l'éducation à la santé, au sens large, peut être considérée comme une branche de l'éducation à l'environnement.A interdisciplinaridade aprofunda a compreensão das Ciências, bem como dos processos de ensino e aprendizagem na Educação Ambiental formal. A interação entre as áreas é pertinente ao desenvolvimento de todos os campos do conhecimento científico e acadêmico. Uma das funções da Educação é a de preparar o indivíduo para a vida em sociedade. A sociedade relaciona-se com o ambiente, retirando do mesmo a sua subsistência por meio da apropriação dos recursos naturais materiais e energéticos, degradando as condições de equilíbrio ambiental, em função da produção contínua de bens de consumo e energia em grande escala. Tais desequilíbrios constituem-se em impactos ambientais que resultam ser deletérios aos ecossistemas, inclusive no atinente à saúde humana. É incontestável a importância de concatenar os saberes acadêmicos com as questões ambientais. A sustentação das sociedades depende da manutenção adequada das condições vitais da biodiversidade e dos ecossistemas naturais, pois as comunidades humanas são dependentes dos seus ambientes ecológicos de entorno. Assim, uma das iniciativas possíveis para o Ensino de Ciências em direção à sustentabilidade é correlacionar às questões ambientais e de saúde ao ensino de línguas. Tais ações poderiam incrementar a interdisciplinaridade, por meio da integração com a Educação Ambiental e Educação para a saúde, considerando-se que a Educação para a saúde, em sentido amplo, pode ser compreendida como um ramo da Educação Ambiental

PROPOSTA DE UMA SEQUÊNCIA DIDÁTICA NO CONTEXTO MULTICULTURAL DO ENSINO DE BIOLOGIA

O presente trabalho apresenta a proposição de uma sequência didática composta de dez aulas, direcionada a docentes de Ciências Naturais e tendo como foco turmas de terceiro ano do Ensino Médio. Como base, foram adotadas as concepções do multiculturalismo crítico e do Ensino intercultural, em vista à aproximação da realidade dos estudantes às salas de aula de Biologia. O tema, por sua vez, foi o da relação entre problemas causados ao meio ambiente e ações humanas, trazendo, portanto, a união do plural ao natural. Com o material concretizado foi possível avaliar as suas contribuições e desafios. Como contribuição considera-se a sequência didática como uma possível referência aos docentes de Biologia, a um tema ainda incipiente e com poucas experiências relatadas. Os desafios partem da complexidade de elaboração de aulas baseadas nas concepções adotadas. Tais problemas colocam à prova a capacidade de renovação e criatividade de professores ligados às Ciências Naturais, em vista à elaboração de estratégias que se façam mais atentas à realidade dos alunos

Omecamtiv mecarbil in chronic heart failure with reduced ejection fraction, GALACTIC‐HF: baseline characteristics and comparison with contemporary clinical trials

Aims: The safety and efficacy of the novel selective cardiac myosin activator, omecamtiv mecarbil, in patients with heart failure with reduced ejection fraction (HFrEF) is tested in the Global Approach to Lowering Adverse Cardiac outcomes Through Improving Contractility in Heart Failure (GALACTIC‐HF) trial. Here we describe the baseline characteristics of participants in GALACTIC‐HF and how these compare with other contemporary trials. Methods and Results: Adults with established HFrEF, New York Heart Association functional class (NYHA) ≥ II, EF ≤35%, elevated natriuretic peptides and either current hospitalization for HF or history of hospitalization/ emergency department visit for HF within a year were randomized to either placebo or omecamtiv mecarbil (pharmacokinetic‐guided dosing: 25, 37.5 or 50 mg bid). 8256 patients [male (79%), non‐white (22%), mean age 65 years] were enrolled with a mean EF 27%, ischemic etiology in 54%, NYHA II 53% and III/IV 47%, and median NT‐proBNP 1971 pg/mL. HF therapies at baseline were among the most effectively employed in contemporary HF trials. GALACTIC‐HF randomized patients representative of recent HF registries and trials with substantial numbers of patients also having characteristics understudied in previous trials including more from North America (n = 1386), enrolled as inpatients (n = 2084), systolic blood pressure < 100 mmHg (n = 1127), estimated glomerular filtration rate < 30 mL/min/1.73 m2 (n = 528), and treated with sacubitril‐valsartan at baseline (n = 1594). Conclusions: GALACTIC‐HF enrolled a well‐treated, high‐risk population from both inpatient and outpatient settings, which will provide a definitive evaluation of the efficacy and safety of this novel therapy, as well as informing its potential future implementation

O ENSINO DE HISTÓRIA E CULTURA AFRO-BRASILEIRA E AFRICANA E A EDUCAÇÃO AMBIENTAL: : ESTUDO DO MEIO EM CURITIBA-PR

The education of ethnic-racial relations, as well as environmental education, are foreseen in the Brazilian legislature, are regulated by resolutions of the National Council of Education (CNE) and are considered essential in basic education. Both areas mentioned are not listed as subjects in basic education curricula, but can be treated transversally and interdisciplinary. The present essay analyses the didactic-pedagogical possibilities between the education of ethnic-racial relations and environmental education in the context of an urban tourist circuit (in Curitiba), thus promoting the transversal and interdisciplinary teaching of this pair of educational dimensions in basic educationLa educación de las relaciones étnico-raciales, así como la educación ambiental, están previstas en la legislatura brasileña, están reglamentadas por resoluciones del Consejo Nacional de Educación (CNE) y son consideradas esenciales también en la educación básica. Ambas áreas mencionadas no figuran como asignaturas en los currículos de educación básica, pero pueden ser tratadas de manera transversal e interdisciplinaria. El presente ensayo estudia las posibilidades didáctico-pedagógicas entre la educación de las relaciones étnico-raciales y la educación ambiental en el contexto de un circuito turístico urbano (en Curitiba), promoviendo así la enseñanza transversal e interdisciplinaria de este par de dimensiones educativas en la educación básicaA educação das relações étnico-raciais, assim como a educação ambiental, estão previstas na legislatura brasileira, são regulamentadas por resoluções do Conselho Nacional de Educação (CNE) e são consideradas essenciais também na educação básica. Ambas as áreas referidas não constam como disciplinas nos currículos da educação básica, mas podem ser tratadas transversal e interdisciplinarmente. O presente ensaio estuda as possibilidades didático-pedagógicas entre a educação das relações étnico-raciais e a educação ambiental no contexto de um circuito turístico urbano (em Curitiba), promovendo assim o ensino transversal e interdisciplinar deste par de dimensões educativas na educação básic

Infective Endocarditis in Patients on Chronic Hemodialysis

International audienceInfective endocarditis (IE) is a common and serious complication in patients receiving chronic hemodialysis (HD)

Influence of the timing of cardiac surgery on the outcome of patients with infective endocarditis and stroke.

BACKGROUND: The timing of cardiac surgery after stroke in infective endocarditis (IE) remains controversial. We examined the relationship between the timing of surgery after stroke and the incidence of in-hospital and 1-year mortalities. METHODS: Data were obtained from the International Collaboration on Endocarditis-Prospective Cohort Study of 4794 patients with definite IE who were admitted to 64 centers from June 2000 through December 2006. Multivariate logistic regression and Cox regression analyses were performed to estimate the impact of early surgery on hospital and 1-year mortality after adjustments for other significant covariates. RESULTS: Of the 857 patients with IE complicated by ischemic stroke syndromes, 198 who underwent valve replacement surgery poststroke were available for analysis. Overall, 58 (29.3%) patients underwent early surgical treatment vs 140 (70.7%) patients who underwent late surgical treatment. After adjustment for other risk factors, early surgery was not significantly associated with increased in-hospital mortality rates (odds ratio, 2.308; 95% confidence interval [CI], .942-5.652). Overall, probability of death after 1-year follow-up did not differ between 2 treatment groups (27.1% in early surgery and 19.2% in late surgery group, P = .328; adjusted hazard ratio, 1.138; 95% CI, .802-1.650). CONCLUSIONS: There is no apparent survival benefit in delaying surgery when indicated in IE patients after ischemic stroke. Further observational analyses that include detailed pre- and postoperative clinical neurologic findings and advanced imaging data (eg, ischemic stroke size), may allow for more refined recommendations on the optimal timing of valvular surgery in patients with IE and recent stroke syndromes

Impact of early valve surgery on outcome of staphylococcus aureus prosthetic valve infective endocarditis: Analysis in the international collaboration of endocarditis-prospective cohort study

Background. The impact of early valve surgery (EVS) on the outcome of Staphylococcus aureus (SA) prosthetic valve infective endocarditis (PVIE) is unresolved. The objective of this study was to evaluate the association between EVS, performed within the first 60 days of hospitalization, and outcome of SA PVIE within the International Collaboration on Endocarditis-Prospective Cohort Study. Methods. Participants were enrolled between June 2000 and December 2006. Cox proportional hazards modeling that included surgery as a time-dependent covariate and propensity adjustment for likelihood to receive cardiac surgery was used to evaluate the impact of EVS and 1-year all-cause mortality on patients with definite left-sided S. aureus PVIE and no history of injection drug use. Results. EVS was performed in 74 of the 168 (44.3%) patients. One-year mortality was significantly higher among patients with S. aureus PVIE than in patients with non-S. aureus PVIE (48.2% vs 32.9%; P = .003). Staphylococcus aureus PVIE patients who underwent EVS had a significantly lower 1-year mortality rate (33.8% vs 59.1%; P = .001). In multivariate, propensity-adjusted models, EVS was not associated with 1-year mortality (risk ratio, 0.67 [95% confidence interval, .39-1.15]; P = .15). Conclusions. In this prospective, multinational cohort of patients with S. aureus PVIE, EVS was not associated with reduced 1-year mortality. The decision to pursue EVS should be individualized for each patient, based upon infection-specific characteristics rather than solely upon the microbiology of the infection causing PVIE

Infective Endocarditis After Transcatheter Versus Surgical Aortic Valve Replacement

Abstract Background Scarce data are available comparing infective endocarditis (IE) following surgical aortic valve replacement (SAVR) and transcatheter aortic valve replacement (TAVR). This study aimed to compare the clinical presentation, microbiological profile, management, and outcomes of IE after SAVR versus TAVR. Methods Data were collected from the “Infectious Endocarditis after TAVR International” (enrollment from 2005 to 2020) and the “International Collaboration on Endocarditis” (enrollment from 2000 to 2012) registries. Only patients with an IE affecting the aortic valve prosthesis were included. A 1:1 paired matching approach was used to compare patients with TAVR and SAVR. Results A total of 1688 patients were included. Of them, 602 (35.7%) had a surgical bioprosthesis (SB), 666 (39.5%) a mechanical prosthesis, 70 (4.2%) a homograft, and 350 (20.7%) a transcatheter heart valve. In the SAVR versus TAVR matched population, the rate of new moderate or severe aortic regurgitation was higher in the SB group (43.4% vs 13.5%; P < .001), and fewer vegetations were diagnosed in the SB group (62.5% vs 82%; P < .001). Patients with an SB had a higher rate of perivalvular extension (47.9% vs 27%; P < .001) and Staphylococcus aureus was less common in this group (13.4% vs 22%; P = .033). Despite a higher rate of surgery in patients with SB (44.4% vs 27.3%; P < .001), 1-year mortality was similar (SB: 46.5%; TAVR: 44.8%; log-rank P = .697). Conclusions Clinical presentation, type of causative microorganism, and treatment differed between patients with an IE located on SB compared with TAVR. Despite these differences, both groups exhibited high and similar mortality at 1-year follow-up