Pediatric paraspinal penetrating sewing needle

Pediatric spinal injuries are very rare conditions and account for 1%-10% of all spinal injuries Domestic accidents, such as falling and bumping, are frequent events during childhood.In this study, a 1-year-old boy who was under treatment due to a penetrating trauma at the posterior thoracolumbar intersection is presented. The patient was referred to our clinic after a needle became impaled into his back due to an accident that occurred at home. The patient’s neurologic assessment was normal. A radiologic study of the patient showed the presence of a metallic foreign object, extending into the paravertebral muscle on the left side of the T12-L1 intersection. The needle was removed promptly after an emergent surgical procedure. No any complications were present during the follow-up visit after 1 month. Emergent surgical intervention is necessary in paraspinal and spinal penetrating traumas. © 2015, Yuzuncu Yil Universitesi Tip Fakultesi, Universitas Indonesia. All rights reserved

Optimal Scheduling of Trains on a Single Line Track

This paper describes the development and use of a model designed to optimise train schedules on single line rail corridors. The model has been developed with two major applications in mind, namely: as a decision support tool for train dispatchers to schedule trains in real time in an optimal way; and as a planning tool to evaluate the impact of timetable changes, as well as railroad infrastructure changes. The mathematical programming model described here schedules trains over a single line track. The priority of each train in a conflict depends on an estimate of the remaining crossing and overtaking delay, as well as the current delay. This priority is used in a branch and bound procedure to allow and optimal solution to reasonable size train scheduling problems to be determined efficiently. The use of the model in an application to a 'real life' problem is discussed. The impacts of changing demand by increasing the number of trains, and reducing the number of sidings for a 150 kilometre section of single line track are discussed. It is concluded that the model is able to produce useful results in terms of optimal schedules in a reasonable time for the test applications shown here

Comments on Sweeny and Gliozzi dynamics for simulations of Potts models in the Fortuin-Kasteleyn representation

We compare the correlation times of the Sweeny and Gliozzi dynamics for two-dimensional Ising and three-state Potts models, and the three-dimensional Ising model for the simulations in the percolation prepresentation. The results are also compared with Swendsen-Wang and Wolff cluster dynamics. It is found that Sweeny and Gliozzi dynamics have essentially the same dynamical critical behavior. Contrary to Gliozzi's claim (cond-mat/0201285), the Gliozzi dynamics has critical slowing down comparable to that of other cluster methods. For the two-dimensional Ising model, both Sweeny and Gliozzi dynamics give good fits to logarithmic size dependences; for two-dimensional three-state Potts model, their dynamical critical exponent z is 0.49(1); the three-dimensional Ising model has z = 0.37(2).Comment: RevTeX, 4 pages, 5 figure

Capacitar profissionais para trabalhar/difundir a segurança alimentar e nutricional da comunidade

Trabalho apresentado no II Congresso Nacional do PROJETO RONDON, realizado em Florianópolis, SC, no período de 23 a 25 de setembro de 2015 - Universidade Federal de Santa Catarina.O conceito de Segurança alimentar e Nutricional (SAN) é muito amplo, define-se como o direito de todos ao acesso a alimentos de qualidade e em quantidade, sem comprometer o acesso a outras necessidades essenciais. Além disso, a SAN constitui a prática de uma alimentação adequada com alimentos saudáveis, e consumir nutrientes necessários para as atividades diárias de cada cidadão. Sendo assim, foi desenvolvida durante a Operação Bororos - julho/2015, no Conjunto A de atividades no município de Nortelândia/MT, uma oficina que objetivou o esclarecimento dos direitos supracitados a toda população, além de promover o conhecimento sobre os alimentos que estão disponíveis para o consumo, e quais os benefícios que estes podem trazer para a saúde, sua quantidade e variedade adequada. Além de direcionar formas de promoção à alimentação saudável e de auto produção e consumo. Esta oficina foi desenvolvida na Escola Municipal Júlio Praxe de Duarte com auxílio de recursos audiovisuais para 47 pessoas que incluíam profissionais da área da saúde, merendeiras e comunidade em geral. Foram dois dias de atividade no período integral (manhã e tarde), onde no primeiro dia foram desenvolvidas atividades teóricas sobre conceitos de SAN, componentes dos alimentos, grupos alimentares, e aspectos de higiene alimentar. No segundo dia foram desenvolvidas atividades práticas, sendo construída, no período matutino uma horta comunitária no pátio da escola e no período vespertino praticado o monitoramento da SAN para a população, como exemplo, a realização do cálculo do Índice de Massa Corporal (IMC). Foi verificado que houve impacto das informações sobre a população, que se sentiu esclarecida, sendo ouvidos muitos relatos que deixou exposto que o ato de alimentar-se não expressava tanta preocupação com relação a qualidade e propósito dos alimentos. Também constatou-se que o conhecimento sobre como alimentar-se, e o que ingerir, e o porquê consumir tais alimentos apresentaram conceitos novos. Conclui-se desta forma que a atividade promoveu um impacto sobre a comunidade implicando em sua qualidade de vida, e que poderá ser replicada mesmo após a conclusão do trabalho dos rondonistas

Awakening, Efficacy, and Action: A Qualitative Inquiry of a Social Justiceâ Infused, Science Education Program

This article describes an innovative application of a social justiceâ infused pedagogy to an outâ ofâ school program for urban high school students. Using an interdisciplinary framework, the program featured a coherent synthesis of science, technology, engineering, and math (STEM) education, highlighting environmental and food justice perspectives; social justice education; and career and college planning. We used qualitative content analysis to analyze two separate interviews with six female and three male students of color ranging in age from 15 to 18 with an average age of 16.1 (SD=1.26) across an approximately 10â month time span. Utilizing a model of critical consciousness development as our organizing framework, we explored the studentsâ understanding of environmental and food justice issues. Participants indicated that they were actively engaged in learning about food and environmental justice, exploring STEM careers, and investigating the various ways that social justice is manifested in their lives. Implications for social justice and STEM education interventions as well as broader public policies are discussed.Peer Reviewedhttps://deepblue.lib.umich.edu/bitstream/2027.42/141159/1/asap12136.pdfhttps://deepblue.lib.umich.edu/bitstream/2027.42/141159/2/asap12136_am.pd

Diversity of teachers’ conceptions related to environment and human rights. A survey in 24 countries

The environmental, social and economical dimensions of ESD include human rights as equality of all the human beings independently to their gender, ethnic group, religion or sexual orientation. To analyse teachers’ conceptions on environment and on human rights, and to identify eventual links between them and with controlled parameters, a large survey has been done in 24 countries (8 749 teachers). The data are submitted to multivariate analyses. In the less developed countries, the teachers’ conceptions are more anthropocentric, less awareness of the problem of the limit of resources in our planet, and less reticent to use GMO (genetically modified organisms). These teachers are more believing in God, more practicing religion, more for “a strong central power”, “against the separation between science and religion”. The priority of ESD in these countries is poverty and development, while it is to avoid wasting and excessive consumption in the most developed countries. The teachers with the most anthropocentric conceptions more agree with these propositions: “It is for biological reasons that women more often than men take care of housekeeping” and “Ethnic groups are genetically different and that is why some are superior to others”, and more disagree with: “Homosexual couples should have the same rights as heterosexual couples”. These points illustrate that some socio-cultural traditions can differ from values of ESD (the universal human rights).CIEC – FCT Research Unit 317