Efetividade de diferentes estratégias de intervenção com ferro nos níveis de hemoglobina e ferritina em escolares de Teresina, Piauí, Brasil Effectiveness of different iron supplementation strategies on hemoglobin and ferritin levels among schoolchildren in Teresina, Piauí State, Brazil

O estudo avaliou o efeito das intervenções com sulfato ferroso e com ferro bisglicina quelato nas concentrações de hemoglobina e ferritina sérica em escolares de 7-11 anos, de ambos os sexos, de Teresina, Piauí, Brasil. Foi desenvolvido ensaio clínico-comunitário, randomizado, envolvendo 138 escolares, com níveis de hemoglobina < 11,5g/dL, alocados, individualmente, em dois grupos de tratamento. Um grupo (n = 71) recebeu 40mg de sulfato ferroso, uma vez/semana, e o outro (n = 67) 3,8mg de ferro bisglicina quelato, fracionados em biscoitos consumidos três vezes/semana, durante oito semanas. Houve um incremento (p < 0,01) médio, nas concentrações de hemoglobina, de 1,1g/dL entre os escolares que receberam sulfato ferroso e de 0,9g/dL para aqueles que receberam ferro bisglicina quelato, embora sem diferença (p > 0,05) na comparação intergrupos. Nenhum impacto foi observado (p > 0,05) nas reservas corporais de ferro. Entretanto, escolares que apresentaram depleção das reservas corporais de ferro (< 15ng/mL), no início dos tratamentos, tiveram aumento (p < 0,01) nas concentrações médias de ferritina sérica, após a intervenção, embora com efeito similar (p > 0,05) entre os grupos de tratamento. Os resultados confirmam a efetividade das intervenções e ratificam o uso do esquema semanal com sulfato ferroso e com ferro bisglicina quelato no tratamento da deficiência do mineral e da anemia ferropriva.<br>This study evaluated the effectiveness of supplementation with ferrous sulfate and iron bis-glycinate chelate on hemoglobin and serum ferritin levels among schoolchildren (7-11 years) of both sexes. A randomized community-based trial including 138 anemic children (hemoglobin < 11.5g/dL) was conducted in Teresina, Piauí State, Brazil. Children were assigned to two treatment groups on an individual basis. One group (n = 71) received 40mg iron as ferrous sulfate once weekly and the other group (n = 67) received 3.8mg of iron bis-glycinate chelate-enriched cookies, 3x/week, for 8 weeks. The interventions showed a significant increase (p < 0.01) in hemoglobin levels (1.1g/dL) for children who received ferrous sulfate and 0.9g/dl in those who received iron bis-glycinate chelate, although not significant in the inter-group comparison (p > 0.05). No effect was observed on body iron for either intervention (p > 0.05). Children with depleted iron stores (< 15ng/mL) at the beginning of interventions showed increased serum ferritin concentrations after 8 weeks (p < 0.01), although no difference between treatments (p > 0.05) was observed. The results confirm the effectiveness of the iron supplementation interventions and corroborate the use of iron salts or ferrous bisglycinate chelate on a weekly basis to overcome iron deficiency and anemia

Online and Collaborative Tools During Academic and Erasmus Studies

The Author(s), under exclusive license to Springer Nature Singapore Pte Ltd. 2021 R. Babo et al. (eds.), Workgroups eAssessment: Planning, Implementing and Analysing Frameworks, Intelligent Systems Reference Library 199,Part of the students’ academic path is the elaboration, construction and presentation of works where there is an interaction between various elements of a group. It is common, in many countries, for students to actively participate in groups, either between classmates or even from another country, with the aim of designing, creating and presenting tasks, where information should be viewed and changed by all group members, if possible, simultaneously. A few years ago, in order to be able to carry out this kind of academic group work, it was necessary to synchronize times, days and places with the group members so that the work meeting could take place. Now, this interaction is virtually possible, first with chats, videoconferences and a variety of virtual tools and their many possibilities. This chapter starts from a literature review on studies with online collaborative work platforms to analyze, through testimonials from higher education students, if online collaborative work tools have been an asset for students during their academic career, including participation in the Erasmus Program in different countries. It was found that university students find these tools useful, despite the fact that the uses do not have the support or guidance of their educational institutions and are not accompanied by an in-depth study of these tools, which have caused problematic situations that could have been avoided