Experienced Nonnative English-Speaking Teachers’ Nonnativeness-Related Challenges, Coping Strategies, and Identity Construction

Kamhi-Stein (1999) declares that little is known about nonnative English-speaking teachers (NNEST) who work in ESL settings also known as Inner Circle countries. Twenty years later, Fan and de Jong (2019) have echoed that view by stating that traditionally research on NNESTs focuses on Teaching English to Speakers of Other Languages (TESOL) international graduate students and that little is known about professional nonnative English-speaking teachers in English-dominant environments such as the U.S.A. Therefore, to try to help fill this gap in the literature, I investigated the lived experiences of English teachers who speak English as an additional language, often called nonnative English-speaking teachers, through a critical phenomenological heuristic approach. More specifically, those teachers are experienced nonnative ESL teachers who have been working in Intensive English Programs (IEPs) in the U.S.A. for at least five years. Through open-ended interviews five participants, originally from Argentina, Brazil, The Philippines, and Russia, shared how they have navigated nonnativeness-related challenges and their coping strategies when dealing with such challenges. They also stated that the challenges and strategies they have had over their years of ESL teaching experience in the U.S.A. has influenced how they have transformed and reconstructed their Language teacher identities (LTI). The whole process has indicated an often-emotional journey into a more empowered, more confident, and prouder view of themselves as nonnative ESL teachers. In addition to help filling the gap in the literature mentioned above, the purpose of this research is also to contribute to raising awareness in the TESOL field by clarifying certain myths and bringing light to unknown facts related to nonnative English-speaking teachers in an Inner Circle country, the U.S.A

Experienced Nonnative English-Speaking Teachers’ Nonnativeness-Related Challenges, Coping Strategies, and Identity Construction

Kamhi-Stein (1999) declares that little is known about nonnative English-speaking teachers (NNEST) who work in ESL settings also known as Inner Circle countries. Twenty years later, Fan and de Jong (2019) have echoed that view by stating that traditionally research on NNESTs focuses on Teaching English to Speakers of Other Languages (TESOL) international graduate students and that little is known about professional nonnative English-speaking teachers in English-dominant environments such as the U.S.A. Therefore, to try to help fill this gap in the literature, I investigated the lived experiences of English teachers who speak English as an additional language, often called nonnative English-speaking teachers, through a critical phenomenological heuristic approach. More specifically, those teachers are experienced nonnative ESL teachers who have been working in Intensive English Programs (IEPs) in the U.S.A. for at least five years. Through open-ended interviews five participants, originally from Argentina, Brazil, The Philippines, and Russia, shared how they have navigated nonnativeness-related challenges and their coping strategies when dealing with such challenges. They also stated that the challenges and strategies they have had over their years of ESL teaching experience in the U.S.A. has influenced how they have transformed and reconstructed their Language teacher identities (LTI). The whole process has indicated an often-emotional journey into a more empowered, more confident, and prouder view of themselves as nonnative ESL teachers. In addition to help filling the gap in the literature mentioned above, the purpose of this research is also to contribute to raising awareness in the TESOL field by clarifying certain myths and bringing light to unknown facts related to nonnative English-speaking teachers in an Inner Circle country, the U.S.A

Alterações nos níveis plasmáticos de biomarcadores de pacientes com dor crônica

JUSTIFICATIVA E OBJETIVOS: Analisar as evidências científicas sobre alterações nos níveis plasmáticos de interleucinas, óxido nítrico, metaloproteinases de matriz extracelular, bradicinina e cortisol em pacientes com dor crônica. CONTEÚDO: Os estudos foram identificados por meio das bases de dados eletrônicas: Pubmed/Medline, Scopus, LILACS e Web of Science, publicados no período de junho a dezembro de 2016. Os artigos selecionados foram classificados em ficha de identificação, seleção dos participantes, elegibilidade, critérios de inclusão e exclusão. Os artigos selecionados foram avaliados por meio de análise de conteúdo, buscando identificar os biomarcadores presentes nos pacientes com dor crônica. Foram selecionados 13 artigos que abordavam a dosagem plasmática de biomarcadores em humanos com dor crônica. A maior parte dos artigos apresentou a dose de citocinas, seguidos pelo cortisol. Apenas um artigo apresentou a dose de óxido nítrico e nenhum artigo identificou a dosagem de níveis plasmáticos de metaloproteinases de matriz extracelular e bradicinina. CONCLUSÃO: Pôde-se verificar modificações nos níveis plasmáticos de citocinas inflamatórias e anti-inflamatórias, e que os níveis plasmáticos de cortisol estão relacionados com os sintomas de ansiedade e depressão nos pacientes com dor crônica. No entanto, não foi possível verificar as alterações nos níveis de plasma do óxido nítrico, bradicinina e metaloproteinase de matriz extracelular devido à ausência de evidências científicas.BACKGROUND AND OBJECTIVES: To analyze the scientific evidence on the changes in plasma levels of interleukins, nitric oxide, extracellular matrix metalloproteinases, bradykinins, and cortisol in patients with chronic pain. CONTENTS: The studies were identified by searching the following electronic databases: Pubmed/Medline, Scopus, LILACS, and Web of Science, published from June of 2016 to December of 2016. The selected articles were presented in a flow chart based on their identification, selection, eligibility and inclusion and exclusion criteria. The content of the articles included in the study was analyzed to identify the biomarkers present in patients with chronic pain. Thirteen articles that addressed the plasma biomarkers levels in humans with chronic pain were selected. Most of the articles presented the cytokines levels, followed by cortisol. Only one article mentioned the nitric oxide, and none mentioned what plasma levels of extracellular matrix metalloproteinases and bradykinins were identified. CONCLUSION: Changes were observed in inflammatory and anti-inflammatory cytokine plasma levels, and that cortisol is related to anxiety and depression symptoms in patients with chronic pain. However, it was not possible to identify the changes in plasma levels of nitric oxide, bradykinin, and extracellular matrix metalloproteinases due to the absence of scientific evidence

A identidade do professor que utiliza as tecnologias e mídias digitais na sua prática pedagógica

Orientador: Prof. Dr. Ricardo Antunes de SáDissertação (mestrado) - Universidade Federal do Paraná, Setor de Educação, Programa de Pós-Graduação em Educação. Defesa: Curitiba, 29/07/2015Inclui referências : f. 161-171Resumo: O presente trabalho teve como objetivo caracterizar a relação existente entre a identidade do professor e o uso das tecnologias e mídias digitais na prática docente. O problema da investigação centrou-se em responder: Qual é a identidade do professor que utiliza as tecnologias e mídias digitais na sua prática pedagógica nas escolas da rede municipal de ensino do município de Araucária? A temática sobre a identidade docente e sobre os saberes docentes foram fundamentados nos autores: Ferreira (2009), Hall (2006), Morin (2003, 2005, 2011, 2014), Novoa (1992), Oliveira (2006), Sarmento (2009), Silva (2000), Contreras (2012), Meirieu (2005, 2006) Pimenta (2000, 2012), Azzi (2012), Tardif (2002, 2013) e Charlot (2000). As discussões sobre educação, tecnologias e o processo de utilização, integração e apropriação das tecnologias e mídias digitais pelo professor foram elaboradas a partir das contribuições de Kenski (2007; 2013), Leite (2003), Gomes (2013), Binotto e Sá (2013), Masetto (2003), Vosgerau (2005, 2007), Castells (1999), Lemos (2003, 2004, 2013), Lévy (1999), Valente (2005, 2008), Moran (1994, 2003; 2007), Pretto (2011), Moersh (1996), Sandholtz, et al (1997) entre outros, que foram consultados visando o aprofundamento teórico e a reflexão em relação à problemática do estudo. A pesquisa se inscreve numa abordagem de cunho qualitativo e percorreu três etapas de investigação: Etapa inicial do Estudo Exploratório que teve a finalidade de validar o instrumento de coleta de dados com 20 professores. A etapa II, Estudo Exploratório que contou com 218 participantes para análise dos questionários, e a etapa III, Validação dos dados da pesquisa na qual se realizou as entrevistas com 7 professores, que contribuíram para aprofundar os dados obtidos no estudo exploratório. A investigação teve início em 2014 com a elaboração e aplicação dos questionários (Etapas I e II) e transcorreu até 2015 com as entrevistas (Etapa III). A pesquisa foi realizada com os professores da primeira etapa do Ensino Fundamental do Município de Araucária. A partir das análises dos dados foi possível identificar os fatores individuais e institucionais que influenciam no processo de utilização, integração e apropriação das tecnologias e mídias digitais pelo professor. Os fatores individuais foram: a) Saber Tecnológico; b) Motivação, c) Trabalho docente e d) Cibercultura. Os fatores institucionais foram: a) Infraestrutura, b) Tempo; c) Formação continuada; d) Valorização; e) Cultura da escola; f) Cultura escolar; g) Investimento e h) Suporte técnico-pedagógico. Os resultados indicaram que a identidade docente é um fenômeno multidimensional, e configura-se como um processo inacabado. As mudanças socioculturais ocorridas pelo uso dos recursos tecnológicos digitais contribuem para modificar a identidade docente. Cada professor estabelece uma relação particular com o uso das tecnologias e mídias digitais na sua prática pedagógica que é influenciada pelos múltiplos fatores que constituem o processo de utilização, integração e apropriação das tecnologias e mídias digitais. Palavras-chave: Identidade docente. Utilização, Integração e Apropriação das Tecnologias. Saberes docentes. Prática docenteAbstract: This study aimed to characterize the relationship between identity of the teacher and the use of technology and digital media in teaching practice. The problem of the research focused to answer: What is the relationship between the identity of the teacher and the use of technology and digital media in teaching practice in public schools in the city of Araucaria? The thematic about teacher identity and about teaching knowledge were based in the authors: Ferreira (2009), Hall (2006), Morin (2003; 2011; 2014), Novoa (1992), Oliveira (2006), Sarmento (2009), Silva (2000), Contreras (2012), Meirieu (2006) Pimenta (2000; 2012), Azzi (2012), Tardif (2013) e Charlot (2000). The discussions about education, cyberculture, technology and the process of utilization, integration and appropriation of technologies and digital media by the teacher were elaborate from the contributions of Kenski (2007; 2013), Leite (2003), Sancho (2006), Masetto (2003), Vosgerau (2007), Castells (1999), Lemos (2013), Lévy (1999), Valente (2008), Moran (2007; 2011), Moersh (1996) e Sandholtz, et al (1997). Among others, that were consulted aiming the deepening theoretical and the reflection in relation to the problem of study. The research sign up in a approach qualitative and gone through three stages of investigation: Initial step of the Exploratory Study which had the purpose to validate the data collection instrument with 20 teachers. The step II, Exploratory Study which featured with 218 participants to analyze the questionnaires and the step III Validation of research data in which it held interviews with 7 teachers who contributed to deepen the data obtained in the exploratory study. The investigation began in 2014 with the development and application of questionnaires (Steps I and II) and passed by 2015 with interviews (Step III). The research was conducted with the teachers of the first stage of Elementary Education of the City of Araucaria. From the data analysis it was possible to identify individual and institutional factors that influence the process of utilization, integration and appropriation of technologies and digital media by teacher. The individual factors were: a) Technological Know; b) Motivation; c) Teaching work and d) Cibercultura. The Institutional factors were: a) infrastructure; b) Time; c) Continuing education; d) Valuation; e) School of Culture; f) School culture; g) Investment and h) technical and pedagogical support. The results indicated that the teacher identity is a multidimensional phenomenon, and appears as an unfinished process. Socio-cultural changes by the use of digital technology resources contribute to modify the teaching identity. Each teacher establishes a special relationship with the use of technology and digital media in their teaching practice that is influenced by multiple factors that constitute the process of utilization, integration and appropriation of technology and digital media. Keywords: Teacher identity. Utilization, integration and appropriation of technologies. Teaching knowledge. Teaching practice

Aquatic Plyometric Training Associated with Androgenic Anabolic Steroids do not Increase Muscle Mass in Rats

To improve athletic performance or for aesthetic reasons, athletes and no athletes may use androgenic anabolic steroids (AAS). Numerous studies have reported that aquatic plyometric training (APT) can improve muscular strength and vertical jump; however the effect of these training protocols on muscular mass are poorly investigated. The aim of this study was to investigate the effects of APT associated with AAS in the soleus, gastrocnemius (Gastro), extensor digitorium longus (EDL) and tibialis anterior (TA) skeletal muscles in rats. Animals were grouped into: sedentary (S); S with AAS (AAS); trained (T); and T with AAS (AAST). Exercised groups performed jumps in water: 4 series of 10 jumps each and 30-second rest interval between series, for 7 weeks with a progressive overload of 50 to 80% of body weight and were killed after the last exercise session. Nandrolone decanoate (5 mg/kg – supraphysiological dose) was injected subcutaneously twice a week. One way analyses of variance was performed and there was no statistically significant difference between groups in EDL (p=0.169), TA (p=0.739), Gastro (p=0.722) and Soleus (p=1.000) muscles. AAS, training or their association induced no alterations in the weight of the studied muscles. In conclusion, the APT did not increase the muscle weight as well as the association with AAS treatment

Antimicrobial resistance of aerobes and facultative anaerobes isolated from the oral cavity

OBJECTIVES: This study evaluated the resistance to antimicrobials of aerobes and facultative anaerobes isolated from patients wearing complete dentures, patients with gingivitis and periodontitis, and periodontally health subjects. MATERIAL AND METHODS: Three hundred and four isolates were tested. The minimal inhibitory concentrations of the drugs were evaluated through the agar dilution method using Mueller-Hinton agar. RESULTS: The most active antimicrobial drugs were the carbapenems (meropenem and imipenem), and resistance to these drugs was restrict to 1.6-2.3% of the isolates, as well as ciprofloxacin and rifampin. Microbial resistance to ampicillin, amoxicillin/clavulanic acid, cefoxitin, cephalothin, amikacin, chloramphenicol and nalidixic acid was particularly high. In most cases, the resistance to β-lactams was mediated by the production of hydrolytic enzymes, especially in gram-negative enteric rods, while enterococci did not evidence production of these enzymes. The association amoxicillin/clavulanic acid was not effective in 28.3% of the tested isolates. CONCLUSIONS: The results of this investigation confirmed that the oral cavity of patients with periodontitis and gingivitis, and particularly edentulous patients wearing complete dentures could harbor microorganisms with several antimicrobial resistance markers, and these microorganisms are frequently implicated in multiresistant, systemic, oral or nosocomial infections

Exercise and Tendon Remodeling Mechanism

Tendons connect muscles to bones and transmit the force exerted by the corresponding muscle to the skeleton and, therefore, are key components for locomotion. They are responsive to mechanical factors, which are essential for cellular functioning, tendon development, homeostasis, and repairing. Mechanical signals are transduced via molecular signaling pathways which trigger tendon adaptive responses. Previous data have already shown that exercise training promotes physiological adaptive responses, such as morphological properties and biomechanical and biochemical adaptations

Nandrolone Decanoate associated with exercise training inhibit vascular endothelial growth factor (VEGF) mRNA expression in rat soleus muscle

Androgenic-anabolic steroids (AAS) have been used for both performance improvement and aesthetic reasons. It is well know that high doses of AAS induce serious adverse effects such as skeletal muscle injuries, including increase in the rate of muscle strains/ruptures. Vascular endothelial growth factor (VEGF) is a key factor in angiogenesis induction on both physiological and pathological conditions The aim of this study was to investigate VEGF mRNA expression in rat soleus muscle after jumping training associated with AAS administration. Wistar rats were grouped into: sedentary (S); trained without AAS (T); sedentary nandrolone decanoate (ND)-treated (AAS); and trained with AAS (AAST). The trained groups carried out jumps in water at 32°C.: 4 series of 10 jumps each, with a 30-second interval among series, for 7 weeks, with 50-80% overload of the animal corporal mass. The AAS (Decadurabolin® - 5mg/kg) was injected subcutaneously in the animal’s back twice a week. Real-time PCR analyses showed that training significantly increased VEGF mRNA expression in comparison with the S and AAS groups. When exercise training was associated with nandrolone decanoate, the VEGF mRNA expression was inhibited compared with T group. The inhibition of VEGF expression by AAS administration can decrease angiogenesis in skeletal muscle. These results suggest that the AAS may be strongly prejudicial to muscle remodeling and performance

Strength training and nandrolone decanoate decreased myostatin expression

Nandrolone decanoate is a androgenic anabolic steroid (AAS) which targets the satellite cells in skeletal muscles. These cells are considered the stem cells of skeletal muscle, and they are essential for muscle growth and repair. Myostatin is a negative regulator of muscle mass that inhibits myoblast proliferation and differentiation. Recognizing the mechanisms related to AAS action in skeletal muscle is critical for a better understand of muscular physiology under AAS use. The aim of this study was to investigate the effects of aquatic plyometric training (APT) with overload associated with AAS on the gastrocnemius muscle of rats. Animals were grouped into: sedentary (S); S with AAS (AAS); trained (T); and T with AAS (AAST). Exercised groups performed jumps in water: 4 sets of 10 jumps each and 30-second rest interval between series, for 7 weeks with a progressive overload of 50 to 80% of body weight and were killed after the last exercise session. AAS (5 mg/kg – supraphysiological dose) was injected subcutaneously. One-way Anova and Turkey post hoc tests were used. Myostatin mRNA expression was determined by real-time RT-PCR. p\u3c0.05 was considered statistically significant. APT did not change myostatin expression (p=0.873). However, the interaction with AAS downregulated myostatin (p=0.039). EAA and EAAT groups expressed less myostatin than the group T (p=0.013 and p=0.009, respectively). These results should be taken with care, since other variables related to muscle remodeling should be evaluated