Diagnostic accuracy of the defining characteristics of impaired swallowing in children with encephalopathy

The purpose of this study was to analyze the accuracy of the defining characteristics of the nursing diagnosis of impaired swallowing in children with encephalopathy. The measures of diagnostic accuracy for each indicator were verified through latent class analysis. The prevalence of swallowing impairment was 59.76% for a total of 82 children evaluated. The defining characteristics that had good measures of sensitivity (range: 79.59–99.99) and specificity (range: 72.72–99.99) were as follows: food falls from the mouth, tongue action ineffective in forming bolus, prolonged bolus formation, inability to clear the oral cavity, and food refusal. Eight characteristics can be used as warning signs for impaired swallowing because they have high sensitivity values. In addition, ten characteristics presented high specificity and can be used to confirm this diagnosis in children with encephalopathy. Considering the findings of the swallowing pattern assessments through the analysis of the accuracy measures, it is verified that the evidence presented here should guide the pediatrics nurses in the diagnosis decision making. Indicators of high sensitivity should be used as warning signs for swallowing impairment, and the high specificity indicators should be used as a confirmatory sign of this condition and requires immediate intervention52e7e1

Effects of alcohol on behavioral and morphologic indices of sexual maturation in male rats

Results of studies support the suggestion that alcohol treatment after weaning produces a delay in the onset of puberty and a decrease in the weight of sex organs of male rats. The effect of alcohol on other morphologic and behavioral indices related to sexual maturation, however, has not been evaluated. In the current study, chronic consumption of alcohol (6% ethanol) in male rats, from weaning to 47 days of age, advanced the occurrence of increased values of genital grooming and spontaneous penile erections and of preputial separation, but had no effect on sex organ weight or penile spine number. Findings from the current study reflect that the effects of alcohol on the morphologic and behavioral indices of sexual maturation are distinct and emphasize the importance of studying critical peripubertal ages after chronic exposure to alcohol. © 2004 Elsevier Inc. All rights reserved

Caracterização histomorfológica do sistema tegumentar auricular de cateto - Pecari tajacu Linnaeus, 1758)

RESUMO A criopreservação de tecido somático derivado da pele de catetos consiste numa alternativa para a conservação da biodiversidade por meio da associação com a transferência nuclear. Nesse contexto, a manipulação de tecidos da pele é uma etapa crucial para o sucesso dessa biotécnica. Portanto, o objetivo do presente estudo, foi caracterizar o sistema tegumentar auricular periférico de catetos, visando aprimorar a conservação tecidual. Para tanto, fragmentos auriculares de oito animais foram avaliados quanto às camadas teciduais, aos componentes, à atividade proliferativa e à viabilidade metabólica, usando-se as colorações hematoxilina-eosina e tricrômico de Gomori, quantificação de AgNORs e microscopia eletrônica de transmissão. Assim, tamanhos de 104,2µm e 222,6µm foram observados para epiderme e derme, com uma proporção volumétrica de 36,6% e 58,7%, respectivamente. Além disso, na epiderme, foram evidenciadas as camadas basal (22,5µm), intermediárias (53,5µm) e córnea (28,2µm), com valores médios de 65,3 células epidermais, 43,4 melanócitos e 14,8 halos perinucleares. Já a derme apresentou 127 fibroblastos, com 2,5 AgNORs/nucléolo. Adicionalmente, a atividade metabólica foi de 0,243. Em conclusão, o sistema tegumentar auricular periférico de catetos possui algumas marcantes variações em relação a outros mamíferos, quanto ao número de camadas e espessura da epiderme, quantidade de células epidermais, melanócitos e parâmetros proliferativos

A intervenção do psicólogo em contextos de educação especial na grande Florianópolis The intervention of the psychologist in special education contexts in greater Florianopolis

A educação especial tem sido um contexto de inserção do psicólogo na área educacional. À luz das políticas de inclusão vigentes, a atuação do psicólogo se volta à promoção de práticas educacionais que favoreçam a participação e aprendizado de todos os alunos. A formação de profissionais na área da educação demanda o estudo das necessidades sociais que irão atender. Somente a partir de dados concretos acerca do contexto e das possibilidades de intervenção pode-se identificar os conhecimentos que deverão ser ensinados. Entretanto, são raros os estudos que investigam as formas contemporâneas de intervenção da psicologia na educação especial. Assim, reunir dados sobre essa atuação permite instrumentalizar a reflexão sobre a formação em psicologia educacional. Esse trabalho é resultado de uma pesquisa qualitativa e exploratória que objetivou descrever as características da atuação de psicólogos da Grande Florianópolis vinculados à instituições de educação especial. Os dados foram coletados por meio de entrevistas semiestruturadas. As categorizações foram decorrentes do dialogo estabelecido nas entrevistas e, portanto, constituídas posteriormente. A análise dos dados permitiu verificar a sobreposição das três formas de intervenção que historicamente definiram a atuação do psicólogo nessa área, a saber, a segregação, a integração e a inclusão, sendo o foco principal de atuação centrada no aluno com queixa escolar e/ou com suspeita de deficiência intelectual. Diante disso, conclui-se esse estudo ressaltando a importância dos psicólogos refletirem sobre as implicações das políticas inclusivas para sua prática profissional.<br>In the field of education, special education has been context in which psychologists have a place. In light of the existing inclusion policies, the work of the psychologist has been directed toward promoting educational practices that benefit all students' participation and learning. The training of professionals in this educational area demands studying the social needs that will be encountered. The only way to identify what kinds of knowledge should be taught is to obtain tangible data about the context and the intervention possibilities. Nevertheless, few studies have been carried out to investigate contemporary forms of psychological intervention in special education. Thus, gathering data about this issue contributes as a basis on which to build reflection and understanding for professional preparation in educational psychology. This article is the result of qualitative and exploratory research designed to describe the procedural characteristics of psychologists working in special education institutions in Greater Florianopolis. The data was collected through semi-structured interviews. The categorization was derived from the exchanges established during the interviews and were therefore constituted at a later moment. The data analysis enabled us to perceive an overlap of three intervention forms that historically define the psychologists' procedure in this area, namely, segregation, integration, and inclusion, with the main procedural focus being on the student with a school grievance and/or suspected of having an intellectual disability. Based on these findings, this paper concludes by highlighting the importance of psychologists reflecting on the implications of inclusive policies in their professional practices