Discussions between teacher and students in a geometric modeling environment

Neste trabalho, tecemos reflexões a partir de uma experiência de modelagem geométrica de logotipos de marcas, classificada como intermediária entre o segundo e o terceiro casos, ao considerar-se a relação entre Modelagem Matemática e currículo segundo Barbosa (2001), que se desenvolve dentro da perspectiva educacional de acordo com Kaiser e Sriraman (2006). Temos por objetivo identificar o caráter de discussões ocorridas entre professora e alunos, e as etapas que compuseram o ambiente de aprendizagem, além de analisar como os estudantes realizam o primeiro contato com conteúdos de Geometria Analítica a partir de conhecimentos prévios sobre funções e da exploração dos recursos de um programa computacional. Observamos a dinâmica em uma sala de aula do Ensino Médio com foco nas atuações da professora e dos estudantes durante as discussões realizadas neste ambiente de aprendizagem. Registramos evidências de que: as discussões foram matemáticas ou técnicas, com prioridades para a primeira categoria. A atuação da professora, em consonância com a Pedagogia da Pergunta, favoreceu a autonomia do grupo, que desenvolveu a tarefa com algum grau de independência, conectando conhecimentos prévios e novas experiências e, apesar de algumas dificuldades, saiu da zona de conforto de atividades fechadas e bem determinadas.In this work, we reflect over an experience of geometric modeling of brand logos that is developed in the educational perspective according to Kaiser e Sriraman (2006), classified as intermediate between the second and third levels, considering the relationship between Mathematical Modeling and curriculum developed by Barbosa (2001). We aim to identify the character of discussions between teacher and students and the steps that made up the learning environment, and analyze how students make the first contact with Analytical Geometry contents from previous knowledge about functions and exploration of resources. of a computer program. We observed the dynamics in a high school classroom focusing on the teacher's and students' performances during the dialogues in this learning environment. We registered evidence that: the discussions were mathematical or technical, with priorities for the first category. The teacher's performance, in line with Pedagogy of the Question, favored the autonomy of the students, who developed the task with some degree of independence, connecting previous knowledge and new experiences and, despite some difficulties, left the comfort zone of closed and well-defined activities

Discussões entre professora e alunos em um ambiente de modelagem geométrica

Neste trabalho, tecemos reflexões a partir de uma experiência de modelagem geométrica de logotipos de marcas, classificada como intermediária entre o segundo e o terceiro casos, ao considerar-se a relação entre modelagem matemática e currículo segundo Barbosa (2001), que se desenvolve dentro da perspectiva educacional de acordo com Kaiser e sriraman (2006). Observamos a dinâmica em uma sala de aula do Ensino Médio com foco nas atuações da professora e dos estudantes durante as discussões realizados neste ambiente de aprendizagem. Registramos evidências de que: as discussões foram matemática ou técnicas, com prioridades para a primeira categoria. a atuação da professora, em consonância com a pedagogia da Pergunta, favoreceu a autonomia do grupo, que desenvolveu a tarefa com algum grau de independência, conectando conhecimentos prévios e novas experiências e, apesar de algumas dificuldades, saiu da zona de conforto de atividades fechadas e bem determinadas

O trabalho profissional da psicologia e do serviço social na política de assistência social : questões, tensões e perspectivas

Isabel Fernandes de Oliveira - PrefácioMaria Rosângela Batistoni - Prefácio-

Gráficos no design de marcas : uma proposta utilizando o GrafEq

O uso de softwares como ferramentas de ensino vem sendo gradualmente introduzido no cotidiano das escolas. O objetivo do presente trabalho foi, através de uma atividade proposta a alunos do Ensino Médio, investigar se os alunos identificam, fora do plano cartesiano, gráficos de equações e funções, nas formas geométricas de logotipos de marcas comerciais conhecidas, e se compreendem o significado de uma inequação e a representação gráfica de uma desigualdade, com a utilização do software GrafEq. Anotações e fotografias foram utilizadas para registro, além da aplicação de um questionário para avaliação da atividade. As respostas ao questionário, bem como o desenvolvimento da atividade pelos alunos, foram utilizados para propor uma reflexão sobre o que é um problema e a criação de Ambientes de Aprendizagem através da Modelagem Matemática e da Resolução de Problemas.The use of softwares as teaching tools has been gradually introduced in schools. The objective of this study was to investigate wheter high school students identify, out of Cartesian plane, graphics of equations and functions in the geometric shapes of know trademark logos, and understand the meaning and the graphical representation of an inequality, with one proposed activity using the GrafEq software. Notes and photographs were used to record the activity, in addition to the application of a questionnaire to the students to also assess the activity. The responses to the questionnaire as well as the development of the activity by the students, were used to proposed a reflection on what is a problem, and how to create learning environments through Mathematical Modeling and Problem Solving

Discussões entre professora e alunos em um ambiente de modelagem geométrica

Neste trabalho, tecemos reflexões a partir de uma experiência de modelagem geométrica de logotipos de marcas, classificada como intermediária entre o segundo e o terceiro casos, ao considerar-se a relação entre Modelagem Matemática e currículo segundo Barbosa (2001), que se desenvolve dentro da perspectiva educacional de acordo com Kaiser e Sriraman (2006). Observamos a dinâmica em uma sala de aula do Ensino Médio com foco nas atuações da professora e dos estudantes durante as discussões realizados neste ambiente de aprendizagem. Registramos evidências de que: as discussões foram matemática ou técnicas, com prioridades para a primeira categoria. A atuação da professora, em consonância com a Pedagogia da Pergunta, favoreceu a autonomia do grupo, que desenvolveu a tarefa com algum grau de independência, conectando conhecimentos prévios e novas experiências e, apesar de algumas dificuldades, saiu da zona de conforto de atividades fechadas e bem determinadas

Geoeconomic variations in epidemiology, ventilation management, and outcomes in invasively ventilated intensive care unit patients without acute respiratory distress syndrome: a pooled analysis of four observational studies

Background: Geoeconomic variations in epidemiology, the practice of ventilation, and outcome in invasively ventilated intensive care unit (ICU) patients without acute respiratory distress syndrome (ARDS) remain unexplored. In this analysis we aim to address these gaps using individual patient data of four large observational studies. Methods: In this pooled analysis we harmonised individual patient data from the ERICC, LUNG SAFE, PRoVENT, and PRoVENT-iMiC prospective observational studies, which were conducted from June, 2011, to December, 2018, in 534 ICUs in 54 countries. We used the 2016 World Bank classification to define two geoeconomic regions: middle-income countries (MICs) and high-income countries (HICs). ARDS was defined according to the Berlin criteria. Descriptive statistics were used to compare patients in MICs versus HICs. The primary outcome was the use of low tidal volume ventilation (LTVV) for the first 3 days of mechanical ventilation. Secondary outcomes were key ventilation parameters (tidal volume size, positive end-expiratory pressure, fraction of inspired oxygen, peak pressure, plateau pressure, driving pressure, and respiratory rate), patient characteristics, the risk for and actual development of acute respiratory distress syndrome after the first day of ventilation, duration of ventilation, ICU length of stay, and ICU mortality. Findings: Of the 7608 patients included in the original studies, this analysis included 3852 patients without ARDS, of whom 2345 were from MICs and 1507 were from HICs. Patients in MICs were younger, shorter and with a slightly lower body-mass index, more often had diabetes and active cancer, but less often chronic obstructive pulmonary disease and heart failure than patients from HICs. Sequential organ failure assessment scores were similar in MICs and HICs. Use of LTVV in MICs and HICs was comparable (42·4% vs 44·2%; absolute difference -1·69 [-9·58 to 6·11] p=0·67; data available in 3174 [82%] of 3852 patients). The median applied positive end expiratory pressure was lower in MICs than in HICs (5 [IQR 5-8] vs 6 [5-8] cm H2O; p=0·0011). ICU mortality was higher in MICs than in HICs (30·5% vs 19·9%; p=0·0004; adjusted effect 16·41% [95% CI 9·52-23·52]; p<0·0001) and was inversely associated with gross domestic product (adjusted odds ratio for a US$10 000 increase per capita 0·80 [95% CI 0·75-0·86]; p<0·0001). Interpretation: Despite similar disease severity and ventilation management, ICU mortality in patients without ARDS is higher in MICs than in HICs, with a strong association with country-level economic status

Association of Country Income Level With the Characteristics and Outcomes of Critically Ill Patients Hospitalized With Acute Kidney Injury and COVID-19

Introduction: Acute kidney injury (AKI) has been identified as one of the most common and significant problems in hospitalized patients with COVID-19. However, studies examining the relationship between COVID-19 and AKI in low- and low-middle income countries (LLMIC) are lacking. Given that AKI is known to carry a higher mortality rate in these countries, it is important to understand differences in this population. Methods: This prospective, observational study examines the AKI incidence and characteristics of 32,210 patients with COVID-19 from 49 countries across all income levels who were admitted to an intensive care unit during their hospital stay. Results: Among patients with COVID-19 admitted to the intensive care unit, AKI incidence was highest in patients in LLMIC, followed by patients in upper-middle income countries (UMIC) and high-income countries (HIC) (53%, 38%, and 30%, respectively), whereas dialysis rates were lowest among patients with AKI from LLMIC and highest among those from HIC (27% vs. 45%). Patients with AKI in LLMIC had the largest proportion of community-acquired AKI (CA-AKI) and highest rate of in-hospital death (79% vs. 54% in HIC and 66% in UMIC). The association between AKI, being from LLMIC and in-hospital death persisted even after adjusting for disease severity. Conclusions: AKI is a particularly devastating complication of COVID-19 among patients from poorer nations where the gaps in accessibility and quality of healthcare delivery have a major impact on patient outcomes

Thrombotic and hemorrhagic complications of COVID-19 in adults hospitalized in high-income countries compared with those in adults hospitalized in low- and middle-income countries in an international registry

Background: COVID-19 has been associated with a broad range of thromboembolic, ischemic, and hemorrhagic complications (coagulopathy complications). Most studies have focused on patients with severe disease from high-income countries (HICs). Objectives: The main aims were to compare the frequency of coagulopathy complications in developing countries (low- and middle-income countries [LMICs]) with those in HICs, delineate the frequency across a range of treatment levels, and determine associations with in-hospital mortality. Methods: Adult patients enrolled in an observational, multinational registry, the International Severe Acute Respiratory and Emerging Infections COVID-19 study, between January 1, 2020, and September 15, 2021, met inclusion criteria, including admission to a hospital for laboratory-confirmed, acute COVID-19 and data on complications and survival. The advanced-treatment cohort received care, such as admission to the intensive care unit, mechanical ventilation, or inotropes or vasopressors; the basic-treatment cohort did not receive any of these interventions. Results: The study population included 495,682 patients from 52 countries, with 63% from LMICs and 85% in the basic treatment cohort. The frequency of coagulopathy complications was higher in HICs (0.76%-3.4%) than in LMICs (0.09%-1.22%). Complications were more frequent in the advanced-treatment cohort than in the basic-treatment cohort. Coagulopathy complications were associated with increased in-hospital mortality (odds ratio, 1.58; 95% CI, 1.52-1.64). The increased mortality associated with these complications was higher in LMICs (58.5%) than in HICs (35.4%). After controlling for coagulopathy complications, treatment intensity, and multiple other factors, the mortality was higher among patients in LMICs than among patients in HICs (odds ratio, 1.45; 95% CI, 1.39-1.51). Conclusion: In a large, international registry of patients hospitalized for COVID-19, coagulopathy complications were more frequent in HICs than in LMICs (developing countries). Increased mortality associated with coagulopathy complications was of a greater magnitude among patients in LMICs. Additional research is needed regarding timely diagnosis of and intervention for coagulation derangements associated with COVID-19, particularly for limited-resource settings