Closed Kinetic Chain Upper Extremity Stability test (CKCUES test): a reliability study in persons with and without shoulder impingement syndrome

Background: the Close Kinetic Chain Upper Extremity Stability Test (CKCUES test) is a low cost shoulder functional test that could be considered as a complementary and objective clinical outcome for shoulder performance evaluation. However, its reliability was tested only in recreational athletes' males and there are no studies comparing scores between sedentary and active samples. the purpose was to examine inter and intrasession reliability of CKCUES Test for samples of sedentary male and female with (SIS), for samples of sedentary healthy male and female, and for male and female samples of healthy upper extremity sport specific recreational athletes. Other purpose was to compare scores within sedentary and within recreational athletes samples of same gender.Methods: A sample of 108 subjects with and without SIS was recruited. Subjects were tested twice, seven days apart. Each subject performed four test repetitions, with 45 seconds of rest between them. the last three repetitions were averaged and used to statistical analysis. Intraclass Correlation Coefficient ICC2,1 was used to assess intrasession reliability of number of touches score and ICC2,3 was used to assess intersession reliability of number of touches, normalized score, and power score. Test scores within groups of same gender also were compared. Measurement error was determined by calculating the Standard Error of the Measurement (SEM) and Minimum detectable change (MDC) for all scores.Results: the CKCUES Test showed excellent intersession reliability for scores in all samples. Results also showed excellent intrasession reliability of number of touches for all samples. Scores were greater in active compared to sedentary, with exception of power score. All scores were greater in active compared to sedentary and SIS males and females. SEM ranged from 1.45 to 2.76 touches (based on a 95% CI) and MDC ranged from 2.05 to 3.91 (based on a 95% CI) in subjects with and without SIS. At least three touches are needed to be considered a real improvement on CKCUES Test scores.Conclusion: Results suggest CKCUES Test is a reliable tool to evaluate upper extremity functional performance for sedentary, for upper extremity sport specific recreational, and for sedentary males and females with SIS.Fundação de Amparo à Pesquisa do Estado de São Paulo (FAPESP)Universidade Federal de São Paulo, Dept Human Movement Sci, Santos, BrazilUniv São Paulo, Sch Med,Univ, Dept Biomech Med & Rehabil Locomotor Apparat, BR-14049 Ribeirao Preto, BrazilPhysiotherapy Orthoped Clin, Ribeirao Preto, BrazilUniv São Paulo, Postgrad Program Rehabil & Funct Performance, BR-14049 Ribeirao Preto, BrazilUniversidade Federal de São Paulo, Dept Human Movement Sci, Santos, BrazilFAPESP: 2008/50675-6FAPESP: 2008/51456-6Web of Scienc

Educação do Campo e o Ensino de Ciências: Experiências em uma escola ribeirinha no Sul do Estado do Amazonas

ABSTRACT. This work is the result of a research developed in the academic master's degree in Science and Humanities Teaching at the Federal University of Amazonas - Campus Vale do Rio Madeira. It aimed to discuss the extent to which the integration of traditional/popular knowledge about plants contributes to the development of scientific education for students at a riverside school in the Southern Amazonas state. It is a qualitative and descriptive field research, which was developed with 15 students of the 7th, 8th and 9th grades of a riverside school located in a traditional community in a municipality of the Amazonas state. The investigation was based on participatory activities, such as: questions, practical classes and drawings. Based on the development of activities, we have found out that there is a lot of knowledge about plants in the life of these students, in addition to the importance of articulating their knowledge with scientific concepts in the teaching of Natural Sciences. In general, we highlight how important it is to discuss the integration of knowledge in rural education, with methodologies that prioritize multidimensional methods, considering social, cultural and environmental knowledge.ABSTRACT. This work is the result of a research developed in the academic master's degree in Science and Humanities Teaching at the Federal University of Amazonas - Campus Vale do Rio Madeira. It aimed to discuss the extent to which the integration of traditional/popular knowledge about plants contributes to the development of scientific education for students at a riverside school in the Southern Amazonas state. It is a qualitative and descriptive field research, which was developed with 15 students of the 7th, 8th and 9th grades of a riverside school located in a traditional community in a municipality of the Amazonas state. The investigation was based on participatory activities, such as: questions, practical classes and drawings. Based on the development of activities, we have found out that there is a lot of knowledge about plants in the life of these students, in addition to the importance of articulating their knowledge with scientific concepts in the teaching of Natural Sciences. In general, we highlight how important it is to discuss the integration of knowledge in rural education, with methodologies that prioritize multidimensional methods, considering social, cultural and environmental knowledge.RESUMEN. Este trabajo es el resultado de una investigación desarrollada en la maestría académica en Docencia en Ciencias y Humanidades de la Universidad Federal del Amazonas - Campus Vale do Rio Madeira. Su objetivo era discutir en qué medida la integración del conocimiento tradicional / popular sobre las plantas contribuye al desarrollo de la educación científica de los estudiantes de una escuela ribereña de la región sur del estado del Amazonas. Se trata de una investigación de campo, cualitativa y descriptiva, desarrollada con 15 alumnos de 7º, 8º y 9º años de una escuela en el campo, ubicada en una comunidad tradicional de un municipio del Amazonas. La investigación se basó en actividades participativas, tales como: preguntas, clases prácticas y dibujos. A partir del desarrollo de actividades, se constató una gran riqueza de conocimientos sobre las plantas en la vida de estos estudiantes, además de la importancia de articular conocimientos vividos con conceptos científicos en la enseñanza de las Ciencias Naturales. En general, se destaca la importancia de discutir la integración del conocimiento en la educación rural, con metodologías que prioricen enfoques multidimensionales, considerando el conocimiento social, cultural y ambiental.ABSTRACT. This work is the result of a research developed in the academic master's degree in Science and Humanities Teaching at the Federal University of Amazonas - Campus Vale do Rio Madeira. It aimed to discuss the extent to which the integration of traditional/popular knowledge about plants contributes to the development of scientific education for students at a riverside school in the Southern Amazonas state. It is a qualitative and descriptive field research, which was developed with 15 students of the 7th, 8th and 9th grades of a riverside school located in a traditional community in a municipality of the Amazonas state. The investigation was based on participatory activities, such as: questions, practical classes and drawings. Based on the development of activities, we have found out that there is a lot of knowledge about plants in the life of these students, in addition to the importance of articulating their knowledge with scientific concepts in the teaching of Natural Sciences. In general, we highlight how important it is to discuss the integration of knowledge in rural education, with methodologies that prioritize multidimensional methods, considering social, cultural and environmental knowledge.Este trabalho é resultado de uma pesquisa desenvolvida no mestrado acadêmico em Ensino de Ciências e Humanidades na Universidade Federal do Amazonas - Campus Vale do Rio Madeira. Teve como objetivo discutir em que medida a integração dos saberes tradicionais/populares sobre plantas contribuem para o desenvolvimento da educação científica de estudantes em uma escola ribeirinha na região sul do Estado do Amazonas. É uma pesquisa de campo, qualitativa e descritiva, desenvolvida com 15 estudantes de 7º, 8º e 9º anos de uma escola do campo, situada em uma comunidade tradicional em um município do Amazonas. A investigação se deu a partir de atividades participativas, como: perguntas, aulas práticas e desenhos. Com base no desenvolvimento das atividades, constatou-se uma riqueza de saberes sobre plantas na vida dos referidos estudantes, além da importância da articulação de conhecimentos vividos com conceitos científicos no ensino de Ciências da Natureza.  De uma forma geral, destaca-se quão importante discutir a integração de saberes na educação do campo, com metodologias que priorizem abordagens multidimensionais, considerando saberes sociais, culturais e ambientais. Palavras-chave: educação do campo, ensino de ciências, educação científica.   Rural Education and Science Teaching: Experiences in a riverside school in the Southwest Amazonas ABSTRACT. This work is the result of a research developed in the academic master's degree in Science and Humanities Teaching at the Federal University of Amazonas - Campus Vale do Rio Madeira. It aimed to discuss the extent to which the integration of traditional/popular knowledge about plants contributes to the development of scientific education for students at a riverside school in the Southern Amazonas state. It is a qualitative and descriptive field research, which was developed with 15 students of the 7th, 8th and 9th grades of a riverside school located in a traditional community in a municipality of the Amazonas state. The investigation was based on participatory activities, such as: questions, practical classes and drawings. Based on the development of activities, we have found out that there is a lot of knowledge about plants in the life of these students, in addition to the importance of articulating their knowledge with scientific concepts in the teaching of Natural Sciences. In general, we highlight how important it is to discuss the integration of knowledge in rural education, with methodologies that prioritize multidimensional methods, considering social, cultural and environmental knowledge. Keywords: rural education, science education, science education.   Educación rural y enseñanza de las ciencias: experiencias en una escuela ribereña en la región sur del Amazonas RESUMEN. Este trabajo es el resultado de una investigación desarrollada en la maestría académica en Docencia en Ciencias y Humanidades de la Universidad Federal del Amazonas - Campus Vale do Rio Madeira. Su objetivo era discutir en qué medida la integración del conocimiento tradicional / popular sobre las plantas contribuye al desarrollo de la educación científica de los estudiantes de una escuela ribereña de la región sur del estado del Amazonas. Se trata de una investigación de campo, cualitativa y descriptiva, desarrollada con 15 alumnos de 7º, 8º y 9º años de una escuela en el campo, ubicada en una comunidad tradicional de un municipio del Amazonas. La investigación se basó en actividades participativas, tales como: preguntas, clases prácticas y dibujos. A partir del desarrollo de actividades, se constató una gran riqueza de conocimientos sobre las plantas en la vida de estos estudiantes, además de la importancia de articular conocimientos vividos con conceptos científicos en la enseñanza de las Ciencias Naturales. En general, se destaca la importancia de discutir la integración del conocimiento en la educación rural, con metodologías que prioricen enfoques multidimensionales, considerando el conocimiento social, cultural y ambiental. Palabras clave: educación rural, educación científica, educación científica

Associação entre supervisão parental e vitimização e perpetração de bullying em adolescentes brasileiros, Pesquisa Nacional de Saúde do Escolar 2015

Objective: To analyze the association between parental supervision characteristics and different bullying roles among Brazilian school adolescents. Methods: Cross-sectional study that used data from the National School Health Survey (PeNSE) 2015. Frequent meals with parents/guardians, knowledge about free time, and checking homework were the parental practices assessed. Logistic regression was used for association between 4 these practices and bullying (perpetration and victimization), presented as oddsratio (OR) and 95% confidence intervals (95%CI). Results: Among 102,072 school adolescents, frequent meals with parents or guardians [ORvitim=0.86 (95%CI 0.84;0.89); ORperp=0.85 (95%CI 0.82;0.88)], checking homework [ORvitim=0.95 (95%CI 0.92;0.97); ORperp=0.76 (95%CI:0.74;0.78)], and parents or guardian’s knowledge of students’ free time [ORperp=0.70 (95%CI 0.68;0.73] were inversely associated with bullying. Conclusion: Greater parental supervision reduced the chance of victimization and perpetration bullying among adolescents.Objetivo: Analizar la asociación entre las características de la supervisión parental y los diferentes roles del bullying entre adolescentes brasileños. Métodos: Estudio transversal con datos de la Encuesta Nacional de Salud Escolar de Adolescentes (PeNSE) 2015. Las comidas frecuentes con los padres/tutores, el conocimiento sobre el tiempo libre y la verificación de la tarea fueron las prácticas parentales evaluadas. Se utilizo regresión logística para la asociación entre prácticas y bullying (perpetración y victimización), presentada como razón de probabilidades (RP) e intervalos de confianza del 95% (IC95%). Resultados: Entre102.072 estudiantes, comidas frecuentes [RPvitim=0,86 (IC95%0,84;0,89); RPperp=0,85 (IC95% 0,82;0,88)] y verificación de la tarea [RPvitim=0,95 (IC95% 0,92;0,97); ORperp=0,76 (IC95% 0,74;0,78)] y conocimiento de los padres/tutores sobre el tiempo libre [RPperp=0,70 (IC95% 0,68;0,73)] se asociaron inversamente con el acoso. Conclusión: Una mayor supervisión de los padres redujo el acoso en los estudiantes.Objetivo: Analisar associação entre características de supervisão parental e diferentes papéis de bullying entre adolescentes escolares brasileiros. Métodos: Estudo transversal, com dados da Pesquisa Nacional de Saúde do Escolar 2015. Realização frequente de refeições com os pais ou responsáveis, conhecimento sobre o tempo livre e verificação dos deveres de casa foram as práticas parentais avaliadas. Utilizou-se regressão logística para associação entre essas práticas e bullying (perpetração e vitimização), apresentada como razão de odds (RO) e intervalos de confianças de 95% (IC95%). Resultados: Entre 102.072 escolares, a realização frequente de refeições com os pais ou responsáveis [ROvitim=0,86 (IC95% 0,84;0,89); ROperp=0,85 (IC95% 0,82;0,88)], a verificação dos deveres de casa [ROvitim=0,95 (IC95% 0,92;0,97); ROperp=0,76 (IC95% 0,74;0,78)] e o conhecimento dos pais ou responsáveis sobre o tempo livre dos escolares [ROperp=0,70 (IC95% 0,68;0,73)] foram inversamente associadas ao bullying. Conclusão: Maior supervisão parental reduziu a chance de vitimização e perpetração do bullying entre adolescentes escolares

Pragas e dano em milho adubado com remineralizador de solo

Objetivou-se avaliar a incidência de pragas em milho adubado com remineralizador de solo oriundo de rocha silicatada em comparação à adubação química com NPK. O experimento foi conduzido em área experimental no Instituto Federal do Norte de Minas Gerais, Campus Januária, Minas Gerais, com o cultivo de milho de ciclo médio, em delineamento em blocos casualizados, com seis tratamentos, quatro repetições, quatro linhas de plantio/parcela. Os tratamentos consistiram no fornecimento de 0, 2, 4, 8, 16 t ha-1 de remineralizador (pó de rocha NaturalPlus® de Ipirá, Bahia) e NPK em linha de plantio. Vinte plantas da área útil de cada parcela foram monitoradas semanalmente para incidência de pragas durante os estágios fenológicos V1 a V12. No estágio reprodutivo R3 avaliou-se o dano causado pela lagarta do cartucho em folhas por meio de escala de dano visual. Durante o levantamento observou-se a ocorrência de Spodoptera frugiperda, Dalbulus maidis e Diabrotica speciosa em menor quantidade nos tratamentos com remineralizador de solo, independente da dose. O dano causado pela lagarta do cartucho na redução da área foliar foi diretamente proporcional ao número de lagartas. O remineralizador de rocha silicatada reduziu a incidência de insetos sugadores e o dano causado por lagarta do cartucho na cultura do milho

USING ENTRUSTABLE PROFESSIONAL ACTIVITIES IN THE DESIGN OF THREE NEW HEALTHCARE UNDERGRADUATE PROGRAMS: BIOMEDICINE, NURSING AND PSYCHOLOGY

Entrustable Professional Activities (EPAs) can be defined as a unit of professional practice that can be entrusted to a trainee after they have obtained adequate competency. EPAs integrate multiple competencies from several domains and are very useful in designing competency-based curricula. Using EPAs to design medical curricula has been widely described, but their application to curriculum design of other health-related undergraduate programs is scarce. This manuscript critically assesses an educational planning experience of using EPAs to simultaneously design three healthcare undergraduate programs (nursing, biomedicine and psychology) at Faculdade Santa Casa BH, Minas Gerais, Brazil. We present the EPAs for each program, curricula frameworks, educational strategies, and assessment methods. Expert groups of professors and educational specialists defined the core professional activities that would be directly assessed and entrusted to trainees from the three different programs. The expert group then defined the required knowledge, skills, and attitudes for each EPA and selected the appropriate assessment tools to be used in entrustment decisions. The expected entrustment level for each training phase guided the course’s distribution of core and elective courses. The experience of designing a curriculum using EPAs was successful and helped focus on the core activities of each profession. It also provided an opportunity to reflect upon formative and summative assessments throughout the course bringing the challenge of reorienting our teaching practices and assessment approaches. Designing undergraduate curricula of health-related professions using EPAs is feasible and might help operationalize competency-based curricula.  Article visualizations

Preditores de mortalidade em pacientes com cardiopatia isquêmica e cardiopatia chagásica crônica com cardiodesfibrilador implantável

INTRODUÇAO: A cardiopatia chagásica crônica e a cardiopatia isquêmica sao duas das principais causas de insuficiência cardíaca crônica na América Latina e também sao relacionadas a morte súbita cardíaca, sendo, portanto, indicaçoes comuns para o uso de cardiodesfibriladores implantáveis. Este estudo teve como objetivo avaliar preditores de mortalidade em pacientes com cardiopatia chagásica crônica e cardiopatia isquêmica com cardiodesfibrilador implantável. MÉTODO: Estudo prospectivo histórico que incluiu 153 pacientes (65 portadores de cardiopatia chagásica crônica e 88 portadores de cardiopatia isquêmica), acompanhados entre 2003 e 2011 no Hospital Universitário Walter Cantídio por um tempo médio de 32 (14,7-55) meses. Foram realizadas análises de regressao de Cox uni e multivariada além de teste de proporcionalidade de Schoenfeld e dos resíduos Cox-Snell. RESULTADOS: Os grupos foram similares quanto a sexo, classe funcional e fraçao de ejeçao. Quando analisados em conjunto, idade > 60 anos e classe funcional IV foram fatores de maior mortalidade. No grupo com cardiopatia chagásica crônica, baixa escolaridade e fraçao de ejeçao < 30% aumentaram a chance de morte; já no grupo com cardiopatia isquêmica, apenas a idade aumentou a chance de morte. Os pacientes chagásicos apresentaram escolaridade e renda mensal inferiores, comparativamente aos isquêmicos. CONCLUSAO: Idade > 60 anos e classe funcional IV foram preditores de pior evoluçao no subgrupo de pacientes portadores de cardiodesfibrilador implantável com cardiopatia chagásica crônica e cardiopatia isquêmica

The influence of polysaccharide coating on the physicochemical parameters and cytotoxicity of silica nanoparticles for hydrophilic biomolecules delivery

The present work reports the effect of polysaccharides (chitosan and sodium alginate) on silica nanoparticles (SiNP) for hydrophilic molecules delivery taking insulin as model drug. The influence of tetraethyl orthosilicate (TEOS) and homogenization speed on SiNP properties was assessed by a 22 factorial design achieving as optimal parameters: 0.43 mol/L of TEOS and homogenization speed of 5000 rpm. SiNP mean particle size (Z-Ave) was of 256.6 nm and polydispersity index (PI) of 0.218. SiNP coated with chitosan (SiNP-CH) or sodium alginate (SiNP-SA) increased insulin association efficacy; reaching 84.6% (SiNP-SA) and 90.8% (SiNP-CH). However, coated SiNP released 50%–60% of the peptide during the first 45 min at acidic environment, while uncoated SiNP only released 30%. Similar results were obtained at pH 6.8. The low Akaike’s (AIC) values indicated that drug release followed Peppas model for SiNP-SA and second order for uncoated SiNP and SiNP-CH (pH 2.0). At pH 6.8, the best fitting was Boltzmann for Ins-SiNP. However, SiNP-CH and SiNP-SA showed a first-order behavior. Cytotoxicity of nanoparticles, assessed in Caco-2 and HepG2 cells, showed that 100 to 500 µg/mL SiNP-CH and SiNP-SA slightly decreased cell viability, comparing with SiNP. In conclusion, coating SiNP with selected polysaccharides influenced the nanoparticles physicochemical properties, the insulin release, and the effect of these nanoparticles on cell viability.This research was supported by the Fundação para a Ciência e Tecnologia (FCT, Portugal), by grating PhD scholarships SFRH/BD/60640/2009 (T. Andreani), SFRH/BD/80335/2011 (J.F. Fangueiro) and SFRH/BD/111274/2015 (P.M.V. Fernandes), and funded projects UID/AGR/04033/2019 (CITAB), and M-ERANET/0004/2015-PAIRED (Partnership Agreement PT2020).info:eu-repo/semantics/publishedVersio

Infertility diagnosis in jaguar (Panthera onca): case report

O presente trabalho relata um caso de infertilidade em uma onça-pintada (Panthera onca), macho, de 21 anos e 125 kg. São ressaltadas as alterações ocorridas nos espermatozoides, devido a estresse crônico, manejo alimentar inadequado e senescência reprodutiva.This work reports one case of infertility in a male jaguar (Panthera onca) aged 21 years and weighing 125 kg. Changes in sperm due to chronic stress, inadequate food handling and reproductive senescence are emphasized.

Telemental health in Brazil: past, present and integration into primary care

Background Telemental Health Care has reported very good results and is included within mental health priorities by the World Health Organization. Objective To provide an overview of the current situation of the integration of Brazilian telemedicine activities into primary health care. Methods Critical review based on MEDLINE database, using the keywords “telemedicine”, “primary health care” “mental health” and “telemental health”, on websites of the Brazilian Ministry of Health and Brazilian Telehealth Network Program, and on personal communication. Results The Brazilian Telehealth Network Program is well positioned and connects primary health care with academic centers. Regulations standards allow a broader scope of activities for psychologists, however, are more restrictive for physicians. In Brazil most of telemental health activities are focused on education and second opinion consulting. A huge challenge must be overcome considering the regional differences and the telehealth implementation experience. Research initiatives have been initiated both in the implementation and evaluation of the mental health assistance into primary health care. Discussion Brazilian Telemental Health initiatives into Primary Care are aligned with other examples around the world, have a great potential for improving mental health care service delivery, and access to proper mental health care, especially if articulated in a national program and coordinated research