O sentimento de medo no cotidiano de trabalho na vigilância prisional e seus impactos sobre a subjetividade dos agentes penitenciários

In this report of experience, we problematize the subjective experiences built up in the professional performance of prison agents who work in a closed prison unit in Paraná. We used references from the Psychodynamics of Work, Psychoanalysis and writings on Group Processes to provide workers with a weekly group space in which they were invited to talk and reflect on the daily work in the institutional intramural. From the understanding of the inseparability between work and subjective experiences, we welcome in the collective space reports about a daily prison that produces wear and unfolding of its institutional dimensions on the subjects themselves, as well as their family, affective and social relations. In analyzing the contents, it was possible to identify several aspects of how the prison institution produces impacts on the subjectivity of those who work there, among them, the feeling of fear. The conditions we outline are everyday, that is, they are not exceptions, and reflect the complex and contradictory links between working subjects and the prison institution.Neste relato de experiência, problematizamos as vivências subjetivas construídas na atuação profissional de agentes penitenciários que atuam em uma unidade prisional fechada paranaense. Utilizamos referenciais da Psicodinâmica do Trabalho, da Psicanálise e de escritos sobre Processos Grupais para disponibilizarmos aos trabalhadores um espaço grupal semanal em que eles eram convidados a conversarem e refletirem sobre o cotidiano laboral no intramuros institucional. A partir da compreensão da inseparabilidade entre trabalho e vivências subjetivas, acolhemos no espaço coletivo relatos sobre um cotidiano prisional que produz desgastes e desdobramentos de suas dimensões institucionais sobre os próprios sujeitos, bem como de suas relações familiares, afetivas e sociais. Em análise dos conteúdos, foi possível identificar vários aspectos de como a instituição prisional produz impactos na subjetividade daqueles que ali trabalham, entre eles, o sentimento de medo. As condições que delineamos são cotidianas, ou seja, não são exceções, e refletem os vínculos complexos e contraditórios entre sujeitos trabalhadores e instituição prisional

Lacrimal Hypofunction as a New Mechanism of Dry Eye in Visual Display Terminal Users

BACKGROUND: Dry eye has shown a marked increase due to visual display terminal (VDT) use. It remains unclear whether reduced blinking while focusing can have a direct deleterious impact on the lacrimal gland function. To address this issue that potentially affects the life quality, we conducted a large-scale epidemiological study of VDT users and an animal study. METHODOLOGY/PRINCIPAL FINDINGS: Cross sectional survey carried out in Japan. A total of 1025 office workers who use VDT were enrolled. The association between VDT work duration and changes in tear film status, precorneal tear stability, lipid layer status and tear secretion were analyzed. For the animal model study, the rat VDT user model, placing rats onto a balance swing in combination with exposure to an evaporative environment was used to analyze lacrimal gland function. There was no positive relationship between VDT working duration and change in tear film stability and lipid layer status. The odds ratio for decrease in Schirmer score, index of tear secretion, were significantly increased with VDT working year (P = 0.012) and time (P = 0.005). The rat VDT user model, showed chronic reduction of tear secretion and was accompanied by an impairment of the lacrimal gland function and morphology. This dysfunction was recovered when rats were moved to resting conditions without the swing. CONCLUSIONS/SIGNIFICANCE: These data suggest that lacrimal gland hypofunction is associated with VDT use and may be a critical mechanism for VDT-associated dry eye. We believe this to be the first mechanistic link to the pathogenesis of dry eye in office workers

Advances in Electronic-Nose Technologies Developed for Biomedical Applications

The research and development of new electronic-nose applications in the biomedical field has accelerated at a phenomenal rate over the past 25 years. Many innovative e-nose technologies have provided solutions and applications to a wide variety of complex biomedical and healthcare problems. The purposes of this review are to present a comprehensive analysis of past and recent biomedical research findings and developments of electronic-nose sensor technologies, and to identify current and future potential e-nose applications that will continue to advance the effectiveness and efficiency of biomedical treatments and healthcare services for many years. An abundance of electronic-nose applications has been developed for a variety of healthcare sectors including diagnostics, immunology, pathology, patient recovery, pharmacology, physical therapy, physiology, preventative medicine, remote healthcare, and wound and graft healing. Specific biomedical e-nose applications range from uses in biochemical testing, blood-compatibility evaluations, disease diagnoses, and drug delivery to monitoring of metabolic levels, organ dysfunctions, and patient conditions through telemedicine. This paper summarizes the major electronic-nose technologies developed for healthcare and biomedical applications since the late 1980s when electronic aroma detection technologies were first recognized to be potentially useful in providing effective solutions to problems in the healthcare industry

Improving teacher Training in Japanese and European contexts: Meeting challenges and creating opportunities

This symposium goes into qualification needs for teachers in socially and linguistically diverse classrooms: in Japan and in Europe. Results are presented from large scale national surveys among secondary school teachers. These include possible barriers to and new opportunities for competence-based curricula proposals for pre- and in-service training of all teachers. JACET SIG on English Language Education developed the Japanese Portfolio for Student Teachers of Languages (J-POSTL) in 2010. It was adapted from the European Portfolio for Student Teachers of Languages (EPOSTL). First the background of the Japanese project is briefly sketched, followed by the outcomes of the 2012 survey among 5,658 Japanese English teachers working for a variety of secondary education schools. What steps have been taken to develop a workable prototype? And how to explore the ways to overcome the challenges in order to make J-POSTL an effective and integral component of teacher training programs for future language educators in Japan? Then the focus switches to the recent initiative for teacher training in Europe, that is, the European Core Curriculum for Teacher Training (EUCIM-TE Project). The Dutch presenters elaborate on teacher competences needed to cope with differences in literacy, a challenge teachers are facing on a daily basis. Since language is central to teaching, these differences cause problems in all courses and is essential for school success. How do teachers perceive, manage, and evaluate differences in literacy (levels) in the classroom? In the Netherlands semi-structured interviews were conducted with 230 secondary school teachers. Questions concerned the perception (by teachers) of differences in literacy (levels) in class, the background of the students and the extent to which the assignments given are understood by the students. Eventually the symposium discusses the implications from the country-wide surveys in Japan and the Netherlands. How to prepare (novice) teachers properly to meet their challenges and contribute to school success? The aim is establish possible barriers to and new opportunities for competence-based curricula proposals for pre- and in-service training of all teachers. A discussiant from Australia will put everything into the local and global perspective

Improving teacher Training in Japanese and European contexts:Meeting challenges and creating opportunities

This symposium goes into qualification needs for teachers in socially and linguistically diverse classrooms: in Japan and in Europe. Results are presented from large scale national surveys among secondary school teachers. These include possible barriers to and new opportunities for competence-based curricula proposals for pre- and in-service training of all teachers. JACET SIG on English Language Education developed the Japanese Portfolio for Student Teachers of Languages (J-POSTL) in 2010. It was adapted from the European Portfolio for Student Teachers of Languages (EPOSTL). First the background of the Japanese project is briefly sketched, followed by the outcomes of the 2012 survey among 5,658 Japanese English teachers working for a variety of secondary education schools. What steps have been taken to develop a workable prototype? And how to explore the ways to overcome the challenges in order to make J-POSTL an effective and integral component of teacher training programs for future language educators in Japan? Then the focus switches to the recent initiative for teacher training in Europe, that is, the European Core Curriculum for Teacher Training (EUCIM-TE Project). The Dutch presenters elaborate on teacher competences needed to cope with differences in literacy, a challenge teachers are facing on a daily basis. Since language is central to teaching, these differences cause problems in all courses and is essential for school success. How do teachers perceive, manage, and evaluate differences in literacy (levels) in the classroom? In the Netherlands semi-structured interviews were conducted with 230 secondary school teachers. Questions concerned the perception (by teachers) of differences in literacy (levels) in class, the background of the students and the extent to which the assignments given are understood by the students. Eventually the symposium discusses the implications from the country-wide surveys in Japan and the Netherlands. How to prepare (novice) teachers properly to meet their challenges and contribute to school success? The aim is establish possible barriers to and new opportunities for competence-based curricula proposals for pre- and in-service training of all teachers. A discussiant from Australia will put everything into the local and global perspective

The Potential Role of Peer Support Interventions in Treating Depressive Symptoms in Cancer Patients

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