Concepções de professores sobre as vivências acadêmicas de universitários de matemática / Teachers 'conceptions about the academic experiences of Mathematics university / Concepciones de los profesores sobre las experiencias académicas de la universidad de Matemáticas

O ingresso à universidade dos estudantes de Matemática é marcado por muitas dificuldades. O conhecimento das concepções dos professores pode nos levar à reflexão de como esses alunos possam ter melhores experiências acadêmicas visto que, os docentes são os principais responsáveis pelo processo de aprendizagem dos estudantes. Este estudo tem como objetivo identificar as concepções de professores sobre a adaptação à universidade e a satisfação com o curso dos alunos de Matemática. Participaram 23 professores, sendo 11 de universidades públicas e 12 de privadas, do estado do Rio de Janeiro. Foi realizada entrevista individual com 12 perguntas abertas. Para a análise dos dados foi utilizado o software Iramuteq. Foram analisados 303 segmentos de texto, obtendo-se cinco Classes (Dificuldades do Estudante, Gestão do Tempo, Razões para a Escolha do Curso, Oportunidades de Emprego e Ambiente Acadêmico). Conclui-se que os professores atribuem as dificuldades de aprendizagem dos alunos aos déficits de conteúdo, falta de gerenciamento do tempo e que trabalham durante o dia. (AU)

Mathematics students' entrance into the university is marked by many difficulties. The knowledge of the teachers 'conceptions can lead us to reflect on how these students can have better academic experiences since, the teachers are the main responsible for the students' learning process. This study aims to identify teachers 'conceptions about adaptation to the university and satisfaction with the mathematics students' course. Participated 23 teachers, 11 from public universities and 12 from private universities in the state of Rio de Janeiro. Individual interviews were conducted with 12 open-ended questions. Iramuteq software was used for data analysis. 303 text segments were analyzed, obtaining five Classes (Student Difficulties, Time Management, Reasons for Choosing the Course, Employment Opportunities and Academic Environment). It is concluded that teachers attribute students' learning difficulties to content deficits, lack of time management and who work during the day. (AU)

El ingreso de los estudiantes de matemáticas a la universidad está marcado por muchas dificultades. El conocimiento de las concepciones de los docentes puede llevarnos a reflexionar sobre cómo estos estudiantes pueden tener mejores experiencias académicas ya que, los docentes son los principales responsables del proceso de aprendizaje de los estudiantes. Este estudio tiene como objetivo identificar las concepciones de los docentes sobre la adaptación a la universidad y la satisfacción con el curso de los estudiantes de matemáticas. Participaron 23 profesores, 11 de universidades públicas y 12 de universidades privadas del estado de Río de Janeiro. Se realizaron entrevistas individuales con 12 preguntas abiertas. Se utilizó el software Iramuteq para el análisis de datos. Se analizaron 303 segmentos de texto, obteniendo cinco Clases (Dificultades del alumno, Gestión del tiempo, Razones para elegir el curso, Oportunidades laborales y Ambiente académico). Se concluye que los docentes atribuyen las dificultades de aprendizaje de los estudiantes a déficits de contenido, falta de gestión del tiempo y que trabajan durante la jornada. (AU)

Is age at menopause decreasing? - The consequences of not completing the generational cohort.

BACKGROUND: Due to contradictory results in current research, whether age at menopause is increasing or decreasing in Western countries remains an open question, yet worth studying as later ages at menopause are likely to be related to an increased risk of breast cancer. Using data from breast cancer screening programs to study the temporal trend of age at menopause is difficult since especially younger women in the same generational cohort have often not yet reached menopause. Deleting these younger women in a breast cancer risk analyses may bias the results. The aim of this study is therefore to recover missing menopause ages as a covariate by comparing methods for handling missing data. Additionally, the study makes a contribution to understanding the evolution of age at menopause for several generations born in Portugal between 1920 and 1970. METHODS: Data from a breast cancer screening program in Portugal including 278,282 women aged 45-69 and collected between 1990 and 2010 are used to compare two approaches of imputing age at menopause: (i) a multiple imputation methodology based on a truncated distribution but ignoring the mechanism of missingness; (ii) a copula-based multiple imputation method that simultaneously handles the age at menopause and the missing mechanism. The linear predictors considered in both cases have a semiparametric additive structure accommodating linear and non-linear effects defined via splines or Markov random fields smoothers in the case of spatial variables. RESULTS: Both imputation methods unveiled an increasing trend of age at menopause when viewed as a function of the birth year for the youngest generation. This trend is hidden if we model only women with an observed age at menopause. CONCLUSION: When studying age at menopause, missing ages must be recovered with an adequate procedure for incomplete data. Imputing these missing ages avoids excluding the younger generation cohort of the screening program in breast cancer risk analyses and hence reduces the bias stemming from this exclusion. In addition, imputing the not yet observed ages of menopause for mostly younger women is also crucial when studying the time trend of age at menopause otherwise the analysis will be biased.

Adaptação Acadêmica de Estudantes de Primeiro Ano de Psicologia / Academic Adaptation of the First Year of Psychology Students / Adaptación Académica de Estudiantes de Primer Año de Psicología

O objetivo do estudo foi verificar se as variáveis expectativas acadêmicas, satisfação com a experiência acadêmica, maturidade para a escolha profissional e habilidades sociais (HS) explicam a variável critério adaptação acadêmica. Participaram 212 universitários de primeiro ano do curso de Psicologia. Utilizou-se os seguintes instrumentos: Questionário de Vivências Acadêmicas (QVA-r), Escala de Expectativas Acadêmicas de Estudantes Ingressantes na Educação Superior (EEAEIES), Escala de Satisfação com a Experiência Acadêmica (ESEA), Inventário de Habilidades Sociais (IHS) e Escala de Maturidade para Escolha Profissional (EMEP). Utilizou-se para a análise dos dados a Regressão Linear Múltipla. Constatou-se que as expectativas acadêmicas, a satisfação com a experiência acadêmica e as HS impactaram positivamente nas vivências acadêmicas. Houve impacto positivo dos fatores Curso da ESEA e Autoconhecimento da EMEP e impacto negativo do fator Determinação. O presente estudo contribuiu principalmente mostrando a importância do comportamento das variáveis do modelo testado. Por ser a adaptação acadêmica um construto multideterminado, os resultados alcançados podem apontar para ações de intervenções no acolhimento de universitários ingressantes, considerando aspectos como autoconhecimento, determinação, expectativas acadêmicas, conhecimento da realidade e satisfação com a graduação. (AU)

The aim of the study was to verify if the variables academic expectations, satisfaction with academic experience, maturity for professional choice and social skills explain the variable academic adaptation criterion. Participated 212 university students in the 1st year of the Psychology course. The following instruments were used: Academic Experience Questionnaire (AEQ), Academic Expectations Scale for Students in Higher Education (AESSHE), Academic Experience Satisfaction Scale (AESS), Social Skills Inventory (SSI) and Scale of Maturity for the Professional Election (SMPE). Multiple Linear Regression was used for data analysis. It was found that the academic expectations, satisfaction with the academic experience and the social skill impact positively on the academic experiences. There was a positive impact on the Factors of the AESS and Self-knowledge of the SMPE and negative impact of the factor Determination. The present study contributed mainly by showing the importance of the behavior of the variables of the tested model. Once academic adaptation is a multidetermined construct, the results achieved can point to interventions in the reception of university students, considering aspects such as self-knowledge, determination, academic expectations, knowledge of reality and satisfaction with undergraduate education. (AU)

El objetivo del estudio fue verificar si las variables expectativas académicas, satisfacción con la experiencia académica, madurez para la elección profesional y habilidades sociales explican el criterio variable de adaptación académica. Participaron 212 universitarios del 1º año del curso de Psicología. Se utilizaron los siguientes instrumentos: Cuestionario de Vivencias Académicas (QVA), Escala de Expectativas Académicas de Estudiantes Ingresos en la Educación Superior (EEAEIES), Escala de Satisfacción con la Experiencia Académica (ESEA), Inventario de Habilidades Sociales (IHS) y Escala de Madurez para la Elección Profesional (EMEP). Se utilizó para el análisis de los datos la Regresión Lineal Múltiple. Se constató que las expectativas académicas, satisfacción con la experiencia académica y las HS han impactado positivamente en las vivencias académicas. Hubo impacto positivo en los factores Curso de la ESEA y Autoconocimiento de la EMEP e impacto negativo del factor Determinación. El presente estudio contribuyó principalmente al mostrar la importancia del comportamiento de las variables del modelo probado. Debido a que la adaptación académica es una construcción multideterminada, los resultados logrados pueden apuntar a intervenciones en la recepción de estudiantes universitarios, considerando aspectos como el autoconocimiento, la determinación, las expectativas académicas, el conocimiento de la realidad y la satisfacción con la graduación. (AU)

Highly active ozonides selected against drug resistant malaria

Ever increasing multi-drug resistance by Plasmodium falciparum is creating new challenges in malaria chemotherapy. In the absence of licensed vaccines, treatment and prevention of malaria is heavily dependent on drugs. Potency, range of activity, safety, low cost and ease of administration are crucial issues in the design and formulation of antimalarials. We have tested three synthetic ozonides NAC89, LC50 and LCD67 in vitro and in vivo against multidrug resistant Plasmodium. In vitro, LC50 was at least 10 times more efficient inhibiting P. falciparum multidrug resistant Dd2 strain than chloroquine and mefloquine and as efficient as artemisinin (ART), artesunate and dihydroartemisinin. All three ozonides showed high efficacy in clearing parasitaemia in mice, caused by multi-drug resistant Plasmodium chabaudi strains, by subcutaneous administration, demonstrating high efficacy in vivo against ART and artesunate resistant parasites.

Highly active ozonides selected against drug resistant malaria.

Ever increasing multi-drug resistance by Plasmodium falciparum is creating new challenges in malaria chemotherapy. In the absence of licensed vaccines, treatment and prevention of malaria is heavily dependent on drugs. Potency, range of activity, safety, low cost and ease of administration are crucial issues in the design and formulation of antimalarials. We have tested three synthetic ozonides NAC89, LC50 and LCD67 in vitro and in vivo against multidrug resistant Plasmodium. In vitro, LC50 was at least 10 times more efficient inhibiting P. falciparum multidrug resistant Dd2 strain than chloroquine and mefloquine and as efficient as artemisinin (ART), artesunate and dihydroartemisinin. All three ozonides showed high efficacy in clearing parasitaemia in mice, caused by multi-drug resistant Plasmodium chabaudi strains, by subcutaneous administration, demonstrating high efficacy in vivo against ART and artesunate resistant parasites.

Netting barriers to prevent mosquito entry into houses in southern Mozambique: a pilot study.

BACKGROUND: One of the best ways to control the transmission of malaria is by breaking the vector-human link, either by reducing the effective population size of mosquitoes or avoiding infective bites. Reducing house entry rates in endophagic vectors by obstructing openings is one simple way of achieving this. Mosquito netting has previously been shown to have this effect. More recently different materials that could also be used have come onto the market. Therefore, a pilot study was conducted to investigate the protective effect of three types of material against Anopheles funestus and Anopheles gambiae s.l entry into village houses in Mozambique when applied over the large opening at the gables and both gables and eaves. METHODS: A two-step intervention was implemented in which the gable ends of houses (the largest opening) were covered with one of three materials (four year old mosquito bed nets; locally purchased untreated shade cloth or deltamethrin-impregnated shade cloth) followed by covering both gable ends and eaves with material. Four experimental rounds (each of three weeks duration), from four houses randomly assigned to be a control or to receive one of the three intervention materials, were undertaken from March to August 2010 in the village of Furvela in southern Mozambique. Mosquito entry rates were assessed by light-trap collection and the efficacy of the different materials was determined in terms of incidence rate ratio (IRR), obtained through a Generalized Estimating Equations (GEE), of mosquito entry in a treated house compared to the untreated (control) house. RESULTS: Altogether 9,692 An. funestus and 1,670 An. gambiae s.l. were collected. Houses treated with mosquito netting or the untreated shade cloth had 61.3% [IRR = 0.39 (0.32-0.46); P <0.0001] and 70% [IRR = 0.30 (0.25 - 0.37); P <0.001] fewer An. funestus in relation to untreated houses, but there was no difference in An. funestus in houses treated with the deltamethrin-impregnated shade cloth [IRR = 0.92 (0.76 -1.12); P = 0.4] compared to untreated houses. Houses treated with mosquito netting reduced entry rates of An. gambiae s.l, by 84% [IRR = 0.16 (0.10 - 0.25); P <0.001], whilst untreated shade cloth reduced entry rates by 69% [IRR = 0.31 (0.19 -0.53); P <0.001] and entry rates were reduced by 76% [IRR = 0.24 (0.15 0.38); P <0.001] in houses fitted with deltamethrin-impregnated shade cloth.

Avaliação artroscópica e macroscópica da faceta medial do semilunar / Arthroscopic and macroscopic evaluation of the lunate medial facet

OBJETIVO: avaliar a correlação entre a presença de uma faceta medial do semilunar e a incidência de lesões ligamentares e artrose do pólo proximal do hamato. MÉTODOS: Avaliação artroscópica e dissecação dos punhos foram efetuados em cadáveres. RESULTADOS: Houve uma correlação clara, estatisticamente significativa entre artrose do pólo proximal do hamato e a presença da faceta medial do semilunar. CONCLUSÃO: Artrose do pólo proximal do hamato está correlacionada com a presença do tipo II semilunar. Nível de Evidência III, Estudo de pacientes nãoconsecutivos; sem padrão de referência "ouro" aplicado uniformemente.

OBJECTIVE: To evaluate the correlation between the presence of a lunate medial facet and the incidence of ligament lesions of the wrist and arthrosis of the proximal pole of the hamate. This study was carried out on cadavers. METHODS: Arthroscopic evaluation and dissection were performed on cadaver wrists. RESULTS: There was a clear, statistically significant correlation between arthrosis of the proximal pole of the hamate and the presence of a medial facet on the lunate. CONCLUSION: Arthrosis of the proximal pole of the hamate is correlated with the presence of a type II lunate. Level of Evidence III, Study of nonconsecutive patients; without consistently applied reference ''gold'' standard.