Class of 2005 Abstract / Objectives: To perform a cross-sectional survey of health care professionals and lay people on the appropriate use of antimicrobial drugs using a case-based approach. Methods: This study used a case-based survey as a tool to assess for proper antibacterial use. The survey included nine case-based scenarios involving common infectious diseases seen in the outpatient setting. Survey participants needed to assess the problem and determine if antibacterial therapy was appropriate now, not appropriate, or if the patient should be observed for 2-3 days before acting. Demographic information was also requested from the participants. Results: Thirty-one lay people and 35 professionals (pediatricians or family practice physicians) returned a completed survey. The mean (sd) cumulative scores for these two groups were 13.4 (4.45) and 21.3 (3.40), respectively. The range of scores for the lay persons was 5 to 23 and the range for the professionals was 15 to 27. The mean score for physicians was significantly greater than the mean score for lay persons. Implications: The survey results indicated that the professionals had a better understanding of the appropriate use of antibiotics versus the lay people.

Background: The focus of this study is on how far GPs' perceptions of dementia map onto the components and contributing factors to stigma as described by Link and Phelan (2001; 2006) and Jones et al. (1984). Aim: The study explores GPs' perceptions of dementia as a stigma, develops a specific conceptualization of the stigma of dementia and considers implications for timely diagnosis. Methods: Data from twenty-three GPs in northern England were collected by semistructured telephone interviews. Within the context of a qualitative design, a combined process of grounded theory and framework analysis was adopted to collect and analyse data. Results: The findings reveal that GPs' perceptions of dementia map onto Link and Phelan and Jones' identification of contributing factors and components of stigma and may hinder timely diagnosis. Three themes emerged reflecting a dynamic process of making sense of dementia, relating perceptions to oneself and considering the consequences of dementia. Within those themes, certain categories had particular salience for GPs, namely the characteristics of the attribute, existential anxiety and discrimination. The themes and categories are inter-related and can be considered as parts of a system. Perceived lack of reciprocity could be detected in most categories which suggests that it is influential in the social construction of the stigma of dementia. Conclusion: The data suggest that current conceptualizations of stigma are insufficient to fully account for the stigma of dementia. A specific conceptualization of the stigma of dementia is proposed and the implications of GPs' perceptions for timely diagnosis are discussed.

Background The focus of this study is on how far GPs¿ perceptions of dementia map onto the components and contributing factors to stigma as described by Link and Phelan (2001; 2006) and Jones et al. (1984). Aim The study explores GPs¿ perceptions of dementia as a stigma, develops a specific conceptualization of the stigma of dementia and considers implications for timely diagnosis. Methods Data from twenty-three GPs in northern England were collected by semistructured telephone interviews. Within the context of a qualitative design, a combined process of grounded theory and framework analysis was adopted to collect and analyse data. Results The findings reveal that GPs¿ perceptions of dementia map onto Link and Phelan and Jones¿ identification of contributing factors and components of stigma and may hinder timely diagnosis. Three themes emerged reflecting a dynamic process of making sense of dementia, relating perceptions to oneself and considering the consequences of dementia. Within those themes, certain categories had particular salience for GPs, namely the characteristics of the attribute, existential anxiety and discrimination. The themes and categories are inter-related and can be considered as parts of a system. Perceived lack of reciprocity could be detected in most categories which suggests that it is influential in the social construction of the stigma of dementia. Conclusion The data suggest that current conceptualizations of stigma are insufficient to fully account for the stigma of dementia. A specific conceptualization of the stigma of dementia is proposed and the implications of GPs¿ perceptions for timely diagnosis are discussed.

Submitted by Biblioteca Central (biblioteca@unicap.br) on 2018-04-25T17:45:48Z No. of bitstreams: 2 marcia_tavares_araujo_matias.pdf: 4181841 bytes, checksum: 17be252a2575ff4a2acd82d0d2c5d55d (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Made available in DSpace on 2018-04-25T17:45:48Z (GMT). No. of bitstreams: 2 marcia_tavares_araujo_matias.pdf: 4181841 bytes, checksum: 17be252a2575ff4a2acd82d0d2c5d55d (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Previous issue date: 2017-11-14 / Research on how the Municipal teaching of Recife (RMER) meets secularism vis-à-vis the existing religiosity within school, resulted from the understanding that educational Policy designs inside the school, in your organizational space, where the elements and demonstrations religious effect resource on educational activities. The deepening in studies aimed at school context, based on the interdisciplinary field of science of religion, led the development of the research with the main objective to investigate the Organization and methodological-theoretical foundations of educational Policy the RMER. The research had as methodology, qualitative case study approach, for understanding the natural environment as a direct source of data and the researcher as your main instrument, against the backdrop of the field research, an Educational Unit consisting of twelve classes in Early years of elementary school (for ELA), and a class in education of young people, adults and older adults. whose subjects were the eighteen faculty and students enrolled in the academic year of 2016. With the purpose of analyzing the secularity and religiosity in everyday life, the source of information were the documental analysis instruments and participatory observation. Documents from the unit/education network, of which were taken from the evidence that supported their conclusions on face, the guidelines that guide the school context, with regard to pedagogical practice front the conditions that the offers to school RMER in outline epistemically didactic-pedagogical alternatives to meet your educational Policy. It was found that the demand of teaching work overlaps to education policy. As for the teaching-learning process and strategies used in social relations designed within the school, the studies pointed to the importance of the relationship between the theoretical and methodological underpinnings based us approach curricular basis with religious knowledge approach. It was realized the need for the acquisition of new knowledge in the interdisciplinary field of science of religion, so that, from these, may rethink the processes of formation and teaching improvement, bringing theory and pedagogical practice. It was intended to study, contribute about the guarantees of the principle of secularism within the school where was evidenced the naturalization of the religious Christian ethos in educational actions in public space. / A investigação sobre como a Rede Municipal de Ensino do Recife (RMER) cumpre a laicidade frente à religiosidade existente no âmbito escolar, resultou do entendimento de que política de Ensino se concebe dentro da escola, no seu espaço organizativo, onde os elementos e manifestações religiosas se efetivam nas ações educativas. O aprofundamento em estudos voltados ao contexto escolar, tomando por base o campo interdisciplinar das Ciências da Religião, conduziu o desenvolvimento da pesquisa com o principal objetivo de investigar a organização e os fundamentos teórico-metodológicos da Política de Ensino da RMER. A pesquisa teve como metodologia a abordagem qualitativa do estudo de caso, por entender o ambiente natural como fonte direta de dados e a pesquisadora como seu principal instrumento, tendo como cenário da pesquisa de campo, uma Unidade Educacional composta por doze turmas nos Anos Iniciais do Ensino Fundamental, e uma turma na Educação de Jovens, Adultos e Idosos, cujos sujeitos foram as dezoito docentes e os discentes matriculados no ano letivo de 2016. Com o objetivo de analisar a laicidade e a religiosidade no cotidiano escolar, a fonte de informação foram os instrumentos de análise documental e da observação participativa. Documentos precedentes da Unidade/Rede de Ensino, dos quais foram retiradas as evidências que, confrontadas, fundamentaram as ilações sobre as diretrizes que norteiam o contexto escolar, no que concerne à prática pedagógica frente as condições que a RMER oferece à escola em delinear epistemologicamente alternativas didático-pedagógica ao cumprimento de sua Política de Ensino. Verificou-se que a demanda do trabalho docente se sobrepõe à Política de Ensino. Quanto ao processo de ensino-aprendizagem e as estratégias utilizadas nas relações sociais concebidas no âmbito da escola, os estudos apontaram para a importância da articulação entre os fundamentos teórico- metodológicos pautados numa base curricular com abordagem nos conhecimentos religiosos. Percebeu-se a necessidade da aquisição de novos conhecimentos no campo interdisciplinar das Ciências da Religião, para que, a partir destes, possa-se repensar os processos de formação e aperfeiçoamento docente, aproximando a teoria e a prática pedagógica. Pretendeu-se com os estudos, contribuir acerca das garantias do princípio da laicidade no âmbito da escola onde foi evidenciado a naturalização do ethos religioso cristão na ação educativa em espaço público.

Os traumatismos nas dentições decíduas e permanentes e suas estruturas de suporte ocorrem com grande freqüência em crianças e diversos estudos epidemiológicos identificaram a escola como um local com alta freqüência destes tipos de traumatismos. Desta forma, é comum que o atendimento imediato da criança seja realizado pelos professores, os quais podem ser responsáveis pelo insucesso do tratamento da lesão pelo cirurgião-dentista, caso haja falhas no manuseio dos dentes traumatizados no local do acidente. Assim, esta pesquisa teve como objetivo verificar os conhecimentos de professores do Ensino Fundamental sobre procedimentos de urgência nos traumatismos alvéolo-dentários com especial enfoque sobre as avulsões, seu reimplante e acondicionamento e avaliar a necessidade de informações adicionais sobre traumatismos destes profissionais. As escolas pertencentes ao bairro Butantã foram convidadas a participar deste estudo que consistiu na aplicação de um questionário com perguntas referentes a: dados pessoais como gênero, idade, experiência profissional, nível de instrução, disciplina lecionada, treinamento em primeiros socorros, assim como perguntas relativas a noções de atendimento ao aluno vítima de traumatismo alvéolo-dentário referente a simulações de um caso de fratura dental e um outro de avulsão dental, procedimentos de urgência em casos de avulsão e a medicação utilizada. Os resultados obtidos a partir de 177 questionários retornados pelos professores foram tabulados, apurados e analisados estatisticamente através do software Epi Info 6. Os resultados demonstraram que os professores apresentaram um número maior de respostas corretas nas questões que envolveram especificamente fratura dental, tempo e local de procura por atendimento profissional, sendo que para as questões relativas ao reimplante e acondicionamento de dentes avulsionados as respostas foram inadequadas. Verificou-se que a responsabilidade pelo atendimento urgencial de um aluno vítima de algum acidente, segundo a amostra consultada, deveria ficar a cargo de toda a equipe escolar e não somente ao professor. Finalmente, constatou-se que os professores da amostra possuem pouco conhecimento sobre o tema, o que, associado à falta de treinamento, pode torná-los despreparados para solucionar adequadamente eventuais acidentes que envolvam os escolares em traumas dento-alveolares. Esta limitação de conhecimentos quanto aos procedimentos adequados relacionados aos traumatismos alvéolo-dentários, principalmente as avulsões, reforça a necessidade de educação para o público leigo não apenas no que se refere ao atendimento inicial de um traumatismo alvéolo-dentário, mas também no que se concerne às medidas preventivas. / Several epidemiological studies have reported that schoolchildren are prone to suffer accidents in their school environment that could cause dental trauma to either primary or permanent teeth and the corresponding supporting structures. These children normally receive first aid care from teachers who are not adequately trained to handle traumatized teeth at the site of the accident and therefore could lessen the chances of success of the dentist in treating the injury. The aim of our study was to evaluate the degree of information that elementary school teachers have when dealing with emergency procedures concerning replant and storage of avulsed teeth and consider the importance of offering further education on dental trauma. Our method consisted in applying a questionnaire to elementary schoolteachers at the district of Butanta, São Paulo. Questions included information concerning personal data such as: gender, age, professional experience, level of education, discipline taught, and first aid training, mainly in relation to dental trauma. Also included were a case simulations of dental fractures, a case of dental avulsion and questions referring to emergency procedures on dental avulsion and medication. The results obtained from the 177 questionnaires answered by the teachers were tabulated, confirmed and statistically analyzed by the software Epi Info 6. Questions involving dental fracture and time and place for pursuing professional help received the most correct answers whereas the ones referring to replant and storage of avulsed teeth were unsatisfactory. According to investigated sample not only the teachers, but also all the school personnel should be responsible for adequate emergency management of students suffering accidents, including dental trauma. The teachers involved in our study demonstrated very little knowledge on the subject and therefore their lack of adequate practical training results in inadequate management of situations involving accidents leading to dento-alveolar traumas, mainly avulsions. We reinforce the need of education of lay people dealing with the initial management of a dental trauma as well as orientation on preventive measures.

Relato e análise crítica da experiência de vinte anos no ensino do teatro para leigos dentro do Colégio Singular, de Santo André. O estudo propõe o desenvolvimento de processos de criação como uma prática relevante na área da Pedagogia do Teatro. A partir da investigação de três encenações modelares criadas pelo grupo de alunos, sugerimos alguns procedimentos didáticos comuns aos três processos: o diálogo entre o ensino de teatro com procedimentos estéticos da cena contemporânea; o aprendizado conduzido por um professor-artista; e a construção de uma encenação e sua apresentação para diversos públicos. / A report and critical analysis resulting from my twenty-year experience in teaching theatre to lay people at Colégio Singular in the city of Santo André. This study suggests the development of creation processes as a relevant practice in theatre pedagogy. Starting with the investigation of tree model scenes created by the students, we suggested some common didactic procedures, which are present in the tree following processes: the dialogue between teaching theatre with aesthetic procedures of the contemporary scene; the learning process led by an artist-teacher; and the creation of a scene and its performance to different audiences.

Relato e análise crítica da experiência de vinte anos no ensino do teatro para leigos dentro do Colégio Singular, de Santo André. O estudo propõe o desenvolvimento de processos de criação como uma prática relevante na área da Pedagogia do Teatro. A partir da investigação de três encenações modelares criadas pelo grupo de alunos, sugerimos alguns procedimentos didáticos comuns aos três processos: o diálogo entre o ensino de teatro com procedimentos estéticos da cena contemporânea; o aprendizado conduzido por um professor-artista; e a construção de uma encenação e sua apresentação para diversos públicos. / A report and critical analysis resulting from my twenty-year experience in teaching theatre to lay people at Colégio Singular in the city of Santo André. This study suggests the development of creation processes as a relevant practice in theatre pedagogy. Starting with the investigation of tree model scenes created by the students, we suggested some common didactic procedures, which are present in the tree following processes: the dialogue between teaching theatre with aesthetic procedures of the contemporary scene; the learning process led by an artist-teacher; and the creation of a scene and its performance to different audiences.

No description available.

Os traumatismos nas dentições decíduas e permanentes e suas estruturas de suporte ocorrem com grande freqüência em crianças e diversos estudos epidemiológicos identificaram a escola como um local com alta freqüência destes tipos de traumatismos. Desta forma, é comum que o atendimento imediato da criança seja realizado pelos professores, os quais podem ser responsáveis pelo insucesso do tratamento da lesão pelo cirurgião-dentista, caso haja falhas no manuseio dos dentes traumatizados no local do acidente. Assim, esta pesquisa teve como objetivo verificar os conhecimentos de professores do Ensino Fundamental sobre procedimentos de urgência nos traumatismos alvéolo-dentários com especial enfoque sobre as avulsões, seu reimplante e acondicionamento e avaliar a necessidade de informações adicionais sobre traumatismos destes profissionais. As escolas pertencentes ao bairro Butantã foram convidadas a participar deste estudo que consistiu na aplicação de um questionário com perguntas referentes a: dados pessoais como gênero, idade, experiência profissional, nível de instrução, disciplina lecionada, treinamento em primeiros socorros, assim como perguntas relativas a noções de atendimento ao aluno vítima de traumatismo alvéolo-dentário referente a simulações de um caso de fratura dental e um outro de avulsão dental, procedimentos de urgência em casos de avulsão e a medicação utilizada. Os resultados obtidos a partir de 177 questionários retornados pelos professores foram tabulados, apurados e analisados estatisticamente através do software Epi Info 6. Os resultados demonstraram que os professores apresentaram um número maior de respostas corretas nas questões que envolveram especificamente fratura dental, tempo e local de procura por atendimento profissional, sendo que para as questões relativas ao reimplante e acondicionamento de dentes avulsionados as respostas foram inadequadas. Verificou-se que a responsabilidade pelo atendimento urgencial de um aluno vítima de algum acidente, segundo a amostra consultada, deveria ficar a cargo de toda a equipe escolar e não somente ao professor. Finalmente, constatou-se que os professores da amostra possuem pouco conhecimento sobre o tema, o que, associado à falta de treinamento, pode torná-los despreparados para solucionar adequadamente eventuais acidentes que envolvam os escolares em traumas dento-alveolares. Esta limitação de conhecimentos quanto aos procedimentos adequados relacionados aos traumatismos alvéolo-dentários, principalmente as avulsões, reforça a necessidade de educação para o público leigo não apenas no que se refere ao atendimento inicial de um traumatismo alvéolo-dentário, mas também no que se concerne às medidas preventivas. / Several epidemiological studies have reported that schoolchildren are prone to suffer accidents in their school environment that could cause dental trauma to either primary or permanent teeth and the corresponding supporting structures. These children normally receive first aid care from teachers who are not adequately trained to handle traumatized teeth at the site of the accident and therefore could lessen the chances of success of the dentist in treating the injury. The aim of our study was to evaluate the degree of information that elementary school teachers have when dealing with emergency procedures concerning replant and storage of avulsed teeth and consider the importance of offering further education on dental trauma. Our method consisted in applying a questionnaire to elementary schoolteachers at the district of Butanta, São Paulo. Questions included information concerning personal data such as: gender, age, professional experience, level of education, discipline taught, and first aid training, mainly in relation to dental trauma. Also included were a case simulations of dental fractures, a case of dental avulsion and questions referring to emergency procedures on dental avulsion and medication. The results obtained from the 177 questionnaires answered by the teachers were tabulated, confirmed and statistically analyzed by the software Epi Info 6. Questions involving dental fracture and time and place for pursuing professional help received the most correct answers whereas the ones referring to replant and storage of avulsed teeth were unsatisfactory. According to investigated sample not only the teachers, but also all the school personnel should be responsible for adequate emergency management of students suffering accidents, including dental trauma. The teachers involved in our study demonstrated very little knowledge on the subject and therefore their lack of adequate practical training results in inadequate management of situations involving accidents leading to dento-alveolar traumas, mainly avulsions. We reinforce the need of education of lay people dealing with the initial management of a dental trauma as well as orientation on preventive measures.