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Influências do meio ambiente no parto / Environment influences on childbirthOchiai, Angela Megumi 17 December 2008 (has links)
Introdução: As influências lunares e ambientais no início do trabalho de parto ainda são pouco estudadas. Foi avaliada a influência extrínseca em eventos obstétricos. Métodos: em um hospital secundário, situado na cidade de São Paulo, Brasil, foram selecionados 1.826 dias em que ocorreram 17.417 partos. As internações por o trabalho de parto foram associadas à temperatura ambiental, pressão atmosférica, variação das marés e das fases lunares na incidência do excesso deste evento, pelo percentil 75. O índice Z (desvio padrão/ pela média) de cada variável foi calculado e a diferença diária indicou o aumento ou a diminuição. Foi utilizada a análise de regressão logística para a predição do excesso da admissão e p<0,05 foi considerado significativo. Resultados: Os preditores do excesso da internação por trabalho de parto foram: o aumento da temperatura (risco relativo: 1,742, p=0,045) e diminuição da pressão atmosférica (risco relativo: 1,269, p=0,029). O aumento da amplitude das marés foi associado com a probabilidade menor do excesso da internação (risco relativo: 0,762, p=0,030). A fase lunar não era preditora do excesso da admissão (p=0,339). Conclusão: Pela análise multivariada, o aumento da temperatura e a diminuição da pressão atmosférica predisseram a ocorrência do excesso da admissão por trabalho de parto e o aumento da amplitude das marés, como uma medida da força gravitacional lunar, foi preditora de uma menor probabilidade do excesso do trabalho de parto / Background: lunar and environmental influences in vaginal delivery remain unclear. We assessed extrinsic influence in obstetric events. Methods: in a secondary line hospital, located in São Paulo city, Brazil, we selected 1,826 days, in which occurred 17,417 admissions for obstetric labor, and we studied influence of air temperature, atmospheric pressure, tides range, and lunar phases in incidence of excess of obstetric labor, defined as more than 9 admissions per day. Z score (standard deviation from mean) of each variable was calculated, and diary difference to indicate increase or decrease was assessed by logistic regression for prediction of admission excess. Two-side P< 0.05 was considered significant. Results: predictors of admission excess were increase of temperature (relative risk: 1.742, P=0.045), and decrease of atmospheric pressure (relative risk: 1.269, p=0.029). Increase of tides range was associated with lower probability of admission excess (relative risk: 0.762, P=0.030). Lunar phases was not predictor of admission excess (P=0,339). Conclusion: By multivariate analysis, increase of temperature and decrease of atmospheric pressure predicted occurrence of excess of obstetric labor admission, and increase of tidal range, as lunar gravitational force measurement, predicted lower probability of admission excess
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Influências do meio ambiente no parto / Environment influences on childbirthAngela Megumi Ochiai 17 December 2008 (has links)
Introdução: As influências lunares e ambientais no início do trabalho de parto ainda são pouco estudadas. Foi avaliada a influência extrínseca em eventos obstétricos. Métodos: em um hospital secundário, situado na cidade de São Paulo, Brasil, foram selecionados 1.826 dias em que ocorreram 17.417 partos. As internações por o trabalho de parto foram associadas à temperatura ambiental, pressão atmosférica, variação das marés e das fases lunares na incidência do excesso deste evento, pelo percentil 75. O índice Z (desvio padrão/ pela média) de cada variável foi calculado e a diferença diária indicou o aumento ou a diminuição. Foi utilizada a análise de regressão logística para a predição do excesso da admissão e p<0,05 foi considerado significativo. Resultados: Os preditores do excesso da internação por trabalho de parto foram: o aumento da temperatura (risco relativo: 1,742, p=0,045) e diminuição da pressão atmosférica (risco relativo: 1,269, p=0,029). O aumento da amplitude das marés foi associado com a probabilidade menor do excesso da internação (risco relativo: 0,762, p=0,030). A fase lunar não era preditora do excesso da admissão (p=0,339). Conclusão: Pela análise multivariada, o aumento da temperatura e a diminuição da pressão atmosférica predisseram a ocorrência do excesso da admissão por trabalho de parto e o aumento da amplitude das marés, como uma medida da força gravitacional lunar, foi preditora de uma menor probabilidade do excesso do trabalho de parto / Background: lunar and environmental influences in vaginal delivery remain unclear. We assessed extrinsic influence in obstetric events. Methods: in a secondary line hospital, located in São Paulo city, Brazil, we selected 1,826 days, in which occurred 17,417 admissions for obstetric labor, and we studied influence of air temperature, atmospheric pressure, tides range, and lunar phases in incidence of excess of obstetric labor, defined as more than 9 admissions per day. Z score (standard deviation from mean) of each variable was calculated, and diary difference to indicate increase or decrease was assessed by logistic regression for prediction of admission excess. Two-side P< 0.05 was considered significant. Results: predictors of admission excess were increase of temperature (relative risk: 1.742, P=0.045), and decrease of atmospheric pressure (relative risk: 1.269, p=0.029). Increase of tides range was associated with lower probability of admission excess (relative risk: 0.762, P=0.030). Lunar phases was not predictor of admission excess (P=0,339). Conclusion: By multivariate analysis, increase of temperature and decrease of atmospheric pressure predicted occurrence of excess of obstetric labor admission, and increase of tidal range, as lunar gravitational force measurement, predicted lower probability of admission excess
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Young Elementary Students' Conceptual Understandings of Lunar Phases Before and After an Inquiry-Based and Technology-Enhanced Instructional InterventionHobson, Sally Merryman 10 December 2008 (has links)
No description available.
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Conception et évaluation d’une intervention didactique à propos des phases de la Lune dans un planétarium numériqueChastenay, Pierre 05 1900 (has links)
Depuis l’entrée en vigueur du Programme de formation de l’école québécoise en 2001, l’astronomie est à nouveau enseignée dans les classes du Québec. Malheureusement, l’école est mal outillée pour enseigner des concepts astronomiques complexes se déroulant pour la plupart en dehors des heures de classe et sur de longues périodes de temps. Sans compter que bien des phénomènes astronomiques mettent en jeu des astres se déplaçant dans un espace tridimensionnel auquel nous n’avons pas accès depuis notre point de vue géocentrique. Les phases de la Lune, concept prescrit au premier cycle du secondaire, sont de ceux-là. Heureusement, l’école peut compter sur l’appui du planétarium, musée de sciences dédié à la présentation, en accéléré et à toute heure du jour, de simulations ultra réalistes de divers phénomènes astronomiques.
Mais quel type de planétarium secondera l’école ? Récemment, les planétariums ont eux aussi subi leur propre révolution : ces institutions sont passées de l’analogique au numérique, remplaçant les projecteurs optomécaniques géocentriques par des projecteurs vidéo qui offrent la possibilité de se déplacer virtuellement dans une simulation de l’Univers tridimensionnel complètement immersive. Bien que la recherche en éducation dans les planétariums se soit peu penchée sur ce nouveau paradigme, certaines de ses conclusions basées sur l’étude des planétariums analogiques peuvent nous aider à concevoir une intervention didactique fructueuse dans ces nouveaux simulateurs numériques. Mais d’autres sources d’inspiration seront invoquées, au premier chef la didactique des sciences, qui conçoit l’apprentissage non plus comme la transmission de connaissances, mais plutôt comme la construction de savoirs par les apprenants eux-mêmes, avec et contre leurs conceptions premières. La conception d’environnements d’apprentissages constructivistes, dont le planétarium numérique est un digne représentant, et l’utilisation des simulations en astronomie, complèteront notre cadre théorique et mèneront à la conception d’une intervention didactique à propos des phases de la Lune dans un planétarium numérique s’adressant à des élèves âgés de 12 à 14 ans.
Cette intervention didactique a été mise à l’essai une première fois dans le cadre d’une recherche de développement (ingénierie didactique) visant à l’améliorer, à la fois sur son versant théorique et sur son versant pratique, par le biais de multiples itérations dans le milieu « naturel » où elle se déploie, ici un planétarium numérique gonflable de six mètres de diamètre. Nous présentons les résultats de notre première itération, réalisée en compagnie de six jeunes de 12 à 14 ans (quatre garçons et deux filles) dont nous avons recueilli les conceptions à propos des phases de la Lune avant, pendant et après l’intervention par le biais d’entrevues de groupe, questionnaires, mises en situation et enregistrement des interventions tout au long de l’activité. L'évaluation a été essentiellement qualitative, basée sur les traces obtenues tout au long de la séance, en particulier sous la voûte du planétarium. Ce matériel a ensuite été analysé pour valider les concepts théoriques qui ont mené à la conception de l'intervention didactique, d'une part, mais aussi pour faire émerger des améliorations possibles visant à bonifier l'intervention. Nous avons ainsi constaté que l'intervention provoque effectivement l'évolution des conceptions de la majorité des participants à propos des phases de la Lune, mais nous avons également identifié des façons de rendre l’intervention encore plus efficace à l’avenir. / Since the Quebec Education Program came into effect in 2001, Quebec classrooms have again been teaching astronomy. Unfortunately, schools are ill-equipped to teach complex astronomical concepts, most of which occur outside school hours and over long periods of time. Furthermore, many astronomical phenomena involve celestial objects travelling through three-dimensional space, which we cannot access from our geocentric point of view. The lunar phases, a concept prescribed in secondary cycle one, fall into that category. Fortunately, schools can count on support from the planetarium, a science museum dedicated to presenting ultra-realistic simulations of astronomical phenomena in fast time and at any hour of the day.
But what type of planetarium will support schools? Recently, planetariums also underwent their own revolution: they switched from analogue to digital, replacing geocentric opto-mechanical projectors with video projectors that offer the possibility of travelling virtually through a completely immersive simulation of the three-dimensional Universe. Although research into planetarium education has focused little on this new paradigm, certain of its conclusions, based on the study of analogue planetariums, can help us develop a rewarding teaching intervention in these new digital simulators. But other sources of inspiration will be cited, primarily the teaching of science, which views learning no longer as the transfer of knowledge, but rather as the construction of knowledge by the learners themselves, with and against their initial conceptions. The conception and use of constructivist learning environments, of which the digital planetarium is a fine example, and the use of simulations in astronomy will complete our theoretical framework and lead to the conception of a teaching intervention focusing on the lunar phases in a digital planetarium and targeting students aged 12 to 14.
This teaching intervention was initially tested as part of development research (didactic engineering) aimed at improving it, both theoretically and practically, through multiple iterations in its “natural” environment, in this case an inflatable digital planetarium six metres in diameter. We are presenting the results of our first iteration, completed with help from six children aged 12 to 14 (four boys and two girls) whose conceptions about the lunar phases were noted before, during and after the intervention through group interviews, questionnaires, group exercises and recordings of the interventions throughout the activity. The evaluation was essentially qualitative, based on the traces obtained throughout the session, in particular within the planetarium itself. This material was then analyzed to validate the theoretical concepts that led to the conception of the teaching intervention and also to reveal possible ways to improve the intervention. We noted that the intervention indeed changed most participants’ conceptions about the lunar phases, but also identified ways to boost its effectiveness in the future.
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Conception et évaluation d’une intervention didactique à propos des phases de la Lune dans un planétarium numériqueChastenay, Pierre 05 1900 (has links)
Depuis l’entrée en vigueur du Programme de formation de l’école québécoise en 2001, l’astronomie est à nouveau enseignée dans les classes du Québec. Malheureusement, l’école est mal outillée pour enseigner des concepts astronomiques complexes se déroulant pour la plupart en dehors des heures de classe et sur de longues périodes de temps. Sans compter que bien des phénomènes astronomiques mettent en jeu des astres se déplaçant dans un espace tridimensionnel auquel nous n’avons pas accès depuis notre point de vue géocentrique. Les phases de la Lune, concept prescrit au premier cycle du secondaire, sont de ceux-là. Heureusement, l’école peut compter sur l’appui du planétarium, musée de sciences dédié à la présentation, en accéléré et à toute heure du jour, de simulations ultra réalistes de divers phénomènes astronomiques.
Mais quel type de planétarium secondera l’école ? Récemment, les planétariums ont eux aussi subi leur propre révolution : ces institutions sont passées de l’analogique au numérique, remplaçant les projecteurs optomécaniques géocentriques par des projecteurs vidéo qui offrent la possibilité de se déplacer virtuellement dans une simulation de l’Univers tridimensionnel complètement immersive. Bien que la recherche en éducation dans les planétariums se soit peu penchée sur ce nouveau paradigme, certaines de ses conclusions basées sur l’étude des planétariums analogiques peuvent nous aider à concevoir une intervention didactique fructueuse dans ces nouveaux simulateurs numériques. Mais d’autres sources d’inspiration seront invoquées, au premier chef la didactique des sciences, qui conçoit l’apprentissage non plus comme la transmission de connaissances, mais plutôt comme la construction de savoirs par les apprenants eux-mêmes, avec et contre leurs conceptions premières. La conception d’environnements d’apprentissages constructivistes, dont le planétarium numérique est un digne représentant, et l’utilisation des simulations en astronomie, complèteront notre cadre théorique et mèneront à la conception d’une intervention didactique à propos des phases de la Lune dans un planétarium numérique s’adressant à des élèves âgés de 12 à 14 ans.
Cette intervention didactique a été mise à l’essai une première fois dans le cadre d’une recherche de développement (ingénierie didactique) visant à l’améliorer, à la fois sur son versant théorique et sur son versant pratique, par le biais de multiples itérations dans le milieu « naturel » où elle se déploie, ici un planétarium numérique gonflable de six mètres de diamètre. Nous présentons les résultats de notre première itération, réalisée en compagnie de six jeunes de 12 à 14 ans (quatre garçons et deux filles) dont nous avons recueilli les conceptions à propos des phases de la Lune avant, pendant et après l’intervention par le biais d’entrevues de groupe, questionnaires, mises en situation et enregistrement des interventions tout au long de l’activité. L'évaluation a été essentiellement qualitative, basée sur les traces obtenues tout au long de la séance, en particulier sous la voûte du planétarium. Ce matériel a ensuite été analysé pour valider les concepts théoriques qui ont mené à la conception de l'intervention didactique, d'une part, mais aussi pour faire émerger des améliorations possibles visant à bonifier l'intervention. Nous avons ainsi constaté que l'intervention provoque effectivement l'évolution des conceptions de la majorité des participants à propos des phases de la Lune, mais nous avons également identifié des façons de rendre l’intervention encore plus efficace à l’avenir. / Since the Quebec Education Program came into effect in 2001, Quebec classrooms have again been teaching astronomy. Unfortunately, schools are ill-equipped to teach complex astronomical concepts, most of which occur outside school hours and over long periods of time. Furthermore, many astronomical phenomena involve celestial objects travelling through three-dimensional space, which we cannot access from our geocentric point of view. The lunar phases, a concept prescribed in secondary cycle one, fall into that category. Fortunately, schools can count on support from the planetarium, a science museum dedicated to presenting ultra-realistic simulations of astronomical phenomena in fast time and at any hour of the day.
But what type of planetarium will support schools? Recently, planetariums also underwent their own revolution: they switched from analogue to digital, replacing geocentric opto-mechanical projectors with video projectors that offer the possibility of travelling virtually through a completely immersive simulation of the three-dimensional Universe. Although research into planetarium education has focused little on this new paradigm, certain of its conclusions, based on the study of analogue planetariums, can help us develop a rewarding teaching intervention in these new digital simulators. But other sources of inspiration will be cited, primarily the teaching of science, which views learning no longer as the transfer of knowledge, but rather as the construction of knowledge by the learners themselves, with and against their initial conceptions. The conception and use of constructivist learning environments, of which the digital planetarium is a fine example, and the use of simulations in astronomy will complete our theoretical framework and lead to the conception of a teaching intervention focusing on the lunar phases in a digital planetarium and targeting students aged 12 to 14.
This teaching intervention was initially tested as part of development research (didactic engineering) aimed at improving it, both theoretically and practically, through multiple iterations in its “natural” environment, in this case an inflatable digital planetarium six metres in diameter. We are presenting the results of our first iteration, completed with help from six children aged 12 to 14 (four boys and two girls) whose conceptions about the lunar phases were noted before, during and after the intervention through group interviews, questionnaires, group exercises and recordings of the interventions throughout the activity. The evaluation was essentially qualitative, based on the traces obtained throughout the session, in particular within the planetarium itself. This material was then analyzed to validate the theoretical concepts that led to the conception of the teaching intervention and also to reveal possible ways to improve the intervention. We noted that the intervention indeed changed most participants’ conceptions about the lunar phases, but also identified ways to boost its effectiveness in the future.
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