A survey was conducted of 969 science researchers at the University of North Carolina at Chapel Hill. This long survey concluded with three questions requesting usersâ perceptions of the strengths and weaknesses of the campus libraries, and what single improvement the libraries could make to support scientific research and education. While the scope of these questions was more limited than large-scale surveys such as LibQUAL+TM, the results largely confirmed information from a local implementation of that survey. In addition, an interactive visualization tool was developed to help with analysis of the resulting comments. A summary of the major findings, recommendations for library improvements, and overall conclusions is given.

Vaccination is an important public health measure that can help reduce disease at the population level. Substantial evidence exists that vaccines are safe and effective at reducing the incidence of diseases like pertussis, measles and cervical cancer. However, on Internet parenting forums, parents discuss whether or not vaccination is the right choice for their children. In this thesis, I highlight the historical context of the anti-vaccine movement in mid 19th century to early 20th century Victorian Britain in the era of compulsory smallpox vaccination. Vaccination in this time was a very different and more overtly dangerous process, and preexisting dissenting movements took up anti-vaccination as a cause. Today, the rhetoric on Internet parenting forums has grown to include arguments of safety, efficacy and necessity of vaccination. I gathered much of the information from the mothering.com and mumsnet.com parenting forums, and other websites like Sanevax.org.

Made available in DSpace on 2016-06-02T19:35:52Z (GMT). No. of bitstreams: 1 5532.pdf: 3320941 bytes, checksum: e1210b2f5f2caf697032d24c149a29db (MD5) Previous issue date: 2012-08-29 / Universidade Federal de Minas Gerais / Nowadays, Science and Technology developments and influences on humanistic, social, cultural and economic dimensions have raised discussions about the nature, potential and limits of those areas. Science teaching according to STS (Science-Technology-Society) education comes out as an approach that aims to integrate scientific, technological and social themes in a given content. This approach stimulates students to develop skills that enhance their ability to play their role in society in an active and mindful manner, and hence contributes to the rise of a larger number of scientifically and technologically literate citizens. In that regard, the main objective of the present study is to analyze academic studies master s and doctoral theses produced between 1992 and 2009 that have focused on the STS education field, seeking to identify STS education perspectives pointed out in those studies during that time span. The secondary objectives of this study are: (i) to identify master s and doctoral theses in Education, Science and Mathematics Teaching or related graduate programs of Brazilian and Portuguese federal or state universities, all of the works dating from 1992 to 2009 and investigating approaches related to STS education; and (ii) to characterize the thematic focuses, methodological and STS approaches in those theses. Therefore, this is a state of knowledge research conducted according to a theoretical, bibliographical, and quantitative-qualitative approach, for which the Qualitative Content Analysis method was used. Among the most relevant results, it has been found that 14% of the investigated Brazilian theses were directed towards the college level, whereas none of the Portuguese theses had the same intent. On the other hand, 79% of the Portuguese theses were aimed to the first years of school, whereas only 21% of the Brazilian theses were devoted to that education level. Analyses were also carried out in order to identify and discuss which STS approaches and/or perspectives are present in doctoral theses finished at both Brazilian and Portuguese universities. Such analyses have indicated that the main STS education model observed in the theses is Logical reasoning (40% of the theses, i.e., 10 out of 24 theses), followed by Sociocultural (39% of the theses, i.e., 9 out of 24 theses), Historical (3 theses), Socio-ecojustice (2 theses), and Application/Design (1 thesis). In general, the analyzes revealed that, even though there is a consensus among the academic community involved with studies on STS education, different interpretations of STS-based Science education have been emerging along decades, which reveals a field under construction and reconstruction. / Atualmente, a Ciência e a Tecnologia, com seus desenvolvimentos e influências nas dimensões humana, social, cultural e econômica, passaram a ter suas naturezas, suas potencialidades e seus limites como objetos de debate. Diante disso, o ensino de Ciências seguindo a orientação e educação CTS (Ciência-Tecnologia-Sociedade) aponta para objetivos que visam estabelecer relações entre os conhecimentos científicos, tecnológicos e sociais no desenvolvimento de conteúdos escolares. O que se espera com esse ensino é contribuir para a geração de maior número de cidadãos científica e tecnologicamente alfabetizados na medida em que os estudantes são estimulados ao desenvolvimento de conhecimentos e competências que lhes possibilitem assumir um papel consciente e ativo na sociedade. Esta pesquisa se insere nessa temática e tem como objetivo geral analisar trabalhos acadêmicos teses e dissertações produzidos no campo da educação CTS, no período de 1992 a 2009, procurando identificar as perspectivas da Educação CTS apontadas nesses trabalhos ao longo desse período. Os objetivos específicos da pesquisa são: (i) identificar teses e dissertações defendidas, no período de 1992 a 2009, nos programas de pós-graduação das áreas de Educação, de Ensino de Ciências e Matemática e correlatos de universidades estaduais e federais brasileiras e de universidades portuguesas, no âmbito do ensino que tem como referência à educação CTS; (ii) caracterizar os focos temáticos, as abordagens metodológicas e as abordagens CTS adotadas nessas investigações. Trata-se de uma pesquisa do tipo estado do conhecimento que foi conduzida segundo uma abordagem quantiqualitativa de natureza teórico-bibliográfica, na qual se utilizou a metodologia de Análise de Conteúdo. Entre os resultados do estudo comparativo destaca-se que nas pesquisas brasileiras 14% das investigações têm como foco o nível de ensino superior, enquanto não foi encontrada investigação portuguesa neste domínio. No entanto, 76% das pesquisas portuguesas foram direcionadas aos primeiros anos de escolaridade, enquanto somente 18% das pesquisas brasileiras foram direcionadas ao ensino fundamental. No que se refere aos dados sobre as abordagens e/ou perspectivas CTS presentes nas teses de doutorado defendidas nas instituições de ensino superior brasileiras e portuguesas, pode-se identificar que a principal abordagem/perspectiva de educação CTS é a Raciocínio Lógico (40%, 10 teses de um total de 24), seguida pela Sociocultural (39%, 9 teses de um total de 24), Histórica (3 teses), Socioecojustice (2 teses) e Aplicação/Design (1 tese). De modo geral, as análises revelaram que, mesmo existindo consenso entre a comunidade acadêmica envolvida com os estudos sobre a educação CTS, diferentes interpretações sobre o ensino de Ciências CTS ao longo das décadas estão a surgir, revelando assim um campo que se encontra em processo de construção dinâmica.

Submitted by Ronildo Prado (ronisp@ufscar.br) on 2017-08-07T17:25:16Z No. of bitstreams: 1 DissMABS.pdf: 1918083 bytes, checksum: 77801c4d39a155dac99c3b97c786e321 (MD5) / Approved for entry into archive by Ronildo Prado (ronisp@ufscar.br) on 2017-08-07T17:25:27Z (GMT) No. of bitstreams: 1 DissMABS.pdf: 1918083 bytes, checksum: 77801c4d39a155dac99c3b97c786e321 (MD5) / Approved for entry into archive by Ronildo Prado (ronisp@ufscar.br) on 2017-08-07T17:25:34Z (GMT) No. of bitstreams: 1 DissMABS.pdf: 1918083 bytes, checksum: 77801c4d39a155dac99c3b97c786e321 (MD5) / Made available in DSpace on 2017-08-07T17:25:42Z (GMT). No. of bitstreams: 1 DissMABS.pdf: 1918083 bytes, checksum: 77801c4d39a155dac99c3b97c786e321 (MD5) Previous issue date: 2017-02-23 / Outra / The history of the libraries of the Federal Institutes of Education, Science and Technology – IFs – is related to emergence of the latter, reflecting the historical trajectory of each institution. Their distinctive structure and school space full of diversity and specificities, in addition to the offer of education in different levels and modalities of teaching, directly influenced the organization and development of the libraries. Thus, the objective of this research is to understand the conception of these libraries before the educational, social and legal context of the IFs, in order to ascertain how their identity is being constructed before context exposed. To do that, an exploratory and documentary research was developed, in which a bibliographical survey on the history of professional technological education in Brazil and the history of the creation of the Federal Institutes was carried out, together with a documentary analysis on the main laws, institutional development plans of each IF, regiments and regulations of their libraries. From the results, it is possible to verify that: the libraries of the institutions of professional and technological education are included for the first time when, through Decree No. 5,773/2006, the Federal Centers of Technological Education - CEFETs - are authorized to offer higher education; With the creation of the IFs in 2008, through Law No. 11,892, the library is presented in all records as a mandatory sector, with no clear association to its pedagogical support function and is structured in the light of instruments and policies aimed at higher education. / A história das Bibliotecas dos Institutos Federais de Educação, Ciência e Tecnologia está relacionada ao seu surgimento, refletindo a trajetória histórica de cada instituição. A estrutura diferenciada e espaço escolar repleto de diversidades e especificidades desses institutos, somada à oferta de educação, em diferentes níveis e modalidades de ensino, impactaram, diretamente, a organização e desenvolvimento de suas bibliotecas. Desta forma, o objetivo desta pesquisa é compreender a concepção das bibliotecas, diante do contexto educacional, social e legal dos Institutos Federais, com intuito de averiguar como está sendo construída sua identidade diante do contexto educacional e social exposto. Para tanto, desenvolveu-se uma pesquisa exploratória e documental, na qual se realizou um levantamento bibliográfico sobre a história da educação profissional tecnológica no Brasil, a história da criação dos Institutos Federais e uma análise documental sobre as principais leis, planos de desenvolvimento institucional de cada Instituto Federal, regimentos e regulamentos de suas bibliotecas. Com base nos resultados desta pesquisa, é possível constatar que as bibliotecas das instituições de educação profissional e tecnológica são incluídas, pela primeira vez, por meio do decreto nº 5.773/2006, aos Centros Federais de Educação Tecnológica – CEFETs – os quais são autorizados a ofertar ensino superior, com a criação dos Institutos Federais, em 2008. Por meio da lei nº 11.892, a biblioteca é apresentada na legislação e nos documentos institucionais como setor obrigatório, sem nenhuma associação clara com a sua função de apoio pedagógico e é estruturada à luz de instrumentos e políticas voltadas para o ensino superior.

La formation d’un territoire scientifique et technologique est le fruit d’un processus, dont les origines institutionnelles remontent au XIXe siècle, mais auquel prend part une grande variété de phénomènes à compter des années 1950. Cette thèse explore plusieurs itinéraires dans l’histoire de Grenoble qui sont autant de points de vue sur l’émergence de l’un des premiers pôles de recherche de la province française. Entre les années 1950 et 2015, la recherche s’organise et devient progressivement le cœur des institutions d’enseignement supérieur. L’acquisition d’importants instruments de recherche et le développement des technologies électroniques définissent certains types d’organisation de la recherche et façonnent, par là, tout l’environnement scientifique. De nouvelles manières d’occuper l’espace et d’intégrer la structure urbaine se développent avec le déploiement des campus et des parcs technologiques. Peu à peu, les acteurs scientifiques et politiques se saisissent explicitement de ce territoire scientifique en l’intégrant à leurs propres stratégies ou en produisant à son sujet un discours normatif. Mais, la formation de ce territoire est aussi l’enjeu de controverses. Elle génère des contestations sociales qui, subissant de profondes reconfigurations au cours du temps, peinent à peser sur le développement des sciences et technologies. En définitive, Grenoble ne devient un véritable territoire scientifique et technologique qu’après les années 1980, car c’est à partir de ce moment que les activités de recherche et d’innovation occupent une position déterminante dans l’espace social et géographique grenoblois. / The creation of a scientific and technological territory results from a historical process. It takes its institutional origins in the 19th century, but many phenomena take part of it since the 1950s. This doctoral thesis examines several ‘trajectories’ in the history of one of the first scientific cities of the French Province. Between 1950 and 2015, the research structures itself. It becomes the heart of the higher education institutions. The Grenoble scientific instruments and the development of the electronic technology define the organization of the scientific research and shape the scientific environment altogether. New ways of occupying the space and integrating the urban structure are developed with the deployment of the university campus and of technology parks. Progressively, scientific and political actors are involved in the scientific territory by integrating it to their own strategies or by producing a normative discourse about it. Besides, the creation of this territory generates social protests that, however, barely succeed in influencing the development of science and technology. Ultimately, Grenoble really becomes a scientific and technological territory after the 1980s when science and innovation become central in social and geographic space of Grenoble.

Trombocyter är suspenderade i plasma som innehåller antikroppar mot de blodgruppsantigen som saknas på erytrocyterna. För att minimera risken för en hemolytisk reaktion bestäms titern av anti-A och anti-B. Gelkortsteknik används för att detektera antikropp-antigensreaktioner och baseras på agglutinationer i en gel. Syftet med studien var att undersöka titern av anti-A och anti-B i trombocytenheter, samt att utvärdera en rutinanalys och utveckla en screeningmetod. I studien analyserades enheter av blodgrupp O och A. De kontrollerades mot anti-A och/eller anti-B både för IgG och IgM antikroppar. En screeningmetod utvecklades för att kunna screena O-enheterna och en gräns på 1:100 respektive 1:250 undersöktes. Resultatet kunde påvisa en stor skillnad i titer mellan O-och A-enheter. Titern skiljer sig signifikant beroende på om titern bestäms i plasma eller från den färdiga (utspädda) enheten. En screeningmetod på 1:100 påvisade att 86 % av enheterna hade bedömts som hög titer och en screeningmetod på 1:250 visade att andelen sjönk till 31 %. Geltekniken är en känslig metod och är beroende av kompetent personal vid avläsning. En del studier visar liknande resultat men andelen enheter med hög titer varierar och likaså metoder och titergräns. Detta påvisar svårigheterna i att bestämma en kritisk titer och att förutse risker hos patienten. Andra faktorer tros också kunna påverka riskerna. Införande av en screeningmetod på 1:250 kan öka antalet enheter som kan transfunderas över ABO-barriären. / Platelets are suspended in plasma containing antibodies to the blood group antigen missing on the erythrocytes. To minimize the risk of hemolytic reaction, the titrers of anti-A and anti-B are determined. The gel test is used to detect antibody-and antigen responses and is based on agglutinations in gel. The purpose was to investigate the titers of anti-A and/or anti-B in platelets. A routine analysis was evaluated and a screening method was implemented. In the study, units of blood group O and A were analyzed. They were checked against anti-A and anti-B for both IgG and IgM antibodies. A screening method was developed to screen the O-units and a limit of 1:100 and 1:250 was used. The results showed great difference in titers between O and A units. The titers differ significantly depending on whether the titers are determined in plasma or from the finished (diluted) unit. A screening method at 1:100 showed that 86 % of the units was rated as high titer while a screening method of 1:250 showed that this was reduced to 31 %. Gel technology is a sensitive method and is dependent on competent staff when reading the agglutinations. Some studies show similar results, but the proportion of high titer units, methods and critical titers varies. It proves the difficulty in determining a critical titer and predicting risks for the patient. Other factors are also believed to influence the risks. Implementation of a 1:250 screening method is believed to increase the number of units that can be transfused over the ABO barrier.

Orientador: Roberto Nardi / Banca: Aguinaldo Robinson de Souza / Banca: Eduardo Adolfo Terrazzan / Banca: Fernanda Ostermann / Banca: Miriam Celí Pimentel Porto Foresti / Resumo: Apresentam-se os resultados de uma pesquisa sobre a construção de conceitos de Física Moderna e sobre a natureza da Ciência com o apoio da hipermídia, que envolveu a produção e avaliação de um software educacional. A proposta didática fundamentou-se na Teoria da Aprendizagem de Ausubel, em orientações para a implementação de sistemas hipermídia educacionais e em abordagens derivadas da pesquisa em Ensino de Ciências, dentre as quais o enfoque Ciência- -Tecnologia-Sociedade, ponderações quanto à importância pedagógica da História e Filosofia da Ciência e considerações sobre a inserção de Física Moderna no Ensino Médio. O programa foi avaliado por pesquisadores de Ensino de Física e licenciandos de Física e, após a incorporação de algumas sugestões realizadas, foi testado por estudantes do terceiro ano do Ensino Médio de uma escola pública. Foram obtidos indícios de que o uso do computador foi fator de motivação dos estudantes; a diversidade de elementos de mídia auxiliou-os a fixar a atenção sobre o conteúdo e favoreceu a visualização e interpretação dos fenômenos, facilitando ainda o raciocínio; o hipertexto estruturado em conformidade com princípios ausubelianos contribuiu para a percepção da relação entre os conceitos e ajudou no desenvolvimento de subsunçores para apoiar a aprendizagem subseqüente. Constatou-se que a proposta didática avaliada favoreceu a evolução das concepções da maior parte dos estudantes quanto ao conceito de equivalência massa-energia e suas implicações; às relações entre Ciência, Tecnologia e Sociedade, incluindo aspectos ambientais e políticos; ao papel da Ética no desenvolvimento e aplicação dos conhecimentos científicos; ao progresso da Ciência ao longo do tempo. / Abstract: The results of a research on the construction of concepts of Modern Physics and on the nature of Science with the support of hypermedia, that involved the production and evaluation of an educacional software, are presented. The didactic proposal was based on the Learning Theory of Ausubel, on orientations for the implementation of educational hypermedia systems and on approaches derived from the research in Science Teaching, among which are the Science- -Technology-Society focus, the reflections on the pedagogical importance of the History and Philosophy of Science, and the considerations about Modern Physics insertion in the High School. The program was evaluated by researchers of the area of Physics Teaching and undergraduate students in Physics Teaching and, after the incorporation of some of the suggestions done, it was tested by students of the third year of high school of a public school. Indications were obtained that the use of the computer was a factor of students’ motivation; the diversity of media elements helped them to set attention to the content and contributed to phenomena visualization and interpretation, also facilitating reasoning; the hypertext structured in accordance with the ausubelian principles contributed to the perception of the relationship among the concepts and helped with the development of subsumers to support subsequent learning. It was verified that the evaluated didactic proposal facilitated the evolution of the conceptions of most of the students regarding the concept of mass-energy equivalence and its implications; the relationships among Science, Technology and Society, including environmental and political aspects; the role of Ethics in the development and application of the scientific knowledge; the progress of the Science along the time. / Doutor

Submitted by Luciana Bittencourt da Silva (lu_bittencourt@msn.com) on 2017-12-07T20:33:43Z No. of bitstreams: 1 Dissertação Final Luciana Bittencourt da Silva.pdf: 2252834 bytes, checksum: 2751e025163c6a9797baefa53c5cddfb (MD5) / Approved for entry into archive by ÁUREA CORRÊA DA FONSECA CORRÊA DA FONSECA (aurea.fonseca@fgv.br) on 2017-12-11T15:39:48Z (GMT) No. of bitstreams: 1 Dissertação Final Luciana Bittencourt da Silva.pdf: 2252834 bytes, checksum: 2751e025163c6a9797baefa53c5cddfb (MD5) / Made available in DSpace on 2017-12-26T13:40:04Z (GMT). No. of bitstreams: 1 Dissertação Final Luciana Bittencourt da Silva.pdf: 2252834 bytes, checksum: 2751e025163c6a9797baefa53c5cddfb (MD5) Previous issue date: 2017-12-01 / The main objective of this study is to characterize the country's research infrastructures and to analyze the financing contribution of Finep to the construction of a modern and competitive research infrastructure. To achieve this objective, the database of the national mapping of the national infrastructures carried out by the IPEA (2016) was used, which contains information on 1.760 research infrastructures in the country, of which 238 reported receiving financial support from Finep. In this sense, the sample was divided in two categories - infrastructures financed by Finep and infrastructures not financed by Finep - to describe the frequency of occurrence as to its central tendency, mainly the average, of the following variables: economic aspects, general conditions, activities developed and scientific production of research infrastructures. Based on the analysis of the infrastructure, the following results could be presented: (i) Finep has supported the infrastructure of higher value and has larger equipment; (ii) the infrastructures financed by Finep are more modern and advanced - compared to the best infrastructures in the country and also those observed abroad; (iii) the infrastructure financed by Finep shows a higher percentage of cooperation with companies, national and international institutions, and also a higher percentage of technology and business services, and (iv) the average number of articles produced in infrastructure financed by Finep is about 20% higher than in infrastructures not financed by Finep. One of the limitations of the study is the difficulty in specifying the monetary values of the main sources of financing of the infrastructures, so it was considered as proxy if the infrastructure had received resources from Finep or not and, we characterized the infrastructure as "with Finep support" and "without Finep support". Another point relates to the temporal aspect, since the survey was fixed in a certain period, more precisely, in the year 2012, so that similar studies can be developed at another time with the same sample and achieve different results. Finally, it is worth mentioning the limitation of this study regarding the analyzed sample, which may present selection bias, endogeny and causality. This study aimed to analyze the country's research infrastructures in the context of the National System of Innovation and the contribution of Finep to its strengthening, given the intrinsic need to have results that offer society information on the return of the public investments applied by Finep in the country's research infrastructures. / Este estudo tem como principal objetivo caracterizar as infraestruturas de pesquisa do país e analisar a contribuição de financiamento da Finep para a construção de uma infraestrutura de pesquisa moderna e competitiva. Para cumprir tal objetivo, utilizou-se o banco de dados do mapeamento inédito das infraestruturas nacionais realizado pelo IPEA (2016), que contém informações sobre 1.760 infraestruturas de pesquisa do país, das quais, 238 informaram receber apoio financeiro da Finep. Nesse sentido, a amostra dividiu-se em duas categorias - infraestruturas financiadas pela Finep e infraestruturas não financiadas pela Finep - para descrever a frequência de ocorrência quanto a sua tendência central, principalmente a média, das seguintes variáveis: aspectos econômicos, condições gerais, atividades desenvolvidas e produção científica das infraestruturas de pesquisa. A partir da análise das infraestruturas, os seguintes resultados puderam ser apresentados: (i) a Finep tem apoiado as infraestruturas de maior valor e que possuem equipamentos de maior porte; (ii) as infraestruturas financiadas pela Finep são mais modernas e avançadas – em relação às melhores infraestruturas do país e também às observadas no exterior; (iii) as infraestruturas financiadas pela Finep apresentam maior percentual de cooperação com empresas, instituições nacionais e internacionais e também maior percentual de prestação de serviços tecnológicos e para empresas, e, por fim, (iv) a média de publicação de artigos produzidos nas infraestruturas financiadas pela Finep é cerca de 20% maior do que nas infraestruturas não financiadas pela Finep. Uma das limitações do estudo diz respeito a dificuldade em se precisar os valores monetários referente às principais fontes de financiamento das infraestruturas, dessa forma, considerou-se como proxy se a infraestrutura havia recebido recursos da Finep ou não e, a partir disso, se caracterizou a infraestrutura como “com apoio Finep” e “sem apoio Finep”. Outro ponto, diz respeito ao aspecto temporal, visto que o levantamento foi fixado em determinado período, mais precisamente, no ano de 2012, de modo que estudos semelhantes podem ser desenvolvidos em outro momento com a mesma amostra e alcançar resultados distintos. Por fim, cabe destacar a limitação desse estudo quanto à amostra analisada, que pode apresentar viés de seleção, endogenia e causalidade. Este trabalho se propôs a analisar as infraestruturas de pesquisa do país no contexto do Sistema Nacional de Inovação e a contribuição da Finep para o seu fortalecimento, tendo em vista a necessidade intrínseca de se dispor de resultados que ofereça à sociedade informações sobre o retorno dos investimentos públicos aplicados pela Finep nas infraestruturas de pesquisa do país.

Kranskärlssjukdom (CAD) är en av de vanligast förekommande kardiovaskulära sjukdomarna och en av de dominerande dödsorsakerna hos äldre människor världen över. För att bekräfta diagnos och bedöma sjukdomens svårighetsgrad används idag flera diagnostiska strategier. Ökade hälsokostnader och lång kö för undersökningar väcker oro hos både patienter, läkare och myndigheter. Behovet av en enkel, säker och kostnadseffektiv metod som kan hjälpa till i utredning av CAD är stor. Det danska företaget Acarix utarbetade en ny apparat, CADScor®-system, som använder en icke-invasiv och strålningsfri metod för att utesluta stabil CAD baserad på akustisk fonokardiografi. Apparaten spelar in koronarblåsljud, vilket uppstår vid stenos i kranskärl, och beräknar patientens risk för CAD. Syftet med den här studien var att utvärdera metoden, testa CADScor® och beräkna apparatens sensitivitet, specificiteten samt positivt och negativt prediktivt värde (PPV och NPV). Tjugo patienter med misstänkt stabil CAD undersöktes med CADScor®-system och deras CAD-resultat jämfördes med resultatet efter myokardscintigrafi. Beräkningar visade att apparatens sensitivitet är 80 %, specificitet 60 %, PPV 40 % och NPV 90 %. Resultatet innebär att sannolikheten är 90 % för att en patient som fick CAD-score ≤ 20 är frisk. Det är tillräckligt högt för att använda CADScor® i klinisk praxis för patienter med låg risk för CAD. / Coronary artery disease (CAD) is one of the most common cardiovascular diseases and one of the dominant causes of death in older people worldwide. In order to confirm diagnosis and assess the severity of the disease, several diagnostic strategies are being used today. Increased health costs and long queues for investigations raise concerns among patients, medical doctors and authorities. A simple, safe and cost-effective method that can assist in the investigation of CAD is of major importance. The Danish company Acarix developed a new device, CADScor® system, which uses a non-invasive and radiation-free method to exclude stable CAD based on acoustic phonocardiography. The device records intracoronary murmurs, resulting from coronary stenosis, and calculates the patient's risk of CAD. The purpose of this study was to evaluate the method, test CADScor® and calculate the device's sensitivity, specificity and positive and negative predictive value (PPV and NPV). Twenty patients with suspected stable CAD were examined with CADScor® systems, and their CAD results were compared to the result after myocardial perfusion scan. Calculations showed that the device's sensitivity is 80 %, specificity 60 %, PPV 40 % and NPV 90 %. The result means that the probability is 90 % that a patient who has a CAD score ≤ 20 is healthy. It is high enough to use CADScor® in clinical practice for patients with low risk for CAD.

Made available in DSpace on 2014-06-11T19:31:40Z (GMT). No. of bitstreams: 0 Previous issue date: 2006-04-13Bitstream added on 2014-06-13T20:02:39Z : No. of bitstreams: 1 machado_di_dr_bauru.pdf: 1413065 bytes, checksum: aba31fec513c9cd7f02a2a41c6f84b12 (MD5) / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) / Apresentam-se os resultados de uma pesquisa sobre a construção de conceitos de Física Moderna e sobre a natureza da Ciência com o apoio da hipermídia, que envolveu a produção e avaliação de um software educacional. A proposta didática fundamentou-se na Teoria da Aprendizagem de Ausubel, em orientações para a implementação de sistemas hipermídia educacionais e em abordagens derivadas da pesquisa em Ensino de Ciências, dentre as quais o enfoque Ciência- -Tecnologia-Sociedade, ponderações quanto à importância pedagógica da História e Filosofia da Ciência e considerações sobre a inserção de Física Moderna no Ensino Médio. O programa foi avaliado por pesquisadores de Ensino de Física e licenciandos de Física e, após a incorporação de algumas sugestões realizadas, foi testado por estudantes do terceiro ano do Ensino Médio de uma escola pública. Foram obtidos indícios de que o uso do computador foi fator de motivação dos estudantes; a diversidade de elementos de mídia auxiliou-os a fixar a atenção sobre o conteúdo e favoreceu a visualização e interpretação dos fenômenos, facilitando ainda o raciocínio; o hipertexto estruturado em conformidade com princípios ausubelianos contribuiu para a percepção da relação entre os conceitos e ajudou no desenvolvimento de subsunçores para apoiar a aprendizagem subseqüente. Constatou-se que a proposta didática avaliada favoreceu a evolução das concepções da maior parte dos estudantes quanto ao conceito de equivalência massa-energia e suas implicações; às relações entre Ciência, Tecnologia e Sociedade, incluindo aspectos ambientais e políticos; ao papel da Ética no desenvolvimento e aplicação dos conhecimentos científicos; ao progresso da Ciência ao longo do tempo. / The results of a research on the construction of concepts of Modern Physics and on the nature of Science with the support of hypermedia, that involved the production and evaluation of an educacional software, are presented. The didactic proposal was based on the Learning Theory of Ausubel, on orientations for the implementation of educational hypermedia systems and on approaches derived from the research in Science Teaching, among which are the Science- -Technology-Society focus, the reflections on the pedagogical importance of the History and Philosophy of Science, and the considerations about Modern Physics insertion in the High School. The program was evaluated by researchers of the area of Physics Teaching and undergraduate students in Physics Teaching and, after the incorporation of some of the suggestions done, it was tested by students of the third year of high school of a public school. Indications were obtained that the use of the computer was a factor of students motivation; the diversity of media elements helped them to set attention to the content and contributed to phenomena visualization and interpretation, also facilitating reasoning; the hypertext structured in accordance with the ausubelian principles contributed to the perception of the relationship among the concepts and helped with the development of subsumers to support subsequent learning. It was verified that the evaluated didactic proposal facilitated the evolution of the conceptions of most of the students regarding the concept of mass-energy equivalence and its implications; the relationships among Science, Technology and Society, including environmental and political aspects; the role of Ethics in the development and application of the scientific knowledge; the progress of the Science along the time.