Submitted by Automa??o e Estat?stica (sst@bczm.ufrn.br) on 2015-12-14T21:49:03Z No. of bitstreams: 1 GerlaniaCarolinaMeloNascimento_DISSERT.pdf: 2304669 bytes, checksum: 4d0804ad3cf0faf3351c4cb9fd82cd0c (MD5) / Approved for entry into archive by Arlan Eloi Leite Silva (eloihistoriador@yahoo.com.br) on 2015-12-17T21:06:42Z (GMT) No. of bitstreams: 1 GerlaniaCarolinaMeloNascimento_DISSERT.pdf: 2304669 bytes, checksum: 4d0804ad3cf0faf3351c4cb9fd82cd0c (MD5) / Made available in DSpace on 2015-12-17T21:06:42Z (GMT). No. of bitstreams: 1 GerlaniaCarolinaMeloNascimento_DISSERT.pdf: 2304669 bytes, checksum: 4d0804ad3cf0faf3351c4cb9fd82cd0c (MD5) Previous issue date: 2014-07-30 / Os ritmos biol?gicos fazem parte da vida dos seres vivos desde os mais simples at? o mais complexos. No homem, um dos ritmos biol?gicos mais importantes ? o ciclo sono-vig?lia (CSV), que representa um comportamento indispens?vel para a sa?de uma vez que a priva??o do sono pode levar a d?ficits de aten??o e de mem?ria, altera??es de humor e sonol?ncia diurna que podem prejudicar o desempenho escolar. Apesar disso, o CSV ? um assunto pouco discutido no ?mbito escolar. Assim, o objetivo desta pesquisa foi divulgar os conte?dos sobre o ciclo sono-vig?lia, de forma contextualizada com o tema sa?de, para estimular h?bitos de sono saud?veis. Esta pesquisa foi desenvolvida em uma escola estadual com 33 estudantes do 3? ano do ensino m?dio e est? dividida em quatro etapas: 1?) Estudo do conte?do e an?lise do livro did?tico adotado pela escola para subsidiar as atividades contempladas na unidade did?tica (UD) e al?m da aproxima??o com a professora de biologia da turma para avaliar a viabilidade de hor?rios para o desenvolvimento da UD; 2?) Levantamento dos conhecimentos pr?vios dos alunos, por meio de question?rio, para nortear a elabora??o da UD; 3?) Desenvolvimento e aplica??o de uma UD baseada na aprendizagem significativa, e caracteriza??o dos h?bitos de sono dos estudantes, e 4?) Avalia??o da UD como uma proposta vi?vel para trabalhar os conceitos sobre ritmos biol?gicos. Os conhecimentos pr?vios dos estudantes a respeito do CSV s?o escassos e este assunto n?o est? contemplado nos livros do ensino m?dio adotado pela escola. Foram observadas concep??es alternativas, principalmente quanto ?s diferen?as individuais de sono, que podem contribuir para a ocorr?ncia de h?bitos inadequados de sono, como relatado pelos adolescentes deste estudo. As atividades desenvolvidas durante a UD foram bem recebidas pelos alunos que se mostraram participativos, motivados e avaliaram positivamente os procedimentos utilizados pelo pesquisador. Ap?s a UD o conceito sobre ritmo biol?gico foi ampliado e os estudantes passaram a identificar que o CSV muda ao longo da vida devido a fatores biol?gicos e s?cio-culturais. Assim, a UD elaborada neste estudo representa uma proposta vi?vel para trabalhar os conceitos sobre ritmos biol?gicos contextualizados ao tema sa?de, no ensino m?dio. / Biological rhythms are part of the life from the simplest to the most complex living beings. In humans, one of the most important biological rhythms is the sleep-wake cycle (SWC), which represents an indispensable behavior for health, since sleep deprivation can lead to deficits in attention and memory, mood and daytime sleepiness which may affect school performance. Nevertheless, the SWC is a content rarely discussed in schools. Thus, the aim of this research was to address contents of the sleep-wake cycle, related to the content of Health to encourage healthy sleep habits. This study was conducted in a public school with 33 students of the 3rd year of high school and is divided into four stages: 1st) Study and analysis of the content of the textbook adopted by the school to subsidize the activities covered in the teaching unit (TU) and approximation with the biology teacher from the class to evaluated the feasibility of schedules for the development of TU; 2nd) Survey of students' prior knowledge, through a questionnaire, to guide the development of the TU; 3rd) Development and implementation of a TU based on meaningful learning and characterization of the students sleep habits, 4th) Evaluation of the TU as a viable proposal to teach biological rhythms concepts. Previous knowledge of students about the SWC are scarce and this content is not covered in the books adopted by the school. Alternative conceptions were observed, particularly with regard to individual differences in sleep, which may contribute to the occurrence of inadequate sleep habits, as reported by the adolescents in this study. The activities developed during UD were well received by the students who showed participative, motivated and evaluated positively the procedures used by the researcher. After the TU, students' knowledge about the concept of biological rhythms has been increased and they started to identify that the SWC changes throughout life and occur due biological and socio-cultural factors. Thus, the UD elaborated in this study represents a viable proposal to teach the concepts of biological rhythms contextualized to the content of Health, in high school

Made available in DSpace on 2014-12-17T15:36:34Z (GMT). No. of bitstreams: 1 IvaniseCSG.pdf: 908431 bytes, checksum: df1b53f921f6305ffd1027c46739e385 (MD5) Previous issue date: 2008-11-03 / In adolescents, who tend to sleep and wake-up later, the school schedule in the morning is associated with sleep advancement and shortening besides bedtime and wake-up time irregularity between week and weekend days. As a result, there is an increase in daytime sleepiness and a drop in cognitive performance that interfer in students performance in classroom. These consequences reinforce the need to evaluate alternatives that help the adolescent to adapt their sleep needs to the time of start of classes in the morning. Accordingly, the general aim of this study was to evaluate the effects of a sleep program education and sunlight exposure in early morning on sleep-wake cycle (SWC) and daytime sleepiness of adolescents. The students chronotype were evaluated by the Horne-Ostberg questionnaire and the health and usual sleep habits by "the health and the sleep questionnaire. The SWC patterns were assessed by sleep log, the daytime sleepiness by Karolinska Sleepiness Scale (KSS) and the alertness by the Psychomotor Vigilance Test (PVT). These parameters were compared before and after a sleep education program and before and during the sunlight exposure. The sleep program was effective in increasing sleep knowledge of adolescents, in promoting a reduction of bedtime and wake-up time irregularity and increasing the sleep duration in school days. The sunlight exposure effect was evaluated in the return to classes after vacation due to the difference in sleep patterns between school and vacation days. During the intervention week it was observed an advance of sleep schedules, an increase on sleep duration and alertness at the end of the morning. Assessed separately, sleep education and sunlight exposure should contribute to minimize adolescents partial sleep deprivation, but daytime sleepiness effect must be better investigated. These strategies should be used jointly by school members to improve health and performance of their students / Em adolescentes, que tendem a dormir e acordar mais tarde, o in?cio das aulas pela manh? est? associado ao avan?o dos hor?rios de sono, diminui??o na dura??o do sono noturno e irregularidade dos hor?rios de dormir e acordar entre a semana e o fim de semana. Como conseq??ncia h? um aumento da sonol?ncia diurna e queda no desempenho cognitivo que interferem no desempenho em sala de aula. Estas conseq??ncias levantam a necessidade de se avaliar alternativas que auxiliem o adolescente a adaptar a sua necessidade de sono aos hor?rios de in?cio das aulas pela manh?. Nesse sentido, o objetivo geral deste estudo foi avaliar o efeito de um programa de educa??o sobre o sono e da exposi??o ? luz solar no in?cio da manh? no ciclo vig?lia-sono (CVS) e na sonol?ncia diurna de adolescentes. Os estudantes foram caracterizados quanto ao cronotipo pelo question?rio de Horne-Ostberg e quanto ? sa?de e aos h?bitos mais freq?entes de sono pelo question?rio a sa?de e o sono . Os padr?es do CVS foram avaliados pelo di?rio de sono, a sonol?ncia diurna pela Escala de sonol?ncia de Karolinska (ESK) e o alerta pelo Teste de Vigil?ncia Psicomotora (TVP). Estes par?metros foram comparados antes e ap?s o programa de educa??o sobre o sono e antes e durante a exposi??o ? luz solar. O programa de educa??o sobre o sono foi eficiente em aumentar o conhecimento dos adolescentes sobre o sono, promover a diminui??o da irregularidade dos hor?rios de dormir e acordar, e aumentar a dura??o do sono noturno nos dias de semana. O efeito da exposi??o ? luz pela manh? foi avaliado no retorno ?s aulas devido ? diferen?a que existe no padr?o de sono dos adolescentes entre os dias de aulas e as f?rias semestrais. Durante a semana da interven??o foi observado um avan?o dos hor?rios de sono, aumento da dura??o do sono noturno e do alerta no final da manh?. Avaliadas separadamente, a educa??o sobre o sono e a exposi??o ? luz solar contribuem para minimizar a priva??o parcial de sono em adolescentes, mas os efeitos sobre a sonol?ncia diurna precisam ser melhor investigados. Em conjunto, estas estrat?gias poderiam ser utilizadas pelos membros da escola para contribuir para a sa?de e melhora no desempenho de seus alunos

Submitted by Automa??o e Estat?stica (sst@bczm.ufrn.br) on 2016-10-26T20:29:26Z No. of bitstreams: 1 MariaLuizaCruzDeOliveira_DISSERT.pdf: 3597240 bytes, checksum: 5488745e8bf3391962e59b4e257e1dd3 (MD5) / Approved for entry into archive by Arlan Eloi Leite Silva (eloihistoriador@yahoo.com.br) on 2016-12-20T20:31:17Z (GMT) No. of bitstreams: 1 MariaLuizaCruzDeOliveira_DISSERT.pdf: 3597240 bytes, checksum: 5488745e8bf3391962e59b4e257e1dd3 (MD5) / Made available in DSpace on 2016-12-20T20:31:17Z (GMT). No. of bitstreams: 1 MariaLuizaCruzDeOliveira_DISSERT.pdf: 3597240 bytes, checksum: 5488745e8bf3391962e59b4e257e1dd3 (MD5) Previous issue date: 2016-04-05 / Conselho Nacional de Desenvolvimento Cient?fico e Tecnol?gico (CNPq) / O atraso de fase em rela??o aos hor?rios de deitar e levantar na adolesc?ncia somado ao crescente uso de m?dia pode ocasionar exposi??o ? luz em hor?rios impr?prios, irregularidade nos hor?rios e priva??o de sono. Processos cognitivos b?sicos regulam o desempenho dos indiv?duos. Nesse trabalho, avaliamos a aten??o, a mem?ria operacional e a flexibilidade cognitiva. Esses processos podem sofrer influ?ncia da irregularidade e da priva??o de sono, acarretando redu??o na performance cognitiva podendo prejudicar a aprendizagem. Nesse trabalho, verificamos se os h?bitos de sono, a sonol?ncia diurna e a cogni??o de adolescentes do turno matutino variam em fun??o do uso de m?dia. Assim, 83 estudantes (60 meninas, 23 meninos) da segunda s?rie do ensino m?dio de escolas privadas de Natal/RN responderam question?rios (A sa?de e o sono, Avalia??o do Cronotipo de Horne-?stberg e Escala de Sonol?ncia de Epworth) e uma bateria de testes cognitivos (avalia??o da aten??o por uma Tarefa de Execu??o Cont?nua; mem?ria operacional, pelo Subteste de d?gitos; e Flexibilidade cognitiva pelo teste de trilhas e de Berg de classifica??o de cartas). Al?m disso, preencheram o di?rio do sono durante 10 dias (incluindo a pergunta ?o que estava fazendo antes de dormir??) e um protocolo di?rio de uso de m?dia por dois dias na semana e dois no final de semana. No geral, o uso de m?dia foi maior no fim de semana em rela??o ? semana, e o dispositivo mais utilizado foi o celular, seguido de televis?o e computador. N?o foram encontradas correla??es entre a estimativa de uso semanal de m?dia e os par?metros relacionados ao sono. Contudo, foram encontradas correla??es fracas entre a estimativa semanal de uso e: a estabilidade geral na aten??o (r=-0,23; p<0,05), os pontos (r=0,22; p<0,05) e escore total (r=0,22; p<0,05) na ordem direta do subteste de d?gitos, e os erros ?nicos (r=-0,26; p<0,01) do teste de Berg. Em rela??o ? frequ?ncia de uso de m?dia antes de dormir, a televis?o aparece como o dispositivo preferido pelo grupo que mais usa m?dia neste hor?rio (G3). De forma geral, os hor?rios de deitar e levantar diferiram entre os dias de semana e fim de semana, mas n?o houve diferen?a na irregularidade nos hor?rios de deitar e levantar em fun??o do uso de m?dia antes de dormir. Foram encontradas diferen?as nos hor?rios de levantar no fim de semana, de modo que o grupo com menor frequ?ncia de uso de m?dia antes de dormir (G1) levantou mais cedo (Anova, p<0,01 -Bonferroni, p<0,05). A maioria dos estudantes apresentou sonol?ncia diurna excessiva, com diferen?as nas propor??es entre os grupos. Por?m, os maiores percentuais foram observados sucessivamente no G1 e G3 (X2, p<0,05). Quanto ao desempenho nos testes cognitivos, o G1 apresentou menor percentual de omiss?es no alerta f?sico (Mann-Whitney, p<0,05), uma tend?ncia a um menor percentual de omiss?es em rela??o ? aten??o sustentada (Kruskal-Wallis, p=0,06), maior n?mero de pontos na vers?o indireta do subteste de d?gitos (Mann-Whitney, p<0,05) e uma tend?ncia a ser mais eficiente na vers?o A do teste de Trilhas (Mann-Whitney, p<0,05). De maneira geral, esses resultados corroboram nossas hip?teses de que o uso de m?dia influencia o sono, a sonol?ncia diurna e a performance cognitiva, principalmente quando a utiliza??o dos dispositivos eletr?nicos ocorre pr?ximo ao hor?rio de deitar. Por?m, estudos adicionais com um maior n?mero de indiv?duos s?o necess?rios para confirmar estas evid?ncias. / The phase delay with respect to schedules of bedtime and wake up time in adolescence added to the growing media use can cause exposure to light at inappropriate times, irregularity of sleep schedules and sleep deprivation, as well as influence the basic cognitive processes, which modulate the performance of the individuals, such as attention, working memory and cognitive flexibility. This context can lead to reduced cognitive performance, impairing learning. In this work, we examine if the sleep habits, daytime sleepiness and cognition in adolescent attending to school at morning shifts vary in function of the media usage. Thus, 83 (60 girls, 23 boys) second grade high school students of private schools in Natal/RN answered questionnaires (Health and Sleep, Horne and ?stberg?s Morningness-Eveningness Questionaire and Epworth Sleepiness Scale) and a battery cognitive tests (evaluation of attention by a continuous performance task, working memory, the subtest of digits, and cognitive flexibility for trail making and Berg?s card sorting test). In addition, they completed the sleep diary for 10 days and daily media use log for two weekdays and two weekend days. Overall, media usage was higher in the weekend compared to the weekdays, and the most widely used device is the mobile phone, followed by television and computer. There were no correlations between the estimated weekly use of media and the parameters related to sleep. However, weak correlations were found between the weekly estimate and use: the overall stability in attention (r = -0.23; p <0.05), points (r = 0.22; p <0.05) and total score (r = 0.22; p <0.05) in the direct order of the digit subtest, and the isolated errors (r = -0.26; p <0.01) on Berg?s test. Concerning frequency of media use before bed, television appears as the preferred device for the group that have the higher frequency media use before bed (G3). The schedules of bedtime, wake up time and time in bed, in general, differ between weekdays and weekend (ANOVA, p<0,05). Overall, the G1 individuals have sleep patterns with more advanced times when compared to adolescents from others groups. G1 differ from others groups in wake up time in the weekend (ANOVA, p<0,05) and from G3 in time in bed on week (ANOVA, p<0,05 ? Bonferroni, p=0,06). Most students had excessive daytime sleepiness, with differences in proportions between groups. However, the highest percentages were observed successively in G1 and G3 (X?, p <0.05). For performance on cognitive tests, the G1 had a lower percentage of omissions in phasic alert (Mann-Whitney test, p <0.05), a tendency to a lower percentage of omissions in relation to the sustained attention (Kruskal-Wallis, p = 0 , 06), most points in the indirect order of the digit subtest (Mann-Whitney test, p <0.05) and greater efficiency in version A of the trail making test (Mann-Whitney test, p <0.05 ). Overall, these results support our hypothesis that the media use affects sleep, daytime sleepiness and cognitive performance, especially when the use of electronic devices occurs near the bedtime schedules. However, further studies with a larger number of individuals is required to confirm this evidence.

Submitted by Automa??o e Estat?stica (sst@bczm.ufrn.br) on 2017-11-03T21:39:39Z No. of bitstreams: 1 AndressaDeSousaLeiteBispo_DISSERT.pdf: 2177007 bytes, checksum: 7d49916820876fb5331b0d455acca8b9 (MD5) / Approved for entry into archive by Arlan Eloi Leite Silva (eloihistoriador@yahoo.com.br) on 2017-11-17T23:38:26Z (GMT) No. of bitstreams: 1 AndressaDeSousaLeiteBispo_DISSERT.pdf: 2177007 bytes, checksum: 7d49916820876fb5331b0d455acca8b9 (MD5) / Made available in DSpace on 2017-11-17T23:38:26Z (GMT). No. of bitstreams: 1 AndressaDeSousaLeiteBispo_DISSERT.pdf: 2177007 bytes, checksum: 7d49916820876fb5331b0d455acca8b9 (MD5) Previous issue date: 2017-10-02 / Introdu??o: A disfun??o temporomandibulares (DTM) tem etiologia multifatorial e abrangem problemas musculares e articulares do sistema estomatogn?tico. A literatura relata que al?m da dor, poss?veis impactos psicossociais podem ser encontrados, dentre eles, a presen?a de dist?rbios do sono, influ?ncia negativa na qualidade de vida, na sa?de geral e bucal. Objetivo: Avaliar os efeitos das terapias com placa oclusal e aconselhamento, isoladas ou em associa??o, sobre a dor, o sono e a qualidade de vida em pacientes diagnosticados com DTM. M?todos: Foi realizado ensaio cl?nico randomizado cego com 55 pacientes, aplicando tr?s terapias: placa oclusal (PO) (n=23); aconselhamento (AC) (n=13); placa oclusal associada ao aconselhamento (PAC) (n=19)\. Foi realizado controle no baseline, com um m?s e tr?s meses ap?s os tratamentos para avaliar por meio de question?rios a dor com a Escala Visual Anal?gica de Dor (EVA), a qualidade do sono atrav?s do ?ndice de Qualidade do Sono de Pittsburgh (PSQI), a qualidade de vida na sa?de geral com o World Health Organization Quality Of Life-Brief Version (WHOQOL-BREF) e o impacto da sa?de bucal na qualidade de vida com o Oral Health Organization 14 (OHIP-14). O diagn?stico de DTM foi realizado por meio do Research Diagnostic Criteria for Temporomandibular Disorders (RDC/TMD). Foi utilizado o teste Split Plot ANOVA para observar a diferen?a entre os grupos ao longo do tempo e dentro do pr?prio grupo, com n?vel de confian?a de 95%. Resultados: Observou-se que as tr?s terapias aplicadas, no per?odo de um m?s e tr?s meses apresentaram melhora significativa na dor (p<0,001), na qualidade do sono (p=0,008) e no impacto da sa?de bucal na qualidade de vida (p<0,001) e n?o mostrou signific?ncia na qualidade de vida geral (p=0,118), no entanto, os n?veis constatados n?o evidenciaram diferen?as entre diferentes terapias (p>0,05) para todas os ?ndices avaliados. Conclus?o: Dentro das limita??es do estudo, pode-se concluir que os tratamentos de placa oclusal e aconselhamento, individualmente ou em associa??o, foram efetivos na redu??o da dor, na melhoria do sono e no impacto da sa?de bucal na qualidade de vida, contudo, n?o demonstrou signific?ncia na melhora da qualidade de vida geral. Como tamb?m, nenhum grupo terap?utico foi superior ao outro na redu??o dos par?metros observados. / Introduction: As temporomandibular disfunction (TMD) have a multifactorial etiology and encompass muscular and articular problems of the stomatognathic system. The literature reports that in addition to pain, possible psychosocial impacts can be found, among them, the presence of sleep disturbances, negative influence on quality of life, and still in general and oral health. Objective: To evaluate the effects of occlusal plaque therapy and counseling, alone or in combination, on pain, sleep and quality of life in patients diagnosed with TMD. Methods: A randomized blinded clinical trial with 55 patients was performed, applying three therapies: occlusal plaque (n=23); counseling (n=13); occlusal plaque associated with counseling (n=19). Checks was perfomed in baseline, one month and three months after the treatments to assess the pain with the Visual Analogue Pain Scale (VAS), sleep quality through the Pittsburgh Sleep Quality Index (PSQI) , the life quality by World Health Organization Quality of Life-Brief Version (WHOQOL-BREF), and the impact of oral health in life quality throught the Oral Health Organization 14 (OHIP-14). The diagnosis of TMD was performed through the Research Diagnostic Criteria for Temporomandibular Disorders (RDC/TMD). The Split Plot ANOVA test was used to observe the difference between the groups over time and within the group, with a confidence level of 95%. Results: It was observed that the three applied therapies showed significant improvement in one month and three months in pain (p < 0.001), sleep quality (p = 0.008) and the impact of oral health on quality of life ( p < 0.001) and did not show a significant difference in the general quality of life (p=0.118), however, the levels found did not show differences among different therapies (p>0.05) for all indices evaluated. Conclusion: Within the limitations of the study, it can be concluded that treatments wiith occlusal plaque and counseling, individually or in combination, are effective in reducing pain, improving sleep and the impact of oral health on quality of life, however, it did not demonstrate significant improvement in general quality of life. As well, no therapeutic group was superior to the other in reducing the observed parameters.

Submitted by Automa??o e Estat?stica (sst@bczm.ufrn.br) on 2017-11-03T21:39:42Z No. of bitstreams: 1 FernandaGondimLemosDeOliveiraMedeiros_DISSERT.pdf: 2018995 bytes, checksum: 637011e566f152bb815b954afcd07a2b (MD5) / Approved for entry into archive by Arlan Eloi Leite Silva (eloihistoriador@yahoo.com.br) on 2017-11-17T23:58:29Z (GMT) No. of bitstreams: 1 FernandaGondimLemosDeOliveiraMedeiros_DISSERT.pdf: 2018995 bytes, checksum: 637011e566f152bb815b954afcd07a2b (MD5) / Made available in DSpace on 2017-11-17T23:58:30Z (GMT). No. of bitstreams: 1 FernandaGondimLemosDeOliveiraMedeiros_DISSERT.pdf: 2018995 bytes, checksum: 637011e566f152bb815b954afcd07a2b (MD5) Previous issue date: 2017-09-29 / Introdu??o: A disfun??o temporamandibular (DTM) definida como um conjunto de dist?rbios que envolvem os m?sculos mastigat?rios, a articula??o temporomandibular e estruturas associadas. A DTM pode gerar um grande impacto sobre a vida di?ria do paciente, limitando sua qualidade de vida e do sono. Diante da variedade de tratamentos existentes, torna-se necess?rio determinar quais inferferem nestes fatores. Objetivo: Avaliar a efetividade de diferentes terapias conservadores na qualidade de vida, qualidade do sono e dor em pacientes com DTM. Metodologia: O ensaio cl?nico foi constitu?do de 89 pacientes e distribu?dos em quatro modalidades aleatoriamente: placa oclusal (PO; n=24), terapia manual (TM; n=21), aconselhamento (AC; n=19) e placa oclusal em associa??o com aconselhamento (PAC; n=25). As cr?terios foram avaliados por meio da Escala Visual Anal?gica de Dor (EVA), ?ndice de Qualidade do Sono de Pittsburgh (PSQI), World Health Organization Quality Of Life (WHOQOL-BREF) e Oral Health Impact Profile (OHIP-14). Foi utilizado o teste estat?stico Slip Plot ANOVA com n?vel de confian?a de 95%. Resultados: Todas as terapias foram efetivas ao longo do tempo, influenciando a dor (p<0,001), qualidade do sono (p=0,001), impacto da sa?de oral na qualidade de vida (p<0,001) e qualidade de vida geral (p<0,006), sem diferen?a estat?stica entre elas. Conclus?o: As terapias conservadoras estudadas foram eficazes na melhoria da dor, qualidade do sono e qualidade de vida, entretanto, nenhum grupo terap?utico foi superior ao outro. / Introduction: Temporamandibular dysfunction (TMD) can have a major impact on a patient's daily life, limiting their quality of life and sleep. In view of the variety of existing treatments, it is necessary to determine which ones inferred in these factors. Objective: To evaluate the effectiveness of different conservative therapies in the quality of life, sleep and pain in TMD diagnosed patients. Methods: The clinical trial consisted of 89 patients and distributed in four modalities: occlusal splints (n=24), manual therapy (n = 21), counseling (n = 19) and occlusal splints in association with counseling (n = 25), counseling and occlusal s in association with counseling. The critters were evaluated by means of the Visual Analogue Pain Scale (VAS), Pittsburgh Sleep Quality Index (PSQI), World Health Organization Quality of Life (WHOQOL-BREF) and Oral Health Impact Profile (OHIP-14). Slip Plot ANOVA statistical test was used to observe the results, with a confidence level of 95%. Results: All therapy modalities were successful in TMD treatment over time with regard to pain (p <0.001), sleep quality (p = 0.001), oral health impact on quality of life (p <0.001) and quality of life (p<0.006), but there was no significant difference between therapies. Conclusion: The conservative therapies studied were effective in improving pain, quality of sleep and quality of life, however, no therapeutic group was superior to the other.

Made available in DSpace on 2014-12-17T15:16:09Z (GMT). No. of bitstreams: 1 GracileneRT_DISSERT.pdf: 1181628 bytes, checksum: 852f63bbbe08febda85d8edf419c5a92 (MD5) Previous issue date: 2010-08-27 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior / It is known that sleep plays an important role in the process of motor learning. Recent studies have shown that the presence of sleep between training a motor task and retention test promotes a learning task so than the presence of only awake between training and testing. These findings also have been reported in stroke patients, however, there are few studies that investigate the results of this relationship on the functionality itself in this population. The objective of this study was to evaluate the relationship between functionality and sleep in patients in the chronic stage of stroke. A cross-sectional observational study was conducted. The sample was composed of 30 stroke individuals in chronic phase, between 6 and 60 months after injury and aged between 55 and 75 years. The volunteers were initially evaluated for clinical data of disease and personal history, severity of stroke, through the National Institute of Health Stroke Scale, and mental status, the Mini-Mental State Examination. Sleep assessment tools were Pittsburgh Sleep Quality Index, the Questionnaire of Horne and Ostberg, Epworth Sleepiness Scale, the Berlin questionnaire and actigraphy, which measures were: real time of sleep, waking after sleep onset, percentage of waking after sleep onset, sleep efficiency, sleep latency, sleep fragmentation index, mean activity score. Other actigraphy measures were intraday variability, stability interdi?ria, a 5-hour period with minimum level of activity (L5) and 10-hour period with maximum activity (M10), obtained to evaluate the activity-rest rhythm. The Functional Independence Measure (FIM) and the Berg Balance Scale (BBS) were the instruments used to evaluate the functional status of participants. The Spearman correlation coefficient and comparison tests (Student's t and Mann-Whitney) were used to analyze the relationship of sleep assessment tools and rest-activity rhythm to measures of functional assessment. The SPSS 16.0 was used for analysis, adopting a significance level of 5%. The main results observed were a negative correlation between sleepiness and balance and a negative correlation between the level of activity (M10) and sleep fragmentation. No measurement of sleep or rhythm was associated with functional independence measure. These findings suggest that there may be an association between sleepiness and xii balance in patients in the chronic stage of stroke, and that obtaining a higher level of activity may be associated with a better sleep pattern and rhythm more stable and less fragmented. Future studies should evaluate the cause-effect relationship between these parameters / Sabe-se que o sono exerce um importante papel no processo de aprendizado motor. Estudos recentes demonstraram que a presen?a do sono entre o treino de uma tarefa motora e o teste de reten??o promove um aprendizado da tarefa de forma superior ? presen?a apenas de vig?lia entre treino e teste. Estes achados tamb?m t?m sido encontrados em pacientes que sofreram acidente vascular encef?lico (AVE), entretanto, faltam estudos que investiguem os resultados desta rela??o sobre a funcionalidade propriamente dita nesta popula??o. O objetivo desta pesquisa foi verificar a rela??o entre capacidade funcional e sono em pacientes em est?gio cr?nico de acidente vascular encef?lico. Foi realizado um estudo observacional anal?tico transversal. A amostra foi composta por 30 indiv?duos com seq?elas motoras de AVE em fase cr?nica, faixa et?ria entre 55 e 75 anos, apresentando tempo de seq?ela entre 6 e 60 meses. Os volunt?rios foram inicialmente avaliados quanto aos dados cl?nicos e antecedentes pessoais, severidade do AVE, atrav?s da escala internacional de AVE do National Institute of Health, e estado mental, pelo Mini-Exame do Estado Mental. Os instrumentos de avalia??o do sono foram o ?ndice de Qualidade do Sono de Pittsburgh, o question?rio de Horne e Ostberg, Escala de Sonol?ncia de Epworth (ESE), o question?rio de Berlim e a actimetria, cujas medidas utilizadas foram: tempo real de sono, tempo de vig?lia ap?s o in?cio do sono, porcentagem de tempo de vig?lia ap?s o in?cio do sono, efici?ncia do sono, lat?ncia para o sono, ?ndice de fragmenta??o do sono, m?dia do escore de atividade. Outras medidas da actimetria foram a variabilidade intradi?ria, estabilidade interdi?ria, per?odo de 5 horas com n?vel m?nimo de atividade (L5) e per?odo de 10 horas com n?vel m?ximo de atividade (M10), obtidas para avalia??o do ritmo de atividade-repouso. A Medida de Independ?ncia Funcional (MIF) e a Escala de Equil?brio de Berg (EEB) foram os instrumentos utilizados para avalia??o da condi??o funcional dos participantes. O coeficiente de correla??o de Spearman e testes comparativos (t de student e Mann-Witney) foram utilizados para an?lise da rela??o dos instrumentos de avalia??o do sono e do ritmo de atividade/repouso com as medidas de avalia??o funcional. O programa estat?stico SPSS 16.0 foi empregado para as an?lises, adotando-se n?vel de signific?ncia de 5%. Os principais resultados observados foram uma correla??o negativa entre sonol?ncia e equil?brio e uma correla??o negativa entre o n?vel de atividade (M10) e fragmenta??o do sono. Nenhuma medida do sono ou do ritmo foi associada com a medida de independ?ncia funcional. Estes achados sugerem que pode haver uma associa??o entre sonol?ncia e equil?brio em pacientes em est?gio cr?nico de AVE, e ainda que a obten??o de um maior n?vel de atividade pode estar associada a um melhor padr?o de sono e ritmo mais est?vel e menos fragmentado. Futuros estudos devem avaliar a rela??o de causa-efeito entre estes par?metros

Made available in DSpace on 2014-12-17T15:37:01Z (GMT). No. of bitstreams: 1 FranciscaPS_DISSERT.pdf: 2124364 bytes, checksum: fdbee75aadf5fa6b72cf6cdc5f8aa5a8 (MD5) Previous issue date: 2010-10-07 / The sleep patterns of students entering the university, is accompanied by many factors that can lead to changes in sleep habits, such as academic demands, new social opportunities, reduced parental care and irregular teaching schedules. The irregular pattern of sleep-wake cycle is usually accompanied by several daytime consequences, for example, reduced levels of motivation, performance, concentration, alertness and mood as well as increased fatigue and sleepiness.Thus, there are numerous reasons to support the fact that these students may suffer damage in their academic performance. The aim of this study was to evaluate the sleep-wake cycle (SWC) and cognition in medical students with different schemes teaching schedules. One group started classes at 08am, while the other started at 07am. We analyzed the data from 88 volunteers, 39 from each group. However, only those who participated in both stages of the study (n = 78) underwent cognitive testing. For subjective evaluation of the SWC was used questionnaires to check the quality of sleep, chronotype, daytime sleepiness and sleep habits. For objective evaluation was used actigraphy. For cognitive assessment was used the test MoCA (Montreal Cognitive Assessment). The results indicate that the group has class earlier had a greater irregularity of the SWC and a worse performance in cognitive testing. There was a difference between the schedules the week and weekend in the subjective variables, bedtime, wake up and sleep duration in both groups. The objective variables, time in bed showed difference between the schedules the week and weekend to the group started class at 08am and the variables bedtime, get up time, actual sleep time, time in bed and wake bouts in the class at 07am. In the cognitive test, there were differences between the groups in overall score and in the areas of executive function and memory recall. Thus, it is suggested that the class starting time may cause irregularity of the SWC and the irregularity may cause mild cognitive impairment. Moreover, cognitive testing MoCA was sensitive to detect differences among students, although the difference between the schedules is small / O padr?o de sono dos estudantes ao entrarem na universidade, ? acompanhado por muitos fatores que podem levar a mudan?as nos h?bitos de sono, tais como demanda acad?mica, novas oportunidades sociais, diminui??o do cuidado dos pais e hor?rios de aulas irregulares. O padr?o irregular de sono-vig?lia ? usualmente acompanhado por v?rias consequ?ncias diurnas, como diminui??o nos n?veis de motiva??o, desempenho, concentra??o, aten??o e humor, bem como aumento da fatiga e da sonol?ncia. Assim, existem in?meras raz?es para apoiar o fato de que, esses estudantes universit?rios, podem sofrer preju?zos em seu desempenho acad?mico. O objetivo desse estudo foi avaliar o padr?o ciclo sono-vig?lia (CSV) e a cogni??o em estudantes de medicina com diferentes esquemas de hor?rios de aulas. Uma turma iniciava as aulas ?s 08 horas da manh?, enquanto a outra iniciava ?s 07 horas. Para isso contamos com 88 volunt?rios. Por?m, desses, apenas os que participaram das duas etapas no estudo (n=78) realizaram o teste cognitivo. Para a avalia??o subjetiva do CSV foi utilizado question?rios para verificar a (1) qualidade de sono, (2) cronotipo, (3) sonol?ncia diurna e (4) h?bitos de sono. Para avalia??o objetiva foi utilizado o act?metro e para avalia??o cognitiva o teste MoCA (Montreal Cognitive Assessment). Os resultados indicam que a turma que tem aula mais cedo teve uma maior irregularidade do CSV e um pior desempenho no teste cognitivo. Houve diferen?a entre os hor?rios da semana e do fim de semana nas vari?veis subjetivas, hora de deitar, hora de levantar e dura??o do sono, em ambas as turmas. E nas vari?veis objetivas, tempo na cama na turma das 08h e, hora de dormir, hora de acordar, tempo real de sono, tempo na cama e despertares noturnos na turma das 07h. No teste cognitivo, houve diferen?a entre as turmas no escore geral e nos dom?nios de fun??o executiva e evoca??o de mem?ria. Assim, sugere-se que o hor?rio de in?cio das aulas pode provocar irregularidade do CSV e, essa irregularidade pode provocar um d?ficit cognitivo leve. Al?m disso, o teste cognitivo MoCA foi sens?vel para detectar diferen?as entre os estudantes, apesar da diferen?a entre os hor?rios ser pequena

Evidence suggests that Video Interaction Guidance (VIG) is an effective intervention leading to positive behaviour change when used with parents and their children. The aim of this paper is to explore the processes of Video Interaction Guidance (VIG). Utilising a case study methodology it explores some of the key processes within the video intervention through in-depth analysis of shared review sessions. It also examines what parents and EPs perceive as significant and helpful within the process of VIG. Results reveal that the interplay between the visual image and the nature and content of discussions appears to be qualitatively different when parents are more actively engaged in video review sessions. Parents perceived the intervention in different ways, which appeared to correspond with their level of engagement in shared review sessions. The limitations of the study and suggestions for future research are discussed and the direct implications are dealt with in the overall conclusion in Paper 2 (pg. 93). Abstract Evidence suggests that Video Interaction Guidance (VIG) is an effective intervention that leads to positive behaviour change when used with parents and their children. This paper aims to evaluate the perceived impact of VIG when used with four parents and their children. Utilising a mixed methods case study methodology, it explores parents’ views of their experiences of the video intervention and examines whether any changes are maintained over time. Findings indicate that parents perceived some positive attitudinal and emotional changes. However, it was not clear that any changes were maintained over time and whether they could be solely attributed to the impact of VIG but were perhaps a result of a combination of other factors. A number of common themes emerged across cases that related to barriers and enablers of successful outcomes in VIG as perceived by parents and EPs. The direct implications of this study, suggestions for further research, and for Educational Psychology are discussed.

Made available in DSpace on 2014-12-17T14:13:59Z (GMT). No. of bitstreams: 1 JoaoFSP_DISSERT.pdf: 3447270 bytes, checksum: 39c94faa709bc806d9f8e00564df8952 (MD5) Previous issue date: 2012-04-20 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior / Although several studies, have shown differences in cognitive performance between men and women, it not yet known whether these differences occur in tasks involving free association of words (WA). Studies across the sleep-wake cycle (SWC) suggest that rapid eye movement sleep (REM) favors semantic flexibility, in comparison with pre-sleep waking (Pre-WK), slow-wave sleep (SWS) and post-sleep waking (Post-WK). The present work has two aims: (1) to evaluate the semantic distances of word pairs produced by AP, comparing men and women, (2) to evaluate semantic distance in word pairs produced by free association across the SWC in young adults of both sexes. To achieve aim (1), we applied a task of WA in 68 adult volunteers during waking (52 women and 16 men). The WA task consisted of writing the first word that came to mind after viewing another word offered as a stimulus (root Word). To achieve aim (2), we performed polysomnography to identify specific stages of the SWC. The experimental subjects were then awakened (if they were asleep) and were immediately given a WA task. The task was administered to 2 groups of 10 subjects each (G1 and G2). G1 subjects were stimulated with the same set of root words after waking from various states of SWC, while G2 subjects received sets of different root words at each state of the SWC. In the absence of a Portuguese corpus suitable for the measurement of semantic distances, the words collected in our experiments were translated to English, and semantically quantified within a systematic and representative corpus of that language (Wordnet). This procedure removed the polysemies typical of Portuguese, but preserved the semantic macrostructure common to both languages. During waking, we found that semantic distances are significantly lower in WA produced by women, in comparison with the distances observed in men. Through the SWC, there were no statistically significant differences in G1. In G2 women, we detected a significant increase of semantic distances upon being awakened from SWS. In contrast, G2 men showed a significant increase in semantic distances upon being awakened from REM. The results of the first experiment are consistent with the notion that women have a more concrete reasoning than men. The results of the second experiment indicate that men awakened from REM present more flexibility in word association than when being awakened from other states. In contrast, women showed more flexible word association after being awakened from SWS, in compared with other states. The results indicate that the cognitive flexibility attributed to different states of the SWC shows gender dependency / Embora diversos estudos demonstrem diferen?as no desempenho cognitivo, entre homens e mulheres, ainda n?o se sabe se essas diferen?as ocorrem em tarefas que envolvam associa??o livre de palavras (AP). Estudos atrav?s do ciclo sono-vig?lia (CSV) sugerem que o sono de movimento r?pido dos olhos (MRO) favore?a a flexibilidade sem?ntica, em compara??o com a vig?lia pr?sono (V-Pr?), o sono de ondas lentas (SOL) e a vig?lia p?s-sono (V-P?s). O presente trabalho teve 2 objetivos: (1) Avaliar as dist?ncias sem?nticas de pares de palavras produzidas por AP, comparando homens e mulheres; (2) Avaliar dist?ncias sem?nticas em palavras produzidas por associa??o livre, atrav?s do CSV em adultos jovens de ambos os sexos. Para alcan?ar o objetivo (1), aplicamos uma tarefa de AP em 68 volunt?rios adultos durante a vig?lia (52 mulheres e 16 homens). A tarefa de AP consistiu em listar por escrito a primeira palavra pensada ap?s visualizar outra palavra oferecida como est?mulo. Para alcan?ar o objetivo (2), realizamos registro polissonogr?fico para identificar fases espec?ficas do CSV. Os sujeitos experimentais foram ent?o despertados (caso estivessem em sono) e foram imediatamente submetidos a uma tarefa de AP. Administrou-se a tarefa de AP a 2 grupos de 10 pessoas cada (G1 e G2). Sujeitos de G1 foram estimulados com o mesmo conjunto de palavras-raiz ap?s despertar dos diversos estados do CSV, enquanto que sujeitos de G2 receberam conjuntos de palavras-raiz diferentes a cada estado do CSV. Na aus?ncia de um corpus em portugu?s adequado para ? mensura??o de distancias sem?nticas, as palavras coletadas foram traduzidas para o idioma ingl?s, e semanticamente quantificadas em um corpus representativo e sistem?tico desse idioma (Wordnet). Esse procedimento retirou as polissemias t?picas do portugu?s, mas preservou a macroestrutura sem?ntica comum ?s duas l?nguas. Na vig?lia, verificamos que as dist?ncias sem?nticas s?o significativamente menores nas AP produzidas por mulheres, em compara??o com as dist?ncias sem?nticas verificadas em AP realizadas por homens. Atrav?s do CSV, n?o foram detectadas diferen?as estatisticamente significativas em G1. Em mulheres de G2, detectamos um aumento significativo das dist?ncias sem?nticas ap?s despertar de SOL. Em contraste, homens de G2 apresentaram um aumento significativo das dist?ncias sem?nticas ap?s despertar de MRO. Os resultados do primeiro experimento s?o compat?veis com a no??o de que as mulheres possuem um racioc?nio mais concreto do que homens. Os resultados do experimento 2 indicam que homens despertados durante o MRO apresentam AP mais flex?veis em compara??o com as AP produzidas ap?s vig?lia ou ap?s despertar de SOL. Mulheres apresentaram resultados distintos, com AP mais flex?vel ap?s despertar de SOL, em compara??o com os outros estados. Os resultados indicam que a flexibilidade cognitiva atribu?da a diferentes estados do CSV apresenta depend?ncia de g?nero

Submitted by Automa??o e Estat?stica (sst@bczm.ufrn.br) on 2016-01-13T12:57:19Z No. of bitstreams: 1 JaneCarlaDeSouza_TESE.pdf: 8909183 bytes, checksum: d160d84e2f5763cbbab1b91a5604e5a6 (MD5) / Approved for entry into archive by Elisangela Moura (lilaalves@gmail.com) on 2016-01-15T14:53:24Z (GMT) No. of bitstreams: 1 JaneCarlaDeSouza_TESE.pdf: 8909183 bytes, checksum: d160d84e2f5763cbbab1b91a5604e5a6 (MD5) / Made available in DSpace on 2016-01-15T14:53:24Z (GMT). No. of bitstreams: 1 JaneCarlaDeSouza_TESE.pdf: 8909183 bytes, checksum: d160d84e2f5763cbbab1b91a5604e5a6 (MD5) Previous issue date: 2014-08-08 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior - CAPES / A profiss?o docente est? muitas vezes associada ? extensa jornada de trabalho, dentro e fora da sala de aula, a condi??es prec?rias de ensino, entre outros desafios que podem acarretar problemas de sono. Estes problemas podem ser ainda maiores nas mulheres, devido ? dupla jornada de trabalho e a maior necessidade de sono. Considerando que problemas de sono podem ser decorrentes da pr?tica de maus h?bitos de sono, programas educacionais sobre o sono s?o realizados com o objetivo de diminuir a priva??o e a irregularidade nos hor?rios de sono, a sonol?ncia diurna e melhorar a qualidade de sono. Neste sentido, o objetivo deste estudo ? avaliar a influ?ncia do hor?rio de trabalho, do g?nero e de um programa de educa??o sobre o sono nos h?bitos e qualidade de sono, na sonol?ncia diurna, e no n?vel de estresse em professores do ensino fundamental e m?dio. Para isso os professores responderam aos question?rios que avaliavam: 1. H?bitos de sono (A Sa?de & Sono), 2. Cronotipo (Horne & Ostberg), 3. Sonol?ncia diurna (Escala de Sonol?ncia de Epworth), 4. Qualidade de sono (?ndice de qualidade do sono de Pittsburgh) 5. N?vel de estresse (Invernt?rio de Estresse para adultos de LIPP) e 6. Padr?o di?rio do ciclo sono/vig?lia (Di?rio do sono). O preenchimento dos question?rios (1, 4, 5 e 6) foi repetido 3 semanas ap?s a realiza??o do programa de educa??o sobre o sono. Os professores que iniciam o trabalho pela manh? (7:11 ? 0:11 h) acordam mais cedo na semana e frequentemente apresentam m? qualidade de sono quando comparados aqueles que iniciam ? tarde (13:04 ? 0:12 h). Dentre os que iniciam o trabalho pela manh?, os intermedi?rios e com tend?ncia ? vespertinidade s?o mais irregulares nos hor?rios de acordar em rela??o aos matutinos e aumentam a dura??o do sono no fim de semana. Quanto ao g?nero, ?s mulheres tiveram maior dura??o de sono em rela??o aos homens, embora a maioria apresente sonol?ncia diurna excessiva e m? qualidade de sono. Contudo, quando o hor?rio de trabalho docente e a idade s?o semelhantes entre os g?neros, a diferen?a na dura??o do sono se apresenta como uma tend?ncia e a diferen?a na porcentagem de sonol?ncia diurna excessiva desaparece, por?m persiste a m? qualidade de sono nas mulheres. Com rela??o ?s professoras que passaram pelo programa de educa??o sobre o sono, houve um aumento no conhecimento sobre o assunto, que pode ter contribu?do para a redu??o na frequ?ncia do consumo de caf? pr?ximo ao hor?rio de dormir e para a qualidade de sono melhorar em 18% das participantes. No grupo controle, houve diferen?as no conhecimento na 3? etapa de forma aleat?ria, e melhora na qualidade do sono em apenas 8% das professoras. A participa??o no programa de educa??o n?o foi suficiente para mudar os hor?rios de sono e diminuir o estresse das professoras. Portanto, o hor?rio de in?cio da escola pela manh? foi preponderante na determina??o dos hor?rios de acordar dos professores, principalmente para os intermedi?rios e ?queles com tend?ncia ? vespertinidade. Al?m disso, a m? qualidade de sono foi mais frequente nas mulheres, e o programa de educa??o contribuiu para o aumento do conhecimento sobre o assunto e melhora na qualidade de sono. / The teaching profession is often associated with extensive workload inside and outside the classroom, poor teaching conditions, among other challenges that can cause sleep problems. These problems may be even greater in women, due to the professional and domestic work hours and to the major sleep necessity. Considering that sleeping problems may result from the practice of poor sleep habits, sleep education programs are conducted with the aim to reduce sleep deprivation, irregularity on sleep schedules, daytime sleepiness and improve sleep quality. In this sense, the objective of this study is to evaluate the influence of working hours, gender and a sleep education program on sleeping habits, quality of sleep, daytime sleepiness and the level of stress in teachers of elementary and secondary education. For that, teachers filled the questionnaires that assessed: 1. Sleeping habits (Sleep & Health), 2. Chronotype (Horne & Ostberg), 3. Daytime sleepiness (Epworth Sleepiness Scale), 4. Sleep Quality (Pittsburgh Sleep Quality Index), 5. Level of stress (The Inventory of Stress for Adults of Lipp) and 6. Daily pattern of sleep/wake cycle (Sleep Diary). The questionnaires 1, 4, 5 and 6 were repeated 3 weeks after the sleep education program. Teachers who begin work in the morning (7:11 ? 0:11 h) wake up earlier in the week and often have poor sleep quality compared to those who start in the afternoon (13:04 ? 00:12 h). Among those who begin work in the morning, the intermediate types and those with an evening tendency were more irregular in the wake up time than morning types and increased sleep duration on weekend. In relation to gender, women had longer sleep duration than men, although the majority presented excessive daytime sleepiness and poor sleep quality. However, when work schedule and age are similar between genders, the difference in sleep duration becomes a tendency and the difference in the percentage of excessive daytime sleepiness disappears, but the poor sleep quality persists in women. With respect to teachers who have gone through the sleep education program, there was an increase in knowledge about the subject, which may have contributed to the reduction in the frequency of coffee consumption close to bedtime and to the sleep quality improved in 18 % of participants. In the control group, there were random differences in knowledge in 3rd stage, and sleep quality improved in only 9% of teachers. The participation in the sleep education program was not enough to change the hours of sleep and decrease stress of teachers. Therefore, the start time school in the morning was preponderant in determining the wake up time of teachers, especially for intermediates types and those with an evening tendency. Furthermore, the poor quality of sleep was more common in women, and the sleep education program contributed to increase knowledge on the subject and to improve sleep quality.