ABSTRACT
Resumo Desenvolvido em escolas públicas de diferentes contextos ambientais e educacionais de Belém, no Pará, o estudo apresentado objetivou criar uma abordagem metodológica possível de ser reproduzida por qualquer escola de ensino fundamental ou médio na Amazônia, gerando informações sobre as interações homem-animal-ambiente e a evolução da consciência ecológica do alunado. Testaram-se cinco indicadores quantitativos: ‘Diferenciação de animais silvestres e domésticos’, ‘Animais no prato’, ‘Proximidade aluno-animal’, ‘Sentimentos em relação à fauna’ e ‘Justificativas de falta dos alunos’. Obtiveram-se resultados significativos: na identificação do conhecimento prévio dos alunos sobre o conceito de animais silvestres-domésticos, verificou-se que em uma das escolas o avançar das séries não determinava maior capacidade de diferenciação dos animais; jacaré, tatu e tartaruga foram as espécies mais citadas pelos alunos nas duas escolas e constituíam o cardápio alimentar das famílias; foi comum a presença de animais domésticos e silvestres criados nos cômodos internos das casas, registrando-se altos percentuais de criações múltiplas de animais; sentimentos de ‘querer matar’ e ‘medo/nojo’ ainda foram bastante frequentes, principalmente para répteis, traduzindo a necessidade de maiores investimentos em educação ambiental; faltas por motivo de doença foram recorrentes e tinham estreita relação com animais. A metodologia é válida para etnozoologia e educação ambiental, adequando-se à realidade socioeconômica e ambiental das escolas.
Abstract Carried out in public schools in different environmental and educational contexts of Belém, state of Pará, Brazil, the study presented was designed to create a possible methodological approach to be reproduced by any primary or secondary school in the Amazon, generating information about the human-animal-environment interactions and the progress made in ecological awareness among the students. Five quantitative indicators were tested: ‘Distinction between wild and domestic animals,’ ‘Animals on the plate,’ ‘Student-animal proximity,’ ‘Feelings regarding the fauna,’ and ‘Student absence justifications.’ Significant results were obtained: In the identification of the students' prior knowledge about the concept of wild-domestic animals, it was found that at one of the schools, although students passed from one grade to the next, they were not necessarily more able to distinguish among the animals; alligators, armadillos, and turtles were the species students mentioned most frequently in the two schools, and they were on their families’ food menus; keeping domestic and wild animals in the homes was common, and keeping multiple animals was frequently recorded; feelings of ‘want to kill’ and ‘fear/disgust’ were still quite common, especially with regard to reptiles, reflecting the need for greater investments in environmental education; absences due to illness were recurrent and were closely related with animals. The methodology is valid for ethnozoology and environmental education, and is appropriate for the socioeconomic and environmental realities of the schools.
Resumen Desarrollado en escuelas públicas de diferentes contextos ambientales y educativos de Belém, en el estado de Pará, Brasil, el estudio presentado buscó crear un enfoque metodológico que se pudiera reproducir en cualquier escuela de la enseñanza fundamental o media, en la Amazonia, generando información sobre las interacciones hombre-animal-ambiente y la evolución de la conciencia ecológica del alumnado. Se probaron cinco indicadores cuantitativos: ‘Diferenciación de animales silvestres y domésticos’, ‘Animales en el plato’, ‘Proximidad alumno-animal’, ‘Sentimientos con relación a la fauna’ y ‘Justificativas de falta de los alumnos’. Se obtuvieron resultados significativos: en la identificación del conocimiento previo de los alumnos sobre el concepto de animales silvestres-domésticos, se observó que en una de las escuelas, el avanzar de grado no determinaba mayor capacidad de diferenciación de los animales; yacaré, tatú y tortuga eran las especies más citadas por los alumnos en las dos escuelas y constituían el menú familiar; era común la presencia de animales domésticos y silvestres criados en los cuartos de las casas, registrándose altos porcentajes de crías múltiples de animales; sentimientos de ‘querer matar’ y ‘miedo/asco’ todavía eran bastante frecuentes, principalmente para reptiles, lo que traduce la necesidad de mayores inversiones en educación ambiental; faltas por motivo de enfermedad eran recurrentes y guardaban estrecha relación con animales. La metodología es válida para la etnozoología y educación ambiental, adecuándose a la realidad socioeconómica y ambiental de las escuelas.
Subject(s)
Environmental Health Education , Indicators (Statistics)ABSTRACT
Objective To analyze the pathological voice ,normal voice range chart crowd voice characteristics through tests and analyze the differences between the two groups of test‐related parameters chart range between indicators ,so as to explore the value of the test range map in the polyp of vocal cord .Methods One hundred and twenty patients with vocal polyps according to in‐clusion and exclusion criteria were selected .Sixty cases of normal voice were randomly selected .Germany XION DIVAS system dia‐gram test mode range were recorded for both groups ,with the strongest voice of the bass were measured at different frequencies , first obtain low VRP intensity curve ,then get high‐intensity curve VRP .The maximum frequency of the vocal cord polyp group and normal control group ,the minimum frequency ,maximum intensity ,most quietly strong ,maximum phonation time ,fundamental fre‐quency perturbation and dysphonia index of the data were compared statistically .Results Compared with the control one ,the mean maximum frequency of vocal cord polyp group were lower (P= 0 .029 6) ,the average minimum frequency were significantly higher ( P= 0 .000 3) ,frequency range reduced(P= 0 .022 9) ;vocal cord polyp average loudest group was stronger(P= 0 .003 9) ,the whis‐pered strength values were significantly higher (P = 0 .000 0) ,significantly limited the average sound intensity range than normal voice group group (P= 0 .006 9) .Classification index based on objective voice disorders ,in terms of frequency ,mild voice disorders at the maximum frequency .There was no significant difference in the minimum frequency ,frequency range with a normal voice group ;and in severe voice disorders average maximum frequency lower than the normal voice group ,the smallest than normal voice frequency was significantly higher frequency range than the normal group was significantly limited .In terms of strength ,mild im‐pairment in the loudest voice is strong ,most quietly strong .There was no significant difference with the normal voice group intensi‐ty range ;and in severe voice disorders average maximum sound intensity ,most quietly strong values were higher than normal voice group .However ,the average sound intensity narrow range than normal voice group .Conclusion The range map test can be quanti‐fied assessment of voice ,and can distinguish normal voice ,clinical pathological voice and the severity of damage ,which is an impor‐tant means of voice feature detection to provide an objective basis .