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(analítico) El artículo se estructura a partir de dos preguntas: ¿qué aspectos de la vida cotidiana de las y los jóvenes de clases populares afectó la pandemia de covid-19? ¿De qué modos las desigualdades condicionaron tales afectaciones? El problema fue abordado cualitativamente a partir de estrategias metodológicas adaptadas a los tiempos de pandemia, cuyo objeto fue posibilitar la colaboración de las juventudes durante el proceso investigativo. Se realizaron 28 entrevistas en profundidad a jóvenes de clases populares de 16 a 19 años y a sus docentes, situados en la ciudad de Villa María (Argentina). Como hallazgo central se presenta un mapeo de afectaciones que las y los jóvenes identificaron como centrales durante el tiempo de covid-19: relación con la escuela; relación con el trabajo; sociabilidad, participación y afectividad; angustias e incertidumbres.
(analytical) The article is structured around two questions: what aspects of daily life for young people from the underclass were affected by the COVID-19 pandemic? In what ways did inequalities condition these effects? The problem was qualitatively addressed using methodological strategies that were adapted to pandemic conditions. The objective of these strategies was to facilitate the collaboration of young people during the research process. A total of 28 indepth interviews were conducted with young people from the underclass aged between 16 and 19 and their teachers in the city of Villa María (Argentina). The main finding of the study was to identify that the COVID-19 pandemic affected the daily lives of young people in the following areas: relationship with school; relationship with work; socializing, participation and personal relationships; and anxieties and uncertainties.
(analítico) O artigo está estruturado em torno de duas questões: que aspectos do cotidiano dos jovens de classe popular a pandemia da Covid-19 afetou? De que maneira as desigualdades condicionavam tais afetações? A problemática foi abordada qualitativamente com base em estratégias metodológicas adaptadas aos tempos de pandemia, cujo propósito foi possibilitar a colaboração dos jovens durante o processo investigativo. Foram realizadas 28 entrevistas em profundidade com jovens de classe popular entre 16 e 19 anos e seus professores, localizados na cidade de Villa María (Argentina). Como achado central, apresenta-se um mapeamento das afetações que os jovens identificaram como centrais durante a época da Covid-19: relação com a escola; relação ao trabalho; sociabilidade, participação e afetividade; ansiedades e incertezas.
Subject(s)
AdolescentABSTRACT
La Educación Física, en la actualidad, presta cada vez más atención al desarrollo de estrategias pedagógicas, con la finalidad de perfeccionar los logros del aprendizaje y que este sea sostenible y enfrenta muchos retos de cómo acceder y mantener, en cualquier edad de la vida, la participación de experiencias de aprendizaje estimulantes. El objetivo de este trabajo fue desarrollar un estudio comparativo entre dos grupos de estudiantes para evaluar la calidad del proceso de enseñanza-aprendizaje, de la Educación Física, basado en la diferencia entre la clase presencial y la clase a distancia, demostrado en los resultados académicos. La investigación fue desarrollada con enfoque cuantitativo y diseño cuasiexperimental con prestest y postest, participaron estudiantes de educación básica regular del cuarto grado, en el año 2020 y de quinto grado durante el año 2021. La prueba de hipótesis determinó que la diferencia de los promedios fue significativa, durante el año 2020 fue de 14,5 y en el año 2021, de 13,5 para 0,05. Se obtuvo el rechazo de la hipótesis nula (Sig<0,05) y se aprobó la hipótesis alterna; lo que evidenció que en el periodo de confinamiento por la pandemia del COVID-19, los promedios en el área de Educación Física disminuyeron.
A Educação Física, atualmente, dá cada vez mais atenção ao desenvolvimento de estratégias pedagógicas, com o objetivo de aperfeiçoar as conquistas da aprendizagem e torná-la sustentável e enfrenta muitos desafios de como acessar e manter, em qualquer idade da vida, o envolvimento em experiências de aprendizagem estimulantes. . O objetivo deste trabalho foi desenvolver um estudo comparativo entre dois grupos de alunos para avaliar a qualidade do processo de ensino-aprendizagem da Educação Física, a partir da diferença entre a aula presencial e a aula a distância, demonstrada no resultados acadêmicos. . A pesquisa foi desenvolvida com abordagem quantitativa e delineamento quase-experimental com pré-teste e pós-teste, participaram alunos do ensino fundamental regular da quarta série no ano de 2020 e da quinta série durante o ano de 2021. O teste de hipótese determinou que a diferença na médias foi significativa, durante o ano de 2020 foi de 14,5 e em 2021, de 13,5 para 0,05. A hipótese nula foi rejeitada (Sig<0,05) e a hipótese alternativa foi aprovada; que mostrou que no período de confinamento devido à pandemia de COVID-19, as médias na área da Educação Física diminuíram.
Physical Education, currently, pays more and more attention to the development of pedagogical strategies, with the aim of perfecting learning achievements and making it sustainable and faces many challenges of how to access and maintain, at any age of life, engaging in stimulating learning experiences. The objective of this work was to carry out a comparative study between two groups of students to evaluate the quality of the teaching-learning process of Physical Education, based on the difference between the face-to-face class and the distance class, demonstrated in the academic results. The research was developed with a quantitative approach and quasi-experimental design with pretest and posttest, regular basic education students from the fourth grade in the year 2020 and from the fifth grade during the year 2021 participated. The hypothesis test determined that the difference in the averages was significant, during the year 2020 it was 14.5 and in 2021, from 13.5 to 0.05. The null hypothesis was rejected (Sig <0.05) and the alternative hypothesis was approved; which showed that in the period of confinement due to the COVID-19 pandemic, the averages in the area of Physical Education decreased.
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Abstract The purpose of the cross-sectional study was to identify patterns of modifiable lifestyle behaviors and examine the relationship between sociodemographic characteristics and distinct lifestyle behaviors. The data were gathered from the National Health Survey 2019, a study that included adults with diabetes. Four domains of lifestyle behaviors were used to define these behaviors: smoking, alcohol consumption, physical activity, and diet. The association between patterns of lifestyle behaviors and variables of interest was assessed using multinomial regression analysis. The three lifestyle patterns identified were: Class 1, referred to as "unhealthy diet," comprised 17.0% of the sample and was characterized by unhealthy eating habits; Class 2 (less active and insufficient fruit and vegetable intake) represented 71.2% of the sample; Class 3 referred to as "low risk" (11.8%) is characterized by a lower probability of engaging in most risky behaviors. A person over 45 years of age with little or no education and no health care coverage was less likely to be a member of Class 1. Male individuals who do not attend a doctor regularly exhibited more chances of belonging to Class 2. Mixed-race individuals aged 45 years or more with a low level of education have a lower chance of belonging to this class.
Resumo Neste estudo de caráter transversal objetivou-se identificar os padrões de comportamento de estilo de vida e sua associação com características sociodemográficas. Utilizou-se como base de dados a Pesquisa Nacional de Saúde de 2019, com adultos (≥ 18 anos) diabéticos. Os padrões de saúde foram definidos pela Análise de Classes Latentes em quatro domínios: tabagismo, consumo de bebidas alcoólicas, atividade física e alimentação. Foi aplicada análise de regressão multinominal para identificar a associação entre os padrões de comportamento e as variáveis sociodemográficas de interesse. Identificou-se três padrões de comportamento: a Classe 1 corresponde a 17% da amostra e compreende indivíduos com maior probabilidade de comportamentos de risco ligados à alimentação; a Classe 2 (baixos nível de atividade física e consumo de frutas e hortaliças) compreende 71,2% da amostra; e a Classe 3 (11,8% da população) reúne os indivíduos com menor chance de desenvolver comportamentos de risco. Indivíduos com 45 anos ou mais, com baixa escolaridade e sem plano de saúde têm menos chances de pertencer à Classe 1. Homens, que não fazem visitas regulares ao médico têm maiores chances de pertencer à Classe 2, bem como aqueles com 45 anos ou mais, com baixa escolaridade.
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Background: Medicine is one of the few academic disciplines that cannot be taught in the distance education mode. Hands-on practice for clinical skills and competency is critical in medical education. Although this pandemic has offered new learning modes such as teleconsultation, videoconferencing, virtual simulations, and digital podcasts, how much actual knowledge transfer and skill gain will be achieved, is unanswered. Aims and Objectives: The present study has been planned to understand the impact of COVID on medical education and to identify the factors which promoted or hindered learning during COVID-19 pandemic. Materials and Methods: This cross-sectional study was conducted among 261 willing MBBS students from various colleges of Tamil Nadu after obtaining Institutional Ethical committee clearance using a pre-validated structured online questionnaire through Google form link in online social platforms through “Voluntary opt in” method of sampling. Results: About 22.6% of the study participants were affected by COVID-19. About 46% of the participants family members suffered from COVID and all of them accepted that it significantly affected their academics. About 71.6% experienced anxiety/depression. About 93.5% were addicted to social media during class hours. About 88.1% welcomed “flipped/blended learning”. More than 90.8% reported that they missed skill-based learning/Primary health care training. About 80.8% positively felt that they got more duration for preparing exams. About 89.3% found that practical exams were challenging. Conclusion: Not only have we witnessed the importance of having a robust health-care system, but the pandemic has created a critical need to transform various aspects of medical education especially to a model of blended learning of online and offline methods to enable a better academic environment so as to reflect the changing medical landscape.
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Tohoku Medical and Pharmaceutical University, Japan, offers “Early Exposure to Medical Practice” in the first semester for first-year medical students to learn about patient-centered care as well as the real-world conditions and issues faced in community medical practice. Owing to the COVID-19 pandemic during the past two years, we planned and implemented online training, including some disability simulations, which mostly aimed to prevent the spread of infection. The students who completed these training courses reported that the online training had certain advantages over hands-on training ; the two activities implemented were not only effective in preventing infection but also had other benefits that only an online environment could provide. Herein, we report the results and some of the merits of these practices in 2021.
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ABSTRACT OBJECTIVE To assess the effect of attending antenatal classes on fear of childbirth and antenatal stress in nulliparous pregnant women. METHODS A total of 133 nulliparous pregnant women participated in the study, which had a quasi-experimental design. Data were collected by a descriptive data form, the Wijma Delivery Expectancy/Experience Questionnaire, and the Antenatal Perceived Stress Inventory (APSI). RESULTS A significant correlation was found between antenatal class attendance and having a high schooling level and an intended pregnancy (p < 0.05). The mean fear of childbirth score of pregnant women was 85.50 ± 19.41 before the training and 76.32 ± 20.52 after the training, and the difference between these scores was significant (p < 0.01). Fear of childbirth score were not significantly different between the intervention group and the control group. The mean APSI score of pregnant women in the intervention group was 22.32 ± 6.12 before the training and 21.79 ± 5.97 after the training. However, this difference was not statistically significant (p = 0.70). CONCLUSION The fear of childbirth score decreased significantly in the intervention group after the training.
Subject(s)
Humans , Female , Pregnancy , Pregnancy, Abdominal , Prenatal Care , Prenatal Diagnosis , Parturition , Fear , Prenatal EducationABSTRACT
Abstract: This study aimed to identify patterns of metabolic syndrome among women and estimate their prevalence and relationship with sociodemographic and biological characteristics. In total, 5,836 women were evaluated using baseline data from the Brazilian Longitudinal Study of Adult Health (ELSA-Brasil). Patterns of metabolic syndrome were defined via latent class analysis, using the following metabolic abnormalities as indicators: abdominal obesity, hyperglycemia, hypertension, hypertriglyceridemia, and reduced HDL cholesterol. The relationship between these patterns and individual characteristics was assessed using latent class analysis with covariates. Three patterns of metabolic syndrome were identified: high metabolic expression, moderate metabolic expression, and low metabolic expression. The first two patterns represented most women (53.8%) in the study. Women with complete primary or secondary education and belonging to lower social classes were more likely to have higher metabolic expression. Black and mixed-race women were more likely to have moderate metabolic expression. Menopausal women aged 50 years and older were more often classified into patterns of greater health risk. This study addressed the heterogeneous nature of metabolic syndrome, identifying three distinct profiles for the syndrome among women. The combination of abdominal obesity, hyperglycemia, and hypertension represents the main metabolic profile found among ELSA-Brasil participants. Sociodemographic and biological factors were important predictors of patterns of metabolic syndrome.
Resumo: O objetivo foi identificar padrões de síndrome metabólica em mulheres, estimar suas prevalências e relações com características sociodemográficas e biológicas. Este estudo examinou 5.836 mulheres utilizando dados da linha de base do Estudo Longitudinal de Saúde do Adulto (ELSA-Brasil). Os padrões de síndrome metabólica foram definidos por meio de análise de classe latente, usando as seguintes anormalidades metabólicas como indicadores: obesidade abdominal, hiperglicemia, hipertensão, hipertrigliceridemia e colesterol HDL reduzido. As relações entre os padrões de síndrome metabólica e as características individuais foram avaliadas por meio da análise de classes latentes com covariáveis. Foram identificados três padrões de síndrome metabólica, denominados "alta expressão metabólica", "expressão metabólica moderada" e "baixa expressão metabólica". Os dois primeiros padrões representaram a maioria (53,8%) das mulheres do estudo. As mulheres com nível de escolaridade primário ou secundário e pertencentes à classe social baixa tiveram maior chance de apresentar maior expressão metabólica. Negros e pardos tiveram maior chance de apresentar "expressão metabólica moderada". Mulheres na menopausa com 50 anos ou mais apresentaram maior chance de ter padrões de maior risco à saúde. Este estudo abordou a natureza heterogênea da síndrome metabólica, identificando três perfis distintos para a síndrome entre as mulheres. A combinação de obesidade abdominal, hiperglicemia e hipertensão representa o principal perfil metabólico encontrado entre os participantes do ELSA-Brasil. Fatores sociodemográficos e biológicos foram importantes preditores para os padrões de síndrome metabólica.
Resumen: El objetivo fue identificar patrones del síndrome metabólico en mujeres, estimar sus prevalencias y relaciones con características sociodemográficas y biológicas. Este estudio examinó 5.836 mujeres utilizando datos de la línea de base del Estudio Longitudinal de Salud del Adulto (ELSA-Brasil). Los patrones de síndrome metabólico se definieron a través del análisis de clase latente, utilizando las siguientes anormalidades metabólicas como indicadores: obesidad abdominal, hiperglucemia, hipertensión, hipertrigliceridemia y colesterol HDL reducido. Las relaciones entre los patrones de síndrome metabólico y las características individuales se evaluaron a través del análisis de clases latentes con covariables. Se identificaron tres patrones de síndrome metabólico, denominados "alta expresión metabólica", "expresión metabólica moderada" y "baja expresión metabólica". Los primeros dos patrones representan la mayoría (el 53,8%) de las mujeres del estudio. Las mujeres que tenían un nivel de escolaridad primario o secundario y que pertenecían a la clase social baja tuvieron una mayor probabilidad de presentar una expresión metabólica más alta. Los negros y pardos tuvieron una probabilidad más alta de presentar "expresión metabólica moderada". Las mujeres en la menopausia que tenían 50 años o más presentaron una probabilidad más alta de tener patrones de mayor riesgo para la salud. Este estudio abordó la naturaleza heterogénea del síndrome metabólico, identificando tres perfiles diferentes para el síndrome entre las mujeres. La combinación de obesidad abdominal, hiperglucemia e hipertensión representa el principal perfil metabólico encontrado entre los participantes del ELSA-Brasil. Factores sociodemográficos y biológicos fueron importantes predictores para los patrones de síndrome metabólico.
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La presente investigación tuvo como objetivo conocer el nivel de cumplimiento de las medidas académicas y de salud, limpieza e higiene que se implementaron en la sesión de educación física en el regreso a clases presenciales en México. Para ello, se siguió un diseño cuantitativo no experimental de corte transversal, a través de la cual se recogió información por medio de una escala tipo Likert. Los resultados indican que el 55% de los profesores de educación física están de acuerdo en que las medidas académicas establecidas, les facilitó lograr la recuperación y reforzamiento de los aprendizajes de sus alumnos, así mismo, el 81,2% afirma que se están llevando a cabo medidas preventivas de contagio y mitigación de la COVID-19 en las actividades escolares. Se concluye que las medidas propuestas por las autoridades educativas para el regreso a clases presenciales son aceptables, sin embargo, se identifican limitantes en lo que se refiere al abasto de materiales de sanitización y limpieza entregados por las autoridades educativas.
This research was conducted in order to determine the level of compliance to the health, cleanliness, and hygiene measures implemented during physical education sessions when returning to school in Mexico. For this purpose, a non-experimental cross-sectional quantitative design was followed, through which information was collected by means of a Likert-type scale. The results indicate that 55% of the physical education teachers agree that the measures established helped them to recover and reinforce what their students learnt. Likewise, 81,2% assert that they are now carrying out preventive measures for the contagion and mitigation of COVID-19 during school activities. It is concluded that the measures proposed by the educational authorities for the return to school are acceptable. However, there are some limitations identified in terms of the supply of sanitizing and cleaning materials provided by the educational authorities.
O objetivo desta pesquisa foi determinar o nível de cumprimento das medidas acadêmicas e de saúde, limpeza e higiene que foram implementadas na sessão de educação física ao retornar às aulas presenciais no México. Para isso, seguiu-se um delineamento quantitativo transversal não experimental, por meio do qual as informações foram coletadas por meio de uma escala do tipo Likert. Os resultados indicam que 55% dos professores de educação física concordam que as medidas acadêmicas estabelecidas facilitam a recuperação e o reforço da aprendizagem de seus alunos, da mesma forma, 81,2% afirmam que estão realizando medidas preventivas de contágio e mitigação de COVID-19 nas atividades escolares. Conclui-se que as medidas propostas pelas autoridades educacionais para o retorno às aulas presenciais são aceitáveis, porém, são identificadas limitações quanto ao fornecimento de materiais de higienização e limpeza entregues pelas autoridades educacionais.
Subject(s)
Humans , Male , Female , Adult , Physical Education and Training , School Teachers , Return to School , COVID-19/prevention & control , Hygiene/standards , Cross-Sectional Studies , Surveys and Questionnaires , MexicoABSTRACT
Resumen (analítico) Se abordan los ajustes que hicieron estudiantes de psicología en su vida cotidiana para continuar con sus clases en línea. Desde un enfoque de psicología cultural y una investigación de corte cualitativo, se analizan los significados que las y los estudiantes plasmaron en cuestionarios abiertos respondidos en línea. Los resultados muestran el trabajo de reelaboración práctico y simbólico que realizaron las y los participantes para redefinir qué significa ser estudiante en tiempos de pandemia. Se exponen las emociones que tuvieron, las estrategias empleadas para responder a las clases en línea y las experiencias con el servicio de psicología brindado a adolescentes de secundaria. Concluimos que durante la pandemia por covid-19 las clases en línea implicaron para las y los estudiantes retos nuevos en el reacomodo de sus vidas cotidianas.
Abstract (analytical) The paper addresses the adjustments made by psychology students in their daily lives to continue with their online classes. From a cultural psychology approach and a qualitative research approach, we analyze the meanings that students expressed in open questionnaires answered online. The results show the practical and symbolic elaboration work carried out by the participants to redefine what it means to be a student in times of pandemic. The emotions they had, the strategies used to respond to the online classes, and the experiences with the psychology service provided to secondary school adolescents are presented. We conclude that during the COVID-19 pandemic, the online classes implied new challenges for the students in the rearrangement of their daily lives.
Resumo (analítico) O artigo aborda os ajustamentos que os estudantes de psicologia fizeram na sua vida quotidiana para continuar com as suas aulas online. A partir de uma abordagem psicológica cultural e de uma investigação qualitativa, analisamos os significados que os estudantes expressaram em questionários abertos respondidos em linha. Os resultados mostram o trabalho prático e simbólico de reelaboração realizado pelos participantes para redefinir o que significa ser um estudante em tempos de pandemia. São apresentadas as emoções que tinham, as estratégias utilizadas para responder às aulas em linha e as experiências com o serviço de psicologia prestado aos adolescentes do ensino secundário. Concluímos que durante a pandemia de Covid-19, as aulas em linha proporcionaram aos estudantes novos desafios na reorganização da sua vida quotidiana.
Subject(s)
Students , Qualitative Research , Emotions , Pandemics , COVID-19 , Adaptation, Psychological , LifeABSTRACT
A learning system based on formalized teaching but with the help of electronic resources is known as E-learning. Countries around the world had imposed large-scale physical distancing measures and movement restrictions often referred to as ‘lockdowns’, to slow COVID?19 transmission by limiting contact between people. Students around the country had to undergo E-learning. The study is conducted to assess the knowledge and perception about E-learning among medical students, to assess the factors which act as a barrier to effective learning via E-learning platforms. A pre-tested questionnaire is sent to the undergraduate students of Osmania Medical College. 117 students were included in the study. Data was collected in Google Forms and analyzed using Google sheets. 91.5% of students had adequate knowledge and only 43.6% of students had a positive attitude towards E-learning. There is no significant difference between men and women in knowledge and attitude.
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Introduction : We are moving towards a technically advanced Medical Education. However, effectiveness of online Teaching, Learning (T/L) remained unknown until COVID-19 pandemic.Aim : This study was planned to assess the perception of e-educators towards online T/L, the challenges and possible solutions during pandemic. Methodology : A mixed method cross-sectional study was conducted among 126 medical educators through online google survey from July to September, 2020 in a Tertiary Heath Care Institute & 2 neighbouring medical college. Result : Non response rate was 32%, 72.2% were males, 63.9% were between 31 to 50 years of age, 58% were having 10 or more years teaching experience. 36.2% were from basic sciences, 69.5% were holding higher academic post. 61% preferred combination of face to face and e-learning Although online classes were helpful in terms of 63.8% convenience, (54%) flexibility, 77.5% felt difficulties teaching and assessing skills domain. The major challenges encountered were technical glitches, no active participation and suggested solutions were technical assistance, formative assessments and use of new T/L, assessment tools. Conclusion : Although the change was negatively perceived, it’s inevitable. Training of faculties, sensitization of students and conducive environment is needed to combat the challenges, to improve the e-education system in health profession.
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Background: Chronic obstructive pulmonary disease (COPD) is a serious public health concern in the twenty-?rst century, and its incidence, morbidity, and death rates have posed a challenge to the healthcare system. Cigarette smoking and occupational exposure are the two main causes of COPD. So, in this retrospective study, an attempt was made to compare the present prescribing pattern in a tertiary care facility in Nagapattinam to WHO prescribing indicators to check if the prescription pattern followed WHO standards. During the six Materials And Methods: months from April to September 2021, a retrospective study was conducted using case ?les from 80 subjects in the department of General Medicine. The following socio-demographic data, social history, comorbid conditions, route of administration, smoking history, and distribution of prescribed COPD treatments were collected. The age group of 61–70 years had the Results: highest proportion of patients (37.5%), followed by 51–60 years (23.7%), 71–80 years (16.25%), 41–50 years (11%), and 31–40 years (10%), and the age group of 20–30 years had the lowest rate (1.20%). In a study of 80 subjects prescription, smoking history was found in 66.25 % of men and 2.5% of women. Comorbidities affect 71.25% of people, while the percentage of people who do not have comorbidities is 28.7%. A total of 619 medicines were prescribed in the 80 prescriptions. Bronchodilators (36.1%) were the most commonly given classes of medications, followed by antibiotics (25.8%), corticosteroids (18.7%). Leukotriene antagonists were the least commonly prescribed medication class (0.80%). Utilizing the WHO's core Conclusion: prescribing indicators for this COPD patients will strengthen the current hospital prescribing policies Clinical Pharmacists as drug therapy managers can play an excellent role in optimizing the drug therapy regimens supporting other health care professionals.
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Resumo: A partir da leitura de Gramsci em torno da subalternidade, destacamos aspectos conceituais e critérios metodológicos de uma categoria de análise extremamente útil para decifrar a movimentação das classes subalternas nos marcos dos antagonismos de classes. Trata-se de uma perspectiva teórico-metodológica e política fundamental para compreender o significado diferenciado de expressões de rebeldia imediata ou de movimentos políticos e populares mais orgânicos, no contexto de processos de hegemonia.
Abstract: From the reading of Gramsci about subalternity, we highlight conceptual aspects and methodological criteria of an extremely useful analytic category for deciphering the movement of subordinate classes within the framework of class antagonisms. It is a fundamental theoretical-methodological and political perspective to understand the differentiated meaning of immediate rebellion expressions or of more organic political and popular movements, within the context of the hegemonic processes.
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Introducción: Los principios biomecánicos de cabeza y cuello cobran un interés especial en el campo de la ortodoncia y la ortopedia dentomaxilofacial. Cualquier anomalía debe ser analizada y tratada dentro del sistema cráneo-cérvico-mandibular con un enfoque integral. Objetivo: Describir la relación entre el patrón esquelético maxilomandibular sagital, la postura corporal y la posición cráneo-cervical en adolescentes. Métodos: Estudio descriptivo, transversal, desarrollado entre marzo del 2018 a junio del 2019. La muestra estuvo conformada por 105 adolescentes del séptimo grado de la ESBU "Eduardo Anoceto Rega", de Santa Clara. Se determinó el patrón esquelético maxilomandibular de clase I, II y III midiendo la convexidad facial del cefalogramas de Ricketts; la posición cráneo-cervical de extensión, normoinclinación y flexión con el cefalograma de Rocabado; el tipo de postura con el método de Bricot. Se siguieron las normas éticas y fueron aplicados los estadígrafos chi cuadrado, F de Fisher y estadístico de Welch. Resultados: La postura D (espalda plana y plano escapular anterior) predominó en todas las clases esqueléticas 64,76 por ciento de los adolescentes, seguido de la postura C (plano escapular posterior). En la clase II, después de la postura D siguió la postura B (plano escapular y glúteo alineados con aumento de las curvas anteriores) con un 6,22 por ciento. Predominó la normoinclinación cráneo-cervical 46,67 por ciento y la flexión 42,86 por ciento. En la clase III predominó la flexión y el ángulo posteroinferior de Rocabado mayor respecto a las otras clases esqueléticas de 107º. Conclusiones: La posición del cráneo respecto a las estructuras cervicales, asociada a las características de cada clase esquelética, puede ser un indicador importante en el diagnóstico morfológico. A pesar de las muchas investigaciones en este campo, aún no se puede hablar de consenso en cuanto al grado de relación entre la postura craneocervical y las maloclusiones(AU)
Introduction: Head and neck biomechanical principles are particularly relevant in the fields of orthodontics and dentomaxillofacial orthopedics. Any anomaly should be analyzed and treated within the cranio-cervical-mandibular system applying a comprehensive approach. Objective: Describe the relationship between the sagittal maxillomandibular skeletal pattern, body posture and craniocervical position in adolescents. Methods: A descriptive cross-sectional study was conducted from March 2018 to June 2019. The study sample was 105 adolescents attending seventh grade at Eduardo Anoceto Rega junior high school in Santa Clara. Determination was made of maxillomandibular skeletal patterns Classes I, II and III, measuring the facial convexity in Ricketts' cephalograms, craniocervical extension, normal inclination and flexion positions with Rocabado's cephalogram, and posture type with Bricot's method. Ethical standards were complied with. Use was made of the statistical tests chi-square, Fisher's F and Welch's. Results: Posture D (flat back and anterior scapular plane) prevailed in all skeletal classes: 64.76 percent of the adolescents, followed by posture C (posterior scapular plane). In Class II, posture D was followed by posture B (scapular and gluteal plane aligned with increased anterior curves): 6.22 percent. A predominance was observed of craniocervical normal inclination: 46.67 percent and flexion: 42.86 percent. In Class III, Rocabado's flexion and posteroinferior angle were more common than the remaining 107º skeletal classes. Conclusions: Cranial position with respect to cervical structures, according to the characteristics of each skeletal class, may be an important indicator in morphological diagnosis. Despite the large number of studies conducted in this field, consensus has not been achieved about the degree of relationship between craniocervical posture and malocclusions(AU)
Subject(s)
Humans , Posture , Dental Occlusion , Malocclusion/diagnosis , Epidemiology, Descriptive , Cross-Sectional StudiesABSTRACT
BACKGROUND: The internet becomes “information superhighway”. From its inception, it had grown such that it could be accessed from any part of the world. Conventional classroom teaching had been replaced to some extent by online learning. Almost two years of online classes due to lockdown in Corona virus pandemic, helped the students to understand the future learning methodology. OBJECTIVE:To determine the “take home” message for the M.B.B.S students from online classes. METHODOLOGY: Both live and recorded online classes had been introduced during lockdown period. When medical college opened and students were back to classes a survey was undertaken based on the semi structured questionnaire based on google form. Responses were analyzed with Microsoft excel 365 software. RESULT: 143 out of total 200 students responded (72%). 64% students liked recorded classes, according to them, recorded classes could be accessed at a convenient time (44%), repeat watching helped to clear the concepts (34%), easily accessible (53%), video could be shared among the peer groups (61%). Rest of the students preferred live streaming classes. In their opinion, live classes felt like actual class (75%), could directly interact with friends (66%), asking question directly to the teachers (34%), They tried to include in future the following aspects of online learning to ofline classroom teaching, those were: start peer group learning, sharing the useful contents, improvements of technological knowledge and skills, to maintain discipline in the class- there were take home message for the students after long one year of online classes CONCLUSION: It was clear if proper strategy had been taken and if widespread internet connections would be provided the online classes could be effective as classroom teaching.
ABSTRACT
O objetivo do estudo foi analisar a tendência temporal e fatores associados à participação nas aulas de educação física de estudantes de Pernambuco. Estudo de tendência temporal composto por três levantamentos de abrangência estadual. Foram entrevistados 4.207 estudantes em 2006, 6.264 em 2011 e 6.002 em 2016, por meio do questionário "Global School-based Student Health Survey" (GSHS). O desfecho foi a participação nas aulas de Educação Física e as exposições foram as informações sociodemográficas. A análise bivariada foi realizada mediante teste Qui-quadrado e as análises multivariadas por regressão logística binária. Observou-se um aumento na prevalência de participação nas aulas de Educação Física (2006: 35%, 2011: 74% e 2016: 81,2%) destacando o aumento significativo no sexo masculino Δ% (2006-2016) = 123,5%. Ser do sexo masculino, estudar no período integral e ser filho de mães que estudaram, independente do tempo de estudo foi associado a maior participação nas aulas de educação física, assim como residir nas regiões do Agreste, Sertão e Sertão do São Francisco. Apesar do aumento na participação nas aulas de Educação Física em Pernambuco, a garantia deste componente curricular deve ser fortalecida, levando em consideração os grupos de risco para que aumente a participação nas aulas desses grupos
The aim of the study was to analyze the temporal trend and factors associated with participation in physical education classes in Pernambuco. The temporal trend study was composed of three surveys. A total of 4,207 students were interviewed in 2006, 6,264 in 2011 and 6,002 in 2016, using the "Global School-based Stu-dent Health Survey" (GSHS) questionnaire. The outcome was participation in Physical Education classes and the independent variables were sociodemographic information. The bivariate analysis was performed using the chi-square test and the multivariate analysis using binary logistic regression. There was an increase in the prevalence of participation in Physical Education classes (2006: 35%, 2011: 74% and 2016: 81.2%), highlighting the significant increase in males Δ% (2006-2016) = 123.5%. Male, studying full-time and being the son of mothers who studied was associated with greater participation in physical education classes, as well as living in the regions of Agreste, Sertão and Sertão do São Francisco. Despite the increase in par-ticipation in Physical Education classes in Pernambuco, the guarantee of this curricular component must be strengthened, considering risk groups in order to increase participation in classes for these groups
Subject(s)
Humans , Male , Female , Physical Education and Training , Schools , Students , Adolescent , LectureABSTRACT
Os objetivos do estudo foram identificar perfis de vizinhança percebidos por adolescentes e adultos jovens, e estimar sua associação com a realização de atividade física global e de lazer. Utilizaram-se dados de 1.637 indivíduos entre 15 e 24 anos, de um estudo transversal, com amostragem por conglomerados, de uma cidade do Estado da Bahia, Brasil, em 2011. A atividade física foi mensurada pelo International Physical Activity Questionnaire (IPAQ), versão curta, além de questão sobre atividade no lazer. A percepção de características do ambiente físico e social da vizinhança se baseou em escala com 14 questões. Perfis de vizinhança foram definidos por meio de análise de classes latentes (LCA), e a estimação dos seus efeitos na atividade física usou o modelo com respostas distais. A análise de perfil latente resultou em três padrões de vizinhança, descritos como "urbana, sociável e favorável à atividade física - classe 1" (39,6%); "sociável e segura - classe 2" (24,4%); e "insegura, de baixa sociabilidade - classe 3" (36%). Os indivíduos pertencentes à "classe 1" apresentaram maior probabilidade de se exercitar (56,4%), enquanto, para as classes 2 e 3, estes percentuais corresponderam a 46,3% e 42,8%, respectivamente. Associação estatisticamente significante foi identificada apenas na classe "urbana, sociável e favorável à atividade física", cuja chance de realizar atividade de lazer foi de 72% (OR = 1,72; IC95%: 1,29-2,29). Bairros com atributos favoráveis à prática de atividade física e a existência de elementos de urbanização aumentam a chance do comportamento ativo no lazer entre os adolescentes e adultos jovens. O uso de LCA e do modelo com repostas distais é promissor e inovador na abordagem sobre vizinhança.
This study aimed to identify neighborhood profiles perceived by adolescents and young adults and estimate their association with global and leisure-time physical activity. Data from 1,637 individuals aged 15 to 24 years were taken from a cross-sectional study with cluster sampling, conducted in a city in the State of Bahia, Brazil, in 2011. Physical activity was measured using the International Physical Activity Questionnaire (IPAQ), short version, in addition to a question about leisure activities. The perception of characteristics of the physical and social environment of the neighborhood was based on a scale with 14 questions. Neighborhood profiles were defined through latent class analysis (LCA), and the estimation of their effects on physical activity used a model with distal outcomes. The latent profile analysis resulted in three neighborhood patterns, described as "urban, sociable, and favorable to physical activity - class 1" (39.6%); "sociable and safe - class 2" (24.4%), "insecure, low sociability - class 3" (36%). Individuals belonging to "class 1" showed the highest probability to exercise (56.4%), while for classes 2 and 3 these percentages corresponded to 46.3% and 42.8%, respectively. A statistically significant association was identified only in the "urban, sociable and favorable to physical activity" class, whose chance of performing leisure activities was 72% (OR = 1.72; 95%CI: 1.29-2.29). Neighborhoods with attributes that favor the practice of physical activity and the existence of urbanization elements increase the chance of active leisure behavior among adolescents and young adults. The use of LCA and the model with distal outcomes are promising and innovative in neighborhood approaches.
Los objetivos del estudio fueron identificar los perfiles de vecindario percibidos por los adolescentes y los adultos jóvenes y estimar su asociación con la realización de actividad física global y de ocio. Se utilizaron datos de 1.637 individuos entre 15 y 24 años, procedentes de un estudio transversal, con muestreo por conglomerados, de una ciudad del estado de Bahia, Brasil, en 2011. La actividad física se midió mediante el International Physical Activity Questionnaire (IPAQ), versión corta, además de una pregunta sobre actividad en el ocio. La percepción de las características del entorno físico y social del vecindario se basó en una escala con 14 preguntas. Los perfiles de la vecindad se definieron a través del análisis de clase latente (ACL), y la estimación de sus efectos sobre la actividad física utilizó el modelo con respuestas distales. El análisis de perfil latente dio como resultado tres patrones de vecindario, descritos como "urbano, sociable y favorable a la actividad física - clase 1" (39,6 %); "sociable y seguro - clase 2" (24,4 %), "inseguro, de baja sociabilidad - clase 3" (36%). Los individuos pertenecientes a la "clase 1" presentaron la mayor probabilidad de hacer ejercicio (56,4 %), mientras que para las clases 2 y 3 estos porcentajes correspondieron a 46,3 % y 42,8 %, respectivamente. Solamente se identificó una asociación estadísticamente significativa en la clase "urbana, sociable y favorable a la actividad física", cuya probabilidad de realizar actividad de ocio fue de 72 % (OR = 1,72; IC95%: 1,29-2,29). Los barrios con atributos favorables para la actividad física y la existencia de elementos de urbanización aumentan la posibilidad de un comportamiento activo en el ocio entre los adolescentes y los adultos jóvenes. El uso de ACL y el modelo con respuestas distales son enfoques prometedores e innovadores para la vecindad.
ABSTRACT
Resumo Como consequência do complexo, multifacetado e contraditório processo de aquisição de direitos das mulheres trabalhadoras e das crianças, tem havido grande aumento de frequência de bebês em instituições de educação infantil. Interrogou-se, assim, como a literatura discute a transição de cuidados/educação mais centrados em contextos domiciliares para os compartilhados com a instituição. Esta revisão bibliográfica sistemática utilizou termos transição, adaptação, bebês e creche em cinco línguas e em seis bases de dados. Os resultados indicam crescimento da temática nas duas últimas décadas, com maior produção no Brasil e nos Estados Unidos. Atentando-se à complexidade do processo, autores focalizam processos e ações antes e após o ingresso nas instituições, além de mudanças de longo tempo. Discutem-se questões teóricas, relação família-instituição, papel do professor e estratégias de acolhimento.
Abstract As consequence of the complex, multifaceted, and contradictory process of acquiring the rights of working women and children, the frequency of babies in institutions of early childhood education and care has greatly increased. It was therefore questioned how literature discusses the transition from care/education more centered in the home contexts to those shared with the institution. This systematic bibliographic review used the terms transition, adaptation, babies, and daycare, in five languages and in six databases. Results indicate a growth of the theme in the last two decades, with greater production in Brazil and the Unites States. Paying attention to the complexity of the process, authors focus on processes and actions before and after enrolling in the institutions, in addition to long time changes. Theoretical issues, family-institution relationship, the teacher's role, and welcoming strategies are discussed.
Résumé En raison du processus complexe, multiforme et contradictoire d'acquisition des droits des femmes qui travaillent et des enfants, il y a eu une forte augmentation de la fréquence des bébés dans les institutions d'éducation de la petite enfance. On s'est donc interrogé sur la manière dont la littérature traite de la transition des soins/éducation plus centrés sur le domicile à ceux partagés avec l'institution. Cette revue bibliographique systématique a utilisé les termes transition, adaptation, bébés et garderie en cinq langues et en six bases de données. Les résultats indiquent une croissance du thème au cours des deux dernières décennies, avec une plus grande production au Brésil et aux États-Unis. En prêtant attention à la complexité du processus, les auteurs se concentrent sur les processus et actions avant et après leur accueil dans les institutions, en plus des changements sur une longue période. Les questions théoriques, la relation famille-institution, le rôle de l'enseignant et les stratégies d'accueil sont discutés.
Resumen Como consecuencia del complejo, multifacético y contradictorio proceso de adquisición de derechos -de las mujeres trabajadoras y los niños-, se ha producido un gran aumento en la frecuencia de bebés en las instituciones de educación infantil. Se cuestionó, por lo tanto, cómo la literatura discute la transición de acciones asistenciales/educativas más centradas en el hogar a las compartidas con la institución. Esta revisión bibliográfica sistemática utilizó los términos transición, adaptación, bebés y guardería, en cinco idiomas y seis bases de datos. Los resultados indican un crecimiento del tema en las últimas dos décadas, con mayor producción en Brasil y Estados Unidos. Considerando la complejidad del proceso, los autores se enfocan en procesos y acciones previas y luego de ingresar a las instituciones, además de un largo tiempo. Se discuten aspectos teóricos, relación familia-institución, rol del docente y estrategias para acoger el contexto.
Subject(s)
Humans , Infant , Child, Preschool , Social Adjustment , Women, Working , Adaptation, Psychological , Child Day Care Centers , Child Rearing , AttentionABSTRACT
Este artigo objetiva analisar como os(as) assistentes sociais, das Seccionais do Conselho Regional de Serviço Social (CRESS) 10ª Região, compreendem e se relacionam com as entidades representativas do Serviço Social. Mostraremos o resultado de uma pesquisa de caráter misto, realizada em 2019-2020, com assistentes sociais ativos(as) das Seccionais do CRESS 10ª Região. Para a obtenção dos dados, realizamos uma pesquisa bibliográfica, pesquisa de campo com grupos focais e aplicação de questionário. Foi utilizada a análise de conteúdo e análise do tipo inferencial para o tratamento dos dados. Os resultados indicaram fragilidade na compreensão acerca do papel das entidades e dificuldades de participação. Apontamos para a necessidade de fortalecimento das entidades representativas da categoria como estratégia de enfrentamento à intensificação da precarização do mundo do trabalho e das políticas sociais, assim como para estratégias que contribuam para a compreensão do papel das entidades e da democratização dos espaços representativos da categoria, enquanto formas de ampliação da participação dos profissionais
This article aims to analyze how the social workers of the Sections of the Regional Council of Social Work (CRESS) 10th Region understand and relation to the representative entities of Social Work. This is the result of a mixed survey, carried out in 2019-2020, with active Social Workers from the CRESS 10th Region Sections. To obtain the data, were used bibliographical research, focus groups and questionnaire application. Content analysis and inferential type analysis were used for data processing. The results indicated weakness in the understanding of the role of entities and difficulties of participation. Indicate the need to strengthen the category's representative entities as a strategy to confront the intensification of the precariousness of the world of work and social policies, as well as strategies that contribute to the understanding of the role of entities and the democratization of representative spaces of the category as ways of expanding the participation of professionals
Subject(s)
Social Work , Social Workers , SocietiesABSTRACT
Introduction. Due to the COVID-19 pandemic, teaching conditions changed around the world from in-person classes to online classes, which also determined changes on teachers' working conditions. Method: Exploratory cross-sectional study with the aim of determining the association between two voice symptoms (vocal fatigue and throat pain) with home working conditions during online classes in times of COVID-19 pandemic. Professors answered an online survey including 27 questions about four components: sociodemographic factors, characteristics of home working, quarantine characteristics, and health conditions (including voice functioning). Results: 177 college professors from Argentina, Colombia, and Chile participated in this study. First, incidence of vocal fatigue, during online classes in times of COVID-19 pandemic, represented around 50%. Although throat pain had a smaller incidence, it was also important (35%). Second, days in quarantine, number of classes per week, people living with during quarantine, and history of vocal fatigue before quarantine were important associated factors of vocal fatigue. Third, important associated factors of throat pain were number of classes per week, level of stress, years of experience, and history of throat pain before quarantine. Conclusion: Similar to pre-COVID-19, vocal fatigue and throat pain were frequently reported voice symptoms among college professors. Associated factors of these symptoms included years of experience, number of classes per week, stress, people living with during quarantine due to COVID-19, and history of voice symptoms. Workplace Health Promotion programs should include activities that facilitate a healthy occupational voice use during and post-COVID-19 pandemic, considering the implications of online teaching on teachers' health and safety
Introducción: Debido a la pandemia del COVID-19, las condiciones de ense-ñanza-aprendizaje cambiaron alrededor del mundo, pasando de clases presen-ciales a clases virtuales, lo que también determinó cambios en las condiciones de trabajo docente. Métodos: Estudio transversal exploratorio que tuvo como propósito determinar la asociación entre dos síntomas de voz (fatiga vocal y dolor de garganta) con las con-diciones de trabajo docente durante las clases virtuales en tiempos de COVID-19. Los profesores diligenciaron una encuesta virtual que incluyó 27 preguntas sobre los siguientes cuatro componentes: factores sociodemográficos, características del tra-bajo en casa, características de la cuarentena, y condiciones de salud (incluyendo funcionamiento vocal). Resultados: 177 profesores universitarios de Argentina, Colombia y Chile parti-ciparon en este estudio. Primero, la incidencia de la fatiga vocal durante las clases virtuales en tiempos de COVID-19 representó alrededor del 50%. Aunque el dolor de garganta tuvo una menor incidencia, también fue importante (35%). Segundo, los días en cuarentena, número de clases por semana, personas con las que vivió durante la cuarentena, y los antecedentes de fatiga vocal antes de la cuarentena estuvieron estadísticamente asociados a la fatiga vocal. Tercero, los factores asociados al dolor de garganta fueron el número de clases semanales, los niveles de estrés, los años de experiencia y los antecedentes de dolor de garganta antes de la cuarentena.Conclusión: Similar a hallazgos previos al COVID-19, la fatiga vocal y el dolor de garganta son síntomas vocales frecuentemente reportados en docentes universitarios. Factores asociados de estos síntomas incluyen años de experiencia, número de clases semanales, estrés, personas con las que vivió durante la cuarentena y antecedentes de estos síntomas vocales antes del trabajo en casa. Los Programas de Promoción de la Salud en los Lugares de Trabajo deben incluir actividades que faciliten el uso ocupacional saludable de la voz durante y después del COVID-19, considerando las implicaciones de la enseñanza virtual en la salud y seguridad de los profesores.