ABSTRACT
BACKGROUND: Solitary fibrous tumors of the liver (SFTL) are rare neoplasms, whose identification and definition of malignant potential are challenging. CASE PRESENTATION: A 62-year-old patient underwent conventional imaging and CEUS to characterize an indeterminate liver lesion after other imaging techniques were inconclusive. In fact, all diagnostic techniques concluded that it was a partially fibrotic lesion, while CEUS determined its extra-hepatocellular origin and malignant potential, initially hypothesized to be a cholangiocarcinoma. Due to the possible risk of seeding following a biopsy procedure, the patient was a candidate for surgery. Subsequently, histopathological examination revealed SFTL. CONCLUSION: CEUS confidently characterized the malignancy and hypothesized the origin of the liver lesion, thus aiding in treatment planning.
ABSTRACT
Collaborative work is a critical component of active learning. Where in-person collaboration may not be possible, inclusion of online collaboration tools has become more prevalent. Previous studies have suggested that online collaboration is beneficial to overall learning outcomes; however, little research has investigated how differences in personality traits, such as extraversion and agreeableness, impact the benefits and effectiveness of collaborative learning, both through online (synchronous and asynchronous) and in-person platforms. In the present study, 360 (66.4% female) undergraduate students completed an online survey to assess perceptions of and beliefs about online synchronous, online asynchronous, and in-person collaboration in higher education with a focus on the impact of extraversion and agreeableness. Findings indicated that students had more experience and greater preference for online synchronous collaboration compared to online asynchronous collaboration; however, students believed that in-person collaboration was most effective. Both extraversion and agreeableness predicted positive beliefs about group work in both online and in-person settings but not uniformly. These findings support the use of online synchronous collaboration when in-person opportunities are limited; however, individual differences related to personality traits can differentially impact students' perceptions toward and actions within collaboration contexts.
ABSTRACT
Este artigo apresenta o planejamento e ações de enfrentamento à pandemia por Covid-19 pelo Centro de Operações de Emergência em Saúde Pública da Secretaria Estadual de Saúde do Paraná. Trata-se de relato de experiência relativo ao processo de desenvolvimento e produtos decorrentes de ações de enfrentamento da pandemia relativos ao período de fevereiro a junho de 2020. As ações desenvolvidas resultaram na aprovação de 51 documentos direcionados à organização do enfrentamento da pandemia e apre-ciados em mais de 70 reuniões presenciais. Os produtos estão apresentados em assuntos: Medidas Administrativas de Enfrentamento; Controle Sanitário; Populações Vulneráveis e Serviços Especializados de Saúde; Processo de Tra-balho; Rastreamento Laboratorial, Tratamento e Promoção da Saúde; e Dados Epidemiológicos. As ações, experiência e aprendizagem alcançadas pelo Centro de Operações contribuíram para o enfrentamento da pandemia no Estado e contribuirão para enfrentamentos futuros. (AU)
This paper presents the planning and actions to combat the Co-vid-19 pandemic of the Center for Emergency Operations in Public Health of the State Health Department of Paraná. This is an experience report related to the development process and products resulting from actions to combat the pandemic concerning the period from February to June 2020. The actions developed resulted in the approval of 51 documents targeted to the organization of facing the pandemic and appreciated in more than 70 presential meetings. The products are presented in subjects: Administrative Measures of Coping; Sanitary Control; Vulnerable Populations and Specialized Health Ser-vices; Work Process; Laboratorial Tracking, Treatment and Health Promotion; and Epidemiological Data. The actions, experience, and learning achieved by the Operations Center contributed to facing the pandemic in the State and will contribute to future confrontations. (AU)
Subject(s)
Health Surveillance , Mass Screening , Coronavirus Infections , Emergency Operations Center , Vulnerable Populations , Health PromotionABSTRACT
OBJETIVO: investigar as informações que os professores de educação infantil possuem em relação a Fonoaudiologia na escola, bem como sobre temas ligados à área de linguagem. MÉTODOS: foi aplicado um questionário, contendo 17 questões objetivas em uma amostra com 73 professores de educação infantil da rede municipal de ensino da cidade de Maceió-AL. RESULTADOS: os participantes relacionaram a atuação fonoaudiológica na escola à presença de alterações no desenvolvimento da criança. O índice de professores da amostra que obtiveram contato com o fonoaudiólogo na escola é de 4,1 por cento. Estes educadores relatam que apenas 57,5 por cento receberam informações sobre a aquisição de linguagem e o desenvolvimento da escrita. CONCLUSãO: com a realização da presente pesquisa foi possível confirmar a necessidade de reforçar as ações fonoaudiológicas na escola, bem como a parceria entre fonoaudiólogos e professores.
PURPOSE: to investigate the knowledge of infantile education teachers about the speech therapy at school, as well as on subjects regarding language area. METHODS: 73 infantile education teachers in public schools of Maceió-AL answered a questionnaire containing 17 objective questions. RESULTS: the participants related the performance of speech therapy staff at schools to the presence of alterations in children development. Only 4.1 percent of the teachers have had contact with some speech therapist at school. These educators report that only 57.5 percent received information about language acquisition and development of writing. CONCLUSION: upon accomplishing this research it was possible to confirm the necessity for reinforcing speech therapy related actions in school, as well as the partnership among speech therapists and teachers.
