Fifty-six patients 5.9-15.2 years old with dysfunctional elimination syndrome (DES) unimproved by previous therapies were randomly distributed into two voiding training programs: group 1 contained 26 patients submitted to 24 training sessions over a 3-month period; group 2 contained 30 patients submitted to 16 sessions over a 2-month period. Both groups adhered to a voiding and drinking schedule, received instruction on adequate toilet posture, were reinforced through the maintenance of voiding diaries, and went through proprioceptive and pelvic floor muscle training (Kegel exercises). Group 2 patients also received biofeedback therapy. Clinical evaluation was carried out before each program's initiation and 1, 6, and 12 months after each program's termination. All patients were submitted to renal ultrasonography and dynamic ultrasonography before and 6 months after each program's conclusion. Millivoltage recordings of pelvic floor muscles were compared before and after training. Urinary continence was improved after completion of either training program. Only those patients who received biofeedback training showed a significant decrease in postvoiding residual (PVR) urine as detected by dynamic ultrasonography. Our results show that either training regime can reduce episodic urinary incontinence and urinary tract infection but that further study is required to identify the optimal training duration.
Objective: Patients with chronic hepatitis C (CHC) have a poorer quality of life than those with other chronic liver diseases. However, some of the factors that determine health-related quality of life (HRQOL) in these patients, such as the degree of liver fibrosis, are still controversial. Therefore, the aim of the present study was to investigate the impact of CHC on HRQOL by conducting clinical, psychiatric, and sociodemographic evaluations. Methods: One hundred and twenty-four consecutive patients attending a referral center for hepatitis were evaluated using the Mini-International Neuropsychiatry Interview, the Hamilton Depression Rating Scale, the Hospital Anxiety and Depression Scale, and the Medical Outcomes Study 36-Item Short-Form Health Survey. Multiple linear regression analyses were used to quantify independent associations between HRQOL and the clinical, psychiatric, and sociodemographic variables of interest. Results: Reduced HRQOL was independently associated with major depressive disorder (MDD) and with elevated levels of alanine aminotransferase, but was not associated with hepatic cirrhosis. Conclusions: MDD rather than the grade of liver fibrosis was strongly associated with HRQOL impairment in patients with CHC. These findings highlight that, in patients with CHC, the psychological effects of the disease deserve more attention and the implementation of integrated medical, psychiatric, and psychological care may be helpful.
O artigo discute de que forma a informação, visualizada a partir do campo da ciência da informação, relaciona-se com a educação e a tecnologia e aponta suas contribuições para o processo de ensino-aprendizagem e para a produção do conhecimento. Aponta a distinção entre tecnologias convencionais e àquelas propiciadas pelo computador, evidenciando que historicamente a questão tecnológica sempre esteve presente no desenvolvimento humano. Recorre aos dados da pesquisa realizada no contexto do Projeto Educação de Jovens e Adultos de Belo Horizonte (EJA-BH) e mostra que os docentes, em função do próprio contexto e de suas possibilidades, usam dominantemente os recursos tecnológicos convencionais e os digitais de forma restrita. Indica a contraposição entre o discurso que advoga a inclusão digital e a realidade no contexto da EJA e, sinaliza, a partir de uma perspectiva utópica, as alternativas para se alcançar de forma simultânea a alfabetização, em seu sentido convencional e no digital.
RESUMO:Este artigo apresenta parte dos resultados da pesquisa realizada, na área de ciência da informação, no nível de doutorado, cujo objetivo foi analisar a importância e a contribuição de um modelo de produção de materiais didáticos para as equipes de produção para Educação a Distância (EAD), de forma a demonstrar sua relevância e efetividade em termos da produção de material didático-pedagógico. Para fazê-lo buscou-se fundamentar-se nas discussões teóricas dos modelos de EAD e na formação das equipes de produção, em termos de papéis e funções. A partir desses referenciais buscou-se apreender os mecanismos de confecção de materiais didáticos no âmbito das equipes de produção, identificando os elementos intervenientes e limitadores na construção de material didático e em termos da relação ensino-aprendizagem. Com base nas lacunas detectadas e nas reflexões realizadas, tornou-se possível consolidar e propor um modelo de produção de materiais didáticos para a modalidade a distância. Efetivou-se ainda o mapeamento da situação acadêmica da EAD no Brasil, a fim de verificar a presença dela no contexto nacional, bem como identificar as necessidades e as possíveis aplicabilidades do modelo. PALAVRAS-CHAVE:Educação a distância. Sistema de educação a distância. Material didático. DISTANCE EDUCATION IN THE BRAZILIAN CONTEXT AND THE PRODUCTION MODEL OF TEACHING MATERIALS: CHALLENGES TO EDUCATIONAL ACTIONABSTRACT: This article presents some results of the research conducted at the Federal University of Minas Gerais -UFMG / MG, Brazil, whose objective was to analyze the importance and contribution of a production model of teaching materials for Distance Education (DE) production teams, in order to demonstrate its relevance and effectiveness in terms of production of teaching materials. The research was based on theoretical discussions of models of distance education and on structure of production teams in terms of roles and functions. From these references we sought to understand the mechanisms of production of teaching materials in the context of the production teams by identifying the involved and limited elements in the construction of teaching material and in terms of teaching-learning relationship. Based on the shortcomings and the reflections made, it was possible to consolidate and propose a model of production of teaching materials for distance program. Adding to it, a mapping of the academic standing of Distance Education in Brazil was realized in order to verify its presence in the national context and identify the needs and the possible applicability of the model.
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