ResumoEste estudo teve como objetivo investigar as estratégias de coping adotadas por crianças vítimas e não vítimas de violência doméstica, quando inseridas no microssistema escolar. Participaram da pesquisa 87 crianças divididas em dois grupos: 49 vítimas e 38 não vítimas de violência doméstica, as quais responderam a uma entrevista estruturada nas suas escolas, que visava a identificar os problemas mais freqüentes experienciados com os professores e com os colegas e as estratégias de coping utilizadas. As crianças vítimas de violência doméstica apontaram como problema de maior freqüência as agressões verbais por parte da professora e a estratégia de coping de agredir fisicamente para lidar nos conflitos com seus pares. As crianças não vítimas citaram com maior freqüência a busca de apoio de outras pessoas como estratégia para lidar com seus problemas junto aos colegas. As meninas adotaram a inação, quando enfrentam problemas com seus professores e se incomodam mais com as agressões verbais destes. Os resultados são discutidos levando em conta o contexto ecológico e as relações hierárquicas e apontam subsídios para programas de intervenção, que promovam resiliência e adaptação sadia de criançasà escola. Palavras-chave: Coping; microssistema escolar; agressividade; resiliência; risco; proteção. Coping Strategies of Domestic Violence Victimized and Non Victimized Children AbstractThe present study aimed to investigate coping strategies of domestic violence victimized and non-victimized children in schools microsystem. Eighty-seven children, divided in two groups participated in this study: 49 victimized and 38 nonvictimized children. They answered a structured interview to identify the most frequent conflicts faced with teachers and classmates and the coping strategies to deal with those issues. The victimized children reported higher frequency of verbal aggression from teachers, and physical aggressions as coping strategies to deal with peers. The non-victimized children seemed to look for others support as coping strategies to deal with problems they have with their classmates. Girls did not seem to act when they faced problems with their teachers, and they felt more upset with teachers verbal aggression. Results are discussed based on the ecological context and hierarchical relations, and give subsidies out to support intervention programs, to promote resilience and childrens healthy adaptation to school. Keywords: Coping; school system; aggression; resilience; risk; protection.A divulgação de notícias sobre violência doméstica atinge proporções alarmantes atualmente. Pesquisas, conferências, fóruns de debates, colóquios e livros são apresentados em profusão sobre esta questão, mas as políticas públicas ainda necessitam de aperfeiçoamento e maior comprometimento social para enfrentar esta realidade. O conhecimento de casos de abuso e violência, especialmente contra crianças e mulheres, pode ser reflexo dos avanços na comunicação e da globalização, mas pode sugerir que as intervenções e programas de prevenção ...

Follicular lymphoma (FL) is an indolent, sometimes fatal disease characterized by recurrence at progressively shorter intervals and is frequently refractive to therapy. Genome-wide association studies have identified SNPs in the human leukocyte antigen (HLA) region on chromosome 6p21.32–33 that are statistically significantly associated with FL risk. Low to medium resolution typing of single or multiple HLA genes has provided an incomplete picture of the total genetic risk imparted by this highly variable region. To gain further insight into the role of HLA alleles in lymphomagenesis and to investigate the independence of validated SNPs and HLA alleles with FL risk, high-resolution HLA typing was conducted using next-generation sequencing in 222 non-Hispanic white FL cases and 220 matched controls from a larger San Francisco Bay Area population-based case-control study of lymphoma. A novel protective association was found between the DPB1*03:01 allele and FL risk (OR=0.39, 95% CI 0.21–0.68). Extended haplotypes DRB1*01:01-DQA1*01:01-DQB1*05:01 (OR=2.01, 95% CI 1.22–3.38) and DRB1*15-DQA1*01-DQB1*06 (OR=0.55, 95% CI 0.36–0.82) also influenced FL risk. Moreover, DRB1*15-DQA1*01-DQB1*06 was highly correlated with an established FL risk locus, rs2647012. These results provide further insight into the critical roles of HLA alleles and SNPs in FL pathogenesis that involve multi-locus effects across the HLA region.

Amparada nos pressupostos do letramento crítico (MONTE MÓR, 2013, 2014, 2015; MONTE MÓR; MORGAN, 2014; ROCHA, 2014; ROCHA; MACIEL, 2015), analiso, neste artigo, os pressupostos pedagógicos que embasam a Base Nacional Comum Curricular (BNCC) no que diz respeito ao ensino de língua inglesa. Utilizo como recurso metodológico o software de análise lexical AntConc, o qual foi empregado em minha análise para buscar conceitos de indivíduo e sociedade atrelados aos processos de ensinar e aprender a língua inglesa no referido documento. Resultados dessa análise apontam para descompassos e limitações nas concepções que permeiam a BNCC, principalmente quanto ao que se entende por cidadania, criticidade e diversidade, que trazem implicações e desdobramentos para a formação dos aprendizes em língua inglesa. Defendo como o letramento crítico pode ser empregado de forma a ressignificar as concepções depreendidas na BNCC.

PURPOSES: To evaluate whether polyurethane foam leads more intense foreign-body reaction than silicone foam. To compare the vascularization of the capsules surrounding the foam implants. To investigate if the capsule of polyurethane foam implanted has greater amount of collagen than that of silicone foam. METHODS: Sixty-four young male Wistar rats were allocated into two groups: polyurethane foam and silicone foam. Subcutaneous discs were implanted into the dorsum of the animals in both groups. The capsules were assessed 28 days, two months, three months and six months postoperatively. Microscopic analysis with H&E stain was performed to evaluate the acute and chronic inflammatory process, foreign-body reaction and neovascularization. The analysis with picrosirius red was performed using the ImageProPlus software, to measure the number of vessels and collagen types I and III. RESULTS: There were no statistical differences between the two groups regarding the acute and chronic inflammatory processes. All rats from the polyurethane group, in all times, exhibited moderate or intense foreign-body reaction, with statistic significant difference (p=0.046) when compared with the silicone group, in which the reaction was either mild or nonexistent at two months. Vascular proliferation was significantly different between the groups at 28 days (p=0.0002), with the polyurethane group displaying greater neovascularization with H&E stain. Similar results were obtained with picrosirius red, which revealed in the polyurethane group a much greater number of vessels than in the silicone group (p=0.001). The collagen area was larger in the polyurethane group, significantly at 28 days (p=0.001) and at two months (p=0.030). CONCLUSIONS: Polyurethane foam elicited more intense foreign-body reaction when compared with silicone foam. The number of vessels was higher in the capsules of the polyurethane foam implants 28 days after the operation. The capsule of the polyurethane foam implants showed a greater amount of collagen than that of the silicone foam implants.

RESUMO: A discussão sobre aspectos culturais nas aulas de língua estrangeira tem sido um assunto bastante debatido na área de ensino/aprendizagem de línguas. O ensino de cultura é visto como imprescindível por duas razões: 1) possibilita que os alunos desenvolvam a competência comunicativa em língua estrangeira de forma efetiva, a partir do contato com padrões sociolingüístico-culturais da língua-alvo e 2) permite conscientizá-los a respeito da diversidade cultural no mundo, fazendo com que desenvolvam maior tolerância e atitudes positivas em relação a outras culturas, o que pode proporcionar um aumento da motivação. Neste artigo, focalizamos a relação entre o ensino de cultura e a motivação para aprender inglês, discutindo de que maneira certos conteúdos e tipos de atividades culturais e a forma como esses são trabalhados pelo professor podem afetar a motivação dos alunos em relação à língua inglesa. Os resultados apresentados fazem parte de um projeto de doutorado, 1 desenvolvido em contexto de escola pública em 2004, o qual contou com a participação de alunos de uma sala de segundo ano do ensino médio. PALAVRAS-CHAVE: inglês; motivação; cultura.ABSTRACT: The discussion of cultural aspects in the foreign language class has been a subject quite debated in the language teaching and learning field. The teaching of culture is thought to be indispensable for two main reasons: 1) it can help students develop their communicative competence in an effective way through the contact with sociolinguistic and cultural patterns of the foreign language and 2) it can make them aware of the culture diversity in the world, thus developing more tolerance and positive attitudes to other cultures, which in turn can lead to an increased motivation. In this article, I focus on the relationship between culture teaching and motivation to learn English. I discuss to what extent certain cultural topics and activities and the way these are developed by a * fercribas@yahoo.com.br 1 Trabalho orientado pela Profa. Dra. Maria Helena Vieira Abrahão da Unesp de São José do Rio Preto.

METHODS:Fifty four rats were used, distributed into three groups randomly: aroeira, babassu and control, which were divided into three subgroups (six animals) according to the time of the deaths (7, 14, 21 days). All underwent the same surgical procedure, cecotomy and cecorrhaphy. The animals in group aroeira and babassu received daily dose of 100 mg/kg of hydroalcoholic extract and 50 mg/kg of aquous extract respectively, by gavage. The control group received only saline solution. The parameters evaluated were: macroscopic changes, ,resistance test to air insufflations and histological changes. RESULTS:All animals showed good healing without infection. All groups presented adhesions between cecum and neighboring organs.The resistance test insufflating of atmospheric air showed progressive increase of pressure according to the days in the aroeira group, and decrease in babassu group, without significant difference. Microscopy showed significant difference in the polymorphonuclear, hyperemia, angiogenesis, fibroblast proliferation and collagen histological variables in the 14 th day. CONCLUSION:Hydroalcoholic extract of aroeira and the aqueous extract of babassu favored the healing process in cecorrhaphy in rats.

-Background -The leading cause of death in patients with sepsis in surgery is syndrome of multiple organ dysfunction. Thus, experimental models that simulate organic changes of sepsis in humans are required. Aim -To present two models that induce the syndrome of multiple organ dysfunction and to compare, the changes induced, by intravenous injection of lipopolysaccharide or cell 36UE of viable Escherichia coli in relation to mortality and survival, level of lipopolysaccharide, release of tumor necrosis factor alpha ; hematological, liver and kidney function. Method -The study lasted seven days and it was used on it 50 male Wistar rats divided into three groups: control, lipopolysaccharide and Escherichia coli. The experimental groups were inoculated and divided into two subgroups, with inocuation with 24 or 48 hours. On the seventh day were proceeded blood collection and histopathologic analysis of liver, kidneys and lungs. Results -There was a survival of ten animals in the control group; zero in bacteria group of 24 hours and six in 48 hours; ten of lipopolysaccharide in 24 hours and six in 48 hours. In the experimental groups, levels of endotoxin, tumor necrosis factor alpha, leukocytes, platelets, renal and liver levels were higher than the control group. There were histopathological changes in the bacterial group. Conclusion -The two models of sepsis induced multiple organ dysfunction syndrome; yet the administration 36UE endotoxin every 48 hours could be utilized in advantage over the other for not induce death in significant numbers during the period of seven days.

Background: Obesity is a chronic disease and has become the most prevalent public health problem worldwide. The impact of obesity on knee is strong and the BMI is correlated with the different alterations. Aim: Compare surgical visualization of arthroscopic field in partial meniscectomy in obese and non-obese. Method: Sixty patients were selected, 30 obese and 30 non-obese who underwent arthroscopic partial meniscectomy. The arthroscopic surgical procedures were recorded and analyzed. For the analysis of visualization was used the Johnson's classification (2000). Results: Were analyzed 48 men and 12 women, the average age was 42.9 years with BMI between 21.56 to 40.14 kg/m2. The distribution of visibility of the surgical field according to the classification was: grade 1 - 38/60 (63.3%); grade 2 - 13/60 (21.6%); grade 3 - 6/60 (10%); grade 4 - 3/60 (5%). Conclusion: Knee arthroscopy did not show a significant difference in the visibility of arthroscopic field in obese and non-obese patients. Thus, it should not be indicated as the preferred method of diagnostic evaluation of joint changes in these patients.