Objectives: Risk factors for acute respiratory infections (ARIs) in community settings are not fully understood, especially in low-income countries. We examined the incidence and risk factors associated with ARIs in under-two children from the Microbiota and Health study.Methods: Children from a peri-urban area of Dhaka (Bangladesh) were followed from birth to 2 years of age by both active surveillance of ARIs and regular scheduled visits. Nasopharyngeal samples were collected during scheduled visits for detection of bacterial facultative respiratory pathogens. Information on socioeconomic, environmental, and household conditions, and mother and child characteristics were collected. A hierarchical modeling approach was used to identify proximate determinants of ARIs.Results: Of 267 infants, 87.3% experienced at least one ARI episode during the first 2 years of life. The peak incidence of ARIs was 330 infections per 100 infant-years and occurred between 2 and 4 months of age. Season was the main risk factor (rainy monsoon season, incidence rate ratio [IRR] 2.43 [1.92–3.07]; cool dry winter, IRR 2.10 [1.65–2.67] compared with hot dry summer) in the first 2 years of life. In addition, during the first 6 months of life, young maternal age (<22 years; IRR 1.34 [1.01–1.77]) and low birth weight (<2,500 g; IRR 1.39 [1.03–1.89]) were associated with higher ARI incidence.Conclusions: Reminiscent of industrialized settings, cool rainy season rather than socioeconomic and hygiene conditions was a major risk factor for ARIs in peri-urban Bangladesh. Understanding the causal links between seasonally variable factors such as temperature, humidity, crowding, diet, and ARIs will inform prevention measures.

Re ev vi is st ta a G Ge es st tã ão o I In nd du us st tr ri ia al l

Estudos apontam a questão da indisciplina, em sala de aula, como um grande desafio no contexto escolar. Porém, poucos estudos discutem a questão da indisciplina nas salas de aula do Ensino Superior. Assim, este artigo tem como objetivo identificar, a partir da percepção dos alunos a existência ou não da relação entre a indisciplina em sala de aula e a autoridade do professor no Ensino Superior. Neste sentido, procurou-se primeiramentecompreender a questão da autoridade docente e sua relação com a indisciplina com base nas contribuições de Novais (2004), Aquino (2003), Gallandm (2010) e Morais (2001). A pesquisa foi realizada tendo como base uma abordagem qualitativa, por meio de um estudo de caso, sendo o instrumento de coleta de dados um questionário semiestruturado com 64 alunos formandos do curso de Administração de uma Universidade privada. Na percepção dos alunos, os fatores determinantes da indisciplina, em sala de aula, estão centrados na forma como o professor se posiciona, apontando que estes podem reduzir a indisciplina, em sala de aula, a partir de aulas mais dinâmicas e posicionamento com maior autoridade. Levantou-se também que, na visão dos alunos, a autoridade do professor é conquistada pelo domínio do conteúdo, pela boa entonação de voz e, principalmente, por atitudes que controlem a indisciplina em sala de aula, como a punição dos alunos, que não seguem as regras preestabelecidas no ambiente de aprendizagem. Assim, identificou-se que a postura do professor faz com que este tenha autoridade ou não em sala de aula e que isso influencia, diretamente, no nívelde indisciplina em sala de aula. A indisciplina no espaço de ensino denota a perda da autoridade do professor, aspecto que foi apontado nas falas dos discentes entrevistados, tendo em vista que o professor precisa retomar sua autoridade, ficando evidente nas colocações que os alunos universitários esperam uma postura autoritária do professor para conduzir as aulas de maneira mais produtiva.Palavras-chave: Autoridade. Indisciplina no Ensino Superior. Sala de Aula. AutoritarismoAbstractStudies associate the indiscipline issue in the classroom as a major challenge in the school context. However, few studies discuss the indiscipline issue in higher education classrooms. Thus, this article aims to identify, from the students’ point of view whether or not the relationship between indiscipline in the classroom and the Professor’s authority in higher education. Therefore, it wastried to first understand the teaching authority issue and its relationshipto discipline based on the contributions of Novais (2004), Aquino (2003), Galland (2010) and Morais (2001). The survey was carried out based on a qualitative approach, through a case study, using a semi-structured questionnaire with 64 course Administration Private University’ graduate students in the northern Paraná. According to the students’ point of view the the indiscipline determiants in the classroom are focused on how the teacher stands, indicating they may reduce indiscipline in the classroom from more dynamic classes and positioning with greater authority. It was also raised that, according to the students, the Professor’s authority is gained through the content domain by using a good tone of voice and mainly attitudes that control the classroom indiscipline such as students’ punishment who do not follow the predetermined rules at the learning environment. Thus, it was found out that the Professor’s position allows the same to have control or not overthe classroom and that this attitude directly influences the classroom indiscipline level. Indiscipline in the educational environment conveys a message that the Professor lost theauthority, which was appointed in the students’ speeches interviewed, due to the fact that the Professor must regain his or herauthority,and it is evident according to the college students’ opinions that they expect a Professor’s authoritarian in order toto conduct classes more productively.Keywords: Authority. Indiscipline. Classroom. Authoritarianism

No abstract