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11.
Carolina V. M. Azevedo Ivanise Sousa Ketema Paul Marlene Y. MacLeish M Teresa Mondéjar Juan Antonio Sarabia M. Ángeles Rol Juan Antonio Madrid 《Mind, Brain, and Education》2008,2(1):34-47
ABSTRACT— Early morning school schedules are in the opposite direction to the sleep–wake cycle in adolescence and early adulthood. This conflict leads to sleep deprivation and irregular patterns whose consequences are scarcely explored. This article discusses the effects of three educational experiences with high school students, parents, teachers, and medical students. The first experience was developed with high school students in Natal, Brazil, to determine whether sleep habits would improve with increased awareness. Positive effects were observed in some aspects of sleep knowledge and practices. In the second experience in Atlanta, GA, sleep education activities were presented to middle and high school teachers, parents, and students to emphasize the importance of sleep. In the third program in Murcia, Spain, undergraduate medical students were introduced to chronobiology of sleep by a practical exercise that pointed out to what extent they shared most of adolescent sleep characteristics. Educational chronobiological experiences about sleep are essential to develop healthy sleep habits in the general population, particularly in students. 相似文献
12.
Azevedo Beatriz Flamia Pereira Ana I. Fernandes Florbela P. Pacheco M. Fatima 《Education and Information Technologies》2022,27(2):1747-1769
Education and Information Technologies - Universities are encouraging the implementation of innovative methodologies and teaching strategies to develop an interactive and appealing educational... 相似文献
13.
Ademar Fonseca Victoria B. da S. Guimarães Sinval A. Rodrigues-Junior Alisson A.R. Fonseca Renato A. de Azevedo Marcos B. Corrêa Rafael G. Lund 《Anatomical sciences education》2022,15(2):352-359
This study assessed the effect of the course cycle on theoretical knowledge of dental morphology and the dental carving ability of dental students. Thirty-two dental students from the third semester (initial cycle) and 30 students from the eighth and tenth semesters of the dental course (end cycle) had their theoretical knowledge on dental morphology assessed using a questionnaire with ten closed questions. Their dental carving ability was also assessed using wax carvings in macro models of plaster (for the third [S3] and eight [S8] semesters) and natural-sized artificial teeth (for the tenth [S10] semester). The teeth chosen for the dental carving activity were #16 and #47. The scores were statistically analyzed using the t-test, Kruskal–Wallis test, and Mann–Whitney test (α = 0.05). Students from the initial cycle presented better theoretical knowledge than the other groups did (P < 0.007). No significant differences in carving score were found between the initial and end cycles (P > 0.05), although S10 students obtained a higher score for teeth #16 and #47 (P < 0.05). Natural-sized artificial teeth received a higher evaluation score in dental carvings than the macro models (P < 0.001). Within the limits of this study, it was possible to conclude that students from the initial cycle (S3) presented higher theoretical knowledge, whereas no difference in carving ability was observed between the initial and end cycles. The tenth semester (S10) students performed dental carvings with better quality. Furthermore, carvings in natural-sized artificial teeth presented better quality compared with the macro models. 相似文献
14.
Luana Porto Barbosa Luciana Quevedo Giovanna Del Grande da Silva Karen Jansen Ricardo Tavares Pinheiro Jerônimo Branco Diogo Lara Jean Oses Ricardo Azevedo da Silva 《Child abuse & neglect》2014
Suicide is among the main causes of death of people aged between 15 and 44 years old. Childhood trauma is an important risk factor for suicide. Hence, the objective of this study was to verify the relationship between childhood trauma and current suicide risk (suicidal behavior and ideation) in individuals aged 14–35 years, in the city of Pelotas, Brazil. This is a cross-sectional, population-based study. Sample selection was performed by clusters. Suicide risk was evaluated using the Mini International Neuropsychiatric Interview (MINI) and Childhood trauma was assessed with the Childhood Trauma Questionnaire (CTQ). Moreover, the participants responded to a questionnaire concerning socioeconomic status, work, and substance use. The sample was composed of 1,380 individuals. The prevalence of suicide risk was 11.5%. The prevalence figures of childhood trauma were 15.2% (emotional neglect), 13.5% (physical neglect), 7.6% (sexual abuse), 10.1% (physical abuse), and 13.8% (emotional abuse). Suicide risk was associated (p < .001) with gender, work, alcohol abuse, tobacco use, and all types of childhood trauma. The odds of suicide risk were higher in women (OR = 1.8), people who were not currently working (OR = 2.3), individuals who presented alcohol abuse (OR = 2.6), and among tobacco smokers (OR = 3.4). Moreover, suicide risk was increased in all types of trauma: emotional neglect (OR = 3.7), physical neglect (OR = 2.8), sexual abuse (OR = 3.4), physical abuse (OR = 3.1), and emotional abuse (OR = 6.6). Thus, preventing early trauma may reduce suicide risk in young individuals. 相似文献
15.
Mário Luiz Neves de Azevedo 《International Journal of Lifelong Education》2014,33(3):411-427
Over the past two decades regional agreements have become more significant in educational and training. This paper situates and analyses the European Higher Education Area (EHEA), the Bologna Process and the Lisbon Strategy and explores their influence on the integration of higher education systems in Mercosur (the Southern Common Market of Argentina, Brazil, Paraguay, Uruguay and Venezuela). Mercosur is still a customs union, and the project of integrating higher education is at an early stage. Lacking organically established regional bodies, coordination of integration in Mercosur has focused on summits and meetings of officials. However, in a context of unequal maturity in regional integration, there is emerging evidence that the EHEA project is influencing the reforms of national systems of higher education and even Mercosur’s model for a regional area of higher education. A nascent Europeanization of higher education systems in the Mercosur region is emerging, by-passing Mercosur’s regional structures. The formulation of policies has been permeated by policy transfer from Europe to national territories within Mercosur. 相似文献
16.
Maritza Concha Maria Elena Villar Rocio Tafur-Salgado Sandra Ibanez Lauren Azevedo 《Journal of Latinos & Education》2016,15(3):170-179
This article uses gender-role theory to consider the involvement of Latino fathers in their children’s lives as a result of participating in a fatherhood educational intervention. Open-ended interviews (n = 48) were conducted with participants of the program. Findings revealed that the content of the group intervention encouraged fathers to redefine their identity as a male and father by examining their own communication, discipline, and self-control as well as recognizing certain aspects of Latino culture. Implications of this study can be used to design culturally competent behavioral interventions for Latino fathers. 相似文献
17.
Optimizing quality of dental carving by preclinical dental students through anatomy theory reinforcement 
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下载免费PDF全文 Renato A. de Azevedo Marcos B. Correa Marcos A. Torriani Rafael G. Lund 《Anatomical sciences education》2018,11(4):377-384
Knowledge of dental anatomy is of great importance in the practice of dentistry, especially in oral rehabilitation, because without this knowledge, professional practice is not possible. Dental carving plays a major role in training dental students as it develops their manual dexterity. This randomized controlled trial aimed to evaluate the influence of didactic‐theoretical reinforcement on the theoretical and practical knowledge of dental anatomy of preclinical students by examining the quality of the anatomical restorations performed by these students before and after a didactic‐theoretical reinforcement. For the evaluation of theoretical knowledge, a questionnaire with closed questions about dental anatomy was used. To evaluate the effect of didactic reinforcement on dental carvings, two groups of 15 preclinical students were assessed. Experimental group (G1) received a three‐hour theoretical tutoring on dental anatomy, while the control group (G2) did not. The dental carving scores obtained by the two different groups were compared using Student's t‐test. Cohen's d was used to estimate the effect sizes between groups. The frequency of correct answers given for each theoretical knowledge question was compared in each group using Fisher's exact test. T‐test was also used to compare the means of the two groups' final scores of theoretical evaluations. To compare these final scores obtained in both carving and theoretical tests, a principal component analysis was performed with different items assessed in each test to obtain factor loading scores and a final weighted score, where factor loadings were considered for each item. Weighted scores were compared using t‐test. Also, scores obtained during the head and neck course were assessed and compared using t‐test. Spearman's correlation test was used to assess the correlation between scores obtained prior to the anatomy course and scores obtained in the dental carving exercise. The theoretical evaluation revealed no significant difference between the grades (mean ± SD) of G1 (85.1 ± 6.6%) and G2 (86.2 ± 9.1%) with the grades of a baseline test that was previously obtained when students submitted to the study (P = 0.725). Regarding the tooth carving assessment, the dental carving quality by students of G1 has significantly improved, except for tooth #23 (P = 0.096). Theoretical reinforcement of dental anatomy seems to improve the students' carving performance but does not enhance their knowledge about dental anatomy. Anat Sci Educ 11: 377–384. © 2017 American Association of Anatomists. 相似文献
18.
Flávio S. Azevedo 《学习科学杂志》2013,22(3):462-510
This article seeks to sharpen current conceptualizations of interests and engaged participation, and to derive lessons for the design of interest-driven science learning environments (formal and informal). The empirical basis of the research is a set of ethnographic records of two communities of amateur astronomers, as well as the details of astronomers' instantiations of the hobby. Hobbies are paradigmatic examples of interest-driven practices and thus they offer an excellent window into truly interest-related phenomena and processes. The analysis and data collection followed a grounded theoretical process, which I describe in two parts. First, I comb through the data iteratively and present a theory of persistent engagement in a hobby practice. Based on this theoretical sketch, I then explain how individuals' persistent, interest-based pursuit of amateur astronomy is made possible by 4 structural and process features of the practice, which together afford individuals the ability to continuously tailor the hobby: (a) an extensive and varied material infrastructure; (b) participating simultaneously across multiple communities/sites of astronomy practice; (c) activity structural resources that function as templates for short- and long-term activities; and (d) processes of collaboration and idea sharing. Lessons for the design of science learning environments that are truly interest-driven follow. 相似文献
19.
Reza Feyzi-Behnagh Roger Azevedo Elizabeth Legowski Kayse Reitmeyer Eugene Tseytlin Rebecca S. Crowley 《Instructional Science》2014,42(2):159-181
In this study, we examined the effect of two metacognitive scaffolds on the accuracy of confidence judgments made while diagnosing dermatopathology slides in SlideTutor. Thirty-one (N = 31) first- to fourth-year pathology and dermatology residents were randomly assigned to one of the two scaffolding conditions. The cases used in this study were selected from the domain of nodular and diffuse dermatitides. Both groups worked with a version of SlideTutor that provided immediate feedback on their actions for 2 h before proceeding to solve cases in either the Considering Alternatives or Playback condition. No immediate feedback was provided on actions performed by participants in the scaffolding mode. Measurements included learning gains (pre-test and post-test), as well as metacognitive performance, including Goodman–Kruskal Gamma correlation, bias, and discrimination. Results showed that participants in both conditions improved significantly in terms of their diagnostic scores from pre-test to post-test. More importantly, participants in the Considering Alternatives condition outperformed those in the Playback condition in the accuracy of their confidence judgments and the discrimination of the correctness of their assertions while solving cases. The results suggested that presenting participants with their diagnostic decision paths and highlighting correct and incorrect paths helps them to become more metacognitively accurate in their confidence judgments. 相似文献
20.
Liane B. Azevedo Mike I. Lambert Paulo S. Zogaib Turibio L. Barros Neto 《Journal of sports sciences》2013,31(4):407-414
Abstract The aim of the study was to compare physiological responses between runners adapted and not adapted to deep water running at maximal intensity and the intensity equivalent to the ventilatory threshold. Seventeen runners, either adapted (n = 10) or not adapted (n = 7) to deep water running, participated in the study. Participants in both groups undertook a maximal treadmill running and deep water running graded exercise test in which cardiorespiratory variables were measured. Interactions between adaptation (adapted vs. non-adapted) and condition (treadmill running vs. deep water running) were analysed. The main effects of adaptation and condition were also analysed in isolation. Runners adapted to deep water running experienced less of a reduction in maximum oxygen consumption ([Vdot]O2max) in deep water running compared with treadmill running than runners not adapted to deep water running. Maximal oxygen consumption, maximal heart rate, maximal ventilation, [Vdot]O2 at the ventilatory threshold, heart rate at the ventilatory threshold, and ventilation at the ventilatory threshold were significantly higher during treadmill than deep water running. Therefore, we conclude that adaptation to deep water running reduces the difference in [Vdot]O2max between the two modalities, possibly due to an increase in muscle recruitment. The results of this study support previous findings of a lower maximal and submaximal physiological response on deep water running for most of the measured parameters. 相似文献