Durante la pandemia de COVID-19, las instituciones de educación superior tuvieron que adoptar un formato de aprendizaje diferente al de las clases presenciales. Una de las alternativas fue la llamada Enseñanza Remota de Emergencia (ERL), que transformó la enseñanza presencial tradicional en instrucción remota sincrónica. Este estudio tiene como objetivo obtener información sobre las mejores prácticas de aprendizaje en línea a partir de una encuesta en la que estudiantes de una universidad brasileña respondieron periódicamente a una pregunta abierta sobre su experiencia con ERL durante un período determinado. Los datos se recopilaron en diferentes momentos durante el primer año de la pandemia y abarcaron más de 19.000 respuestas. Las respuestas de los estudiantes a la pregunta abierta se analizaron utilizando el marco de las Comunidades Académicas de Compromiso (ACE). El análisis de las percepciones sobre el período de ERL permitió reflexionar sobre aspectos relevantes del compromiso emocional, cognitivo y conductual de los estudiantes, con posibles aplicaciones en contextos de enseñanza en línea sincrónicos o asincrónicos. Los estudiantes asociaron el aprendizaje remoto con modalidades en línea, expresando agotamiento y dificultades para manejar los estudios, el trabajo y la familia. Los comentarios negativos sobre la tecnología, la metodología y los instructores afectaron las dimensiones cognitivas, emocionales y conductuales. Los datos subrayan que las actividades sincrónicas en línea requieren tecnología accesible, estrategias específicas y métodos que fomenten la colaboración para generar compromiso. Este artículo proporciona contribución significativa sobre la implementación de la enseñanza remota dirigida al aprendizaje y la satisfacción de los estudiantes.

During the COVID-19 pandemic, higher education institutions needed to adopt a different learning format from in-person classes. One of the alternatives was the so-called Emergency Remote Learning (ERL), transforming traditional in-person teaching into synchronous remote instruction. This study aims to gain insights into online learning best practices based on a Brazilian university survey in which students periodically responded to an open-ended question about their experience with ERL over a determined period. Data was collected at different times during the first year of the pandemic and encompassed more than 19,000 responses. Students' responses to the open-ended question were analyzed using the Academic Communities of Engagement (ACE) framework. Analyzing student perceptions of the ERL period allowed for reflection on relevant aspects of students' emotional, cognitive, and behavioral engagement, with potential applications in synchronous or asynchronous online teaching contexts. Students associated remote learning with online modalities, expressing exhaustion and difficulties managing studies, work, and family. Negative comments regarding technology, methodology, and instructors affected cognitive, emotional, and behavioral dimensions. The data underscores that online synchronous activities necessitate accessible technology, specific strategies, and methods that foster collaboration to build engagement. This article gives insights for implementing remote teaching experiences aimed at student learning and satisfaction.

Durante a pandemia de COVID-19, as instituições de ensino superior precisaram adotar um formato de aprendizado diferente das aulas presenciais. Uma das alternativas foi o chamado Ensino Remoto Emergencial (ERL), transformando o ensino presencial tradicional em ensino remoto síncrono. Este estudo tem como objetivo obter informações sobre as melhores práticas de aprendizagem online com base nas respostas de estudantes de uma universidade brasileira a uma pergunta aberta, aplicada periodicamente em uma pesquisa online, sobre sua experiência com o ERL durante o primeiro ano da pandemia. Os dados foram coletados em diferentes momentos do ano, tendo sido coletadas mais de 19.000 respostas. As respostas à pergunta aberta foram analisadas usando a estrutura das Comunidades Acadêmicas de Engajamento (ACE). A análise das percepções dos estudantes sobre o período de ERL permitiu realizar uma reflexão sobre aspectos relevantes do envolvimento emocional, cognitivo e comportamental dos alunos, com potenciais aplicações em contextos de ensino online síncronos ou assíncronos. Os estudantes associaram o ensino remoto às modalidades online, expressando exaustão e dificuldades de gestão de estudos, trabalho e família. Comentários negativos sobre tecnologia, metodologia e professores afetaram as dimensões cognitiva, emocional e comportamental. Os dados ressaltam que as atividades síncronas online exigem tecnologia acessível, estratégias específicas e métodos que promovam a colaboração para criar engajamento. Este artigo fornece contribuições sobre estratégias para a implementação de experiências de ensino remoto que objetivem o aprendizado e a satisfação dos estudantes.

The study is aimed at better understanding responsiveness of contact universities to technology-assisted education Post-Covid-19 pandemic. The suggestion is that a strong relationship exists between positive technology application in teaching and disciplines acceptance of technology. Without disciplines acceptance of technology, its application in teaching poses a challenge. When compelled, force majeure, to rely on technology to save an academic year, contact universities showed resilience. Students' laptops were hastily organised and synchronous online learning ensued. The application of technology in a particular context and this way is called a factor set 1. Two such factors appear in literature as the first factor set which entails synchronous technology-as-utility factor set 1 (FS-1) and asynchronous technology-as-essence factor set 2 (FS-2). There was, however, a need to develop a framework to better understand how technology is applied within the education context. Furthermore, we employed Peer Conversational Interviews with five teachers with less than five years of teaching experience and those possessing more than fifteen years teaching experience. These data were supplemented with data drawn from exploratory descriptive analysis of literature. These data collection efforts were intended to find out whether contact universities applied technology using FS-1 or FS-2 and implications of such decisions in reimagining contact universities beyond Covid-19 pandemic. Results show a strong relationship between disciplines such as IT and Engineering and the positive application of technology in terms of FS-2. They also show that post-pandemic, students are gradually warming to online teaching offerings. There is a need to provide more support to disciplines that show a lackadaisical attitude towards technology application in their areas.

This article presents the findings of a South African study conducted in a private Higher Education Institution. The aim of the article was to explore teaching strategies suitable for hybrid classrooms, to create an environment to integrate virtual and in-person student groups for optimal learning outcomes. A hybrid classroom requires academic staff to engage both groups in student-centred activities and therefore, this article argues that traditional teaching strategies may not be optimal in achieving integration. This exploratory study employed a practical action research design, to teaching strategies in hybrid classrooms. The data was collected by conducting class observation and two focus groups. The study used Braun and Clarke's (2006) thematic analysis for data analysis. The findings indicated that academic staff have a limited understanding regarding teaching strategies that would bridge the gap between virtual and in-person students. The study emphasised the necessity of an inquiry-based mindset in the hybrid teaching environment. The focus groups unanimously advocated for adopting an "adapted student-centred instructional approach" to address hybrid classroom challenges. This research contributes to understanding student-centred teaching strategies in hybrid classrooms. The key insight was that teacher-centred approaches by academic staff did not equally integrate virtual and in-person student participation. The study underscores the importance of lecturer training in effective student-centred teaching strategies for optimal learning in hybrid classrooms

RESUMEN Introducción: El cáncer de tiroides es una enfermedad frecuente en el mundo, con mayor prevalencia del tipo diferenciado. El diagnóstico temprano y manejo pertinente, individualizado y adaptable puede mejorar su pronóstico. Objetivo: Generar recomendaciones basadas en evidencia sobre el tratamiento y seguimiento de personas adultas con cáncer diferenciado de tiroides (CDT). Metodología: Guía de práctica clínica (GPC) a partir de revisión sistemática de literatura (RSL) y consenso de expertos clínicos. El grupo desarrollador definió el alcance y cuatro preguntas que se resolvieron a través de revisión de evidencia de GPC existentes, RSL, estudios primarios publicadas en español o inglés en diferentes fuentes de información desde 2013. Las preguntas de investigación fueron: 1. ¿Cuáles son las indicaciones de la vigilancia activa?, ¿cómo realizarla?, ¿cuándo y con que periodicidad realizarla? 2. ¿Cuál es el tratamiento y su indicación en pacientes con nódulos tiroideos sospechosos de cáncer? 3. ¿Cómo y cuándo realizar seguimiento de pacientes con CDT de acuerdo con el riesgo dinámico? 4. ¿Cuál es el manejo actual de los pacientes iodo refractarios? Se propusieron recomendaciones basadas en la evidencia, y analizadas y discutidas por el colectivo experto en sesiones asincrónicas. Se evalúo la calidad de la evidencia y las recomendaciones fueron gradadas en fuerte o condicional y a favor o en contra a partir del análisis de la calidad de la evidencia, contexto de implementación (disponibilidad e implementación) y la experticia clínica. En el presente documento se desarrollada la primera pregunta, referente a vigilancia activa. Resultados: 86 recomendaciones fueron propuestas y acordadas por el grupo desarrollador, categorizadas en tratamiento y seguimiento para resolver las preguntas planteadas. 10 de las recomendaciones corresponden a vigilancia activa y se incluyen en el presente documento. Recomendaciones claves incluyen, brindar información completa y oportuna a pacientes, conformación de equipos multidisciplinarios, análisis individualizado del paciente para la decisión de tratamiento, estadificación rutinaria de riesgo dinámico para evaluar la respuesta al tratamiento y ajustarlo, minimización de procedimientos fútiles o que aportan poco a la supervivencia y calidad de vida de los pacientes. Conclusión: Se presentan recomendaciones que esperan incidir en la estandarización de la práctica clínica cotidiana de pacientes con CDT y mejores resultados en salud.

ABSTRACT Introduction: Thyroid cancer is a common disease in the world, with a higher prevalence of the differentiated type. Early diagnosis individualized and adaptive management can improve prognosis. Objective: Generate evidence-based recommendations on the treatment and follow-up of adults with differentiated thyroid carcinoma (DTC). Methodology: Clinical practice guideline (CPG) based on systematic literature review (RSL) and consensus of clinical experts. The development group defined the range and four questions that were resolved through a review of evidence from existing CPGs, RSLs, primary studies published in Spanish or English in various sources of information since 2013. The research questions were: 1. What are the indications for active surveillance? How to carry it out? When and how often to carry it out? 2. What is the treatment and its indication in patients with thyroid nodules suspicious for cancer? 3. How and when to follow up patients with CDT according to dynamic risk? 4. What is the current management of iodine refractory patients? Evidence-based recommendations analyzed and discussed by the expert group in asynchronous sessions were proposed. The quality of the evidence was evaluated, and the recommendations were graded as strong or conditional and in favor or against based on the analysis of the quality of the evidence, implementation context (availability and implementation) and clinical expertise. In this document, is developed the first question, referring to active surveillance. Results: 86 recommendations were proposed and agreed upon by the development group, categorized into treatment and follow-up to solve the questions raised. 10 of the recommendations correspond to active surveillance and are included in this document. Key recommendations include providing complete and timely information to patients, develop of multidisciplinary teams, individualized patient analysis for treatment decisions, routine dynamic risk staging to evaluate response to treatment and adjust it, minimization of futile procedures or that contribute little to the survival and quality of life of patients. Conclusion: Recommendations are presented that longs to influence the standardization of the daily clinical practice of patients with DTC and better health outcomes.

Visible light communication is a present technology which allows data to be transmitted by modulating information onto a light source. It has many advantages over traditional radio frequency communication and up to 10,000 times larger bandwidth. Many existing research in visible light communication assumes a synchronized channel, however, this is not always easily achieved. This paper proposes a novel synchronized VLC system with the potential to ensure reliable communication in both intra- and inter-vehicle communication. The protocol achieves synchronization at the symbol level using the transistor-transistor logic protocol and achieves frame synchronizations with markers. Consequently, the deployment of the system in both intra- and inter-vehicle communication may present numerous advantages over existing data transmission processes. A practical application where visible light communication is used for media streaming is also previewed. In addition, various regions of possible data transmission are determined to infer forward error correction schemes to ensure reliable communication.

ABSTRACT As a result of the 2020 pandemic, an unexpected change occurred in university teaching, which mobilized higher education institutions to make a change in the way in-person teaching was conceived and consequently mobilized institutions towards a new educational paradigm, moving from face-to-face models to hybrid teaching and learning models with synchronous and asynchronous classes. This study aims to describe and analyze the impact of the implementation of evaluation strategies based on the empowerment and active participation of students. The methodology addressed complies with a qualitative approach with case studies. The results obtained show that the commitment of the students, from an evaluation process, which required them to make decisions, has a positive impact showing their expectations of academic achievement. Therefore, it is concluded that the possibility of generating and agreeing with the evaluation students in accordance with the learning results formally established in the program and the syllabus, promoting social justice at the time of evaluation, having each and every possibility to achieve the expected learning, it mobilized them towards a collective commitment among their peers, as well as the confidence of achieving the expected performances. The possibility of going beyond traditional tests, giving space to the generation of other products or evidence that confirms the achievement of learning implied placing students at the center of their own learning.

RESUMEN A raíz de la pandemia del año 2020, se produce un cambio inesperado en la docencia universitaria, que movilizó a las instituciones de educación superior, a realizar un cambio en la forma cómo se concebía la docencia presencial y en consecuencia movilizó a las instituciones hacia un nuevo paradigma educativo, pasando de modelos presenciales a modelos híbridos de enseñanza y aprendizaje con clases sincrónicas y asincrónicas. Este estudio tiene por objetivo analizar el impacto de la implementación de estrategias de evaluación basadas en el empoderamiento y participación activa de los estudiantes. La metodología abordada cumple con un enfoque cualitativo con estudios de casos. Los resultados que se obtienen dan cuenta que el compromiso de los estudiantes, desde un proceso de evaluación, que les demandó la toma de decisiones, impacta de manera positiva mostrando sus expectativas del logro académico. Por lo tanto, se concluye que la posibilidad de generar y acordar con los estudiantes de evaluación conforme a los resultados de aprendizaje formalmente establecidos en el programa y el syllabus, promoviendo en ello la justicia social en momento de evaluar, teniendo todos y todas las posibilidades de lograr los aprendizajes esperados, los movilizó hacia un compromiso colectivo entre sus pares, así como también en la confianza de lograr los desempeños esperados. La posibilidad de ir más allá de las pruebas tradicionales dando espacio a la generación de otros productos o evidencias que confirme el logro de aprendizajes implicó situar a los estudiantes en el centro de su propio aprendizaje.

RESUMO Em consequência da pandemia de 2020, ocorreu uma mudança inesperada no ensino universitário, que mobilizou as instituições de ensino superior para uma mudança na forma como o ensino presencial foi concebido e, consequentemente, mobilizou as instituições para um novo paradigma educativo, passando do presencial para o presencial. modelos presenciais até modelos híbridos de ensino e aprendizagem com aulas síncronas e assíncronas. Este estudo tem como objetivo analisar o impacto da implementação de estratégias de avaliação baseadas na capacitação e participação ativa dos estudantes. A metodologia abordada obedece a uma abordagem qualitativa com estudos de caso. Os resultados obtidos mostram que o comprometimento dos alunos, a partir de um processo avaliativo, que exigiu deles a tomada de decisões, tem um impacto positivo mostrando suas expectativas de desempenho acadêmico. Portanto, conclui-se que é possível gerar e pactuar com os alunos avaliados os resultados de aprendizagem formalmente estabelecidos no programa e no plano de estudos, promovendo a justiça social no momento da avaliação, tendo todas e cada uma das possibilidades de alcançar a aprendizagem esperada. , mobilizou-os para um compromisso coletivo entre os seus pares, bem como a confiança para alcançar os desempenhos esperados. A possibilidade de ir além dos testes tradicionais, dando espaço à geração de outros produtos ou evidências que confirmassem o alcance da aprendizagem implicava colocar os alunos no centro da sua própria aprendizagem.

ABSTRACT Introduction: the use of virtual environments and online learning platforms have become a global trend for the development of academic processes Objective: to show the results obtained with the use of mobile telephony and the WhatsApp platform as a complement to face-to-face teaching, for collaborative learning in medical students. Methods: participatory action research adapted to educational practices during the 2022 academic year. The WhatsApp application was used as a platform and its chat. 12 6th year medical students participating in their internal medicine rotation and three teachers participated. Results: the knowledge of the virtual environment was deepened, synchronous and asynchronous communications were used through communication chats between the actors of the process and the information sharing functions, emojis and others, managing to stimulate collaborative learning through dynamic forms of communicative interaction in the construction of your own knowledge. The opinions and satisfaction with the use of the platform were mostly positive with some dissatisfaction. Conclusions: the use of mobile phones and WhatsApp as a tool for collaborative learning reinforced mutual cooperation between participants, demanded greater empathy and creativity from the teacher and demonstrated that communication technologies are becoming increasingly indispensable and mandatory knowledge. among the personal components of the educational teaching process.

RESUMEN Introducción: el uso de los ambientes virtuales y las plataformas de aprendizajes en línea, se han convertido en una tendencia mundial para el desarrollo de los procesos académicos Objetivo: mostrar los resultados obtenidos con el uso de la telefonía móvil y la plataforma WhatsApp como complemento de la enseñanza presencial, para un aprendizaje colaborativo en estudiantes de medicina. Métodos: investigación-acción participativa adaptada a las prácticas educativas durante el curso 2022. Se utilizó la aplicación WhatsApp como plataforma y el chat de la misma. Participaron 12 estudiantes del 6to año de medicina en su rotación de medicina interna y tres docentes. Resultados: se profundizó en el conocimiento del entorno virtual, se utilizaron las comunicaciones sincrónicas y asincrónicas mediante chats de comunicación entre los actores del proceso y las funciones compartir información, emojis y otras, logrando estimular el aprendizaje colaborativo mediante formas dinámicas de interacción comunicativa en la construcción de su propio conocimiento. Las opiniones y satisfacciones con el uso de la plataforma fueron mayoritariamente positivas con algunas insatisfacciones. Conclusiones: el uso del móvil y el WhatsApp como herramienta para el aprendizaje colaborativo, reforzó la cooperación mutua entre los participantes, demandó una mayor empatía y creatividad del docente y demostró que las tecnologías de la comunicación se tornan cada vez más indispensables y de conocimiento obligatorio entre los componentes personales del proceso docente educativo.

ABSTRACT Objective. Chagas disease poses a public health problem in Latin America, and the electrocardiogram is a crucial tool in the diagnosis and monitoring of this pathology. In this context, the aim of this study was to quantify the change in the ability to detect electrocardiographic patterns among healthcare professionals after completing a virtual course. Materials and Methods. An asynchronous virtual course with seven pre-recorded classes was conducted. Participants answered the same questionnaire at the beginning and end of the training. Based on these responses, pre and post-test results for each participant were compared. Results. The study included 1656 participants from 21 countries; 87.9% were physicians, 5.2% nurses, 4.1% technicians, and 2.8% medical students. Initially, 3.1% answered at least 50% of the pre-test questions correctly, a proportion that increased to 50.4% after the course (p=0.001). Regardless of their baseline characteristics, 82.1% of course attendees improved their answers after completing the course. Conclusions. The implementation of an asynchronous online course on electrocardiography in Chagas disease enhanced the skills of both medical and non-medical personnel to recognize this condition.

Abstract The description of secretory structures in Malvaceae is controversial, and results in conflicting interpretations. Amid conflicting interpretations, therefore, the present study aims to describe the ontogeny diversity and histochemistry in Ceiba, emphasizing the secretory structures in leaves of C. erianthos, C. jasminodora, C. pentandra, and C. speciosa. All analyzed species present mucilaginous, crystalliferous, and phenolic idioblasts. These structures are randomly arranged in the mesophyll, epidermis, petiole cortex, and parenchymatic tissue of the midrib. However, in C. jasminodora and C. pentandra, secretory structures are only found in the midrib area. The development of mucilaginous idioblasts is asynchronous and, when mature, they coalesce forming large structures full of mucilage. Clavate-type pluricellular glandular trichomes were also detected scattered randomly on both leaf surfaces. Their ontogeny is described, and histochemical tests showed the presence of lipophilic substances. Extrafloral nectaries were observed in the middle third of the midrib, on the abaxial side of the leaflets. They originate from the protoderm and ground meristem of the midrib cortex. It is expected that these results will help consolidate knowledge of secretory structures in Malvaceae, leading, in turn, to the elucidation of phylogenetic relationships. controversial interpretations therefore Ceiba C erianthos pentandra speciosa crystalliferous mesophyll epidermis cortex However area mature mucilage Clavatetype Clavate type surfaces described substances leaflets leading turn relationships

Resumo A descrição das estruturas secretoras em Malvaceae não é consenso e resulta em interpretações conflitantes. Em meio a interpretações conflitantes, o presente estudo tem como objetivo descrever a diversidade ontogenética e histoquímica em Ceiba, enfatizando as estruturas secretoras em folhas de C. erianthos, C. jasminodora, C. pentandra e C. speciosa. Todas as espécies analisadas apresentam idioblastos mucilaginosos, cristalíferos e fenólicos. Tais estruturas estão dispostas aleatoriamente no mesofilo, epiderme, córtex do pecíolo e no tecido parenquimático da nervura central. Porém, em C. jasminodora e C. pentandra, encontram-se apenas na região da nervura central. O desenvolvimento de idioblastos mucilaginosos é assíncrono e quando maduros, coalescem formando grandes estruturas repletas de mucilagem. Tricomas glandulares pluricelulares do tipo clavado também foram detectados distribuídos aleatoriamente em ambas as superfícies foliares. Sua ontogenia é descrita e testes histoquímicos evidenciaram a presença de substâncias lipofílicas. Nectários extraflorais foram observados no terço médio da nervura central, na face abaxial dos folíolos. Estes se originam da protoderme e do meristema fundamental do córtex da nervura central. Espera-se que estes resultados ajudem a consolidar o conhecimento das estruturas secretoras em Malvaceae, levando, por sua vez, à elucidação das relações filogenéticas. conflitantes Ceiba C erianthos speciosa fenólicos mesofilo epiderme central Porém encontramse encontram maduros mucilagem foliares lipofílicas folíolos Esperase Espera levando vez filogenéticas

Abstract The objective of this article is to analyze the contributions of the Study of Classroom for the reinforcement of the theory/practice relation in the initial formation of teachers during the construction of concepts about exploratory tasks. For this, we collected data in two Lesson Studies remotely, through synchronous and asynchronous participation, carried out in two Supervised Internship II classes in the Degree in Mathematics, with twenty-eight future teachers and two teacher trainers. The results show that the Classroom Study favored the understanding of the exploratory tasks from the analysis of the curriculum and the elaboration and/or adaptation of tasks, thus alternating between theory and practice. We conclude that the Classroom Study carried out during the internship revealed the difficulties of future teachers in preparing or adapting exploratory tasks, justified by the lack of experience with this type of activity, as they did not know other types of tasks in addition to exercises and problems, which highlighted the need for theoretical and practical study of tasks and their contributions to initial training. theorypractice practice remotely participation Mathematics twentyeight twenty eight trainers andor activity problems training

Resumo O objetivo deste artigo é analisar as contribuições do Estudo de Aula para o reforço da relação teoria/prática na formação inicial de professores durante a construção de conceitos sobre tarefas exploratórias. Para isso, coletamos dados em dois Estudos de Aula, de modo remoto, através da participação síncrona e assíncrona, realizados em duas turmas de Estágio Supervisionado II, na Licenciatura em Matemática, de vinte e oito futuros professores e duas professoras formadoras. Os resultados mostram que o Estudo de Aula favoreceu a compreensão das tarefas exploratórias a partir da análise do currículo e da elaboração e/ou adaptação de tarefas, alternando assim entre teoria e prática. Concluímos que o Estudo de Aula realizado no estágio revelou as dificuldades dos futuros professores em elaborar ou adaptar tarefas exploratórias, justificadas pela falta de experiência com esse tipo de atividade, pois não conheciam outros tipos de tarefa para além de exercícios e problemas, o que evidencia a necessidade do estudo teórico e prático sobre tarefas e suas contribuições na formação inicial. teoriaprática prática isso remoto assíncrona II Matemática formadoras eou atividade problemas

ABSTRACT Objective: To evaluate questions concerning oral medicineand pharmacology-related specialties of asynchronous dental teleconsulting sessions of the Telehealth Brazil Networks Program. Material and Methods: Data were collected from secondary databases of asynchronous dental teleconsulting sessions of the telehealth centers of Minas Gerais from July 2015 to July 2017. The variables for dental underlying fields and the types of questions were evaluated. Descriptive analysis was performed with the SPSS v.22.0 program. Results: 3,920 teleconsulting sessions were referred to the telehealth centers of Minas Gerais during the study period. Regarding oral medicine-related questions (n=745), most (n=469; 62.95%) addressed diagnosis, whereas the underlying field questions mostly regarded fungal, viral, and bacterial infections (17.3%), biopsies (16.4%), developmental defects and dental abnormalities (9.9%), and soft tissue tumors (9.4%). Pharmacology-related questions (n=738) mostly addressed general approaches (n=672; 91.06%), and the most common questions were about underlying fields' prescriptions (44.7%), anesthetics (17.6%), adverse effects of medications and anesthetics (10.2%), and selection of anesthetics for patients with systemic conditions (9.8%). Conclusion: Most teleconsulting sessions regarded conditions or procedures common in primary health care and essential for diagnosis and treatment planning at all care levels, which suggests a need for more academic learning processes for healthcare professionals, especially in dentistry primary fields. Objective pharmacologyrelated pharmacology related Program Methods 201 2017 evaluated v220 v 22 0 v.22. program Results 3920 3 920 3,92 period medicinerelated medicine n=745, n745 n n=745 , 745 (n=745) n=469 n469 469 (n=469 62.95% 6295 62 95 fungal viral 17.3%, 173 17.3% 17 (17.3%) 16.4%, 164 16.4% 16 4 (16.4%) 9.9%, 99 9.9% 9 (9.9%) 9.4%. 94 9.4% . (9.4%) Pharmacologyrelated Pharmacology n=738 n738 738 (n=738 n=672 n672 672 (n=672 91.06%, 9106 91.06% 91 06 91.06%) 44.7%, 447 44.7% 44 7 (44.7%) 17.6%, 176 17.6% 6 (17.6%) 10.2%, 102 10.2% 10 2 (10.2%) 9.8%. 98 9.8% 8 (9.8%) Conclusion levels professionals 20 v22 v.22 392 92 3,9 n74 n=74 74 (n=745 n=46 n46 46 (n=46 62.95 629 17.3 1 (17.3% 16.4 (16.4% 9.9 (9.9% 9.4 (9.4% n=73 n73 73 (n=73 n=67 n67 67 (n=67 910 91.06 44.7 (44.7% 17.6 (17.6% 10.2 (10.2% 9.8 (9.8% v2 v.2 39 3, n7 n=7 (n=74 n=4 n4 (n=4 62.9 17. (17.3 16. (16.4 9. (9.9 (9.4 (n=7 n=6 n6 (n=6 91.0 44. (44.7 (17.6 10. (10.2 (9.8 v. n= (n= 62. (17. (16. (9. 91. (44. (10. (n (17 (16 (9 (44 (10 (1 ( (4

Abstract The objective was to understand experiences of double motherhood during antenatal, childbirth and postpartum healthcare, using a qualitative method involving individual online interviews and asynchronous, online focus groups of cisgender women, mostly in same-sex relationships. The results revealed how these women’s experiences of parenting were marginalised, highlighting institutional violence in Brazilian healthcare services, which are presented here in two thematic dimensions: 1) Cisheteronormativity and its impact on experiences of double motherhood; and 2) Institutional violence in healthcare services: from curiosity to LGBTQIA+phobia. It was concluded that cisheteronormativity hinders healthcare for these experiences, especially by rendering the non-gestational mother invisible. This underscores the urgent need to train healthcare personnel, rethink and challenge cisgender and heterosexual norms and promote inclusive policies to ensure equitable care and combat institutional violence. antenatal asynchronous women samesex same sex relationships womens s marginalised services dimensions 1 2 LGBTQIAphobia LGBTQIA phobia LGBTQIA+phobia nongestational non gestational invisible personnel

Resumo Objetivou-se compreender as experiências de dupla maternidade na atenção à saúde durante o pré-natal, parto e puerpério a partir de um método qualitativo, utilizando entrevistas individuais on-line e grupo focal on-line assíncrono com mulheres cisgêneros, a maioria em relacionamentos homoafetivos. Os resultados revelaram a marginalização das vivências parentais dessas mulheres, destacando a violência institucional presente nos serviços de saúde brasileiros, sendo apresentados em dois eixos temáticos: 1) Cisheteronormatividade e seu impacto nas experiências de dupla maternidade e 2) Violência institucional nos serviços de saúde: da curiosidade à LGBTQIA+fobia. Conclui-se que a cisheteronormatividade prejudica a atenção à saúde para essas experiências, especialmente ao invisibilizar a mãe não gestante, destacando a urgência de capacitar profissionais de saúde, repensar e desafiar as normas cisgênero e heterossexuais e promover políticas inclusivas para garantir cuidados equitativos e combater a violência institucional. Objetivouse Objetivou se prénatal, prénatal pré natal, natal pré-natal qualitativo online on line cisgêneros homoafetivos brasileiros temáticos 1 2 LGBTQIAfobia LGBTQIA fobia LGBTQIA+fobia Concluise Conclui gestante

Resumo Neste estudo, avaliamos a variação nos eventos fenológicos vegetativos e reprodutivos de quatro espécies de plantas filogeneticamente relacionadas submetidas a um ambiente sazonal. Para isso, amostramos 15 indivíduos de cada espécie quinzenalmente, pelo período de um ano, entre janeiro e dezembro de 2017. Para avaliar quando uma determinada fenofase ocorreu de modo mais intenso na população foi utilizado o índice de intensidade de Fournier e a sincronia dos indivíduos da amostra em determinado evento fenológico foi estimada utilizando-se o índice de atividade. O teste de Rayleigh (Z) foi usado para determinar se os eventos fenológicos têm distribuição sazonal. A relação dos fatores abióticos (fotoperíodo, precipitação, temperatura e umidade relativa) com a intensidade das fenofases foi avaliada para cada espécie de planta usando modelos lineares generalizados (GLMs). As fenofases de todas as plantas apresentaram um padrão de distribuição sazonal, bem como variação na sincronia das fenofases e conjuntos específicos de fatores abióticos influenciaram significativamente suas fenofases. Folhas novas, por exemplo, foram produzidas ao longo das estações, com intensa queda de folhas na estação seca. Os períodos de floração, por outro lado, não se sobrepuseram. De fato, as espécies exibiram floração sequencial e floração assíncrona entre os indivíduos. Nossos resultados sugerem que os padrões fenológicos das quatro espécies de plantas simpátricas estão diretamente ligados às variáveis climáticas, mas diferentes fatores abióticos afetaram diferentes fenofases.

Abstract In this study, we evaluated variation in vegetative and reproductive phenological events of four phylogenetically related plant species subjected to a seasonal environment. To this aim, we sampled 15 individuals of each plant species every fortnight for one year, between January and December of 2017. To assess when a given phenophase occurred more intensely in the population, the Fournier intensity index was used and the synchrony of individuals of the sample in a given phenological event was estimated using the activity index. The Rayleigh (Z) test was used to determine whether the phenological events have seasonal distribution. The relationship of abiotic factors (photoperiod, precipitation, relative humidity and temperature) with the intensity of phenophases was evaluated for each plant species using generalized linear models (GLMs). The phenophases of all plants showed a seasonal distribution pattern, as well as variation in synchrony of phenophases and specific sets of abiotic factors significantly influenced their phenophases. New leaves, for example, were produced throughout the seasons, with intense leaf fall in the dry season. Flowering periods, on the other hand, did not overlap. Indeed, species exhibited sequential flowering and asynchronous flowering among individuals. Our results suggest that the phenological patterns of four sympatric plant species are directly linked to climatic variables, but different abiotic factors affected different phenophases.

ABSTRACT Objective: to identify courses available online by national civil defense bodies in Brazil and Mexico to assist in the additional training of healthcare professionals for disasters. Method: an exploratory descriptive study, based on a qualitative approach, using technological prospecting methodology, carried out on the official Civil Defense websites in Brazil and Mexico. Results: ten courses offered by the Government of Mexico’s National Center for Disaster Prevention were found, nine of which were short-term and one offered as vocational training. All of these courses were synchronous. In Brazil, 36 courses were located, all in asynchronous formats, with durations varying between 20 and 50 hours. Although the courses presented programmatic content that included activities inherent to healthcare professionals, none of them made specific mention of professionals in this area as the target audience. Conclusion: the prospective study reinforces that Information and Communication Technologies for distance education present themselves as an alternative present in both countries in terms of additional training for disasters, although not yet specifically aimed at healthcare professionals. The need to include this area of interdisciplinary and multi-professional content reflects gaps in sector integration. Objective disasters Method approach methodology Results Mexicos s found shortterm short term synchronous 3 located formats 2 5 hours audience Conclusion multiprofessional multi professional integration

RESUMEN Objetivo: identificar cursos disponibles en línea por los organismos nacionales de defensa civil en Brasil y México para ayudar en la capacitación adicional de profesionales de la salud para desastres. Método: estudio descriptivo exploratorio, de enfoque cualitativo, utilizando metodología de prospección tecnológica, realizado en los sitios web oficiales de la Defensa Civil de Brasil y México. Resultados: se encontraron 10 cursos ofrecidos por el Centro Nacional para la Prevención de Desastres del Gobierno de México, nueve de los cuales fueron de corta duración y uno se ofreció como formación vocacional. Todos estos cursos fueron sincrónicos. En Brasil se ubicaron 36 cursos, todos en formato asincrónico, con duraciones que variaron entre 20 y 50 horas. Aunque los cursos presentaron contenidos programáticos que incluyeron actividades inherentes a los profesionales de la salud, ninguno de ellos hizo mención específica a los profesionales de esa área como público objetivo. Conclusión: el estudio prospectivo refuerza que las Tecnologías de la Información y las Comunicaciones para la educación a distancia se presentan como una alternativa presente en ambos países en términos de capacitación adicional para desastres, aunque aún no dirigida específicamente a los profesionales de la salud. La necesidad de incluir esta área de contenidos interdisciplinarios y multiprofesionales refleja brechas en la integración del sector. Objetivo desastres Método exploratorio cualitativo tecnológica Resultados 1 vocacional sincrónicos 3 asincrónico 2 5 horas objetivo Conclusión sector

RESUMO Objetivo: identificar cursos disponíveis on-line pelos órgãos de defesa civil nacional do Brasil e do México visando auxiliar na formação complementar de profissionais de saúde para desastres. Método: estudo descritivo exploratório, a partir de uma abordagem qualitativa, utilizando a metodologia de prospecção tecnológica, realizada nos sites oficiais de Defesa Civil do Brasil e do México. Resultados: foram encontrados 10 cursos oferecidos pelo Centro Nacional de Prevenção de Desastres do Governo do México, sendo nove de curta duração e um oferecido como curso técnico. Todos esses cursos na modalidade síncrona. No Brasil, localizaram-se 36 cursos, todos em formatos assíncronos, com duração variável entre 20 e 50 horas. Embora os cursos apresentassem conteúdo programático que incluía atividades inerentes aos profissionais de saúde, nenhum deles fazia menção específica aos profissionais desta área como público-alvo. Conclusão: o estudo prospectivo reforça que as Tecnologias da Informação e da Comunicação para educação a distância se apresentam como uma alternativa presente em ambos os países quanto à formação complementar para desastres, porém, ainda não direcionados especificamente aos profissionais da saúde. A necessidade de inclusão desta área de conteúdos interdisciplinares e multiprofissionais reflete lacunas de integração de setores. Objetivo online on line desastres Método exploratório qualitativa tecnológica Resultados 1 técnico síncrona localizaramse localizaram 3 assíncronos 2 5 horas públicoalvo. públicoalvo público alvo. alvo público-alvo Conclusão porém setores

Abstract: Aim This study evaluates the reproduction and fecundity of Leporinus lacustris in upper Paraná River floodplain environments with the objectives to (i) recognize the germ cells of folliculogenesis and oogenesis; (ii) characterize reproductive phases; (iii) investigate oocyte diameter and evaluate if this species has group synchronous or asynchronous oocyte development and if spawning is total or batch; (iv) estimate batch fecundity; (v) establish the relationship between fecundity/ovary weight, standard length, and total weight; (vi) verify the reproductive areas of this species in the upper Paraná River floodplain. Methods Sampling was carried out using gillnets in rivers, and open and closed lagoons, in March, June, September, and December 2013, 2014, 2015, 2016, 2018, and 2019 and March and September 2017. A total of 442 females were sampled and 111 subsampled, each of which had an ovary removed and fixed in Bouin solution. A subsample of 20 ovaries in the spawning capable phase were fixed in a 4% buffered formaldehyde solution to estimate the diameter of the oocytes and fecundity. The ovaries were dehydrated, embedded in historesin, cut, stained, and evaluated as regards folliculogenesis, oogenesis, development phases, and reproduction areas. Results The germ cells recorded were differentiated oogonia, primary and secondary growth oocytes, fully-grown and mature oocytes, and post-ovulatory follicles that permitted the recognition of the reproductive phases. Oocyte diameter information revealed that the species has group synchronous oocyte development, determinate fecundity and batch spawning, and eliminates an average of 38,490 oocytes. Conclusions The fact that Leporinus lacustris is reproductively successful in the Baía River and in the Fechada, Guaraná, Patos, Garças, Ventura and Ressaco do Pau Véio lagoons strengthens the importance of the areas of environmental protection of the islands and lowlands of the Paraná River, Ilha Grande National Park and Ivinheima River State Park. Abstract i (i oogenesis ii (ii phases iii (iii iv (iv v (v fecundityovary weight length vi (vi rivers June 2013 2014 2015 2016 2018 201 2017 44 11 subsampled 2 4 dehydrated historesin cut stained oogonia fullygrown fully grown postovulatory post ovulatory 38490 38 490 38,49 Fechada Guaraná Patos Garças 1 3849 3 49 38,4 384 38,

Resumo: Objetivo Este estudo avaliou a reprodução e fecundidade de L. lacustris em ambientes da planície de inundação do alto rio Paraná, com os objetivos de: (i) reconhecer as células germinativas da foliculogênese e oogênese; (ii) caracterizar as fases reprodutivas; (iii) investigar o diâmetro dos oócitos e avaliar se esta espécie tem o desenvolvimento dos oócitos sincrônico em grupo ou assincrônico e se a desova é total ou parcelada; (iv) estimar a fecundidade do lote; (v) estabelecer a relação entre fecundidade/peso do ovário, comprimento padrão e peso total e (vi) verificar as principais áreas de reprodução desta espécie na planície de inundação do alto rio Paraná. Métodos As amostragens foram realizadas em rios, lagoas abertas e fechadas no alto rio Paraná, com redes de espera nos meses de março, junho, setembro e dezembro de 2013, 2014, 2015, 2016, 2018 e 2019 e março e setembro de 2017. Foram amostradas 442 fêmeas e subamostradas 111, das quais foi retirada uma subamostra do ovário e fixada em solução de Bouin. Uma subamostra de 20 ovários na fase apta a desova foi fixada em solução de formaldeído tamponado a 4%, para posteriormente, estimar o diâmetro dos oócitos e fecundidade. Resultados As células germinativas registradas foram: oogônias diferenciadas, oócitos de crescimento primário e secundário, oócitos de crescimento completo e maduros, e folículos pós-ovulatórios que permitiram reconhecer as fases reprodutivas. As informações do diâmetro dos oócitos revelou que a espécie tem desenvolvimento dos oócitos sincrônico em grupo, fecundidade determinada e desova parcial, e elimina no período de desova em média 38.490 oócitos. Conclusões Leporinus lacustris reprodutivamente bem sucedido no rio Baía e nas lagoas Fechada, do Guaraná, dos Patos, das Garças, do Ventura e do Ressaco do Pau Véio reforçando a importância das áreas de proteção ambiental das ilhas e várzeas do rio Paraná, Parque Nacional da Ilha Grande e Parque Estadual do rio Ivinheima. Resumo L Paraná i (i oogênese ii (ii reprodutivas iii (iii parcelada iv (iv lote v (v fecundidadepeso vi (vi rios junho 2013 2014 2015 2016 201 2017 44 111 Bouin 2 4 4% posteriormente diferenciadas secundário maduros pósovulatórios pós ovulatórios parcial 38490 38 490 38.49 Fechada Guaraná Patos Garças Ivinheima 11 3849 3 49 38.4 1 384 38.