ABSTRACT Purpose: To analyze the role of serum creatinine levels as a biomarker of intracranial aneurysm outcomes. Methods: This is a prospective analysis of outcomes of patients with intracranial aneurysm. One hundred forty-seven patients with serum creatinine at admission and 6 months follow up were included. Linear and logistic regressions were used to analyze the data. Modified Rankin scale (mRS) was used to assess outcome. Results: Creatinine level was not directly related to aneurysm outcome nor aneurysm rupture (p > 0.05). However, patients with a glomerular filtration rate (GFR) lower than 72.50 mL·min–1 had an odds ratio (OR) of 3.049 (p = 0.006) for worse outcome. Similarly, aneurysm rupture had an OR of 2.957 (p = 0.014) for worse outcomes. Stepwise selection model selected 4 variables for outcomes prediction: serum creatinine, sex, hypertension and treatment. Hypertensive patients had, on average, an increase in 0.588 in mRS (p = 0.022), while treatment with microsurgery had a decrease in 0.555 (p = 0.038). Conclusions: Patients with higher GFR had better outcomes after 6 months. Patients with higher GFR had better outcomes after 6 months. Creatinine presented an indirect role in GFR values and should be included in models for outcome prediction.

ABSTRACT: The incorporation of organic matter to the soil not only improves nutrient content, but also reduces the survival of Stenocarpella, the causal agent of stalk rot, Diplodia ear rot, and grey leaf spot, in maize stubble. We evaluated the effect of organic waste incorporation on Stenocarpella survival in maize stalks, the activity of suppressiveness-related enzymes, and nutrient contents. We conducted the assays in the municipalities of Lavras and Sete Lagoas, Minas Gerais State, Brazil. Maize stalks infested with Stenocarpella were kept in field conditions for three months after poultry litter, swine manure, fish hydrolysate, compost sewage sludge, and urea application. Infested stalks, without residue amendment, were kept on surface or incorporated into the soil, representing negative and positive controls. Stenocarpella concentration in stalks was assessed using qPCR expressed as cycle threshold number. Sewage sludge, buried stalks, and stalks retained on the surface showed reduction of pathogen inoculum. Swine manure and urea did not reduce the quantity of DNA. In the experiment conducted in Lavras, poultry litter stimulated β-glucosidase, urease and hydrolysis of fluorescein diacetate activities when compared to the negative control. Sewage sludge, poultry litter, and swine manure increased Ca in the soil by 44 %, 38 % and 36 %, respectively, in the experiment conducted in Lavras. Poultry litter increased Ntotal three months after application. The results indicate that organic wastes are promising in improving nutrient content, activity of hydrolysis-related enzymes, but Stenocarpella inoculum dynamics should be taken into consideration when deciding on the specific organic amendment.

Resumo Em 1934, a revista The New Era, uma das revistas oficiais da New Education Fellowship (NEF), publicou um número especial sobre o ensino de Matemática. A NEF foi uma organização de natureza internacional, fundada em 1921, no âmbito do movimento internacional da Educação Nova, e que agregava membros de diferentes países, inclusive nomes de educadores de grande prestígio. O presente artigo explora os temas sobre Educação Matemática veiculados no referido número, bem como o conteúdo das discussões no que diz respeito a abordagens teórico-metodológicas, identificando elementos recorrentes e eventuais divergências. Na análise são consideradas questões editoriais ao mesmo tempo em que se busca reconstituir as redes de trabalho dos autores que colaboraram no número analisado e o lugar que o discurso de autoridade ocupa. Entre as constatações, percebe-se a preocupação em incluir autores de circulação internacional e abordagens que estavam em voga, como os métodos Decroly e Montessori. A abrangência dos diferentes ramos da Matemática e dos níveis de ensino também deixa evidente o objetivo de propiciar uma visão ampla das tendências em Educação Matemática no número especial. Entre os aspectos mais recorrentes estão o recurso a situações reais no ensino de Matemática, o protagonismo do aluno, a relação entre conteúdo e idade ideal e o papel de destaque da psicologia aplicada à educação. Todavia, a forma como alguns desses aspectos é interpretada aponta para divergências. Finalizando, o artigo destaca a potencialidade de se explorar conexões com o Brasil, como o caso da professora Alda Lodi.

Abstract In 1934, the The New Era magazine, one of the official magazines of the New Education Fellowship (NEF), published a special issue on Mathematics teaching. The NEF was an international organization, founded in 1921 within the international movement of New Education, which aggregated members from different countries, including some renowned educators. The following article explores the themes about Mathematics Education addressed in the aforesaid issue, as well as the content of the discussions concerning theoretic-methodological approach, this way identifying recurring elements and eventual divergences. The analysis focus on the editorial aspects, the authors' networks, and the authority speech. Among the conclusions, it is possible to notice the concern in including authors internationally recognized and widely known approaches, such as the Decroly and Montessori methods. The different branches of Mathematics and school levels make evident that the editor wanted to provide an overview of Mathematics Education tendencies. The appeal to real experiences in Mathematics teaching, the prominence of the student, the connection between subject matter and mental age, and the central role of the psychology applied to education are among the recurring aspects. However, the way some of these aspects are interpreted points out the divergences. Finally, the article highlights the potentiality of exploring connections with Brazil, such as the case of Professor Alda Lodi.

Resumo: O presente artigo teve como foco as representações de John Dewey acerca da educação matemática. Especificamente, teve como objetivo explorar as representações de Dewey sobre o ensino de aritmética e o conceito de número, com base em textos que escreveu após a publicação do manual The psychology of number (TPN), do qual foi coautor. Subsidiaram a análise duas cartas de Dewey em resposta a críticas feitas ao TPN e uma resenha. Alguns dos conceitos mobilizados foram representação, campo e lugar social/institucional, com base em Roger Chartier, Michel de Certeau e Pierre Bourdieu. Ficaram evidentes as disputas entre campos, principalmente entre psicologia e matemática, na determinação de quem possui legitimidade para arbitrar sobre o ensino de aritmética. Também transparecem representações de Dewey acerca da educação matemática, sendo que ele reiterou algumas posições presentes no TPN, como a natureza psíquica do número e a relação com os conceitos de medida e razão.

Abstract: This paper focused on John Dewey's representations about mathematics education. Specifically, the objective was to explore Dewey's representations about the teaching of arithmetic and the number concept, based on texts he wrote after publishing the handbook The psychology of number (TPN) as a coauthor. Some of the sources were two letters written by Dewey, answering critics made of the TPN, and a review. The analysis was based on such concepts as representation, field, and social/institutional place, according to theorists as Roger Chartier, Michel de Certeau and Pierre Bourdieu. It is evident that the disputes between the fields, mainly of psychology and mathematics, concern the determination of who owns legitimacy to deliberate about the teaching of arithmetic. It is also possible to notice Dewey's representations about mathematics education, as he reiterates some aspects present in the TPN such as the psychical nature of number and the relation with the ideas of measurement and ratio.

Resumo Partindo do relatório de viagem aos Estados Unidos do educador baiano Isaias Alves, o presente artigo tem como objetivo explorar as aproximações entre a psicologia educacional e a educação matemática na década de 1930, e de que forma a primeira promoveu a circulação de teorias/autores na última, principalmente no que diz respeito ao intercâmbio entre Brasil e Estados Unidos. Enquanto aproximação teórico-metodológica, alguns dos conceitos operados são apropriação, circulação (de ideias/objetos/sujeitos) e discurso autorizado, com base em autores como Roger Chartier (1990, 2002, 2009), Serge Gruzinski (2001a, 2001b) e Michel de Certeau (2012). Além do relatório de viagem, outras fontes mobilizadas foram publicações de Isaias (livros e artigos), programas de ensino dos Institutos de Educação do Rio de Janeiro e de São Paulo, manuais pedagógicos e jornais disponíveis no acervo da Hemeroteca Digital da Biblioteca Nacional. Entre as constatações, percebe-se que o relatório de viagem de Isaias Alves deu visibilidade às discussões e publicações do psicólogo estadunidense Edward Lee Thorndike voltadas à educação matemática. Ainda, que o diálogo estabelecido entre a psicologia educacional e a educação matemática estava fortemente vinculado às discussões sobre testes e que a forma como Isaias Alves lia e dava a ler a educação matemática ocorria a partir do viés psicológico.

Abstract Based on the travel journal written by the Bahian educator Isaias Alves during his trip to the United States, this article aims to explore the approximations between educational psychology and mathematics education in the 1930s and how the former field promoted the circulation of theories and authors in the latter field, particularly with regard to the exchange between Brazil and the United States. In terms of theoretical-methodological approach, some of the salient concepts are appropriation, circulation (of ideas/objects/subjects), and authorized discourse, based on the works of authors such as Roger Chartier (1990, 2002, 2009), Serge Gruzinski (2001a, 2001b), and Michel de Certeau (2012). In addition to his travel report, this study also draws on other books and articles published by Alves, the curricula of the Institutes of Education of Rio de Janeiro and São Paulo, teaching manuals, and newspapers available in the Digital Newspaper Collection of the National Library. Among other findings, it is observed that Isaias Alves’s travel report lent visibility to the discussions and publications of the American psychologist Edward Lee Thorndike that focused on mathematics education. It is also observed that the dialogue established between educational psychology and mathematics education was strongly linked to discussions about tests and that the manner in which Isaias Alves read and portrayed mathematics education was from the perspective of psychology.