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Diferenças de sexo nos fatores de risco para fragilidade em idosos e na sua relação com incapacidade funcional: uma análise de trajetórias
(Universidade Federal de São Carlos, 2021-08-06) Oliveira, Dayane Capra de; Chagas, Marcos Hortes Nisihara; https://lattes.cnpq.br/7060083823888759; Alexandre, Tiago da Silva; https://lattes.cnpq.br/5393622641681701; https://lattes.cnpq.br/8290732203018830
The mechanism, the risk factors and the influence of sex on the incidence of frailty components are not completely known. In addition, the relationship between frailty and disability has been explored in a two-way street with studies showing that the frailty process increases the risk of disability and that disability increases the risk of frailty. However, there is a gap in the literature, as far as is known, no stratified analyzes by sex of the risk factors for the incidence trajectory of the number of frailty components as well as for the behavior of the functional disability trajectories in function changes in frailty status and their components over time. Therefore, in order to establish efficient rehabilitation programs for frail or in process of becoming frail older people, these knowledge gaps need to be filled. This thesis has two objectives: 1) To analyze sex differences in risk factors for the increase in the number of frailty components in 1,747 participants in the ELSA Study followed for twelve years; and 2) Analyze sex differences in the trajectories of the incidence of disability due to changes in frailty status and their components in 1,522 and 1,548 participants in the ELSA Study independent in ABVD and IADL and frailty at baseline also in a twelve-year follow-up. The main results found were that the increase in the number of frailty components, in both sexes, was associated with increasing age, low education, perception of poor vision, presence of depressive symptoms, joint disease, uncontrolled diabetes, C-reactive protein high and sedentary lifestyle (p <0.05). In men, the presence of osteoporosis, low weight, heart disease, living with one or more people and perception of poor hearing were associated with an increase in the number of components of frailty (p <0.05). In women, the increase in fibrinogen, controlled diabetes, stroke and the perception of regular vision were associated with an increase in the number of components of frailty (p <0.05). Obese women and men and overweight women showed a smaller increase in the number of components compared to the eutrophic. It was also found that women who became pre-frail and men and women who became frail had worse trajectories of incidence of disability (p < 0.05) than those who remained non-frail during the follow-up period. Slowness was the only component of frailty capable of discriminating the incidence of disability regarding BADL and IADL in both sexes (p < 0.05). In addition to slowness, weakness and low physical activity level (BNAF) also discriminated against the incidence of disability in men while exhaustion discriminated against women (p <0.05). However, we understand that although there are similarities in the factors associated with the trajectory of increasing the number of frailty components between the sexes, socioeconomic factors, low weight and musculoskeletal and cardiac alterations determined the frailty process in men while cardiovascular and neuroendocrine alterations determined the frailty process in women. Furthermore, slowness as a component and not frailty as a construct, seems to us to better signal the process of disability in the older people. Therefore, as its evaluation is easy, fast and accessible, screening for this frailty component should be prioritized in different clinical contexts so that rehabilitation strategies can be developed to avoid the onset of disability.
A produção da (in)disciplina escolar: normalização, subjetivação e controle
(Universidade Federal de São Carlos, 2021-08-06) Almeida, Nathália Suppino Ribeiro de; Silva, Flávio Caetano da; https://lattes.cnpq.br/7889803676083470; https://lattes.cnpq.br/7369163848226663
This study deals with the issue of school discipline and indiscipline from the teachers' narratives collected from effective teachers in public elementary schools in the city of Ribeirão Preto–SP. Therefore, we aim to investigate the normalizing process as a condition to produce school (in)discipline based on reports of experiences lived by teachers in their daily lives on issues involving the subject under analysis. The central perspective of the analysis is that discipline and indiscipline are the result of a production that takes place in the school institution, being inseparable from the elements, phenomena and relationships that produce them and that reverberate their effects on the way in which the subjectivities of those involved are constituted. in the schooling of children. These elements, phenomena and relationships were observed from the teachers' narratives collected in conjunction with the theoretical assumptions studied regarding the normalization process and disciplinary power. Among the various aspects discussed, we consider that not only students, but teachers, can produce and be produced under permanent surveillance, examination, standardization, control or correction directed at them according to the regime of truths established in their experiences. And, if on the one hand the narratives indicate that disciplinary practices are part of school demands, we emphasize that they are elements of a conflicting process in which, despite being constantly affirmed, the disciplinary power can also be denied, frustrated and threatened . The selected methodological bases are based on qualitative approaches, semi-structured recorded biographical interviews, bibliographic study and biographical research. The analysis of the collected data was carried out in the light of the biography of the experiences reported, that is, of a methodological approach that encompasses reflections on the subjects' acts and thoughts in a complex of relationships that permeate their experiences and the elements that make up their surroundings, inscribing them in the representations he makes about himself, the other and the group he belongs to. After the analyses, we found a disciplinary production based on the subject's normalization process consolidated and, in the direction of reflections on the production of discipline and school indiscipline and its effects, we believe that we think about them from the perspective of problematizing and denaturalizing this process, through the courage to tell the truth, could place them in a field of possibilities for criticism and reinvention.
Análise de vibrações em pisos mistos de aço e concreto induzidas por atividades rítmicas
(Universidade Federal de São Carlos, 2021-08-06) Almeida, Mateus Madureira de; Souza, Alex Sander Clemente de; https://lattes.cnpq.br/3572504605209699; https://lattes.cnpq.br/4011204063601295
The growing use of composite systems floors of steel and concrete in open spans design that aim to increase use flexibility of buildings using large open spaces, has stimulates the conception of composite systems floors in formats leave them more sensitive to vibratory effects and this way, meet human’s comfort criteria become increasingly important already in the early stages of structures design. The acceptance criteria of the national standards, based only control of fundamental frequency, lead to insufficient verifications, due the fact that real influence of vibrations induced by human’s activities in human comfort are related with peak accelerations. Within this context, this work present knowledge about dynamic behaviour of composite systems floors of steel and concrete for understanding of vibrations effects in the human comfort, together with of clustering of analytical procedures to calculate the fundamental frequency and acceleration of composite floors, procedures for numerical modelling, humans comfort criteria of vibrations induced by human’s activities, besides of, detailed examples using analytical procedures and application of human comfort criteria in composite floors design. Using analytical processes and numerical models for determine modal properties of 36 composite floors, after evaluating them based human comfort criteria of national standards and reputed international guides, was possible conclude that national standards need updated, as the results showed divers floors that not fit in criteria of reputed international guides design, when verified against in national standards, they would pass in the criteria of national codes.
Eficácia de um programa aplicado por pais para ensino de nomeação de estados emocionais a crianças com Transtorno do Espectro Autista (TEA)
(Universidade Federal de São Carlos, 2021-08-06) Libardi, Ana Luísa Polizel; Domeniconi, Camila; https://lattes.cnpq.br/9684535663947328; https://lattes.cnpq.br/6431727010514447
Literature on naming emotional states indicates that people diagnosed with Autistic Spectrum Disorder (ASD) may have difficulty in developing such skills, and video procedures have been identified as effective for teaching this repertoire. The pandemic scenario of COVID-19 caused the suspension of in-person activities and, given the protective measures, such as social distancing, it was necessary to adopt a telehealth service (remote mode) for this research. The aim was to develop a parent-applied video program and investigate its effectiveness in teaching repertoires for naming emotional states from facial expressions to children with ASD. Three children with ASD, aged 3 to 6 years, and their parents participated in the study. The design used was a single subject A-B, and the procedure consisted of two experimental conditions: A) Baseline (probe) - control condition of variables, and B) Naming training - teaching condition. In Baseline (A) the summarized videos were applied (presentation only of the simulation situations in which the child-actress presented the emotions), and in the Naming Training (B) the full videos were applied (image presentation - frozen - with the face of the child-actress presenting the emotion at the beginning, with audio and the written word naming the emotional state, and followed by the simulation situation.The emotions trained were: 1) joy; 2) sadness and 3) fear. Data analysis assessed the relationship between children's responses to naming emotional states (dependent variable) in each naming training attempt applied by parents (independent variable). It was possible to develop the procedure, and the results showed that among the three participants, two learned (P1 and P3) to respond to the experimental task of naming the emotions of joy and sadness, and only P1 learned to name the emotion of fear. Keywords: Naming emotions; parente training; video; Autistic Spectrum Disorder.
Aplicação de um programa de telessaúde por mães para o ensino de reconhecimento de expressões faciais para crianças com transtorno do espectro do autismo
(Universidade Federal de São Carlos, 2021-08-06) Bondioli, Ricardo Martinelli; Domeniconi, Camila; https://lattes.cnpq.br/9684535663947328; https://lattes.cnpq.br/4851272076429809
Autistic Spectrum Disorder (ASD) refers to a neurodevelopmental disorder in which limitations to social effects are common, being relevant as processing focused on promoting social behavior in general, including the identification of emotions. With the global Sars-Cov pandemic, telehealth care based on Applied Behavior Analysis (ABA) has been shown to be an alternative, respecting the health protocols suggested to face such a moment. The present study aimed to: 1) evaluate and create conditions for teaching social behaviors for three children with ASD, from the IPO (Operationalized Portage Inventory), in adapted version and a natural situation, and 2) evaluate a teaching procedure using social stories for identification of four facial emotional expressions in subjects with ASD: joy, fear, anger and sadness. Three families with children with ASD were selected, who were assisted in a project with a broader objective in the area of telehealth in ABA. The dependent variables were: pre- and post-test of the child's performance in the IPO-adapted, number of correct responses in the socialization programs, number of correct responses in the emotion faces identification program, score in the interaction checklist and engagement of the intervention videos sent by mothers, score on EVALOF (Scaling Assessment of Oral Language in a Family Context) and measure of social validity of mothers. The independent variable involved the application of the teaching procedure directly by the mothers. The results showed evolution of children (P2 and P3) in skills in the five areas of development, in addition to the acquisition in identifying faces of emotional expressions. Although the three mothers engaged in the intervention, the form and period as it occurred varied among them. Qualitatively, improvements in the skills of mothers in the application of activities were analyzed and they were generally very satisfied with their participation and with the progress of their children. Thus, the proposal for telehealth based on ABA in the area of socialization has promoted the teaching conditions of mothers with their children with ASD in the home environment, during the pandemic period.