Sviluppo di una Guida Elettronica ai Programmi per Sistemi DVB

Sviluppo di una Guida Elettronica ai Programmi per Sistemi DV

Risk factors for infection with Giardia duodenalis in pre-school children in the city of Salvador, Brazil.

A cross-sectional study of 694 children aged 2 to 45 months selected from 30 clusters throughout the city of Salvador, Bahia (pop. 2.3 million) was carried out as part of a longitudinal study of diarrhoea in order to identify risk factors for infection with Giardia duodenalis. Variables studied included three social and demographic factors (such as mother's education and marital status), five relating to the peri-domestic environment (rubbish disposal, open sewers, paving of the street), seven relating to the home itself (house construction, susceptibility to flooding, water supply and sanitation) as well as a score for hygiene behaviour based on structured observation. After multivariate analysis using a hierarchical model, only four significant risk factors were found: (a) number of children in the household under five years (b) rubbish not collected from the house (c) presence of visible sewage nearby, and (d) absence of a toilet. All four were significant at the 1% level

A Hot‐Deck Multiple Imputation Procedure for Gaps in Longitudinal Recurrent Event Histories

Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/89547/1/j.1541-0420.2011.01558.x.pd

Prevalence of diarrheagenic Escherichia coli in children with diarrhea in Salvador, Bahia, Brazil

We report the frequency of the different diarrheagenic Escherichia coli (DEC) categories isolated from children with acute endemic diarrhea in Salvador, Bahia. The E. coli isolates were investigated by colony blot hibridization whit the following genes probes: eae, EAF, bfpA, Stx1, Stx2, ST-Ih, ST-Ip, LT-I, LT-II, INV, and EAEC, as virulence markers to distinguish typical and atypical EPEC, EHEC/STEC, ETEC, EIEC, and EAEC. Seven of the eight categories of DEC were detected. The most frequently isolated was atypical EPEC (10.1%) followed by ETEC (7.5%), and EAEC (4.2%). EHEC, STEC, EIEC, and typical EPEC were each detected once. The strains of ETEC, EAEC, and atypical EPEC belonged to a wide variety of serotypes. The serotypes of the others categories were O26:H11 (EHEC), O21:H21 (STEC), O142:H34 (typical EPEC), and O?H55 (EIEC). We also present the clinical manifestations and other pathogenic species observed in children with DEC. This is the first report of EHEC and STEC in Salvador, and one of the first in Brazil.Instituto Butantan Laboratório Especial de MicrobiologiaUniversidade Federal de São Paulo (UNIFESP) Imunologia e Parasitologia Departamento de MicrobiologiaRobert Koch Institut Division of Emerging Bacterial PathogensInstituto de Saúde ColetivaUniversidade Federal da Bahia Departamento de PediatriaUNIFESP, Imunologia e Parasitologia Depto. de MicrobiologiaSciEL

Geografía para niños: Dibujo y pensamiento espacial

Räumliche Repräsentationen sind Teil des kartographischen und geographischen Alphabetisierungsprozesses. Dieser Aufsatz zielt darauf ab, die Zeichnungen als Repräsentationssystem zu analysieren. Sie gelten dabei als eine Sprache zur Kommunikation räumlichen Denkens, basierend auf der Beziehung zwischen Denken und Sprache im Rahmen der kulturhistorischen Theorie. Es werden drei Schwerpunkte angesprochen: räumliches Denken und Geographie in der Grundschule; die Beziehung zwischen Erfahrungen, Alltag und räumlichem Denken sowie räumliche Darstellungen durch Zeichnungen. Zeichnungen von Vorschulkindern werden als Möglichkeit zur Erweiterung des räumlichen Denkens und als Teil des kartographischen Alphabetisierungsprozesses vorgestellt. Die Idee, dass geographische Bildung Bedingungen schafft, um vorgefertigte Ansichten des Alltagslebens zu durchbrechen, ist die zentrale Achse dieser Forschung.Spatial representations are part of the cartographic and geographic literacy process. This paper aims to analyze drawing as a representation system, a language to communicate spatial thinking based on the relationship between thought and language under the historical-cultural theory. Three main points are addressed herein: spatial thinking and Geography in primary school; the relation between experience, everyday life, and spatial thinking; and spatial representation through drawing. Drawings by preschool students are presented as a way of broadening spatial thinking and part of the cartographic literacy process. The idea that geographic education creates conditions to disrupt pre-established views of everyday life is the central axis of this research.Las representaciones espaciales forman parte del proceso de alfabetización cartográfica y geográfica. Este trabajo pretende analizar el dibujo como un sistema de representación, un lenguaje para comunicar el pensamiento espacial a partir de la relación entre pensamiento y lenguaje bajo la teoría histórico-cultural. Se abordan tres puntos principales: el pensamiento espacial y la Geografía en la escuela primaria; la relación entre la experiencia, la vida cotidiana y el pensamiento espacial; y la representación espacial a través del dibujo. Los dibujos de los alumnos de preescolar se presentan como una forma de ampliar el pensamiento espacial y parte del proceso de alfabetización cartográfica. La idea de que la educación geográfica crea condiciones para analizar las visiones preestablecidas de la vida cotidiana que es el eje central de esta investigación

A geografia e a ciência aberta

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