Academic literature on the topic 'A.C.T. Teachers' Federation'

Anaphylactic shock is a severe life-threatening condition caused by medicines, food, hymenoptera, animal poisons, etc. Therefore, anaphylactic shock (anaphylaxis) can develop both in medical institution and outside it, and physicians of any specialties should be ready to treat this condition. In this regard, clinical guidelines for anaphylactic shock have been developed. These recommendations were approved by the Russian Association of Allergy and Clinical Immunology (Protocol No. 743/12 dated December 30, 2020) and the Federation of Anesthesiologists and Resuscitators (Protocol No. 1 dated January 13, 2021), approved at a meeting of the Scientific and Practical Council of the Ministry of Health of the Russian Federation (Protocol No. 743/12 dated December 10, 2020). Guidelines covered a number of nosologies corresponding to codes of the International Statistical Classification of Diseases and Related Health Problems: T 78.0; T 78.2; T 80.5; T 88.6. The clinical guidelines systematize modern data on etiology, epidemiology, classification, clinical picture, diagnosis, treatment, and prevention of anaphylactic shock. In addition, an algorithm for managing a patient with anaphylactic shock has been developed.
 Clinical guidelines for anaphylactic shock are intended for practitioners of all specialties, students, and teachers of medical universities, residents, and graduate students.

The goal was to study the phenotypic manifestations of c.3844T>C (p.Trp1282Arg, W1282R) variant, a CF-causing mutation, in patients from the Russian Federation. Clinical manifestations and complications (the age at CF diagnosis, sweat test, pancreatic status, lung function, microbial infection, body mass index (BMI), the presence of meconium ileus (MI), diabetes, and severe liver disease) were compared in four groups: group 1—patients carrying c.3844T>C and severe class I or II variant in trans; group 2—3849+10kbC>T/F508del patients; group 3—F508del/F508del patients; and group 4—patients with W1282R and “mild” variant in trans. Based on the analyses, W1282R with class I or II variant in trans appears to cause at least as severe CF symptoms as F508del homozygotes as reflected in the early age of diagnosis, high sweat chloride concentration, insufficient pancreatic function, and low lung function, in contrast to 3849+10kbC-T/F508del compound heterozygotes having milder clinical phenotypes. The W1282R pathogenic variant is seemed to lead to severe disease phenotype with pancreatic insufficiency similarly to the F508del homozygous genotype.

Aim. The article deals with justifying theoretically and describing the authors’ methods of mental health maintenance in teachers experiencing emotional stress. Materials and methods. The proposed methods of mental health maintenance in teachers are based on the ideas of psychosomatics (S. Freud and I. Malkina-Pykh) and non-directive psychotherapy (C. Rogers). Three groups of methods have been described: self-analysis of a current life situation, energy recovery in teachers, and self-regulation of emotions in group interaction. Results. The authors studied neuro-psychological stress in teachers using Nemchin’s method. At the summative stage of the experiment, it was established that 56% of teachers experienced high neuro-psychological stress, and 26% – average. In 2018, the methods described were implemented at one of the comprehensive schools of the Russian Federation. The results of control diagnostics demonstrate a significant decrease in neuro-psychological stress in teachers who implemented these methods of mental health maintenance. This proves the effectiveness of the solutions proposed. Conclusion. This article contributes to the theoretical data on mental health maintenance in modern teachers. The scientific novelty and practical importance of this study are connected with the developed methods of mental health maintenance in teachers. The methods proposed can be used in practice for improving teachers’ expertise both in Russia and abroad.

The steady growth trend of oncological diseases in Russia in recent years requires a response from the health care system: development of prevention aimed at early detection of diseases; improvement of methods of diagnostics and treatment of oncopathology; improving the quality and effectiveness of medical care. A i m : to identify trends in changes of the neoplasms incidence and performance indicators of oncological beds for round-the-clock stay of the state health care system in the Russian Federation, federal districts and regions of the Russian Federation in dynamics for 2010–2019. M a t e r i a l s a n d m e t h o d s . Using the data of federal statistical observation (forms NoNo. 12, 30) by the method of descriptive statistics, the main indicators of the neoplasms incidence in the population are analyzed, as well as the work of round-the-clock oncological beds in the Russian Federation, federal districts and regions of the Russian Federation in dynamics for 2010–2019. R e s u l t s . On the background of an increase in the neoplasms incidence in the population (by 24.9%), including malignant (1.5 times), for the period 2010–2019 in the Russian Federation increased: the absolute number of oncology beds of round-the-clock stay from 30,970 to 36,186 (+ 16.8%), the provision with these beds from 2.17 to 2.47 per 10,000 population (+ 13.8%), hospitalization rate from 6.1 to 9.6 per 1000 population (+ 57.4%), and decreased: the average length of stay in an oncological bed (from 12.1 days to 8.4 – by 30.6%), as well as the average bed occupancy per year (from 345 to 330 days – by 4.3%). The extreme values of the indicators of the hospitalization rate for round-the-clock oncological beds in the regions of the Russian Federation in 2019 differ 12.8 times, the provision of these beds – 9.2 times, the average bed occupancy per year – 1.5 times, the average length of stay in a bed – 2.4 times. Mortality in oncological hospital beds increased from 0.76% in 2010 to 0.95% in 2019 (by 25%). C o n c l u s i o n . The 24-hour oncological bed capacity, against the background of the growth of oncological morbidity, has naturally increased, but at the same time it is characterized by an extreme disproportionality of development in the Federal Districts and the regions of the Russian Federation. Optimization of the bed fund should be carried out based on the objective needs of a particular region, taking into account its characteristics and with the simultaneous development of alternative medical services.

Orientador: Viviane Souza Galvão<br>Banca: Jorge Megid Galvão<br>Banca: Renato Eugênio da Silva Diniz<br>Resumo: Ao longo do percurso escolar, no desenvolvimento de diversas situações de apredizagem, o livro didático surge como uma das mais importantes e recorrentes ferramentas de auxílio a essas situações, que envolvem professores e alunos na sala de aula. Portanto, uma análise criteriosa destes materiais é indispensável para se compreender as suas contribuições para uma educação tal como hoje se preconiza, voltada para o exercício da cidadania. A presente pesquisa analisa as perspectivas de ensino implícitas em uma amostra de seis livros didáticos de Ciências, aprovados e distribuidos pelo Ministério da Educação, e utilizados por professores que lecionam as ciências em nível fundamental de ensino (3ª e 4ª séries). Os tópicos analisados envolvem assuntos sobre Saúde - Alimentação Humana. Os referenciais de análise que utilizamos enquadram-se numa nova visão de didática: a didática como um recurso de aprendizagem e formação humana, de construção de conhecimento necessários à vida na sociedade atual. Analisam-se, também, documentos oficiais tais como os Parâmetros Curriculares Nacionais (PCNs) e o Programa Nacional do Livro Didático (PNLD), visando compreender de que forma contribuem para um consenso fundamental do que venham a ser ensino/aprendizagem e formação científica voltadas para o exercício da cidadania na atualidade. Os livros analisados apresentam um conhecimento em didática da ciência pouco embasado nos atuais preceitos da Didática e da formação humana, incoerências que podem ser decorrentes da falta de um consenso mais fundamentado numa nova filosofia de ciência, do que venha a ser ciência, ensino/aprendizagem e formação científica na sociedade atual. Os resultados da análises dos discursos e práticas políticas oficiais envolvendo o livro didático também apontam neste mesmo sentido, ou seja, a necessidade de conhecimentos sobre as ciências como um processo de formação humana.<br>Abstract: Along school years, in the development of serveral learning situations, the textbook appears as one the most important and recurring helping tools to these situations which involve teachers and students in the classroom. Therefore, a careful analysis of this material is essential to understand its contribution to education as seen today, that is, education aimed at the exercise of citizenship. The present research analyses the implicit teaching perspectives in a sample of six Science texbooks approved and distributed by the Ministry of Education, and used by 3ª and 4ª grade Science teachers. The topics analyzed inolve issues about Health - Human Feeding. The analysis referential used fit into a new perspective of didactic: the didactic as a resource of learning and human formation, of building of knowledge that is necessary for life in the current society. It also analyzes official documents such as the National Curriculum Parameters and the National Didactic Book Program to understand how they contribute to a well-founded consensus of what teaching/learning as well as current scientific formation aimed at the exercise of citizenship are. The books analyzed show a knowledge in science didactic that is poorly based on current precepts of Didactic and human formation, incoherencies that may result from a lack of consensus grounded on a new philosophy of sciences, of what science, teaching/learning as well as scientific formation in current society are. The results of the analysis of political practices and speeches about the textbook also points in the same direction, that is, the need of knowledge of the sciences as a human formation process.<br>Mestre

Made available in DSpace on 2014-06-11T19:24:49Z (GMT). No. of bitstreams: 0 Previous issue date: 2008-02-28Bitstream added on 2014-06-13T20:32:18Z : No. of bitstreams: 1 maria_cj_me_bauru.pdf: 2976776 bytes, checksum: f2ad68355a54a79dce2aa5f91a86f904 (MD5)<br>Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)<br>Ao longo do percurso escolar, no desenvolvimento de diversas situações de apredizagem, o livro didático surge como uma das mais importantes e recorrentes ferramentas de auxílio a essas situações, que envolvem professores e alunos na sala de aula. Portanto, uma análise criteriosa destes materiais é indispensável para se compreender as suas contribuições para uma educação tal como hoje se preconiza, voltada para o exercício da cidadania. A presente pesquisa analisa as perspectivas de ensino implícitas em uma amostra de seis livros didáticos de Ciências, aprovados e distribuidos pelo Ministério da Educação, e utilizados por professores que lecionam as ciências em nível fundamental de ensino (3ª e 4ª séries). Os tópicos analisados envolvem assuntos sobre Saúde - Alimentação Humana. Os referenciais de análise que utilizamos enquadram-se numa nova visão de didática: a didática como um recurso de aprendizagem e formação humana, de construção de conhecimento necessários à vida na sociedade atual. Analisam-se, também, documentos oficiais tais como os Parâmetros Curriculares Nacionais (PCNs) e o Programa Nacional do Livro Didático (PNLD), visando compreender de que forma contribuem para um consenso fundamental do que venham a ser ensino/aprendizagem e formação científica voltadas para o exercício da cidadania na atualidade. Os livros analisados apresentam um conhecimento em didática da ciência pouco embasado nos atuais preceitos da Didática e da formação humana, incoerências que podem ser decorrentes da falta de um consenso mais fundamentado numa nova filosofia de ciência, do que venha a ser ciência, ensino/aprendizagem e formação científica na sociedade atual. Os resultados da análises dos discursos e práticas políticas oficiais envolvendo o livro didático também apontam neste mesmo sentido, ou seja, a necessidade de conhecimentos sobre as ciências como um processo de formação humana.<br>Along school years, in the development of serveral learning situations, the textbook appears as one the most important and recurring helping tools to these situations which involve teachers and students in the classroom. Therefore, a careful analysis of this material is essential to understand its contribution to education as seen today, that is, education aimed at the exercise of citizenship. The present research analyses the implicit teaching perspectives in a sample of six Science texbooks approved and distributed by the Ministry of Education, and used by 3ª and 4ª grade Science teachers. The topics analyzed inolve issues about Health - Human Feeding. The analysis referential used fit into a new perspective of didactic: the didactic as a resource of learning and human formation, of building of knowledge that is necessary for life in the current society. It also analyzes official documents such as the National Curriculum Parameters and the National Didactic Book Program to understand how they contribute to a well-founded consensus of what teaching/learning as well as current scientific formation aimed at the exercise of citizenship are. The books analyzed show a knowledge in science didactic that is poorly based on current precepts of Didactic and human formation, incoherencies that may result from a lack of consensus grounded on a new philosophy of sciences, of what science, teaching/learning as well as scientific formation in current society are. The results of the analysis of political practices and speeches about the textbook also points in the same direction, that is, the need of knowledge of the sciences as a human formation process.

The Edinburgh Mathematical Society started out in 1883 as a society with a large proportion of teachers. Today, the member base is mainly academical and there are only a few teachers left. This thesis explores how and when this change came about, and discusses what this meant for the Society. It argues that the exit of the teachers is related to the rising standard of mathematics, but even more to a change in the Society’s printing policy in the 1920s, that turned the Society’s Proceedings into a pure research publication and led to the death of the ‘teacher journal’, the Mathematical Notes. The thesis also argues that this change, drastic as it may seem, does not represent a change in the Society’s nature. For this aim, the role of the teachers within the Society has been studied and compared to that of the academics, from 1883 to 1946. The mathematical contribution of the teachers to the Proceedings is studied in some detail, in particular the papers by John Watt Butters. A paper in the Mathematical Notes by A. C. Aitken on the Bell numbers is considered in connection with a series of letters on the same topic from 1938–39. These letters, written by Aitken, Sir D’Arcy Thompson, another EMS member, and the Cambridge mathematician G. T. Bennett, explores the relation between the three and gives valuable insight into the status of the Notes. Finally, the role of the first women in the Society is studied. The first woman joined without any official university education, but had received the necessary mathematical background from her studies under the Edinburgh Association for the University Education of Women. The final chapter is largely an assessment of this Association’s mathematical classes.

The Atlas of the Socio-Demographic Development of Russia and Iran is a comprehensive scientific and practical publication that presents a cartographic model of cross-country comparisons of the socio-demographic development of the states. The model helps to obtain information about the main parameters of the socio-demographic situation in comparison with similar indicators, as well as to analyze the main trends of the socio-demographic development of the state and society. The Atlas is addressed to scientists, civil servants, social workers, teachers, graduate students, students (demographers, sociologists, political scientists, economists), as well as anyone interested in the socio-demographic development of Russia and Iran. The Atlas was prepared within the framework of the federal target program «Research and Development in Priority Areas of Development of the Scientific and Technological Complex of Russia for 2014–2020», approved by the Decree of the Government of the Russian Federation on May 21, 2013 No. 426, to the I Russian-Iranian sociological forum (Moscow, November 16–18, 2020).