Dialog Semiconductor (Germany)

Este trabalho apresenta um relato de experiência no município de Divinópolis (MG) referente ao processo de implantação, manutenção e prática da abordagem Diálogo Aberto (DA) de saúde mental. O DA é uma abordagem de intervenção à crise psicótica e a outras crises psíquicas. O cuidado é ofertado de forma imediata, nas primeiras 24 horas do contato com o serviço de crise. Abrange um conjunto de práticas diferenciadas das convencionais e tradicionais. Ele surge como uma abordagem norteadora ao tratamento em liberdade, promovendo um ambiente de diálogo e colaboração nas tomadas de decisões referentes ao tratamento. Assim, o relato objetiva estimular discussões dentro da prática profissional e refletir sobre o cuidado em saúde mental. Os resultados preliminares da experiência indicam que houve, nos casos acompanhados com o DA, redução do uso medicamentoso, diminuição da permanência dos usuários nos serviços, melhor custo-benefício, dentre outros. A experiência no município de Divinópolis (MG) aponta possibilidades de mudanças no paradigma tradicional de cuidado em saúde mental, proporcionando reflexões que direcionam para um protagonismo do usuário e que foquem em um cuidado territorial e humanizado.

Abstract The construction sector is one of the most resource-intensive sectors in Germany and is responsible for 40 % of CO 2 emissions. Around 517 million tons of mineral raw materials are required annually for the construction of buildings in Germany. At the same time, mineral construction waste was the largest material flow at 229.3 million tons (2020). The rates of construction and demolition waste (CDW) recycling have increased since 2000, especially for mineral waste. Nevertheless, the majority of recycled aggregates are used in technically largely unregulated applications (e.g. road construction). This downcycling leads to a loss of valuable resources for technically and economically valuable applications. The upMIN 100 research project is investigating the question of whether and to what extent recycled CDW is suitable as an additive an binder in earthen building materials. The focus is placed on grain sizes of < 2 mm, which are currently predominantly landfilled, as there are at present no regulations for their use in building products. The soil matrix of earthen building materials however, naturally contains of different grain sizes, whith < 2mm – 0,063 for aggregates and < 0.063 mm as a binder. Therefore, the focused grain sizes (sand, clay and silt) could have a high usage potential. In order to enable the use of CDW, the technical feasibility must be ensured, quality requirements for source materials (e.g. threshold values for pollutants in terms of health and environmental compatibility and hazardous substances) and permissible proportions of recycled aggregates must be defined. Two different building material developments (earth blocks and -plaster)were used to assess both, the technical feasibility as well the pollutant content of the recycled aggregate and its final emissions into the indoor air. For both materials two mixtures could be established, that also meet the mechanical specifications according to the DIN standard, such as the compressive strength. A method was developed to design material mixtures with a high amount of CDW that comply with the defined limit values. The mixtures reached a recycling rate of 28 % with high mechanical properties and 70 % with minimum strength requirements.

This study seeks to create consensus-based definitions of signs and symptoms of giant cell arteritis (GCA) for use by health care professionals, primarily in research settings. Core definitions of signs and symptoms of GCA were extracted from 11 randomised controlled trials of GCA previously reviewed in a systematic literature review conducted in the context of the development of response criteria for GCA. This information was supplemented by definitions from other sources, such as rheumatology textbooks. A 2-round Delphi was performed within an international task force (32 members from 11 countries). The first round aimed to obtain consensus on the descriptive terms defining each sign or symptom, and round 2 rated the importance of these terms. Based on the Delphi study method, preliminary definitions were developed. In 4 online meetings, results of the Delphi were reviewed, and a consensus was achieved on final definitions. Twenty-nine signs and symptoms of GCA were reviewed. Six signs or symptoms of GCA had previously been defined in the literature. A high level of agreement was reached on the definition of 23 signs and symptoms with the following 12 considered characteristic of GCA: headache, temporal artery abnormalities, scalp tenderness, scalp necrosis, jaw claudication, tongue claudication, tongue necrosis, amaurosis fugax, permanent vision loss, fever, limb claudication, and blood pressure inequality. A glossary of definitions for 23 signs and symptoms of GCA was developed through a consensus process involving international experts.

Abstract Plant-made nanomaterials are proteinaceous elements that are emerging as multi-purpose and versatile tools in the therapeutic landscape. In the context of autoimmune diseases, Tomato Bushy Stunt Virus (TBSV) has been previously explored as a platform for inducing immune tolerance by displaying disease-specific immunodominant peptides—offering a potential path toward disease remission. In this study, we developed a dedicated facility and a GMP-compliant manufacturing process for producing TBSV-based nanoparticles engineered to display peptides relevant to specific autoimmune disorders. Data collected from multiple non-consecutive pilot-scale production batches were used to build a simplified techno-economic model of the process. The process is readily scalable and offers opportunities for further improvements, supporting the potential to meet market demands for early-stage therapeutic interventions in autoimmune diseases. Additionally, an environmental, health, and safety (EHS) assessment of the process demonstrated a highly favorable environmental output index and minimal associated risks, reinforcing the platform’s sustainability. These results support the viability of plant-based manufacturing for therapeutic nanomaterials and highlight TBSV’s potential as a novel platform for tolerance-inducing treatments in autoimmune diseases.

Student engagement refers to the physical and psychological energy that learners dedicate to academic activities, which is widely recognized as a key determinant of academic achievement, retention, and overall educational outcomes. Engaged students are more capable of grasping complex concepts, retaining knowledge, and applying what they have learned in real-world contexts. This study investigates the influence of students’ trust in teachers, teacher–student relationships, and the learning environment on student engagement, with psychological safety as a mediating variable, in higher vocational medical colleges in Guangdong Province, China. Adopting a quantitative design and grounded in a positivist epistemology, data were collected through a Likert-scale questionnaire administered to 381 students randomly selected from six public higher vocational institutions. The data were analyzed using SPSS 27 and AMOS 23 to test ten hypotheses. The results reveal three major findings: (1) all three predictor variables significantly influenced both psychological safety and student engagement, with the learning environment showing the strongest predictive effect on psychological safety, while psychological safety itself emerged as the most robust predictor of engagement; (2) psychological safety partially mediated all tested relationships, with significant indirect effects observed; and (3) although environmental factors exerted the greatest overall influence, interpersonal dimensions also demonstrated significant direct effects, particularly with teacher–student relationships exhibiting a stronger direct impact on engagement than trust in teachers. These findings contribute to a deeper understanding of the mechanisms underlying student engagement in vocational medical education and highlight the importance of cultural and contextual factors that merit further exploration.

A partir de 2022, ocorreu a implementação efetiva da unidade curricular comum (UCC) Projeto de Vida, como parte da Reforma do Ensino Médio, induzida pela Lei n° 13.415, de 16 de fevereiro de 2017, que altera a Lei n° 9.394/1996 - Diretrizes e Bases da Educação Nacional (LDB) a qual incorporou novos arranjos curriculares ao Ensino Médio de todo país. Esta unidade curricular trás desafios na sua aplicação, visto que valoriza a identidade do indivíduo adolescente, bem como suas vivências e saberes. Considera-se, portanto, essa UCC como um componente a ser utilizado pelos estudantes para subsidiar suas escolhas, favorecendo o comprometimento no seu processo de aprendizagem e trazendo significado aos seus estudos. O presente trabalho propõe-se analisar a temática Projeto de Vida como componente curricular obrigatório da Base Nacional Comum Curricular (BNCC) do Novo Ensino Médio (NEM), a partir do desenvolvimento de uma atividade prática construída pelos alunos e intitulada Diário de Vida, objetivando o autoconhecimento e a organização dos estudos. Para o desenvolvimento desta atividade, as professoras/autoras solicitaram aos alunos a aquisição de um caderno, a ser utilizado exclusivamente para esta UCC. Este caderno foi se transformando em um Diário de Vida ao longo do semestre, iniciando com a personalização da capa e contracapa, a fim de deixá-lo a cara do(a) seu(sua) dono(a), para que o pertencimento a esta unidade curricular fosse estabelecido. Atividades que visavam o autoconhecimento e uma melhor organização dos estudos foram aplicadas durantes as aulas presenciais, uma vez que, na escola, esta UCC possui dois tempos de aula semanais, um presencial e outro virtual. As autoras destacam o comprometimento dos alunos em realizar as atividades propostas e uma maior sensibilização quanto à rotina de estudos.

As atividades propostas neste Guia didático podem ser utilizadas no contexto de sala de aula, permitindo articulação com outros materiais pedagógicos. São sugestões de atividades podendo ser alteradas, visando atender os objetivos da turma, levando em consideração a realidade de cada estudante, bem como o nível de abordagem.