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O presente estudo pode ser considerado como uma pesquisa ativa. Traz luz sobre a importância do design instrucional nas atividades pedagógicas dos professores universitários. A pesquisa surgiu a partir das experiências dos autores em gestão, planejamento e ministração de cursos online. Tendo como referência os conceitos de educação online (Moreira & Schlemmer, 2020), a pesquisa pretende classificar formulários de design instrucional (Filatro, 2002), e descobrir quais podem ser úteis em cursos de educação digital. Para classificar as diversas formas, o estudo apresenta aquelas capazes de maximizar a troca de conhecimento entre professores, designers e alunos. A pesquisa também traz as variedades capazes de evidenciar o papel do professor no design instrucional. As discussões empreendidas partem dos diversos conceitos de educação digital, pois os autores acreditam que trazem os fundamentos essenciais para a análise. A seguir, o artigo apresenta os diferentes tipos de design instrucional e suas funções e destaca as ações que vêm sendo realizadas para a criação dos programas e conteúdos dos cursos oferecidos pelo Núcleo de Educação a Distância da Universidade Estadual do Centro-Oeste - UNICENTRO. Em seguida, o estudo elenca perspectivas sobre o trabalho em equipe com professores, designers instrucionais e outros profissionais das áreas de educação e tecnologia. Por fim, coloca a necessidade de formação do professor para esta era digital. o artigo apresenta os diferentes tipos de design instrucional e suas funções e destaca as ações que vêm sendo realizadas para a criação dos programas e conteúdos dos cursos oferecidos pelo Núcleo de Educação a Distância da Universidade Estadual do Centro-Oeste - UNICENTRO. Em seguida, o estudo elenca perspectivas sobre o trabalho em equipe com professores, designers instrucionais e outros profissionais das áreas de educação e tecnologia. Por fim, coloca a necessidade de formação do professor para esta era digital. o artigo apresenta os diferentes tipos de design instrucional e suas funções e destaca as ações que vêm sendo realizadas para a criação dos programas e conteúdos dos cursos oferecidos pelo Núcleo de Educação a Distância da Universidade Estadual do Centro-Oeste - UNICENTRO. Em seguida, o estudo elenca perspectivas sobre o trabalho em equipe com professores, designers instrucionais e outros profissionais das áreas de educação e tecnologia. Por fim, coloca a necessidade de formação do professor para esta era digital. The present study might be considered as an active-research. It brings light on the importance of instructional design in the pedagogical activities of college teachers. The research emerged from the authors’ experiences in management, planning, and teaching online courses. Using the online education concepts as reference (Moreira & Schlemmer, 2020), the research intends to sort instructional design forms (Filatro, 2002), and find out the ones that can be useful in digital education courses. To sort the various forms, the study introduces those able to maximize knowledge exchange among teachers, designers and students. The research also brings the varieties able to highlight the teacher’s role in instructional design. The discussions undertaken start from the various concepts of digital education because the authors believe that they bring the essential foundations for the analysis. Hereafter, the article presents the different types of instructional design and their functions and highlights the actions that have been conducted to create the programs and contents for the courses offered by Núcleo de Educação a Distância da Universidade Estadual do Centro-Oeste - UNICENTRO. Afterwards, the study lists perspectives on team work with teachers, instructional designers, and other professionals in the fields of education and technology. Lastly, it poses the need of teacher’s development for this digital era. info:eu-repo/semantics/publishedVersion

Objetiva o ensaio discutir a formação docente na modalidade a distância. Realizou-se análise conjuntural, diálogo com literatura pertinente e descrição do percurso de um curso de Licenciatura de uma universidade estadual paranaense. Apontamentos pertinentes: a) organizar curso de formação docente na modalidade a distância em uma instituição de ensino superior pública contribui para ampliar atendimento de demandas socioeducacionais; b) articular ações de sete universidades estaduais para a oferta de cursos na modalidade a distância pode otimizar a utilização de recursos humanos e financeiros; c) remuneração e titulação compatíveis com a função de Tutores e a incorporação da modalidade a distância na estrutura administrativo-organizacional institucional são contradições a serem superadas.

Lower water availability due to climate change has dramatically affected coffee yields and quality. Characteristics related to plants and soil can be explored to obtain more productive and sustainable coffee production under adverse crop conditions. To this end, the objective of this study was to evaluate the potential for using different agronomic practices to optimize water use in coffee plants and to mitigate the effects of lower water availability to the crop. In the plots, three soil management systems (polyethylene film, brachiaria and bare soil) were used. In the subplots, two types of fertilizers were used (conventional and controlled-release fertilizer). Five soil conditioners (coffee husk, gypsum, water-retaining polymer, organic compost, and the control) were distributed throughout the sub-subplots. The plant growth, soil moisture, leaf physiology and anatomy, and soil chemical properties of coffee plants were analysed. The management of the soil cover using polyethylene film or brachiaria stood out as agronomic practices that can be combined with coffee husk applications to enable the better use of water by coffee plants and to favour soil conditioning. Controlled-release fertilizer and gypsum allowed for improvements in the anatomical and physiological characteristics of the plants. The use of organic compost favoured greater water availability; however, it caused losses in terms of coffee growth and physiological parameters due to nutritional imbalance. Therefore, based on results, the use of polyethylene film, brachiaria, controlled-release fertilizer, coffee husks, and gypsum are potential agronomic practices for optimizing water use and mitigating the effects of water deficit in coffee plants

Dentro das abordagens do Design Instrucional para cursos massivos on-line, um modelo bastante conhecido é o da sigla ADDIE, que contempla as fases de Análise, Design, Desenvolvimento, Implementação e Avaliação. Cada etapa possui suas características e objetivos, e, quando há um planejamento estruturado, é possível criar formações que respondam às necessidades pontuais do público-alvo em uma sociedade que demanda atualizações em diferentes áreas. O relato de experiência aqui apresentado contempla um caso de Design Instrucional fixo, com a elaboração de cursos autoinstrucionais referentes à atuação de setores de uma instituição pública do estado do Paraná, contando com o envolvimento de equipes multidisciplinares na produção e reflexões a respeito das etapas. O projeto foi elaborado no âmbito da Universidade Virtual do Paraná (UVPR), por meio do Núcleo de Educação a Distância da Universidade Estadual do Centro-Oeste (Unicentro). Constata-se que o trabalho conjunto pode resultar em uma proposta que evidencia o papel da universidade pública como propulsora de projetos educativos inovadores e que atendam a formatos que se inserem na educação digital. De tal forma, quando bem compreendido pelos autores, o modelo ADDIE pode contribuir para a formação na Administração Pública de maneira aberta e contínua, em tempos que exigem essa capacitação constante. Palavras-chave: Design Instrucional. Cursos abertos. Educação digital. Formação profissional continuada.

Com o objetivo de ampliar as competências de alunos da rede estadual de ensino em língua estrangeira e, ao mesmo tempo, incentivar o pensamento sobre vivências reais, como preparação para o intercâmbio estudantil no exterior, o Curso de Inglês Preparatório para o Projeto Ganhando o Mundo, da Secretaria de Estado da Educação e Esporte (Seed-PR), foi estruturado pela Superintendência Geral de Ciência, Tecnologia e Ensino Superior (SETI-PR), por meio do Programa Paraná Fala Idiomas (PFI) e da Universidade Virtual do Paraná (UVPR), com o financiamento da Unidade Gestora do Fundo Paraná (UGF). Para esse curso, o Design Instrucional (DI) tomou como base a metodologia da Aprendizagem Baseada em Desafios. Em sua primeira turma, ofertada para 100 alunos de diferentes cidades paranaenses no decorrer do ano de 2021, em um Ambiente Virtual de Aprendizagem (AVA) personalizado pela UVPR, a busca foi por customizar a experiência e propor uma trilha de aprendizagem composta por desafios que estimulassem a socialização entre os participantes, o contato frequente com professores, tutores, bem como a integração de materiais multimodais em uma aparência atrativa e intuitiva. Em um espaço colaborativo e pensando nos desafios da viagem para um outro país e cultura, os estudantes foram incentivados a refletir sobre questões norteadoras, a partir de um guia de atividades, sendo, também, orientados a publicar seus trabalhos em diferentes locais e formatos. Após essa experiência, percebeu-se, então, um amplo potencial da metodologia diante do perfil dos alunos do século XXI. Nesse sentido, este trabalho sintetiza a experiência de um DI que privilegiou a metodologia dos desafios em uma plataforma elaborada especialmente para um curso de língua inglesa. Palavras-chave: Educação digital. Metodologias inventivas. Design instrucional. Plataformas de aprendizagem.

Modelled estimates of the environmental burden associated with low meat consumption suggest that substantial benefits could accrue from shifts in diet. However, modelled dietary scenarios may not reflect true dietary practice and have not previously accounted for variation in the environmental burden of food due to sourcing and production methods. We link dietary data from a sample of 55,504 vegans, vegetarians, fish-eaters and meat-eaters with food-level data on greenhouse gas emissions (CO2, CH4 and N2O and three aggregated measures of CO2 equivalents), land use, water use, eutrophication risk and potential biodiversity loss from a review of 570 life cycle assessments covering more than 38,000 farms in 119 countries. By conducting Monte Carlo analyses drawing from food-level distributions of the environmental indicators that are due to variations in sourcing and production methods we estimate both mean impact and 95% uncertainty intervals for each diet group. We find that for all of the environmental indicators there is a positive association with amount of animal-based food consumed. Dietary impacts for vegans were 25.1% (95% uncertainty interval: 15.1% - 37.0%) of high meat-eaters (>=100g total meat consumed per day) for greenhouse gas emissions, 25.1% (7.1% - 44.5%) for land use, 46.4% (21.0% - 81.0%) for water use, 27.0% (19.4% - 40.4%) for eutrophication and 34.3% (12.0% - 65.3%) for biodiversity. Large differences (at least 30% for GHG emissions, eutrophication, and land use) in the environmental impact of diets are also observed between low (

Circulating insulin-like growth factor I (IGF-I) is positively associated with the risks of colorectal, breast, and prostate cancer, but evidence for other less common cancers is limited. In this study, we investigated associations between serum IGF-I concentrations and incidence of less common cancers in the UK Biobank study. To enable comparison of effect estimates, and as positive controls, both common and less common cancer sites (total 30) were included in an outcome-wide analysis. Data from 394,388 cancer-free participants in the UK Biobank study were analyzed. Multivariable adjusted Cox proportional hazards models were used to determine associations between baseline serum IGF-I concentrations and cancer incidence, using repeated IGF-I measurements from up to 14,149 participants to correct for regression dilution bias. Higher IGF-I concentration was associated with increased risks of thyroid cancer [HR per 5 nmol/L higher concentration 1.18; 95% confidence interval (CI), 1.01–1.37] in addition to colorectal (HR, 1.08; 95% CI, 1.03–1.13), breast (HR, 1.11; 95% CI, 1.07–1.15), and prostate cancer (HR, 1.08; 95% CI, 1.05–1.12), and reduced risks of ovarian and liver cancer. Mean follow-up was 6.9 years and the possibility that the observed associations may be influenced by reverse causality bias cannot be excluded. Additional nominally significant associations with malignant melanoma, multiple myeloma, oral cancer, and esophageal squamous cell carcinoma did not survive correction for multiple testing. Studies with longer follow-up and pooled analyses are needed to further assess how broad the role of IGF-I is in cancer development.Significance:The results from this outcome-wide analysis are consistent with a positive association of IGF-I with cancers at several sites.

Supplementary Tables S1-3 and Figures S1-3. Table S1: Median, interquartile range (IQR), minimum (Min.) and maximum (max.) of follow-up time by cancer site. Table S2: Hazard ratios (HRs) and 95% confidence intervals (CIs) of cancer risk according to circulating insulin-like growth factor-I concentrations. Table S3: Hazard ratios (HRs) and 95% confidence intervals (CIs) of cancer risk according to circulating insulin-like growth factor-I concentrations stratified by follow-up time, sex and age-group. Figure S1: Flow diagram for reaching the analytical sample. Figure S2: Hazard ratios (HRs) and 95% confidence intervals (CIs) for cancer risk per 5 nmol/l higher insulin-like growth factor-I concentration by cancer site and sex. Figure S3: Hazard ratios (HRs) and 95% confidence intervals (CIs) for cancer risk per 5 nmol/l higher insulin-like growth factor-I concentration by cancer site and age (

The term “long COVID” (LC) was coined in spring 2020 by individuals with ongoing symptoms following COVID-19, but it took until December 2020 for clinical codes to be created in order to record persistent post-COVID-19 illness and referrals within electronic health records (EHRs). Analysis of whole-population EHR databases have helped understand the epidemiology of LC; yet concerns exist about the completeness of accessible EHRs for LC. UK longitudinal population studies (LPS) collected self-reported data on COVID-19 and LC from early 2020 and deposited these data in the UK Longitudinal Linkage Collaboration (UK LLC) research database where they are systematically linked to the participants EHRs. Comparisons of LPS reported LC with recorded LC in the EHRs of the same individuals may be helpful in understanding the epidemiology of emerging conditions such as LC. We used data from 10 UK LPS in the UK LLC to investigate whether participants self-reporting LC had a LC diagnosis or referral code in their English EHR after 10 to 22 months of follow up. Of 6412 participants with COVID-19 symptom duration data and linkage to health records, 898 (14.0%) self-reported LC of any severity in LPS surveys. Among these, just 42 (4.7%; 95% CI: 3.5, 6.3) were identified with LC-related codes in EHRs. In individuals reporting debilitating LC, this proportion was only marginally higher (5.6%; 95% CI: 3.7, 8.3). Our data show a striking discrepancy between LC as perceived and reported by participants in LPS and evidence of LC recorded in their EHRs; and that this discrepancy was patterned by ethnicity and possibly by indicators of deprivation. Self-reported symptoms may not be reflected in coded EHRs due to factors including variations in individuals help seeking behaviours, clinician coding practices and the availability of appropriate codes. However, these considerations appear unlikely to provide a complete explanation for the substantial observed reporting discrepancy. These results may indicate substantial unmet clinical need, in keeping with patient reports of difficulties accessing healthcare and sub-optimal recognition of, and response to, their illness when they do. They may also indicate potential shortcomings of epidemiological research on LC based on EHR- or LPS-based ascertainment alone and illustrate the value of triangulation between LPS and EHR data where linked and made available through resources such as the UK LLC.

The interplay between time-reversal symmetry breaking and strong light-matter coupling in 2D gases brings intriguing aspects to polariton physics. This combination can lead to polarization/spin selective light-matter interaction in the strong coupling regime. In this work, we report such a selective strong light-matter interaction by harnessing a 2D gas in the quantum Hall regime coupled to a microcavity. Specifically, we demonstrate circular-polarization dependence of the vacuum Rabi splitting, as a function of magnetic field and hole density. We provide a quantitative understanding of the phenomenon by modeling the coupling of optical transitions between Landau levels to the microcavity. This method introduces a control tool over the spin degree of freedom in polaritonic semiconductor systems, paving the way for new experimental possibilities in light-matter hybrids.

Chern insulators, which are the lattice analogs of the quantum Hall states, can potentially manifest high-temperature topological orders at zero magnetic field to enable next-generation topological quantum devices 1-4. To date, integer Chern insulators have been experimentally demonstrated in several systems at zero magnetic field 3, 5-11, but fractional Chern insulators have been reported only in graphene-based systems under a finite magnetic field 12, 13. The emergence of semiconductor moiré materials 14, 15, which support tunable topological flat bands 16, 17, opens a new opportunity to realize fractional Chern insulators 18-20. Here, we report the observation of both integer and fractional Chern insulators at zero magnetic field in small-angle twisted bilayer MoTe2 by combining the local electronic compressibility and magneto-optical measurements. At hole filling factor v= 1 and 2/3, the system is incompressible and spontaneously breaks time reversal symmetry. We determine the Chern number to be 1 and 2/3 for the v=1 and v=2/3 gaps, respectively, from their dispersion in filling factor with applied magnetic field using the Streda formula. We further demonstrate electric-field-tuned topological phase transitions involving the Chern insulators. Our findings pave the way for demonstration of quantized fractional Hall conductance and anyonic excitation and braiding 21 in semiconductor moiré materials.