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  1 / 8220 MEDLINE  
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[PMID]:29380882
[Au] Autor:Turner TR; Bernstein RM; Taylor AB; Asangba A; Bekelman T; Cramer JD; Elton S; Harvati K; Williams-Hatala EM; Kauffman L; Middleton E; Richtsmeier J; Szathmáry E; Torres-Rouff C; Thayer Z; Villaseñor A; Vogel E
[Ad] Endereço:Department of Anthropology, University of Wisconsin-Milwaukee, Milwaukee, Wisconsin.
[Ti] Título:Participation, representation, and shared experiences of women scholars in biological anthropology.
[So] Source:Am J Phys Anthropol;165 Suppl 65:126-157, 2018 01.
[Is] ISSN:1096-8644
[Cp] País de publicação:United States
[La] Idioma:eng
[Ab] Resumo:American Association of Physical Anthropologists (AAPA) membership surveys from 1996 and 1998 revealed significant gender disparities in academic status. A 2014 follow-up survey showed that gender equality had improved, particularly with respect to the number of women in tenure-stream positions. However, although women comprised 70% of AAPA membership at that time, the percentage of women full professors remained low. Here, we continue to consider the status of women in biological anthropology by examining the representation of women through a quantitative analysis of their participation in annual meetings of the AAPA during the past 20 years. We also review the programmatic goals of the AAPA Committee on Diversity Women's Initiative (COD-WIN) and provide survey results of women who participated in COD-WIN professional development workshops. Finally, we examine the diversity of women's career paths through the personal narratives of 14 women biological anthropologists spanning all ranks from graduate student to Professor Emeritus. We find that over the past 20 years, the percentage of women first authors of invited symposia talks has increased, particularly in the sub-disciplines of bioarchaeology, genetics, and paleoanthropology. The percentage of women first authors on contributed talks and posters has also increased. However, these observed increases are still lower than expected given the percentage of graduate student women and women at the rank of assistant and associate professor. The personal narratives highlight first-hand the impact of mentoring on career trajectory, the challenges of achieving work-life satisfaction, and resilience in the face of the unexpected. We end with some suggestions for how to continue to improve equality and equity for women in biological anthropology.
[Mh] Termos MeSH primário: Antropologia
Docentes
Mulheres/psicologia
[Mh] Termos MeSH secundário: Antropologia/organização & administração
Antropologia/estatística & dados numéricos
Biologia/organização & administração
Biologia/estatística & dados numéricos
Escolha da Profissão
Docentes/psicologia
Docentes/estatística & dados numéricos
Feminino
Seres Humanos
Masculino
Mães/psicologia
Sociedades Científicas/organização & administração
Sociedades Científicas/estatística & dados numéricos
[Pt] Tipo de publicação:JOURNAL ARTICLE; RESEARCH SUPPORT, NON-U.S. GOV'T
[Em] Mês de entrada:1803
[Cu] Atualização por classe:180302
[Lr] Data última revisão:
180302
[Sb] Subgrupo de revista:IM
[Da] Data de entrada para processamento:180131
[St] Status:MEDLINE
[do] DOI:10.1002/ajpa.23386


  2 / 8220 MEDLINE  
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[PMID]:29380881
[Au] Autor:Antón SC; Malhi RS; Fuentes A
[Ad] Endereço:Department of Anthropology, New York University.
[Ti] Título:Race and diversity in U.S. Biological Anthropology: A decade of AAPA initiatives.
[So] Source:Am J Phys Anthropol;165 Suppl 65:158-180, 2018 01.
[Is] ISSN:1096-8644
[Cp] País de publicação:United States
[La] Idioma:eng
[Ab] Resumo:Biological Anthropology studies the variation and evolution of living humans, non-human primates, and extinct ancestors and for this reason the field should be in an ideal position to attract scientists from a variety of backgrounds who have different views and experiences. However, the origin and history of the discipline, anecdotal observations, self-reports, and recent surveys suggest the field has significant barriers to attracting scholars of color. For a variety of reasons, including quantitative research that demonstrates that diverse groups do better science, the discipline should strive to achieve a more diverse composition. Here we discuss the background and underpinnings of the current and historical dearth of diversity in Biological Anthropology in the U.S. specifically as it relates to representation of minority and underrepresented minority (URM) (or racialized minority) scholars. We trace this lack of diversity to underlying issues of recruitment and retention in the STEM sciences generally, to the history of Anthropology particularly around questions of race-science, and to the absence of Anthropology at many minority-serving institutions, especially HBCUs, a situation that forestalls pathways to the discipline for many minority students. The AAPA Committee on Diversity (COD) was conceived as a means of assessing and improving diversity within the discipline, and we detail the history of the COD since its inception in 2006. Prior to the COD there were no systematic AAPA efforts to consider ethnoracial diversity in our ranks and no programming around questions of diversity and inclusion. Departmental survey data collected by the COD indicate that undergraduate majors in Biological Anthropology are remarkably diverse, but that the discipline loses these scholars between undergraduate and graduate school and systematically up rank. Our analysis of recent membership demographic survey data (2014 and 2017) shows Biological Anthropology to have less ethnoracial diversity than even the affiliated STEM disciplines of Biology and Anatomy; nearly 87% of AAPA members in the United States identify as white and just 7% as URM scholars. These data also suggest that the intersection of race and gender significantly influence scholarly representation. In response to these data, we describe a substantial body of programs that have been developed by the COD to improve diversity in our ranks. Through these programs we identify principal concerns that contribute to the loss of scholars of color from the discipline at different stages in their careers, propose other directions that programming for recruitment should take, and discuss the beginnings of how to develop a more inclusive discipline at all career stages.
[Mh] Termos MeSH primário: Antropologia/estatística & dados numéricos
Grupos de Populações Continentais/estatística & dados numéricos
Docentes/estatística & dados numéricos
[Mh] Termos MeSH secundário: Antropologia/organização & administração
Biologia/organização & administração
Biologia/estatística & dados numéricos
Diversidade Cultural
Seres Humanos
Estados Unidos
[Pt] Tipo de publicação:JOURNAL ARTICLE; RESEARCH SUPPORT, NON-U.S. GOV'T; RESEARCH SUPPORT, U.S. GOV'T, NON-P.H.S.
[Em] Mês de entrada:1803
[Cu] Atualização por classe:180302
[Lr] Data última revisão:
180302
[Sb] Subgrupo de revista:IM
[Da] Data de entrada para processamento:180131
[St] Status:MEDLINE
[do] DOI:10.1002/ajpa.23382


  3 / 8220 MEDLINE  
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[PMID]:28453417
[Au] Autor:Wu L; Thornton J
[Ad] Endereço:a Medical Sciences Library , Texas A&M University , Kingsville , Texas , USA.
[Ti] Título:Experience, Challenges, and Opportunities of Being Fully Embedded in a User Group.
[So] Source:Med Ref Serv Q;36(2):138-149, 2017 Apr-Jun.
[Is] ISSN:1540-9597
[Cp] País de publicação:United States
[La] Idioma:eng
[Ab] Resumo:Embedded librarian models can assume different forms and levels, depending on patron needs and a library's choice of delivery services. An academic health sciences library decided to enhance its service delivery model by integrating a librarian into the College of Pharmacy, approximately 250 miles away from the main library. This article describes the embedded librarian's first-year experience, challenges, and opportunities working as a library faculty in the college. The comparison of one-year recorded statistics on preembedded and postembedded activities demonstrated the effectiveness and impact of such an embedded librarian model.
[Mh] Termos MeSH primário: Bibliotecários
Bibliotecas Médicas
[Mh] Termos MeSH secundário: Educação em Farmácia
Docentes
Seres Humanos
Universidades
[Pt] Tipo de publicação:JOURNAL ARTICLE
[Em] Mês de entrada:1803
[Cu] Atualização por classe:180302
[Lr] Data última revisão:
180302
[Sb] Subgrupo de revista:H
[Da] Data de entrada para processamento:170429
[St] Status:MEDLINE
[do] DOI:10.1080/02763869.2017.1293978


  4 / 8220 MEDLINE  
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[PMID]:29194161
[Au] Autor:House SL; Sturgeon L; Garrett-Wright D; Blackburn D
[Ti] Título:BSN Admission Group Interviews: Perceptions of Students, Faculty, and Community Nurses.
[So] Source:Nurs Educ Perspect;36(1):58-59, 2015 Jan/Feb.
[Is] ISSN:1536-5026
[Cp] País de publicação:United States
[La] Idioma:eng
[Ab] Resumo:: To assist in the selection students for a baccalaureate program, a school of nursing instituted a group interview process. An exploratory qualitative design was used to assess faculty, community nurse, and student perceptions of the process. Faculty, community nurses, and students who participated in interviews were asked to complete a five-item, open-ended survey. Data analysis revealed that they enjoyed the process and identified it as beneficial. A positive aspect included students' getting to present themselves as more than a GPA. The use of group interviews provides additional information for faculty who are challenged with selecting students for enrollment in programs of nursing.
[Mh] Termos MeSH primário: Bacharelado em Enfermagem/organização & administração
Docentes/psicologia
Entrevistas como Assunto
Critérios de Admissão Escolar
Estudantes de Enfermagem/psicologia
[Mh] Termos MeSH secundário: Adulto
Feminino
Seres Humanos
Masculino
Pesquisa em Educação de Enfermagem
Inquéritos e Questionários
Adulto Jovem
[Pt] Tipo de publicação:JOURNAL ARTICLE
[Em] Mês de entrada:1802
[Cu] Atualização por classe:180220
[Lr] Data última revisão:
180220
[Sb] Subgrupo de revista:N
[Da] Data de entrada para processamento:171202
[St] Status:MEDLINE
[do] DOI:10.5480/11-666.1


  5 / 8220 MEDLINE  
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[PMID]:29338019
[Au] Autor:Meyers LC; Brown AM; Moneta-Koehler L; Chalkley R
[Ad] Endereço:Office for Biomedical Research Education and Training, School of Medicine, Vanderbilt University, Nashville, Tennessee, United States of America.
[Ti] Título:Survey of checkpoints along the pathway to diverse biomedical research faculty.
[So] Source:PLoS One;13(1):e0190606, 2018.
[Is] ISSN:1932-6203
[Cp] País de publicação:United States
[La] Idioma:eng
[Ab] Resumo:There is a persistent shortage of underrepresented minority (URM) faculty who are involved in basic biomedical research at medical schools. We examined the entire training pathway of potential candidates to identify the points of greatest loss. Using a range of recent national data sources, including the National Science Foundation's Survey of Earned Doctorates and Survey of Doctoral Recipients, we analyzed the demographics of the population of interest, specifically those from URM backgrounds with an interest in biomedical sciences. We examined the URM population from high school graduates through undergraduate, graduate, and postdoctoral training as well as the URM population in basic science tenure track faculty positions at medical schools. We find that URM and non-URM trainees are equally likely to transition into doctoral programs, to receive their doctoral degree, and to secure a postdoctoral position. However, the analysis reveals that the diversions from developing a faculty career are found primarily at two clearly identifiable places, specifically during undergraduate education and in transition from postdoctoral fellowship to tenure track faculty in the basic sciences at medical schools. We suggest focusing additional interventions on these two stages along the educational pathway.
[Mh] Termos MeSH primário: Academias e Institutos/organização & administração
Pesquisa Biomédica
Diversidade Cultural
Docentes/estatística & dados numéricos
Grupos Minoritários/estatística & dados numéricos
[Mh] Termos MeSH secundário: Biologia/educação
Seres Humanos
[Pt] Tipo de publicação:JOURNAL ARTICLE; RESEARCH SUPPORT, N.I.H., EXTRAMURAL; RESEARCH SUPPORT, NON-U.S. GOV'T
[Em] Mês de entrada:1802
[Cu] Atualização por classe:180215
[Lr] Data última revisão:
180215
[Sb] Subgrupo de revista:IM
[Da] Data de entrada para processamento:180117
[St] Status:MEDLINE
[do] DOI:10.1371/journal.pone.0190606


  6 / 8220 MEDLINE  
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Texto completo SciELO Saúde Pública
[PMID]:28453034
[Au] Autor:Vasconcelos-Rocha S; Squarcini CF; Paixão-Cardoso J; Oliveira-Farias G
[Ad] Endereço:Universidade Estadual do Sudoeste da Bahia-UESB, Jequié, BA, Brasil, svrocha@uesb.edu.br.
[Ti] Título:[Occupational characteristics and lifestyle of teachers in a city of northeast Brazil].
[Ti] Título:Características ocupacionais e estilo de vida de professores em um município do nordeste brasileiro..
[So] Source:Rev Salud Publica (Bogota);18(2):214-225, 2016 Apr.
[Is] ISSN:0124-0064
[Cp] País de publicação:Colombia
[La] Idioma:por
[Ab] Resumo:Objective To analyze the characteristics of work, lifestyle profile and its association with professional development cycles teachers of the state system of Jequié (BA). Materials and Methods Cross-sectional study with a random sample of 304 teachers who answered a questionnaire on sociodemographic information, occupational and lifestyle. The phases of professional development cycles adopted were: entry, consolidation, diversification and stabilization. For analysis, we used descriptive statistics and measures of association using the chi-square test (0.05) and multinomial logistic regression. Results It was observed that most teachers maintained a regular behavior for the general life style, with the increase statistically significant levels only to feed positive behavior. Conclusions We conclude that there is need to carry out programs to encourage the adoption of an active lifestyle among the teachers, especially after the entry phase in his career where negative behavior became more pronounced.
[Mh] Termos MeSH primário: Mobilidade Ocupacional
Docentes
Estilo de Vida
Local de Trabalho
[Mh] Termos MeSH secundário: Adulto
Idoso
Brasil
Estudos Transversais
Feminino
Seres Humanos
Masculino
Meia-Idade
Inquéritos e Questionários
[Pt] Tipo de publicação:JOURNAL ARTICLE
[Em] Mês de entrada:1802
[Cu] Atualização por classe:180215
[Lr] Data última revisão:
180215
[Sb] Subgrupo de revista:IM
[Da] Data de entrada para processamento:170429
[St] Status:MEDLINE


  7 / 8220 MEDLINE  
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[PMID]:28747352
[Au] Autor:Morales DX; Grineski SE; Collins TW
[Ad] Endereço:Department of Sociology and Anthropology, University of Texas at El Paso, El Paso, TX 79968 xdeng2@utep.edu.
[Ti] Título:Increasing Research Productivity in Undergraduate Research Experiences: Exploring Predictors of Collaborative Faculty-Student Publications.
[So] Source:CBE Life Sci Educ;16(3), 2017.
[Is] ISSN:1931-7913
[Cp] País de publicação:United States
[La] Idioma:eng
[Ab] Resumo:Little attention has been paid to understanding faculty-student productivity via undergraduate research from the faculty member's perspective. This study examines predictors of faculty-student publications resulting from mentored undergraduate research, including measures of faculty-student collaboration, faculty commitment to undergraduate students, and faculty characteristics. Generalized estimating equations were used to analyze data from 468 faculty members across 13 research-intensive institutions, collected by a cross-sectional survey in 2013/2014. Results show that biomedical faculty mentors were more productive in publishing collaboratively with undergraduate students when they worked with students for more than 1 year on average, enjoyed teaching students about research, had mentored Black students, had received more funding from the National Institutes of Health, had a higher H-index scores, and had more years of experience working in higher education. This study suggests that college administrators and research program directors should strive to create incentives for faculty members to collaborate with undergraduate students and promote faculty awareness that undergraduates can contribute to their research.
[Mh] Termos MeSH primário: Comportamento Cooperativo
Docentes
Publicações
Pesquisa/educação
Estudantes/psicologia
[Mh] Termos MeSH secundário: Disciplinas das Ciências Biológicas
Estudos Transversais
Seres Humanos
Capital Social
[Pt] Tipo de publicação:JOURNAL ARTICLE
[Em] Mês de entrada:1712
[Cu] Atualização por classe:171221
[Lr] Data última revisão:
171221
[Sb] Subgrupo de revista:IM
[Da] Data de entrada para processamento:170728
[St] Status:MEDLINE


  8 / 8220 MEDLINE  
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[PMID]:29045500
[Au] Autor:Hara N; Chen H; Ynalvez MA
[Ad] Endereço:Department of Information and Library Science, School of Informatics, Computing & Engineering, Indiana University, Bloomington, Indiana, United States of America.
[Ti] Título:Using egocentric analysis to investigate professional networks and productivity of graduate students and faculty in life sciences in Japan, Singapore, and Taiwan.
[So] Source:PLoS One;12(10):e0186608, 2017.
[Is] ISSN:1932-6203
[Cp] País de publicação:United States
[La] Idioma:eng
[Ab] Resumo:Prior studies showed that scientists' professional networks contribute to research productivity, but little work has examined what factors predict the formation of professional networks. This study sought to 1) examine what factors predict the formation of international ties between faculty and graduate students and 2) identify how these international ties would affect publication productivity in three East Asian countries. Face-to-face surveys and in-depth semi-structured interviews were conducted with a sample of faculty and doctoral students in life sciences at 10 research institutions in Japan, Singapore, and Taiwan. Our final sample consisted of 290 respondents (84 faculty and 206 doctoral students) and 1,435 network members. We used egocentric social network analysis to examine the structure of international ties and how they relate to research productivity. Our findings suggest that overseas graduate training can be a key factor in graduate students' development of international ties in these countries. Those with a higher proportion of international ties in their professional networks were likely to have published more papers and written more manuscripts. For faculty, international ties did not affect the number of manuscripts written or of papers published, but did correlate with an increase in publishing in top journals. The networks we examined were identified by asking study participants with whom they discuss their research. Because the relationships may not appear in explicit co-authorship networks, these networks were not officially recorded elsewhere. This study sheds light on the relationships of these invisible support networks to researcher productivity.
[Mh] Termos MeSH primário: Disciplinas das Ciências Biológicas/estatística & dados numéricos
Eficiência
Docentes/estatística & dados numéricos
Pesquisadores/estatística & dados numéricos
Apoio Social
Estudantes/estatística & dados numéricos
[Mh] Termos MeSH secundário: Adulto
Idoso
Feminino
Seres Humanos
Internacionalidade
Japão
Modelos Logísticos
Masculino
Meia-Idade
Análise Multinível
Singapura
Taiwan
Adulto Jovem
[Pt] Tipo de publicação:JOURNAL ARTICLE
[Em] Mês de entrada:1710
[Cu] Atualização por classe:171031
[Lr] Data última revisão:
171031
[Sb] Subgrupo de revista:IM
[Da] Data de entrada para processamento:171019
[St] Status:MEDLINE
[do] DOI:10.1371/journal.pone.0186608


  9 / 8220 MEDLINE  
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[PMID]:28977022
[Au] Autor:Miuccio M; Liu KY; Lau H; Peters MAK
[Ad] Endereço:Department of Psychology, University of California Los Angeles, Los Angeles, California, United States of America.
[Ti] Título:Six-fold over-representation of graduates from prestigious universities does not necessitate unmeritocratic selection in the faculty hiring process.
[So] Source:PLoS One;12(10):e0185900, 2017.
[Is] ISSN:1932-6203
[Cp] País de publicação:United States
[La] Idioma:eng
[Ab] Resumo:To achieve faculty status, graduating doctoral students have to substantially outperform their peers, given the competitive nature of the academic job market. In an ideal, meritocratic world, factors such as prestige of degree-granting university ought not to overly influence hiring decisions. However, it has recently been reported that top-ranked universities produced about 2-6 times more faculty than did universities that were ranked lower [1], which the authors claim suggests the use of un-meritocratic factors in the hiring process: how could students from top-ranked universities be six times more productive than their peers from lower-ranked universities? Here we present a signal detection model, supported by computer simulation and simple proof-of-concept example data from psychology departments in the U.S., to demonstrate that substantially higher rates of faculty production need not require substantially (and unrealistically) higher levels of student productivity. Instead, a high hiring threshold due to keen competition is sufficient to cause small differences in average student productivity between universities to result in manifold differences in placement rates. Under this framework, the previously reported results are compatible with a purely meritocratic system. Whereas these results do not necessarily mean that the actual faculty hiring market is purely meritocratic, they highlight the difficulty in empirically demonstrating that it is not so.
[Mh] Termos MeSH primário: Docentes
Seleção de Pessoal
Universidades
[Mh] Termos MeSH secundário: Modelos Teóricos
Probabilidade
Estados Unidos
[Pt] Tipo de publicação:JOURNAL ARTICLE
[Em] Mês de entrada:1711
[Cu] Atualização por classe:171102
[Lr] Data última revisão:
171102
[Sb] Subgrupo de revista:IM
[Da] Data de entrada para processamento:171005
[St] Status:MEDLINE
[do] DOI:10.1371/journal.pone.0185900


  10 / 8220 MEDLINE  
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[PMID]:28934358
[Au] Autor:Merk S; Rosman T; Rueß J; Syring M; Schneider J
[Ad] Endereço:Institute for Education, University of Tuebingen, Tuebingen, Germany.
[Ti] Título:Pre-service teachers' perceived value of general pedagogical knowledge for practice: Relations with epistemic beliefs and source beliefs.
[So] Source:PLoS One;12(9):e0184971, 2017.
[Is] ISSN:1932-6203
[Cp] País de publicação:United States
[La] Idioma:eng
[Ab] Resumo:Pre-service teachers tend to devalue general pedagogical knowledge (GPK) as a valid source for deriving successful teaching practices. The present study investigated beliefs about knowledge sources and epistemic beliefs as predictors for students' perceived value of GPK. Three pre-registered hypotheses were tested. We expected beliefs that GPK originates from scientific sources to entail a devaluation of GPK (Hypothesis 1). Concerning epistemic beliefs, we expected absolute beliefs to positively, and multiplistic beliefs to negatively predict pre-service teachers' perceived practical value of GPK (Hypothesis 2). Finally, we expected relationships between epistemic beliefs and pre-service teachers' perceived practical value of GPK to be confounded by epistemic trustworthiness, perceived topic-specific consistency and topic-specific familiarity (Hypothesis 3). In a study using a split plot design, 365 pre-service teachers were presented with four texts on different educational research topics. For each topic, three text versions were constructed. Even though they were invariant in content, these versions varied in a way that the results were allegedly generated by a practitioner, an expert or by means of a scientific study. Unexpectedly, results showed that research findings allegedly generated by means of a scientific study were associated with a higher perceived value of (topic-specific) GPK for practice (Hypothesis 1). As expected, the perceived value of GPK for practice was predicted by topic-specific multiplism and domain-specific absolutism (Hypothesis 2). These predictive effects were confounded by expertise evaluations of the source and the consistency of prior beliefs with the presented research results (Hypothesis 3). In summary, our results suggest that source beliefs might not be responsible for the devaluation of GPK, but that beliefs on the nature and structure of GPK (i.e., epistemic beliefs) might play an even more important role in this respect. Implications for research and practice are discussed.
[Mh] Termos MeSH primário: Conhecimentos, Atitudes e Prática em Saúde
Competência Profissional
Autoeficácia
Ensino
Pensamento
[Mh] Termos MeSH secundário: Adolescente
Adulto
Docentes
Feminino
Seres Humanos
Masculino
Percepção
Análise e Desempenho de Tarefas
Adulto Jovem
[Pt] Tipo de publicação:JOURNAL ARTICLE
[Em] Mês de entrada:1710
[Cu] Atualização por classe:171017
[Lr] Data última revisão:
171017
[Sb] Subgrupo de revista:IM
[Da] Data de entrada para processamento:170922
[St] Status:MEDLINE
[do] DOI:10.1371/journal.pone.0184971



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