Mariana González de Oliveira, MD, MSc, PhD

We are thrilled to share our work with #breastfeeding VLBW in the #NICU Factors Associated with Low Volumes of Mother’s Own Milk at Neonatal Intensive Care Unit Discharge of Very Low Birth Weight Infants—a Cohort Study | Breastfeeding Medicine liebertpub.com/doi/abs/10.108…

A Amazônia Legal Brasileira tem 60% do território nacional e 28 milhões de habitantes. Nunca teve uma marca unificada. Até agora. 🌿 A @rotas_amazonicas_integradas e a @embraturbrasil lançaram a primeira identidade oficial da região, criada pela @futurebrandsp. O alfabeto não…

Absolutely breathtaking view! Earth and Moon as one…

não precisa mais lançar o filme isso aqui já valeu por tudo

Guess…

@iamspritz My place in the world: Porto Alegre

Where is this South American city? Hint: not Buenos Aires, not Santiago, not Montevideo. Give your best try. Feliz Pascua!

@iamspritz Uruguay

Not Europe, not Brazil, not even Argentina. Which country in South America is this?

@kaidieosj Melissas

Meninas, me recomendem sapatos/sapatilhas (só não quero tênis) confortáveis e arrumadinhos pra trabalhar em hospital

O bom da Neonatologia é que eu posso atender os menores pacientes no mesmo dia em que eu ensino os maiores alunos… #neonatology #NICU

Dica quentíssima pra não ser pego pela lei anti misoginia: Não seja misógino. Mas se isso for muito difícil pra alguns homens, é justamente pra esses que a lei vai funcionar.

@e_brietzke Eu absolutamente AMO esse livro. É o meu favorito do Agualusa. Lindo de doer!

Lendo um livro com “muita coisa escrita” e ficando absolutamente arrebatada.

@Mohiniuni Claude

Steal these 100 Claude Tips from me right now! Comment "Claude" if you want to receive the HD PDF in your inbox

4 estudos, 4 décadas Para comemorar nosso Journal Club 50, um episódio especial inspirado pelo “50 studies every neonatologist should know”. Escute agora em open.spotify.com/episode/4sAd7J… @nicupodcast @DoctorDaphnaMd

@MarciaCBBarbosa Tenho orgulho de ter recebido meu diploma das mãos da primeira reitora e não vejo a hora de assumir meu concurso da UFRGS comandada por outra reitora…

Primeira Reitora DA UFRGS Wrana Panizzi torna-se emérita da UFRGS

She kept finding women in laboratory photographs from the 1800s. Then she read the published papers—and every single woman had vanished. Someone had erased them from history. Yale University, 1969. Margaret Rossiter was a graduate student studying the history of science. She was one of very few women in her program. Every Friday afternoon, students and faculty gathered for beers and informal conversation. One week, Margaret asked a simple question: "Were there ever any women scientists?" The faculty answered firmly: No. Someone mentioned Marie Curie. The group dismissed it—her husband Pierre really deserved the credit. Margaret didn't argue. But she also didn't believe them. So she started looking. She found a reference book called "American Men of Science"—essentially a Who's Who of scientific achievement. Despite the title, she was shocked to discover it contained entries about women. Botanists trained at Wellesley. Geologists from Vermont. There were names. There were credentials. There were careers. The professors had been wrong. But Margaret's discovery was just the beginning. Because as she dug deeper into archives across the country, she found something far more disturbing. Photograph after photograph showed women standing at laboratory benches, working with equipment, listed on research teams. But when she read the published papers, the award citations, the official histories—those same women had disappeared. Their names were missing. Their contributions erased. It wasn't random. It was systematic. Women who designed experiments watched male colleagues publish results without giving them credit. Women whose discoveries were assigned to supervisors. Women listed in acknowledgments instead of as authors. Women passed over for awards that went to male collaborators who contributed far less. Margaret realized she was witnessing a pattern that stretched across centuries. Women had always been present in science. The record had simply pushed them aside. She needed a name for what she was documenting. In the early 1990s, she found it in the work of Matilda Joslyn Gage—a 19th-century suffragist who had written about this exact phenomenon in 1870. In 1993, Margaret published a paper formally naming it: The Matilda Effect. The term captured something that had been hidden in plain sight for generations. Once you knew the term, you saw it everywhere. Her dissertation became a lifelong mission. For more than 30 years, Margaret researched and wrote her landmark three-volume series: Women Scientists in America. She examined letters, institutional policies, individual careers. She gathered undeniable evidence that women in science had been consistently under-credited and structurally excluded. Her work faced resistance. Many dismissed women's history as political rather than academic. Others insisted she was exaggerating. Margaret didn't argue emotionally. She presented data. Documented cases. Patterns repeated across decades and institutions. Eventually, the evidence became undeniable. Her research helped restore recognition to scientists who had been erased: Rosalind Franklin, whose X-ray work revealed DNA's structure—credit went to Watson and Crick. Lise Meitner, who explained nuclear fission—omitted from the Nobel Prize. Nettie Stevens, who discovered sex chromosomes—received little credit. Cecilia Payne-Gaposchkin, who discovered stars are made of hydrogen—initially dismissed. And countless others whose names had nearly vanished. Margaret changed the narrative. Science was no longer just the story of solitary male geniuses. It became a story of collaboration that included women who had been written out. The Matilda Effect became standard terminology. Scholars used it to examine how credit is assigned, how authors are listed, who receives awards, who gets left out.

@reumalho @HeglerHenri Juiz que ganha auxílio-paletó, auxílio-saúde, auxílio-livro também conta?

@HeglerHenri Conta quem compra carro pra família por PJ? Quem compra Hilux como produtor rural e nunca saiu do asfalto? Quem financia com juros menores por algum programa de incentivo fiscal?

Quem recebe benefício do governo, não deveria ter direito de votar. Concorda ou discorda?

Pessoas que trabalham na área da saúde e tomam banho de perfume forte antes de sair de casa: apenas parem! É desagradável e deselegante. Análogo a caixa de som da JBL na praia…

@amandatarologa Hamnet

Oi, alguém pode recomendar um filme que vai me destruir emocionalmente? Quero estar soluçando sem controle e questionando minha existência.

I just gave a closed-book, pen-and-paper midterm exam in my 300-level course at UBC with 100 students. All exams were graded by an experienced graduate-level TA according to a rubric. *** The average was 64/100.*** My class averages at UBC are usually 80-85. Context: • This was the first midterm, covering ONLY 4 weeks of material. • Students had a list of possible questions in advance: no surprise questions. • Questions included (a) 3 concept definitions, (b) 3 paragraph-long questions, and (c) a 1.5-page essay. • I have taught this class multiple times. Nothing in my teaching style changed this semester. • We read entire paragraphs of text in class, so students don't have to do something on their own that wasn't covered during the lecture. • Students take a 10-question multiple-choice quiz at the end of every class (30% of the final grade). • Attendance is 95-99% every class. Attention during lectures and participation in pair-work activities are very high → anticipating the end-of-class quiz. *** But unfortunately, I suspect many students are not reading the material on the syllabus. They are asking LLMs to summarize it instead.*** After the midterm, students reported: • They thought they knew concept definitions but couldn't produce them on paper. • They thought they understood the arguments but struggled to connect them or identify points of agreement and disagreement. My view: It might be “cool” or “innovative” to teach students to summarize readings with ChatGPT or write essays with Claude. But we may be doing them a disservice: reducing their ability to retain material, think creatively, and reason from what they know. If you only read what AI has summarized for you, you don’t truly "know" the material. Moving forward: We have a second midterm coming up. I don't know how to convey to students that the best way to do better on the exam is to rely on and improve their own reading skills.

@crisinveste A breguice, senhor… Parece uma apresentação de circo! Na verdade, é exatamente isso!

O noivado do Vorcario na Itália .... Olha só onde o seu dinheiro vai parar no Brasil...