A motivação deste trabalho foi o desenvolvimento e validação de um dispositivo para realizar os testes estabelecidos na ABNT NBR IEC 60601-1-3 nas versões publicadas de 2001[1] e 2011[2]. A finalidade dos ensaios é determinar a camada semirredutora - CSR (Half Value Layer - HVL) e a filtração com equivalência de qualidade, em mmAl, dos materiais que interceptam o feixe de raios X desde a sua emissão até o dispositivo receptor de imagem de raios X. Esta filtração inclui os materiais presentes no conjunto fonte de radiação X, formado pela cúpula de proteção radiológica com o tubo de raios X inserido, pelo sistema de colimação (filtração inerente) e pelos materiais presentes nos suportes de pacientes, como mesa e bucky mural sendo que ambos incorporam dispositivo receptor de imagem que também é avaliado. No desenvolvimento foi levada em consideração a rotina da execução do ensaio, com a finalidade de diminuir ao máximo a interação do operador com o sistema, a fim de reduzir o fator humano na execução, refletindo diretamente na incerteza de medição, na diminuição do tempo de execução e na segurança radiológica. O dispositivo desenvolvido foi validado com relação aos seguintes aspectos: a) Influência do dispositivo trocador de filtros quanto ao posicionamento e distribuição dos filtros; b) Influência da pureza dos filtros de alumínio utilizados no dispositivo, e a c) Comparação entre os ensaios realizados com dispositivo de ensaio desenvolvido com relação aos ensaios realizados com um gerador de raios X de referência. / The motivation of this work was the development and validation of a device to perform the tests established by ABNT NBR IEC 60601-1-3 versions published in 2001 [1] and 2011 [2]. The purpose of the tests is to determine the half-value layer HVL and filtration with equivalent filtration quality in mmAl, materials that intercept the X-ray beam from their emission to the X-ray image receiving device. This filtration includes all the materials present in radiation source assembly, formed by the x-ray tube housing with x-ray tube inserted, the collimator (inherent filtration) and by materials present in the patients support, as Table and wall bucky, both incorporate image receiving device which is also evaluated. In the development was taken in consideration the routine of tests execution routine, in order to reduce the operator interaction with the system and in order to reduce the human factor in the execution, reflecting directly on the measurement uncertainty, in the runtime reduction of the runtime and radiation safety. The device was validated with respect to: a) Effect of positioning and distribution of the filters in the filter changer device; b) Influence of purity of the aluminum filter used in the device, and c) Comparison tests carried out with the testing device with respect to the tests carried out with a reference X-ray generator.

Syftet med denna undersökning är att se vilken uppfattning verksamma lärare har om metoden Att skriva sig till läsning, varför de valt eller inte valt att arbeta med metoden samt om de anser att metoden är effektiv vid elevernas läs- och skrivinlärning. Syftet är även att jämföra de verksamma lärarnas åsikter i relation till den forskning som finns om metoden. Till undersökningen har kvalitativa intervjuer med sju verksamma lärare genomförts. Undersökningen bygger på Lev Vygotskijs teori om det sociokulturella perspektivet som innebär att vi människor lär i samspel med andra. Resultatet i undersökningen visar att de flesta lärare ser ASL som en bra metod att använda i läs- och skrivundervisningen dels för att eleverna utvecklar sin språkmedvetenhet snabbt samt att metoden gör det enkelt att individanpassa undervisningen. Alla lärare låter eleverna arbeta parvis när de skriver ASL. Detta kan kopplas till den närmaste proximala utveccklingszonen som finns inom det sociokulturella perspektivet och innebär att barn lär i interaktion med andra. Resultatet visar även på att lärarna inte varit speciellt insatta i ny forskning eller den kritik som framkommit mot metoden. / The purpose of this investigation is to find what perception active teachers have about the method Writing to read, why they work with the method or not and also if they considers that the method is good for the pupils reading and writing. Another purpose is also to compare the active teachers opinions in relation to the research that already exists around the method. To get a result for the investigation have qualitative interviews with seven active teachers been done. The sociocultural perspective is the theori that’s the investigation is based on. The result in the investigation shows that most of the teachers considers that Writing to read is a good method to use when teaching pupils reading and writing. Partly because the pupils develops their linguistic awareness fast and that the method makes it easy to individulize the teaching. Every teacher let their pupils work in pair when they work with the method. Pairwork can be linked with Zone of proximal development which you can read about in the sociocultural perspective and means that children learn in interaction with others. The result also shows that the active teachers were unknowing about new research and the criticisms against the method.

Submitted by Fabio Sobreira Campos da Costa (fabio.sobreira@ufpe.br) on 2017-04-07T12:49:00Z No. of bitstreams: 2 license_rdf: 1232 bytes, checksum: 66e71c371cc565284e70f40736c94386 (MD5) Tese Mayara final [08-09-2016].pdf: 6000027 bytes, checksum: 8aba9ff907d1176a530d19ec2bb6fad1 (MD5) / Made available in DSpace on 2017-04-07T12:49:00Z (GMT). No. of bitstreams: 2 license_rdf: 1232 bytes, checksum: 66e71c371cc565284e70f40736c94386 (MD5) Tese Mayara final [08-09-2016].pdf: 6000027 bytes, checksum: 8aba9ff907d1176a530d19ec2bb6fad1 (MD5) Previous issue date: 2015-09-02 / CAPES / Doença inflamatória intestinal descreve um grupo heterogêneo de doenças inflamatórias crônicas do trato gastrointestinal. Os dois principais tipos de DII são retocolite ulcerativa idiopática e doença de Crohn. A patogênese dessas doenças é caracterizada pela inflamação persistente no intestino, envolvendo uma interação entre fatores genéticos, ambientais e imunológicos. Foram investigados aspectos clínico-epidemiológicos e analisados os polimorfismos dos genes da reposta imune em pacientes brasileiros com doença inflamatória intestinal em diferentes formas anátomo-clínicas. Um total de 101 pacientes foram analisados (43 - retocolite ulcerativa idiopática e 58 - doença de Crohn) para os polimorfismos dos genes do fator de necrose tumoral alfa (TNF-α -308 G/A; rs1800629), interleucina-10 (IL-10 -1082 G/A; rs1800896), domínio do recrutamento e ativação da caspase 15/receptor tipo NOD2 (CARD15/NOD2; rs2066844 e rs2066845), receptor tipo NOD contendo domínio pirina – NLRP1 (rs12150220), NLRP3 (rs35829419) e interleucina -1beta (IL-1β -511T/C; rs16944). A forma anatómica-clínica de DC predominante foi a fistulizante (29,31%), seguida por inflamatória (27,58%) e estenosante (27,58%). O grupo controle foi composto por 91 indivíduos saudáveis. Os genes do receptor tipo NOD contendo domínio pirina 1 e 3 e do domínio do recrutamento e ativação da caspase 15/receptor tipo NOD2 variantes R702W e G908R não foram associados à susceptibilidade a doença inflamatória intestinal. Em relação ao polimorfismo da interleucina 10, nenhuma diferença estatística foi encontrada entre os genótipos e alelos para a doença inflamatória intestinal comparado aos controles. Fator de necrose tumoral alfa mostrou uma associação estatisticamente significativa entre pacientes e controles de retocolite ulcerativa idiopática que sugere que a presença do alelo A predispõe o aparecimento de retocolite ulcerativa idiopática, mas não doença de Crohn. Verificou-se ainda que o genótipo AG da interleucina 1 foi associado com o desenvolvimento de retocolite ulcerativa idiopática. Os resultados sugerem que os polimorfismos de única base do fator de necrose tumoral alfa e da interleucina 1 estão envolvidos com a retocolite ulcerativa idiopática e podem contribuir para a patogênese na população brasileira estudada. / Inflammatory bowel disease describes a heterogeneous group of chronic inflammatory diseases of the gastrointestinal tract. The two main types of inflammatory bowel disease are ulcerative colitis and Crohn disease. The pathogenesis of the disease is characterized by unpredictable attacks of inflammation of the intestine, besides involving an interaction between genetic, environmental and immunological factors. Clinical and epidemiological aspects were investigated and the polymorphisms of genes of the immune response in Brazilian patients with inflammatory bowel disease in different anatomic-clinical forms were analyzed. A total of 101 patients were analyzed (43 - ulcerative colitis and 58 - Crohn disease) for the tumour necrosis factor alpha (TNF-α -308 G/A; rs1800629), interleukin-10 (IL-10 -1082 G/A; rs1800896), caspase activation and recruitment domains 15/ NOD like receptor 2 (CARD15/NOD2; rs2066844 and rs2066845), NOD like receptor pyrin domain containing – NLRP1 (rs12150220), NLRP3 (rs35829419) and interleukin-1beta (IL-1β 511T/C; rs16944) genes polymorphisms. The anatomic-clinical form of Crohn disease predominant was the fistulizing (29.31%), followed by inflammatory (27.58%) and stricturing (27.58%). A control group was composed by 91 healthy subjects group. NOD like receptor pyrin domain containing 1 and 3 and caspase activation and recruitment domains 15/ NOD like receptor 2 genes R702W and G908R variants were not associated to inflammatory bowel disease susceptibility. With respect to the polymorphism of interleukin-10, no statistical difference was found between the genotypes and alleles for inflammatory bowel disease compared to controls. Tumour necrosis factor alpha showed a statistically significant association between ulcerative colitis patients and controls which suggests that the presence of A allele predisposes the onset of ulcerative colitis but not Crohn disease. It was found yet that AG genotype of interleukin-1beta was associated with the development of ulcerative colitis. The results suggest that the tumour necrosis factor alpha and interleukin-1beta single nucleotide polymorphisms are involved with ulcerative colitis and may be contributing to pathogenesis in Brazilian population.

The aim of the present study was to find out what qualities teachers look for in apps for reading development, what qualities researchers think an app should possess, and whether the apps that teachers use have these qualities. To achieve this purpose, teachers in grades 1–3 were asked to complete a questionnaire and three educational apps were analysed with the aid of questions based on Sjödén’s (2015) dissertation “What makes good educational software?” The questions were used to study the contexts representation, interaction and social positioning. The results of the study showed that the three most desirable qualities in an educational app are that it should motivate pupils, that it should be linked to the learning goals, and that it should give pupils an opportunity to work independently. The analysis showed that the three most frequently used apps had the qualities that the teachers considered most significant and also the qualities that research has found essential in an educational app. The apps mostly elicited positive responses to the analysis questions, but there were defects in the concretizing potential of the apps, and none of them enabled social interaction through the assumption of character roles. The conclusions show that, despite the qualities of the apps, the teacher is indispensable in the teaching of reading with apps, and to choose a good educational app teachers should use the analysis in the study as a foundation but also integrate their own experience of teaching.

Syftet med denna studie är att undersöka om materialet Praktisk matematik 1 passar att använda i matematikundervisningen i årskurs 1–3 utifrån arbetssättet konkret till abstrakt med fokus på kopplingen till de matematiska förmågorna och det centrala innehållet i matematik från Skolverkets (2019) läroplan. I studien undersöks vilka fem matematiska förmågor som elever ges möjlighet att öva, genom vilket centralt innehåll elever ges möjlighet att öva dessa fem matematiska förmågor samt hur materialet är utformat för arbete genom arbetssättet konkret till abstrakt.    Denna studie innehåller en kvalitativ innehållsanalys av materialet Praktisk matematik 1. För att analysera materialet skapades kriterier utifrån de matematiska förmågorna och det centrala innehållet från den svenska läroplanen (Skolverket, 2019). Materialets utformning för arbetssättet konkret till abstrakt analyserades utifrån studiens teori.   Resultatet visar att elever ges möjlighet att öva samtliga matematiska förmågor i olika utsträckning genom arbete med materialet Praktisk matematik 1. Genom områdena taluppfattning och tals användning, geometri och problemlösning ges elever möjlighet att öva samtliga fem matematiska förmågor. Genom områdena algebra och sannolikhet och statistik ges elever möjlighet att öva begrepps-, räkne- och problemlösningsförmågan och genom området samband och förändring ges elever möjlighet att öva begrepps-, räkne-, problemlösnings- och resonemangsförmågan. Dessa förmågor ges möjlighet att öva i olika utsträckning genom de olika punkterna som områdena innehåller. Materialet är utformat för att arbeta utifrån arbetssättet konkret till abstrakt genom att samtliga kort uppmanar elever till arbete med konkret material. Vid ungefär hälften av korten följs arbetet med det konkreta materialet av abstrakta beräkningar. / The purpose of this study is to investigate whether the material Praktisk matematik 1 is suitable for use in mathematics teaching in years 1–3 based on the working method concrete to abstract with a focus on the connection to the mathematical abilities and the central content in mathematics from Skolverkets (2019) curriculum. This study analyses which five mathematical abilities students are given an opportunity to practice, through which central content students are given the opportunity to practice these five mathematical abilities and in what way the material is designed for working from concrete to abstract.   This study contains a qualitative content analysis of the material Praktisk matematik 1. To analyse the material, criteria were created based of the mathematical abilities and the central content from the Swedish curriculum (Skolverket 2019). The material’s design for working from concrete to abstract was analysed from this study’s theory.   The results show that students are given the opportunity to practice all five mathematical abilities to a verifying degree through working with the material Praktisk matematik 1. Through the areas number perception and number’s use, geometry and problem-solving students are given the opportunity to practice all five mathematical abilities. Through the areas algebra and probability and statistics are students given the opportunity to practice the ability to comprehend mathematical terms, numeracy, and the ability to solve problems. Through the area connections and change student are given the opportunity to practice their ability to comprehend mathematical terms, numeracy, the ability to solve problems and reasoning ability. These abilities are given a varied opportunity to practice through the different points the areas include. The material is designed to work from concrete to abstract because every card calls on using concrete material. The usage of concrete material is in about half of the cards followed by an abstract calculation.

Syftet med denna undersökning är att synliggöra vilka former av arbets- och bedömningsmetoder som lärare väljer att använda sig av för att bedöma elevernas kunskaper och genom detta studera hur dessa kan betraktas som likvärdiga i ämnet samhällskunskap, årskurs 1-3. Syftet är även att synliggöra hur lärare som undervisar i ämnet, årskurs 1-3 uppfattar ramfaktorer, och ställa detta mot tidigare forskning huruvida faktorer kan påverka lärares förutsättningar att bedöma eleverna likvärdigt. I en enkätundersökning har lärare som undervisar i samhällskunskap, årskurs 1-3, svarat på frågor om bedömningsmetoder och vilka ramfaktorer de anser påverkar förutsättningar för bedömning. Lärare i undersökningen använder framförallt muntliga och skriftliga bedömningsmetoder, vilket indikerar på hög validitet och reliabilitet. Ramfaktorer som lärarna anser ha störst påverkan på deras möjlighet till att genomföra bedömningar är de pedagogiska- samt de administrativa ramarna. En likvärdig bedömning är svår att uppnå på grund av avsaknad av bedömningsstöd för årskurs 1-3. Lärarnas svar i undersökningen, gällande ursprungskälla av bedömningsmaterial samt användandet av bedömningsmatriser skiljer sig åt, vilket kan peka på skillnader av lärarnas tolkningar av styrdokumenten. / The purpose of this study is to highlight the forms of work- and assessment methods, that teachers choose to use to assess pupil’s knowledge and thereby study how these can be considered equivalent in the subject of social studies, grades 1-3. The purpose is also to make visible how teachers who teach the subject perceive framework factors, and set this against previous research on which factors affect teachers' ability to assess students equally. In a survey, teachers who teach in the grades 1-3 answered questions about assessment methods and which framework factors they consider to affect the conditions for assessment. The teachers mainly used oral- and written assessment methods, which indicates high validity and reliability. Framework factors that teachers consider to have the greatest impact on their ability to assess pupil’s are the pedagogical- and administrative frameworks. Equivalent assessment is difficult to achieve due to the lack of assessment support for grades 1-3. The teachers answers in the survey, that their source of assessment material and the use of assessment matrix differ, which may indicate differences in the teachers' interpretations of the governing documents.

[pt] Por ser uma doença genética, resultado de uma mutação em um gene específico, que gera proteínas (CFTR) defeituosas, a Fibrose Cística é uma patologia difícil de ser tratada. Os custos para os tratamentos atualmente disponíveis são altos, sem os quais, porém, a gravidade da doença tende a crescer ainda mais. Por esse motivo, novos tratamentos farmacológicos vêm surgindo, como o Trikafta (marca registrada), uma combinação tripla de fármacos com ação sinérgica (elexacaftor, ivacaftor e tezacaftor). Porém, esse medicamento ainda não é disponível no Brasil e o acesso aos tratamentos, em geral, são onerosos. Sendo assim, este trabalho visa a síntese de compostos 1,2,3-triazóis, com possível atividade biológica frente a proteína CFTR, sugerida por ancoragem molecular. Este trabalho também visa selecionar as melhores moléculas quanto aos perfis farmacocinéticos e toxicológicos, avaliados por ferramentas computacionais como swissADME e VirtualToxLab, respectivamente. Dessa forma, a estratégia sintética para a obtenção dos compostos consiste em duas etapas sintéticas. A primeira, envolve a síntese da enaminona – (E)-3-(dimetilamino)acrilaldeido (3a-d) – por organocatálise, a partir de L-prolina e DMA-DMF (1,1-dimetoxi-N,N-dimetillmetanamina) (1). A segunda etapa inclui a reação de cicloadição 1,3-dipolar onpot entre as azidas (5a-h) e as enaminonas previamente obtidas. Assim, foi possível obter 1,2,3-triazóis 1,4-substituídos (6a-k), com rendimentos de 5 a 96 por cento. Dentre eles, a molécula 6k, N-(2-(1-(4-metoxifenil)-1H-1,2,3-triazol-4-carbonil)fenil)acetamida), destacou-se quanto aos perfis toxicológicos e também pelos resultados observados nos estudos de ancoragem molecular. Os espectros de RMN de 1H e 13C RMN confirmaram a obtenção das estruturas. / [en] Because it is a genetic disease, the result of a mutation in a specific gene, which generates defective proteins (CFTR), Cystic Fibrosis is a pathology that is difficult to be treated. The costs for currently available treatments are high, without which, however, the severity of the disease tends to increase even more. For this reason, new pharmacological treatments are emerging, such as Trikafta (trademark), a triple combination of drugs with synergistic action (elexacaftor, ivacaftor and tezacaftor). However, this drug is not yet available in Brazil and access to treatments, in general, is expensive. Therefore, this work aims at the synthesis of 1,2,3-triazole compounds, with possible biological activity against the CFTR protein, proposed by molecular anchoring. This work also aims to select the best molecules in terms of pharmacokinetic and toxicological profiles, evaluated by computational tools such as swissADME and VirtualToxpot, respectively. Thus, the synthetic strategy for obtaining the compounds consists of two synthetic steps. The first involves the synthesis of enaminone - (E)-3-(dimethylamino) acrylaldehyde (3a-d) - by organocatalysis, starting from L- proline and DMA-DMF (1,1-dimethoxy-N, N-dimethylmethanamine) (1). The second stage includes the 1,3-dipolar onpot cycloaddition reaction between the azides (5a-h) and the previously obtained enaminones. Thus, it was possible to obtain 1,4-substituted 1,2,3-triazoles (6a-k), with yields of 5 to 96 percent. Among them, the molecule 6k, N- (2- (1- (4-methoxyphenyl) -1H-1,2,3-triazol-4-carbonyl) phenyl) acetamide), stood out in terms of toxicological profiles and also by results observed in molecular anchorage studies. The 1H and 13C NMR NMR spectra confirmed the structures obtained.

The aim of the study is to investigate how teachers in grades 1­­­­­­­­­­­–3 use reading aloud to develop the pupils’ reading comprehension and how they reflect on the method. The study is based on interviews with four teachers, all of them working in these grades. The interviews have been interpreted hermeneutically and the statements compiled in accordance with the aim and research questions. The results indicate that all the teachers are aware that reading aloud can be used as a resource to develop pupils’ reading comprehension. The results can be interpreted to show that the teachers were accustomed to asking questions about the text that had been read but were uncertain about how to develop the pupils’ reading comprehension otherwise. One reason for the teachers’ uncertainty may be that they do not have the necessary training. The result shows that the reading aloud sessions in the schools look different. What they all have in common, however, is that all the teachers can put the time for reading aloud to better use in order to develop the pupils’ reading comprehension.

This thesis explores the intertextual nature of Irenaeus' reading of Genesis 1-3. In this study, we assume a different mode of investigation than previous works on Irenaeus' use of scripture. Drawing from contemporary discussions on intertextuality in Fishbane, Boyrin, Hays, and Young, we challenge a tradition of investigation into Irenaeus' exegesis that has marginalized the significance of scriptural networking inherent to his hermeneutic. This perspective is evident in the previous works on Irenaeus' reading of Genesis in Orbe, Jacobsen, Kannengiesser, Steenberg, and Holsinger-Friesen. This thesis, on the other hand, brings together an appreciation for Irenaeus' hermeneutic with respect to his exegesis of Gen 1-3. We show that in every instance Irenaeus interprets Gen 1-3, not in isolation, but in correlation with other texts by means of a variety of intertextual reading strategies that shape his theological polemic. In chapter one we investigate the nature of Irenaeus' hermeneutical orientation based upon studies of patristic exegesis and his own descriptions of the exegetical task. We show that Irenaeus purposes to interconnect texts in his refutation and exegesis and we formulate a methodology that appreciates his reading of Gen 1-3 within this theological networking of texts. In chapters 2-6, we provide a literary analysis of the echoes, allusions, and citations of Gen 1-3 in each book of Adversus Haereses. In each case we isolate the allusions to Gen 1-3 and the corresponding interrelated texts that form a hermeneutically symbiotic relationship with Gen 1-3. We show how these textual relationships yield a more comprehensive appreciation for the meaning and function of Gen 1-3 in Irenaeus. In chapter 7 we conclude with a summary and cumulative evaluation of the intertextual relationships fashioned with Gen 1-3 and the reading strategies that guide his intertextual use of Gen 1-3. In doing so, this thesis exposes the intricacies of Irenaeus' theological and intertextual reading of Gen 1-3 and the various ways that Irenaeus harmonizes scripture.

Time and space is not regulated in the Swedish curriculum. In regard to that freedom, the aim of this study is to examine the choices teacher make when teaching social studies in primary school. The study proceed from the following questions: Which are the didactic tools, in special regard to how the tables are organized, how the time is used and other material resources? Which impact will the didactic tools have on the social relations in the classroom? Which effect does the two questions above have on the constitution of social studies as a school subject? The study is based on a qualitative method including both observations and interviews. The theoretical frame is the one of multimodal design. The results show that teachers’ choices are both conscious and unconscious. Their choices also impact on the social relations in the class and the pupils possibilities to participate. The pupils do not have as much freedom in time and space to express themselves as the teachers do. A fact teachers doesn’t seem to reflect. In what way teachers’ choices have an impact on the constitution of social studies is harder to show.