Class of 2008 Abstract / Objectives: A novel method of predicting vancomycin trough levels at steady state was studied to determine whether it could effectively predict vancomycin trough levels compared to an established predictor method (Matzke). Methods: Adult patients who received at least two consecutive doses of vancomycin and had at least one reported vancomycin trough at steady state were considered. Data extracted and analyzed included patient gender, age, weight, height, and serum creatinine as well as vancomycin dose and interval, number of consecutive doses prior to the trough, time between trough and preceding dose, and measured vancomycin trough level. This data was applied to each of the prediction methods to determine how accurately they predicted actual measured vancomycin trough levels at steady state. Results: Data from 103 patients was analyzed. Vancomycin trough predictions using the Bergstrom method averaged 12.2 mg/dl, with a standard deviation of 3.4. The average actual trough concentration was 10.7 mg/dl with a standard deviation of 3.9, while the Matzke method predicted an average trough concentration of 19.2 mg/dl with a standard deviation of 8.6. Predictions made using the Bergstrom Method were not significantly different than the actual trough concentrations (p = 0.91). The Bergstrom method predicted concentrations within 25% of actual concentrations 42% of the time and within 50% of actual concentrations 78% of the time. Conclusions: The Bergstrom method was a more reliable predictor of vancomycin trough concentrations than the Matzke method in this patient population. Although more research is needed, the Bergstrom method may prove to be a useful tool for pharmacists to predict vancomycin trough concentrations quickly and with relative accuracy for individual patients.

An experimental and numerical study of the isothermal and non-isothermal warm formability of an AA3003 aluminum alloy brazing sheet is presented. Forming limit diagrams were determined using warm limiting dome height (LDH) experiments with in situ strain measurement based on digital image correlation (DIC) techniques. Forming limit curves (FLCs) were developed at several temperature levels (room temperature, 100ºC, 200ºC, 250ºC, and 300ºC) and strain-rates (0.003, 0.018, and 0.1s-1). The formability experiments demonstrated that temperature has a significant effect on formability, whereas forming speed has a mild effect within the studied range. Elevating the temperature to 250C improved the formability more than 200% compared to room temperature forming, while forming at lower speeds increased the limiting strains by 10% and 17% at room temperature and 250ºC, respectively. Non-isothermal deep draw experiments were developed considering an automotive heat exchanger plate. A parametric study of the effects of die temperature, punch speed, and blank holder force on the formability of the part was conducted. The introduction of non-isothermal conditions in which the punch is cooled and the flange region is heated to 250C resulted in a 61% increase in draw depth relative to room temperature forming. In order to develop effective numerical models of warm forming processes, a constitutive model is proposed for aluminum alloy sheet to account for temperature and strain rate dependency, as well as plastic anisotropy. The model combines the Barlat YLD2000 yield criterion (Barlat et al., 2003) to capture sheet anisotropy and the Bergstrom (1982) hardening rule to account for temperature and strain rate dependency. Stress-strain curves for AA3003 aluminum alloy brazing sheet tested at elevated temperatures and a range of strain rates were used to fit the Bergstrom parameters, while measured R-values were used to fit the yield function parameters. The combined constitutive model was implemented within a user defined material subroutine that was linked to the LS-DYNA finite element code. Finite element models were developed based on the proposed material model and the results were compared with experimental data. Isothermal uniaxial tensile tests were simulated and the predicted responses were compared with measured data. The tensile test simulations accurately predicted material behaviour. The user material subroutine and forming limit criteria were then applied to simulate the isothermal warm LDH tests, as well as isothermal and non-isothermal warm deep drawing experiments. Two deep draw geometries were considered, the heat exchanger plate experiments developed as part of this research and the 100 mm cylindrical cup draw experiments performed by McKinley et al. (2010). The strain distributions, punch forces and failure location predicted for all three forming operations were in good agreement with the experimental results. Using the warm forming limit curves, the models were able to accurately predict the punch depths to failure as well as the location of failure initiation for both the isothermal and non-isothermal deep draw operations.

An experimental and numerical study of the isothermal and non-isothermal warm formability of an AA3003 aluminum alloy brazing sheet is presented. Forming limit diagrams were determined using warm limiting dome height (LDH) experiments with in situ strain measurement based on digital image correlation (DIC) techniques. Forming limit curves (FLCs) were developed at several temperature levels (room temperature, 100ºC, 200ºC, 250ºC, and 300ºC) and strain-rates (0.003, 0.018, and 0.1s-1). The formability experiments demonstrated that temperature has a significant effect on formability, whereas forming speed has a mild effect within the studied range. Elevating the temperature to 250C improved the formability more than 200% compared to room temperature forming, while forming at lower speeds increased the limiting strains by 10% and 17% at room temperature and 250ºC, respectively. Non-isothermal deep draw experiments were developed considering an automotive heat exchanger plate. A parametric study of the effects of die temperature, punch speed, and blank holder force on the formability of the part was conducted. The introduction of non-isothermal conditions in which the punch is cooled and the flange region is heated to 250C resulted in a 61% increase in draw depth relative to room temperature forming. In order to develop effective numerical models of warm forming processes, a constitutive model is proposed for aluminum alloy sheet to account for temperature and strain rate dependency, as well as plastic anisotropy. The model combines the Barlat YLD2000 yield criterion (Barlat et al., 2003) to capture sheet anisotropy and the Bergstrom (1982) hardening rule to account for temperature and strain rate dependency. Stress-strain curves for AA3003 aluminum alloy brazing sheet tested at elevated temperatures and a range of strain rates were used to fit the Bergstrom parameters, while measured R-values were used to fit the yield function parameters. The combined constitutive model was implemented within a user defined material subroutine that was linked to the LS-DYNA finite element code. Finite element models were developed based on the proposed material model and the results were compared with experimental data. Isothermal uniaxial tensile tests were simulated and the predicted responses were compared with measured data. The tensile test simulations accurately predicted material behaviour. The user material subroutine and forming limit criteria were then applied to simulate the isothermal warm LDH tests, as well as isothermal and non-isothermal warm deep drawing experiments. Two deep draw geometries were considered, the heat exchanger plate experiments developed as part of this research and the 100 mm cylindrical cup draw experiments performed by McKinley et al. (2010). The strain distributions, punch forces and failure location predicted for all three forming operations were in good agreement with the experimental results. Using the warm forming limit curves, the models were able to accurately predict the punch depths to failure as well as the location of failure initiation for both the isothermal and non-isothermal deep draw operations.

Made available in DSpace on 2014-06-11T19:24:19Z (GMT). No. of bitstreams: 0 Previous issue date: 2011-01-24Bitstream added on 2014-06-13T18:20:36Z : No. of bitstreams: 1 oliveira_pm_me_arafcl.pdf: 721711 bytes, checksum: 0eee6824f3f5aa84e1ef1ae4aceca3ab (MD5) / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) / Fundação de Amparo à Pesquisa do Estado de São Paulo (FAPESP) / Esta dissertação busca desvelar e analisar qual concepção de criança e desenvolvimento infantil está presente nas obras publicadas pela Coleção Biblioteca de Educação, escritas pelos psicólogos funcionalistas franco-genebrinos e por Lourenço Filho. As obras a serem, especificamente, investigadas são: Psychologia Experimental, de Henri Piéron; A escola e a psychologia experimental, de Edouard Claparède; Testes para medida do desenvolvimento da inteligência nas crianças, de Alfred Binet e Th. Simon; Introdução ao estudo da escola nova e Testes ABC – para verificação da maturidade necessária à aprendizagem da leitura e da escrita, ambas de Lourenço Filho. Para tanto, os pressupostos desta pesquisa centram-se no campo da história das idéias pedagógicas (Saviani, 2007). Agregam-se a essas discussões as contribuições de Ginzburg (2006) a respeito do lugar da micro-história e o papel do conceito de circularidade cultural. Partindo das perspectivas propostas por Ginzburg (2006), trabalha-se com o conceito de circularidade cultural. Além disso, parte-se dos pressupostos apontados pela teoria histórico-crítica e, ainda, caminha-se pelo campo da história das idéias pedagógicas no Brasil. Os resultados desta dissertação apontam para a conclusão de que a concepção de criança e desenvolvimento infantil presente nas cinco obras tratadas ao longo desta pesquisa partem do pressuposto de que o educador, para realizar uma educação plenamente verdadeira e eficiente, deve conhecer seu aluno. Este conhecimento é garantido pelas ciências base da biologia e da psicologia, ou seja, o professor deve apropriar-se delas para melhor conhecer seus alunos e garantir a educação desses últimos / This dissertation seeks to uncover and analyze which conceptions of childhood and child development is present in the books published by the Teach Library Collection, written by psychologists functionalist Franco-Genevan and Lourenço Filho. The works to be specifically investigated are: Psychologia Experimental, Henri Piéron; A escola e a psychologia experimental, Edouard Claparède; Testes para medida do desenvolvimento da inteligência nas crianças, Alfred Binet e Th. Simon; Introdução ao estudo da escola nova e Testes ABC – para verificação da maturidade necessária à aprendizagem da leitura e da escrita, both of Lourenço Filho. To this end, the assumptions of this research focus in the field of teaching the history of ideas (Saviani, 2007). Add to these discussions input from Ginzburg (2006) about the place of micro-history and role of the concept of cultural circularity. Starting from the perspectives proposed by Ginzburg (2006), works with the cultural concept of circularity. Moreover, some of the assumptions is indicated by historical-critical theory, and also goes into the field of the history of pedagogical ideas in Brazil. The results of this thesis point to the conclusion that the conception of this child and infant development in the five works dealt with during the research based on the assumption that the educator, to make education a true and fully effective, must know your student. This knowledge base is guaranteed by the sciences of biology and psychology, ie, the teacher should acquire them to better know their students and ensure the education of the latter

Made available in DSpace on 2014-06-11T19:24:21Z (GMT). No. of bitstreams: 0 Previous issue date: 2010-05-20Bitstream added on 2014-06-13T19:31:09Z : No. of bitstreams: 1 figueira_pff_me_arafcl.pdf: 384282 bytes, checksum: a3d0e8ba01b0117f8356d62a2dade0f6 (MD5) / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) / A pesquisa pretendeu analisar como Manoel Bergstron Lourenço Filho se apropriou das concepções pedagógicas do Movimento da Escola Nova e como as prescreveu para o Guia do Mestre que acompanha a série de leitura graduada Pedrinho e serve para orientar a ação do professor em sala de aula. Para a consecução do objetivo realizou-se levantamento bibliográfico de compêndios teóricos e metodológicos elaborados por Lourenço Filho e de estudos já realizados sobre a obra do autor. Com base no material levantado escolheu-se como fonte documental principal para análise e interpretação duas obras do autor: Introdução ao Estudo da Escola Nova (1_ edição 1930) e dois volumes do Guia do Mestre (1_ edição 1953). Concluiu-se que Lourenço Filho expressa uma interpretação própria sobre esses princípios e sobre como prescrevê-los para o Guia do Mestre, pois apesar de utilizar-se nesse material de conceitos chaves da Escola Nova o faz mesclando-os as práticas já conhecidas pelo modelo tradicional de ensino / The research sought to examine how Manoel Bergstrom Lourenço Filho appropriated the pedagogical assumptions of the Movement of the New School and as prescribed for the Guia do Mestre that accompanies the graduated reading series Pedrinho and serves to guide the action of the teacher in the classroom. To achieve the goal held bibliography of theoretical and methodological textbooks written by Lourenço Filho of studies already done on the author's work. Based on the collected material has been chosen as the main source to analysis and interpretation of the author two books: Introdução ao Estudo da Escola Nova (1 _ edition 1930) and two volumes of the Guia do Mestre (1 _ edition 1953). It was concluded that Lourenço Filho expresses own interpretation of those principles and how to prescribe them for the Guia do Mestre, because despite the use of this material are the key concepts of the New School makes merging the practices known by the model traditional teaching

Using DiVAs data on published works and their authors, a database was constructed on which Girvan-Newmans (2002) and Rosvall-Bergstroms (2007) community finding algorithms were applied. The results were compared in an effort to evaluate the current allocation of researchers at KTH's divisions and the performance of said algorithms on the collaboration network. Rosvall-Bergstrom performed better than Girvan-Newman both in result and performance. The results of both algorithms are similar, and illustrate that the current allocation of researchers forces work across school borders. / Med DiVAs data om publicerade verk och deras författare, skapades en databas som Girvan-Newmans (2002) and Rosvall-Berstroms (2007) grupperingsdetektionsalgoritmer applicerades på. Resultaten jämfördes med som mål att utvärdera den nuvarande placeringen av forskare vid KTHs interna skolor och algoritmernas prestanda på samarbetsnätverket. Rosvall-Bergstroms presterade bättre än Girvan-Newmans både i resultat och i prestanda. Resultatet av båda algoritmerna är lika, och visar att den nuvarande placeringen av forskare tvingar till samarbete över skolornas gränser.

Made available in DSpace on 2016-04-28T20:57:10Z (GMT). No. of bitstreams: 1 VIRGINIA SALES GEBRIM.pdf: 767679 bytes, checksum: aa264e25b10f19893bd66c02025b3237 (MD5) Previous issue date: 2006-12-13 / Conselho Nacional de Desenvolvimento Científico e Tecnológico / The aim of this study is to analyze and investigate a pioneering editorial project, the Education Library collection, directed towards Brazilian teacher formation, which was organized and headed by Lourenço Filho. Through this study it is hoped to understand better and in greater depth the contributions of psychology to education, which aimed at the formation of a pedagogical culture on the child, especially in the 1920s and 30s. By means of an analysis of two select works: Adolphe Ferriere s The Biogenetic law and the active school and Lourenço Filho s Testes ABC para verificação da maturidade necessária à aprendizagem da leitura e da escrita, an effort was made to focus on the theories and pedagogical formulations, arising out of a psychological knowledge which at that time very possibly contributed to sustaining, informing and producing a concept of the child. These studies indicate that the formulations proposed in this discussion present a perspective on learning which, as a rule, subordinates the child to a psychometric perspective, while highlighting the school as a socializing institution. Given this fact, there is evidence that the knowledge of experimental psychology, proposed in these studies, would favor the mechanisms for social advancement, legitimized by psycho-technical procedures, which, in the name of science, were spread and disseminated among Brazilian educators / Este trabalho tem o objetivo de analisar e investigar um projeto editorial pioneiro, voltado para a formação do professorado brasileiro, a Coleção Bibliotheca de Educação , dirigida e organizada por Lourenço Filho. Com isso, espera-se conhecer mais profundamente uma das contribuições da psicologia para a educação, que visam à formação de uma cultura pedagógica sobre a criança, especialmente nas décadas de 1920 e 1930. Buscou-se trazer à tona, por intermédio da análise de duas obras selecionadas: A lei biogenética e a escola ativa, de Adolphe Ferriére, e Testes ABC para verificação da maturidade necessária à aprendizagem da leitura e da escrita, de Lourenço Filho, as teorias e as formulações pedagógicas, oriundas de um conhecimento psicológico que, possivelmente, contribuíram, naquele momento, para sustentar, informar e engendrar uma concepção de criança. Essas obras indicam que as formulações propostas nesses discursos trazem uma perspectiva de aprendizagem que, via de regra, subordina a criança a uma perspectiva psicométrica, destacando a escola como instituição socializadora. Frente a isto, há evidências de que o conhecimento da psicologia experimental, proposto nessas obras, posiciona-se favorável aos mecanismos de adaptação social, legitimados por procedimentos psicotécnicos que, em nome da ciência, foram divulgados e veiculados aos educadores brasileiros