abstract: This cross-sectional descriptive study was designed to examine critical care registered nurses’ perceptions of nurse-to-nurse incivility and professional comportment, and the extent to which education, nurses’ age, nursing degree, and years of nursing experience is related to their perceptions on these topics. Professional comportment is comprised of nurses’ mutual respect, harmony in beliefs and actions, commitment, and collaboration. Yet, it was unknown whether a relationship existed between a civil or uncivil environment in the nursing profession and nurses’ professional comportment. Correlational analyses were conducted to explore the relationship between perceptions of nurse-nurse incivility and professional comportment, and the relationships between incivility and professional comportment education and perceptions of nurse-nurse incivility and professional comportment. Multiple linear regression analyses were conducted to identify predictors of perceptions of nurse-nurse incivility and professional comportment. Results indicated statistically significant relationships between perceptions of nurse-nurse incivility and professional comportment, and between professional comportment education and perceptions of professional comportment. Professional comportment education was identified as a statistically significant predictor of increased perceptions of professional comportment. Findings of the current study may assist in establishing more targeted and innovative educational interventions to prevent, or better address, nurse-nurse incivility. Future research should more clearly define professional comportment education, test educational interventions that promote professional comportment in nurses, and further validate the Nurse-Nurse Collaboration Scale as a measure of nurses' professional comportment. / Dissertation/Thesis / Doctoral Dissertation Nursing and Healthcare Innovation 2015

La cinématique de l’articulation du genou est complexe. Elle est déterminée par des paramètres géométriques et des paramètres mécaniques. Les paramètres géométriques sont principalement définis par la géométrie des os, des surfaces articulaires et par les insertions des différents tissus mous. Les paramètres mécaniques sont définis par les caractéristiques des tissus mous exprimés par les lois qui relient les distances entre leurs insertions et les efforts qu’ils génèrent. Les muscles, tendons et ligaments sont caractérisés par leur constante de raideur et leur pré-tension à une position donnée de l’articulation du genou : l’extension totale. Cette thèse analyse à l’aide d’un modèle multi-corps rigides le comportement de l’articulation du genou. La première partie de la thèse décrit la constitution du modèle. La seconde partie positionne le modèle dans des conditions aux limites. La troisième partie présente les résultats du modèle et les compare à différentes publications de la bibliographie. La quatrième et dernière partie fait varier les différents paramètres mécaniques et quantifie leur influence sur la cinématique du genou. Une synthèse des résultats permet de mettre en évidence les paramètres les plus influents sur la rotation interne/externe du tibia par rapport au fémur et sur l’avancée/recul du fémur par rapport au tibia pendant le mouvement de flexion du genou. / Knee kinematic is complex. It depends of geometric parameters and mechanical parameters. Geometric parameters are mainly defined by bone geometry, articular surfaces and by several soft tissues insertions. Mechanical parameters are defined by soft tissues characteristics designed by laws which link distances between their insertions and generated forces. Muscles, tendons, and ligaments are characterized by linear stiffness and pre-load at one specific position of knee joint: full extension. This work analyzes with rigid-body simulation tool, the knee joint comportment. First part of this work describes model construction. Second part places model inside external loads and constrains. Third part shows model results and compares them to several bibliographies. Last and forth part tests several values of each mechanical parameter. This part evaluates influence of parameter to knee kinematic. Synthesis of results helps to show most influent parameters on internal/external rotation of tibia relative to femur and on femur anterior/posterior displacement during knee flexion movement.

Esta pesquisa possui como tema o abandono de crianças e adolescentes em Instituições Totais. Teve início em 2010, a partir de uma notícia publicada pela Folha de São Paulo sobre uma menina que se encontrava esquecida em uma instituição psiquiátrica há mais de quatro anos. Além dela, outras crianças vivem situações semelhantes, pelo país afora. São crianças que se encontram esquecidas pelas famílias e pelas instituições. Sem formação e cuidados adequados, estão expostas a diversas situações de abuso e violência de todos os gêneros. Tal histórico e experiência propiciam a exploração sexual e econômica, a extrema marginalização nas ruas e em instituições psiquiátricas, além de constantes passagens por Fundações Casa. Neste sentido, um discurso que legitima a exclusão é construído para responder à completa ausência de reflexão sobre decisões banalizadas que operam à revelia do sujeito humano. É um discurso que legitima o desamparo a fim de se manter a exclusão. Mesmo diante de uma aparência de inclusão, os sistemas sociais de assistência àqueles que se encontram em situação de desamparo operam de modo impessoal e segregador. A partir da análise de um discurso construído ao longo da trajetória institucional da adolescente, desde seu nascimento até completar dezenove anos, por meio da consulta de seu processo judicial, foram levantadas importantes questões a respeito do caráter político do sofrimento psíquico e de como a subjetividade é negada e mortificada pela legitimação de um discurso médico-jurídico por meio da construção de uma identidade doente e reduzida a esta finalidade. A institucionalização do saber psicológico assume a totalidade das funções de controle social que determinam o padrão de conduta socialmente aceito e a partir dessa regulação, as condutas perturbadoras que precisam ser assistidas dentro dos inúmeros serviços maquiadamente assistencialistas que trazem em seu bojo os fundamentos da exclusão e do aniquilamento do suposto sujeito psíquico / This research has as its theme the abandonment of children and adolescents in Total Institutions. Started in 2010, from some news published by Folha de Sao Paulo, about a girl who was forgotten in a psychiatric institution for more than four years. There are other children living in similar situation all over the country who are neglected by their families and by Institutions. Without training and proper care, these children are exposed to several situations of abuse and violence of all kind. Such historical and experience give rise to economic and sexual exploitation, the extreme marginalization in the streets and in psychiatric institutions, and also for their attendance at House Foundations. In this sense, a discourse that legitimizes the exclusion is built to respond to a complete absence of reflection over trivialized decisions which operate in absentia of human being. It is a discourse that legitimizes the helplessness in order to maintain the exclusion. Even before an apparent inclusion, the social assistance systems to those who find themselves in a helplessness situation operate in an impersonal and segregationist way. From the analysis of a speech built along the trajectory of institutional teenager, from birth till nineteen, by consulting his lawsuit, there were raised important issues concerning to a political character of a suffering psychic and how the subjectivity is denied and mortified by the legitimation of a speech medico legal through a construction of a sick identity and reduced to this purpose. The institutionalization of psychological knowledge takes over all of the social functions that determine a standard of social behavior accepted from that regulation, disturbing comportment which need to be assisted within numerous pretended to be social care services that bring in its concept the fundaments of exclusion and annihilation of the alleged psychic person

Esta pesquisa possui como tema o abandono de crianças e adolescentes em Instituições Totais. Teve início em 2010, a partir de uma notícia publicada pela Folha de São Paulo sobre uma menina que se encontrava esquecida em uma instituição psiquiátrica há mais de quatro anos. Além dela, outras crianças vivem situações semelhantes, pelo país afora. São crianças que se encontram esquecidas pelas famílias e pelas instituições. Sem formação e cuidados adequados, estão expostas a diversas situações de abuso e violência de todos os gêneros. Tal histórico e experiência propiciam a exploração sexual e econômica, a extrema marginalização nas ruas e em instituições psiquiátricas, além de constantes passagens por Fundações Casa. Neste sentido, um discurso que legitima a exclusão é construído para responder à completa ausência de reflexão sobre decisões banalizadas que operam à revelia do sujeito humano. É um discurso que legitima o desamparo a fim de se manter a exclusão. Mesmo diante de uma aparência de inclusão, os sistemas sociais de assistência àqueles que se encontram em situação de desamparo operam de modo impessoal e segregador. A partir da análise de um discurso construído ao longo da trajetória institucional da adolescente, desde seu nascimento até completar dezenove anos, por meio da consulta de seu processo judicial, foram levantadas importantes questões a respeito do caráter político do sofrimento psíquico e de como a subjetividade é negada e mortificada pela legitimação de um discurso médico-jurídico por meio da construção de uma identidade doente e reduzida a esta finalidade. A institucionalização do saber psicológico assume a totalidade das funções de controle social que determinam o padrão de conduta socialmente aceito e a partir dessa regulação, as condutas perturbadoras que precisam ser assistidas dentro dos inúmeros serviços maquiadamente assistencialistas que trazem em seu bojo os fundamentos da exclusão e do aniquilamento do suposto sujeito psíquico / This research has as its theme the abandonment of children and adolescents in Total Institutions. Started in 2010, from some news published by Folha de Sao Paulo, about a girl who was forgotten in a psychiatric institution for more than four years. There are other children living in similar situation all over the country who are neglected by their families and by Institutions. Without training and proper care, these children are exposed to several situations of abuse and violence of all kind. Such historical and experience give rise to economic and sexual exploitation, the extreme marginalization in the streets and in psychiatric institutions, and also for their attendance at House Foundations. In this sense, a discourse that legitimizes the exclusion is built to respond to a complete absence of reflection over trivialized decisions which operate in absentia of human being. It is a discourse that legitimizes the helplessness in order to maintain the exclusion. Even before an apparent inclusion, the social assistance systems to those who find themselves in a helplessness situation operate in an impersonal and segregationist way. From the analysis of a speech built along the trajectory of institutional teenager, from birth till nineteen, by consulting his lawsuit, there were raised important issues concerning to a political character of a suffering psychic and how the subjectivity is denied and mortified by the legitimation of a speech medico legal through a construction of a sick identity and reduced to this purpose. The institutionalization of psychological knowledge takes over all of the social functions that determine a standard of social behavior accepted from that regulation, disturbing comportment which need to be assisted within numerous pretended to be social care services that bring in its concept the fundaments of exclusion and annihilation of the alleged psychic person

Most scholars agree that meaning and intelligibility are central to Heidegger’s account of Dasein and Being-in-the-world, but there is some confusion about the nature of this intelligibility. In his debate with McDowell, Dreyfus draws on phenomenologists like Heidegger to argue that there are two kinds of intelligibility: a basic, nonconceptual, practical intelligibility found in practical comportment and a conceptual, discursive intelligibility. I explore two possible ways that Dreyfus might ground this twofold account of intelligibility in Heidegger: first in the distinction between the hermeneutic and apophantic “as”, and second in the presence and absence of the as-structure. I argue that neither approach succeeds because practical intelligibility is always already discursive and discursive articulation is a condition of practical comportment.

Embasada na Constituição da República Federativa do Brasil, entra em vigor em 20/12/96 a Lei Federal 9394/96 que define as Diretrizes e Bases da Educação Nacional. A seguir, em 1998, são estabelecidos pelo Ministério da Educação e do Desporto (MEC), Parâmetros Curriculares Nacionais (PCN), e propostos Temas Transversais a serem trabalhados em todas as séries e por todos os docentes do Ensino Fundamental. Os temas transversais são: Saúde, Meio Ambiente, Trabalho e Consumo, Orientação Sexual, Ética e Pluralidade Cultural. A Educação Alimentar e Nutricional, de acordo com os PCN, se envolve nos temas Saúde e Consumo e apresenta um vasto espaço de ações educativas para o Ensino Fundamental. Partiu-se da hipótese de que os interesses dos alunos não vêm sendo contemplados na escola, quanto a Educação Alimentar e Nutricional. Pretendeu-se, na presente pesquisa, verificar quais alimentos têm sido preferidos por 1.414 alunos concluintes do ensino fundamental, no dia-a-dia e se a escola os vem atendendo em suas dúvidas, oferecendo-lhes orientações sobre o assunto em todas as séries do ensino fundamental, como prevê a legislação; verificou-se, pelas informações dos alunos, em que série(s) escolar(es) recebem orientações sobre os alimentos; quais professores de quais matérias os têm orientado; se têm noção de um cardápio que seja adequado às suas necessidades; se as cantinas escolares vendem produtos alimentares recomendados pelos professores em sala de aula ou trabalham em dissonância com as recomendações nutricionais. Conclui-se, confirmando nossa hipótese, que, na opinião dos alunos, a contribuição da escola tem sido pequena quanto a Educação Alimentar e Nutricional; alunos de zona urbana e rural, do sexo masculino e feminino, da rede regular e da educação supletiva, do período diurno e noturno, de escolas públicas e particulares apontam a família como a principal formadora de seus hábitos alimentares; os alunos do período noturno, tanto da rede regular quanto da educação supletiva são os que mais demonstram terem sentido a influência da escola, neste particular. Os alunos apresentam sugestões para que a escola atenda melhor os seus interesses quanto à educação alimentar. / Founded on Brazilian Constitution, go into effect in december, 21st, the federal norm 9394/96 with the directrix and support of the National Education. After, in 1998, are established by the Education and Sport Ministry, a National Curriculum Parameters (PCN) and proposed Transversal Themes to be worked at all levels of Fundamental Course for every teachers. The themes are: Health, Environment, Work and Consumption, Sexual Orientation, Ethic and Cultural Plurality. The Food and Nutritional envelop the Work and Consumption themes, and present a vast space of educatives action for the Fundamental Course, in accord with the PCN. We supose the school don’t attent the interest of the students about food ad nutritional education; we check in this research what 1.414 students of terminal fundamental course think about this theme : which foods they eat, which levels at school they receive orientation about foods, which teachers give them the orientations, if they know what is important to eat to attent their necessities, if the school canteen sells the recommended food by the teachers at classes or work in dissonance with the nutritional recommendation. The hypothesis is confirmed. We conclude the pupils think the school haven’t very influence at their food habits; pupils of urban and rural zone, male and female, of regular and suplementary schools, of public and particular institution, of diurnal and nocturnal period say the family is the more important adviser in this theme. The pupils of noturnal period see some influence of school. The pupils suggest some ideas to elevate their level of knowledge in this área at school.

Depuis plusieurs années, des agents exogènes environnementaux appelés perturbateurs endocriniens (PE), sont soupçonnés d’interférer avec les fonctions essentielles de reproduction et de développement chez de nombreux organismes vivants. Au travers de ce travail, nous avons tenté de combler certaines lacunes afin de mieux comprendre les dangers pour l’Homme posés par ces produits. Des études ont été menées visant à caractériser la toxicité testiculaire, chez le rat adulte, induite par des composés aux mécanismes d’action toxique divers (PE et non PE), ceci dans le but d’établir in fine l’existence ou non d’un comportement propre aux PE. En évaluant les effets de l’anti-androgène flutamide, nous avons identifié des changements d’expression géniques dose-reliés pour les voies métaboliques majeures associées à la lésion du testicule (ex. métabolisme des acides gras), et démontré l’existence d’une "dose sans effet moléculaire" inférieure à la NOAEL définie sur la base des changements phénotypiques adverses. Des études ont également été conduites avec le 1,3-dinitrobenzène, composé décrit dans la littérature comme n’interférant pas avec le système endocrinien et ayant pour cibles les cellules de Sertoli. Nous avons établi qu’en plus d’induire l’apoptose des cellules germinales et d’altérer la progression du cycle cellulaire, cette substance affecte aussi la stéroïdogénèse, remettant quelque peu en question l’origine de sa toxicité. En conclusion, l’ensemble de nos résultats nous ont permis d’apporter des précisions sur le mécanisme d’action toxique des deux molécules examinées et d’identifier des doses sans effet pour chacune d’entre elles. Ils contribuent également au débat portant sur la définition des critères requis pour la détermination des propriétés de PE. / For several years, certain environmental chemicals known as endocrine disrupters (ED) have been suspected to modulate essential functions like reproduction and development in intact organisms. Through this work, we have tried to fill some of the gaps in the understanding of the dangers posed by these products to man. Studies in adult rats were conducted to characterize testicular toxicity induced by compounds with different mechanisms of toxicity (ED and non-ED), in order to determine ultimately whether or not there exists a behavior specific to EDs. By assessing the effects of the anti-androgen, flutamide, we identified dose-related gene expression changes for the major metabolic pathways associated with testicular injury (eg, fatty acid metabolism) and demonstrated the existence of a "molecular no effect dose" preceding the NOAEL based on adverse phenotypic changes. Studies were also conducted with 1,3-dinitrobenzene (DNB), a compound considered as a direct-acting testicular toxicant and not as an ED. We established that, in addition to inducing germ cell apoptosis and affecting cell cycle progression, DNB interferes with the biosynthesis of steroid hormones, bringing into question the classing of this molecule as a non-ED. In conclusion, our results allowed us to address relevant issues within the field of ED, leading to new insights about the mechanisms of toxicity for the two molecules examined, and the identification of doses without effect for each of them. Our data also contribute to the debate concerning the definition of criteria required for the determination of endocrine disrupting properties.

Prenant $\e=\frac{1}{\kappa}$ avec $\kappa>0$ est le paramètre de Ginzburg-Landau, ce mémoire de thèse porte sur l'étude asymptotique dans la limite $\e\ri 0$ des minimiseurs périodiques ainsi que des points critiques de l'énergie de Ginzburg-Landau.<br />En première partie, on prouve pour des certeins champs magnétiques appliqués $h_{ex}$ à la surface du supraconducteur de l'ordre du premier champ critique $H_{c_1}=\frac{|\log\e|}{2}$ que pour les minimiseurs périodiques de Ginzburg-Landau, le nombre des vortex par période est de l'ordre de $h_{ex}$ et leur répartition est uniforme. En outre, en prenant des champs $h_{ex}$ proches de $H_{c_1}$ de la forme $h_{ex}=H_{c_1}+f(\e)$ où $f(\e)\rightarrow +\infty$ et $f(\e)=o(|\log\e|)$, on montre que le nombre de vortex des minimiseurs périodiques par période est de l'ordre de $f(\e)$ et leur répartition est aussi uniforme.<br />Dans une deuxième partie, toujours dans le modèle périodique, on construit une suite de points critiques ayant des vortex répartis sur un nombre fini de lignes horizontales.<br />Dans une troisième partie, on construit dans le cas d'un disque une suite de points critiques telle que les vortex sont répartis sur un nombre fini de cercles concentriques de rayon strictement positif et de centre, le centre du disque. Dans le cas où il y a un seul cercle de vorticité, le rayon est bien caractérisé.<br />Finalement, dans un modèle de Ginzburg-Landau avec "pinning", on s'intéresse à l'étude du signe des degrés des vortex et on donne des résultats partiels indiquant que les degrés ne sont pas toujours positifs.

Metamaterials are humanly engineered artificial electromagnetic materials which produce electromagnetic properties that are unusual, yet can be observed readily in nature. These unconventional properties are not a result of the material composition but rather of the structure formed. The objective of this thesis is to investigate and design smaller and wideband metamaterial-inspired antennas for personal communication applications, especially for WiMAX, lower band and higher band WLAN applications. These antennas have been simulated using HFSS Structure Simulator and CST Microwave Studio software. The first design to be analysed is a low-profile metamaterial-inspired CPW-Fed monopole antenna for WLAN applications. The antenna is based on a simple strip loaded with a rectangular patch incorporating a zigzag E-shape metamaterial-inspired unit cell to enable miniaturization effect. Secondly, a physically compact, CSRR loaded monopole antenna with DGS has been proposed for WiMAX/WLAN operations. The introduction of CSRR induces frequency at lower WLAN 2.45 GHz band while the DGS has provided bandwidth enhancement in WiMAX and upper WLAN frequency bands, keeping the radiation pattern stable. The next class of antenna is a compact cloud-shaped monopole antenna consisting of a staircase-shaped DGS has been proposed for UWB operation ranges from 3.1 GHz to 10.6 GHz. The novel shaped antenna along with carefully designed DGS has resulted in a positive gain throughout the operational bandwidth. Finally, a quad-band, CPW-Fed metamaterial-inspired antenna with CRLH-TL and EBG is designed for multi-band: Satellite, LTE, WiMAX and WLAN.

Embasada na Constituição da República Federativa do Brasil, entra em vigor em 20/12/96 a Lei Federal 9394/96 que define as Diretrizes e Bases da Educação Nacional. A seguir, em 1998, são estabelecidos pelo Ministério da Educação e do Desporto (MEC), Parâmetros Curriculares Nacionais (PCN), e propostos Temas Transversais a serem trabalhados em todas as séries e por todos os docentes do Ensino Fundamental. Os temas transversais são: Saúde, Meio Ambiente, Trabalho e Consumo, Orientação Sexual, Ética e Pluralidade Cultural. A Educação Alimentar e Nutricional, de acordo com os PCN, se envolve nos temas Saúde e Consumo e apresenta um vasto espaço de ações educativas para o Ensino Fundamental. Partiu-se da hipótese de que os interesses dos alunos não vêm sendo contemplados na escola, quanto a Educação Alimentar e Nutricional. Pretendeu-se, na presente pesquisa, verificar quais alimentos têm sido preferidos por 1.414 alunos concluintes do ensino fundamental, no dia-a-dia e se a escola os vem atendendo em suas dúvidas, oferecendo-lhes orientações sobre o assunto em todas as séries do ensino fundamental, como prevê a legislação; verificou-se, pelas informações dos alunos, em que série(s) escolar(es) recebem orientações sobre os alimentos; quais professores de quais matérias os têm orientado; se têm noção de um cardápio que seja adequado às suas necessidades; se as cantinas escolares vendem produtos alimentares recomendados pelos professores em sala de aula ou trabalham em dissonância com as recomendações nutricionais. Conclui-se, confirmando nossa hipótese, que, na opinião dos alunos, a contribuição da escola tem sido pequena quanto a Educação Alimentar e Nutricional; alunos de zona urbana e rural, do sexo masculino e feminino, da rede regular e da educação supletiva, do período diurno e noturno, de escolas públicas e particulares apontam a família como a principal formadora de seus hábitos alimentares; os alunos do período noturno, tanto da rede regular quanto da educação supletiva são os que mais demonstram terem sentido a influência da escola, neste particular. Os alunos apresentam sugestões para que a escola atenda melhor os seus interesses quanto à educação alimentar. / Founded on Brazilian Constitution, go into effect in december, 21st, the federal norm 9394/96 with the directrix and support of the National Education. After, in 1998, are established by the Education and Sport Ministry, a National Curriculum Parameters (PCN) and proposed Transversal Themes to be worked at all levels of Fundamental Course for every teachers. The themes are: Health, Environment, Work and Consumption, Sexual Orientation, Ethic and Cultural Plurality. The Food and Nutritional envelop the Work and Consumption themes, and present a vast space of educatives action for the Fundamental Course, in accord with the PCN. We supose the school don’t attent the interest of the students about food ad nutritional education; we check in this research what 1.414 students of terminal fundamental course think about this theme : which foods they eat, which levels at school they receive orientation about foods, which teachers give them the orientations, if they know what is important to eat to attent their necessities, if the school canteen sells the recommended food by the teachers at classes or work in dissonance with the nutritional recommendation. The hypothesis is confirmed. We conclude the pupils think the school haven’t very influence at their food habits; pupils of urban and rural zone, male and female, of regular and suplementary schools, of public and particular institution, of diurnal and nocturnal period say the family is the more important adviser in this theme. The pupils of noturnal period see some influence of school. The pupils suggest some ideas to elevate their level of knowledge in this área at school.