The enteric nervous system (ENS) continues its development after birth, with formation of ganglia and functional synapses; plasticity is also demonstrated in significant axon growth that occurs after experimental colitis in the adult colon. However, little is known about factors in the postnatal intestine that influence and regulate these processes. Therefore we tested the effects of known neurotrophins, NGF, NT-3, BDNF and GDNF on neonatal rat myenteric neurons. Cocultures were developed by isolating the myenteric plexus and surrounding muscular wall from neonatal rats, and effects of exogenous treatment of neurotrophins were analyzed using immunocytochemistry and image analysis. Western blotting and immunocytochemistry were performed to detect implicated neurotrophins and their receptors in the postnatal intestine. Functional aspects of effects of implicated neurotrophins were assessed by [3H]choline uptake and acetylcholine release in myenteric neurons. Last, TNBS-colitis was induced in adult rats to determine changes in GDNF secretion during the course of the disease. Application of 100ng/mL GDNF to a neonatal intestinal coculture containing neurons, glia and smooth muscle cells produced a 91.5% (p≤0.05) increase in axons. GDNF induced morphological changes in the structure and organization of neurons and axons; the incidence of neurons present in ganglia increased by 11.2% (p≤0.05), with a 32.9% (p≤0.05) increase in aggregated axons. Western blotting and immunocytochemistry confirmed intestinal smooth muscle as the major source of GDNF and demonstrated the presence of the GDNF receptor complex, GFRα1 and RET in the myenteric plexus. Choline uptake significantly increased at 50, 100 and 150ng/ml doses of GDNF, whereas stimulated ACh release increased only at 100 and 150ng/ml doses. In TNBS-colitis, a decrease in 35kD GDNF at days 1 and 6 post-induction of inflammation was observed, with a concomitant increase in 15kD GDNF. We conclude that GDNF, produced by intestinal smooth muscle, is a key factor influencing development of the postnatal myenteric neuron and may play a role in ENS-restructuring post-inflammation. / Thesis (Master, Physiology) -- Queen's University, 2008-09-03 13:27:23.042

Nearly all individual members of the animal kingdom have gastrointestinal tracts which feature unique cellular compositions, geometries, and temporal dynamics. These guts are distinct enough from one another, even across siblings or even across the same individual at different points in space and time, that defining meaningful scientific representations of those features is difficult. Studying these guts is also innately challenging as it requires accessing to the insides of the enclosed 3D volumes. The work presented here describes tools and methodologies designed to address these difficulties. To investigate gut motility, we constructed a combined light sheet fluorescence and differential interference contrast microscope to obtain videos of larval zebrafish (Danio rerio) gut motility and to obtain 3D information about nearby fluorescently tagged cells. Using advanced computer vision algorithms, we quantified aspects of zebrafish gut motility which have never before been characterized, then used that information to identify the effects of different genetic, chemical, and physiological states of zebrafish gut motility. Finally, we designed and constructed an instrument for automating 3D microscopy for future studies. This dissertation includes previously published and unpublished co-authored material.

Made available in DSpace on 2014-06-12T17:22:02Z (GMT). No. of bitstreams: 2 arquivo5681_1.pdf: 589606 bytes, checksum: 05b05263f8f595e955216f6975d015c7 (MD5) license.txt: 1748 bytes, checksum: 8a4605be74aa9ea9d79846c1fba20a33 (MD5) Previous issue date: 2004 / Essa investigação tem como objetivo compreender a prática docente dos professores dos primeiros ciclos do ensino fundamental, iniciantes na carreira docente, a partir de sua inserção na escola. Realizamos estudo de caso de quatro professoras iniciantes na carreira docente, em três escolas da rede municipal do Recife, com base em observações realizadas em sala de aula e nas escolas, seguidas de entrevistas. Partindo do pressuposto de que os professores na fase inicial da carreira docente são sujeitos mobilizadores de questionamentos e reflexões, tanto de sua formação inicial quanto da realidade encontrada nas práticas cotidianas da escola em que trabalham, desenvolvemos uma análise de suas primeiras experiências em sala de aula e na escola. Buscamos identificar o papel da organização escolar, as necessidades dos professores e a reflexão que fazem sobre a formação inicial. Os dados evidenciaram que apesar das escolas exercerem um papel central na inserção do professor no mundo do trabalho docente não têm clareza de sua importância e não vêm desenvolvendo ações no sentido de provocar reflexões sobre as práticas pedagógicas cotidianas de seus membros. Nesse estudo, evidenciamos também que as primeiras experiências das professoras iniciantes são marcadas pelas práticas cotidianas que se desenvolvem no contexto da escola onde trabalham e, portanto, são vividas de formas tão diferenciadas quanto os espaços onde se situam. Em relação às reflexões que essas professoras fazem sobre a formação inicial, fica evidente a necessidade de se criarem mecanismos que promovam a aproximação dos futuros docentes com as práticas cotidianas vividas pelos professores em seu contexto escolar

Made available in DSpace on 2018-08-01T22:32:30Z (GMT). No. of bitstreams: 1 tese_9568_Dissertacao_Wilson_Carminatti_Benaquio.pdf: 10153174 bytes, checksum: 837567057994ce7612bf898dae4b622f (MD5) Previous issue date: 2016-02-03 / O presente trabalho é um relato da aplicação de um Material Instrucional (MI) abordando conceitos relacionados ao Efeito Fotoelétrico. O estudo foi realizado com uma turma de 13 alunos do 4° ano do Curso Técnico em Mecânica Integrado ao Ensino Médio, de uma escola federal localizada no município de São Mateus no Estado do Espírito Santo. O MI foi elaborado baseado nos aspectos teóricos da Aprendizagem Significativa de Ausubel e nas orientações para a elaboração de Unidades de Ensino Potencialmente Significativas de Moreira. Como instrumentos de coleta de dados foram utilizados Mapas Conceituais, Avaliação Somativa, Questões inseridas ao longo do MI, Entrevista com os alunos, e o registro das impressões do professor/mestrando sobre a aplicação do MI O delineamento utilizado neste trabalho foi o não experimental e a análise dos dados foi realizada sob os enfoques qualitativos equantitativos, dependendo do instrumento de coleta analisado. A análise dos Mapas Conceituais Finais, de acordo com a metodologia adotada, constatou uma evolução em todos os critérios quantitativos, no critério qualitativo Qualidade do Mapa e na representação dos conceitos relacionados ao Efeito Fotoelétrico. O bom desempenho dos alunos na Avaliação Somativa aplicada no final da intervenção demonstrou que houve domínio dos conceitos relacionados ao Efeito Fotoelétrico abordados no MI. As Questões inseridas ao longo do MI, além de promoveram a negociações de significados durante aplicação do MI e tiveram o conteúdo de suas resposta analisado. A Entrevista com os alunos e o relatos das impressões do professor/mestrando, apontaram que os experimentos, simulações computacionais interativas e as estratégias de avaliação contribuíram para motivar e promover a Aprendizagem Significativa do conteúdo abordado. Os resultados apresentam indícios de que o MI colaborou para a promoção da Aprendizagem Significativa dos conceitos relacionado ao Efeito Fotoelétrico, para alunos do Ensino Significativa dos conceitos relacionado ao Efeito Fotoelétrico, para alunos do Ensino Médio.

Thesis (MEd)--PU vir CHO

Thesis (MEd)--PU vir CHO

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La présente recherche a retracé les parcours scolaires mais également professionnels des étudiant-e-s des classes préparatoires littéraires du Lycée de garçons du Parc et du Lycée de jeunes filles de Lyon. Les bornes chronologiques s’étendent de 1924 et du décret Bérard ouvrant, entre autre, le baccalauréat aux filles, à la veille de 1968 et des bouleversements des événements du mois de mai. L’étude s’attache à mettre en relief l’évolution de la formation des élites intellectuelles françaises sur plus de 40 ans. Plusieurs axes sont abordés, tous étudiés sous l’angle du genre : les origines sociales, les études secondaires, le concours d’entrée aux différentes Écoles Normales Supérieures (Ulm et Sèvres), les études universitaires et les débouchés professionnels. Au-delà de cette comparaison genrée des élèves des deux établissements, deux pistes se distinguent avec d’un côté les reçu-e-s aux ENS et de l’autre, les recalé-e-s, qui poursuivent leurs études au sein de l’université. / This research has traced the school careers of professionals but also students of the preparatory classes of the Lycee du Parc and Lycee de jeunes filles de Lyon. Our study starts from 1924 and the Berard Decree opening – among other things – bachelor’s door to girls and stops on the eve of 1968 and the mutations originated from the events of May. The study aims to highlight the evolution of the French intellectual elite education over 40 years. Several areas are illustrated, all studied in a gender perspective: the social origins, the secondary school, the entrance to the different Ecole Normale Supérieure (Ulm and Sevres), academic studies and career opportunities. Beyond this gendered comparison students of both schools, two tracks stand out with one hand the receipt to ENS and the other, flunked, who are studying in the university.

Because of global economic influence and the prevalence of internet technology, the new e-commerce market gradually takes form. The more e-commerce grows the more e-negotiation activities increase. In the meanwhile, growing access to the worldwide has increased the amount of international, cross-cultural e-commerce negotiations conducted online. Due to increasing probability of inter-cultural factors in e-negotiation, understanding strategies over e-negotiations and discovering the impact of culture on strategies of e-negotiations become increasingly important. The purpose of this study is to explore the impact of different cultures on strategies of dyadic e-negotiations and to investigate the difference of strategy both in intra- and inter-cultural e-negotiation. Going to more detailed, this study further examines how Eastern and Western negotiators differ from each other in terms of their strategic adjustments. In order to have more comprehensive understanding of the impact of culture on the actual negotiation strategic behaviors in negotiation processes, we apply content analysis, which is more thorough than the questionnaire in terms of qualitative criteria. According to the result of this study, there are four major propositions: firstly, there are differences between intra- and inter-culture e-negotiation; secondly, the negotiation behavior of Easterners in inter-cultural negotiations will be different from that in intra-cultural negotiations; thirdly, the negotiation behavior of Westerners in inter-cultural negotiations will be different from that in intra-cultural negotiations; and finally, inter-cultural negotiation consistently has more ¡§distributive information¡¨ behavior in e-negotiations. These propositions can be analyzed from further viewpoints or conscientious experimentations in the future.

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