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O presente estudo buscou investigar a experiência de tornar-se mãe de um bebê prematuro na adolescência, em particular, a relação que a mãe adolescente estabelece com o bebê prematuro, durante a internação hospitalar do bebê. Participaram quatro mães adolescentes entre 17 e 18 anos de idade, que tiveram seus bebês prematuros em dois hospitais públicos de Porto Alegre, as quais foram entrevistadas em três momentos da internação do bebê na UTI Neonatal (aproximadamente no 15º dia de vida do bebê, uma semana após este contato e no momento de pré-alta hospitalar do bebê). Os resultados apontaram para um somatório de crises concomitantes como a adolescência, a maternidade e a prematuridade, o que representou um impacto importante neste momento de transição para as adolescentes. Para algumas mães foi possível recuperar-se do choque inicial causado pelo nascimento prematuro de seu bebê, fato relacionado à variação no grau de desenvolvimento individual e nos modos de funcionamento psíquico de cada uma. Além disso, aspectos típicos do funcionamento adolescente mostraram-se evidenciados, mesmo com a exigência de que as mães interrompessem seu processo de adolescer para cuidar do bebê na UTI Neo. Assim também, notou-se que há diferentes tempos que marcaram esta transição para a maternidade: o tempo da UTI, o tempo do bebê e o tempo da adolescente, muito distintos e com características próprias. Outros estudos devem ser realizados nesta temática específica, uma vez que não se conhece os efeitos a médio e longo prazo deste tipo de transição para a maternidade para a mãe e para o bebê. Espera-se que este estudo possa contribuir para se considerar as especificidades do momento da adolescência no contexto da UTI Neo. / The present study investigates the experience of giving birth to a premature baby in adolescence, specifically examining the relationship the adolescent mother establishes with the premature baby during its hospital internment. Four adolescent mothers between 17 and 18 years old took part in the research. They gave birth to their premature babies in two different public hospitals of Porto Alegre and were interviewed at three moments of the babies' internment in the NICU (about 15 days after the babies were born, a week after this first contact and right before the babies' hospital discharge). The results pointed to a sum of simultaneous crisis, such as adolescence, motherhood and prematurity, which represented a major impact at this time of transition for adolescents. For some mothers it was easy to recover from the initial shock caused by the premature birth of their babies, and this fact is related to variations in the degree of individual development as well as to the different modes of psychic functioning of each one of them. Furthermore, some typical aspects of adolescence were shown, even though the adolescents were demanded to interrupt their process of being adolescents to take care of a premature baby in NICU. Thus, it was possible to notice that there were different times that marked the transition to motherhood: the time of NICU, the babies' and the adolescents' time, which were very distinct from each other, showing specific characteristics. Other studies should be conducted in this specific area, since the medium and long term effects of this kind of transition to motherhood, regarding the adolescent mother and the baby, are not known. It is expected that this study contributes to better understanding the specificities of adolescent mothers in the NICU.

O presente estudo buscou investigar a experiência de tornar-se mãe de um bebê prematuro na adolescência, em particular, a relação que a mãe adolescente estabelece com o bebê prematuro, durante a internação hospitalar do bebê. Participaram quatro mães adolescentes entre 17 e 18 anos de idade, que tiveram seus bebês prematuros em dois hospitais públicos de Porto Alegre, as quais foram entrevistadas em três momentos da internação do bebê na UTI Neonatal (aproximadamente no 15º dia de vida do bebê, uma semana após este contato e no momento de pré-alta hospitalar do bebê). Os resultados apontaram para um somatório de crises concomitantes como a adolescência, a maternidade e a prematuridade, o que representou um impacto importante neste momento de transição para as adolescentes. Para algumas mães foi possível recuperar-se do choque inicial causado pelo nascimento prematuro de seu bebê, fato relacionado à variação no grau de desenvolvimento individual e nos modos de funcionamento psíquico de cada uma. Além disso, aspectos típicos do funcionamento adolescente mostraram-se evidenciados, mesmo com a exigência de que as mães interrompessem seu processo de adolescer para cuidar do bebê na UTI Neo. Assim também, notou-se que há diferentes tempos que marcaram esta transição para a maternidade: o tempo da UTI, o tempo do bebê e o tempo da adolescente, muito distintos e com características próprias. Outros estudos devem ser realizados nesta temática específica, uma vez que não se conhece os efeitos a médio e longo prazo deste tipo de transição para a maternidade para a mãe e para o bebê. Espera-se que este estudo possa contribuir para se considerar as especificidades do momento da adolescência no contexto da UTI Neo. / The present study investigates the experience of giving birth to a premature baby in adolescence, specifically examining the relationship the adolescent mother establishes with the premature baby during its hospital internment. Four adolescent mothers between 17 and 18 years old took part in the research. They gave birth to their premature babies in two different public hospitals of Porto Alegre and were interviewed at three moments of the babies' internment in the NICU (about 15 days after the babies were born, a week after this first contact and right before the babies' hospital discharge). The results pointed to a sum of simultaneous crisis, such as adolescence, motherhood and prematurity, which represented a major impact at this time of transition for adolescents. For some mothers it was easy to recover from the initial shock caused by the premature birth of their babies, and this fact is related to variations in the degree of individual development as well as to the different modes of psychic functioning of each one of them. Furthermore, some typical aspects of adolescence were shown, even though the adolescents were demanded to interrupt their process of being adolescents to take care of a premature baby in NICU. Thus, it was possible to notice that there were different times that marked the transition to motherhood: the time of NICU, the babies' and the adolescents' time, which were very distinct from each other, showing specific characteristics. Other studies should be conducted in this specific area, since the medium and long term effects of this kind of transition to motherhood, regarding the adolescent mother and the baby, are not known. It is expected that this study contributes to better understanding the specificities of adolescent mothers in the NICU.

O presente estudo buscou investigar a experiência de tornar-se mãe de um bebê prematuro na adolescência, em particular, a relação que a mãe adolescente estabelece com o bebê prematuro, durante a internação hospitalar do bebê. Participaram quatro mães adolescentes entre 17 e 18 anos de idade, que tiveram seus bebês prematuros em dois hospitais públicos de Porto Alegre, as quais foram entrevistadas em três momentos da internação do bebê na UTI Neonatal (aproximadamente no 15º dia de vida do bebê, uma semana após este contato e no momento de pré-alta hospitalar do bebê). Os resultados apontaram para um somatório de crises concomitantes como a adolescência, a maternidade e a prematuridade, o que representou um impacto importante neste momento de transição para as adolescentes. Para algumas mães foi possível recuperar-se do choque inicial causado pelo nascimento prematuro de seu bebê, fato relacionado à variação no grau de desenvolvimento individual e nos modos de funcionamento psíquico de cada uma. Além disso, aspectos típicos do funcionamento adolescente mostraram-se evidenciados, mesmo com a exigência de que as mães interrompessem seu processo de adolescer para cuidar do bebê na UTI Neo. Assim também, notou-se que há diferentes tempos que marcaram esta transição para a maternidade: o tempo da UTI, o tempo do bebê e o tempo da adolescente, muito distintos e com características próprias. Outros estudos devem ser realizados nesta temática específica, uma vez que não se conhece os efeitos a médio e longo prazo deste tipo de transição para a maternidade para a mãe e para o bebê. Espera-se que este estudo possa contribuir para se considerar as especificidades do momento da adolescência no contexto da UTI Neo. / The present study investigates the experience of giving birth to a premature baby in adolescence, specifically examining the relationship the adolescent mother establishes with the premature baby during its hospital internment. Four adolescent mothers between 17 and 18 years old took part in the research. They gave birth to their premature babies in two different public hospitals of Porto Alegre and were interviewed at three moments of the babies' internment in the NICU (about 15 days after the babies were born, a week after this first contact and right before the babies' hospital discharge). The results pointed to a sum of simultaneous crisis, such as adolescence, motherhood and prematurity, which represented a major impact at this time of transition for adolescents. For some mothers it was easy to recover from the initial shock caused by the premature birth of their babies, and this fact is related to variations in the degree of individual development as well as to the different modes of psychic functioning of each one of them. Furthermore, some typical aspects of adolescence were shown, even though the adolescents were demanded to interrupt their process of being adolescents to take care of a premature baby in NICU. Thus, it was possible to notice that there were different times that marked the transition to motherhood: the time of NICU, the babies' and the adolescents' time, which were very distinct from each other, showing specific characteristics. Other studies should be conducted in this specific area, since the medium and long term effects of this kind of transition to motherhood, regarding the adolescent mother and the baby, are not known. It is expected that this study contributes to better understanding the specificities of adolescent mothers in the NICU.

Made available in DSpace on 2016-04-04T18:27:59Z (GMT). No. of bitstreams: 1 Saulo Durso Ferreira.pdf: 849495 bytes, checksum: fed4646baf05d51bf0a8cda67b515d7a (MD5) Previous issue date: 2011-02-15 / The main stream of this study is the works in which Winnicott directly addresses the question as well as the criticisms he made to other authors with regard to this subject. Firstly, it is explained the general theories of Freud and Klein on the concept of ego because these two authors are the main influences of Winnicott. It is also explained the concept of ego, developed by Fairbairn since the dialogue and position of Winnicott towards Fairbairn?s ideas is a significant factor for understanding the concepts elaborated by Winnicott. Then it attempts to clarify the notions of self, ego, I AM, and primary narcissism according to Winnicott, showing that for this author, at the beginning, there is not a primordial ego, due to the great immaturity of the baby. This position of Winnicott will lead him to a different concept from that proposed by other authors from classical psychoanalysis, even more, he will present two meanings for the notion of ego. First, as an individual's innate tendency to integrate, thus leading to a theory about the formation of the ego as a unity to be achieved from which object relations can be established Second, Winnicott refers to the ego as the expression of various types of integration that refer to the constitution and unity of the psychological subject. Winnicott?s clarification and understanding of the integration processes of the ego contribute both to understand the dynamics that make up the earliest phases of development, and help to clarify the sense in which psychoanalytic theory has developed with the works by this author. / Este trabalho tem como objetivo fazer um estudo cr?tico da no??o de ego na obra de Winnicott. Tomam-se, como linha organizadora deste estudo, os trabalhos em que Winnicott trata diretamente da quest?o, assim como de cr?ticas feitas por ele a outros autores no que se refere ao tema. Em primeiro lugar, procura-se explicitar as teses gerais de Freud e Klein sobre a no??o de ego por serem estes dois autores, as principais influ?ncias de Winnicott. Ser? tamb?m explicitada a no??o de ego desenvolvida por Fairbairn, dado que o di?logo e o posicionamento de Winnicott em rela??o ?s concep??es de Fairbairn ? um fator significativo para a compreens?o das concep??es elaboradas por Winnicott. Em seguida, procura-se esclarecer as no??es de self, ego, EU SOU, e narcisismo prim?rio, em Winnicott, mostrando que para ele n?o h?, no in?cio, um ego primordial, dada a grande imaturidade do beb?. Esta posi??o de Winnicott o levar? a uma concep??o diferente daquela proposta por outros autores cl?ssicos da psican?lise, mais ainda, ele apresentar? dois sentidos para a no??o de ego. Primeiro, como uma tend?ncia inata do indiv?duo a se integrar, levando assim a uma teoria sobre a constitui??o do ego como uma unidade a ser conquistada a partir da qual rela??es objetais possam ser estabelecidas. Segundo, Winnicott refere-se ao ego como sendo a express?o dos diversos tipos de integra??o que se referem ? constitui??o e unidade do sujeito psicol?gico. O esclarecimento e a compreens?o que Winnicott tem dos processos de integra??o do ego contribuem tanto para compreender as din?micas que comp?em as fases mais primitivas do desenvolvimento, quanto contribuem para clarificar em que sentido a teoria psicanal?tica se desenvolveu com a obra deste autor.

This thesis is named Problems of school maturity (with respect to graphic abilities). It is divided into two parts. The theoretical part defines the concept of pre-school age and of school maturity, it deals with possible reasons for school immaturiry and their improvement. Special attention is given to drawing in connection with school maturity. The practical part derives from judgement of school maturity on the base of graphic abilities. The typical signs and possible differences between boys' and girls' graphic abilities are viewed.

TITLE: Risk behaviors of adolescents in the areas of reproductive health AUTHOR: Bc. Anna Fendrichová DEPARTMENT: Department of pedagogy SUPERVISOR: PhDr. Jiří Kučírek PhD. ABSTRACT: This thesis deals with risk behaviour, with a special focus on reproductive health in late adolescence. The theoretical part first approaches risky behaviour in general and next it targets on reproductive health in adolescence, on its possible risks and consequences. The conclusion of the theoretical part is dedicated to the prevention of risky reproductive behaviour with emphasis on primary prevention. The research part of the thesis presents a quantitative research survey by means of a questionnaire. The analysis of the survey data provides information on adolescents' knowledge of reproductive health and their behaviour in this area. Further, it reveals whether there are differences in knowledge and behaviour among students who have a subject focused on health education and those who do not. The results of the survey showed that knowledge among the questioned adolescents is not at such a level as expected. Neither the differences in awareness and behaviour of adolescent students in particular branches are not as significant as one would expect. KEY WORDS: adolescence, risk behaviour, reproductive health, pregnancy, abortion...

L’appareil digestif est un organe vital qui assure la digestion des aliments, l’absorption des nutriments et l’élimination des déchets. Une des propriétés essentielles du tube digestif est la motricité digestive qui est définie comme l’ensemble des contractions nécessaires au transit du bol alimentaire depuis la bouche jusqu’à l’anus. Les acteurs de la motricité digestive sont le système nerveux entérique, les cellules interstitielles de Cajal, et les cellules musculaires lisses. Les cellules musculaires lisses et les cellules interstitielles de Cajal ont pour origine un progéniteur mésenchymateux commun. Les cellules dérivées du mésenchyme présentent une certaine plasticité et sont capables de transiter d’un état différencié contractile et fonctionnel à un état prolifératif et immature. Toutefois, un déséquilibre de cette balance au profit de l’état d’immaturité est à l’origine de désordres de motricité digestive. Les travaux de recherches développés par l’équipe ont pour objectifs d’étudier les mécanismes qui gouvernent la différenciation des progéniteurs mésenchymateux digestifs afin d’étudier ces mécanismes en conditions pathologiques. Dans cet optique, l’équipe a identifié le gène LIX1 (LImb eXpression 1) comme le premier marqueur moléculaire de l’immaturité du muscle lisse digestif et a mis en évidence son rôle dans le contrôle de la différenciation des progéniteurs mésenchymateux au travers de la régulation de l’oncogène YAP1 (McKey et al, 2016). Dans ce contexte, le travail de recherche que j’ai réalisé s’est principalement concentré sur l’étude de LIX1 et de ses protéines partenaires dans le contrôle de la différenciation des cellules musculaires lisses gastriques et leur plasticité en conditions pathologiques.Dans un premier temps, j’ai étudié la fonction de LIX1 dans un cancer mésenchymateux du tube digestif, les GISTs (GastroIntestinal Stromal Tumor). J’ai mis en évidence le rôle et la fonction de LIX1 dans l’agressivité et dans l’immaturité des GISTs. Dans un deuxième temps, j’ai participé à la caractérisation moléculaire de cellules dérivées de patients POIC (Pseudo Obstruction Intestinale Chronique) pour lesquelles nous avons mis en évidence un défaut de différenciation associé à une expression anormale de PDGFR-A. Dans un troisième temps, j’ai développé un modèle de cellules musculaires lisses gastriques humaines dont la différenciation est maîtrisable pour étudier le métabolisme au cours de la différenciation. L’ensemble des travaux montre que LIX1 et sa mécanistique participent à la plasticité des SMCs. / The digestive tract is a vital organ ensuring food digestion, nutrient absorption and waste excretion. One of the main properties of digestive tract is the motricity which is defined as the set of contractions that allows the transition of the food from the mouth to the anus. Cells involved in the regulation of digestive plasticity are the enteric nervous cells, the interstitial cells of Cajal and the smooth muscle cells. The interstitial cells of Cajal and smooth muscle cells derived from a common mesenchymal progenitor. Mesenchyme-derived cells have the unique capacity to switch from the contractile and functional state to an immaturity state. This plasticity is responsible for motricity disorders. Our work aims to identify the mechanisms involved in the differentiation of the mesenchymal progenitors and to study those mechanisms in pathological conditions. The team previously identified the LIX1 gene (LImb eXpression 1) as the first molecular marker of the digestive smooth muscle immaturity and demonstrated its role on the differentiation of mesenchymal progenitors through the control of YAP1 (McKey et al., 2016). In this context, during my thesis, I focused on LIX1 and the mitochondrial remodeling as a putative regulatory mechanism of mesenchymal-derived cells differentiation. First, I investigated and demonstrated the role and function of LIX1 in the aggressiveness and the immaturity of the GastroIntestinal Stromal Tumor (GIST) cells. In parallel, I participated to the characterization of cells derived from CPIO (Chronic Pseudo Intestinal Obstruction) patients. Finally, I developed a new model of human gastric smooth muscle cells to evaluate the metabolism during the SMC differentiation. Altogether, we showed that LIX1 and its downstream pathways control SMC plasticity.

The aim of this study was to explore to what extent consumers are aware of the negative forms of digital nudging in e-commerce contexts and to explore consumers’ opinions regarding the ethical dilemmas that this kind of design may cause. This aim resulted in two research questions. The first research question aimed to find out how consumers view nudging as a phenomenon in the context of e-commerce. The other research question aimed to find out what possible risks the participants see for their own and other consumers self-determination associated to nudging techniques on e-commerce websites. The theoretical framework in this study consisted of theories about organized immaturity and autonomy. To answer the research questions semi-structured interviews were conducted with six participants. The semi-structured interviews consisted of three parts, one part for background, one part for RQ1 and one part for RQ2. The interviews were later analysed using thematic analysis. The result of this study shows that the participants both see negatively and positively on nudging in an e-commerce context. They do not like when nudging is aggressive, but when it is not aggressive, they believe it can be helpful. The ethical dilemmas that the participants associate with nudging is that it can be manipulative and exploit the weakest in the society. In conclusion it is stated that the participants are more worried about others than themselves. Future research could compare nudging on different e-commerce platforms to observe how participants are affected by nudging.

The thesis is devoted to the issue of school readiness and its diagnosis. The aim was to compare the two tests used for the testing of school readiness and to assess whether the comparatively evaluate some aspects of school readiness. In the first chapter of the theoretical part the area of development of preschool children in describe. The second chapter is devoted to major changes in the legislation of our education. The next two chapters (third and fourth) are on school readiness, enrollment in elementary and diagnostics of school maturity. The last, fifth chapter of the theoretical part, deals with immaturity and unpreparedness for entry into school. In the practical part I focused on in-house testing and evaluation of tests used. For testing, I chose two tests used to evaluate school maturity. The results of the two tests I tried using statistical methods to determine whether these tests evaluate comparatively. Key words: school readiness, school preparedness, diagnostics of school readiness, child of preschool age, preschool education, postponement of school attendance, school immaturity