<p> Lung disease is the leading threat to human health worldwide. In particular, two threats are responsible for the majority of the pulmonary disease burden: infection and tobacco smoke exposure. Efforts to combat these diseases have been hampered by gaps in our understanding of the complex interactions between environmental threats and the host's own immune defences. Indeed, much of the pulmonary disease burden should be ascribed not to direct smoke-, virus-or bacteria-induced damage, but to maladaptive host defence responses against these threats. This is an understudied topic. Efforts to redress this deficiency have been hampered by the lack of available animal models. Thus, the present studies developed and examined models of Heterologous pulmonary infection, in which hosts must defend against two different infections, and of tobacco smoke exposure. In the first study, a critical role for MIP-2 driven pulmonary neutrophilia was elucidated in the pathology associated with bacterial superinfection of influenza virus infection. This study further demonstrated that the timing and sequence in which pathogens were encountered played important roles in determining the outcome of disease, and that viral and bacterial infections have different but long-lived impacts on alveolar macrophages. In the second study, it was determined that cigarette smoke exposure impacts host defence without exhausting T-or B-cells. Collectively, these studies have advanced our understanding of complex lung pathologies, and suggest an important role for the innate immune system in mediating such diseases. </p> / Thesis / Doctor of Philosophy (PhD)

Blockmodellen är en metod från Singapore som används inom problemlösning i matematiken. Det saknas svensk forskning på hur den fungerar i den svenska skolan trots att många skolor har läromedel och förutsättningar att använda metoden. Syftet med studien är att undersöka vad som bidrar till att elever i årskurs 6 förstår och kan använda blockmodellen och hur den kan bidra till deras problemlösningsförmåga utifrån planerade lektionstillfällen. Genom en designcykel skedde två lektionstillfällen, och med hjälp av inspelning av lektionerna kunde avgörande medierande handlingar identifieras utifrån Vygotskys medierande triangel. En deduktiv analys användes för att granska elevernas frågor och kommentarer i det inspelade materialet och utifrån det kunde elevernas mest avgörande handlingar presenteras. Eleverna visade sig förstå blockmodellen efter genomgångar om hur blocken ritas och med hjälp av en framtagen arbetsgång som fungerade som guide till en början. Eleverna visade även att algebraiska ekvationer var enklare att lösa med hjälp av blockmodellen, tack vare blockmodellens visuella framställning. När eleverna vet hur de ska rita och korrekt representera blocken i blockmodellen, är det en metod de kan tillämpa i sin problemlösning. / The bar model comes from Singapore and is used in word problems in mathematics. Swedish research on how the model works is missing even though many schools have the books and the conditions to use the method. The purpose of this study is to examine what it is that contributes to the understanding and usage of the method from pupils in year 6, and how it contributes to their problem-solving ability by planned lessons. Through a design cycle there were two lessons and with help from recording the lessons, crucial mediating actions could be found from the mediating triangle by Vygotsky. A deductive analysis was used to review the questions and comments from the recorded material and from that, the most crucial mediating actions could be presented. The pupils understood the bar model after briefings on how the bars should be drawn and with the help from a provided guide. The pupils also showed that algebraic equations were easier to solve with the bar model, thanks to its visual production. When the pupils know how to draw and correctly represent the bars in the bar model, they can apply the method in their problemsolving.

Malgré une diminution de sa prévalence au cours des dernières décennies, le décrochage scolaire demeure une problématique inquiétante et ses effets ont de lourdes conséquences au niveau de l’individu et de la société. Parmi les nombreux facteurs de risque identifiés par les recherches dans le domaine de l’éducation, le redoublement est l’un des prédicteurs les plus puissants du décrochage scolaire. L’engagement scolaire a quant à lui été à plusieurs reprises identifié comme étant une variable prometteuse dans la prévention et l’intervention de l’abandon des études. L’objectif de cette étude est de vérifier l’effet potentiellement médiateur de l’engagement scolaire sur le lien entre le redoublement et le décrochage scolaire chez une population d’adolescents québécois provenant de milieux défavorisés. Malgré que les résultats ne démontrent pas un effet médiateur, ils permettent d’affirmer la présence d’un effet additif de l’engagement de l’élève au redoublement scolaire dans la prédiction du décrochage scolaire. / In spite of a reduction in its prevalence during the last decades, school dropout remains worrying problems and its effects have heavy consequences on the level of the individual and the society. Among the many risk factors identified by research in the field of education, the grade retention is one of the most powerful predictors of school dropout. School engagement was on several occasions identified as being a promising variable in the prevention and the intervention of the abandonment of the studies. The objective of this study is to check the potentially mediating effect of school engagement on the link between the grade retention and school dropout at a population of Québécois teenagers coming from low socioeconomic status. Although the results do not show a mediating effect, they make it possible to affirm the presence of an additive effect of the engagement of student on grade retention in the prediction of school dropout.

The study examines strategies used by voice coaches in small groups and how they apply cultural-mediating tools. The analysis is primarily based on Hultberg’s theory of cultural-psychological model of musical learning by making music (2009). However, here the strategies are defined as cultural tools through which knowledge is mediated, rather than as part of the framework.  Three voice coaches have been observed through video recordings: two at Swedish kommunala kulturskolor (municipal cultural schools) and one at a gymnasium’s (high school) arts program. The study focuses on similarities rather than differences between the voice coaches. According to the study, the voice coaches use ten thematically different strategies, which they combine in different ways and together with other kinds of cultural-mediating tools. The strategies are: routine, questions, placement, mirroring, focusing, openness, peer resources, listening and performance, body awareness, and happiness. According to the analysis, it is possible to adapt the education to the individual abilities of each student through the use of these strategies. In addition, the distributed knowledge becomes an asset for the individual student as well as for the group through interaction.

Após uma revisão de trabalhos que se dedicam a investigar as relações entre a docência e a tecnologia em suas múltiplas formas apresentamos uma série de redimensionamentos das ações docentes no contato com tecnologias digitais. Partindo dos quatro verbos fundamentais propostos por Nílson Machado como forma de caracterizar e expressar a natureza das ações docentes mapear, mediar, tecer e narrar discutimos o redimensionamento da docência no contato com aparatos tecnológicos em contextos permeados por tecnologias ou constituídos digitalmente a partir delas, sobretudo em modalidades de educação híbridas e online considerando, portanto, a Educação a Distância (EAD) de variadas formas. Em nossa tese buscamos, além de examinar e apresentar um conjunto de ações e estudos, oferecer subsídios e ideias que possam contribuir para a prática docente, na esperança de ampliar a compreensão das ações do professor no ciberespaço e das relações mediadas por dispositivos digitais examinando diferentes abordagens e formas possíveis de interação com os alunos no interior de uma comunidades de aprendizagem num paradigma ecossistêmico de educação online. / After a review of works devoted to understand the relationships between teaching and technology in its many forms we present a series of teachers\' actions redefined in contact with digital technologies. Based on four key verbs proposed by Nílson Machado as a way to characterize and express the nature of teaching practices mapping, mediating, weaving and storytelling we discourse about the new dimensions of teaching in contact with technology devices in contexts permeated or digitally made by technology, especially in hybrid and online education modalities therefore considering Distance Education (DE) in different perspectives. Besides an examination and after presents a set of researches and proposals, this work seeks to provide insights and ideas that can contribute to the teaching practices, hoping to broaden the understanding of the teacher\'s actions in cyberspace and about the relationships mediated by digital devices examining different forms and approaches of interacting with students inside a learning community in an ecosystem paradigm of online education.

Submitted by Verena Pereira (verenagoncalves@uefs.br) on 2018-07-11T23:13:30Z No. of bitstreams: 1 DIsserta??o Alexsandro VFA HIST?RIA DO M?SON PI .pdf: 9797951 bytes, checksum: 05cccd1dc1df86aff95c514b9ac8f4ab (MD5) / Made available in DSpace on 2018-07-11T23:13:30Z (GMT). No. of bitstreams: 1 DIsserta??o Alexsandro VFA HIST?RIA DO M?SON PI .pdf: 9797951 bytes, checksum: 05cccd1dc1df86aff95c514b9ac8f4ab (MD5) Previous issue date: 2017-08-30 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior - CAPES / This work represents our contribution to disseminate Brazilian Physics in the classroom. It consists of a qualitative research about the insertion of topics of Particle Physics through a conceptual approach, particularly the first proposal of Yukawa for strong interaction, from the history of the discovery of the ? meson with the contributions of the brazilian scientist, C?sar Lattes. The research consisted in the elaboration, application and evaluation of a didactic sequence based on the theory of significant learning of David Ausubel / Com este estudo, pretende-se contribuir para a divulga??o da F?sica brasileira em sala de aula. Ele consiste em uma pesquisa qualitativa que trata da inser??o de t?picos de F?sica de Part?culas atrav?s de abordagem conceitual, particularmente a primeira proposta de Yukawa para intera??o forte, a partir da hist?ria da descoberta do m?son ? com as contribui??es do brasileiro C?sar Lattes. A pesquisa consistiu na elabora??o, aplica??o e avalia??o de uma sequ?ncia did?tica fundamentada na teoria de aprendizagem significativa de David Ausubel

Made available in DSpace on 2016-04-25T19:20:42Z (GMT). No. of bitstreams: 1 Tese CECILIA CINTRA CAVALEIRO DE MACEDO.pdf: 3453078 bytes, checksum: 78597032394466b38ff9fce1d4075060 (MD5) Previous issue date: 2006-08-29 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / Schlomo Ibn Gabirol was a Jewish thinker who lived in Spain under Islamic rule. His work was developed in the fields of metaphysics, ethics and poetics. The philosophical text, written in Arabic and translated to Latin as Fons Vitae, was used by the medieval Christian philosophers who, calling him Avicebron, did not known his origin. His poems, written in Hebrew, were incorporated to the Jewish liturgy. In 1847, Salomon Munk discovered that they were the same man. This has made possible the attempt to identify the sources which had influenced the several facets of the author s work, facilitating the contact with the central core of his ideas. The aim of this work is the reconstruction of the author s identity from the comprehension of his work as the reflex of a mystical quest. For such purpose, we use a methodology developed from Henri Bergson indications, who understands the Intuition as a philosophical method, which would be reached through a Mediating Image / Schlomo Ibn Gabirol foi um pensador judeu que viveu na Espanha sob o domínio islâmico. Sua obra se desenvolveu nos campos da metafísica, ética e poesia. O texto filosófico, escrito em árabe e traduzido ao latim como Fons Vitae, foi utilizado pelos filósofos cristãos medievais que, denominando-o Avicebron, desconheciam sua origem. Sua poesia, escrita em hebraico, foi incorporada à liturgia judaica. Em 1847, Salomon Munk descobriu tratar-se do mesmo homem o que permitiu a tentativa de identificação das diversas fontes que influenciaram as facetas da obra do autor, facilitando um contato maior com o núcleo central de suas idéias. A idéia que inspira este trabalho é a reconstrução da identidade do autor a partir da compreensão de sua obra como reflexo de uma busca mística. Para tal fim, utilizamos uma metodologia desenvolvida a partir das indicações de Henri Bergson, que entende a Intuição como método filosófico, a qual seria alcançada através de uma Imagem Mediadora

Systems populating the Ubiquitous Computing environment are characterized by an often extreme level of heterogeneity at different layers which prevents their seamless interoperability. In this environment, heterogeneous protocols would cooperate to reach some common goal even though they meet dynamically and do not have a priori knowledge of each other. Although numerous efforts have been done in the literature, the automated and run-time interoperability is still an open challenge for such environment. Therefore, this thesis focuses on overcoming the interoperability problem between heterogeneous protocols in the Ubiquitous Computing. In particular, we aim at providing a means to drop the interoperability barriers by automatically eliciting a way for the protocols to interact. The solution we propose is the automated synthesis of emerging mediating connectors (also called mediators or connectors). Specifically, we concentrate our efforts to: (i) devising AMAzING, a process to synthesize mediators, (ii) characterizing protocol mismatches and related mediator patterns, and (iii) designing MediatorS, a theory of mediating connectors. The theory, and the process, are put in practice by applying them to a real world application, and have been adopted by the European Research Project CONNECT.

Malgré une diminution de sa prévalence au cours des dernières décennies, le décrochage scolaire demeure une problématique inquiétante et ses effets ont de lourdes conséquences au niveau de l’individu et de la société. Parmi les nombreux facteurs de risque identifiés par les recherches dans le domaine de l’éducation, le redoublement est l’un des prédicteurs les plus puissants du décrochage scolaire. L’engagement scolaire a quant à lui été à plusieurs reprises identifié comme étant une variable prometteuse dans la prévention et l’intervention de l’abandon des études. L’objectif de cette étude est de vérifier l’effet potentiellement médiateur de l’engagement scolaire sur le lien entre le redoublement et le décrochage scolaire chez une population d’adolescents québécois provenant de milieux défavorisés. Malgré que les résultats ne démontrent pas un effet médiateur, ils permettent d’affirmer la présence d’un effet additif de l’engagement de l’élève au redoublement scolaire dans la prédiction du décrochage scolaire. / In spite of a reduction in its prevalence during the last decades, school dropout remains worrying problems and its effects have heavy consequences on the level of the individual and the society. Among the many risk factors identified by research in the field of education, the grade retention is one of the most powerful predictors of school dropout. School engagement was on several occasions identified as being a promising variable in the prevention and the intervention of the abandonment of the studies. The objective of this study is to check the potentially mediating effect of school engagement on the link between the grade retention and school dropout at a population of Québécois teenagers coming from low socioeconomic status. Although the results do not show a mediating effect, they make it possible to affirm the presence of an additive effect of the engagement of student on grade retention in the prediction of school dropout.

Após uma revisão de trabalhos que se dedicam a investigar as relações entre a docência e a tecnologia em suas múltiplas formas apresentamos uma série de redimensionamentos das ações docentes no contato com tecnologias digitais. Partindo dos quatro verbos fundamentais propostos por Nílson Machado como forma de caracterizar e expressar a natureza das ações docentes mapear, mediar, tecer e narrar discutimos o redimensionamento da docência no contato com aparatos tecnológicos em contextos permeados por tecnologias ou constituídos digitalmente a partir delas, sobretudo em modalidades de educação híbridas e online considerando, portanto, a Educação a Distância (EAD) de variadas formas. Em nossa tese buscamos, além de examinar e apresentar um conjunto de ações e estudos, oferecer subsídios e ideias que possam contribuir para a prática docente, na esperança de ampliar a compreensão das ações do professor no ciberespaço e das relações mediadas por dispositivos digitais examinando diferentes abordagens e formas possíveis de interação com os alunos no interior de uma comunidades de aprendizagem num paradigma ecossistêmico de educação online. / After a review of works devoted to understand the relationships between teaching and technology in its many forms we present a series of teachers\' actions redefined in contact with digital technologies. Based on four key verbs proposed by Nílson Machado as a way to characterize and express the nature of teaching practices mapping, mediating, weaving and storytelling we discourse about the new dimensions of teaching in contact with technology devices in contexts permeated or digitally made by technology, especially in hybrid and online education modalities therefore considering Distance Education (DE) in different perspectives. Besides an examination and after presents a set of researches and proposals, this work seeks to provide insights and ideas that can contribute to the teaching practices, hoping to broaden the understanding of the teacher\'s actions in cyberspace and about the relationships mediated by digital devices examining different forms and approaches of interacting with students inside a learning community in an ecosystem paradigm of online education.