Nota-se um crescimento constante da importância dos espaços de Educação Não Formal frente ao de Ensino de Ciências. Com isso, passa a ser imprescindível a presença de profissionais que promovam a interação da ciência com o público e, consequentemente, a formação dos mesmos para que possam atuar de maneira efetiva no desenvolvimento de atividades educativas nesses locais. Nesta perspectiva, este estudo de caso teve por finalidade analisar o processo de formação de mediadores de um espaço de Educação Não Formal de ciências, utilizando a perspectiva da teoria de Comunidades de Prática, elaborada por Jean Lave e Etienne Wenger. Mais especificamente, teve como objetivo analisar como o elemento engajamento mútuo, proposto pelos autores como um dos pontos fundamentais da participação dos membros de uma comunidade de prática, pode contribuir para a formação inicial de mediadores. Para realização dessa investigação, foi necessário, primeiramente, averiguar se o local de estudo escolhido - Estação Biologia (EB), projeto de extensão universitária vinculado ao Instituto de Biociências da Universidade de São Paulo, poderia ser considerado uma comunidade de prática, sendo necessária, para isso, a identificação de três elementos básicos: o repertório compartilhado, o engajamento mútuo e o empreendimento conjunto. Os dados coletados a partir de análises documentais, entrevistas gravadas semiestruturadas, filmagens e observações de visitas evidenciam que os três elementos básicos coexistem na EB, podendo, assim, ser considerada uma comunidade de prática. Nessa comunidade, às possibilidades de flexibilização de funções e o estabelecimento de negociações internas promovem o aumento do engajamento mútuo que está diretamente envolvido com a transformação de um mediador periférico em um mediador central, e consequentemente, com a sua formação tanto para atuar como mediador, quanto para atuar profissionalmente, seja na carreira de bacharelado ou de licenciatura. Isso pode ser afirmado visto que, ao aumentar o engajamento na prática da comunidade, esse mediador se apropria de conhecimentos que poderão ser usados dentro e fora da EB. / There has been a steadily growing role of non-formal education within science teaching. Thus, the presence of professionals is crucial for promoting the interaction of science with the public. Consequently, the formation of these professionals is essential to enable them to act effectively in the development of activities at educational sites. Accordingly, this case study aims at examining the process of formation of mediators in the area of non-formal education in science, using the Theory of Community of Practice, coined by Jean Lave and Etienne Wenger. More specifically, the analysis of the mutual engagement element, as proposed by the authors as one of the key points in the participation of members in a community of practice, may contribute to the initial training of mediators. To undertake this study, it was necessary to first determine whether the chosen place of study, Estação Biologia (EB) of the University of São Paulo, could be considered a community of practice. For this, the identification of three basic elements were required: shared repertoire, mutual engagement and joint enterprise. The data that were collected from documentary analysis, semi-structured registered interviews, recorded visits and personal observations, showed that all the three basic elements were present in EB, and thus it can be considered a community of practice. In this community, the flexibility of functions, and the establishment of internal negotiations, promote increased mutual engagement that is directly involved in the transformation of a peripheral into a central mediator, and consequently, their training both to act as a mediator and how to do so professionally. Considering that by increasing engagement in the practice of community, this mediator appropriates knowledge that can be used inside and outside the EB.

As pessoas desenvolvem-se na interação social, a partir do uso de instrumentos e de signos, sendo o processo de comunicação essencial para tal desenvolvimento. No entanto, a comunicação, longe de ser um processo inato ou maturacional, é um processo sócio-histórico que se desenvolve ao longo da vida e por meio do qual o sistema de símbolos é adquirido em um longo processo ontológico de aprendizagem cultural. A comunicação é estruturada como um complexo e multidimensional processo de aquisição da linguagem. Assim, é impossível pensar em comunicação sem linguagem. A linguagem tem uma dupla função comunicativa, como meio de comunicação e como processo de compreensão e representação do pensamento. A aquisição da linguagem inclui, entre outras, as dimensões social, cultural, histórica e intersubjetiva. Percebe-se que, nos casos de déficits na comunicação, o processo de intersubjetividade fica comprometido, uma vez que ao menos um dos envolvidos é prejudicado, seja na construção ou na compreensão de sentidos e significados nas interações/mediações. Em pessoas com Transtorno do Espectro Autista há déficits de comunicação e de linguagem que se manifestam com alterações principalmente no uso, na forma ou no conteúdo da linguagem pragmática. Nesses casos, o uso de Comunicação Alternativa (CA) tem proporcionado subsídios para suplementar, complementar ou construir um processo de comunicação. Nessa perspectiva, essa pesquisa teve como objetivo desenvolver um sistema de comunicação alternativa, para web e dispositivos móveis, com vistas a apoiar a inclusão de sujeitos com autismo, de 3-5 anos, em diferentes contextos sociais. Essa investigação foi qualitativa, estruturada em uma pesquisaação. Iniciou-se com a proposta de uma metodologia para orientar o desenvolvimento do recurso, baseada em contextos de uso (DCC) e, especialmente, orientada para a comunicação alternativa. Assim como foi proposta uma metodologia de mediação (Ação Mediadora), para uso com sujeitos com autismo, em três contextos sociais com o instrumento, com a análise das duas metodologias. A primeira, do desenvolvimento do recurso, levou-se em consideração os contextos e as ações mediadoras em execução nos mesmos. A segunda, da Metodologia de Ação Mediadora, na perspectiva da inclusão, dos processos de comunicação e na interação social de três crianças com TEA, em três contextos estudados. Como resultado, foi disponibilizado o Sistema SCALA. Ele é um recurso disponível na web e para dispositivo móvel tablet Android, nas versões prancha e narrativas visuais e o protótipo de sistema de varredura web para módulo prancha e o comunicador livre, chat de conversação, uma Metodologia de Ação mediadora para uso do recurso. Como resultados desse trabalho foi apresentada uma metodologia inovadora para o desenvolvimento de uma tecnologia assitiva, o DCC. Disponibilizado um sistema de comunicação alternativa (SCALA) para web e disposivos móveis gratuito. A análise do desenvolvimento do Sistema Scala apontaram-no como um recurso simples, prático e objetivo, próprio para apoio da comunicação e da interação, facilitador do letramento, da inclusão e de trabalhos colaborativos. Os cursos de formação de professores capacitaram professores para inclusão de sujeitos com TEA. A elaboração da metodologia de Ações mediadoras, com uso da CA e de recursos tecnológicos mostrou-se eficaz para o uso em três contextos, com três crianças com TEA. O Uso das ações mediadoras utilizadas, no período desse estudo, levaram a ampliação da comunicação intencional e das formas de contrução e representação comunicacionais nas três crianças com TEA. Constatou-se ainda, o crescimento da interação social e inclusão das mesmas. nos processos de interação social, acréscimo da comunicação oral e gestual nas três crianças, com autismo, foco da pesquisa. / People thrive on social interaction, from the use of tools and signs, and this is the process of communication essential for such development. However, communication, far from being an innate or maturational process, is a socio-historical process that develops throughout life and through which the system of symbols is acquired in a long ontological process of cultural learning. Communication is structured as a complex and multidimensional process of language acquisition. Thus, it is impossible to think of communication without language. The language has a dual communicative function as a means of communication and as a process of understanding and representation of thought. The acquisition of language includes, among others, the social, cultural, historical and intersubjective dimensions. It is noticed, that in cases of deficits in communication, the process of intersubjectivity is compromised, since at least one of those involved is harmed, either in construction or in the understanding of meanings and signification in interactions / mediations. In people with Autism Spectrum Disorder are deficits in communication and language, which is manifested as changes in use mainly in the form, or content of pragmatic language in these cases, the use of Alternative Communication (CA) has provided grants to supplement, complement or build a communication process. In this perspective, this study aimed to develop an alternative communication system, to web and mobile devices, with the aim of supporting the inclusion of subjects with autism, 3-5 years, in different social contexts. This research was structured in a qualitative action research. Began is the proposal of a methodology to guide the development of the resource, based on contexts of use (DCC) and especially geared to alternative communication. As well as, a method was proposed mediation (Action Mediator) for use with individuals with autism in three contexts sociaI with the instrument. With the analysis of the two methodologies. The first, the development of the resource, taking into account the contexts and the mediating processes running on them. Second, the methodology of Mediator action from the perspective of inclusion, the processes of communication and social interaction of three children with ASD in three contexts studied. As a result the SCALA system is available. The feature, available on the web and mobile tablet android, the board and visual narratives and the prototype versions of web scanning module and board for free communicator, chat conversation system. The Methodology of Action for mediating resource usage. As a result of this work, a new method has been presented for the development of an Assistive technology, DCC. Provided a system for alternative communication (SCALA) to free web and mobile disposivos. The analysis of the development of the Scala system showed it as a simple, practical and objective, specifically to support the communication and interaction, facilitator of literacy, inclusion and feature collaborative works. Training courses for teachers trained teachers for inclusion of subjects with ASD. The development of the methodology of Shares mediators, using AC and technological resources proved to be effective for use in three contexts, with three children with ASD. The use of mediating processes used in the period of the study, led the expansion of intentional communication and forms of representation construction and communication in the three children with ASD. It was further observed, the growth of social interaction and inclusion. the processes of social interaction, increase the oral and gestural communication in three children with autism, the research focus.

As Information Communication Technologies (ICTs) are growing, there have been ceaseless efforts to develop a National Health Information Infrastructure (NHII). One of the challenges in constructing a NHII is concerned with the management of Electronic Health Records (EHRs). In particular, exchanging EHRs is an important factor in establishing interoperability within a NHII, and the reusability of the functionality for exchanging EHRs is one of major solutions to construct an NHII. In this study, we obtain several component models, and conduct empirical studies to validate the component models in terms of component reusability. Using HL7 CDA (Health Level 7 Clinical Document Architecture) as an EHR standard, we implemented three prototypes of the EHR Exchanger based on JavaBeans, the exogenous connectors and the mediator connector respectively. As shown in the experiment results, the reuse approach using a mediator connector leads to better component reusability in terms of external dependency, total coupling between objects (CBO), additional lines of codes (LOC), and performance. Thus, we believe that the reuse approach using a mediator connector yields many benefits in terms of component reusability for the EHR Exchanger implementation.

Introduction: La stomatite prothétique (SP) est une des conditions inflammatoires communes affectant la muqeuse du palais dur en contact avec une prothèse partielle ou complète. Les étiologiques les plus probable de la SP sont l’infection fongique, la présence de biofilm sur la prothèse, et les traumatismes. Objectifs de notre étude: 1) détection des cytokines dans les échantillons congelés provenant de patients sains et affectés par la SP; 2) verification de la capacité de Candida albicans de croître sur des milieux sélectifs après une congelation prolongée; 3) évaluation de la relation entre Candida sp. et la SP; 4) evaluation de la prévalence de Streptococcus mutans chez les patients atteints ar la SP. Méthode: Un total de 115 échantillons cliniques, conservés à -80°C depuis 2008 ont été utilisés pour cette étude. La présence de C. albicans et C. tropicalis, et S. mutans a été évaluée par PCR et par culture. Un ELISA en sandwich a été utilisé pour la détection et le dosage de l'IL-1β, IL-6 et le TNF. La présence de Candida sp. a été testé à l'aide de milieux de culture sélectifs pour tous les échantillons (n = 115) dans les 24 heures suivant le prélèvement et avant et après congélation 7 ans plus tard. Résultats: La culture microbiologique sur les échantillons frais de 2008 a démontré que C. albicans était présent dans 21.7% de tous les échantillons. Cependant, après décongélation, la détection de C. albicans ne peut être considérée comme fiable (4.35%). L’utilisation de la PCR nous a permi de détecter la presence de C. albicans, C. tropicalis, S. mutans dans SP, sauf chez les patients sains. C. tropicalis est toutefois plus frequents que C. albicans, un résultat qui contraste avec la culture lorsque l’échantillon était frais. Conclusion: Ces résultats montrent que la conservation à long terme à -80°C altère la capacité de détecter les microorganismes par culture (80%) et par PCR. En outre, nous ne pouvions détecter les cytokines dans les échantillons. Cependant, une association entre Candida sp, S. mutans et SP est probable. / Introduction: Denture stomatitis (DS) is a common inflammatory condition affecting the hard palate of mucosal tissue in contact with complete or partial denture. The most likely etiological factors of DS are fungal infection, denture biofilm, and trauma. Objectives: 1) To investigate the ability of Candida sp. to grow in specific media after long term storage 2) To investigate the relationship of Candida sp. and denture stomatitis 3) To test the prevalence of S. mutans in DS patients 4) To detect the value of IL1-β ,IFN-γ ,IL-6, and TNF-α in samples after long term storage Method: A total of 115 clinical sonicate samples, taken from individuals over 63 years old, kept frozen at -80°C from 2008 were used for this study. The presence of C. albicans and C. tropicalis, and S. mutans was evaluated by PCR and culture. A sandwich ELISA was used for the detection and assay of IL-1β, IL6 and TNFα. Presence of Candida sp was tested by using specific media for all samples (n=115) within 24 hours of collection and before and after freezing 7 years later. Results: Microbiological cultures on fresh samples in 2008 showed that C. albicans was present in 21.74% of all samples. However, after thawing, detection of C. albicans cannot be considered reliable (4.35%). The use of PCR allowed us to detect the presence of C. albicans, C. tropicalis, S. mutans in DS, except in healthy patients. However, C. tropicalis is more frequent than C. albicans, a result that contrasts with the culture when the sample was fresh Conclusion: Our results show that the capacity to detect microbial cells by culture after long term storage at -80°C was decreased about 80%. In addition cytokines might be degraded, rinsed off or below our detection level. However, association between Candida sp., S. mutans and DS was found.

With the emergence of technology and the increased demand for online courses, traditional classroom facilitators, instructors and trainers are nervous, reluctant and sceptical to teach in the online environment because they do not know what is expected of them. The research goal was to establish what different roles the online facilitator played in the online environment as well as to identify which people competencies, thinking competencies and energy competencies the online facilitator needed to function in the online environment. The basis for this instrumental case study was the eLearn ORO 880 online module for the Master’s degree in Computer Assisted Education. The module simulated the popular reality television series, Survivor, implementing the same rules and events that took place in the television series – the location just shifted to cyberspace. The name was adapted to CyberSurfiver, emphasising ‘surf’, to indicate surfing the Internet to get to various locations. A specific online facilitator was selected because this facilitator had experience in teaching and facilitating online classes. She was also one of the students who obtained a distinction for this module in 1998 and had experience of the demands of this module. This online facilitator was particularly interested to facilitate this module for personal development reasons. Data were gathered by means of researcher field notes, being an observer participant; a focus group interview and a face-to-face interview with the online facilitator; a self-administered e-mailed questionnaire and various sets of text messages, after using pre-selected web-based communication tools. Content analyses were done by comparing the online facilitator’s text messages to the Blignaut and Trollip (2003) taxonomy of faculty participation in asynchronous learning environments to establish the online facilitator’s roles. The researcher conducted a second content analysis of the facilitator’s text messages to identify the ‘visible’ online facilitator roles. The researcher used the Blignaut&Trollip (2003) taxonomy as a framework. For visibility, the online facilitator fulfilled five roles: administrator, to conduct timeous course administration; social supporter, to maintain social and emotional support; instructor, to facilitate the learning process; guide, to encourage interactivity to foster the building of new knowledge; mediator, to ensure fair play. The identified five roles where then subjected to the Work Profiling System Job Analysis Questionnaires (JAQs) to rate ‘high’ and ‘extreme’ people competencies, thinking competencies and energy competencies for the role of an online facilitator. The results generated in the Work Profiling System report indicated that the online facilitator needed at least 13 competencies to be effective in the role of an online facilitator. The identified ‘high’ and ‘extreme’ people competencies were inter alia: motivating others; developing others; interpersonal sensitivity; teamwork; building and maintaining relationships. The identified ‘high’ and ‘extreme’ thinking competencies were inter alia: judgment; information gathering; problem analysis; written communication skills; technical skills and competence. The identified ‘high’ and ‘extreme’ energy competencies were inter alia: self-confidence; persuasiveness and oral communication skills. / Thesis (PhD)--University of Pretoria, 2005. / Curriculum Studies / Unrestricted

The purpose of this study was to investigate psychological mechanism by which four intra- and inter-personal characteristics of an individual (anxious and avoidant adult attachment patterns, images of self, and religious faith) mediate the relationship between childhood trauma and each of three affect-behavior regulation problems in adulthood (symptoms of depression, disordered eating behaviors, and substance abuse). A total of 401 college student participants completed a packet of 18 surveys including 10 surveys used in the present study. Structural equation modeling was used to test each of three hypothesized structural models (Depression, Eating Disturbances, and Substance Abuse). A series of multi-group analyses conducted to test if each of three hypothesized models is invariant across gender indicated no significant difference between females and males. Thus, the data were combined across gender to test for mediated effects in each of three hypothesized models. The results indicated: (a) for the hypothesized model for depression, anxious attachment patterns, avoidant attachment patterns, and negative self-images, but not religious faith, fully mediated the relationship between childhood trauma and symptoms of depression; (b) for the model for eating disturbances, anxious attachment and negative images of self, but not avoidant attachment and religious faith, fully mediated the association between childhood trauma and disordered eating behaviors; and (3) for the mode for substance abuse, anxious attachment and poor religious faith, but not avoidant attachment and negative self-images, fully mediated the relationship between childhood trauma and substance abuse. The findings of the present study have noteworthy implications for treatment. When clients who suffer from symptoms of depression, disordered eating behaviors, and/or substance abuse report a history of repetitive abuse and neglect by primary caregivers in childhood, clinicians need to assist clients in: (a) understanding an association of childhood maltreatment with affect-behavior regulation problems; (b) being aware of an impact of abuse and neglect by attachment figures in childhood on negative mental representations of self, insecure attachment patterns in close relationship, and poor religious faith; and (c) most importantly, deepening an understanding of how their negative images of self, anxious and avoidant adult attachment patterns, and/or poor religious faith and practices, rather than parental abuse and neglect in childhood itself, directly predict their presenting symptoms of depression, disordered eating behaviors, and/or substance abuse problems. In doing so, it is crucial for clinicians to provide clients with secure and comforting therapeutic atmosphere, focus on building trusting working relationship with clients, and be aware of how clients' transference and clinicians' own counter-transference interact with each other and influence therapeutic process and effectiveness. Several important limitations of the present study and implications for future studies were discussed.

Submitted by Jakeline Ortega (jakortega@unoeste.br) on 2018-04-05T18:50:00Z No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Murilo Delanhesi de Oliveira (1).pdf: 1223412 bytes, checksum: f5b31961ed8d7d65ed132c1080bfdc06 (MD5) / Made available in DSpace on 2018-04-05T18:50:01Z (GMT). No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Murilo Delanhesi de Oliveira (1).pdf: 1223412 bytes, checksum: f5b31961ed8d7d65ed132c1080bfdc06 (MD5) Previous issue date: 2017-06-09 / This research, linked to the Research Line "Educational Institution: Organization and Management", of the Master's Program in Education of Universidade do Oeste Paulista (UNOESTE), had the objective of studying the perceptions of teachers who work with school conflict mediation in a state public school, located in the interior of the State of São Paulo. It was interesting to investigate the professionals' statements about what they understand as violence, their practices and the ways in which they should be confronted. Therefore, the main objectives of the research were: 1) Identify what they mean by "violence" and how they recognize their forms of manifestation in school settings; 2) Recognize their understandings and justifications regarding the cases of violence that they identify in the school where they work; 3) Understand the assessments they make of the possibilities and results of their work, as well as the limitations and potentialities of the same to contribute to the resolution of cases of violence in the school. The main participants of the research were the two PMECs that work in the mentioned school unit and, in a more tangential way, the other mediating professionals that work in the same Teaching Board of which the school is part participate. This is a qualitative research, of the case study type. The following materials and procedures were used for the production of data: a) Resolutions of the Secretary of Education nº 19/10 and 07/12, one that establishes the System of School Protection and created the function of the PMEC, and the other, which brought several deliberations about this professional; b) observation and follow-up of technical orientation meetings for the 36 Teaching Professionals, as well as the application of a questionnaire to these professionals; c) the approach of the two PMECs in the investigated school through structured interviews and semistructured interviews followed with the presentation of dilemmas, represented by hypothetical situations of violence in the school. The development and conclusions of the research allowed to follow the educational policies of the state of São Paulo, with its idealizations and limitations, bureaucratic and pedagogical spheres that focus on the training of mediators and the particularities of their actions in the daily life of a given school. We conclude this research by stating that the two PMECs, despite their working conditions and the fragilities and contradictions that surround their function and the School Protection System, are building their day to day function, between errors and correctness, performing several expressive actions in the school. On the other hand, there were strong limitations to the development of more effective conflict mediation in schools. / Esta pesquisa, vinculada à Linha de Pesquisa “Instituição Educacional: Organização e Gestão”, do Programa de Mestrado em Educação da Universidade do Oeste Paulista (UNOESTE), teve como objeto o estudo das percepções das professoras que atuam com a mediação escolar de conflitos (PMECs) em uma escola pública estadual, localizada no interior do Estado de São Paulo. Interessou investigar as falas das profissionais acerca daquilo que compreendem como violência, suas práticas e sobre os modos como deve ser enfrentada. Por conseguinte, a pesquisa teve por principais objetivos: 1) Identificar o que entendem por “violência” e como reconhecem as suas formas de manifestação em meio escolar; 2) Reconhecer quais são suas compreensões e justificativas em relação aos casos de violência que identificam na escola onde atuam; 3) Compreender as avaliações que fazem das possibilidades e dos resultados de seu trabalho, bem como as limitações e potencialidades do mesmo para contribuir com a resolução de casos de violência na escola. As principais participantes da pesquisa foram as duas PMECs que atuam na unidade escolar referida e, de forma mais tangencial, participam os demais profissionais mediadores que atuam na mesma Diretoria de Ensino da qual faz parte a escola. Trata-se de uma pesquisa de abordagem qualitativa, do tipo estudo de caso. Para a produção de dados foram utilizados os seguintes materiais e procedimentos: a) Resoluções da Secretaria da Educação nº 19/10 e 07/12, uma que institui o Sistema de Proteção Escolar e criou a função do PMEC, e a outra, que trouxe várias deliberações sobre este profissional; b) observação e acompanhamento das reuniões de orientação técnica aos 36 Professores Mediadores, bem como a aplicação de questionário a estes profissionais; c) a abordagem das duas PMECs, na escola investigada, por meio de entrevistas estruturadas e entrevistas semiestruturadas seguidas com a apresentação de dilemas, representados por situações hipotéticas de violência na escola. O desenvolvimento e conclusões da pesquisa permitiram acompanhar as políticas educacionais do estado de São Paulo, com suas idealizações e limitações, as esferas burocráticas e pedagógicas que incidem sobre a formação dos mediadores e as particularidades de suas ações no cotidiano de uma determinada escola. Concluímos esta pesquisa constatando que as duas PMECs, apesar das suas condições de trabalho e das fragilidades e contradições que circundam sua função e o Sistema de Proteção Escolar, estão construindo sua função no dia a dia, entre erros e acertos, realizando diversas ações expressivas na escola. Por outro lado, foram evidenciadas fortes limitações para que venha a ocorrer um desenvolvimento mais profícuo da mediação de conflitos nas escolas.

La transcription est la première étape de l’expression des gènes. Chez les eucaryotes, la transcription par l’ARN polymérase II (Pol II) est un processus hautement régulé. Elle commence par la fixation d’activateurs spécifiques sur des régions régulatrices. Cela permet le recrutement de co-activateurs suivi des facteurs généraux de la transcription (GTFs) et de l’ARN polymérase II pour former le complexe de préinitiation (PIC). Le Médiateur est un complexe co-activateur essentiel à ce processus. Chez la levure Saccharomyces cerevisiae, il est composé de 25 sous-unités dont 10 sont essentielles à la viabilité. Son rôle principal est d’intégrer les signaux de régulation pour les transmettre aux composants du PIC. On connait aujourd’hui un certain nombre de fonctions du Médiateur. Néanmoins, sa complexité et la présence de sous-unités essentielles compliquent la compréhension détaillée de son mécanisme de fonctionnement in vivo. Au cours de ma thèse, je me suis intéressé aux sous-unités essentielles Med10 et Med7, toutes deux appartenant au module du milieu du Médiateur, peu étudié jusqu’à présent. Nous avons construit une collection de mutants thermosensibles de ces deux sous-unités chez la levure S. cerevisiae. Nous avons caractérisés ces mutants par différentes approches de biologie moléculaire, biochimie et génomique fonctionnelle. L’étude de la sous-unité Med10 nous a permis de mettre en évidence in vivo un lien fonctionnel entre le Médiateur et TFIIB, un GTF essentiel au recrutement de la Pol II. Nous avons ainsi identifié les sous-unités Med14 et Med10 qui sont en contact avec TFIIB. Nos analyses de ChIP-seq montrent que le module du milieu et Med10, en particulier, est requis pour la formation correcte du PIC sur l’ensemble du génome. Ces données nous ont également permis de montrer que le Médiateur influence la formation du PIC en relation avec l’architecture des promoteurs en termes de présence de boîtes TATA, d’occupation des nucléosomes et leur dynamique. Ce travail nous a permis une meilleure compréhension du rôle du Médiateur dans l’activation de la transcription et donné des informations mécanistiques sur la façon dont l’interaction entre le Médiateur et TFIIB (et les autres GTFs) ainsi que l’architecture des promoteurs mènent à une régulation gène-spécifique. / Transcription is the first step of gene expression. In eukaryotes, messenger RNA (mRNA) transcription is a highly regulated process. Transcription begins with the binding of a specific transcription factor on a DNA regulatory sequence. This enable the recruitment of co-activators, followed by general transcription factors (GTFs) and RNA polymerase II (Pol II) to form preinitiation complex (PIC). Mediator is a co-activator complex which is essential in this process. In yeast Saccharomyces cerevisiae, Mediator is composed of 25 subunits, among which 10 are essential for cell viability, organized into four distinct modules. The main role of this complex is to transmit regulatory signal to PIC components. Although Mediator has been the subject of a large numbers of studies, its complexity prevents the detailed understanding of how it acts in vivo. During my PhD, I focused my work on the study of the two essential subunits Med7 and Med10. Both of these subunits belong to the middle module, poorly studied so far. We obtained a collection of temperature-sensitive mutants of Med7 and Med10 in yeast S. cerevisiae. We used different molecular biology and functional genomics to characterize these mutants. The work on Med10 subunit enabled us to highlight in vivo a functional link between Mediator and TFIIB, one of the GTFs. Notably, we have shown a new contact between Med14 subunit and TFIIB. Our ChIP-seq analysis shows that Mediator middle module, and in particular Med10 subunits, is crucial for PIC assembly genome-wide. These data also permit us to show that Mediator influence PIC formation in relation to promoter architecture. Taken together, these results indicates that Mediator in crucial to orchestrate the incorporation of the different proteins into the PIC. This work permit us to improve our understanding of how functional interplay between Mediator, TFIIB, other GTFs, and the promoter architecture leads to gene-specific transcription.

The diploma thesis "The use of mediation to the Office for International Legal Protection of Children" is divided into practical and theoretical. Theoretical part contains four chapters and subsections 15, some of which are further subdivided. The first chapter is devoted to the Office for International Legal Protection of Children and the agenda as the recovery of maintenance, international adoption, international abductions, contact with children and mediation. Another chapter describes mediation as a concept, as well as the types and principles. The following section describes the child's family mediation, especially its legislative confirmation. The last part introduces the profession of mediators, their role and code of ethics. The practical part consists of three chapters. The first one consists of interviews with mediators Office for International Legal Protection of Children. The purpose of these interviews was to answer the research question, which is: ,, In what cases use mediation at the Office for International Legal Protection of Children and increasing this way of resolving the dispute? "The second focuses on four case reports and final chapter describes the system in the Slovak Republic, Austria and Germany.

In the context of the preparation of the new Civil Procedure Code and the publication of its theses, the topic of the first ordered meeting with a registered mediator has become more current. According to the material intent of the new Civil Procedure Code, this institute contradicts the voluntary nature of mediation and should therefore be excluded from the legislation. The purpose of this Diploma thesis is to analyze the institute of the first ordered meeting with a registered mediator in such a way that it is possible to assess whether this instrument should remain part of the legislation on civil procedure. At first, this Diploma thesis deals with mediation as one of the alternative methods of dispute resolution. It discusses the principles on which mediation is based, including the principle of voluntariness. It also describes the advantages and disadvantages of this out-of-court dispute resolution. The thesis further focuses on the analysis of the legislation on the first meeting with a mediator and points out its problematic aspects. To evaluate the use and success of this institute in practice, it analyses the statistics of the Ministry of Justice of the Czech Republic and the results of quantitative research carried out for this thesis. The research was made in the form of a questionnaire...