O preparo e produção de material didático para cursos on-line demanda o trabalho de uma equipe multidisciplinar (com técnicos e especialistas de diferentes áreas) junto aos professores-autores. A organização e o processo de produção são complexos e específicos para cada projeto e instituição de ensino. Nesta pesquisa, o objetivo é analisar como ocorreu o processo colaborativo de produção de material didático no curso semipresencial de Licenciatura em Ciências da USP/UNIVESP (no período de 2013). Este estudo é definido como pesquisa qualitativa, identificada como estudo de caso. Para alcançar os objetivos previstos foi realizada coleta de dados documentais e entrevistas com profissionais que participaram do processo de criação. Para análise dos dados obtidos foi realizado inicialmente o levantamento de posicionamentos teóricos ligados aos principais termos que permeiam o estudo. Por meio de análise de conteúdo foram estabelecidas as relações entre a teoria estudada e os dados coletados. Ao final, conclui-se que, por se tratar de um trabalho em equipe, o conteúdo (texto) original precisa passar por alterações e adequações ao longo de todo o processo até se tornar material didático do curso (em seus diferentes formatos). Vale destacar que esse processo de produção é acompanhado, discutido e validado pelo professor em todas as suas etapas. Como em toda equipe multidisciplinar, a comunicação e as inter-relações entre os profissionais são constantes e significativas para o processo. É nesse contexto de trabalho em equipe (junto ao professorautor) que ocorrem momentos de cocriação didática, resultado de um trabalho colaborativo e de criação. Verificou-se que esse processo de atuação das equipes na produção de material didático tem momentos intercalados de trabalho individualizado e colaborativo. Apesar desse fluxo estar desenhado de forma linear, com etapas predefinidas, é nas inter-relações e trocas de conhecimentos, sugestões e adequações do conteúdo que ocorrem momentos de cocriação. Trata-se de um processo híbrido: linear e de cocriação. Linear em sua estrutura e forma de trabalho e de cocriação como parte natural das relações humanas e da produção coletiva de conhecimento. / The preparation and the production of didactic materials for on-line courses demand a multidisciplinary teamwork (technicians and specialists from different areas) along with teacherauthors. The organization and the process of production are complex and specific for each project and teaching institution. The objective of this research is to analyze how the collaborative process of the didactic material produced in the blended learning course of the Licentiate Degree in Science from USP/UNIVESP (conducted over a certain period of time. Qualitative approach has been adopted for this study, more specifically, a case study research. In order to accomplish our goals, we have conducted data collection by using review of documents as well as interviews with the professionals that participated in the creation process. For the purpose of analyzing the collected data, we have gathered diverse theoretical approaches related to the main topics of this study. By having the content analyzed, a relationship between the studied theory and the data collected has been established. In conclusion, due to the fact that it is the product of a teamwork, the original content (text) needs to go through some changes and adaptations during the whole process until the final version of the didactic material (in all its different formats) is completed. It is important to emphasize that every step during the process of production is attended, discussed and validated by the teacher-author. As in any multidisciplinary teamwork, the communication and the interrelationships are constant and meaningful to the process. It is in this context of teamwork (including the teacher-author) that the didactic co-creation occurs, being the result of collaborative and creation work. It has been verified that the groups worked in intercalated moments throughout the production of the material: as individuals or in collaboration. Despite the fact that there are predefined steps which are supposed to flow in a linear way, co-creation takes place during the interrelationships, the exchange of knowledge and suggestions and the adaptation of the content. It turns out to be a hybrid process: linear and co-creative. Linear in its structure and its way of working and co-creative as a natural part of human relationships and as a collective production of knowledge.

O preparo e produção de material didático para cursos on-line demanda o trabalho de uma equipe multidisciplinar (com técnicos e especialistas de diferentes áreas) junto aos professores-autores. A organização e o processo de produção são complexos e específicos para cada projeto e instituição de ensino. Nesta pesquisa, o objetivo é analisar como ocorreu o processo colaborativo de produção de material didático no curso semipresencial de Licenciatura em Ciências da USP/UNIVESP (no período de 2013). Este estudo é definido como pesquisa qualitativa, identificada como estudo de caso. Para alcançar os objetivos previstos foi realizada coleta de dados documentais e entrevistas com profissionais que participaram do processo de criação. Para análise dos dados obtidos foi realizado inicialmente o levantamento de posicionamentos teóricos ligados aos principais termos que permeiam o estudo. Por meio de análise de conteúdo foram estabelecidas as relações entre a teoria estudada e os dados coletados. Ao final, conclui-se que, por se tratar de um trabalho em equipe, o conteúdo (texto) original precisa passar por alterações e adequações ao longo de todo o processo até se tornar material didático do curso (em seus diferentes formatos). Vale destacar que esse processo de produção é acompanhado, discutido e validado pelo professor em todas as suas etapas. Como em toda equipe multidisciplinar, a comunicação e as inter-relações entre os profissionais são constantes e significativas para o processo. É nesse contexto de trabalho em equipe (junto ao professorautor) que ocorrem momentos de cocriação didática, resultado de um trabalho colaborativo e de criação. Verificou-se que esse processo de atuação das equipes na produção de material didático tem momentos intercalados de trabalho individualizado e colaborativo. Apesar desse fluxo estar desenhado de forma linear, com etapas predefinidas, é nas inter-relações e trocas de conhecimentos, sugestões e adequações do conteúdo que ocorrem momentos de cocriação. Trata-se de um processo híbrido: linear e de cocriação. Linear em sua estrutura e forma de trabalho e de cocriação como parte natural das relações humanas e da produção coletiva de conhecimento. / The preparation and the production of didactic materials for on-line courses demand a multidisciplinary teamwork (technicians and specialists from different areas) along with teacherauthors. The organization and the process of production are complex and specific for each project and teaching institution. The objective of this research is to analyze how the collaborative process of the didactic material produced in the blended learning course of the Licentiate Degree in Science from USP/UNIVESP (conducted over a certain period of time. Qualitative approach has been adopted for this study, more specifically, a case study research. In order to accomplish our goals, we have conducted data collection by using review of documents as well as interviews with the professionals that participated in the creation process. For the purpose of analyzing the collected data, we have gathered diverse theoretical approaches related to the main topics of this study. By having the content analyzed, a relationship between the studied theory and the data collected has been established. In conclusion, due to the fact that it is the product of a teamwork, the original content (text) needs to go through some changes and adaptations during the whole process until the final version of the didactic material (in all its different formats) is completed. It is important to emphasize that every step during the process of production is attended, discussed and validated by the teacher-author. As in any multidisciplinary teamwork, the communication and the interrelationships are constant and meaningful to the process. It is in this context of teamwork (including the teacher-author) that the didactic co-creation occurs, being the result of collaborative and creation work. It has been verified that the groups worked in intercalated moments throughout the production of the material: as individuals or in collaboration. Despite the fact that there are predefined steps which are supposed to flow in a linear way, co-creation takes place during the interrelationships, the exchange of knowledge and suggestions and the adaptation of the content. It turns out to be a hybrid process: linear and co-creative. Linear in its structure and its way of working and co-creative as a natural part of human relationships and as a collective production of knowledge.

To make chemical analysis available both practically and economically, one approach is to miniaturise the equipment needed for the analysis. High-performance liquid chromatography (HPLC) is an example of a flow chemistry analysis system where active work is performed to achieve miniaturised systems. In this thesis, the focus is on creating a miniatyrised pump system constructed of pressurised CO2 (PCO) and a microfluidic chip with a restriction channel. The assignment of the PCO is to force a separate medium, which in this case is water, through the remaining system. The pump system will therefore be defined as pressure-driven, which has advantages as pulse-free flows. Utilising the latent energy from the PCO also reduces the need for electrical power, hence allowing a smaller battery. However, the pressure from the carbon dioxide source will gradually decrease as the content is consumed. To obtain continuous pressure, heaters have been integrated into the chip, and thus, the pressure drop can be controlled by changing the viscosity and density of the through-flowing fluid. A cooling table was also used to enable the cooling of the chip and thus further increase the pressure drop. PID control was implemented for the temperature to be adjusted to maintain a constant pressure downstream of the chip. By using this technology, runs of just over 80 minutes have been achieved with a pressure of 60 bar and a flow of 100 µl/min downstream, with a maximal error of around 0.03 bar. Then a chip adapted for water was used to control the water flow. Chips adapted for carbon dioxide placed right after the carbon dioxide source were also tested andruns of just over 10 minutes at 75 bar and 100 µl/min could be achieved with a maximal error closer to 1 bar. The pressure vessel used held a maximum of 100 ml of CO2 at 60 bar. The idea is that the pump system, in the end, will be applied for portable HPLC, and the PCO will then be stored in a cartridge, but in the experiments, a turned-off ISCO pump functioned as a carbon dioxide source.

L’Opacification Capsulaire Postérieure (OCP) est la fibrose de la capsule développée sur la lentille intraoculaire implantée (LIO) suite à la dé-différenciation de cellules épithéliales cristalliniennes (LECs) subissant une transition épithélio-mésenchymateuse (EMT). La littérature a montré que l'incidence de l’OCP est multifactorielle, dont l'âge ou la maladie du patient, la technique de chirurgie, le design et le matériau de la LIO. La comparaison des LIOs en acryliques hydrophiles et hydrophobes montre que les premières ont une OCP plus sévère, médiée par la transition EMT. En outre, il est également démontré que l'adhérence des LECs est favorisée sur des matériaux hydrophobes par rapport à ceux hydrophiles. Une stratégie biomimétique destinée à promouvoir l’adhérence des LECs sans dé-différenciation en vue de réduire le risque de développement de l’OCP est proposée. Dans cette étude, les peptides RGD, ainsi que les méthodes de greffage et de quantification sur un polymère acrylique hydrophile ont été étudiés. La surface fonctionnalisée des LIOs favorisant l'adhérence des LECs via les récepteurs de type intégrine peut être utilisée pour reconstituer la structure capsule-LEC-LIO en sandwich, ce qui est considéré dans la littérature comme un moyen de limiter la formation de l‘OCP. Les résultats montrent que le biomatériau innovant améliore l'adhérence des LEC, et présente également les propriétés optiques (transmission de la lumière , banc optique) similaires et mécaniques (force haptique de compression, force d'injection de la LIO) comparables à la matière de départ. En outre, par rapport au matériau hydrophobe IOL, ce biomatériau bioactif présente des capacités similaires vis à vis de l’adhérence des LECs, le maintien de la morphologie, et l'expression de biomarqueurs de l’EMT. Les essais in vitro suggèrent que ce biomatériau a le potentiel de réduire certains facteurs de risque de développement de l’OCP. / Posterior Capsular Opacification (PCO) is the capsule fibrosis developed onto the implanted IntraOcular Lens (IOL) by the de-differentiation of Lens Epithelial Cells (LEC) undergoing Epithelial-Mesenchymal Transition (EMT). Literature has shown that the incidence of PCO is multifactorial including patient’s age or disease, surgical technique, and IOL design and material. Reports comparing hydrophilic and hydrophobic acrylic IOLs show the former has more severe PCO after EMT transition. Additionally, the LEC adhesion is favored onto the hydrophobic materials compared to the hydrophilic ones. A biomimetic strategy to promote LEC adhesion without de-differentiation to reduce PCO development risk is proposed. RGD peptides, as well as their grafting and quantification methods on a hydrophilic acrylic polymer were investigated. The surface functionalized IOL promoting LEC adhesion via integrin receptors can be used to reconstitute the capsule-LEC-IOL sandwich structure, which is considered to prevent PCO formation in literature. The results show the innovative biomaterial improves LEC adhesion, and also exhibits similar optical (light transmittance, optical bench) and mechanical (haptic compression force, IOL injection force) properties comparing to the starting material. In addition, comparing to the hydrophobic IOL material, this bioactive biomaterial exhibits similar abilities in LEC adhesion, morphology maintenance, and EMT biomarker expression. The in vitro assays suggest this biomaterial has the potential to reduce some risk factors of PCO development.

No description available.

<p>Premenstrual dysphoria, so severe that it affects the lives of the women afflicted, is the condition studied in this thesis. Physiological and pharmacological mechanisms of pathogenetic relevance were investigated. </p><p>Women with premenstrual dysphoria showed a stronger and less dampened response of LH to an estradiol challenge than asymptomatic women, indicating an altered neuroendocrine regulation. In women with premenstrual dysphoria, the LH response was correlated to the severity of irritability and bloating, and the early FSH response was correlated to the severity of depressed mood. </p><p>The positron-emission study showed strong, consistent correlations between worsening of mood symptoms and a decrease in brain trapping of the immediate serotonin precursor, from the mid-follicular to the late luteal phase in women with premenstrual dysphoria. The strongest correlations were seen for the cardinal mood symptoms of premenstrual dysphoria, and for their opposites. Physical symptoms showed weaker or no correlations with the exception of nociceptive symptoms from erogenous body regions which showed positive correlations to serotonin precursor trapping in the right caudate nucleus. The findings are consistent with the serotonin hypothesis of premenstrual dysphoria, and might possibly explain the observed effects of serotonin-augmenting drugs in this condition.</p><p>The partial 5-HT_1A receptor agonist buspirone was superior to placebo in the treatment of premenstrual dysphoria. The weak SRI and 5-HT₂ receptor antagonist nefazodone was not superior to placebo. For women with premenstrual dysphoria in need of medication and who do not tolerate SRIs because of the sexual sideeffects, buspirone may be an alternative drug, since it had no adverse effects on sexual function. </p><p>The prevalence of polycystic ovaries and serum levels of androgens were not higher in women with premenstrual dysphoria than in their asymptomatic counterparts. The findings are not consistent with the hypothesis that irritability in women with premenstrual dysphoria is induced by elevated testosterone levels. </p><p>Thesis results, which are in line with the serotonin hypothesis of premenstrual dysphoria, may imply that increased brain sensitivity is one of the factors underlying severe premenstrual mood symptoms, thereby further supporting a common serotonergic dysregulation in this condition.</p>

Premenstrual dysphoria, so severe that it affects the lives of the women afflicted, is the condition studied in this thesis. Physiological and pharmacological mechanisms of pathogenetic relevance were investigated. Women with premenstrual dysphoria showed a stronger and less dampened response of LH to an estradiol challenge than asymptomatic women, indicating an altered neuroendocrine regulation. In women with premenstrual dysphoria, the LH response was correlated to the severity of irritability and bloating, and the early FSH response was correlated to the severity of depressed mood. The positron-emission study showed strong, consistent correlations between worsening of mood symptoms and a decrease in brain trapping of the immediate serotonin precursor, from the mid-follicular to the late luteal phase in women with premenstrual dysphoria. The strongest correlations were seen for the cardinal mood symptoms of premenstrual dysphoria, and for their opposites. Physical symptoms showed weaker or no correlations with the exception of nociceptive symptoms from erogenous body regions which showed positive correlations to serotonin precursor trapping in the right caudate nucleus. The findings are consistent with the serotonin hypothesis of premenstrual dysphoria, and might possibly explain the observed effects of serotonin-augmenting drugs in this condition. The partial 5-HT1A receptor agonist buspirone was superior to placebo in the treatment of premenstrual dysphoria. The weak SRI and 5-HT2 receptor antagonist nefazodone was not superior to placebo. For women with premenstrual dysphoria in need of medication and who do not tolerate SRIs because of the sexual sideeffects, buspirone may be an alternative drug, since it had no adverse effects on sexual function. The prevalence of polycystic ovaries and serum levels of androgens were not higher in women with premenstrual dysphoria than in their asymptomatic counterparts. The findings are not consistent with the hypothesis that irritability in women with premenstrual dysphoria is induced by elevated testosterone levels. Thesis results, which are in line with the serotonin hypothesis of premenstrual dysphoria, may imply that increased brain sensitivity is one of the factors underlying severe premenstrual mood symptoms, thereby further supporting a common serotonergic dysregulation in this condition.