Submitted by Cássio da Cruz Nogueira (cassionogueirakk@gmail.com) on 2017-12-28T14:09:43Z No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Dissertacao_DispositivoFisioterapeuticoGerador.pdf: 908101 bytes, checksum: f84a5b2428f1c1d5c266fa2ce5096306 (MD5) / Approved for entry into archive by Irvana Coutinho (irvana@ufpa.br) on 2018-01-03T12:33:15Z (GMT) No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Dissertacao_DispositivoFisioterapeuticoGerador.pdf: 908101 bytes, checksum: f84a5b2428f1c1d5c266fa2ce5096306 (MD5) / Made available in DSpace on 2018-01-03T12:33:15Z (GMT). No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Dissertacao_DispositivoFisioterapeuticoGerador.pdf: 908101 bytes, checksum: f84a5b2428f1c1d5c266fa2ce5096306 (MD5) Previous issue date: 2016-12-21 / A terapia com pressão expiratória positiva (PEP) é segura e eficaz para a prevenção, reversão de atelectasias e remoção de secreções pulmonares. O estudo experimental objetivou elaborar um dispositivo fisioterapêutico capaz de gerar pressão expiratória positiva para pacientes em respiração espontânea e avaliar seu desempenho mecânico. A composição do dispositivo fisioterapêutico constituiu de 14 componentes, produzido em alumínio e plástico, permitindo apresentar características de um resistor fluxo-dependente não gravitacional. As pressões, obtidas por meio do fluxômetro de alto fluxo modelo Certifier® FA TSI (TSI Corporated, EUA), tiveram influência da resistência de orifício com diâmetros de 1,5; 2,0; 3,0; 4,0 e 5,0mm, dos pesos de cinco pistões (1,5; 1,6; 2,0; 3,2 e 3,8g) e de fluxos constantes de 3, 5, 6, 9, 10 e 12L/min ou fluxo de disparo do pistão. Dentre que os cinco pistões, o pistão 4 (3,2g) apresentou melhor resultado estatisticamente significativo, alcançando uma pressão de 20cmH2O com fluxos de 8,16L/min, para o orifício de 1,5mm de diâmetro. O dispositivo de PEP proposto pode gerar pressões terapêuticas entre 10 e 20cmH2O, por meio de uma variação de fluxos expiratórios baixos. Apresenta como característica singular a associação do diâmetro do orifício com o peso do pistão para gerar a pressão positiva. Estudos futuros são necessários a fim de promover a validação do dispositivo fisioterapêutico em crianças saudáveis e posterior análise em pacientes com afecções pulmonares, para obter dados científicos que representem a nossa prática clínica. / Positive expiratory pressure therapy is safe and effective for the prevention, reversal of atelectasis and removal of pulmonary secretions. The experimental study aimed to elaborate a physiotherapeutic device capable of generating positive expiratory pressure for patients in spontaneous breathing and evaluating their mechanical performance. The composition of the physiotherapeutic device consisted of 14 components, produced in aluminum and plastic, allowing to present characteristics of a flow-dependent non-gravitational resistor. The pressures obtained through the high flux flowmeter model Certifir® FA TSI (TSI Corporated, USA) had influence of the orifice strength with diameters of 1.5, 2.0, 3.0, 4.0 and 5.0mm, five-piston weights (1.5; 1.6, 2.0, 3.2 and 3.8g) and constant flows of 3, 5, 6, 9, 10 and 12L/min or piston firing flow. Among the five pistons, the piston 4 (3.2g) presented a better statistically significant result, reaching a pressure of 20cmH2O with flows of 8.16L/min, for the 1.5mm diameter bore. The proposed PEP device can generate therapeutic pressures between 10 and 20cmH2O, through a variation of low expiratory flows. It presents as singular characteristic the association of the diameter of the orifice with the weight of the piston to generate the positive pressure. Future studies are needed in order to promote the validation of the physiotherapeutic device in healthy children and subsequent analysis in patients with pulmonary conditions to obtain scientific data that represent our clinical practice.

Feeding disorder in young children is a growing concern, particularly feeding challenges with sensory and/or behavioral underpinning. These feeding disorders are characterized by food refusal, anxiety when presented with novel foods, failure to advance to textured foods, and inappropriate mealtime behaviors. The Positive Eating Program (PEP) was developed to remediate feeding disorders by providing rich experiences in food vocabulary, positive sensory nonfood and food activities, and structured and predictable through trials.

<p>The purpose of this study is to investigate teachers’ efforts to teach students with dyslexia in Swedish. The intention with this study is to get the right tools to work with these kinds of students in a more improved and giving way in the future. My questions of issue are:</p><p>- How can teachers facilitate the learning process for students with dyslexia?</p><p>- Are pupils with dyslexia included in the teachers’ education in the classroom?</p><p>- How do the other pupils integrate with the dyslexia pupils in the classroom?</p><p>- How does the teacher manage the situation to teach the whole class at the same time as he/she helps the pupils with dyslexia?</p><p>- How do you practice when to assess and rate the students with dyslexia?</p><p>The method used in this paper is a combination of participant observation and interviews with two teachers and their classes. To be able to construe my results in this paper, I will be using Peder Haugs theory including integration and segregate integration but also a theory based on including or excluding way of working.</p><p>The main conclusion of this paper is that teachers can work in many different ways with dyslectic pupils. The teachers must try to find a way that is right for themself and their pupils, there is no right and wrong in this work. But what’s most important is to help the dyslectic cope with school.</p>

The purpose of this study is to investigate teachers’ efforts to teach students with dyslexia in Swedish. The intention with this study is to get the right tools to work with these kinds of students in a more improved and giving way in the future. My questions of issue are: - How can teachers facilitate the learning process for students with dyslexia? - Are pupils with dyslexia included in the teachers’ education in the classroom? - How do the other pupils integrate with the dyslexia pupils in the classroom? - How does the teacher manage the situation to teach the whole class at the same time as he/she helps the pupils with dyslexia? - How do you practice when to assess and rate the students with dyslexia? The method used in this paper is a combination of participant observation and interviews with two teachers and their classes. To be able to construe my results in this paper, I will be using Peder Haugs theory including integration and segregate integration but also a theory based on including or excluding way of working. The main conclusion of this paper is that teachers can work in many different ways with dyslectic pupils. The teachers must try to find a way that is right for themself and their pupils, there is no right and wrong in this work. But what’s most important is to help the dyslectic cope with school.

Background: Positive expiratory pressure (PEP) and continuous positive airway pressure (CPAP) are two forms of resistance breathing used in spontaneously breathing patients. With a threshold resistor or a flow resistor, both PEP and CPAP provide a positive (elevated) pressure level during the expiratory phase. With PEP, inspiratory pressure is negative, i.e. lower than ambient air pressure, as during a normal inspiration, but with CPAP, the inspiratory pressure is positive, i.e. higher than ambient air pressure. Methods: This thesis is based on four separate studies in which four different breathing devices, a PEP-bottle (threshold resistor device), a PEP-mask (flow resistor device), a threshold resistor CPAP and a flow resistor device were investigated. Paper I, II and III are based on studies in healthy volunteers. Paper IV is a bench study performed in a hypobaric chamber. Paper I examined differences between two PEP devices, the PEP-bottle and the PEP-mask. Paper II evaluated the performance of a flow resistor CPAP device, (Boussignac CPAP). Paper III investigated the effect of two PEP-devices, a PEP-bottle and a PEP-mask and two CPAP devices, a threshold resistor CPAP and a flow resistor CPAP, on inspiratory capacity (IC). In paper IV, the effect of changes in ambient pressure on preset CPAP levels in two different CPAP devices was compared. Results: With the PEP bottle, both expiration and inspiration began with a zero-flow period during which airway pressure changed rapidly. With the PEP-mask, the zero-flow period was very short and the change in airway pressure almost non-existent (paper I). During normal breathing with the Boussignac CPAP, changes in airway pressure were never large enough to reduce airway pressure below zero. During forced breathing, as airflow increased, both the drop in inspiratory airway pressure and the increase in expiratory airway pressure were potentiated (paper II). IC decreased significantly with three of the breathing devices, the PEP-mask and the two CPAP devices (paper III). With the threshold resistor CPAP, measured pressure levels were close to the preset CPAP level. With the flow resistor CPAP, as the altitude increased CPAP produced pressure levels increased (paper IV). Conclusion: The effect on airway pressure, airflow, IC and the effect of changes in ambient air pressure differ between different kinds of resistance breathing devices. These differences in device performance should be taken into consideration when choosing the optimal resistance breathing device for each patient.

Le mode vie autotrophique des plantes repose entièrement sur l’intégrité du chloroplaste et notamment l’étape de la biogénèse. La transcription des gènes chloroplastiques, assurée par une PEP (ARN polymérase encodée par le chloroplaste) et deux NEPs (ARN polymérase encodée par le noyau), est l’une des étapes primordiales dans le développement d’un chloroplaste photosynthétique. On distingue trois classes de gènes chloroplastiques : les gènes de classe I, transcrit par la PEP exclusivement; les gènes de classe II, transcrits par la PEP ou les NEPs; et les gènes de classe III, transcrits exclusivement par les NEPs. Pour assurer sa fonction, la PEP doit être associée à des facteurs sigmas. L’un de ceux-ci, la protéine SIG6, est un facteur sigma général et, associé à la PEP, assure la transcription de l’ensemble des gènes de classe I et II lors du développement du chloroplaste photosynthétique. Ainsi, le mutant sig6 présente un phénotype de cotylédons pâles, associé à un retard de biogénèse chloroplastique, ainsi qu’une diminution de la transcription des gènes de classe I, provoquant la diminution de la quantité de protéines de classe I. Dans le laboratoire, nous étudions les deux protéines WHIRLY chloroplastiques (WHY1 et WHY3) pour leur rôle dans le maintien de la stabilité génomique chloroplastique. Toutefois, peu de choses sont encore connues sur leur rôle potentiel dans la transcription ou la biogénèse chloroplastique. Par exemple, lorsque l’on tente de purifier la PEP, on obtient un gros complexe transcriptionnel nommé PTAC (Plastid Transcriptionally Active Chromosome) dans lequel sont retrouvées les deux protéines WHIRLY, suggérant qu’elles pourraient être impliquées dans la transcription chloroplastique. De plus, un possible rôle dans la biogénèse chloroplastique leur a été prêté, notamment chez le maïs. Dans cette étude, nous avons donc cherché à vérifier l’implication des protéines WHIRLY dans la biogénèse chloroplastique par une approche génétique de croisements entre les mutants sig6 et why1why3. Pour cela, nous avons isolé des doubles mutants sig6why1 et sig6why3, ainsi qu’un triple mutant sig6why1why3. À l’aide d’une caractérisation phénotypique et de la quantification de quelques protéines chloroplastiques, nous avons remarqué que la perte d’un des WHIRLY permet de complémenter le phénotype de cotylédons pâles du mutant sig6 et favorise l’expression normale de protéines en principe sous-exprimées dans le mutant sig6. Toutefois, la perte des deux WHIRLY ne permet pas de compenser le phénotype de cotylédons pâles et provoque l’apparition d’un phénotype persistant associé à une expression anormale des protéines chloroplastiques. Ces résultats ne peuvent être expliqués par le rôle des WHIRLY dans le maintien de la stabilité génomique chloroplastique étant donné que le triple mutant sig6why1why3 présente moins de réarrangements que le double mutant why1why3. Finalement, nous montrons que les effets de la perte d’un WHIRLY sur le mutant sig6 peuvent être mimés par l’utilisation de la rifampicine, une drogue inhibant l’ARN polymérase chloroplastique de type bactérienne (PEP). Ensemble, ces résultats démontrent donc l’implication des protéines WHIRLY chloroplastiques dans la biogénèse chloroplastique en association avec la protéine SIG6. Nous proposons un modèle selon lequel les deux protéines WHIRLY permettraient de favoriser l’activité de l’ARN polymérase de type bactérienne, notamment lors du développement du chloroplaste photosynthétique. En cas d’absence d’une des deux protéines, cette diminution partielle d’activité de la PEP favoriserait la mise en place d’un mécanisme de complémentation par le NEPs, permettant finalement de rétablir la biogénèse chloroplastique dans un mutant sig6. En l’absence des deux WHIRLY, le mécanisme de complémentation par les NEPs serait incapable de compenser la forte inhibition de la PEP, se traduisant par une aggravation du retard de développement du chloroplaste dans le mutant sig6. / The autotrophic lifestyle of plants relies entirely on the integrity of chloroplasts and particularly on their biogenesis. Chloroplast gene transcription, performed by a Plastid-Encoded Polymerase (PEP) and two Nuclear-Encoded Polymerases (NEPs), is one of the key steps during the development of photosynthetic chloroplast. There are 3 classes of genes, one transcribed by PEP alone (class I), one by both PEP and NEPs (class II), and the third by NEPs alone (class III). To carry out transcription, PEP associates with plastid sigma factors including the general sigma factor SIG6. sig6 mutants have a pale cotyledon phenotype, a severe decrease in class I gene transcription and a reduction in the level of class I proteins. In our laboratory, we study the role of the two plastid WIHRLY proteins (WHY1 and WHY3) in maintaining plastid genome stability. However, little is known about any role these proteins may play in transcription or chloroplast biogenesis. It seems likely they are involved in plastid gene transcription since they are found in the Plastid Transcriptionally Active Chromosome (PTAC). Moreover, they have been implicated in chloroplast biogenesis in maize. In this study, we verified the implication of these proteins in plastid biogenesis using a genetic approach in which we crossed a sig6 mutant with a why1why3 mutant. We isolated sig6why1 and sig6why3 double mutants and a sig6why1why3 triple mutant. Using a phenotypic characterisation and quantification of some plastid proteins, we show that loss of one of the two Why genes complements the sig6 pale cotyledon phenotype and allows a more normal pattern of expression of plastid proteins that are under-expressed in the sig6 mutant. However, we also show that loss of the two Why genes does not alleviate the sig6 phenotype. Moreover, the triple mutant shows a second pale phenotype on true leaves, and the plastid protein expression pattern is abnormal compared to either sig6 or wild type plants. Those results cannot be explained by the role of WHIRLY proteins in plastid genome stability since the triple mutant shows fewer plastid genome rearrangements than the why1why3 mutant. Finally, we show that inhibition of the PEP polymerase using rifampicin elicits the same complementation of the sig6 phenotype as the loss of one of the two WHIRLY. Together, these results show the implication of WHIRLY proteins in plastid biogenesis in association with SIG6. We propose a model in which WHIRLY act as activators of PEP activity, particularly during the chloroplast biogenesis. Therefore, the absence of one of the WHIRLY would cause a weak inhibition of PEP, facilitating the set-up of a rescue mechanism by NEPs and, consequently, allowing the complementation of plastid biogenesis in the sig6 mutant. However, the absence of the two WHIRLY proteins would cause a strong inhibition of PEP, and the inability of the rescue mechanism by NEPs to compensate for this strong inhibition, resulting in a more severe phenotype in the sig6 mutant.

Made available in DSpace on 2014-06-12T15:08:10Z (GMT). No. of bitstreams: 2 arquivo260_1.pdf: 2883100 bytes, checksum: 2b8c41431c0965cbafd0024b49a98b23 (MD5) license.txt: 1748 bytes, checksum: 8a4605be74aa9ea9d79846c1fba20a33 (MD5) Previous issue date: 2010 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / Este estudo tem como objetivo delinear o processo de Planejamento Estratégico Participativo (PEP) realizado no Movimento Pró-Criança (MPC), mediante a utilização da Abordagem e Metodologia da Investigação Apreciativa (IA). Para tanto, o trabalho buscou integrar teoria e intervenção organizacional, envolvendo um horizonte de tempo que abrange os próximos cinco anos (2009-2014). Desse modo, a revisão da literatura tomou como base as temáticas ligadas ao Terceiro Setor, sobretudo o que se relaciona às Organizações Não Governamentais (ONGs), Planejamento Estratégico, dando ênfase ao processo participativo, além da Abordagem e Metodologia da Investigação Apreciativa. Na formulação do problema foi questionado: Como delinear um dado processo de Planejamento Estratégico Participativo a ser realizado em uma instituição como o MPC, mediante a utilização da Abordagem e Metodologia da Investigação Apreciativa? Isto levou à elaboração de um estudo de caso, de caráter qualitativo, configurado como uma pesquisa social com base aplicada, concebida e voltada para a resolução de um problema compartilhado por todos os diferentes participantes do trabalho. Quanto aos fins, a pesquisa tem caráter descritivo-explicativo e interpretativo; quanto aos meios reúne investigações bibliográficas, documentais e de campo. Estrategicamente, a dinâmica da pesquisa-ação enfatizou o elo entre o PEP e a IA, gerando o Planejamento Estratégico Participativo e Apreciativo, também denominado de Modelo Integrativo PEP+IA. Para chegar a esse ponto, foi preciso discutir o ciclo de 4-Ds intrinsecamente interligados: O primeiro D significa Discovery (Descoberta); o segundo D, Dream (Sonho); o terceiro D, Design (Delineamento/Planejamento) e o quarto D, Destiny (Destino). Com eles, forma-se o chamado ciclo apreciativo, em cujo centro está a Escolha do Tópico Afirmativo, cerne da realização apreciativa. Neste estudo, porém, o correto é fazer referência ao ciclo de 5-Ds, devido à introdução do D-1, Definition (Definição), pela necessidade de determinar o foco e o escopo do trabalho de intervenção. Para os demais Ds foi mantida a nomenclatura pré-existente e estabelecidos os respectivos instrumentos metodológicos, já que cada um deles foi constituído como unidades temáticas para fins de análise de conteúdo. É importante salientar que, o Modelo PEP+IA, o 4-D representa a essência do planejamento, para o qual se mobilizou dirigentes, profissionais e voluntários do MPC, aproximadamente 60 pessoas. Todos participaram de reuniões, seminários (com plenárias) e de um programa de entrevistas. Cabe destacar a criação de um núcleo positivo de gestão, com cerca de seis a oito componentes, considerados os interlocutores do pesquisador nas reuniões de cúpulas realizadas, cuja agenda estratégica teve sempre como pauta a discussão de proposições provocativas. A síntese desse quadro de referência aponta para a produção de quatro idéias-guia no âmbito do Modelo PEP+IA: Transformação Organizacional; Transformação Social; Integração Institucional; e Sustentabilidade Institucional, frutos da arquitetura organizacional e social construída coletivamente. Como resultado, mostra-se o MPC diante de uma nova missão e processo de reestruturação organizacional, no âmbito do estabelecimento de um marco operativo que está sendo elaborado, esperando-se que o processo culmine no domínio da capacidade afirmativa e de sua sustentabilidade institucional

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The Jupiter Icy Moons Explorer is a planetary exploration mission that aims to study the moons of Jupiter in the planet’s vast magnetosphere. Among the various instruments on board is the Particle Environment Package (PEP), that is led by the Swedish Institute of Space Physics (IRF) in Kiruna. The Jovian plasma Dynamics and Composition analyzer (JDC) is one of six sensors within PEP and focuses on the characterization of positive ions. To be able to measure their three-dimensional distribution and composition, in-situ and in high time resolution, JDC has to cover a large field of view of 2π sr, for the desired energy range, in just a couple of seconds. An electrostatic analyzer within the sensor determines the energy per charge of such particles and a time-of-flight mass spectrometer measures their mass per charge. Constraints on weight and the radiation environment of Jupiter drive the design of the sensor: small and lightweight to allow extra shielding, but still large enough to accomplish measurements in the harsh radiation environment of Jupiter. This work focuses on a new type of compact, electrostatic analyzer using spherical wedges and the start signal generation for the time-of-flight measurement using new venetian blind-type surfaces. Simulations on the electrostatic analyzer showed that the most promising design is a hybrid variant, using an inner shell with spherical wedges and a spheroidal outer shell. A prototype sensor was built and tested with successful results. A reflectron-type time-of-flight cell measures the time it takes for a particle to pass a linear electric field. The time measurement has to be very accurate and requires that all ions enter the reflectron from the same start position. Commonly this is achieved with thin carbon foils of some nanometer thickness to provide a very accurate start position. Upon impact and after leaving a foil, ions generate secondary electrons that act as start signals for the time measurement. Foils require a substantial pre-acceleration of several kilovolts for the ions to penetrate the foil, thus increasing the size and mass of the instrument. When incident ions are reflected at grazing angles from a surface, secondary electrons are released in the same way as with foils. To increase position accuracy during this reflection process, venetian blind-type start surfaces are investigated, where many smaller surfaces replace a large flat surface. The most promising sample was found to be micro pore optics, that were initially designed to focus gamma rays. In several experiments it could be shown that micro pore optics show good reflection properties when used as start surfaces in the time-of-flight measurement. Both improvements allow a more compact and lightweight sensor that can be better shielded against the harsh radiation environment in Jupiter’s system. Jupiter hosts the strongest radiation environment in the solar system, that could kill an unprotected human thousand times over. / JUICE, PEP