Yes / The COSMOS Database (DB) was originally established to provide reliable data for cosmetics-related chemicals within the COSMOS Project funded as part of the SEURAT-1 Research Initiative. The database has subsequently been maintained and developed further into COSMOS Next Generation (NG), a combination of database and in silico tools, essential components of a knowledge base. COSMOS DB provided a cosmetics inventory as well as other regulatory inventories, accompanied by assessment results and in vitro and in vivo toxicity data. In addition to data content curation, much effort was dedicated to data governance - data authorisation, characterisation of quality, documentation of meta information, and control of data use. Through this effort, COSMOS DB was able to merge and fuse data of various types from different sources. Building on the previous effort, the COSMOS Minimum Inclusion (MINIS) criteria for a toxicity database were further expanded to quantify the reliability of studies. COSMOS NG features multiple fingerprints for analysing structure similarity, and new tools to calculate molecular properties and screen chemicals with endpoint-related public profilers, such as DNA and protein binders, liver alerts and genotoxic alerts. The publicly available COSMOS NG enables users to compile information and execute analyses such as category formation and read-across. This paper provides a step-by-step guided workflow for a simple read-across case, starting from a target structure and culminating in an estimation of a NOAEL confidence interval. Given its strong technical foundation, inclusion of quality-reviewed data, and provision of tools designed to facilitate communication between users, COSMOS NG is a first step towards building a toxicological knowledge hub leveraging many public data systems for chemical safety evaluation. We continue to monitor the feedback from the user community at support@mn-am.com.

Submitted by Jean Medeiros (jeanletras@uepb.edu.br) on 2017-11-23T14:23:43Z No. of bitstreams: 2 PDF - Michelly Cássia de Azevedo Marques.pdf: 67319443 bytes, checksum: 67a2a7bc11dbbbb686e38d927566cada (MD5) Produto - Michelly Cássia de Azevedo Marques.pdf: 13433522 bytes, checksum: 361ab139e6bd50710b4ece5439bc9ba5 (MD5) / Approved for entry into archive by Secta BC (secta.csu.bc@uepb.edu.br) on 2017-12-06T18:43:41Z (GMT) No. of bitstreams: 2 PDF - Michelly Cássia de Azevedo Marques.pdf: 67319443 bytes, checksum: 67a2a7bc11dbbbb686e38d927566cada (MD5) Produto - Michelly Cássia de Azevedo Marques.pdf: 13433522 bytes, checksum: 361ab139e6bd50710b4ece5439bc9ba5 (MD5) / Made available in DSpace on 2017-12-06T18:43:41Z (GMT). No. of bitstreams: 2 PDF - Michelly Cássia de Azevedo Marques.pdf: 67319443 bytes, checksum: 67a2a7bc11dbbbb686e38d927566cada (MD5) Produto - Michelly Cássia de Azevedo Marques.pdf: 13433522 bytes, checksum: 361ab139e6bd50710b4ece5439bc9ba5 (MD5) Previous issue date: 2012-08-24 / This master's final work is the development of an evaluation process, having as main characteristic and differential use of language to identify the difficulties of assigning meaning and verify the development of representations of mathematical formalism associated to algebraic reasoning - Alumni a class of 7th grade level. We understand evaluation as a process of communication and regulation of learning, concept suggested by Wiliam (2007) and Barlow (2006), authors, among others, influenced the development of evaluation methods, drawn from a diagnostic assessment (pre-test), whose implementation and analyses were conducted within a qualitative perspective. After analyzing the written production of students from the categorization, following Lorenzato and Fiorentini (2007) and the elaboration of items (Walle, 2009), we conclude that the students' writing was an important vehicle for their expression and that allowed us to evaluate more individualized their previous knowledge as well as their difficulties and advances throughout the teaching process. We realize that this way of expressing themselves contributed to the learning of algebraic formalism, considering that assisted in the interpretation of this language and the attribution of meaning to it, as suggested by the written reports and testimonies of students presented in this study. On the other hand, like any medium, writing has limitations such as difficulty in interpreting texts, words, difficulties in the use of orthographic rules etc.. However, we believe that the writing in the mother tongue can not be neglected in math classes, and should be combined with other forms of communication such as oral, drawings, facial expressions, gestures. All these forms can be used and observed by the teacher, to investigate the meaning's assignment of students to the contents studied, promoting a regulatory assessment and greater interaction between students and teachers. / Este trabalho final de mestrado consiste no desenvolvimento de um processo avaliativo, tendo como principal característica e diferencial, a utilização da língua materna para identificar as dificuldades de atribuição de signifi - cado e verificar o desenvolvimento das representações do formalismo matemático associado ao raciocínio al - gébrico – dos alunos de uma turma de 7º ano do ensino fundamental. Entendemos avaliação como um processo de comunicação e regulação da aprendizagem, conceito sugerido por Wiliam (2007) e Barlow (2006), autores, que entre outros, influenciaram a elaboração das atividades avaliativas, elaboradas a partir de uma avaliação di - agnóstica (pré-teste), cuja implementação e análise foram efetuadas dentro de uma perspectiva qualitativa . Após a análise da produção escrita dos alunos, a partir da categorização, seguindo Fiorentini e Lorenzato (2007) e a elaboração de rubricas (Walle, 2009), concluímos que a escrita dos alunos foi um veículo importante de expres- são dos mesmos e que nos permitiu avaliar de forma mais individualizada seus conhecimentos prévios bem como suas dificuldades e avanços ao longo do processo de ensino. Percebemos que essa forma de expressar-se contribuiu para a aprendizagem do formalismo algébrico, tendo em vista que auxiliou na interpretação dessa lin - guagem e na atribuição de significado para a mesma, como sugerem os relatos escritos e testemunhos dos alunos apresentados nesse estudo. Por outro lado, assim como qualquer meio de comunicação, a escrita apresenta limi - tações, como dificuldade de interpretação de textos, de palavras; dificuldades na utilização de normas ortográfi - cas etc. Contudo, acreditamos que a produção escrita em língua materna não pode ser negligenciada nas aulas de matemática, devendo ser articulada com outras formas de comunicação como a oralidade, os desenhos, as ex - pressões faciais, os gestos. Todas essas formas podem ser utilizadas e observadas pelo professor como forma de investigar a atribuição de significado dos alunos para os conteúdos estudados, promovendo uma avaliação regu- ladora e uma maior interação entre alunos e professores.