L’originalité de ce projet consiste au développement et à l’étude de nouvelles structures hybrides à base de nanocelluloses et de polymères stimulables. En particulier, c’est le design d’hydrogels aux propriétés thermosensibles qui est visé. Les nanocelluloses - nanoparticules issues de la cellulose - sont de deux types : les nanocristaux de cellulose (CNCs) et les nanofibrilles de cellulose (CNFs) et possèdent des propriétés bien particulières. Cette étude s’est concentrée sur l’élaboration d’hydrogels de CNCs. Plusieurs polymères thermosensibles ont été utilisés pour leur biocompatibilité et leur température de solution critique (LCST) aux abords de la température du corps humain. Ce travail a consisté en (i) la préparation des systèmes sur les principes de la chimie verte, (ii) l’étude rhéologique de ces gels thermosensibles et (iii) l’élaboration d’applications à forte valeur ajoutée pour ces biomatériaux uniques. A travers l’utilisation de grands équipements (SANS, SAXS), les interactions physico-chimiques CNCs/polymères ont été étudiées. L’utilisation de block copolymères a permis l’obtention de suspension de CNCs aux propriétés rhéologiques spécifiques : de liquide a température ambiante à gel viscoélastique à température du corps. D’un point vue applicatif, les hydrogels ainsi réalisés ont permis le déploiement de systèmes injectables pour le biomédical ainsi que des surfaces thermosensibles.Mots clés : nanocristaux de cellulose, hydrogel, thermosensible, stimulable / This project consists to develop and study new hybrid structures based on nanocelluloses and stimuli-responsive polymers, in particular, thermo-responsive polymers. Nanocelluloses - nanoparticles extracted from cellulose - exist in two forms: cellulose nanocrystals (CNCs) and cellulose nanofibrils (CNFs). This study focused on the design of CNCs hydrogels with stimuli-responsive polymers. Several thermo-responsive polymers have been used for their biocompatibility and lower critical solution temperature (LCST) close to body temperature. This work consisted of (i) preparation of systems using the principles of green chemistry, (ii) the rheological study of these thermo-sensitive hydrogels, and (iii) the development of smart applications for these unique biomaterials. Through the use of state of the art technologies (SANS, SAXS), physicochemical interactions between the polymers and CNCs have been studied. The use of block copolymers made it possible to create CNCs-based hydrogels with specific rheological properties: liquid at ambient temperature to viscoelastic gel at body temperature. These hydrogels can be used in the creation of injectable systems for biomedical applications, as well as thermosensitive surfaces.Key-words: Cellulose nanocrystals, hydrogel, thermo-responsive, stimuli-responsive

Kyoto University (京都大学) / 0048 / 新制・課程博士 / 博士(工学) / 甲第13834号 / 工博第2938号 / 新制||工||1434(附属図書館) / 26050 / UT51-2008-C750 / 京都大学大学院工学研究科物質エネルギー化学専攻 / (主査)教授 井上 正志, 教授 江口 浩一, 教授 田中 庸裕 / 学位規則第4条第1項該当

This thesis contains present trends in frontend web development. On the basis of this, there is made web application which is responsive a it is usable on mobile devices. In the theoretical part, there are described news and present trends of frontend web development and in the practical part, there is described whole process, which contains design, development, testing and deployment. This thesis could be very useful for beginners in the subject.

The study examined Latino/Hispanic mother-child interactions and shared book reading behaviors before and after participation in a random-assignment Spanish web-based responsive parenting intervention called Play and Learning Strategies (ePALS), as compared with a Spanish web-based developmental assessment intervention (DAS). The efficacy of PALS was previously demonstrated for improving mother and child behaviors within play contexts, everyday activities, and standardized measures of child language. We did not observe statistical changes in mother-child interactions as measured by the Bilingual Child-Mother Coder Impression; but changes were observed in shared reading interactions as measured by the Adult-Child Interactive Reading Inventory. Mothers enrolled in ePALS slightly increased some reading interactive behaviors, while mothers enrolled in DAS decreased on the use of interactive reading skills. Children enrolled in ePALS significantly increased in their use of interactive reading behaviors, while children’s interactive reading skills in the DAS conditions decreased. These results add to the dual language learners’ literature base, but also add to the supporting importance of targeting responsive behaviors in everyday activities such as shared-reading to facilitate children’s development. Limitations and future directions are discussed.

Made available in DSpace on 2016-06-02T20:25:22Z (GMT). No. of bitstreams: 1 6161.pdf: 1640283 bytes, checksum: 0fb0a5dfcc5e00bc9f418c9b604e2b10 (MD5) Previous issue date: 2014-03-24 / MSN Paper proposal is constituted of written interaction, in the form of conversation, via notebook paper. It can involve two or more students, having that the interaction is developed through the exchange of rotations which may have the format of question/answer, assertive/response. At long last, this is the development of chat talk inside the classroom with a different tool from that usually used, once this is what is available to them. This proposal was adopted as an alternative pedagogical practice to work on the argumentation of an eighth grade (ninth year), working as a kind of unlock activity to the participant students. However, the object to be analyzed was not taken in its original format in the analysis herein developed, but in a deployment of type, once it was used for the pedagogical work with the argumentation, what makes it to transmute in another type. This transmutation of type consisted in the elaboration of a dialogue in the form the students already knew in pairs, from a theme proposed by the teacher. This practice was adopted in view of the complexity that the conventional argumentative types have assumed to most of the students through the documents and guidelines of education, what makes a lot of students be unsuccessful in the production of this gender. Therefore, the purpose is to expose this alternative practice of argumentative text production in the classroom, used as an ―unlock‖ activity of argumentation, aiming to comprehend its operation and effectiveness, presenting the characteristics of the type ―paper MSN‖ and justifying the reason it configures as that; besides, we will analyze it as an activity responsible/responsive and investigate the presence of that kind of argumentation. It is important to point out that the aim of this paper is to evaluate the language operation, of the argumentation, and not to describe a methodological proposal of the work with the gender, although the paper pervades through that question. The text produced by the students will be analyzed taking into consideration two perspectives: the concept of responsiveness/responsibility of Bakhtin and other aspects which are attached, and the theory of argumentation studied by Selma Leitão, who possesses a perspective cognitive- psychological. We will consider that both the approaches are relevant to the treatment of the gender analyzed, one because it treats the language operation, and the other because it works more specifically with the argumentation, treating as well questions related to the education. As from the analysis realized, we can conclude that the gender enables the students to comprehend the operation of the argumentation; even when they assume, in large scale, the speech of others, of adults, that does not mean that they are omitting themselves, on the contrary, they choose a position to defend. There is a responsible activity there, although the communicative relations will occur in reason of the other, our acts are of entire responsibility, because they are unique and unrepeatable. We understand, as well, that the texts will grow, create a body, always complementing the enunciation produced by the interlocutors; in different moments of the texts analyzed, the idea of an interlocutor is retaken and complemented by the other, what reaffirms the dialogism, the responsiveness. Concerning to the argumentation, in accordance with the theory studied by Leitão, this one occurred in the texts, that means, the format of the gender permitted it to be developed. / O gênero MSN de papel consiste na interação escrita, em forma de conversa via folha de caderno. Pode envolver dois alunos ou mais, sendo que a interação desenvolve-se mediante a troca de turnos que pode ter o formato pergunta/resposta, assertiva/réplica. Enfim, é o desenrolar de uma conversa de chat dentro da sala de aula com uma ferramenta diferente da usual, pois é o que se encontra disponível para eles. Esse gênero foi adotado como uma prática pedagógica alternativa para verificar argumentação numa turma de oitava série (nono ano), funcionando como uma espécie de atividade de desbloqueio para os alunos participantes. Porém, o objeto a ser analisado não foi tomado em seu formato original na análise aqui desenvolvida, mas sim em um desdobramento do gênero, pois foi utilizado para o trabalho pedagógico com a argumentação, o que faz que ele se transmute em outro gênero. Essa transmutação do gênero consistia na elaboração de um diálogo nos moldes que os alunos já conheciam em duplas, a partir de um tema proposto pela professora. Essa prática foi adotada tendo em vista a complexidade que os gêneros argumentativos convencionados pelos documentos e diretrizes de ensino assumem para a maioria dos alunos, o que faz com que muitos aluno tenham insucesso no que se refere à produção desses gêneros. Diante disso, tem-se por objetivo expor essa prática alternativa de produção de texto argumentativo em sala de aula, utilizada como uma atividade de ―desbloqueio‖ a argumentação, buscando compreender seu funcionamento e efetividade, apresentando as características do gênero ―MSN de papel‖ e justificando porque se configura como tal; além disso, busca-se analisá-lo como atividade responsável/responsiva e investigar a presença da argumentação nesse gênero. É importante destacar que o centro deste estudo é avaliar o funcionamento da linguagem, da argumentação, e não descrever uma proposta metodológica para o trabalho com o gênero, embora o trabalho perpasse por essa questão. Os textos produzidos pelos alunos serão analisados a partir de duas perspectivas: o conceito de responsividade/responsabilidade de Bakhtin e outros aspectos que lhe são ligados, e a teoria da argumentação estudada por Selma Leitão, a qual possui uma perspectiva cognitiva-psicoloógica. Considera-se que ambas as abordagens são pertinentes ao tratamento do gênero em questão, uma porque trata do funcionamento da linguagem, e a outra porque trabalha mais especificamente com a argumentação, tratando também questões relativas a ela no ensino. A partir das análises realizadas, pode-se concluir que o gênero possibilitou aos alunos compreender o funcionamento da argumentação; mesmo eles tendo, em grande parte, assumido o discurso de outros, de adultos, não significa que estejam se omitindo, pelo contrário, escolhem uma posição para defenderem. Há aí uma atividade responsável, pois embora as relações comunicativas ocorram em função do outro, nossos atos são de nossa inteira responsabilidade, pois são únicos e irrepetíveis. Constata-se, ainda, que os textos vão crescendo, criando corpo, sempre na complementação dos enunciados produzidos pelos interlocutores; em vários momentos dos textos analisados, a ideia de um interlocutor é retomada e complementada pelo outro, o que reafirma o dialogismo, a responsividade. Concernente à argumentação, de acordo com a teoria estudada por Leitão, essa ocorreu nos textos, ou seja, o formato do gênero permitiu que se desenvolvesse.

Master of Science / School of Family Studies and Human Services / Bronwyn S. Fees / All children participate in cultural practices that shape development. Meaningful, authentic connections and interactions with adults build the foundation for respectful integration of cultural diversity in the development of early childhood curriculum. The knowledge of how culture develops forms the foundation of cultural inclusion and appropriate practices in the early childhood setting. Cultural development encompasses the physical environment, the relationships built with people within the environment, and the expectations and roles placed on the child by the family, community and society. Culture is the context in which development occurs and directs the manner of development. The socio-cultural historical perspective, developed by Vygotsky (1978) and elaborated on by Rogoff, (2003) provides a framework for defining cultural development as participation and interactions among individuals as well as within the self. Research indicates recognizing and respecting cultural differences, however, remains a challenge for implementation of culturally appropriate practices. This paper reviews the connection between culture and development by applying the socio-cultural historical perspective to early childhood education classroom practices. Strategies for inclusion and culturally appropriate practice provide the focus for the discussion with illustrative examples from Hungary and the Midwestern United States. Implications for educators, administrators, and teacher training professionals are addressed.

abstract: This dissertation examines people's place experiences more fully than has been done by others in the field of education, and in doing so, it opens new ways of thinking about place in place-based education. Place-based education, in its effort to connect educational processes with the local places in which students and teachers carry out their daily lives, has become an increasingly popular reform movement that challenges assumptions about the purpose and meaning of education in a rapidly globalizing world. Though the scholarship on place-based education describes, justifies, and advocates for turning the educational focus toward local places, it does not necessarily bring forth an explicit understanding of how people experience place. Grounded in phenomenology, this qualitative study explores the place experiences of five individuals who were born and raised in the White Mountains of eastern Arizona. Experiential descriptions were gathered through three, in-depth, iterative interviews with each participant. Documents considered for this study included interview transcriptions as well as photographs, observations, and descriptions of places in the White Mountains that were deemed significant to the individuals. A phenomenological framework, specifically Edward Relph's explications of place and insideness and outsideness, structured the methodological processes, contextualized participant narratives, and facilitated and informed an understanding of participants' place experiences. Through the coding and analyzing of interviews for common themes and subthemes, as well as through the crafting of individual profiles, participant place experiences emerged as a dialectical relationship between insideness and outsideness and consisted of Part-of-Place (play-and-exploration, cultivation-of-place, stories-of-place, dangerous-endeavors, and care-of-place), Place-Sensations (remarkable-moments, sensory-triggers, and features-marked-in-time), and Ruptures-in-the-Place-World (pivotal-moments, barriers-borders-boundaries, drastic-changes, and injuries). While the research was exploratory and only investigated a limited number of place experiences, the findings, coupled with theoretical and conceptual understandings of place anchored in phenomenological perspectives, strengthen a discussion in place-based education of place, how place is experienced, and how these experiences matter in people's lives. Furthermore, the findings of this dissertation support a proposed pedagogical method that blends place-based education and culturally relevant practices into a place-responsive pedagogy. / Dissertation/Thesis / Doctoral Dissertation Educational Leadership and Policy Studies 2015

abstract: Synthetic biology is a novel method that reengineers functional parts of natural genes of interest to build new biomolecular devices able to express as designed. There is increasing interest in synthetic biology due to wide potential applications in various fields such as clinics and fuel production. However, there are still many challenges in synthetic biology. For example, many natural biological processes are poorly understood, and these could be more thoroughly studied through model synthetic gene networks. Additionally, since synthetic biology applications may have numerous design constraints, more inducer systems should be developed to satisfy different requirements for genetic design. This thesis covers two topics. First, I attempt to generate stochastic resonance (SR) in a biological system. Synthetic bistable systems were chosen because the inducer range in which they exhibit bistability can satisfy one of the three requirements of SR: a weak periodic force is unable to make the transition between states happen. I synthesized several different bistable systems, including toggle switches and self-activators, to select systems matching another requirement: the system has a clear threshold between the two energy states. Their bistability was verified and characterized. At the same time, I attempted to figure out the third requirement for SR – an effective noise serving as the stochastic force – through one of the most widespread toggles, the mutual inhibition toggle, in both yeast and E. coli. A mathematic model for SR was written and adjusted. Secondly, I began work on designing a new genetic system capable of responding to pulsed magnetic fields. The operators responding to pulsed magnetic stimuli in the rpoH promoter were extracted and reorganized. Different versions of the rpoH promoter were generated and tested, and their varying responsiveness to magnetic fields was recorded. In order to improve efficiency and produce better operators, a directed evolution method was applied with the help of a CRISPR-dCas9 nicking system. The best performing promoters thus far show a five-fold difference in gene expression between trials with and without the magnetic field. / Dissertation/Thesis / Masters Thesis Bioengineering 2016

[pt] Essa tese explora as relações entre dois fenômenos independentes que, em sua interseção recente, têm marcado, de forma inédita, o mundo contemporâneo: a subjetivação e a judicialização da política. Têm sido cada vez mais frequente na esfera política as reivindicações identitárias de diferentes grupos sociais a demandar do Estado e da sociedade o reconhecimento de diferenças, igualdade de tratamento e de acesso a bens sociais, inclusão social. A agenda dos direitos apresentada por essas novas identidades é o fio condutor para a imbricação com a judicialização da política, fenômeno cada vez mais comum às democracias contemporâneas, em que cortes constitucionais têm tido grande protagonismo em decisões acerca de questões de grande alcance político e social, na implementação de políticas públicas e também em temas de controvérsia moral na sociedade. No Brasil, o Supremo Tribunal Federal (STF) surge como o locus privilegiado de vocalização dessas demandas. A atuação do STF nesses casos pode ser melhor compreendida dentro do modelo de direito responsivo. É a partir desse modelo que a utilização da teoria do reconhecimento na argumentação jurídica é entendida como uma linguagem de mediação entre o direito e a sociedade, permitindo pensar nossa Corte Constitucional como um novo espaço público de debate e construção de sentido na ordem democrática. A interseção entre esses dois fenômenos é demonstrada pela análise das seguintes ações paradigmáticas: ADPF 186, sobre a política de cotas para negros no ensino superior; Adin 3239, sobre a demarcação de terras quilombolas, Adin 4277, sobre o reconhecimento legal das uniões homoafetivas e RE 845.779, sobre o tratamento social dos transgêneros. / [en] This work explores the relations between two independent phenomena that have recently intersected, marking the contemporary world: subjectivation and the judicialization of politics. In the poltical sphere, different social groups have progressively demanded the recognition of differences, equal treatment and access to social goods, and social inclusion. The inventory of rights put forth by these new identities is the guiding thread that weaves them with the judicialization of politics, a phenomenon increasingly common to contemporary democracies, wherein constitutional courts have played a major role regarding matters of great political and social importance, the implementation of public policies and issues of moral controversy in society. In Brazil, the Supreme Court (STF) emerges as the main locus of the expression of these demands. The response of the STF in these cases is better understood within the model of responsive law. It is from this perspective that the use of the theory of recognition in judicial argumentation can be seen as a language mediating between law and society, allowing our Constitutional Court to be apprehended as a new public space for debate and the construction of meaning in the democratic order. The intersection between these two phenomena is demonstrated by the analysis of the following paradigmatic cases: ADPF 186, on the quota policy for black people in higher education; Adin 3239, on the demarcation of quilombola lands, Adin 4277, on the legal recognition of same sex unions and RE 845779, on the social treatment of transgender people.

abstract: The signing of the No Child Left Behind Act in 2001 created a need for Title 1 principals to conceptualize and operationalize parent engagement. This study examines how three urban principals in Arizona implemented the mandates of the Act as it pertains to parent involvement. The purpose of this qualitative case study is to examine how principals operationalize and conceptualize parent involvement as they navigate barriers and laws particular to the state of Arizona. This study sought to understand issues surrounding parent involvement in Title 1 schools in Arizona. The beliefs and interview dialogue of the principals as it pertains to parent engagement provided an understanding of how urban principals in Arizona implement the aspects of No Child Left Behind Act that deal with parent involvement. The research study concluded that parents have community cultural wealth that contributes to the success of the students of engaged parents and that cultural responsive leadership assists principals with engaging parents in their schools. The research concludes that a gap exists between how parents and principals perceive and construct parent engagement versus what is prescribed in No Child Left Behind Act. / Dissertation/Thesis / Ed.D. Electrical Engineering 2012