Like many Gram-negative bacteria, the food-borne pathogen Yersinia pseudotuberculosis harbours different regulatory mechanisms to maintain an intact bacterial envelope especially during exposure to extracytoplasmic stress (ECS). The CpxA-CpxR two component regulatory system is one such ECS-responsive regulatory mechanism. Activation of CpxA-CpxR two-component regulatory system (TCRS) accumulates phosphorylated CpxR (CpxR~P), which not only up-regulates various factors that are designed to maintain envelope integrity, but also down-regulates key determinants of bacterial virulence. Y. pseudotuberculosis establishes close host cell contact in part through the expression of the invasin adhesin. Invasin expression is positively regulated by the transcriptional regulator RovA, which in turn is negatively regulated in response to nutrient stress by a second transcriptional regulator RovM. In Y. pseudotuberculosis, loss of CpxA phosphatase activity accumulates CpxR~P, and this represses both rovA and inv transcription directly, or indirectly via activation of rovM transcription. It is now of interest to understand the molecular mechanism behind how CpxR~P regulates gene transcription both positively and negatively. A type III secretion system (T3SS) is a highly conserved multi-protein secretion system used by many Gram-negative bacteria to secrete protein cargo that counteracts the effects of a host cell emitted anti-bacterial activity. A typical set of proteins that make-up a functional T3SS includes structural proteins, translocators, effectors and regulatory proteins. Accumulation of CpxR~P was shown to repress the plasmid encoded Ysc-Yop T3SS of Y. pseudotuberculosis. Although yet to be confirmed experimentally, promoter-CpxR~P binding studies indicate multiple modes of regulatory control that for example, could influence levels of the plasmid-encoded Ysc-Yop system transcriptional activator, LcrF, and the chromosomal encoded negative regulators YmoA and YtxR.  Regulatory processes of TCRS involve transient molecular interactions between different proteins and also protein with DNA. Protein-protein interaction studies using the BACTH assay showed that it can be useful in analysing the molecular interactions involving the N-terminal domain of CpxR, while the λcI homodimerization assay can be useful in analysing molecular interactions involving the C-terminal domain of CpxR. Therefore, in combination with other biochemical and physiological tests, these hybrid-based assays can be useful in dissecting molecular contacts that can be helpful in exploring the mechanism behind CpxR~P mediated transcriptional regulation. In conclusion, this work uncovered direct involvement of CpxR~P in down-regulating virulence in Yersinia pseudotuberculosis. It also utilised genetic mutation and explored different protein-protein interaction assays to begin to investigate the mechanism behind the positive and negative regulation of gene expression mediated through active CpxR~P.

The theme of this thesis is the financial sector regulators' response to the recent financial crisis. The aim of the thesis is to evaluate new approaches to financial sector regulation and to answer the question whether financial regulators could learn from their past experience. The introductory section is devoted to a brief study of the reasons for the crisis and mistakes on the part of regulation and supervision. The analytical part deals with the analysis of the most significant changes in the regulation of the financial sector, which were a reaction to the financial crisis: the reform of supervision in the European Union, especially the new architecture of the supervisory and management approaches used for banks in crisis, changes of CRD and the taxation of financial institutions.

Submitted by Marlene Santos (marlene.bc.ufg@gmail.com) on 2016-09-28T18:56:49Z No. of bitstreams: 2 Dissertacão - Erika Marinho Witeze - 2016.pdf: 3306415 bytes, checksum: 66e2b2e7226b65940b03a2ac68d41d52 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Approved for entry into archive by Luciana Ferreira (lucgeral@gmail.com) on 2016-09-30T13:09:04Z (GMT) No. of bitstreams: 2 Dissertacão - Erika Marinho Witeze - 2016.pdf: 3306415 bytes, checksum: 66e2b2e7226b65940b03a2ac68d41d52 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Made available in DSpace on 2016-09-30T13:09:04Z (GMT). No. of bitstreams: 2 Dissertacão - Erika Marinho Witeze - 2016.pdf: 3306415 bytes, checksum: 66e2b2e7226b65940b03a2ac68d41d52 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Previous issue date: 2016-04-05 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / This work discusses the issues related to the participation of the target audience of special education in Prova Brasil, covering two state schools in the city of Goiânia-GO. It adopts the historical-critical pedagogy and the cultural-historical theory as its theoretical frameworks. We investigate the conditions of these students participation in Prova Brasil, considering the special features arising from the deficiencies, global development disorders and high skills/giftedness and also knowing that they are enrolled in regular rooms. In addition, it makes explicit the articulations between the policies of inclusion and large-scale evaluation, revealing the developments of the neotechnicist proposal in the field of special education. Finally, it seeks to identify the proposals and/or alternatives suggested by teachers and managers regarding to the demands brought by Basic Education Evaluation System (SAEB) in Brazil. Based on the legal frameworks and academic production on inclusive education and largescale assessments, we talk about the consequences of regulating and monitoring the quality of education. We also show how the increased visibility of the Basic Education Development Index (IDEB) and the vertical control of the results intensifies the competition between schools, justifying mechanisms such as accountability, meritocracy and privatization of public education. Moreover, from a documentary and bibliographic research, participant observation of school routines and semi-structured interviews with managers, support staff and specialized teachers, we underline the tensions and contradictions experienced by the establishments investigated in reconciling two different models of evaluation and organization of pedagogical work: the first, based on the recognition of diversity and on the flexibilization of curricular contents, didactic resources and temporality; the second, founded on the homogenization of students performance on standardized tests, in a classificatory and market perspective. Finally, we evidence the coexistence between processes of inclusion/exclusion as a result from the use of Prova Brasil for measuring the students performance in specific areas of the curriculum. Considering the neoliberal context, we question the limits of the speech defending differences and its power to confront the various forms of exclusion and marginalization of students with disabilities and other special needs. In this perspective, we point out the possible contributions of Participatory Institutional Assessment (PIA) – as an anti-regulatory strategy – on developping socially referenced quality standards, which may provide support for the educational work in inclusive schools. / O presente trabalho discute os aspectos envolvidos na participação do público-alvo da educação especial na Prova Brasil, a partir de duas escolas estaduais situadas na cidade de Goiânia- GO. Adotando como referencial teórico a pedagogia histórico-crítica e a teoria histórico-cultural, investigamos em que condições esses estudantes, matriculados nas salas regulares, têm realizado a Prova Brasil, tendo em vista as particularidades decorrentes das deficiências, dos transtornos globais de desenvolvimento e das altas habilidades/superdotação. Além disso, explicitamos as articulações entre as políticas de inclusão e avaliação em larga escala, revelando os desdobramentos da proposta neotecnicista no campo da educação especial. Por fim, buscamos apontar as propostas e/ou alternativas sugeridas pelos professores e gestores no que se refere às demandas trazidas pelo Sistema de Avaliação da Educação Básica (SAEB) no Brasil. Tendo como ponto de ancoragem os marcos legais e a produção acadêmica na área, falamos das consequências das práticas de regulação e monitoramento da qualidade da educação, indicando como a emergência do Índice de Desenvolvimento da Educação Básica (IDEB) e o controle verticalizado dos resultados, os quais acirram a competição entre as escolas, justificando mecanismos como a responsabilização, a meritocracia e a privatização do ensino público. Ademais, a partir de pesquisa documental/bibliográfica, da observação participante das rotinas escolares e de entrevistas semiestruturadas com gestores, profissionais de apoio e professores de recursos, explicitamos as tensões e contradições vividas pelos estabelecimentos investigados na compatibilização entre dois modelos distintos de avaliação e organização do trabalho pedagógico: o primeiro, fundamentado no reconhecimento da diversidade e na flexibilização dos conteúdos curriculares, dos recursos didáticos e das temporalidades; o segundo, ordenado a partir da homogeneização do desempenho dos alunos nos testes padronizados, numa perspectiva classificatória e mercadológica. Evidenciamos, finalmente, a coexistência de processos de inclusão/exclusão, resultantes da utilização da Prova Brasil como instrumento de aferição do desempenho dos alunos em áreas específicas do currículo. Outra dimensão desvelada em nosso estudo refere-se aos limites do discurso em defesa das diferenças no enfrentamento das várias formas de exclusão e marginalização de alunos com deficiências e outras necessidades especiais no contexto neoliberal. Nessa perspectiva, sinalizamos as possíveis contribuições da Avaliação Institucional Participativa (AIP) – como estratégia de cunho contra regulatório – na elaboração de padrões de qualidade socialmente referenciados, que possam servir de suporte para o trabalho educativo nas escolas inclusivas.