Laimo liga arba Laimo boreliozė yra labiausiai Europoje, Šiaurės Amerikoje, Rusijoje ir Tolimuosiuose Rytuose plintanti, erkių pernešama zoonozė (Masuzawa, 2004, Wang ir kt., 1999, Sinski ir kt., 2006, Barbour, 1998). Tai yra dažniausia Ixodes ricinus erkių pernešama infekcija (Krupka ir kt., 2007, Žakovska ir kt., 2008). Daugiausia jos atvejų užfiksuojama Centrinėje-Rytų Europoje (Derdakova, Lenčakova, 2005). Laimo boreliozė yra vis didėjanti visuomenės sveikatos problema (Piesman, Gern, 2004, Hillyard, 1996). Kasmet tiek Europoje, tiek Šiaurės Amerikoje užfiksuojama tūktančiai ligos atvejų (Wang ir kt., 1999, Ostfeld, Keesing, 2000, Barbour, 1998). Pastaraisiais metais vykstant klimato pokyčiams, žmogui vis labiau keičiant jį supančią aplinką, Ixodes ricinus erkių gausumas Europoje sparčiai auga. To pasėkoje daugėja ir erkių pernešamų susirgimų (Tsao, 2009, Derdakova, Lenčakova, 2005). Gamtoje enzootinį Laimo ligos ciklą sudaro: sukėlėjas – B. burgdorferi sensu lato (s.l.), serkė - vektorius, ir rezervuarinis šeimininkas (Humair, Gern, 2000). B. burgdorferi s.l. tyrimai sukėlėją platinančiose erkėse ir rezervuariniuose šeimininkuose, kaip ir tikslus B. burgdorferi s.l. genotipų nustatymas padėtų tiek suprasti šios ligos ekologiją ir epidemiologiją, tiek nustatyti efektyvias prevencijos priemones (Derdakova, Lenčakova, 2005). Šio darbo tikslas – įvertinti dviejų pagrindinių rezervuarinių šeimininkų geltonkaklės pelės (Apodemus flavicollis) ir rudojo pelėno (Myodes glareolus)... [toliau žr. visą tekstą] / SUMMARY The aim of present study was to assess the importance of two main reservoir hosts A. flavicollis and M. gareolus, and their ectoparasites I. ricinus immature ticks in Lyme disease agent B. burgdorferi s.l. circulation in natural foci. The following research tasks were formulated: 1. To establish the infectivity level of questing immature I. ricinus ticks with B. burgdorferi s.l. and to determine it’s genotypes composition. 2. To investigate the infectivity level of two main Lithuania rodent species A. flavicollis and M. glareolus with B. burgdorferi s.l. and to determine it’s genotypes composition. 3. To estimate prevalence and abundant of infestation with immature I. ricinus ticks in A. flavicollis and M. glareolus species rodents. To calculate any differences between rodents in species, age and sex level. 4. To evaluate transmition efficient of B. burgdorferi s.l. from rodent to feeding I. ricinus larvae. The infectivity level in questing I. ricinus nymphs in fragmented mixed forests of Lithuania was relatively high, and varied in different districts from 14% to 24%. The most prevalent genotype was B. afzelii, and only in one district B. garinii was found. In case of I. ricinus larvae the overall infectivity level with Lyme disease spirochete was 3,5%. In order to establish the infectivity level with B. burgdorferi s.l. in total 302 rodents comprising 3 species - A. flavicollis, M. glareolus and A. agrarius were investigated. The results have showed that in all... [to full text]

For years F. Scott Fitzgeralds <i>The Great Gatsby</i> has garnered attention from critics as having a relationship to American transcendentalist thought. While most acknowledge Jay Gatsbys corruption and materialism, they continue to hold on to a belief in his supposed idealism and difference from other characters in the novel. Even critics who note irony in the novel do not recant their arguments regarding Gatsbys romanticism. One cannot make a straightforward connection between transcendentalists such as Ralph Waldo Emerson and Henry David Thoreau without noting how Gatsby is truly a perversion of transcendental ideals. Specifically, in examining Gatsby with Emersons concept of self-reliance in mind, it is clear that Fitzgerald could never see Gatsby as a self-reliant individual. Indeed, Gatsby fails in every test that can identify him as being a self-reliant man. He is materialistic; he breaks the law for no larger purpose; he loves an insignificant and vapid woman who is as materialistic as the rest of this corrupt society; he has no true identity; does not dispute the contention that the ideal of self-reliance is noble, it argues that such an ideal is unrealizable in the corrupt and materialistic society of the Jazz Age.

For years F. Scott Fitzgeralds <i>The Great Gatsby</i> has garnered attention from critics as having a relationship to American transcendentalist thought. While most acknowledge Jay Gatsbys corruption and materialism, they continue to hold on to a belief in his supposed idealism and difference from other characters in the novel. Even critics who note irony in the novel do not recant their arguments regarding Gatsbys romanticism. One cannot make a straightforward connection between transcendentalists such as Ralph Waldo Emerson and Henry David Thoreau without noting how Gatsby is truly a perversion of transcendental ideals. Specifically, in examining Gatsby with Emersons concept of self-reliance in mind, it is clear that Fitzgerald could never see Gatsby as a self-reliant individual. Indeed, Gatsby fails in every test that can identify him as being a self-reliant man. He is materialistic; he breaks the law for no larger purpose; he loves an insignificant and vapid woman who is as materialistic as the rest of this corrupt society; he has no true identity; does not dispute the contention that the ideal of self-reliance is noble, it argues that such an ideal is unrealizable in the corrupt and materialistic society of the Jazz Age.

Made available in DSpace on 2014-06-12T17:22:04Z (GMT). No. of bitstreams: 2 arquivo5687_1.pdf: 766481 bytes, checksum: 25e6204bf72e1505fa8c331596f8e480 (MD5) license.txt: 1748 bytes, checksum: 8a4605be74aa9ea9d79846c1fba20a33 (MD5) Previous issue date: 2004 / Este estudo analisou a experiência de curso de especialização lato sensu no Cento de Educação da UFPE. Buscou compreender em que modelo esse curso vem se expressando. Se enquanto formação continuada articulada a uma proposta orgânica ou por demandas espontâneas. Para tanto, objetivou analisar os pressupostos teórico-metodológicos que embasam a proposta do Curso de Especialização em Administração Escolar e Coordenação Pedagógica, considerando as influências do contexto universitário e societário. O caminho metodológico que deu suporte teórico para leitura, análise e interpretação foi a Técnica de Análise de Conteúdo, Bardin (1979), Vala (1999) e Franco (2003), o que fez emergir as categorias teóricas: formação continuada, profissionalização docente, especialização lato sensu e o papel social da universidade no atendimento a essas demandas. Os resultados da pesquisa revelam que, apesar da expressiva demanda, a especialização lato sensu ocorre no interior da universidade de forma fragmentada, sem vínculo orgânico com os sistemas de ensino, mesmo que o debate crítico e a legislação vigente já apontem para sua realização de forma mais articulada. Os resultados apontam para a necessidade de reconceituá-la, recriá-la e aperfeiçoá-la, adaptando-a aos processos de aprendizagens articulados entre ensino, pesquisa e extensão, compatíveis com as exigências por enfoques globais e complexos de formação nos novos tempos

Submitted by Tatiana Lima (tatianasl@ufba.br) on 2016-08-08T21:15:10Z No. of bitstreams: 1 Rodrigues, Luzia Coelho.pdf: 2131730 bytes, checksum: cb9bedd869ea8a9ae903d6aa80cfcd0a (MD5) / Approved for entry into archive by Maria Angela Dortas (dortas@ufba.br) on 2016-08-10T20:48:56Z (GMT) No. of bitstreams: 1 Rodrigues, Luzia Coelho.pdf: 2131730 bytes, checksum: cb9bedd869ea8a9ae903d6aa80cfcd0a (MD5) / Made available in DSpace on 2016-08-10T20:48:56Z (GMT). No. of bitstreams: 1 Rodrigues, Luzia Coelho.pdf: 2131730 bytes, checksum: cb9bedd869ea8a9ae903d6aa80cfcd0a (MD5) / Este estudo situou a oferta de cursos de especialização do Programa Nacional de formação em Administração Pública (PNAP), na UNIVASF, com o objetivo de identificar as contribuições da formação para melhoria das ações dos profissionais qualificados. Foram utilizadas diferentes abordagens dentro do tema avaliação de egressos, no contexto da avaliação de programas institucionais e de cursos: orientada por objetivos do programa, de natureza quantitativa; centrada em expectativas de usuários e avaliação negociada, ambas de natureza qualitativa. Para coleta de dados foram utilizados levantamento tipo survey, pesquisa documental e grupo focal, com análise estatística, análise de conteúdo e discurso do sujeito coletivo. Na pesquisa quantitativa, os resultados da análise fatorial apontaram elevada percepção do desenvolvimento de competências e habilidades previstas no Projeto Pedagógico dos cursos, com ênfase para as competências técnicas gerenciais, não apresentando diferenças significativas quando comparadas ao curso realizado e ao perfil sociodemográfico. A avaliação centrada em expectativas ensejou uma variedade de categorias dentro das dimensões da avaliação de cursos, destacando as contribuições do programa para a melhoria das práticas profissionais dos participantes, bem como representando subsídios para a reoferta de turmas e para a tomada de decisão quanto à melhoria de práticas institucionais relacionadas ao ensino a distância. Os resultados da avaliação negociada possibilitaram a identificação de valores e necessidades, a partir do envolvimento de grupos de egressos, em relação aos aspectos considerados importantes na avaliação do curso realizado e a consequente contribuição desses aspectos para a prática profissional dos participantes, destacando os seguintes indicadores como importantes na avaliação de cursos: dialogicidade dos materiais; processo de orientação durante o trabalho de conclusão de curso, sugerindo necessidade de entrega por parte dos orientadores; relevância das atividades práticas e visitas técnicas para a contextualização dos conteúdos trabalhados; relevância do PNAP para a melhoria da execução de políticas públicas em saúde; importância da mediação, por parte de professores e tutores, nos fóruns de discussão; realização de atividades em grupo em cursos EAD como recurso de integração e importância da realização de atividades interativas para manter a qualidade do curso, entre outras. A partir dos resultados das três abordagens, surgiram como pontos de melhoria para novas turmas: aumento da frequência de recursos de interação como chats, videoconferência e encontros presenciais; maior acompanhamento por parte da coordenação do curso durante a elaboração do TCC; realização de visitas técnicas e trabalho em grupo em cursos EAD. Sugerem, ainda, estimular a interação virtual professor-aluno, aluno-aluno e demais atores na condução dos fóruns de discussão. / This study placed on the offer of specialization courses from the National Program for training courses in Public Administration (PNAP) in UNIVASF, in order to identify the contributions of this training to improve the actions of qualified professionals. Were used different approaches within the theme evaluation of graduates in the context of the assessment of institutional programs and courses: driven by program objectives, quantitative nature; focused on expectations of users, and evaluation negotiated, both in qualitative nature. For the data collection were used survey, desk research and focus groups, with statistical analysis, content analysis and collective subject discourse. In quantitative research, the results of factor analysis showed a high perception of the development of skills and abilities set out in the Education Program of the courses, with emphasis on managerial expertise, no significant differences when compared to the realized progress and socio-demographic profile. The evaluation focused on expectations gave an opportunity the a variety of categories within the dimensions of course assessment, highlighting the program's contributions to the improvement of professional practices of the participants, as well as representing grants for reoffer classes and decision making in improving institutional practices related to distance learning. The results of the evaluation negotiated were possible to identify values and needs, from the involvement of graduates groups in relation to important aspects considered in the evaluation of the implemented course and the consequent contribution of these aspects for the professional practice of the participants, highlighting the following indicators as important in the evaluation of courses: dialogicity of the materials; process of guidance during the course completion assignment, suggesting the need of delivery by the coordinators; relevance of practical activities and visits to the contextualization of the contents worked; relevance of PNAP to improve the implementation of public health policies; importance of mediation by teachers and tutors, in discussion forums; carrying out activities in groups of distance education courses as integration feature and importance of conducting interactive activities to maintain the quality of the course, among others. From the results of the three approaches have emerged as improvement points to new classes to sample of increased frequency of interaction features, such as chats, video conferencing and face meetings; greater monitoring by the coordination of the course during the preparation of course completion assignment; technical visits and group work in distance education courses. The data also suggest to encourage the virtual interaction between teacher-student, student-student and other stakeholders in the conduction of discussion forums.

Submitted by JÚLIO HEBER SILVA (julioheber@yahoo.com.br) on 2017-06-20T19:27:54Z No. of bitstreams: 2 Dissertação - Gustavo Henrique Lima da Silva - 2016.pdf: 5129969 bytes, checksum: 27afb731487dce27e7fa027d24691e79 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Approved for entry into archive by Cláudia Bueno (claudiamoura18@gmail.com) on 2017-07-07T19:48:50Z (GMT) No. of bitstreams: 2 Dissertação - Gustavo Henrique Lima da Silva - 2016.pdf: 5129969 bytes, checksum: 27afb731487dce27e7fa027d24691e79 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Made available in DSpace on 2017-07-07T19:48:50Z (GMT). No. of bitstreams: 2 Dissertação - Gustavo Henrique Lima da Silva - 2016.pdf: 5129969 bytes, checksum: 27afb731487dce27e7fa027d24691e79 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Previous issue date: 2016-03-28 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / Asteraceae (Compositae) comprises approximately 1.650 genus and about 24.000 species, grouped in 43 tribes. Among these tribes, Neurolaeneae contains 154 species and six genera (Calea, Enydra, Greenmaniella, Heptanthus, Neurolaena e Staurochlamys) with neotropical distribution, and Calea is the largest genus with about 118 species. In Brazil Calea is represented by 82 species of which 45 is endemic of the country. The regions of Brazil with greater richness of species of the genera are Southeast (52 spp.) and Central-West (40 spp.). The Central-West region comprises the states of Goiás, Mato Grosso, Mato Grosso do Sul, and Federal District, and occupies an area of 1.606.415,201 Km2. The main biomes of the region are Cerrado (Brazilian savanna), Pantanal and Amazon rainforest. To carry out the work botanical collections were performed in the three states and the Federal District, covering mainly areas of the Cerrado biome. Materials of several Brazilian herbaria and our collections were examined. Here we present the following results: we reported 35 species of Calea for Central-West region of Brazil, one described as new for Goiás state; Calea anomala, C. purpurea, and C. kirkibridei were previously registered for the region by other authors, but from the present study had their distribution restricted to Bahia and Tocantins states (C. purpurea), and Minas Gerais state (C. anomala and C. kirkbridei); we reported the occurrence of C. lantanoides for Bolivia, and C. asclepiifolia as a new record for Brazil, in Mato Grosso do Sul state. We propose here seven synonymizations, three new combinations, and designate 26 lectotypes. These results are presented in the form of four manuscripts: Synopsis of the genus Calea L. (Asteraceae: Neurolaeneae) in the Central-West region of Brazil (with a brief history of the genre, key to the taxa, taxonomic comments, distribution and habitat, phenology, list of specimens and illustrations); Calea L. (Asteraceae, Neurolaeneae) in Goiás state, Brazil (Key to the species found in the state of Goiás, descriptions for each species, taxonomic comments, distribution and habitat, phenology, images and material examined); The genus Calea (Asteraceae, Neurolaeneae) in the Federal District, Brazil (key to the species occurring in the Federal District, descriptions for each species, taxonomic comments, distribution and habitat, phenology, illustrations and specimens examined); and A new species of Calea (Asteraceae – Neurolaeneae) from Goiás state, Brazil; / Asteraceae (Compositae) possui aproximadamente 1.650 gêneros e cerca de 24.000 espécies, agrupadas em 43 tribos. Dentre estas tribos, Neurolaeneae conta com 154 espécies e seis gêneros (Calea, Enydra, Greenmaniella, Heptanthus, Neurolaena e Staurochlamys) com distribuição neotropical, sendo Calea o maior desses com ca. 118 espécies. No Brasil Calea está representado por 82 espécies das quais 45 são endêmicas do país. As regiões do Brasil com maior riqueza de espécies do gênero são Sudeste (52 spp.) e Centro-Oeste (40 spp.). A região Centro-Oeste é composta pelos estados de Goiás, Mato Grosso, Mato Grosso do Sul e pelo Distrito Federal, e ocupa uma área de 1.606.415,201 Km2. Os principais biomas dessa região são o Cerrado, o Pantanal e a Floresta Amazônica. Para a realização do trabalho foram executadas coletas botânicas nos três estados e no Distrito Federal, abrangendo principalmente áreas do bioma Cerrado. Foram examinados materiais dos principais herbários do Brasil e materiais oriundos de coletas próprias. Aqui apresentamos os seguintes resultados: reportamos 35 espécies de Calea para a região Centro-Oeste, uma delas descrita como nova para Goiás; Calea anomala, C. purpurea e C. kirkibridei eram registradas para região, mas a partir do presente estudo tiveram a sua distribuição restrita a Bahia e Tocantins (C. purpurea), e Minas Gerais (C. anomala e C. kirkbridei); reportamos a ocorrência de C. lantanoides para a Bolívia, e C. asclepiifolia como novo registro para o Brasil, no Mato Grosso do Sul. Propomos aqui sete sinonimizações, três novas combinações e designamos 26 lectótipos. Além disso são apresentadas monografias de Calea para o Distrito Federal e para o estado de Goiás. Estes resultados são apresentados na forma de quatro manuscritos: Sinopse do gênero Calea L. (Asteraceae: Neurolaeneae) na região Centro-Oeste do Brasil (com um breve histórico do gênero, chave para os táxons, comentários taxonômicos, distribuição e hábitat, fenologia, lista de excicatas e ilustrações); Calea L. (Asteraceae, Neurolaeneae) no estado de Goiás, Brasil (chave para as espécies ocorrentes no estado de Goiás, descrições para cada uma das espécies, comentários taxonômicos, distribuição e hábitat, fenologia, imagens e material examinado) ; O gênero Calea (Asteraceae, Neurolaeneae) no Distrito Federal (chave para as espécies ocorrentes no Distrito Federal, descrições para cada uma das espécies, comentários taxonômicos, distribuição e hábitat, fenologia, ilustrações e material examinado); e; A new species of Calea (Asteraceae – Neurolaeneae) from Goiás state, Brazil.

Studies in acoustics, in so far as sound and hearing are concerned, are evident from the middle of the 5th century B.C. in ancient Greece. The earliest extant works originated in Tarentum with Archytas, after which the fundamentals were developed in Athens, particularly by Aristotle. Aristotle�s writings represent the transition from rudimentary hypothesising to true philosophical argument, and display accuracies missing from earlier studies. This study examines incipient acoustic theories from classical Greece, diachronically, presenting original translations of all relevant passages, to illustrate the development of fundamental consideration and the origins of acoustic science. 5th and 4th century texts are examined in detail, with questions of authenticity being answered where necessary, to decipher the true level and depth of knowledge on the subjects of sound and hearing. Extant Archytean material is paradigmatic, containing the nucleus of sound production underlying most models to follow, whilst relevant Platonic material embraces more difficult sound qualities, raising important questions for successors. The larger portion of this work centres upon the writings of Aristotle, whilst illustrating the debt he owes to his predecessors. Each aspect of sound and hearing is discussed in turn, based predominantly, though not exclusively, upon information sourced from Aristotle�s De Sensu and De Anima. Where pertinent, attention is given to his discussions of the full range of senses and sense organs. The result is a self-contained work tracing the origins and development of acoustic study from its fundamental beginnings to the critical point when the essential elements of a nascent science were in place and the door was opened for future enhancement and scientific verification.

Studies in acoustics, in so far as sound and hearing are concerned, are evident from the middle of the 5th century B.C. in ancient Greece. The earliest extant works originated in Tarentum with Archytas, after which the fundamentals were developed in Athens, particularly by Aristotle. Aristotle�s writings represent the transition from rudimentary hypothesising to true philosophical argument, and display accuracies missing from earlier studies. This study examines incipient acoustic theories from classical Greece, diachronically, presenting original translations of all relevant passages, to illustrate the development of fundamental consideration and the origins of acoustic science. 5th and 4th century texts are examined in detail, with questions of authenticity being answered where necessary, to decipher the true level and depth of knowledge on the subjects of sound and hearing. Extant Archytean material is paradigmatic, containing the nucleus of sound production underlying most models to follow, whilst relevant Platonic material embraces more difficult sound qualities, raising important questions for successors. The larger portion of this work centres upon the writings of Aristotle, whilst illustrating the debt he owes to his predecessors. Each aspect of sound and hearing is discussed in turn, based predominantly, though not exclusively, upon information sourced from Aristotle�s De Sensu and De Anima. Where pertinent, attention is given to his discussions of the full range of senses and sense organs. The result is a self-contained work tracing the origins and development of acoustic study from its fundamental beginnings to the critical point when the essential elements of a nascent science were in place and the door was opened for future enhancement and scientific verification.

Sensitivity of spirochetes from Borrelia burgdorferi sensu lato complex to serum complement of humans of different age and sex was analyzed. Complement-mediated Borrelia killing was observed in different combination of serum and selected Borrelia genospecies. The obtained results confirmed that age itself does not influence the sensitivity of human to Borrelia infection. However, the females seem to be more vulnerable to it. Each of ten tested Borrelia species was proved to be potentially infective for human in different ratio. The clear separation of all ten checked Borrelia species into two groups was revealed after the reaction with human sera: species with low sensitivity to human serum complement (mortality below 1 percent) and species with higher sensitivity (mortality over 3-4 percent).

Submitted by Rogele Pinheiro (rogele.pinheiro@unisul.br) on 2018-02-28T16:55:58Z No. of bitstreams: 1 104907_Desiree.pdf: 421856 bytes, checksum: d09f6e1b092a72c6c1be74e86ddbbfc1 (MD5) / Approved for entry into archive by Ana Barreiros (ana.barreiros@unisul.br) on 2018-02-28T17:02:16Z (GMT) No. of bitstreams: 1 104907_Desiree.pdf: 421856 bytes, checksum: d09f6e1b092a72c6c1be74e86ddbbfc1 (MD5) / Made available in DSpace on 2018-02-28T17:02:16Z (GMT). No. of bitstreams: 1 104907_Desiree.pdf: 421856 bytes, checksum: d09f6e1b092a72c6c1be74e86ddbbfc1 (MD5) Previous issue date: 2011 / A indissociabilidade entre ensino, pesquisa e extensão tem sido objeto de discussão constante nas universidade brasileira desde 1988 com a reforma constitucional, que pela primeira vez abordou diretamente a indissociabilidade: ensino, pesquisa e extensão. Porém a UNISUL desde sua origem ainda como Fundação Educacional do Sul de Santa Catarina (FEESC) contemplava em seu projeto e respeitava esta indissociabilidade, mesmo antes da obrigatoriedade legal de 1988. Na perspectiva de compreender esta trajetória, esta busca de certa forma pioneira, empreendeu-se este estudo. O objetivo desta dissertação de mestrado focou-se em resgatar e analisar os projetos de pós-graduação lato sensu na Universidade do Sul de Santa Catarina (UNISUL), no período entre 1980 e 1990, referente à sua situação quanto à indissociabilidade entre ensino, pesquisa e extensão. Iniciou-se contextualizando a pesquisa, contextualizando e conceituando os principais temas envoltos no objetivo acima mencionado: universidade, pós- graduação, Constituições Brasileiras. O percurso metodológico escolhido para operacionalizar a pesquisa foi a exploratória documental, pois acreditou-se que possibilitaria maior familiaridade com o objeto de estudo: através de relatórios institucionais levantados desde a fundação da referida universidade, onde constavam os objetivos da instituição e os cursos de pós-graduação lato sensu que a universidade ofereceu em seus primórdios e sua intenção ao oferecer estes. Assim constatou-se o pioneirismo no interesse em promover a indissociabilidade entre ensino, pesquisa e extensão