31 Reunión Latinoamericana de Matemática Educativa (Relme), evento desarrollado en la Universidad de Medellín, Colombia, del 31 Julio al 04 de Agosto de 2017. / En este trabajo, presentamos una propuesta de Actividad de Estudio e Investigación sobre sistemas de ecuaciones lineales, mediante la modelización matemática, para estudiantes de Ciencias de la Salud. Consideramos que el hacer matemáticas en la universidad es un medio para generar cuestiones problemáticas cuyas respuestas desencadenarán organizaciones matemáticas, que constituyen la razón de ser del nuevo conocimiento a aprender. Por ello, partimos de una pedagogía no monumentalista, para enseñar la matemática de modo que sea más significativa, útil y con conexiones en el desarrollo profesional del estudiante universitario. / In this paper, we present a proposal of Research and Study activity on systems of linear equations, by using mathematical modeling for Health Sciences students. We believe that doing mathematics in the university is a means to generate problematic questions whose answers will trigger mathematical organizations, which constitute the raison d'être of the new knowledge to be learned. Therefore, we start from a non-monumental pedagogy, to teach mathematics in such a way that be more meaningful, useful and with connections in the professional development of the university student.

A sinalização celular desencadeada na presença do hormônio andrógeno em células da próstata é dependente da ativação do receptor de andrógeno (AR), que é um fator de transcrição codificado pelo gene NR3C4. O AR quando não ligado ao hormônio andrógeno é encontrado no citoplasma, e a ligação do hormônio ao AR promove seu deslocamento para o núcleo. O AR se liga a motivos de DNA, promovendo a transcrição de determinados genes por meio de um complexo mecanismo de regulação ainda não totalmente conhecido. Neste trabalho exploramos a capacidade dos RNAs longos intergênicos não-codificadores (lincRNAs) se ligarem ao AR e contribuírem para a regulação transcricional de genes. Utilizamos a imunoprecipitação de RNA, seguida de sequenciamento em larga escala (RIP-Seq) para a identificação e quantificação de lincRNAs associados fisicamente ao AR na linhagem celular de próstata LNCaP. Em paralelo utilizamos dados de transcriptoma e de marcas epigenéticas para verificar se a interação física dos lincRNAs com o AR influenciaria a composição da cromatina e a expressão dos genes vizinhos desses ARA-lincRNAs (Androgen Receptor Associated LincRNAs). Como resultado deste estudo descrevemos pela primeira vez centenas de LincRNAs associados fisicamente ao receptor de andrógeno após o tratamento com o hormônio. Observamos que uma parte desses ARA-lincRNAs pode modificar in cis a expressão de genes codificadores de proteínas vizinhos e essa capacidade de regulação é reforçada pela presença de marcas epigenéticas que são características de reguladores in cis. Além disso, mostramos que as regiões da cromatina contendo domínios topologicamente associativos (TADs) que possuem ARA-lincRNAs apresentam fatores de transcrição, marcas epigenéticas e nível de transcrição gênica diferenciadas. Os resultados apresentados neste trabalho estendem a importância dos lincRNAs durante eventos regulatórios complexos e mostra pela primeira a atuação dessas moléculas em sinergia com um fator de transcrição modificando a cromatina e alterando a regulação gênica. / The cell signaling events triggered in the presence of the androgen hormone in prostate cells is dependent on the activation of the androgen receptor (AR), which is a transcription factor encoded by the NR3C4 gene. AR when not bound to the androgen hormone is found in the cytoplasm, and binding of the hormone to AR promotes its displacement to the nucleus. AR binds to DNA motifs, promoting the transcription of certain genes through a complex regulatory mechanism not yet fully undestood. In this work we explore the ability of long non-coding intergenic RNAs (lincRNAs) to bind to AR and contribute to the transcriptional regulation of genes. We used immunoprecipitation of RNA, followed by large-scale sequencing (RIP-Seq) for the identification and quantification of lincRNAs physically associated with AR in the LNCaP prostate cell line. In parallel we used transcriptome data and data on epigenetic marks to verify whether the physical interaction of lincRNAs with AR would influence the chromatin composition and the expression of genes neighboring these ARA-lincRNAs (Androgen Receptor Associated LincRNAs). As a result of this study we described for the first time in the literature hundreds of LincRNAs physically associated with the androgen receptor after treatment with the hormone. We have observed that part of these ARA-lincRNAs can modify in cis the expression of neighboring protein coding genes and this regulatory ability is enhanced by the presence of epigenetic marks that are characteristic of in cis regulators. In addition, we have shown that chromatin regions containing topologically associating domains (TADs) that possess ARA-lincRNAs have different transcription factors, epigenetic marks and gene transcription levels. The results presented in this work extend the importance of the lincRNAs during complex regulatory events and shows for the first time the performance of these molecules in synergy with a transcription factor modifying the chromatin and altering gene regulation.

Cette recherche porte sur l’enseignement des langues vivantes étrangères à l’école et sur la manière dont les professeurs des écoles, que nous avons distingué en plusieurs catégories : « amateurs », diplômés ou experts dans la langue enseignée, mettent en œuvre leurs praxéologies pendant les séances. Elle traite également des conditions et des contraintes, qu’ils rencontrent selon leur catégorie, c’est à dire par rapport à la connaissance qu’ils ont de la langue anglaise ou de la formation dont ils ont pu bénéficier. Au niveau théorique elle s’appuie sur les Théories de l’acquisition des langues, la Didactique des langues et la Théorie anthropologique du didactique (TAD) d’Yves Chevallard. La TAD permet de déterminer les praxéologies langagières et didactiques des enseignants et les conditions et les contraintes qu’ils rencontrent à l’aide de l’échelle de codétermination didactique. Au niveau institutionnel, elle repose sur les textes officiels, le Cadre Européen de Référence Commun pour les Langues (CECRL) et les programmes B.O. n°8 du 30 août 2007 ainsi que le B.O. n°1 du 5 janvier 2012. De plus, Cette recherche s’inscrit dans une approche clinique, centrée sur l’individu. Elle étudie à travers des entretiens (non directifs, d’autoconfrontation et d’alloconfrontation) et des transcriptions de séances d’anglais filmées, les praxéologies de cinq professeurs des écoles enseignant l’anglais en cycle 2 et 3. Elle se situe également dans une approche comparative afin de déterminer et de comparer ce qui peut conditionner ou empêcher la diffusion de leur praxéologie en classe pendant les séances de LVE de ces différents enseignants participant à cette recherche. / This study focuses on the teaching of foreign languages in school in France and on the way teachers--categorized as amateurs, with a degree, or experts in the language they teach--put into practice their praxeology during their teaching sessions. It also takes a look at the conditions and the constraints, that teachers, in each category, meet, depending on their knowledge of the English language and the training they have received.On the theoretical level, this thesis uses the Theory of language acquisition, language didactics and didactic anthropology (ATD) by Yves Chevallard. At the institutional level, it relies on published reports, the Common European Framework Reference for Languages (CEFR), and the contents of two Bulletin Officiel reports published on August 30, 2007 and January 5, 2012. This study takes a clinical approach, centered on individuals. It takes an in-depth look at the praxeology of five school teachers who teach English in cycle 2 and 3 of the French education system, through interviews (non-directive, self-confrontational and allo-confrontation as well as transcripts of English lessons filmed in classrooms.

Submitted by Etelvina Domingos (etelvina.domingos@ufpe.br) on 2015-03-13T18:39:19Z No. of bitstreams: 2 PDF DIERSON DISSERTAÇÃO FINAL.pdf: 3275023 bytes, checksum: 4a81d179235c27957eceab4e3f56aeb2 (MD5) license_rdf: 1232 bytes, checksum: 66e71c371cc565284e70f40736c94386 (MD5) / Made available in DSpace on 2015-03-13T18:39:19Z (GMT). No. of bitstreams: 2 PDF DIERSON DISSERTAÇÃO FINAL.pdf: 3275023 bytes, checksum: 4a81d179235c27957eceab4e3f56aeb2 (MD5) license_rdf: 1232 bytes, checksum: 66e71c371cc565284e70f40736c94386 (MD5) Previous issue date: 2012 / Essa pesquisa discute como é abordado o conteúdo área de figuras geométricas planas no Guia de Estudo do aluno do Programa Projovem Urbano e que relação pode ser observada entre os princípios que regem o referido Programa e a abordagem da área neste material. Para cumprir esse objetivo realizamos um mapeamento do habitat e do nicho do vocábulo área no Guia de Estudo, caracterizamos as praxeologias matemática e didática relativas ao objeto área e identificamos condições e restrições na difusão do conhecimento relativo a esse objeto na instituição Projovem Urbano. Os resultados indicam que a palavra área aparece no material com diversos sentidos e em vários momentos tanto no estudo da matemática como nos demais componentes curriculares. O cálculo da área do retângulo se destaca em relação a outros tipos de tarefa. Duas técnicas podem ser identificadas no Guia de Estudo para resolver tarefas do tipo calcular a área de um retângulo, mas o grau de explicitação dessas técnicas é baixo. Encontram-se elementos do bloco tecnológico-teórico relativos ao cálculo da área de um retângulo, nas explicações fornecidas no Guia de Estudo. Identificamos também indícios de condições e restrições oriundas dos níveis superiores de co-determinação didática (sociedade, escola e pedagogia). Com efeito, a especificidade do público alvo e as características do Programa podem ser observadas, por exemplo, pelo uso frequente do contexto da construção civil nos problemas de cálculo de área.

BACKGROUND: The temporary anchorage devices (TAD) rely on mechanical retention to achieve their function. Following dental implants, the design has not been thoroughly studied. Most of the TADs available in the market are either conical or cylindrical homogenous designs. This study aims to evaluate whether a non-homogeneous design would be able to achieve better biomechanical properties than the current mini- screw designs available on the market. MATERIAL AND METHODS: This is a preliminary study comparing two different 1.5mm TAD designs, the Spider Screw® (Ortho Technology®), and one experimental TAD, the Novel TAD Design (NTD). The two TAD designs were generally described and evaluated following the ANSI/ADA Standard No. 178, then the core diameter / TAD diameter ratio was calculated at 0, 2, 4, and 6mm using the Mitutoyo PH-3500 projection machine in combination with QM-data 200. 10 TADs from each design were inserted in a 30 PCF laminated block from SAW Bone under a 12N axial load, using the Instron 5566A to measure the insertion torques and removal torques. Torque ratios were then calculated. Using the same Instron machine with TADs fully inserted in the artificial bone (2 per design per angle), pull-out tests were performed at angles of 0° / 30° / 60° / 90°. The TADs were loaded up to failure. One-way ANOVA and student's t-test were used for statistical analysis. RESULTS: The Spider Screw® is a conical, self-drilling, self-tapping design with the following general dimensions (d1: 1.5mm ; d2: 0.5mm; d3: 3.4mm; k1: 1mm; k2: 2mm; L1: 9.5mm; L2: 6.5mm; L3: 6.2mm), a 0.6mm pitch, 0.3mm thread depth, asymmetrical triangular threads. NTD, it is a cylindrical-conical, self-tapping design with the following general dimensions (d1: 1.5mm; d2: 0.85mm; d3: 2.5mm; k1: 1mm; k2: 2mm; L1: 9mm; L2: 6mm; L3: 6mm), a 0.5mm pitch, double threads in the first 2mm, a variable thread depth (0-2mm: 0.2mm ; 3-5mm: 0.35mm) and symmetrical rectangular threads. The core to width ratios for the Spider Screw® and NTD were respectively 1 ; 0.64 ; 0.61; 0.54 and 0.7; 0.53; 0.56 and 0.58. Mean insertion torque, removal torque and torque ratio for the Spider Screw and the NTD were respectively (12.78 N.cm / 11.32 N.cm, 0.90 ; 12.73 N.cm / 12.65 N.cm, 0.99 ) Mean pull-out forces at 0°/30°/60° and 90° for the Spider Screw® and the NTD were respectively 124.18 N / 108.59 N / 69.67 N / 84.75 N and 137.72 N / 109.7 N / 64.96 N / 66.78 N. There were no statistically significant differences found. CONCLUSIONS: After evaluating both of the TADs, it is clear that the designs are relatively different. The NTD showed to have a higher torque ratio, and therefore it could mean that the design would be clinically more effective. The NTD showed to perform as good or even slightly better than the Spider Screw® design, but a larger variety of TAD designs is needed to be able to confirm the conclusions of this study. / 2023-03-02T00:00:00Z

Le transport à la demande (TAD) est un mode de transport public à mi-chemin entre le taxi et le bus. Longtemps considéré comme un mode marginal réservé à la desserte des espaces peu denses, le TAD connaît un fort développement en France et en Europe depuis la fin des années 1990. Il ressort de l'analyse d'une base de données de 615 services, que les TAD français investissent désormais de nouveaux territoires, aussi bien dans les espaces urbains, périurbains que ruraux. Les prestations qu'ils proposent se caractérisent par une grande variété d'offre et de fonctionnement. Celles-ci sont décrites à l'aide de plusieurs modélisations fonctionnelles, statistiques et graphiques. Une réflexion sur la flexibilité des TAD, ainsi qu'une enquête, viennent ensuite nourrir le débat sur les TAD de demain. Trois exemples illustrent les perspectives qu'ouvre la généralisation de TAD flexibles et innovants en matière de transport public pour les collectivités.

Former les citoyens à la pensée de la variabilité et à la gestion de l'aléatoire est aujourd'hui une question socialement vive dont on montre ici, à propos de la classe de seconde, qu'elle est aussi didactiquement vive. Lorsqu'un professeur de mathématiques conçoit et réalise la partie de son enseignement dévolue à la statistique, sous quelles contraintes doit-il opérer ? Pourquoi, bien que fort divers, les enseignements donnés semblent-ils converger imparablement vers une réduction arithmétique de la statistique ? Peut-on modifier ces contraintes pour rendre possible un enseignement plus authentique au plan épistémologique ? Qu'y peuvent les professeurs et leurs organisations professionnelles ? À l'aide des outils les plus récents de la théorie anthropologique du didactique, nous mettons notamment en évidence que l'indispensable reprise de la transposition didactique de la statistique doit être éclairée et guidée par une analyse d'ensemble de son enseignement comme « fait social total ».

December 2011. A thesis submitted to the College of Dental Medicine of Nova Southeastern University of the degree of Master of Science in Dentistry. Background: Temporary anchorage devices (TADs) provide a versatile means by which orthodontic anchorage can be established without the need for patient compliance and complex force systems. Their use is predicated on their ability to remain stable throughout the course of treatment in which they are needed. This has been shown to be the result of "primary stability" which is achieved through mechanical interlocking of the screw threads with the surrounding bone immediately upon placement. Therefore, evaluating the factors that can either enhance or detract from the primary stability of TADs can serve to improve the predictability of their success. Objectives: The objectives of this study were to describe how variations in synthetic cortical bone thickness and the angle of force applied in relation to the long axis of TADs affects their stability in terms of pull-out strength, and to ascertain the perspectives of practicing orthodontists in the state of Florida on their experiences with temporary anchorage devices with regards to success and failure. Methods: For the bench top study, 90 1.5x8mm long neck Orthotechnology Spider Screws were randomly allocated to 9 groups of 10 TADs each. The 9 groups were established based on both the thickness of synthetic cortical bone (1.0, 1.5, and 2.0mm) and the angle of force vector applied relative to the long axis of the TADs (45, 90, and 1800). Pull-out testing was carried out by applying a force to the TADs via a universal testing machine (Instron, Canton, MA) at a rate of 2.0mm/minute. Real-time graphical and digital readings were recorded, with the forces being recorded in Newtons (N). Each miniscrew was subjected to the pull force until peak force values were obtained. For the 450 and 1800 tests, the force registered at the time-point of pull-out, or screw head movement of 1.5mm within the synthetic bone blocks. The determination of 1.5mm of movement was made due the dramatically erratic deflection observed by the digital and graphical readouts at precisely this point. For the survey portion of this study, A customized survey was developed for this study. The survey was composed of 12 questions, some of which were obtained from a questionnaire that was created by Buschang et al.54 The additional questions were devised by the members of this research project, with the aim of answering questions regarding the clinical experiences that practicing orthodontists experienced with TADs. Results: For the bench top study: Implants placed in 2.0mm of synthetic cortical bone and pulled at an angle of 1800 had the highest pull-out strength among all groups (258.38N), while those placed in 1.0mm of synthetic cortical bone and pulled at an angle of 900 exhibited the lowest (67.11N). When evaluated separately, a cortical bone thickness of 2.0 mm displayed the highest pull-out forces for the three angles of force application, and 1800 angle of force displayed the highest-pull-out forces for the three cortical bone thicknesses. Conversely, 1.0mm of cortical bone thickness displayed the lowest pull-out forces for the three angles of force application, and 900 angle of force displayed the highest-pull-out forces for the three cortical bone thicknesses. For the survey: The most important factor associated with TAD failure was cited as placement location by 45.7% (n=16) of respondents, while root proximity was cited as the least important factor by 35.3% (n=12) of respondents. For the site from which practitioners indicated that they experience the greatest success, 81.8% cited the palate, while 51.9% responded that they experience the highest failure rates for the posterior maxilla (distal to the cuspids). Conclusions: A synthetic cortical bone thickness of 2mm and pull forces applied parallel to the long axis of TADs resulted in the greatest resistance to pull-out.

The removal of water is an integral part of tissue paper production. Through air drying (TAD) is used for water removal when producing premium tissue grade products, however, at the price of higher energy demand. A better understanding of TAD may therefore lower the energy demand. The objective was to investigate the influence of formation, pulp type and grammage on non-uniform drying and air flow through sheets. A laboratory method, based on infrared thermography, was used to determine drying time and area-specific and mass-specific drying rates. Air flow rate and pressure drop were used to determine flow resistance and modified permeability. Pulp type had a large influence on the air flow through the sheet. Modified permeability, i.e. the material property describing the air flow through the fibre network, was strongly dependent on grammage for lower grammages, while it approached a constant value for higher grammages. In contrast to that, mass-specific drying rates were similar for the different pulp types at lower grammages, but proved to be grammage-dependent for higher grammages. Formation did not influence the drying speed to any large extent. The results illustrate that industrial TAD processes operate under very special process conditions due to the low grammage sheets.

Dans un contexte où les outils numériques et le WEB permettent la diffusion et le partage massif de ressources, le défi actuel est de trouver la bonne ressource au bon moment. Pour les ressources d’enseignement, les standards de description actuels (LOM ou ScoLOMFr par exemple) ne permettent pas une description des dimensions didactiques d’une ressource. Notre thèse est une contribution pour combler ce manque, en nous situant dans le domaine de environnements informatiques pour l’apprentissage humain (EIAH). Nous nous sommes particulièrement intéressé à la description de ressources de type « énoncé avec tâche prescrite » (ETP). Nous nous sommes placé dans le cadre de la théorie anthropologique du didactique (TAD) et avons en particulier exploité la formalisation de l’approche praxéologique proposée par le cadre T4TEL. Nous proposons quatre résultats principaux. Le premier est un modèle de description didactique de ressources (M2DR) de type ETP. Il permet la description d’un ETP sur la base de critères didactiques et de déterminer son adéquation avec un curriculum. Ce modèle est construit à partir de l’exploitation d’un modèle praxéologique de référence (MPR). Le deuxième résultat est la modélisation d’intentions didactiques, utilisées pour pouvoir chercher des ETP décrits à l’aide du modèle M2DR. Le troisième résultat est un enrichissement du cadre T4TEL, en définissant une modélisation de la tâche et en introduisant la notion de type de tâches optimum. Le quatrième résultat est la définition d’un processus de construction d’une représentation ontologique d’un MPR décrit dans T4TEL à l’aide de générateurs de types de tâches. Ce processus permet une utilisation du modèle dans un cadre informatisé. Il a été appliqué à différents MPR, dans les domaines de l’algèbre élémentaire et de la numération. Ceci a permis l’utilisation du modèle M2DR pour décrire différents ETP. / In a context where digital tools and the WEB allow for the diffusion and massive sharing of resources, the current challenge is to find the right resource at the right time. Current description standards (e. g. LOM or ScoLOMFr) do not allow the description of the didactic dimensions of a learning object. Our thesis is a contribution to fill this gap from the Technology-Enhanced Learning (TEL) field point of view. We were particularly interested in the description of mathematics exercises. We conducted our work within the Anthropological Theory of Didactics (ATD) framework. More specifically, we have exploited the formalization of the praxeological approach proposed by the T4TEL framework. Our findings and propositions are four-fold. First, we proposed a didactic resource description model (M2DR) that allows the description of a mathematics exercises based on didactic criteria and determines its suitability for a curriculum. This model is based on the use of a reference epistemological model (REM). The second result is the modeling of didactic intentions, used for searching for mathematics exercises described with the M2DR model. The third result is an enhancement of the T4TEL framework defining a task model and introducing the notion of optimal types of tasks. The fourth result is the definition of a process for implementing an ontological representation of a REM described in T4TEL using types of tasks generators. This process allows the model to be used in a computerized environment. It has been applied to different REMs in the fields of elementary algebra and numeracy. That fostered the use of the M2DR model to describe different mathematics exercises.