Nos últimos anos, inúmeros estudos epidemiológicos evidenciaram a forte associação entre o carcinoma do colo uterino e a infecção por papilomavírus humano (HPV). Esta associação deriva do reconhecimento de que estes vírus codificam oncoproteínas, dentre as quais E6 e E7, que apresentam propriedades transformantes. O produto do gene E7 se liga ao produto do gene retinoblastoma que perde a sua função de regular negativamente o ciclo celular. O produto do gene E6 se liga ao produto do gene supressor de tumor p53 levando a sua degradação pela via de proteólise dependente de ubiquitina. O gene p53 é um supressor tumoral com função de regulação do ciclo celular que apresenta vários polimorfismos distintos em diversos grupos étnicos e tem sido amplamente estudado tanto em tecidos normais quanto em tecidos tumorais. O polimorfismo do códon 72 do gene i>p53 é o mais estudado e pode apresentar três alelos diferentes na população. Um alelo codifica arginina (Arg), um codifica prolina (Pro) e outro, raramente encontrado, codifica cisteína (Cys). Em 1993 foi iniciado um estudo epidemiológico da história natural da infecção por HPV e neoplasia da cérvice uterina em uma população feminina de baixa renda em São Paulo (Brasil), uma das áreas de maior risco em todo o mundo. O estudo focaliza a infecção persistente por tipos oncogênicos de HPV como evento precursor que leva à carcinogênese do colo do útero e visa entender os atributos da história natural da infecção viral e das doenças associadas ao colo uterino. Um dos objetivos deste estudo é avaliar se o polimorfismo do códon 72 do gene p53 pode, ou não, ser utilizado como marcador de predisposição ao câncer do colo do útero uma vez que um estudo inicial relatou que pacientes portando o genótipo p53Arg homozigoto seriam 7 vezes mais susceptíveis ao desenvolvimento de neoplasia da cérvice uterina que pacientes contendo o genótipo p53Pro e heterozigoto p53Pro/ Arg. Contudo, vários estudos posteriores contradizem e corroboram esses achados. O presente projeto teve como objetivos, portanto, verificar se o polimorfismo do códon 72 do gene p53 poderia estar associado a infecções persistentes por HPV e ao risco de neoplasia do colo do útero, além de comparar metodologias de detecção utilizadas por outros estudos, visando esclarecer se os motivos que levam à discordância dos resultados podem ser atribuídos a ocorrência de erros classificatórios metodológicos. Ao todo, sete metodologias de detecção foram comparadas. Apenas uma delas, PCR alelo-específica, apresentou resultado discordante das demais utilizadas. Coincidentemente, essa metodologia foi amplamente utilizada por muitos estudos que encontraram associações tanto positivas quanto negativas. Isso poderia nos dar indícios de que os erros classificatórios dependentes de metodologia poderiam influenciar os resultados de correlação entre o polimorfismo do códon 72 e o risco de neoplasia do colo do útero. As correlações observadas por este trabalho entre este polimorfismo do códon 72 e o risco de neoplasia do colo uterino não mostraram associação deste polimorfismo com o risco de infecções persistentes por HPV e as lesões precursoras do carcinoma do colo uterino. / In recent years, a number of epidemiological studies have pointed toward a strong association between cervical cancer and infection by Human Papillomavirus (HPV). This association derives from the discovery that these viruses code for oncoproteins, among them E6 and E7 that have transforming properties. The E7 gene product associates with the retinoblastoma gene product, causing the latter to lose its function as a negative regulator of the cell cycle. The E6 gene product interacts with the tumor suppressor p53 gene product, resulting in its degradation via ubiquitin dependent proteolysis. The p53 gene is a tumor suppressor that funcions in the regulation of the cell cycle. It presents a number of distinct polymorfisms in diverse ethnic groups, and has been widely studied, both in normal and tumor tissues. The polymorfism of codon 72 is the most studied, and may present three different alleles in the population. One allele codes for arginine (Arg), another codes for proline (Pro), and a third, rarely found, codes for cystein (Cys). In 1993 an epidemilogical study of the natural history of infection by HPV and its possible association with cervical neoplasia was initiated in a population of low income females in São Paulo, Brazil, one of the areas of greatest risk in the world. The study focuses on persistent infection by oncogenic types of HPV as a precursor to carcinogenesis of the cervix, and seeks to understand the attributes of the natural history of viral infection and of illnesses associated with the cervix. One of the objectives of the study is to evaluate if the polymorfisms of codon 72 of p53 can or not be used as a marker of predisposition to cervical cancer, given the finding in the initial study that patients who were homozygous for the p53Arg genotype were 7 times more susceptible to developing cervical neoplasias than those patients who were homozygous for p53Pro, or heterozygous p53 Pro/ Arg. Previous studies have been realized both supporting and disputing these findings. The current study had two main objectives: to verify if the polymorfism of p53 codon 72 could be associated with persistent infections of HPV and the risk of cervical neoplasia, as well as to compare methods of detection used by other studies, in an attempt to clarify if the discording results of past studies could be due to methodological classification errors. Seven detection methods were compared. Only one of these, allele specific PCR, presented discording results from the rest. Coincidentally, this method was widely used in a number of studies which found both positive and negative associations. This might indicate that the method-dependent classification errors could influence the results of correlation between codon 72 polymorphism and the risk of cervical neoplasia. The correlations observed by this study did not demonstrate an association between codon 72 polymorphism and the risk of persistent HPV infection and precursor lesions of cervical cancer.

Environmental Education (EE) is a broad process that brings to the discussion, from the perspective of the formation of critical, reflexive and participatory citizens, the impacts on the environment in its multiple dimensions, whether natural or social. However, when developed in the formal context, the EE can find limitations imposed by the follow-up of the reference matrix of instruments such as the National High School Examination (ENEM), which creates barriers to the discussion of socio-environmental problems on a local scale. This dissertation aimed to form environmental reeditors from the Methodology of Problematization with the Arch of Maguerez, aimed at the students of the Center of Excellence Dr. Milton Dortas, located in Simão Dias/SE, Northeast Brazil. The educational unit is located in the Caiçá River watershed, which has polluted waters when it enters the urban area, besides the visible environmental degradation of its surroundings, neglected by the public power in the creation of policies to mitigate the problem. The method of approach adopted in the study was the deductive one. As procedural instruments, Teaching Practices in Community (PEC) were carried out from the Problematization Methodology with the Maguerez arch, an active and innovative methodology that inserts the local reality into the educational routine. Initially, thirty students from the three high school grades of the referred college were selected, who participated in the PEC that occurred in extracurricular hours to their classes, on Saturdays, from January to June of 2018. First, the ENEM tests applied between the from the years 2012 to 2017, which proved the insufficient approach of local characteristics in their questions, directing the school curricula to the discussion of larger spatial scales and consequent omission of the place. In the development of the PEC, following the five steps of the Problematization Methodology with the Maguerez arch, students were able to observe, coexist and deepen studies based on a clipping of the reality of the community around the Caiçá River, with which they hypotheses to solve the socio-environmental problem and carried out educational and socio-political interventions. The active methodology used provided the training of environmental reeditors, as it related concepts and practices of citizenship, proactivity, sustainability and adapted the knowledge learned in a contextualized way. Likewise, the development of the PEC allowed the students to approach the community around the water body, to confront the socioenvironmental problems of the municipality and to participate in the initial discussion regarding the implementation of EE public policies for the municipality. / A Educação Ambiental (EA) é um amplo processo que traz à discussão, na ótica da formação de cidadãos críticos, reflexivos e participativos, os impactos sobre o ambiente em suas múltiplas dimensões, sejam elas naturais ou sociais. No entanto, quando desenvolvida no âmbito formal, a EA pode encontrar limitações impostas pelo seguimento da matriz de referência de instrumentos como o Exame Nacional do Ensino Médio (ENEM), que cria barreiras para a discussão dos problemas socioambientais em escala local. Esta dissertação teve por objetivo formar reeditores ambientais a partir da Metodologia da Problematização com o arco de Maguerez, voltada aos discentes do Centro de Excelência Dr. Milton Dortas, localizado em Simão Dias/SE. A unidade de ensino está localizada na microbacia do rio Caiçá, que tem suas águas poluídas quando adentra a zona urbana, além da visível degradação ambiental do seu entorno, negligenciada pelo poder público quanto à criação de políticas para mitigação do problema. O método de abordagem adotado no estudo foi o dedutivo. Como instrumentos procedimentais, foram realizadas Práticas de Ensino na Comunidade (PEC) a partir da Metodologia da Problematização com o arco de Maguerez, metodologia ativa e inovadora que insere a realidade local no cotidiano educacional. Inicialmente, foram selecionados trinta estudantes das três séries do Ensino Médio do referido colégio, que participaram das PEC que ocorreram em horário extracurricular às suas aulas, aos sábados, entre janeiro a junho de 2018. Primeiramente, foram analisadas as provas do ENEM aplicadas entre os anos de 2012 a 2017, que comprovaram a insuficiente abordagem de características locais em suas questões, direcionando os currículos escolares à discussão de escalas espaciais maiores e consequente omissão do lugar. No desenvolvimento das PEC, a partir do seguimento dos cinco passos da Metodologia da Problematização com o arco de Maguerez, os discentes puderam observar, conviver e aprofundar estudos a partir de um recorte da realidade da comunidade do entorno do rio Caiçá, com a qual levantaram hipóteses para solucionar a problemática socioambiental e realizaram intervenções de cunho educacional e sócio-político. A metodologia ativa utilizada proporcionou a formação de reeditores ambientais, pois relacionou conceitos e práticas de cidadania, proatividade, sustentabilidade e adaptou os conhecimentos apreendidos de forma contextualizada. Do mesmo modo, o desenvolvimento das PEC possibilitou a aproximação dos estudantes com a comunidade do entorno do corpo hídrico, o enfrentamento da problemática socioambiental do município e a participação na discussão inicial quanto à implantação de políticas públicas de EA para o município. / São Cristóvão, SE

Made available in DSpace on 2016-08-17T14:52:48Z (GMT). No. of bitstreams: 1 alisson lindoso2.pdf: 6722921 bytes, checksum: 2f55fa8a7f109106c015f0307cb7582c (MD5) Previous issue date: 2006-03-10 / The increasing demand of software applications constructed conciliating productivity, low cost and high quality, even in complex and changeable domains, turns necessary the elaboration of techniques and methodologies focusing on development paradigms more suitable for approaching these conflicting features, like the multiagent one. On the other hand, the sotware reuse process promotes the creation of new applications employing reusable software artifacts previously developed. This work introduces MAAEM, an ontology-driven methodology for analysis, design and implementation of multi-agent applications through the reuse of models and components that represent the requirements of a family of applications in a domain as well as the corresponding agent-oriented solutions to these ones. ONTORMAS, an ontology whose instantiation is useful for modeling and representing specific applications developed with MAAEM methodology, is also presented. Two case studies elaborated in order to evaluate the methodology and ontology are also described, exploring the cases with and without reuse, respectively, in the touristic and juridical domains. / A crescente demanda por aplicações de software cuja construção concilie produtividade, baixo custo e alta qualidade, mesmo em domínios complexos e mutáveis, torna necessária a elaboração de técnicas e metodologias que foquem paradigmas de desenvolvimento mais adequados para abordar aquelas características conflitantes, tal como o paradigma multiagente. Por outro lado, o processo de reutilização de software permite promover a criação de novas aplicações empregando artefatos de software reutilizáveis previamente desenvolvidos. Esse trabalho introduz a MAAEM, uma metodologia baseada em ontologias para a análise, o projeto e a implementação de aplicações multiagente através do reuso de modelos e componentes que representam os requisitos de uma família de aplicações em um domínio, assim como as correspondentes soluções orientadas a agentes para tais requisitos. É também apresentada a ONTORMAS, uma ontologia cuja instanciação é útil para modelar e representar aplicações específicas desenvolvidas com a metodologia MAAEM. São descritos ainda dois estudos de caso elaborados no sentido de avaliar a metodologia e a ontologia, explorando os casos com e sem reuso, respectivamente, nos domínios turístico e jurídico.

Esta pesquisa analisa fatores que sustentam o uso das metodologias ativas para o aumento do desempenho dos estudantes para a aprendizagem significativa, levando-se em consideração que o ato de aprender é intransferível, só o indivíduo pode fazê-lo e ninguém pode aprender por outro, mas pode-se incentivar o interesse dos estudantes, explorando novas oportunidades de aprendizagem, bem mais centradas na atividade dos estudantes, utilizando a hibridização, que é a mescla de técnicas e ferramentas que auxiliam e dinamizam o aprendizado com a combinação entre ambientes presenciais e virtuais de ensino - usando a ferramenta dos MOOCs pela concepção da sala de aula invertida. Para avaliar a interferência da metodologia ativa de aprendizagem no desempenho, participaram da análise estudantes universitários, de duas instituições particulares, na área de Ciências Sociais Aplicadas, que após um semestre responderam a dois questionários de escalas validadas estatisticamente: Academic Motivation Scale e Escala Estratégica de Aprendizagem para ambientes on-line. Utilizou-se técnicas de análise multivariada, composta pela análise de componentes principais e análise de agrupamento, para avaliar a presença de grupos de motivação. Para a caracterização dos grupos de motivação obtidos foram calculadas as frequências dos grupos formados e médias das componentes principais, bem como as marcações de significância estatística para o teste-t de diferença de médias e técnicas de modelo de regressão para avaliar as médias finais (notas) dos estudantes de acordo com as covariáveis (estudantes que participaram do curso na plataforma MOOC, turma, grupo de motivação e gênero). Os principais resultados demonstram que a escolha de um método ativo de aprendizagem, utilizando a plataforma MOOC interfere em todos os grupos, no aumento da nota final em comparação aos estudantes que não acessaram a plataforma, portanto, não participaram de todo o processo, sendo esse efeito ainda mais expressivo para o grupo de motivação 1 (motivados pela excelência acadêmica), a IES-1 obteve um desempenho superior a IES-2. O êxito da introdução das metodologias ativas está diretamente relacionado a importância do envolvimento de todos os atores desse processo, com destaque as instituições de ensino e professores, para a formação de um indivíduo capaz de transformar a sua vida, o seu meio e a nossa sociedade. / This research analyzes the factors that support the use of active methods to increase the performance of the students towards meaningful learning, taking into account that the act of learning is not transferable, only the individual can do it and no one can learn on the other, but can stimulate the interest of students, exploring new learning opportunities and more focused on the activity of the students, using the hybridization, which is the mixture of techniques and tools to assist and streamline the learning with the combination of classroom and virtual teaching environments - using MOOCs tools for the design of the inverted classroom. In order to evaluate the interference of active learning methodology over performance, students from two private universities in the area of Applied Social Sciences took part in this research and, after one semester answered two statistically validated scales questionnaires: Academic Motivation Scale and Strategic Learning Scale, suitable for online environments. Multivariate analysis techniques, composed by Principal Component Analysis and Cluster Analysis, have been used to assess the presence of motivation groups. In order to characterize obtained motivation groups, frequencies of formed groups and main components averages were calculated as well as markings of statistical significance for the t-test mean difference and regression techniques to assess students final average (grades) according to the covariates (students who took the course in MOOC platform, classroom, motivation group and gender). Main results show that the choice of an active learning method, using MOOC platform interferes in all groups, in the final score increase comparatively to students who had not accessed the platform, thus not participating in the process; this effect was even more significant on motivation of group 1 (motivated by academic excellence), PU-1 achieved a superior performance comparatively to PU-2. The active methods introduction success is directly related to the importance of the involvement of all actors in the process, especially educational institutions and teachers, for the formation of an individual able to transform his life, his environment and our society .

In a technologically overloaded world, is it possible to use technology to support well-being activities and enhance human flourishing? Proponents of positive technology and positive computing are striving to answer yes to that question. However, the impact of technology on well-being remains unresolved. Positive technology combines technology and positive psychology. Positive psychology focuses on well-being and the science of human flourishing. Positive computing includes an emphasis on designing with well-being in mind as a way to support human potential. User experience (UX) is critical to positive technology and positive computing. UX researchers and practitioners are advocating for experience-driven design and third wave human-computer interaction (HCI) that focuses on multi-dimensional, interpretive, situated, and phenomenological aspects. Third-wave HCI goes beyond cognition to include emotions, values, culture, and experience. This research investigated technology-supported meditation in a three-dimensional (3D) virtual world from a positive technology perspective to examine how technology can support engagement, self-empowerment, and well-being. Designing and evaluating technology for well-being support is complex and challenging. Further, although virtual worlds have been used in positive technology applications, little research exists that illuminates the experience of user engagement in virtual worlds. In this formative exploratory study, experienced meditators (N = 12) interacted with a virtual meditation world titled Sanctuarium that was developed for this research. Using a third wave HCI approach, both quantitative and qualitative data were collected to understand the nature of engagement with a virtual world and the experiential aspects of technology-supported meditation. Results supported using virtual worlds to produce restorative natural environments. Participants overwhelmingly reacted positively to the islandscape including both visual and sound elements. Findings indicated that Sanctuarium facilitated the meditation experience, similar to guided meditation – although participants remarked on the uniqueness of the experience. Aspects of facilitation centered on the concepts of non-distraction, focus, and simplicity of design and instructions. Participants also identified Sanctuarium as a good tool for helping those new to meditation. Meditators described positive effects of their meditation experience during interviews and also rated their experience as positive using the scale titled Effects of Meditation During Meditation. Phenomenological analysis provided a rich description of the nature of engagement while meditating with Sanctuarium. Meditators also rated engagement as high via an adapted User Engagement Scale. This interdisciplinary work drew from multiple fields and contributes to the HCI domain, virtual worlds’ literature, information systems research, and the nascent areas of positive technology and positive computing.

In the early Cold War decades, the Citizens’ Councils of America (CCA) became the flagship conservative right-wing social movement organization (SMO). As part of its organizational activities, it engaged in a highly sophisticated propaganda effort to mobilize pro-segregationist opinion, merging traditional racist arguments with modern Cold War geopolitics to characterize civil rights activism and federal civil rights reforms as an effort to bring about a tyrannical, Soviet-inspired, dictatorship. Through a content discourse analysis, this research aims to contribute to understanding what factors determine how SMO’s deploy propaganda rhetoric. The main hypothesis is that geopolitical factors, defined here as specific geographic contexts in which sociopolitical issues are situated and from which propaganda rhetoric is deployed, are influential determinants. Since SMO rhetoric reflects its larger ideological orientation, SMO ideology is also influenced by geopolitical factors. For comparative analysis, propaganda literature from the Ku Klux Klan, as well as elite segregationist rhetoric from the same period is included. Relying on frame theory all rhetoric is quantitatively analyzed centering on the question of what factors drive SMO frame messaging. To contribute to frame theory a concept is proposed called frame constellation, which is a web of SMO frame rhetoric and symbolism that functions as an overlapping, intersecting and interrelated system of ideas which revolve around a central intellectual logic for collective action.

Cette thèse a pour objet les habitats alternatifs aux dispositifs gérontologiques institués pour personnes âgées « fragiles » et « dépendantes ». Ces formules résidentielles s’inscrivent dans le prolongement d’un mouvement à contre-courant amorcé en France dès la fin des années 1970. Dans une comparaison critique avec les infrastructures existantes, structurées autour des deux pôles du maintien à domicile et de l’hébergement institutionnel, il s’agit pour les porteurs de projets de réinventer les lieux du vieillir et d’imaginer de nouveaux modèles d’accueil et d’accompagnement viables, si possible, « jusqu’à la mort ». Nous appréhendons ces réalisations novatrices comme des laboratoires d’expérimentation. Les habitats alternatifs amorcent une ouverture du champ des possibles. Cette ouverture suppose de faire un « pas de côté » pour repenser ou se substituer à l’institué et répondre aux besoins jugés insatisfaits ou mal satisfaits des populations vieillissantes « fragiles » et « dépendantes ». Cette recherche s’appuie sur des enquêtes empiriques menées dans plusieurs formules alternatives et sur un corpus de 49 entretiens directifs approfondis avec les différents acteurs qui évoluent dans les lieux (initiateurs, équipes de coordination et de médiation, aidants professionnels, familiaux et familiers, usagers). / This research studies alternative housings for the elderly with frailty and dependence. These new habitats forms have been built in France since the end of the 1970th in order to deal with the shortcomings of the gerontological facilities: the traditional nursing homes, which are highly criticized, and the home-care support. The projects leaders aim to reinvent the place to grow old and to create new welcome and support facilities for the elderly until the end of life. We define these innovated habitats as experimental laboratory which aim to respond, in a different way, the unmet need of the elderly with frailty and dependence.This PhD is based on empirical research conducted in several alternative housings and 49 semi-structured interviews with actors operating in these (projects leaders, coordination and mediation teams, professional families and friend’s caregivers, users). From a comparative and a comprehensive approach, we can address convergence and divergence of the alternative housing, understand the social experiment path, return the logic and the dynamics of reception and support methodologies, evaluate stress points between the modelled field with the initiators and the field with experienced by users, but we can also question the scope and meaning of the gerontological alternative in a broader perspective. Indeed, alterative housings are initiated in a context promoting values like autonomy and self- realization which may be seen as new normative injunctions.

L'évaluation des bénéfices et des risques des médicaments joue un rôle central dans la protection de la santé publique. Cependant, et de l’avis général, il apparaît que cette évaluation nécessite d’être revisitée. En 2010, aucun examen n’avait encore été effectué pour déterminer si les méthodes disponibles pouvaient être appliquées à l’évaluation de la balance bénéfice-risque des médicaments dans le cadre réglementaire, et si oui à quel point elles seraient applicable. L’objectif de cette thèse a donc été d’identifier la ou les méthodes pouvant être théoriquement utilisées pour ce type d’évaluation, puis de les confronter à des cas concrets afin d’en déterminer leur applicabilité. Les résultats de l’évaluation des méthodes ont montrés que les méthodes les plus appropriées sont la méthode d’aide à la décision multicritère (MCDA) ainsi que ses variantes. Les résultats de l'application pratique de la méthode MCDA ont indiqué que cette méthode peut être utilisé dans les scénarios communs d'enregistrement en Europe. Cependant il convient de noter que cette méthode ne fournit ni une recette « prête à l'emploi » pour exécuter cette évaluation ni une réponse directe. / The benefit-risk evaluation of new medicines plays a central role in safeguarding public health. Nevertheless, it seems that the benefit-risk evaluation calls for further improvement. In 2010, no review had been performed of how available benefit-risk assessment methods could be applied for a regulatory benefit-risk assessment and how feasible that would be when facing real-life cases. The objective of this thesis has thus been to identify method(s) that could be theoretically used for such an assessment, and then to confront it/them to real-life cases, in order to determine their applicability. The results of the methods evaluation showed that the most suitable methods for a regulatory benefit-risk assessment of medicinal products are the MCDA method and the MCDA based methods. The results of the practical application of the MCDA indicated that the method could be used for medicinal products registered through a common registration scenario in Europe. However it should be noted that this method provides neither a “ready-made” recipe to perform an assessment nor a direct answer.

Fondée sur le postulat qu’en didactique des langues, les pratiques pédagogiques se trouvent profondément marquées par la variation, la présente recherche pose que ces variations et leurs facteurs s’expliquent par des cultures éducatives et linguistiques divergentes en présence. A travers l’analyse comparée de textes officiels, de manuels et de témoignages d’enseignants au Canada, on se propose d’illustrer la thèse selon laquelle des traditions d’enseignement différentes pour le français et l’anglais enseignées comme langues secondes peuvent émerger dans les discours sur l’enseignement des langues secondes dans ce pays. Ces traditions viendraient ainsi y poser la question d’une culture éducative et didactique commune et partagée. / Starting from the premise that practical language teaching is deeply characterized by variations,this research suppose that face to face and divergent educational and linguistic cultures canexplain these variations and their factors. Through a comparative analysis of Canadian officialtexts, textbooks and teachers’ discourses, we aim to show that divergent teaching traditionsbetween French and English as second language can appear in the discourses about secondlanguage teaching in this country. In this way, these traditions could ask the question about acommon and shared educational and teaching culture in Canada.

Family secrets can be a driving force, whether explicitly or implicitly, for many seeking therapy. Despite this, there is little qualitative research examining how individuals experience and make sense of their family secrets. Through this study the researcher examined the phenomenon of family secrets amongst five individuals from different families. Qualitative research using Interpretative Phenomenological Analysis (IPA) along with a Bowen Family Systems Theory approach was used to explore multigenerational family secrets. Purposive sampling was used to select that participants and data was collected through semi-structured interviews. A genogram was also drafted to identify multigenerational relationships and the history of family secrets. By exploring and mapping the functions of multigenerational family secrets, the researcher examined in detail how participants make sense of their lived experience with holding a family secret. Through semi-structured interviews, the researcher was able to extract the meanings found within keeping a secret and the functions that secrets serve within families. Six superordinate themes were identified: what’s in a secret, living with a secret, finding meaning, anxiety and differentiation, multigenerational transmission process, and functions of family secrets. The data collected and analysis reflecting the experiences shared by the five participants add to the existing literature on the phenomenon of keeping family secrets and details the implications for the emotional system and marriage and family therapy. By mapping the hidden, a new conversation on the taboos of family secrets can lead to new hope for individuals and generations to come.