Le but de cette thèse est de développer un outil microfluidique d'étude de la cristallisation (et plus particulièrement de la nucléation) le plus adapté aux contraintes de l'industrie. C'est-à-dire un outil permettant de réaliser un grand nombre d'expériences de cristallisation tout en utilisant le moins de produits possible et en restant simple à mettre en place expérimentalement. Seule la microfluidique permet, en utilisant des volumes de l'ordre du nL, de répondre simultanément à ces deux contraintes. Les systèmes microfluidiques permettent en effet de générer des gouttes de quelques nanolitres qui sont autant de microcristallisoires permettant l'étude de la nucléation. Ce travail présente la mise au point de systèmes microfluidiques et des méthodes analytiques associées dédiés à l'étude de la nucléation de principes actifs pharmaceutiques. Un système microfluidique existant a été adapté afin de répondre dans un premier temps aux problèmes posés par la cristallisation de protéines dans l'eau. Ce système a permis de mesurer la limite de zone métastable ainsi que la fréquence de nucléation d'une protéine modèle, le lysozyme, également utilisée comme principe actif. Puis ce système a été à nouveau adapté afin de permettre l'étude de la nucléation dans des solvants organiques variés et donc l'étude d'un grand nombre de principes actifs pharmaceutiques. À l'occasion de cette nouvelle adaptation, des méthodes plus polyvalentes d'études de la nucléation ont dû être mises au point afin de résoudre les nouveaux problèmes soulevés. / The aim of this work is to develop a microfluidic tool to study crystallization (and specifically nucleation) adapted to industrial issue, that's mean doing a lot of experiment with only few materials. Microfluidic, thanks to using nanoliters volume, are able to solve simultaneously both issues. Microfluidic system allows us to generate plenty of nanoliters droplets and each droplet is a microcristallizer to study nucleation. Here I present the development of a microfluidic system and the related analytical method dedicated to nucleation study of active pharmaceutical ingredient. As a first step we adapt an existing microfluidic system to study the nucleation of protein in water. Thanks to this system we are able to measure the metastable zone width and nucleation frequency of model protein used as an active pharmaceutical ingredient, the lysozyme. In a second step we modify this system in order to allow nucleation study in organic solvent. Thanks to this new system we can study the nucleations of different APIs using polyvalent methods develop to avoid nucleation problems due to the crystallization of API. This microfluidic system and the method develop to study nucleation of API are really polyvalent and let us imagine to extend their applicative field to all industrial field where using nanoliter volume can reduce the cost (protein crystallization) and/or risk (explosives, radioactive hazard).

La visée de la thèse est double. Nous procédons à un état des lieux de ce qui s’enseigne réellement au fil de l’année scolaire au Cours Préparatoire (CP). Ainsi, nous caractérisons l’évolution du curriculum réel en revisitant la partition entre les moments dits d’apprentissage (les séances précisées dans le cahier journal) et les temps qualifiés de « perdus » par les recherches provisionnelles que nous qualifions de proto didactiques. Conjointement, nous étudions la dynamique du couple « sens-efficience » au cœur du pouvoir d’agir des PE. L’ancrage théorique principal est ergonomique ; il est secondé par la didactique professionnelle et comparée. Les résultats montrent l’existence d’un intercalaire générique « enseigner au Cp » qui s’actualise dans l’activité quotidienne sous forme de compromis opératoires que l’enseignant polyvalent arbitre dans la dynamique temporelle de l’année scolaire. Il procède du souci d’acculturer les élèves à ses méthodes et aux modalisations de la forme scolaire à l’école élémentaire ; de la hiérarchie socio institutionnelle des disciplines scolaires ; de la place de l’apprentissage de la lecture à ce niveau de classe ; de la gestion de l’hétérogénéité didactique. Une des retombées de ce travail de thèse, pour la sphère de la formation, est de prendre en compte la double échelle d’analyse de la journée et de la plage horaire pour penser des ingénieries didactiques et de formation. / He aim of the thesis is twofold. We conduct an inventory of what is actually taught throughout the first year of compulsory school. Thus, we characterize the evolution of the real curriculum while revisiting the partition between so-called teachable moments (sessions specified in the log book) and the time (qualified as “lost” by the provisional research) we refer to as proto teaching. At the same time, we study the dynamics of the duality “sense – efficiency” which is the center of the primary school teacher empowerment. The main theoretical anchor is ergonomic; it relies on professional and compared didactics. The results show the existence of a generic intermediate “How to teach in a Year 2 Class” which - during daily activities - takes the form of operational compromises that the primary school teacher carries out throughout the temporal dynamics of the school year. It originates in the desire to acculturate students to methods and school form modalisations in elementary school ; in the institutional social hierarchy of school subjects ; in the importance of learning to read at this level of class ; in the management of the didactic heterogeneity. For the sphere of teachers’ training, one result of this work would be to take into account the dual analysis of the day and time slot in order to implement new teaching engineering.

No description available.

O objetivo do trabalho é desenvolver a automação de um equipamento a ser instalado para Teste de Qualidade em uma montadora de veículos do Sul Fluminense, usando a ferramenta de qualidade de solução/alcance de metas PDCA para indicar sua eficácia. O equipamento será instalado na saída da linha de montagem de veículos visando substituir os testes livres em pista, executados por operadores, a fim de obter resultados precisos e confiáveis. O Teste de Qualidade com Banco Polivalente visa reduzir os possíveis acidentes que ocorriam durante os testes livres, permitindo verificar com exatidão o desempenho do carro, nos quesitos: freios, refrigeração, arrefecimento, ignição, bateria, balanceamento e motor. / The objective is to develop the automation equipment to be installed for quality testing in an assembly plant of South Fluminense vehicles using the solution quality tool / PDCA-range goals to indicate its effectiveness. The equipment will be installed off the vehicle assembly line for replacing the free tests on the track, carried out by operators in order to obtain accurate and reliable results. The Quality Testing with Versatile Bank also aims to end the possible accidents that occurred during the free tests, allowing you to check the exact cars performance, in the categories: brakes, cooling, cooling, ignition, battery, balance and motor.

No description available.

Charles University in Prague First Faculty of Medicine Study programme: Specialization in Health Care Branch of Study: Addictology PharmDr. Bc. Zbyněk Oktábec, Ph.D. et Ph.D. Design of Pilot Clinical Trial of Treatment of Hepatitis C in Polyvalent Problem Drug Users with Pharmacological Substitution of Opioids and Methamphetamine (HCV-PPDUSOM) Master's Thesis Advisor: Mgr. Roman Gabrhelík, Ph.D. Prague, 2016 Abstract Hepatitis C is one of the most serious blood-borne complications of somatic health status of drug users. The HCV-positive injecting drug users are therefore directly indicated for the treatment of this type (and other types also) of hepatitis. Problematic adherence and treatment compliance is obvious in this group. Both foreign and domestic experiences show that stabilization of the use of illegal (and/or illegally acquired) substances is the essential part of the treatment of hepatitis. The interaction of the high quality treatment of somatic, psychosocial and add-on pharmacological care, including the substitution of illegal (and/or illegally acquired) drugs, leads to patient's increased compliance and adherence to HCV treatment. This diploma thesis is presenting both the theoretical frame and the study design of the pilot clinical trial of HCV treatment with the supportive substitution...

Submitted by Rosina Valeria Lanzellotti Mattiussi Teixeira (rosina.teixeira@unisantos.br) on 2016-06-08T15:09:32Z No. of bitstreams: 1 Thamirys Desir¿e Innocenti.pdf: 2981489 bytes, checksum: 35377fc35237b36589b670e3b91fe29b (MD5) / Made available in DSpace on 2016-06-08T15:09:33Z (GMT). No. of bitstreams: 1 Thamirys Desir¿e Innocenti.pdf: 2981489 bytes, checksum: 35377fc35237b36589b670e3b91fe29b (MD5) Previous issue date: 2016-02-25 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / This study aimed to investigate which are the formative possibilities developed in the Collective Pedagogical Work Time (HTPC, in Portuguese) of a public school located in Baixada Santista region and understand how the training possibilities are in the HTPC¿s having as research subjects polyvalent teachers in the early years of elementary school. Initially, a literature and document research was performed in order to find data that subsidize the training, social, and legal issues associated with the theme. The research, along its process showed that this is a case study, focusing on their study of the HTPC¿s. For this, we used the theoretical support of researchers like Fusari, Charlot, Nóvoa, Imbernón, Garcia, Sacristan, Pimenta, Franco, Ghedin, Libâneo, Silva Junior, among others. The field research was developed through a qualitative approach, and data collection; we used the technique of observation, guided by Vianna, held in March and May 2015 in a total of seven comments in morning, intermediate and evening periods. The survey data showed limits and training opportunities present in the space/time of HTPC¿s. The limits found in HTPC¿s were regarding: the chronological time used for their realization; the absence of Technical and Pedagogical Team; and the interaction of polyvalent teachers in HTPC¿s. The formative possibilities were presented in three categories: HTPC as space/time for listen; HTPC as space/time for training; HTPC as space/time of exchange of experience/knowledge. / O presente trabalho teve por finalidade investigar quais são as possibilidades formativas desenvolvidas na Hora de Trabalho Pedagógico Coletivo de uma escola pública da Baixada Santista e compreender como as possibilidades formativas se constituem nas HTPC¿s tendo como sujeitos de pesquisa professores polivalentes dos anos iniciais do Ensino Fundamental I. Inicialmente, foi realizada uma pesquisa bibliográfica e documental, onde se buscou dados que subsidiassem as questões formativas, sociais e legais associadas à temática. A pesquisa ao longo de seu processo evidenciou tratar-se de um estudo de caso, tendo como foco de seu estudo as HTPC¿s. Para isto, recorreu-se ao aporte teórico de pesquisadores como Fusari, Charlot, Nóvoa, Imbernón, Garcia, Sacristán, Pimenta, Franco, Ghedin, Libâneo, Silva Junior, entre outros. A pesquisa de campo foi elaborada através de uma abordagem qualitativa e, para a coleta de dados, foi utilizada a técnica da observação, orientada por Vianna, realizada nos meses de março a maio de 2015, em um total de sete observações, nos períodos matutino, intermediário e vespertino. Os dados da pesquisa evidenciaram limites e possibilidades formativas presentes no espaço/tempo das HTPC¿s. Os limites encontrados nas HTPC¿s foram referentes: ao tempo cronológico destinado à sua realização; a ausência da Equipe Técnico-Pedagógica e; a interação dos professores polivalentes nas HTPC¿s. Já as possibilidades formativas se apresentaram em três categorias: HTPC como espaço/tempo de escuta; HTPC como espaço/tempo de formação e; HTPC como espaço/tempo de troca de experiências/conhecimentos.

Class of 2015 Abstract / Objectives: To determine the incidence of late coagulopathy and characterize those requiring antivenom retreatment among rattlesnake envenomation patients managed by the Arizona Poison and Drug Information Center (APDIC). Methods: This descriptive, retrospective chart review used data extracted from APDIC charts. Data included coagulopathy lab values recorded during treatment, vials of antivenom required to achieve initial control, total vials during therapy, incidence of initial coagulopathy, use of extended infusion, time until treatment, and permanent sequelae due to snakebite. Demographic information was also recorded. Late coagulopathy is defined as coagulopathy occurring after completion of maintenance dosing, and can be considered recurrent or delayed. Delayed coagulopathy occurs in the absence of an initial coagulopathy, while recurrent coagulopathy requires an initial event previously controlled by antivenom therapy. Results: Of 321 identified reports, 120 patients were treated with antivenom, had outpatient follow-up, and were included in analysis. Sixty-one (50.8%) patients did not have an initial coagulopathy, while 59 (49.2%) had an initial coagulopathy. Late coagulopathy occurred in 63 (52.5%) of patients. Delayed coagulopathies occurred in 19 (31.1%) of patients with no initial coagulopathy; Of those with an initial coagulopathy, recurrent coagulopathies occurred in 44 (74.5%) of patients. Patients with initial coagulopathy were statistically more likely to develop a late coagulopathy than those with no initial coagulopathy (p<0.001). Seventeen patients required retreatment post-discharge. Conclusions: Patients envenomated by rattlesnakes are at high risk for developing late coagulopathies. Close outpatient follow-up is imperative for monitoring of coagulopathies. Need for retreatment with FabAV post-discharge is not uncommon.

Dans de nombreux pays à travers le monde, la délégation de tâches fait partie des stratégies couramment utilisées pour optimiser la performance des organisations de santé. En Haïti, le recours aux Agents de Santé Communautaire Polyvalents (ASCP) dans l’offre des soins de santé primaire en est une application de cette stratégie. L’objectif principal visé par celle-ci est de réduire les pénuries de ressources humaines de la santé et d’améliorer la couverture sanitaire universelle. Afin de contribuer à l’atteinte de cet objectif et à l’avancement des connaissances sur la délégation des tâches aux ASCP, cette thèse aborde des questions de recherche peu étudiées, pourtant essentielles à la compréhension et à l’implantation réussie de cette intervention. Ces questions concernent le fonctionnement de la délégation des tâches aux ASCP, dont les mécanismes à travers lesquels cette intervention parvient à produire des effets positifs sur la performance des organisations de santé. Cette thèse de doctorat évalue également le bien-fondé de l’implantation de la délégation des tâches aux ASCP en Haïti, son niveau d’implantation dans le département sanitaire du nord d’Haïti et les facteurs contextuels qui facilitent ou entravent l’implantation de cette intervention dans ce département. La méthodologie utilisée à cet effet combine trois approches complémentaires. La première est la synthèse réaliste de Pawson et al. (2005). Celle-ci a été choisie pour son potentiel à offrir une compréhension approfondie du fonctionnement des interventions complexes. La seconde approche méthodologique utilisée se rapporte à l’évaluation du bien-fondé de l’implantation de la délégation des tâches aux ASCP en Haïti. Plus spécifiquement, il s’agit d’une analyse logique. Ce type d’analyse permet d’évaluer d’une part la plausibilité des hypothèses sur lesquelles reposent les interventions, et d’autre part, de déterminer l’adéquation des ressources et processus de celles-ci au regard des objectifs visés. Enfin, la troisième approche méthodologique mise en œuvre est une analyse de l’implantation. Cette dernière étudie la façon dont les interventions interagissent avec leur contexte d’implantation, y compris les facteurs contextuels qui déterminent leurs niveaux d’implantation. Pour la mener à bien, tout comme pour réaliser la synthèse réaliste et l’analyse logique de la délégation des tâches aux ASCP en Haïti, des données ont été collectées et analysées. Celles-ci proviennent essentiellement d’une recension des écrits sur la délégation des tâches aux ASCP, de l’examen des documents relatifs à la conception et l’implantation de cette intervention en Haïti et d’entrevues non dirigées réalisées auprès de 35 intervenants dans ce pays. Ce faisant, plusieurs résultats intéressants ont été obtenus. Ils apportent une contribution nouvelle à l’amélioration des connaissances sur la délégation des tâches aux ASCP. Les résultats obtenus peuvent être également utilisés pour favoriser l’implantation réussie de cette intervention en Haïti et éventuellement dans d’autres contextes. Ils incluent notamment une théorie de moyenne portée qui explique le fonctionnement de la délégation des tâches aux ASCP, ainsi que des preuves à l’appui de la plausibilité ou de la validité du modèle logique qui sous-tend l’implantation de cette intervention en Haïti. Les résultats obtenus mettent aussi en lumière plusieurs déficiences dans la conception ou planification de la délégation des tâches aux ASCP en Haïti qui peuvent être corrigées pour accroître les chances d’atteindre les objectifs visés. Parmi celles-ci, il y a l’insuffisance des ressources (financières, matérielles et humaines) planifiées ou engagées et des manquements dans la sélection des ASCP. Par ailleurs, des avancées notables ont été observées dans l’implantation de la délégation des tâches aux ASCP dans le département sanitaire du nord d’Haïti. De plus, cette thèse de doctorat révèle plusieurs facteurs contextuels entravant ou facilitant la mise en œuvre de la délégation des tâches aux ASCP dans ce département. Ceux-ci sont en lien avec la planification et le suivi de l’implantation de l’intervention, le contexte institutionnel, l’environnement politique et autres. En somme, cette thèse apporte une contribution à la compréhension du fonctionnement de la délégation des tâches aux ASCP et à la façon dont cette intervention améliore la performance des organisations de santé. Elle suggère également des pistes de recherche pour l’avancement des connaissances dans ce domaine, ainsi que des voies d’améliorations pour favoriser l’atteinte des objectifs visés par la délégation des tâches aux ASCP en Haïti ou ailleurs. / In many countries around the world, delegation of tasks is one of the commonly used strategies to optimize the performance of healthcare organizations. In Haiti, the use of Polyvalent Community Health Agents (ASCP) in the provision of primary health care is an application of this strategy. Its main objective is to reduce shortages of health human resources and improve universal health coverage. In order to contribute to the achievement of this objective and to the advancement of knowledge on the delegation of tasks to ASCPs, This thesis addresses understudied research questions, yet essential to the understanding and successful implementation of this intervention. These questions concern the functioning of the delegation of tasks to the ASCPs, including the mechanisms through which this intervention succeeds in producing positive effects on the performance of the organizations. This doctoral thesis also assesses the well-founded of the implementation of the delegation of tasks to the ASCPs in Haïti, its level of implementation in the northern health department of Haïti and the contextual factors that facilitate or hinder the implementation of this intervention in this department. The methodology used for this purpose combines three complementary approaches. The first one is the realistic synthesis of Pawson et al. (2005). This was chosen for its potential to provide an in-depth understanding of how complex interventions work. The second methodological approach used relates to the assessment of the well-founded of implementing the delegation of tasks to the ASCPs in Haïti. More specifically, it is a logical analysis. This type of analysis allows to evaluate, on the one hand, the plausibility of the hypotheses on which the interventions are based, and, on the other hand, to determine the adequacy of the resources and processes of these regarding the objectives targeted. Finally, the third methodological approach implemented is an analysis of the implementation. This approach studies how interventions interact with their implementation context, including the contextual factors that determine their levels of implementation. To carry it out, as well as to carry out the realistic synthesis and the logical analysis of the delegation of tasks to the ASCPs in Haïti, data was collected and analyzed. These come mainly from a review of the literature on the delegation of tasks to the ASCPs, an examination of the documents relating to the design and implementation of this intervention in Haiti and unstructured interviews conducted with 35 stakeholders in this country. In doing so, several interesting results were obtained. They bring a new contribution to improving knowledge about delegation of tasks to ASCPs. The results obtained can also be used to support the successful implementation of this intervention in Haiti and possibly in other contexts. They include a middle range theory that explains how delegation of tasks to ASCPs works, as well as evidences supporting the plausibility or validity of the logic model underlying the implementation of this intervention in Haiti. The results obtained also highlight several shortcomings in the design or planning of the delegation of tasks to ASCPs in Haiti that can be corrected to increase the chances of achieving the intended objectives. Among these are the lack of resources (financial, material, and human) planned or committed and the shortcomings in the selection of ASCPs. In addition, notable progress has been observed in the implementation of the delegation of tasks to the ASCPs in northern health department of Haïti. This doctoral thesis reveals also several contextual factors hindering or facilitating the implementation of the delegation of tasks to the ASCPs of this department. These relate to the planning and monitoring of the implementation of the intervention, the institutional context, the political environment, and others. In sum, this thesis contributes to the understanding of how delegation of tasks to ASCPs works and how this intervention improves performance for healthcare organizations. It also suggests avenues of research for the advancement of knowledge in this field and recommends some improvement pathways to foster the achievement of the objectives targeted by the delegation of tasks to ASCPs in Haïti or elsewhere.

Made available in DSpace on 2016-04-27T16:57:14Z (GMT). No. of bitstreams: 1 Aparecido dos Santos.pdf: 8054153 bytes, checksum: fabf7380b63cda2897708af3bd5575d1 (MD5) Previous issue date: 2012-02-10 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / Based on the spiral model of action-reflection-planning-action, this work aimed to investigate the contributions of formative process to the reflection on/about the practice of, when taking the as a mathematical. In order to do so, we supported our system of references in two pillars: a) the conceptual field theory; b) the teacher continuing education. From a qualitative approach, this research was carried with a group of 03 researchers/trainers and 14 polyvalent s teachers of a state school in São Paulo. In addition to this, it was developed in both diagnostic and formative stages: the former investigated the teachers assumptions about teaching and learning multiplicative conceptual field; the latter, accomplished in 16 meetings, attempted to examine how formative process contributes to changes in pedagogical practices through participatory observations. The corpus of analysis was composed by different means. The research aimed to answer the main question: considering the spiral model of action-reflection-planning-action, what are the contributions of formative process to polyvalent teaching practice, when taking the multiplicative conceptual field as a mathematical? In relation to the acquisition and expansion of multiplicative concepts, the analysis stated that the formative process contribute to the quantitative and qualitative improvements, which meant a ressignification and enlargement of teachers assumptions towards the teaching/learning process, in both conceptual, pedagogical and cognitive view-point and curricular development. The results identified some aspects which defined the teacher s learning category. It was observed that this learning took place in four-dimensional interaction: a) in the relation between teacher-student; b) in the relation among teacher-teacher-researchers/trainers; c) in the confrontation of theory and practice; d) on the reflection about the pedagogical practice, especially in the thinking process initiated from the sharing analysis of classroom practices. The investigation revealed that the formative process based on a specific field of Mathematics is an important prompter of such process, although its contributions go beyond this particular thinking, when taking the classroom practices as an object of sharing analysis, reasoning and problematization. The ressignification and transformation of pedagogical practices were being perceived as the discursive interaction improved the theoretical, practicing and reflexive courses of action among all the participants / Este estudo teve por objetivo compreender as contribuições que um processo formativo, pautado na espiral ação-reflexão-planejamento-ação, podem trazer para a reflexão na e sobre a prática de professoras polivalentes no âmbito do Campo Conceitual Multiplicativo. Para tanto, construímos nosso referencial sustentado em dois pilares teóricos: (a) na Teoria dos Campos Conceituais e (b) nas teorias que versam sobre a formação continuada de professores. A partir de uma abordagem qualitativa, a pesquisa foi realizada com um grupo constituído por três pesquisadores/formadores e 14 professoras polivalentes de uma escola da rede pública estadual, do município de São Paulo e desenvolveu em duas etapas: a diagnóstica e a formativa. A primeira investigou as concepções dessas professoras em relação ao ensino e à aprendizagem do Campo Conceitual Multiplicativo; a segunda, por meio da observação participante, procurou investigar as contribuições de um processo formativo para mudanças nas práticas pedagógicas, no decorrer de 16 encontros. As informações que constituíram o corpus para análise foram coletadas por meio de diferentes instrumentos. A pesquisa procurou responder à questão: Quais as contribuições que um processo formativo, pautado na espiral ação-reflexão-planejamento-ação, podem trazer para a reflexão na e sobre a prática de professores polivalentes no âmbito do Campo Conceitual Multiplicativo . Com relação à apropriação e expansão do Campo Conceitual Multiplicativo, a análise das informações forneceu elementos para sustentar que o processo formativo contribui para avanços quantitativos e qualitativos, o que significou para as professoras a ressignificação e a ampliação das suas concepções em relação ao ensino e à aprendizagem desse campo, tanto do ponto de vista conceitual, didático e cognitivo, como do ponto de vista do seu desenvolvimento curricular. As análises das informações coletadas conduziram para a identificação de alguns elementos que foram definidores da categoria aprendizagem docente. Foi possível observar que essa aprendizagem se deu na interface de quatro dimensões: (a) na relação professor-estudante; (b) na relação professorprofessor- pesquisadores/formadores; (c) no confronto entre a teoria e prática; e (d) na reflexão sobre a prática pedagógica, sobretudo no processo de reflexão desencadeada a partir da análise compartilhada das práticas de sala de aula. A investigação mostrou que um processo formativo pautado em um campo específico da Matemática é importante como detonador desse processo, mas que as suas contribuições vão além dessas reflexões específicas, quando se tomaram as práticas de sala de aula como objeto de análise compartilhada, de reflexão e de problematização. A ressignificação e a transformação das práticas pedagógicas foram sendo percebidas na medida em que avançava a interação discursiva entre todos os participantes nos momentos das ações: teórica, prática e reflexiva