Conselho Nacional de Desenvolvimento Científico e Tecnológico / O objetivo do presente estudo foi desenvolver uma discussão teórica acerca do projeto varguista que pôde ser percebido como uma tentativa de criação de um "Estado de bem-estar" no Brasil. Uma ampla base teórica traz elementos de análise sobre Estado de bem-estar, como contribuições sobre o processo de engajamento do Estado na constituição de estratégias para lidar com a "questão social", os motores desse engajamento, os atores envolvidos e o peso de seus papéis, os objetivos dos projetos de Estado de bem-estar e as consequências na instituição dos welfare states. A partir da proposta de Esping-Andersen de compreensão de diferentes regimes de welfare state - conservador, liberal e social-democrata - análise do projeto varguista resultou como enquadrado no modelo conservador. A saída corporativa, com a construção de políticas sociais - marcadamente trabalhistas -, apresentou-se como novo marco de coesão social, pelo qual poderia ser permitida a participação da classe trabalhadora. Assim como no modelo conservador sistematizado por Esping-Andersen, os direitos sociais brasileiros tiveram um reduzido potencial desmercantilizador se verificados na relação com a ideia de "cidadania regulada", pois indica uma cidadania orientada apenas para grupos ocupantes de categorias profissionais reconhecidas legalmente e pela qual a relação salarial foi traduzida em direitos e garantida constitucionalmente. As políticas sociais apresentam-se como verdadeiras políticas de formação de classe: a cidadania regulada transformava-se em promessa de inclusão, moldando as perspectivas e aspiração da classe trabalhadora e assim, legitimando a luta pela sua própria efetivação. / The aim of this study was to develop a theoritical discussion on the Vargas Project that could be perceived as an attempt to create a welfare state in Brazil. A broad theoretical basis brings elements of walfare analysius, such as academic contributions on the process of engagement of the state in setting up strategies to deal with the social question, the engines of engagement, the players involved and the weight of their roles, the goals of the welfare state projects, and the impact of their implementation. From the Esping-Andersons understanding of different welfare state regimes conservative, liberal and social democratic the analysis of the Vargas project resulted as framed in the conservative model. A corporatist option, with the building of social policies specifically labor ones , rose as the new landmark of social cohesion, allowing workers participation. As in the conservative model systematized by Esping-Anderson, Brazilian social rights had a reduced decommodification potential. That is a result of the regulated citizenship, that indicates a citizenchip which was available only to holders of legally recognized occupational posts and that constitutionally guaranteed wage relation and converted it into rights. Social policies are presented as true policies of class formation: a regulated citizenship would become a promise of inclusion, shaping the views and aspirations of the working class and thus legitimizing the struggle for theis implementation.

O tema da autorregulação tem sido discutido em diversos contextos e por diferentes abordagens teóricas, visto que a capacidade de autorregulação é um dos principais recursos do organismo humano, pois permite a gerência dos próprios comportamentos, pensamentos e sentimentos, visando à consecução de metas pessoais. No campo educacional, os alunos autorregulados assumem a responsabilidade pessoal por regular e dirigir a sua aprendizagem em termos metacognitivos, motivacionais e comportamentais. Isso tem influência no desempenho e na qualidade da aprendizagem. Diante da importância da autorregulação da aprendizagem e do número de instrumentos que objetivam mensurar esse processo, foi realizado o presente estudo. Na primeira etapa buscou-se identificar e descrever as escalas de avaliação da autorregulação da aprendizagem, nacionais e internacionais, com tradução e validação para estudantes universitários brasileiros. Posteriormente, na segunda etapa objetivou-se analisar as evidências de fidedignidade do Learning and Study Strategies Inventory LASSI (Weinstein, Schulte & Palmer, 1987) e da Escala de Competência de Estudo ECE (S&H) (Almeida & Joly, 2009), bem como examinar as evidências de validade convergente de correlações entre os dois instrumentos. Além disso, por meio dos dados coletados, propôs-se caracterizar a autorregulação da aprendizagem em uma amostra de estudantes do Ensino Superior. Para identificar os instrumentos de mensuração da autorregulação da aprendizagem em universitários, foi realizada uma busca na literatura científica de pesquisas que tenham investigado a aprendizagem autorregulada e as variáveis relacionadas. Nesse processo, foram descritos seis escalas de avaliação do tipo Likert. Desses instrumentos, três são mais antigos, construídos nos anos inciais de investigação sobre o tema e os outros três são mais recentes, elaborados na primeira década do século XXI. Sobre a segunda etapa do estudo, a amostra foi composta por 257 alunos do curso de Psicologia de instituições de ensino, públicas e particulares, do estado do Maranhão. As análises psicométricas do LASSI e da ECE (S&H) totais indicaram fidedignidade apropriados para o uso no contexto brasileiro. Por outro lado, não foram assegurados bons índices de fidedignidade para dois fatores da ECE (S&H), portanto, sugere-se que estudos futuros identifiquem sua estrutura, por meio de análises fatoriais exploratórias e confirmatórias. Ambos os instrumentos apresentaram bom nível de validade convergente de correlações. Os participantes da pesquisa relataram o uso de estratégias de estudo e de aprendizagem e foram encontradas correlações significantes, positivas e negativas, entre a autorregulação da aprendizagem e as variáveis faixa etária, sexo e instituição de ensino. Os achados do presente estudo foram discutidos à luz da literatura da área. Ademais, foram apresentadas as limitações e as propostas de futuras pesquisas. Espera-se que este trabalho possa contribuir para a melhor compreensão da autorregulação da aprendizagem, desperte o interesse de pesquisadores a prosseguirem com as investigações, e que direcione futuras pesquisas na área / Self-regulation has been discussed in several contexts and by different theoretical approaches, once the capacity to self-regulate is one of the main resources of the human being because it allows the management of ones own behaviors, thoughts and feelings aiming at the achievement of personal goals. In the educational field, self-regulated students assume the personal responsibility to regulate and guide their own learning in the metacognitive, motivational and behavioral aspects. This influences performance and quality in learning. Due to the importance of self-regulated learning and the number of instruments aimed at measuring this process, this study was conducted. The first phase was the search to identify and describe the main Brazilian and validated international assessment self-regulated learning scales for university students. To do so, a search was conducted in the scientific literature about self-regulated learning and related variables. In this process, six Likert type scales were described. Of these instruments, three are older, built in the initial years of research on the subject and the other three are more recent, elaborated in the first decade of the 21st century. Then, in the second phase the objective was to analyze the evidences of reliability of the Learning and Study Strategies Inventory - LASSI (Weinstein, Schulte & Palmer, 1987) and Study Competence Scale - ECE (S&H) (Almeida & Joly, 2009), as well as to examine the convergent evidences of validity of correlations between both instruments. Moreover, through the data collected, it was proposed to characterize self-regulated learning in a sample of 257 Psychology students from private and public higher education institutions of Maranhão State. The psychometric total analysis of LASSI and ECE (S&H) showed proper reliability for use in the Brazilian context. However, two factors of ECE (S&H) did not have good index of reliability, therefore, it is suggested that future studies identify its structure, through exploratory and confirmatory factor analyzes. Both instruments presented good level of convergent validity of correlations. The participants of this research reported good study and learning strategies and positive and negative significant correlations were found between self-regulated learning and variables age, sex, and educational institution. The findings in the present study were discussed according with the literature in the field. Furthermore, some limitations and suggestions for future research were presented. It is expected that this work may contribute for a better comprehension of self-regulated learning, to raise the interest of researchers to move on with investigations and to provide future research in the field

Cellular senescence is a distinct cell state, characteristic by cessation of cell proliferation and it is accompanied by specific morphological and biochemical alterations. Increasing and persisting incidence of senescence cells has been shown to have detrimental effect on an organism largely contributing to its ageing. Senescent cells also positively support tumour growth and can even stimulate carcinogenic transformation of surrounding cells. Moreover, senescence can be induced even in tumour cells spontaneously or by chemotherapy. Regardless of an initial stimuli and type of cells, there are two main senescence inducing pathways p16/pRb and p53/p21. Both senescent cells as well as senescent cancer cells seems to have modified apoptotic signalling at the level of mitochondria and Bcl-2 family proteins. In this study, we aimed to analyse effect of senescent state as well as pre-senescent (growth arrested state) induced by p16/pRb and p53/p21 signalling pathways on the response of H28 mesothelioma cancer cells-derived clonal cultures to various cell death-inducing stimuli. By inducible expression of p16 and p21 proteins in doxycycline-dependent manner, we forced cells to acquire senescent-like phenotype, which we detailly characterised. Our results showed that senescent-like phenotype, manifests...

Pbp1 is a component of glucose deprivation induced stress granules and is involved in P-body-dependent granule assembly. We have recently shown that Pbp1 plays an important role in the interplay between three sensory protein kinases in yeast: AMP-regulated kinase (Snf1 in yeast), PAS kinase 1 (Psk1 in yeast), and the target of rapamycin complex 1 (TORC1), to regulate glucose allocation during nutrient depletion. This signaling cascade occurs through the SNF1-dependent phosphorylation and activation of Psk1, which phosphorylates and activates poly(A)- binding protein binding protein 1 (Pbp1), which then inhibits TORC1 through sequestration at stress granules. In this study we further characterized the regulation of Pbp1 by PAS kinase through the characterization of the role of the Psk1 homolog (Psk2) in Pbp1 regulation, and the identification of functional Pbp1 binding partners. Human ataxin-2 (ATXN2) is the homolog of yeast Pbp1 and has been shown to play an important role in the development of several ataxias. In this study we have also provided the evidence that human ataxin-2 can complement Pbp1 in yeast, and that human PAS kinase can phosphorylate human ataxin-2. Further characterizing this interplay between PAS kinase and Pbp1/ATXN2 aid in understanding pathways required for proper glucose allocation during nutrient depletion, including reducing cell growth and proliferation when energy is low. In addition, it yields valuable insights into the role of ataxin-2 in the development of devastating ataxias.

In adult education, studies have been done in the areas of persistence, self-efficacy, self-regulated learning strategies and the Hispanic population. However, this study was unique in its attempt at examining the link between the self-efficacy and self-regulated learning strategies in the persistence of Hispanic college English language learners. The purpose of this phenomenological study was to understand the experience of 1st generation Hispanic English Language learners during their first year at a Hispanic-Serving Institution. The researcher conducted 14 semi-structured interviews of their experiences both as immigrants learning the English language and first-generation college students by utilizing a phenomenological framework. The study served two purposes: (a) informing the literature and (b) supporting the necessity for helping facilitate the path to higher education for first-generation Hispanic college students. Six themes emerged from the data related to persistence among the participants: (a) unwavering support from families and teachers, (b) role models matter, (c) struggles in the pursuit of the seemingly elusive American Dream, (d) difficulties in navigating the higher education system as first-generation college students, (e) friendships and the role they play in the participants’ lives, and finally, (f) uncertainty of the future and participants’ expectations after graduation. Theoretical, empirical, and practical implications related to persistence among 1st year Hispanic students are explored. In particular, these findings highlight the need for future research that informs existing theoretical models of student persistence and the practical utility of attending to learners’ needs early in the collegiate experience.

This study focused on the effects of using metacognitive strategy cuing integrated into problem-solving activities in a web-based learning environment. Purposes of the study were to investigate: (a) differences in posttest achievement between students who received metacognitive strategies embedded as cues in engineering problem sets and students who did not receive the treatment; (b) differences in perceptions of problem-solving skills between students who received metacognitive strategies embedded as cues in engineering problem set and students who did not receive the treatment; (c) differences in thermodynamics knowledge; (d) problem-solving steps students reported using across problem sets; (e) characteristics of sampled students, and (f) students' perceptions of web-based problem sets. The sample consisted of 81 students enrolled in an undergraduate thermodynamics course. In-class lectures were scheduled twice weekly, and web-based problem sets were assigned as homework. Two groups, the treatment group using embedded metacognitive cuing and the control group not using the embedded metacognitive cuing, practiced with problem-solving activities over a fifteen-week-semester. Two-thirds through the semester, comprehensive posttest achievement scores were compared between groups. Analyses showed no significant differences between groups when metacognitive strategies were incorporated into web-based problem sets. An instrument was developed and validated to measure students' perceptions of their abilities to plan, monitor, and evaluate problems. Pre- and post testing of students' self-reported perceptions were measured. The results indicated no significant differences between groups. When differences in thermodynamics knowledge and skills between students were measured, pretest to posttest results showed equal improvement for both groups, contradicting the hypothesis those students in the treatment group would improve in skills and knowledge more than the control group. A frequency analysis revealed differences in the amount of times students' reported using engineering problem-solving steps while working through exercises. Most frequently chosen was Step Two - List Variables (91 %) and Step Seven - Solved Equations (91%).. The least chosen response was Step Four -- Made/stated Assumptions which was selected only three percent of the time. Implications from this investigation, along with previous research, facilitate definition of boundary conditions when employing metacognitive cuing in web-based learning.

Central infusion of the hexapeptide angiotensin IV (Ang IV) and its analogs have been demonstrated to markedly enhance memory retention and retrieval in rats using a range of learning and memory paradigms. This effect is mediated by the binding of the peptide to the specific binding site previously described as the AT4 receptor. The AT4 receptor has been isolated and identified as insulin-regulated aminopeptidase (IRAP), a type II transmembrane protein belonging to the M1 family of zinc-dependent aminopeptidases. Subsequently, AT4 receptor ligands, including Ang IV and its analogues and the unrelated peptide LVV-hemorphin-7, were demonstrated to be peptide inhibitors of IRAP. These findings suggest that AT4 ligands may exert their cognitive effects by inhibiting the catalytic activity of IRAP in the brain. Therefore, IRAP is an important target for the development of a new class of therapeutic agents for the treatment of memory loss. / To characterize IRAP at the molecular level and identify non-peptide inhibitors of IRAP for drug development, the aims of this study were to: 1) determine whether IRAP exists as a homodimer; 2) identify cysteine residue(s) involved in IRAP dimerization; 3) investigate the roles of the conserved residues of the HEXXH(X)18E Zn2+-binding motif and the GAMEN motif in substrate/inhibitor binding using site-directed mutagenesis; 4) use a molecular model of the catalytic domain of IRAP based on the crystal structure of a related M1 family metallopeptidase to: (i) identify key residues required for substrate/inhibitor binding; (ii) identify and characterize non-peptide IRAP inhibitors from a compound database by in silico virtual screening based on the homology model of IRAP. / Co-immunoprecipitation followed by Western blotting of IRAP under reducing and non-reducing conditions showed IRAP exists both as covalently- and non-covalently-bound homodimers. Serine scanning of cysteine residues potentially involved in forming inter-molecule disulfide-bonds was performed. Mutational analyses indicated that covalent homodimerization of IRAP is due to more than one cysteine residue. Limited trypsin digestion followed by co-immunoprecipitation suggests that non-covalent homodimerization of IRAP involves residues/regions within the last 130 amino acids of the protein. / The catalytic site of IRAP contains two consensus motifs, the H464EXXH468(X)18E487 Zn2+-binding motif and the G428AMEN432 motif. The role of conserved residues with these motifs was investigated using site-directed mutagenesis and pharmacological analyses. The conserved His and Glu residues of the Zn2+-binding motif were shown to be essential for IRAP catalytic activity. This was also observed for the Met and Glu residues of the GAMEN motif, while Asn mutant retained some catalytic activity. Residues important for substrate or inhibitor binding were identified as Gly, Ala and Asn. / A molecular model of the catalytic domain of IRAP based on the crystal structure of a homologous M1 metallopeptidase, leukotriene A4 hydrolase (LTA4H) was used to compare the catalytic sites of IRAP and LTA4H, and identified two amino acids at the putative substrate-binding pocket: Ala427 and Leu483 in IRAP, and the corresponding residues Tyr267 and Phe314 in LTA4H. A mutational analysis involving substitution of Ala427 and Leu483 with the corresponding residues revealed Ala427 and Leu483 characterize the enzyme S1 subsite, influencing the affinity and placement of substrates and peptide inhibitors in the catalytic site. / The molecular model of IRAP was also used for virtual screening of compound databases to identify novel non-peptide inhibitors. After two rounds of in silico screening, a family of compounds was identified and shown to be specific and competitive inhibitors of IRAP. Preliminary results suggest that one of these inhibitors, referred to as HFI 142, may possess memory-enhancing properties. The identification of non-peptide IRAP inhibitors will assist in pharmacological studies aimed at understanding the molecular mechanisms of IRAP aminopeptidase activity and physiological role of IRAP. In addition, the new inhibitors have the potential to form the basis for the development of a novel class of drugs useful for treating memory disorders.

Dissertation (Ph.D.)--University of South Florida, 2007. / Title from PDF of title page. Document formatted into pages; contains 154 pages. Includes vita. Includes bibliographical references.

<p>Denna uppsats berör området förtroendearbetstid, psykosocial arbetsmiljö och specifik arbetstillfredsställelse hos poliser på Ekobrottsmyndigheten.  Enkätstudiens fokus<strong> </strong>avsåg upplevelse av krav, kontroll, belöning, ledarskap och lön relaterat till deltagarnas positiva alternativt negativa inställning till förtroendearbetstid. I undersökningen deltog 101 av EBMs 183 poliser. Sjuttiofem procent av deltagarna ville fortsättningsvis ha förtroendearbetstid. Studien visade att kvinnliga poliser, positiva till förtroendearbetstid, till skillnad från manliga poliser positiva till förtroendearbetstid, upplevde högre kontroll av arbetstakt. Inga signifikanta skillnader förelåg mellan positiv och negativ inställning till förtroendearbetstid avseende krav, belöning, uppmuntrande ledarskap samt rättvist och stödjande ledarskap.</p> / <p>This bachelor thesis is about non-regulated working hours, psychosocial work environment and specific job satisfaction among police officers at the Swedish National Crime Authority. This questionnaire study was focused on experiences of demands, control, reward, leadership and payment and if there were differences in these factors depending on attitudes towards non-regulated working hours. In this survey participated 101 of total 183 police officers. Seventy five percent of the police officers had a positive attitude towards non-regulated working hours. The women with a positive attitude towards non-regulated work hours, unlike the men with a positive attitude, experienced higher control of working pace. There were no significant differences among the groups do to the factors of reward, encouraging leadership or of fair- and supportive leadership.</p>

Das folgende Forschungsprojekt beschäftigt sich mit metakognitiven und motivationalen Fähigkeiten als Teilbereiche des selbstgesteuerten Lernens. Es untersucht den Nutzen und die Grenzen von Lerntagebüchern, die zugeschnitten wurden auf Grundschülerinnen und Grundschüler mit Migrationshintergrund. Das Ziel der Studie war es herauszufinden, ob und wie selbststeurungsbezogene Lernprozesse durch den Einsatz von Lerntagebüchern gemessen und verändert werden können. Hierzu führten 28 Grundschülerinnen und Grundschüler 14 Wochen lang während des Unterrichts ein halbstandardisiertes Lerntagebuch in Anlehnung an Wohland/Spinath (2004). Zur Messung von Veränderungen in metakognitiven und motivationalen Fähigkeiten füllten 43 Schülerinnen und Schüler zweier Experimentalgruppen und einer Kontrollgruppe vor und nach der Lerntagebuch-Intervention standardisierte Fragebögen aus. Weiterhin wurden die 28 Lerntagebücher der Experimentalgruppen inhalts- und prozessanalytisch ausgewertet. Außerdem wurden Interviews mit den Lehrkräften über ihre Unterrichtspraxis geführt und einige Schülerinnen und Schüler zu ihrer Wahrnehmung der Lerntagebucharbeit befragt. Die Ergebnisse der Analyse der Lerntagebuchdaten zeigen, dass die 28 Schülerinnen und Schüler mit Migrationshintergrund erfolgreich ihren Lernprozess bei der Bearbeitung einer Aufgabe verbalisierten. Sie haben weiterhin erfolgreich Vorhersagen über ihre Vorgehensweisen zur Lösung einer Aufgabe getroffen. Die Lerntagebücher unterstützten sie darin, ihre metakognitiven Erfahrungen (Efklides/Petkaki 2005) zu kalibrieren (Desoete/Roeyers 2006). Den Lernenden ist es gelungen, ihre Repräsentationen über das Lösen einer Aufgabe aufeinander (fein-) abzustimmen, während sie daran arbeiteten. Mit Hilfe von Zeitreihenanalysen konnte gezeigt werden, dass die Schülerinnen und Schüler die Fragen im Lerntagebuch gegen Ende der Intervention oberflächlicher beantworteten und die Lerntagebücher tendenziell weniger häufig ausgefüllt wurden (negative Trends). Eine Erklärung für die geringere Antworthäufigkeit, die zu negativen Verlaufskurven über die Zeit führten, könnte sein, dass die Instruktionsdichte durch den Mix an offenen und geschlossenen Fragen im Lerntagebuch zu hoch war. Die Lernenden haben sich möglicherweise so an die Fragen bzw. Antwortformate gewöhnt, dass die Motivation, in das Lerntagebuch zu schreiben, geringer wurde. / The following research project focuses on metacognitive and motivational skills as aspects of self-regulated learning. It studies the usability and the limitations of learning diaries that are designed to foster those skills for elementary school students with a migrational background. The goal of the study is to know whether and how self-regulated learning processes can be measured and changed through the use of learning diaries. Therefore 28 students of an elementary school in Berlin worked for 14 weeks with a semi-standardized learning diary which was designed in accordance to Wohland/Spinath (2004) and which was integrated in classroom teaching. To measure the changes in metacognitive and motivational skills 43 students in two experimental groups and one control group had to fill in self-report questionnaires before and after the diary-intervention. The 28 learning diaries of the two experimental groups were content and process analyzed. Furthermore interviews were conducted with teachers about their classroom teaching and with students about their perception of working with a diary. The questionnaire data showed that the learning diary could be useful for fostering metacognitive but not motivational skills. The results of the diary data showed that the 28 students with a migrational background were able to verbalize their learning process when working on a specific task. They were also able to make predictions about their own approach towards solving a task. The learning diaries supported the calibration (Desoete/Roeyers 2006) of their metacognitive experiences (Efklides/Petkaki 2005). Students were able to fine-tune their representations about solving a task as they went on with task processing. Time-series-analysis showed that towards the end of the intervention there was a tendency to answer with superficial and lower frequency responses (negative trends). One explanation for the lower frequency of responses, which led to negative curves over time, could be that too much instructional support was elicited through the learning diary's mix of open and closed questions. The learners may have adjusted to the prompts and answer formats leading to a decrease in motivation to write.