Submitted by Celso Magalhaes (celsomagalhaes@ufrrj.br) on 2017-05-15T13:32:03Z No. of bitstreams: 1 2016 - Douglas de Melo Alto?.pdf: 1202613 bytes, checksum: 227f845f3f6475f87c60981a85732f94 (MD5) / Made available in DSpace on 2017-05-15T13:32:03Z (GMT). No. of bitstreams: 1 2016 - Douglas de Melo Alto?.pdf: 1202613 bytes, checksum: 227f845f3f6475f87c60981a85732f94 (MD5) Previous issue date: 2016-07-29 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior - CAPES / This dissertation aims to understand how to write the history of Antiquity in nineteenthcentury Brazil. This historical research articulates the idea of a "legacy" of Greece with the civilizing process in the occidental world, and the reference input of the ancient historians for the construction of "historical science" in the nineteenth century. In this perspective, we analyze the importance of antiquity and the classical tradition in nineteenth-century Brazil, mainly in the Brazilian Historical and Geographical Institute (IHGB), the legitimating institution of the writing of history, and in the Imperial College Pedro II (ICPII), high school parameter of secondary education in the country. To investigate this theme we selected books of Ancient History, written in Brazil, between the 1860s and 1890, which are filed in IHGB in particular the Comp?ndio de Hist?ria Universal, Justiniano Jos? da Rocha. / Esta disserta??o objetiva compreender como se escrevia a hist?ria da Antiguidade no Brasil oitocentista. Esta pesquisa historiogr?fica articula a ideia de um ?legado? da Gr?cia com o processo civilizador no mundo ocidental, al?m do aporte referencial dos historiadores antigos para a constru??o da ?ci?ncia hist?rica? no s?culo XIX. Nessa perspectiva, analiso a import?ncia da Antiguidade e da tradi??o cl?ssica no Brasil oitocentista, principalmente, no Instituto Hist?rico e Geogr?fico Brasileiro (IHGB), a institui??o legitimadora da escrita da hist?ria, e, no Imperial Col?gio de Pedro II (ICPII), o col?gio par?metro da instru??o secund?ria no pa?s. Para investigar tal tema selecionamos comp?ndios de Hist?ria Antiga, redigidos no Brasil, entre as d?cadas de 1860 e 1890, que est?o arquivados no IHGB, em especial, o Comp?ndio de Hist?ria Universal, de Justiniano Jos? da Rocha

Submitted by PPG Pediatria e Sa?de da Crian?a (pediatria-pg@pucrs.br) on 2018-05-21T13:12:10Z No. of bitstreams: 1 Vers?o completa da disserta??o-stefaniemuraro.pdf: 4426933 bytes, checksum: 5733e09060e6e08135de26c11374b171 (MD5) / Approved for entry into archive by Caroline Xavier (caroline.xavier@pucrs.br) on 2018-05-28T17:29:36Z (GMT) No. of bitstreams: 1 Vers?o completa da disserta??o-stefaniemuraro.pdf: 4426933 bytes, checksum: 5733e09060e6e08135de26c11374b171 (MD5) / Made available in DSpace on 2018-05-28T17:34:08Z (GMT). No. of bitstreams: 1 Vers?o completa da disserta??o-stefaniemuraro.pdf: 4426933 bytes, checksum: 5733e09060e6e08135de26c11374b171 (MD5) Previous issue date: 2018-03-16 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior - CAPES / Respiratory syncytial virus (RSV) is a major cause of diseases of the respiratory tract in humans being mainly associated with bronchiolitis, chronic obstructive pulmonary disease (COPD) and asthma exacerbation. RSV infection occurs primarily in pulmonary epithelial cells and, once infection is established, an innate immune response is triggered and mainly neutrophil recruitment is induced. Neutrophils can extrude neutrophil extracellular traps (NETs) capable of entrapping and inactivate a multitude of microorganisms because of its composition and due to the stringy nature of DNA fibers. Recently, was demonstrated that RSV particles and its fusion (F) protein were able to induce the release NETs coated with neutrophil elastase and myeloperoxidase, both antimicrobial peptides. Also, was observed that the excessive formation of NETs can have negative consequences to the host, such as airway obstruction during RSV infection. Therefore, the aim was to evaluate the mechanisms involved in NET formation induced by RSV infection of neutrophils, alveolar epithelial cells (A549) or lung fibroblasts (MRC5). Human neutrophils were infected with RSV and were able to induce NETs release only after 3 hours of stimulation indicating classical NETosis. Next was characterized NETs formation during infection associating DNA extrusion with MPO, NE and F protein of RSV. Was also observed NADPH oxidase and PAD4 dependence and PI3K/AKT, ERK and p38 MAPK pathways during infection. The inhibition of these signaling pathways, PAD4 and ROS production abolished NET formation. Considering a possible involvement of necroptosis during NETs production, were tested MLKL and RIPK inhibitors and evaluated LDH release in the supernatant of infected neutrophils. Neutrophils released LDH and depend on necroptosis induction to produce NETs. Likewise, neutrophils were co-cultured with A549 or MRC5 cells infected with RSV. Both A549 and MRC5 cells triggered NET release by human neutrophils in a virus concentration-dependent manner, the opposite occurs when used UV-inactivated virus. Briefly, RSV induces the classical/ROS-dependent NETosis by human neutrophils, and this effect relies on specific kinases activity. Furthermore, neutrophils are able to recognize pulmonary cells infected by RSV, releasing NETs. Thus, NETs release control could be crucial for minimizing tissue inflammation caused by RSV infection. / O v?rus sincicial respirat?rio (VSR) ? uma das principais causas de doen?as do trato respirat?rio em humanos sendo associado principalmente com bronquiolite, doen?a pulmonar obstrutiva cr?nica (DPOC) e exacerba??o de asma. O VSR infecta principalmente c?lulas epiteliais pulmonares e, uma vez que a infec??o ? estabelecida, uma resposta imune inata ? desencadeada e ocorre o recrutamento de c?lulas do sistema imune, principalmente neutr?filos. Os neutr?filos podem liberar redes extracelulares de neutr?filos (NETs) capazes de capturar e inativar uma grande quantidade de microrganismos devido ? sua composi??o e natureza fibrosa das fibras de DNA. Recentemente, foi demonstrado que part?culas do VSR al?m da prote?na de fus?o (F) do v?rus foram capazes de induzir a libera??o de NETs revestidas com elastase neutrof?lica e mieloperoxidase, ambos pept?deos com atividade antimicrobiana. Al?m disso, observou-se que a forma??o excessiva de NETs pode ter consequ?ncias negativas para o hospedeiro, como a obstru??o das vias a?reas durante a infec??o por VSR. Portanto, o objetivo foi avaliar os mecanismos envolvidos na forma??o de NET induzida pela infec??o por RSV em neutr?filos humanos, c?lulas epiteliais alveolares (A549) ou fibroblastos pulmonares (MRC5). Neutr?filos humanos foram infectados com VSR e foram capazes de induzir a libera??o de NETs somente ap?s 3 horas de infec??o, indicando uma NETose cl?ssica. Em seguida, foi caracterizada a forma??o de NETs durante a infec??o associando a extrus?o de DNA com as prote?nas MPO, NE e com a prote?na F do VSR. Tamb?m se observou a depend?ncia de NADPH oxidase e PAD4 e das vias de sinaliza??o PI3K / AKT, ERK e p38 MAPK durante a infec??o. A inibi??o dessas vias de sinaliza??o, da produ??o de PAD4 e de EROs aboliu a forma??o de NET. Considerando um poss?vel envolvimento da necroptose na produ??o de NETs, foram utilizados inibidores de MLKL e RIPK1 e foi avaliada a libera??o de LDH no sobrenadante de neutr?filos infectados. Os neutr?filos liberaram LDH e dependeram da ativa??o da necroptose para produzir NETs. Do mesmo modo, os neutr?filos foram co-cultivados com c?lulas A549 ou MRC5 infectadas com VSR. Ambas as c?lulas A549 e MRC5 desencadearam a libera??o de NET por neutr?filos humanos de uma maneira dependente da concentra??o de v?rus, o oposto ocorreu quando usado um v?rus UV-inativado. Resumidamente, o VSR induz a NETose cl?ssica / dependente de EROs em neutr?filos humanos, e este efeito depende de atividade espec?fica de quinases. Al?m disso, os neutr?filos s?o capazes de reconhecer c?lulas pulmonares infectadas pelo VSR, induzindo a libera??o NETs. Assim, o controle de libera??o de NETs pode ser crucial para minimizar a inflama??o do tecido causada pela infec??o por VSR.

Submitted by SBI Biblioteca Digital (sbi.bibliotecadigital@puc-campinas.edu.br) on 2017-06-28T12:49:58Z No. of bitstreams: 1 LEONARDO HENRIQUE PIACENTE.pdf: 1178258 bytes, checksum: ff6627db41d7b7353cfeec2f755778a1 (MD5) / Made available in DSpace on 2017-06-28T12:49:58Z (GMT). No. of bitstreams: 1 LEONARDO HENRIQUE PIACENTE.pdf: 1178258 bytes, checksum: ff6627db41d7b7353cfeec2f755778a1 (MD5) Previous issue date: 2016-12-14 / The encounter of nascent Christianity with classical Greco-Roman culture in the second century AD had points of confluence, dispersion and conjugation. The thought of Irenaeus of Lyons (130-208 AD) in Adversus haereses shows that the relation between Christian religion and classical culture came close to the Christian gnostic groups. These, when evangelized and adept at the good news of Jesus Christ, brought with them their cultural framework, and thus Christianity marked by Jewish customs, was gaining nuances of the diverse cultures, religions, peoples and languages present in the Roman Empire. The research was not intended to value this relation Greco-Roman culture and nascent Christianity, but rather to show the importance and the tensions present in this relation, from the first book of the Demonstration and refutation to the false gnosis. Irenaeus constructed his thought in order to make clear the thinking of the various gnostic groups, in order to refute them, and in the meantime presented a systematization of the Christian faith not yet seen in his time. Its Demonstration and Refutation of the Gnostic theses was not only a way of fighting the controversies that arose in the first centuries of the Church, but was also, as presented in this research, a means of showing the interaction between Christians, especially the thinkers, with The intellectual and cultural environment that they were inserted. As a process of conjugation, Christianity and the classical culture had mutual influences, differences and points in common, in the formation from initial Christian thought. The hermeneutics of the first book of the Adversus haereses, and classical thinking, made it possible to understand and deepen the relationship between culture and religion in the second century AD. / O encontro do cristianismo nascente com a cultura cl?ssica greco-romana, no s?culo II d.C., teve pontos de conflu?ncia, de dispers?o e de conjuga??o. O pensamento de Irineu de Li?o (130-208 d.C) na obra Adversus haereses mostra que a rela??o religi?o crist? e cultura cl?ssica teve uma aproxima??o grande em virtude dos grupos gn?sticos crist?os, que evangelizados e adeptos ? boa nova de Jesus Cristo, traziam consigo seu arcabou?o cultural, sendo assim o cristianismo marcado pelos costumes judaicos, foi ganhando matizes das diversas culturas, religi?es, povos e l?nguas presentes no Imp?rio Romano. A pesquisa n?o pretende valorar esta rela??o cultura greco-romana e cristianismo nascente, mas sim mostrar a import?ncia e as tens?es presentes nessa rela??o, a partir do primeiro livro da Demonstra??o e refuta??o ? falsa gnose. Irineu construiu seu pensamento em busca de tornar claro o pensamento dos diversos grupos gn?sticos, para assim refut?-los, e neste ?nterim apresentou uma sistematiza??o da f? crist? ainda n?o vista no seu tempo. A sua Demonstra??o e Refuta??o das teses gn?sticas, foi n?o s? um caminho de combate ?s controv?rsias, que surgiram nos primeiros s?culos da Igreja, mas tamb?m foi, como apresentado nesta pesquisa, um meio de mostrar a intera??o entre os crist?os, principalmente os pensadores, com o meio intelectual e cultural que estavam inseridos. Como um processo de conjuga??o, o cristianismo e a cultura cl?ssica tiveram influ?ncias m?tuas, diferen?as e pontos em comum, na forma??o desde pensamento crist?o inicial. A hermen?utica do primeiro livro da Adversus haereses, e do pensamento cl?ssico, possibilitou compreender e aprofundar-se na rela??o cultura e religi?o no s?culo II d.C.

Submitted by Verena Bastos (verena@uefs.br) on 2015-08-05T21:29:18Z No. of bitstreams: 1 NEVES_JB_2012_R2.pdf: 2142681 bytes, checksum: 2f1f8d4679734685ccd9edf621f7b8c4 (MD5) / Made available in DSpace on 2015-08-05T21:29:18Z (GMT). No. of bitstreams: 1 NEVES_JB_2012_R2.pdf: 2142681 bytes, checksum: 2f1f8d4679734685ccd9edf621f7b8c4 (MD5) Previous issue date: 2013-09-24 / Funda??o de Amparo ? Pesquisa do Estado de S?o Paulo - FAPESP / The prediction of the reinforced concrete beams behavior under bending is essential to design these elements. Usually the models do not incorporate the concrete stress contribution, which may underestimate the structural element strain that use steel fiber reinforced concrete (SFRC) under permanent or temporary loads. This work presents a variational formulation based on the finite difference energy method (EFDM) in predicting the flexural behavior of concrete beams reinforced, that uses SFRC. The proposed model uses the classical lamination theory (CLT) with a damage model (Mazars, 1984) applied to the SFRC. The reinforcement was considered as a layer of a perfect elastic-plastic material. Comparing the load-displacement numerical results with those of the literature to reinforced concrete beams demonstrates the consistency of the proposed model. / A previs?o do comportamento de vigas de concreto armado sob flex?o ? fundamental para o adequado dimensionamento destes elementos. Usualmente, os modelos n?o incorporam a contribui??o do concreto tracionado, o que pode subestimar as deforma??es no elemento estrutural que utilizem o concreto refor?ado com fibras (CRFA) sob cargas de curta e longa dura??o. No presente trabalho ? apresentada uma formula??o variacional com base no m?todo das diferen?as finitas energ?ticas (MDFE) para a previs?o do comportamento ? flex?o de vigas de concreto simples ou armado refor?adas com fibras de a?o. O modelo proposto combina a teoria cl?ssica de laminados (TCL) com um modelo de dano (Mazars, 1984) aplicado ao concreto. O refor?o (armadura longitudinal) foi considerado como uma l?mina de um material elasto-pl?stico perfeito. A compara??o dos resultados num?ricos com resultados encontrados na literatura para vigas de concreto armado, em termos de cargadeslocamento, demonstra a coer?ncia do modelo proposto.

Made available in DSpace on 2014-12-17T15:04:48Z (GMT). No. of bitstreams: 1 GeneciCMM.pdf: 298458 bytes, checksum: 59fea7c551e940b5b505ab7e08e9b5f0 (MD5) Previous issue date: 2006-05-19 / The subject of Classic Gravitation is part of the actual curriculum for High School in Brazil, and it is taught in the first year of that education level. This master thesis presents a research regarding the subject Classic Gravitation in High School. This research was based in two complementary guidelines of research and action. The first guideline was the analysis of 21 didactic books of physics which are the more frequently used in High School, in the city of Natal/RN. The second guideline, worked after being verified the most common deficiencies presents in the didactic books, was the elaboration, followed by a practical application, of a course suggesting how to approach that subject in the classroom. The Par?metros Curriculares Nacionais para o Ensino M?dio (National Curricular Parameters for High School PCNEM) defend that Classic Gravitation is very important in the student s formation and that its study helps the comprehension of many nature s phenomena. Because of this vision of that subject by the PCNEM, the 21 analyzed books were separated in two groups: the first one, containing 10 books, was edited before the spreading of PCNEM, and the second, with 11 books, after that spreading. Whatever the group to which the didactic books belonged, the great majority of them let that subject in a second plan; two of them even suggesting, in the teacher s orientations, that the subject Gravitation can be suppressed in case of insufficient time . These analyses points that the PCNEM had produced no changes in the conception of the authors that wrote books regarding that subject. To analyze the didactic books, we elaborated a script which was used as an analysis tool, in which we put in evidence the relative importance of the historic and philosophic contextualization of the subject, the quotidian experience of the students and the interdisciplinary approach, among other aspects. It became evident that the didactic books give very little emphasis to historic aspects of the knowledge construction, to the relations with the day-by-day questions and to the interdisciplinary character of the subject Gravitation. It calls attention the non concordance among the authors opinions regarding the necessary previous knowledge or prerequisites the students should fulfill in order to begin to study Gravitation. The course we elaborated was given to a group of teachers as well as to students. In those courses we treated theoretical and practical aspects and emphasized historical questions and the ones which are related to people s daily life. The course for teachers was realized as an extra-mural activity of the UFRN and was given by the author of this thesis at the Escola Estadual Francisco Ivo Cavalcanti (a state public school in Natal/RN). There were 23 teachers present, from several public schools and several fields of knowledge. The thesis supervisor and the master degree s colleagues of the author acted as collaborators , reporting the participants opinions and speeches. The course to the students, on the other hand, had the participation of 300 regular students who belonged to 6 different 1st year classes of the High School Escola Marista de Natal (RN), in which the author acts as a physics teacher. The student s course was realized as part of the regular curriculum activities, in which three classes stood under the responsibility of the author and other three classes in charge of another Marista s teacher, who participated as a collaborator . The teacher s course as well as the students one were given in two stages, with five hours each. The first stage was divided in two moments, the first one focused on the survey of the spontaneous conceptions about gravitation, in which we worked basically with experiments of free throwing and pendulum, and the second one focused in theoretical presentations and quarrels about universe s models. In the second stage of the course we improved the study of Kepler s laws and the Newton s Universal Gravitation law, and we used as motivating tools some practices involving the construction of the solar system in scale. As instruments for evaluating both courses we used questionnaires and reported the speeches with participants opinions, beyond usual written evaluations in the course for the students. The teachers who participated in the course showed very good wills in realizing interdisciplinary practices; nevertheless, according their own speeches, they frequently came across the difficulty of how to do . From the experience we had in both courses, we conclude that the approach we propose hear to the teaching of the subject Classic Gravitation , supported on the tripod theory, practice and historical and philosophical aspects, is viable and effective. One hopes that this research may contribute in the formation of a opinion, among the teachers, concerning how to approach the subject of Classic Gravitation, and may offer suggestions in order those who want to apply that approach may develop classroom practices aiming to improve the teaching of that subject, which has a singular importance in the formation of High School students / O tema Gravita??o Cl?ssica faz parte do curr?culo vigente para o Ensino M?dio, sendo ministrado na 1a s?rie desse n?vel de ensino. Esta disserta??o apresenta uma pesquisa a respeito do tema Gravita??o Cl?ssica no Ensino M?dio baseada em dois eixos norteadores e complementares de pesquisa e a??o. O primeiro eixo ap?ia-se na an?lise de 21 livros did?ticos de F?sica, que s?o mais comumente utilizados no Ensino M?dio na cidade de Natal/RN. O segundo eixo, trabalhado ap?s serem verificadas as defici?ncias mais comuns presentes nos livros did?ticos, corresponde ? elabora??o, seguida da aplica??o pr?tica, de um curso sugerindo como abordar o tema em sala de aula. Os Par?metros Curriculares Nacionais para o Ensino M?dio (PCNEM) advogam que esse tema ? muito importante para a forma??o dos alunos e que o seu estudo auxilia na compreens?o de diversos fen?menos da natureza. Considerando essa vis?o do tema pelos PCNEM, os 21 livros analisados foram separados em dois grupos: o primeiro grupo, com 10 livros, foi editado antes da divulga??o dos PCNEM, e o segundo grupo, com 11 livros, ap?s a sua divulga??o. Independentemente de pertencer ao primeiro ou ao segundo grupo, a grande maioria dos livros did?ticos relega o tema para um segundo plano; dois deles chegam ao extremo de sugerir, nas orienta??es aos professores, que o conte?do Gravita??o seja omitido, caso o tempo seja insuficiente . Essa constata??o sinaliza no sentido de que os PCNEM n?o produziram nenhuma mudan?a na concep??o dos autores dos livros a respeito do tema. Para a an?lise dos livros did?ticos, utilizou-se como instrumento um roteiro que elaboramos, por meio do qual se procurou evidenciar a import?ncia relativa da contextualiza??o hist?rica e filos?fica do tema, da experi?ncia cotidiana dos alunos e da interdisciplinaridade, entre outros pontos. Constatou-se que os livros did?ticos pouco enfatizam os aspectos hist?ricos da constru??o do conhecimento, a rela??o com as quest?es do cotidiano e o car?ter interdisciplinar do tema Gravita??o. Chama a aten??o a n?o concord?ncia entre os autores a respeito do conhecimento anterior ou dos pr?-requisitos necess?rios aos alunos para iniciarem o estudo da Gravita??o. O curso que elaboramos foi ministrado tanto para professores como para alunos, sendo abordados aspectos te?ricos e pr?ticos, com ?nfase em quest?es hist?ricas e em quest?es relacionadas com o cotidiano das pessoas. O curso para professores foi realizado como uma atividade de extens?o da UFRN e foi ministrado, pela autora desta disserta??o, na Escola Estadual Francisco Ivo Cavalcanti (Natal/RN). Fizeram-se presentes a esse evento 23 professores de v?rias escolas da rede p?blica e de v?rias ?reas do conhecimento. O orientador e os colegas mestrandos da autora desta disserta??o atuaram como colaboradores, registrando opini?es e relatos dos participantes. O curso para alunos contou com a participa??o de 300 alunos regularmente matriculados em seis diferentes turmas do 1? ano do Ensino M?dio da Escola Marista de Natal/RN, onde a autora desta disserta??o atua como professora de F?sica. Esse curso para alunos foi realizado como parte das atividades curriculares normais, ficando tr?s turmas sob responsabilidade direta da autora desta disserta??o e tr?s outras a cargo de outro professor da escola, que atuou como colaborador. Tanto o curso para professores como o curso para alunos constou de duas etapas, cada uma de 5 horas. A primeira etapa foi desdobrada em dois momentos, sendo o primeiro centrado no levantamento das concep??es espont?neas sobre Gravita??o, trabalhando-se basicamente com os experimentos de lan?amento livre e p?ndulo; o segundo momento centrou-se em apresenta??es te?ricas e discuss?es sobre os modelos de universo. A segunda etapa do curso foi um aprofundamento sobre as Leis de Kepler e a Lei da Gravita??o Universal de Newton, sendo utilizadas, como instrumentos motivadores, pr?ticas envolvendo constru??es do sistema solar em escala. Como instrumentos de avalia??o de ambos os cursos, foram utilizados question?rios e relatos de opini?es, al?m de avalia??es usuais, na vers?o do curso para alunos. Os professores participantes demonstraram disponibilidade para realizar pr?ticas interdisciplinares; todavia, segundo seus pr?prios relatos, eles freq?entemente esbarravam na dificuldade do como fazer . Da experi?ncia vivida nos dois cursos, verificou-se que a abordagem aqui proposta para o tema Gravita??o Cl?ssica, apoiada no trip? teoria, pr?tica e aspectos hist?ricos e filos?ficos, ? vi?vel e efetiva. Espera-se que essa pesquisa possa contribuir na forma??o de uma opini?o, entre os professores, a respeito de como abordar o tema Gravita??o Cl?ssica, e possa fornecer subs?dios para que os interessados desenvolvam pr?ticas em sala de aula visando aprimorar o ensino desse tema, que ? de import?ncia ?mpar na forma??o dos alunos do Ensino M?dio