No description available.

<p dir="ltr">Ebola virus is an enveloped filamentous shaped RNA virus which causes severe hemorrhagic fever in humans. Multiple outbreaks of different strains of ebolavirus have been reported in the past years with limited therapeutics available for treatment. Despite some advances in treatment, there remains a lack of knowledge about the mechanisms of ebolavirus replication in host cells.</p><p dir="ltr">Ebolavirus encodes for seven structural proteins with matrix protein (VP40) being the most abundantly expressed viral protein. VP40 is essential for viral assembly and budding as expression of VP40 alone is sufficient for formation of virus-like particles (VLPs). VP40 also disassembles during viral entry to help in viral and host cell membrane fusion. Oligomerization of VP40 has been reported to decrease viral replication and transcription. VP40 can perform these diverse functions by virtue of changes in conformation and oligomerization state. VP40 predominantly exists as a dimer through hydrophobic interactions between the alpha helices of the two protomers. Furthermore, VP40 oligomerizes into a hexamer which serves as the structural unit for cylindrical matrix layer formation. VP40 also forms a ring-shaped octamer for regulation of viral transcription. The different oligomeric forms of VP40 exist in an equilibrium for successful viral infection. However, the exact mechanism of formation, stability, and energetics of conversion between these oligomeric forms is unknown.</p><p dir="ltr">In this study, we performed biophysical analysis on the dimerization interface and identified keystone interactions which when abrogated lead to complete disruption of dimer interface. In addition, peptidomimetics approach was used to design and synthesize a library of compounds to probe the dimerization interface. The compounds were screened using thermal shift assay and then compared using MST and ITC studies. We identified that a peptide mimicking the alpha helical region stabilized by a p-xylene di-cysteine staple was able to bind to VP40 dimer. We also determined that this peptide binds near the dimer interface and was able to slightly shift equilibrium of VP40 dimer towards monomer formation.</p><p dir="ltr">Overall, this report sheds light on critical interactions required for VP40 dimer formation and stability and introduces use of peptidomimetics to probe for VP40 dimerization interface to understand energetics of oligomerization equilibrium, thereby increasing our knowledge about disease mechanism and paving way for development of therapeutics.</p>

The current work, established in the Political Public Educational s field has the aim in describing and analyzing, using a critical language, the historical process construction of the political pedagogical matter s Letter, as the community s scholarship mobilization, to construct and implement in a participative way, the PPP s- Political Pedagogical Projects of every school which is part of the public net education in Uberlândia MG. The mentioned process took part of the city s program and was titled as Citizen School , which were established during the period Zaire Rezende governed the city (2001- 2004). To launch the purpose, a research was made in a quality way; methodologically speaking, the principles of the historical materialism and the documental analysis as also a group of interviewers which had their focus implemented by educators interested in the area, were used. The descriptions and the writing analysis of the interviewers show a complex experience in the government actions which are not always seen by the society and discussed by it, but yes, are deeply set as a fragment. We can say that part of these results were motivated by a lot of interferences, like the political part s interests added to the interest of isolated groups and also to the educators which were searching for a better work and money conditions. These interferences reflected on the day by day of the school as they contribute to the achievement of the PPP s aims and their elaboration by every school, looking also for the democratization of living and the school s evaluation. The interviewers realized the importance lived during the experimental process, as a number of critical views which made the PPP s implantation very difficult after the document s publication. It s possible to conclude that these facts turned out to be a problem for the elaboration and completion of the community s project. / O presente trabalho, situado no campo das Políticas Públicas Educacionais, tem como objetivo descrever e analisar, criticamente, o processo histórico de construção de uma Carta de Princípios Político-Pedagógicos, assim como da mobilização da comunidade escolar para construir e implementar, de forma participativa, os Projetos Político- Pedagógicos PPP´s , de cada uma das unidades escolares da Rede Pública Municipal de Ensino de Uberlândia (MG) RME/UDI. Os referidos processos fizeram parte dos objetivos do programa de governo municipal intitulado Escola Cidadã , implantado durante a gestão do Prefeito Zaire Rezende, no período 2001- 2004. Para alcançar o objetivo proposto, foi realizada uma pesquisa qualitativa fundamentada, metodologicamente, nos princípios do Materialismo Histórico Dialético e a utilização da análise documental e de um conjunto de entrevistas organizadas em grupos focais, formados por educadores, direta e indiretamente envolvidos no processo. A descrição e a análise das formações discursivas dos entrevistados apontam para uma experiência instituída em uma conjuntura complexa, permeada de ações governamentais, que nem sempre são orientadas pela unidade de intervenção coletiva, mas, que são profundamente fragmentadas. Parte das resultantes dessa conjuntura foi motivada, dentre outros aspectos, pela presença de uma série de interferências, inclusive de natureza político-partidária, associadas não somente a interesses de grupos que atuavam no interior da SME, mas, também, devido a um conjunto de exigências oriundas de insatisfações surgidas entre os profissionais da educação da RME/UDI, que buscavam melhores condições salariais e de trabalho. Tais interferências refletiram no cotidiano das escolas e, em maior ou menor intensidade, contribuíram para o alcance parcial dos objetivos propostos, que deveriam subsidiar, dentre outros aspectos, a elaboração do PPP de cada unidade escolar, tendo em vista a democratização da convivência, da gestão, do currículo e da avaliação escolar. Nesse contexto, os entrevistados, perceberam, tanto a importância da experiência vivida no processo, bem como uma série de fatores críticos que dificultaram, após a publicação oficial do documento, a implementação das ações destinadas a elaborar os PPP´s. É possível concluir que esses fatores foram empecilhos na concretização do projeto prioritário na comunidade. / Mestre em Educação

This dissertation scrutinises two related claims that were particularly heightened in 2009 as the European Union (EU) was celebrating the first tenth anniversary of its European Security and Defence Policy (ESDP), the implementing arm of its Common Foreign and Security Policy (CFSP). First, the two policy frameworks allegedly embodied sufficient added value for bettering EU intervention for human protection purposes in third places. Second, the ESDP supposedly enabled the EU to make a difference in its response to two bloody wars that broke out in the Democratic Republic of Congo (DR Congo) successively in 1996 and 1998. This thesis argues that the alleged added value and difference have been overstated at best. While various studies have taken a similar position, they have important shortcomings for at least four reasons: lack of a comprehensive account of the CFSP motives, capacities, and response; exclusive focus on civil and military operations; focus on the post-Second Congo War period; and a lack of conceptual clarity regarding two key terms – ‘conflict resolution’ and ‘peacebuilding’. This thesis goes beyond generalisation and undertakes a forensic examination of the CFSP statements, decisions, and actions precisely through the lens of Conflict Resolution (CR): a specific subject area of study with its own normative, theoretical, and practical advantages and shortcomings; and with a more comprehensive and indeed seminal conceptualisation of peacebuilding. The outcome is a far more nuanced assessment of failure and success of the EU’s peace endeavours in this context than can be obtained through a broad-brush approach to analysis.

Doctorat en sciences sociales, politiques et économiques / info:eu-repo/semantics/nonPublished

Doctorat en sciences psychologiques / info:eu-repo/semantics/nonPublished

Doctorat en sciences sociales, politiques et économiques / info:eu-repo/semantics/nonPublished

This dissertation scrutinises two related claims that were particularly heightened in 2009 as the European Union (EU) was celebrating the first tenth anniversary of its European Security and Defence Policy (ESDP), the implementing arm of its Common Foreign and Security Policy (CFSP). First, the two policy frameworks allegedly embodied sufficient added value for bettering EU intervention for human protection purposes in third places. Second, the ESDP supposedly enabled the EU to make a difference in its response to two bloody wars that broke out in the Democratic Republic of Congo (DR Congo) successively in 1996 and 1998. This thesis argues that the alleged added value and difference have been overstated at best. While various studies have taken a similar position, they have important shortcomings for at least four reasons: lack of a comprehensive account of the CFSP motives, capacities, and response; exclusive focus on civil and military operations; focus on the post-Second Congo War period; and a lack of conceptual clarity regarding two key terms – ‘conflict resolution’ and ‘peacebuilding’. This thesis goes beyond generalisation and undertakes a forensic examination of the CFSP statements, decisions, and actions precisely through the lens of Conflict Resolution (CR): a specific subject area of study with its own normative, theoretical, and practical advantages and shortcomings; and with a more comprehensive and indeed seminal conceptualisation of peacebuilding. The outcome is a far more nuanced assessment of failure and success of the EU’s peace endeavours in this context than can be obtained through a broad-brush approach to analysis / European Community-funded Sustainable Peacebuilding (SPBUILD) Research Training Network; University of Deusto’s ‘RETOS’ research group on socio-cultural and human rights challenges in a changing world.

Text in Afrikaans / In hierdie verhandeling word die tekste van onderskeidelik Mireille Cottenje (Dagboek van Carla - 1968), Daisy Ver Boven (Mayana - I974 ), Henriette Claessens (Afscheid van Rumangabo - 1983) en Lieve Joris (Terug naar Kongo - 1987) bespreek as verteenwoordigend van die koloniale literatuur deur die vroulike outeur. Die doel is om vas te stel hoe daar deur die vroue outeur in die Vlaamse letterkunde aan die Afrika-ervaring gestalte gegee is. Eerstens word 'n oorsig van die begrip koloniale literatuur gegee en daama word literer-histories op die Vlaamse Afrika-literatuur vanaf die prekoloniale- tot die postkoloniale era gefokus. Nadat 'n analise van die tekste gedoen is om die individuele perspektiewe te evalueer, blyk dit dat die vroue outeurs in 'n groot mate gemeenskaplike visies in hul siening van die koloniale era openbaar. 'n Beeld van die koloniale Kongo soos dit in die ervaringswereld van die vroue outeurs bly voortleefhet, kan so verkry word / In this thesis, the texts of Mireille Cottenje (Dagboek van Carla - 1968), Daisy Ver Boven (Mayana - 1974), Henriette Claessens (Afscheid van Rumangabo - 1983) and Lieve Joris (Terug naar Kongo - 1987) were respectively studied as representative of the colonial literature written by female authors. The aim is to establish how stature is given in the literature to the Africa experience by the female author. In the first instance the concept colonial literature is discussed followed by a historical review of the Flemish African literature from the pre-colonial to the postcolonial era. After an analysis has been completed to evaluate the individual perspectives of the different authors, it appears that the female authors reveal shared perspectives in their views on the colonial era. Through knowledge of the work of these authors, an image of the colonial Congo can be found, as it lives on in the world of the female literator / Afrikaans & Theory of Literature / M.A. (Afrikaans)

Text in Afrikaans / In hierdie verhandeling word die tekste van onderskeidelik Mireille Cottenje (Dagboek van Carla - 1968), Daisy Ver Boven (Mayana - I974 ), Henriette Claessens (Afscheid van Rumangabo - 1983) en Lieve Joris (Terug naar Kongo - 1987) bespreek as verteenwoordigend van die koloniale literatuur deur die vroulike outeur. Die doel is om vas te stel hoe daar deur die vroue outeur in die Vlaamse letterkunde aan die Afrika-ervaring gestalte gegee is. Eerstens word 'n oorsig van die begrip koloniale literatuur gegee en daama word literer-histories op die Vlaamse Afrika-literatuur vanaf die prekoloniale- tot die postkoloniale era gefokus. Nadat 'n analise van die tekste gedoen is om die individuele perspektiewe te evalueer, blyk dit dat die vroue outeurs in 'n groot mate gemeenskaplike visies in hul siening van die koloniale era openbaar. 'n Beeld van die koloniale Kongo soos dit in die ervaringswereld van die vroue outeurs bly voortleefhet, kan so verkry word / In this thesis, the texts of Mireille Cottenje (Dagboek van Carla - 1968), Daisy Ver Boven (Mayana - 1974), Henriette Claessens (Afscheid van Rumangabo - 1983) and Lieve Joris (Terug naar Kongo - 1987) were respectively studied as representative of the colonial literature written by female authors. The aim is to establish how stature is given in the literature to the Africa experience by the female author. In the first instance the concept colonial literature is discussed followed by a historical review of the Flemish African literature from the pre-colonial to the postcolonial era. After an analysis has been completed to evaluate the individual perspectives of the different authors, it appears that the female authors reveal shared perspectives in their views on the colonial era. Through knowledge of the work of these authors, an image of the colonial Congo can be found, as it lives on in the world of the female literator / Afrikaans and Theory of Literature / M.A. (Afrikaans)