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Summary: The purpose of this study was to determine the pattern of gene expression of type IV collagen alpha chains in several chronic human glomerular diseases using micro dissected glomeruli and assessment of mRNA by competitive polymerase chain reaction (PCR). After showing that the level of a2 type IV collagen mRNA was elevated in sclerotic glomeruli isolated from nephrectomies, we undertook a preliminary cross-sectional study of type IV collagen alpha chain mRNA in renal biopsies in two of the leading causes of glomerulosclerosis: (i) diabetic nephropathy; and (ii) membranous glomerulopathy. We found that glomerular type IV collagen mRNA levels alterations were disease-specific. the relative levels of the individual α-chains of type IV collagen depended on the anatomic site of the glomerular lesions. the α-2IV/α-3IV collagen mRNA ratio was high in diabetes mellitus, but not in membranous glomerulopathy. These data, coupled with that obtained in experimental animals, suggest that a defective basement collagen synthesis is associated with progressive glomerular scarring. If these conclusions are verified in studies of repeat biopsies, the risk of progressive glomerulosclerosis in individual patients could be estimated, leading to the means to assess therapeutic responses.

O objetivo do presente trabalho foi identificar o número de internações hospitalares e óbitos por Influenza entre os idosos do estado de Minas Gerais no ano de 2010 segundo gênero, período de processamento e faixa etária. Trata-se de um estudo descritivo e analítico, com dados secundários do DATASUS de acordo com os registros de Morbidade Hospitalar do SUS – por local de internação. As análises se procederam em frequências absolutas e relativas e medidas de centralidade e dispersão. As comparações, tanto de internações quanto de óbitos por faixa etária, foram submetidas ao teste T-Student, com significância de p≤0,05. Verificou-se que as mulheres constituíram a maioria das internações hospitalares, e os óbitos mais recorrentes entre os homens, nos meses de junho a setembro, e em indivíduos com 80 anos ou mais. Foi estatisticamente significativa a relação entre óbitos e idosos longevos. Verifica-se a necessidade de mais estudos que avaliem outros fatores associados à Influenza, utilizando outros sistemas de informação.Descritores: Idoso; Influenza humana; Hospitalização; Morte.

Cyclosporine (CSA) is the most commonly used medication for GVHD prophylaxis. The initiation time varies from day -4 to day 0. Initially, we gave CSA starting on day -1. However, since 2003 we have changed CSA initiation timing policy in most of our protocols to day -4, to achieve stable and controlled pretransplant CSA levels. Here, we assessed if initiation time impact the outcome of allogeneic stem-cell transplantation (allo-SCT). Data of 261 patients who underwent allo-SCT for hematological malignancies from a fully matched donor, treated with CSA as a single agent for GVHD prophylaxis were prospectively collected. Patients were divided according to CSA initiation time and analyzed for outcome. The acute GVHD severity, cGVHD extent, GVHD-associated mortality were significantly lower in the CSA -4 group. There was no difference in the rate and timing of acute or chronic GVHD. Overall survival did not differ between the groups. We conclude that the initiation of CSA at day -4 reduced the severity of aGVHD, extent of cGVHD, and GVHD-associated mortality without impact on overall survival.

Dissertação (Mestrado) - Universidade Federal de Santa Catarina, Centro de Ciencias da Educação Este estudo tem como objetivo realizar um resgate histórico de uma experiência sobre alfabetização de jovens e adultos praticada pelo Núcleo de Estudo, Experiência e Pesquisa Educacionais-NEPE/Universidade Federal de Amazonas, na cidade de Manaus, no período de 1989 a 1996. Em um primeiro momento, discutem-se os documentos e a literatura referente ao debate nacional e internacional sobre a educação de jovens e adultos, com ênfase na alfabetização. Em seguida, intruduz-se o contexto sócio-histórico onde se situa o NEPE, sua gênese e constituição. Finalmente, apresenta-se a experiência do NEPE em três níveis: cursos de capacitação "Método Paulo Freire", projetos de iniciação científica e projetos de extensão na área da alfabetização de jovens e adultos.

Donor lymphocyte infusion (DLI) is a powerful immune-manipulation for the induction of Graft-vs-Leukemia (GVL) effect, but it is associated with high incidence of Graft-vs-host disease (GVHD). Furthermore, the use of DLI across MHC mismatched transplantation is almost infeasible. Extra corporal photochemotherapy for the treatment of GVHD involves extra corporal exposure of peripheral blood mononuclear cells to photoactivated 8-methoxypsorelen (8-MOP) followed by re-infusion of the treated cells. Based on the immunomodulatory effects of 8-MOP and UVA irradiation we investigated ex-vivo similar treatment of donor cells prior to cell therapy in post-transplant murine model. F1 leukemic (BCL1) recipients exposed to total body irradiation followed by bone marrow transplantation (BMT) (C57BL/6→F1). Donor splenocytes incubated with 8-MOP and 10 minuets exposure to UVA irradiation were administrated twice a week for the first 21 days post-BMT. Irradiated hosts inoculated with BCL1 and C57BL/6 cells were examined for the presence of donor cells using fluorescence-activated cell sorting analysis. At 4–6 weeks after BMT chimerism analysis revealed a ratio of 84–91% donor cells. Murine blood cells were tested for Minimal residual disease (MRD) by BCL1- specific PCR for detection of dormant BCL1 at 2 months after BMT. In comparison with the control group, DLI with ex vivo 8-MOP UVA treated splenocytes reduced GVHD and retained GVL effect. In vitro secretion of interferon gamma by treated cells was reduced only by 50%. Clinical application of this method was performed in 4 high-risk patients after stem cell transplantation from haploidentical related donors: GVHD T-Cell Dose Day post HSCT Disease UPN - 105/kg +175 Refractory HD+CMV disease #1935 - 104/kg 105/kg +70 +90 Metastatic testicular Ca. #2255 - 5×105/kg 106/kg +84 +127 Refractory neuroblastoma #2316 - 105/kg +130 Relapsed ALL #2323 The potential of Ex-Vivo 8-MOP UVA DLI treated cells should further be investigated for induction of GVL w/o GVHD, to improve chimerism and for anti viral therapy (CMV, EBV and PTLD - Post Transplant Lymphoproliferative Disorders)

search data indicate sex stereotyping is one of the most important factors in the governance of behavioral development, motivation, and self-concept (Brody). Recent reports from the National Assessment of Educational Progress (NAEP) show that in most other learning areas tested "females tended to do better than males. However, the results for science and consumer mathematics show females at a definite disadvantage. These data seem to reinforce the old stereotypes about female inability to cope with 'technical' or 'logical' subjects" (NAEP 1975 [a], p. 35). Extensive sex stereotyping has been well documented in earlier textbooks (Milnar 1973, Rogers 1975). But has sexism been eliminated from the more recently published elementary mathematics series (1971 through 1975)? To answer this question, the authors examined texts from eight major publishers, chosen on the basis of recent publication dates and wide use of the series in schools. The first-, fourth-, and seventhgrade texts were examined in each series to determine whether sex stereotyping had persisted in activities and occupations portrayed in illustrations and in written problems. This sampling of grade levels was selected to identify differences that might appear as the format changed from pictorial mathematics to symbolic mathematics.

Compounds of the type [Fe(NH3)6]X2(X = NO3 or SCN; X2= SO4) have been investigated between 4·2 and 340 K using the 57Fe Mossbauer effect. The experiments suggest two-phase transitions occurring in the nitrate and possibly the thiocyanate which are determined by hindrance to the motion of the NH3, NO3, and SCN groups.

Ce texte reprend en l’enrichissant l’exposé oral présenté en juillet 2012 à l’Université Abderrahmane Mira de Béjaïa au cours de la séance d’ouverture du forum « Entreprises et Université ». Traitant des relations entre l’enseignement supérieur et la recherche d’une part et la socio-économie locale d’autre part, il soulève la question désormais cruciale du rôle et de la place de l’université dans l’évolution de son territoire d’appartenance (territoire étant entendu au sens régional et local). Le plan adopté est en deux parties. Dans un premier temps, il convient de caractériser de façon succincte le contexte actuel dans lequel intervient le monde universitaire, contexte marqué notamment par l’émergence du territoire comme variable clé des changements structurels en cours affectant les économies et les sociétés (au Nord comme au Sud). Dans un second temps, il s’agit d’analyser, toujours à grands traits, les différentes contributions qu’un système d’enseignement supérieur bien conçu peut apporter au développement (économique, social et culturel) du territoire considéré., This text recapitulates, in further detail, the oral presentation made in July 2012 at the Abderrahmane Mira University of Bejaia, during the opening session of the "Business and University" forum, which saw the participation of the "Tempus" DEVETER project. While addressing the correlation between higher education and research as well as the local socio-economy, it also raises the crucial question of the role and place of the university in the development of the territory it belongs to (territory being taken in its local and regional sense).The adopted plan is divided into two phases. The first one succinctly characterizes the current context of our academic world, marked by the emergence of the territory as a key variable of ongoing structural changes affecting economies and societies (North and South). The second phase tackles the analysis, once again in broad strokes, of the different contributions that a well-designed higher education system could provide to the development of its territory (on an economic, social, and cultural level).

Pensar a infância, na literatura de potencial receção leitora infantil, é pensar sobre espaços, tempos e lugares que recuperam e materializam uma fase da vida do ser humano, culturalmente construída, e caracterizada por traços eufóricos e fortemente positivos. De facto, um olhar, ainda que breve, da infância, mostra-nos que esta é comummente associada com um espaço e um tempo de liberdade primordiais, uma espécie de Jardim do Éden perdido, onde o tempo não tem existência nem as obrigações ou certas responsabilidades da idade adulta se materializam. Por outro lado, revisitar a infância, na ótica do adulto, é rememorar tempos longínquos governados por uma lógica própria, onde o maravilhoso imperava e nada era questionado, podendo tudo acontecer ou ser possível. Nesta obra, escrita com a gentil colaboração de estudiosos portugueses e brasileiros de variadas áreas, com particular destaque para a literatura infantil, apresentam-se diversos olhares sobre os lugares secretos da infância. No conjunto, todos os ensaios tomam a criança como o seu objeto de reflexão, perspetivando-a sob óticas diversas que articulam espaços, tempos, lugares e memórias múltiplas. Assim, esta obra acena como convite para (re)inventarmos a infância, a nossa e a do outro, a partir da pluralidade e historicidade que a constitui., Este trabalho foi financiado por Fundos Nacionais através da FCT – Fundação para a Ciência e a Tecnologia no âmbito dos projetos do CIEC (Centro de Investigação em Estudos da Criança da Universidade do Minho) com as referências UIDB/00317/2020 e UIDP/00317/2020.

O trabalho tem por objetivo investigar como crianças do terceiro ano do Ensino Fundamental de uma escola pública de São Paulo produzem textos narrativos orais e escritos a partir de um livro de imagem. Amparado pelo referencial teórico de Vygotsky, Bakhtin, Ferreiro, Soares, Colello, Geraldi, Kato, Fiorin e Rojo, entre outros, o estudo partiu de uma concepção sócio-interacionista de educação e dialógica de língua, apresentando também considerações acerca da literatura infantil, da necessidade de investimento na formação do leitor e da importância de se pautar o ensino da língua na escola como um processo reflexivo, particularmente no que diz respeito à compreensão dos gêneros textuais. Para a coleta do material, dez crianças foram convidadas, individualmente, a produzir um texto oral e outro escrito, após leitura de um livro de imagem. A análise dos textos foi realizada com base nos estágios da estrutura narrativa propostos por Fiorin e Savioli. O estudo comparativo das produções confirmou a relevância pedagógica do uso do livro de imagem, evidenciando que o uso de variadas modalidades de expressão pode favorecer a aprendizagem de crianças com diferentes competências. Também foi observada a pouca variação entre as produções orais e escritas, ao mesmo tempo em que se identificou que as crianças apresentam dificuldades em pontos específicos da narrativa, dependendo do estágio em questão. Com isso, destacamos a importância de se conhecer o processo de construção na produção dos textos narrativos, a fim de se ajustar o ensino às necessidades das crianças. The objective of this study is to investigate how children in the 3rd grade of elementary cycle of a public school of São Paulo produce narrative texts both in oral and written form - using a picture book (not containing written text). Supported by the theoretical framework of Vygotsky, Bakhtin, Ferreiro, Soares, Colello, Geraldi, Kato, Fiorin and Rojo among others, the study was based on a socio-interactionist concept of education and dialogical language, also aspects about the children\'s literature, the need of improvement in the readers formation and the importance of guided language teaching in schools as a reflexive process, particularly regarding the understanding of textual genres. Ten children were invited individually to produce one oral and written text after reading a picture book. The analysis of each text was based on the stages of the narrative structure proposed by Fiorin and Savioli. The comparative study of the productions confirmed the pedagogical relevance of the use of a picture book, showing how the use of various modes of expression can promote the learning of children with different skills. It was also observed a little variation between the oral and written productions. However, within the vast range of children´s capabilities, each had difficulty in different sections of the narrative. Thus, we highlight the importance of understanding the construction process in the production of the narrative texts in order to adjust the teaching to the needs of children.

This text recapitulates, in further detail, the oral presentation made in July 2012 at the Abderrahmane Mira University of Bejaia, during the opening session of the "Business and University" forum, which saw the participation of the "Tempus" DEVETER project. While addressing the correlation between higher education and research as well as the local socio-economy, it also raises the crucial question of the role and place of the university in the development of the territory it belongs to (territory being taken in its local and regional sense).The adopted plan is divided into two phases. The first one succinctly characterizes the current context of our academic world, marked by the emergence of the territory as a key variable of ongoing structural changes affecting economies and societies (North and South). The second phase tackles the analysis, once again in broad strokes, of the different contributions that a well-designed higher education system could provide to the development of its territory (on an economic, social, and cultural level)., Ce texte reprend en l’enrichissant l’exposé oral présenté en juillet 2012 à l’Université Abderrahmane Mira de Béjaïa au cours de la séance d’ouverture du forum « Entreprises et Université ». Traitant des relations entre l’enseignement supérieur et la recherche d’une part et la socio-économie locale d’autre part, il soulève la question désormais cruciale du rôle et de la place de l’université dans l’évolution de son territoire d’appartenance (territoire étant entendu au sens régional et local). Le plan adopté est en deux parties. Dans un premier temps, il convient de caractériser de façon succincte le contexte actuel dans lequel intervient le monde universitaire, contexte marqué notamment par l’émergence du territoire comme variable clé des changements structurels en cours affectant les économies et les sociétés (au Nord comme au Sud). Dans un second temps, il s’agit d’analyser, toujours à grands traits, les différentes contributions qu’un système d’enseignement supérieur bien conçu peut apporter au développement (économique, social et culturel) du territoire considéré.

Dissertação (mestrado) - Universidade Federal de Santa Catarina, Centro de Ciências da Educação, Programa de Pós-Graduação em Educação, Florianópolis, 2014. O objetivo geral desta pesquisa, em nível de mestrado em Educação, é analisar os cadernos da formação continuada do professor alfabetizador no Pacto Nacional pela Alfabetização na Idade Certa (PNAIC), que foi instituído em 2012 com o intuito de alfabetizar todas as crianças do ensino público até os 8 anos de idade propondo, entre seus eixos de atuação, a formação continuada de todos os professores da rede pública cadastrados no senso de 2012 como professor alfabetizador. Para compreender o campo empírico e a singularidade da formação no PNAIC, realizamos um estudo rigoroso do manual Pacto Nacional Pela Alfabetização na Idade Certa: O Brasil do futuro com o começo que ele merece; do caderno Avaliação no Ciclo de Alfabetização; do caderno Formação do Professor Alfabetizador: caderno de apresentação; do caderno Formação de Professores no Pacto Nacional pela Alfabetização na idade certa; e, principalmente, dos 24 cadernos Alfabetização em Língua Portuguesa do curso de formação para professores alfabetizadores. Delimitamos como objetivos específicos compreender o PNAIC no contexto social; investigar a concepção de formação continuada que se expressa, principalmente, nos cadernos de Alfabetização em Língua Portuguesa da formação do PNAIC, a partir da compreensão de ensino, aprendizagem e desenvolvimento infantil. Para este fim o método que orienta a investigação é o materialismo histórico dialético dos estudos de Karl Marx (1818-1883), a concepção teórica da ontologia crítica de György Lukács (1885-1971) e a teoria histórico-cultural que teve como precursor Lev Semenovich Vigotski (1896-1934). Identificamos que a perspectiva teórica dos cadernos da formação do PNAIC é o  construtivismo e o  sociointeracionismo , e, a partir destes apontamentos, estudamos e apresentamos algumas contribuições da psicologia soviética acerca do ensino, da aprendizagem e do desenvolvimento. Diante desse estudo, explicitamos que a formação propiciada pelo PNAIC  a partir da análise dos cadernos do primeiro ano da formação continuada  que visa formar os professores para garantir os direitos de aprendizagem das crianças, ainda apresenta condições incipientes para fornecer ao professor alfabetizador elementos e condições suficientes para ele realizar a atividade de ensino e para ampliar as possibilidades da aprendizagem da criança o que limita o aprofundamento de conhecimentos e o desenvolvimento humano. Abstract : The overall objective of this research, at the level of master's degree in Education, is to analyze the books of continued education from alphabetizing teachers in National Pact for Literacy at the Right Age (PNAIC), which was established in 2012 with the objective to educate all the children in the public schools until 8 years of age by proposing, among its axes of actuation, the continuing education of all teachers from the public school registered in the sense of 2012 as Alphabetizing teachers. To understand the empirical field and the singularity of the training in PNAIC, we performed a rigorous study of manual National Pact For Literacy at the Right Age: The Brazil of the future with the beginning that he deserves; the Assessment book in Cycle of Literacy; the book Teacher Training Alphabetizing: book of presentation; the book Teacher Training in National Pact for Literacy at the Right Age; and, mainly, of 24 Literacy books in Portuguese Language training course for teachers literacy teachers. Restrict as specific objectives understand the PNAIC in social context; investigate the concept of continuing education that is expressed mainly in terms of Literacy in Portuguese the PNAIC, from the understanding of teaching, learning and child development. For this purpose the method that guides the research is historical materialism dialectic of studies of Karl Marx (1818-1883), the theoretical concept of critical ontology of György Lukács Bath (1885-1971) and the Description-Cultural Theory that had as precursor Lev Semenovich Vygotsky (1896-1934). We have identified that the theoretical perspective of the notebooks of the formation of the PNAIC is the ?constructivism? and the ?social interactionism? and from these notes we studied and we present some contributions of Soviet psychology about teaching, learning and development. In this study, we explained that the training offered by PNAIC - from the analysis of the notebooks of the first year of Continuing Education - which aims to train teachers to ensure the rights of children's learning, it is still incipient conditions to provide the alphabetizing teachers elements and conditions sufficient for him to perform the activity of teaching and to enlarge the possibilities of learning of the child which limits the deepening of knowledge and human development.

Submitted by Alisson Mota (alisson.davidbeckam@gmail.com) on 2015-06-17T18:52:46Z No. of bitstreams: 1 Disserta????o - Marlene Gomes.pdf: 29003097 bytes, checksum: 7a4c7c6ec09243533a19272f88d43798 (MD5) Approved for entry into archive by Divis??o de Documenta????o/BC Biblioteca Central (ddbc@ufam.edu.br) on 2015-06-18T17:53:08Z (GMT) No. of bitstreams: 1 Disserta????o - Marlene Gomes.pdf: 29003097 bytes, checksum: 7a4c7c6ec09243533a19272f88d43798 (MD5) Approved for entry into archive by Divis??o de Documenta????o/BC Biblioteca Central (ddbc@ufam.edu.br) on 2015-06-18T17:56:27Z (GMT) No. of bitstreams: 1 Disserta????o - Marlene Gomes.pdf: 29003097 bytes, checksum: 7a4c7c6ec09243533a19272f88d43798 (MD5) Made available in DSpace on 2015-06-18T17:56:27Z (GMT). No. of bitstreams: 1 Disserta????o - Marlene Gomes.pdf: 29003097 bytes, checksum: 7a4c7c6ec09243533a19272f88d43798 (MD5) Previous issue date: 2008-11-26 N??o Informada This research has as its objective to analyze the contribution of regional mythic in the process of written textual production, from a group of seven grade learners of a public school in Manaus. Its other intention is to identify in the produced texts in this process expressive traces of Amazonian culture assimilated by oral tradition. The research ran three comparative analyses of written productions verifying the progressive evolvement as to the written narrative of The Manioc Legend; of versions collected from oral counts and told to the group by the learners themselves up to the one by Jose Coutinho Oliveira, presented as a possible model. The analyses of sequences found in the texts revealed the efficacy of mythic narratives as a method resource to orient the production of written texts in school setting. This was firstly noticed through creativity expression presented by the learners by adding new elements to the narrative sequences of the legend, as well as, the utilized resources in characterizing the layers; as a last element, it was the use of a language of which one could verify the projection of its socio-cultural reality. Esta pesquisa tem como objetivo analisar a contribui????o das narrativas m??ticas regionais no processo de produ????o textual escrita, de uma turma de aprendentes de s??timo ano do Ensino Fundamental, de uma escola p??blica de Manaus, bem como identificar, nos textos produzidos nesse processo, tra??os expressivos da cultura amaz??nica assimilados da tradi????o oral. A pesquisa percorreu uma an??lise comparativa das produ????es escritas, em n??mero de tr??s, verificando a progressiva desenvoltura dos aprendentes quanto ?? narrativa escrita da Lenda da Mandioca, a partir de vers??es colhidas da oralidade e relatadas ?? turma pelos pr??prios aprendentes, e da vers??o de Jos?? Coutinho de Oliveira, apresentada como poss??vel modelo. A an??lise das seq????ncias encontradas nos textos revelou a efic??cia das narrativas m??ticas, enquanto recurso metodol??gico, para a orienta????o de produ????o de textos escritos no contexto escolar. Isso foi percebido por meio da criatividade com que os aprendentes se expressam, acrescentando elementos novos ??s seq????ncias narrativas da lenda, dos recursos utilizados na caracteriza????o das personagens, e, do emprego de uma linguagem na qual se pode verificar a proje????o da sua realidade sociocultural.