A geração de 27 e o barroco: la mirada exuberante

From the context of the degree‘s creation of Spanish literature and language‘s course, at UFRN, came the motivation to make this research, that presents a literary study of a poet‘s group known as Generación del 27, that came in to light at Spain, on 1920. A lot of aspects of this study are themes of many others disciplines, of this degree (Spanish Literature II, IberianAmerican Literature, Spanish Culture, Translation in Spanish Language). This work will also serve as inspiration to new reflections and proposes of translations, as bridges between the language that goes and the other that comes. It is the Translation as comprehension‘s negotiation between languages, it is the decir casi lo mismo, here in poem‘s form (ECO, 2007), in the attempt to conclude new learning, that will be shared with undergraduate and graduate students, being at teaching area, extension or new researches. To contextualize this generation‘s studies, were elected the anthologies organized by Gerardo Diego, called Poesía Española (Antologías), published on 2007, by Ediciones Cátedras, and the Antología Comentada de La Generación del 27, wrote by Víctor García de La Concha, published on 2006, by Editorial Espasa Calpe. The research took Generacion Del 27 as their object of research and - from many others critical reading about the poetry made by those young poets, their creative vocation of aesthetics and vanguard – wanted to understand the context of literary‘s creation of those poets del 27. We form our foundation with contributions by Antonio Maravall (2009), Eugenio D‘ors (s.d) Severo Sarduy (1999), Lezama Lima (2011), Alfonso Reyes (1958) e Deleuze (2005) among others that brought the comprehension of the baroque‘s language, giving emphasis to pluridirectional movement, deconstructing it‘s linearity, creating others new forms, as returns, circles, spirals favoring encounters, detachment or equal points of departure and arrivals. In this way, the poets del 27 approached the baroque of six hundred on a re-reading, and made of the third centenary‘s celebration of the Góngora‘s a Mirada exuberante death, to the return of baroque‘s spirit. Alfonso Reyes e Rubén Darío said that real lights highlighted the paths of this poets generation: The light that desdobra scintillates on García Lorca, Jorge Gullén, Dámaso Alonso, Gerardo Diego and the bullfighter Ignacio Sánchez Mejías, poets that expressed tributes in big style to Soledades author, at Madrid‘s Caffe and all Spain.

Programa "Engajando famílias na escola": estratégias, possibilidades e desafios

Education and community are currently intertwined, so that social practices, situated problems and emancipation processes have, more and more, entered in the school environment. Considering this context, the expansion of studies focusing on family literacy becomes necessary for the mobilization of alternatives and actions in this area. This research forms part of the project "The habitus of study: builder of a new reality in metropolitan Natal" (CAPES/OBEDUC/UFRN) and the program "Literacies and public policies: the family at school" (MEC/PROEXT/UFRN). In view of the chosen object – family literacy – therefore, we try to: 1) discuss actions implemented in a family literacy program, with specific reference to create literacy resources to register, discuss material, events, texts, 2) actions and promote forms of interaction by the family in the school environment; 2develop bonding strategies between school and families; 3) point the impact of such experiences of family literacy. To achieve these objectives, we base the discussion on theoretical contributions of the New Literacy Studies (STREET, 1984; McLAREN, 1988; BARTON & HAMILTON, 1993; KLEIMAN, 1995, 2000), focusing on Family Literacy and Literacy Project issues. Regarding to the research paradigm, we consider the Applied Linguistics field of study and we take the qualitative model (ERICKSON, 1990; BORTONI-RICARDO, 2008), with ethnographic critical approach (MOITA LOPES, 1993; THOMAS, 1993; HEATH & STREET, 2008). We understand, through our analysis, that families have much to contribute to the reality of schools, and, having seen relevance and value, these collaborators participate and act in support of the actions and the student’s education, even in the midst of complex routine situations. Still, we have learned that dialogues and activities with the community are necessary, looking forward to having involvement, local knowledge and the construction of shared learning; following this path, the collaborative environment is produced and the collaboration is effective.

Programa "Engajando famílias na escola": estratégias, possibilidades e desafios

Education and community are currently intertwined, so that social practices, situated problems and emancipation processes have, more and more, entered in the school environment. Considering this context, the expansion of studies focusing on family literacy becomes necessary for the mobilization of alternatives and actions in this area. This research forms part of the project "The habitus of study: builder of a new reality in metropolitan Natal" (CAPES/OBEDUC/UFRN) and the program "Literacies and public policies: the family at school" (MEC/PROEXT/UFRN). In view of the chosen object – family literacy – therefore, we try to: 1) discuss actions implemented in a family literacy program, with specific reference to create literacy resources to register, discuss material, events, texts, 2) actions and promote forms of interaction by the family in the school environment; 2develop bonding strategies between school and families; 3) point the impact of such experiences of family literacy. To achieve these objectives, we base the discussion on theoretical contributions of the New Literacy Studies (STREET, 1984; McLAREN, 1988; BARTON & HAMILTON, 1993; KLEIMAN, 1995, 2000), focusing on Family Literacy and Literacy Project issues. Regarding to the research paradigm, we consider the Applied Linguistics field of study and we take the qualitative model (ERICKSON, 1990; BORTONI-RICARDO, 2008), with ethnographic critical approach (MOITA LOPES, 1993; THOMAS, 1993; HEATH & STREET, 2008). We understand, through our analysis, that families have much to contribute to the reality of schools, and, having seen relevance and value, these collaborators participate and act in support of the actions and the student’s education, even in the midst of complex routine situations. Still, we have learned that dialogues and activities with the community are necessary, looking forward to having involvement, local knowledge and the construction of shared learning; following this path, the collaborative environment is produced and the collaboration is effective.

The Choice of Debt Source by UK Firms

Peer reviewed

Development and testing of an analytical framework for immunization program planning in Canada

Thèse numérisée par la Direction des bibliothèques de l'Université de Montréal.

Investigating the Structure of FtsZ to Understand its Functional Role in Bacterial Cell Division

FtsZ, a bacterial tubulin homologue, is a cytoskeleton protein that plays key roles in cytokinesis of almost all prokaryotes. FtsZ assembles into protofilaments (pfs), one subunit thick, and these pfs assemble further to form a “Z ring” at the center of prokaryotic cells. The Z ring generates a constriction force on the inner membrane, and also serves as a scaffold to recruit cell-wall remodeling proteins for complete cell division in vivo. FtsZ can be subdivided into 3 main functional regions: globular domain, C terminal (Ct) linker, and Ct peptide. The globular domain binds GTP to assembles the pfs. The extreme Ct peptide binds membrane proteins to allow cytoplasmic FtsZ to function at the inner membrane. The Ct linker connects the globular domain and Ct peptide. In the present studies, we used genetic and structural approaches to investigate the function of Escherichia coli (E. coli) FtsZ. We sought to examine three questions: (1) Are lateral bonds between pfs essential for the Z ring? (2) Can we improve direct visualization of FtsZ in vivo by engineering an FtsZ-FP fusion that can function as the sole source of FtsZ for cell division? (3) Is the divergent Ct linker of FtsZ an intrinsically disordered peptide (IDP)?

One model of the Z ring proposes that pfs associate via lateral bonds to form ribbons; however, lateral bonds are still only hypothetical. To explore potential lateral bonding sites, we probed the surface of E. coli FtsZ by inserting either small peptides or whole FPs. Of the four lateral surfaces on FtsZ pfs, we obtained inserts on the front and back surfaces that were functional for cell division. We concluded that these faces are not sites of essential interactions. Inserts at two sites, G124 and R174 located on the left and right surfaces, completely blocked function, and were identified as possible sites for essential lateral interactions. Another goal was to find a location within FtsZ that supported fusion of FP reporter proteins, while allowing the FtsZ-FP to function as the sole source of FtsZ. We discovered one internal site, G55-Q56, where several different FPs could be inserted without impairing function. These FtsZ-FPs may provide advances for imaging Z-ring structure by super-resolution techniques.

The Ct linker is the most divergent region of FtsZ in both sequence and length. In E. coli FtsZ the Ct linker is 50 amino acids (aa), but for other FtsZ it can be as short as 37 aa or as long as 250 aa. The Ct linker has been hypothesized to be an IDP. In the present study, circular dichroism confirmed that isolated Ct linkers of E. coli (50 aa) and C. crescentus (175 aa) are IDPs. Limited trypsin proteolysis followed by mass spectrometry (LC-MS/MS) confirmed Ct linkers of E. coli (50 aa) and B. subtilis (47 aa) as IDPs even when still attached to the globular domain. In addition, we made chimeras, swapping the E. coli Ct linker for other peptides and proteins. Most chimeras allowed for normal cell division in E. coli, suggesting that IDPs with a length of 43 to 95 aa are tolerated, sequence has little importance, and electrostatic charge is unimportant. Several chimeras were purified to confirm the effect they had on pf assembly. We concluded that the Ct linker functions as a flexible tether allowing for force to be transferred from the FtsZ pf to the membrane to constrict the septum for division.

Spontaneous Unfolding and Refolding of FNIII Domains Assayed by Thiol Exchange

Fibronectin (FN) is a large extracellular matrix (ECM) protein that is made up of

type I (FNI), type II (FNII), & type III (FNIII) domains. It assembles into an insoluble

supra-­‐‑molecular structure: the fibrillar FN matrix. FN fibrillogenesis is a cell‐‑mediated process, which is initiated when FN binds to integrins on the cell surface. The FN matrix plays an important role in cell migration, proliferation, signaling & adhesion. Despite decades of research, the FN matrix is one of the least understood supra-­‐‑molecular protein assemblies. There have been several attempts to elucidate the exact mechanism of matrix assembly resulting in significant progress in the field but it is still unclear as to what are FN-­‐‑FN interactions, the nature of these interactions and the domains of FN that

are in contact with each other. FN matrix fibrils are elastic in nature. Two models have been proposed to explain the elasticity of the fibrils. The first model: the ‘domain unfolding’ model postulates that the unraveling of FNIII domains under tension explains fibril elasticity.

The second model relies on the conformational change of FN from compact to extended to explain fibril elasticity. FN contain 15 FNIII domains, each a 7-­‐‑strand beta sandwich. Earlier work from our lab used the technique of labeling a buried Cys to study the ‘domain unfolding’ model. They used mutant FNs containing a buried Cys in a single FNIII domain and found that 6 of the 15 FNIII domains label in matrix fibrils. Domain unfolding due to tension, matrix associated conformational changes or spontaneous folding and unfolding are all possible explanation for labeling of the buried Cys. The present study also uses the technique of labeling a buried Cys to address whether it is spontaneous folding and unfolding that labels FNIII domains in cell culture. We used thiol reactive DTNB to measure the kinetics of labeling of buried Cys in eleven FN III domains over a wide range of urea concentrations (0-­‐‑9M). The kinetics data were globally fit using Mathematica. The results are equivalent to those of H-­‐‑D exchange, and

provide a comprehensive analysis of stability and unfolding/folding kinetics of each

domain. For two of the six domains spontaneous folding and unfolding is possibly the reason for labeling in cell culture. For the rest of the four domains it is probably matrix associated conformational changes or tension induced unfolding.

A long-­‐‑standing debate in the protein-­‐‑folding field is whether unfolding rate

constants or folding rate constants correlate to the stability of a protein. FNIII domains all have the same ß sandwich structure but very different stabilities and amino acid sequences. Our study analyzed the kinetics of unfolding and folding and stabilities of eleven FNIII domains and our results show that folding rate constants for FNIII domains are relatively similar and the unfolding rates vary widely and correlate to stability. FN forms a fibrillar matrix and the FN-­‐‑FN interactions during matrix fibril formation are not known. FNI 1-­‐‑9 or the N-­‐‑ terminal region is indispensible for matrix formation and its major binding partner has been shown to be FNIII 2. Earlier work from our lab, using FRET analysis showed that the interaction of FNI 1-­‐‑9 with a destabilized FNIII 2 (missing the G strand, FNIII 2ΔG) reduces the FRET efficiency. This efficiency is restored in the presence of FUD (bacterial adhesion from S. pyogenes) that has been known to interact with FNI 1-­‐‑9 via a tandem ß zipper. In the present study we

use FRET analysis and a series of deletion mutants of FNIII 2ΔG to study the shortest fragment of FNIII 2ΔG that is required to bind FNI 1-­‐‑9. Our results presented here are qualitative and show that FNIII 2ΔC’EFG is the shortest fragment required to bind FNI 1-­‐‑9. Deletion of one more strand abolishes the interaction with FNI 1-­‐‑9.

FtsZ Protofilament Curvature is the Opposite of Tubulin Rings

Bacterial tubulin homolog FtsZ assembles straight protofilaments (pfs) that form the scaffold of the cytokinetic Z ring. These pfs can adopt a curved conformation forming a miniring or spiral tube 24 nm in diameter. Tubulin pfs also have a curved conformation, forming 42 nm tubulin rings. We have previously provided evidence that FtsZ generates a constriction force by switching from straight pfs to the curved conformation, generating a bending force on the membrane. In the simplest model the membrane tether, which exits from the C terminus of the globular FtsZ, would have to be on the outside of the curved pf. However, it is well established that tubulin rings have the C terminus on the inside of the ring. Could FtsZ and tubulin rings have the opposite curvature? In the present study we explored the direction of curvature of FtsZ rings by fusing large protein tags to the N or C terminus of the FtsZ globular domain. FtsZ with a protein tag on the N terminus did not assemble tubes. This was expected if the N terminus is on the inside, because the protein tags are too big to fit in the interior of the tube. FtsZ with C-terminal tags assembled normal tubes, consistent with the C terminus on the outside. The FN extension was not visible in negative stain, but thin section EM gave definitive evidence that the C-terminal tag was on the outside of the tubes. This has interesting implications for the evolution of tubulin. It seems likely that tubulin began with the curvature of FtsZ, which would have resulted in pfs curving toward the interior of a disassembling MT. Evolution not only eliminated this undesirable curvature, but managed to reverse direction to produce the outward curving rings, which is useful for pulling chromosomes.

Development and testing of an analytical framework for immunization program planning in Canada

Thèse numérisée par la Direction des bibliothèques de l'Université de Montréal.

Season-Long Examination of the Intervention Tone of Coach-Athlete Interactions and Athlete Development in Youth Sport

Objectives: Coaches are a primary influence on athletes' development in youth sport (Horn, 2008). However, the intervention tone of coaches' behaviour has not been directly observed. The purpose of this study was to examine associations between the intervention tone exhibited by youth sport coaches and athletes' individual developmental trajectories over the course of a season. Design: Short-term longitudinal study with behavioural observation. Method: Fifty-five athletes and their coaches from five youth volleyball teams were observed at three time points, and the intervention tone of interactive behaviour was systematically coded and organized by coach-athlete dyad. Athletes completed measures of the 4C's of athlete development (competence, confidence, connection, character) at each time point, which were used to create individualized developmental trajectories. Person-centred analyses were used to examine associations between athletes' developmental trajectories and their unique interactive experiences with their coach. Results: Cluster analysis revealed the presence of three distinct clusters based on athletes' developmental trajectories: 1) high and increasing, 2) low and decreasing, and 3) moderate and maintaining, with athletes from each team distributed across clusters. Analysis of dyadic interaction profiles revealed significant differences in interactive behaviour between clusters. Conclusions: Results suggest that differences in coach-athlete interactive experiences are associated with different developmental trajectories over the course of a season, even for athletes working with the same coach, highlighting the individualized nature of coaches' influence on young athletes. Practical implications for coaches include a critical awareness of their unique interactive relationship with each athlete independently, as well as the importance of fostering these relationships with regard to young people as more than just athletes.

Understanding Sources of Knowledge for Coaches of Athletes with Intellectual Disabilities

Background: Recent research has investigated development of coaching knowledge; however, less research has investigated the development of coaches who coach athletes with intellectual disabilities. The purpose of this study was to understand how coaches of athletes with intellectual disabilities gain their knowledge. Method Forty-five Special Olympics Canada coaches participated in structured telephone interviews investigating actual and ideal sources of coaching knowledge. Coaching knowledge was categorized across the dimensions of competition, organization and training. Results Coaches primarily learned by doing and by consulting with coaching peers. Information about ideal sources of coaching knowledge demonstrates that coaches would value structured coaching courses, learning from mentors and from administrative support, in addition to learning on their own and from peers. Discussion Results suggest that a broader approach to education should be incorporated into coaching athletes with intellectual disabilities. Recommendations for achieving such goals are provided.

Experience in Competitive Youth Sport and Needs Satisfaction: The Singapore Story

The purpose of this study was to examine the relationship between sport experiences and psychological needs satisfaction of Singapore high school athletes who were involved in inter-school competition. A total of 1250 school athletes from 22 sports participated in the study. The athletes were between 13 and 18 years old and had an average of 3 years of experience in school sport (SD=.18). Cluster analysis was employed to identify homogenous groups based on the seven developmental experiences domains of the Youth Experience Survey (YES 2.0; Hansen & Larson, 2005). A one-way analysis of variance (ANOVA) was conducted to determine whether differences existed among the clusters in terms of psychological needs satisfaction (i.e., sense of autonomy, perceived competence and relatedness). The results of the cluster analysis showed that there were different subgroups of athletes with distinct developmental experiences, and they varied in the degree to which their psychological needs were satisfied. Generally, subgroups that had high levels of positive experiences and low levels of negative experiences in sport had better fulfillment of psychological needs. It is important to ensure that policies and programmes are formulated, delivered and monitored effectively to promote positive experiences for youth who are involved in competitive sports.

Applied Research Sport Experiences, Milestones, and Educational Activities Associated With High-Performance Coaches' Development

What experiences are needed to become a high-performance coach? The present study addressed this question through structured retrospective quantitative interviews with 10 team- and 9 individual-sport coaches at the Canadian interuniversity-sport level. Minimum amounts of certain experiences were deemed necessary but not sufficient to become a high-performance coach (e.g., playing the sport they now coach and interaction with a mentor coach for all coaches, leadership opportunities as athletes for team-sport coaches only). Although coaches reported varying amounts of these necessary experiences, general stages of high-performance coach development were traced. Findings serve to identify and support potential high-performance coaches and increase the effectiveness of formal coaching-education programs.