Disseminação horizontal de genes que codificam para β-lactamases de espectro alargado em isolados de enterobacteriaceae de origem hospitalar

Projeto de Pós-Graduação/Dissertação apresentado à Universidade Fernando Pessoa como parte dos requisitos para obtenção do grau de Mestre em Ciências Farmacêuticas

Investigation of numerical atomic orbitals for first-principles calculations of the electronic and transport properties of silicon nanowire structures

This thesis is focused on the application of numerical atomic basis sets in studies of the structural, electronic and transport properties of silicon nanowire structures from first-principles within the framework of Density Functional Theory. First we critically examine the applied methodology and then offer predictions regarding the transport properties and realisation of silicon nanowire devices. The performance of numerical atomic orbitals is benchmarked against calculations performed with plane waves basis sets. After establishing the convergence of total energy and electronic structure calculations with increasing basis size we have shown that their quality greatly improves with the optimisation of the contraction for a fixed basis size. The double zeta polarised basis offers a reasonable approximation to study structural and electronic properties and transferability exists between various nanowire structures. This is most important to reduce the computational cost. The impact of basis sets on transport properties in silicon nanowires with oxygen and dopant impurities have also been studied. It is found that whilst transmission features quantitatively converge with increasing contraction there is a weaker dependence on basis set for the mean free path; the double zeta polarised basis offers a good compromise whereas the single zeta basis set yields qualitatively reasonable results. Studying the transport properties of nanowire-based transistor setups with p+-n-p+ and p+-i-p+ doping profiles it is shown that charge self-consistency affects the I-V characteristics more significantly than the basis set choice. It is predicted that such ultrascaled (3 nm length) transistors would show degraded performance due to relatively high source-drain tunnelling currents. Finally, it is shown the hole mobility of Si nanowires nominally doped with boron decreases monotonically with decreasing width at fixed doping density and increasing dopant concentration. Significant mobility variations are identified which can explain experimental observations.

BARRIERS AND SOLUTIONS TO OPEN SOURCE APPROPRIATE TECHNOLOGY FOR SUSTAINABLE DEVELOPMENT: INNOVATION THROUGH COLLABORATION

It has been proposed that the field of appropriate technology (AT) - small-scale, energy efficient and low-cost solutions, can be of tremendous assistance in many of the sustainable development challenges, such as food and water security, health, shelter, education and work opportunities. Unfortunately, there has not yet been a significant uptake of AT by organizations, researchers, policy makers or the mainstream public working in the many areas of the development sector. Some of the biggest barriers to higher AT engagement include: 1) AT perceived as inferior or ‘poor persons technology’, 2) questions of technological robustness, design, fit and transferability, 3) funding, 4) institutional support, as well as 5) general barriers associated with tackling rural poverty. With the rise of information and communication technologies (ICTs) for online networking and knowledge sharing, the possibilities to tap into the collaborative open-access and open-source AT are growing, and so is the prospect for collective poverty reducing strategies, enhancement of entrepreneurship, communications, education and a diffusion of life-changing technologies. In short, the same collaborative philosophy employed in the success of open source software can be applied to hardware design of technologies to improve sustainable development efforts worldwide. To analyze current barriers to open source appropriate technology (OSAT) and explore opportunities to overcome such obstacles, a series of interviews with researchers and organizations working in the field of AT were conducted. The results of the interviews confirmed the majority of literature identified barriers, but also revealed that the most pressing problem for organizations and researchers currently working in the field of AT is the need for much better communication and collaboration to share the knowledge and resources and work in partnership. In addition, interviews showcased general receptiveness to the principles of collaborative innovation and open source on the ground level. A much greater focus on networking, collaboration, demand-led innovation, community participation, and the inclusion of educational institutions through student involvement can be of significant help to build the necessary knowledge base, networks and the critical mass exposure for the growth of appropriate technology.

Birth technology competence: a concept analysis

Aim. To identify birth technology competencies used by midwives to support women during the birthing process and to explore the concept of birth technology competence in midwifery practice in order to inform both education and practice. Objective. To define attributes of birth technology competence. Method. The Chinn and Kramer framework for concept analysis was used to examine sources including popular and professional literature, government reports and statutory regulation. The model allows for the exploration of three areas of experience, which interact to form the meaning of an idea or concept – feelings, values and attitudes associated with the concept, the symbolic label for the concept and the concept itself. Results. Exploration of the literature led to the development of exemplar cases that illuminate tentative attributes of the concept, contained within three domains – interpersonal skills, professional knowledge and clinical proficiency. Implications. Following testing in midwifery practice to ensure its transferability into the clinical context, the theoretical perspective developed here will provide a basis to inform education and practice in relation to the use of technology.

Bereavement needs assessment in specialist palliative care: A review of the literature

Bereavement needs assessment for specialist palliative care services has been highlighted as important by NICE guidance on palliative care for adults with cancer. Identifying and implementing appropriate bereavement measurement tools has remained a challenge. This paper identifies and reviews bereavement measurement tools to determine their suitability for use within bereavement services and hospice settings. Cochrane, MEDLINE, PsycINFO and CINAHL, electronic databases were searched, yielding 486 papers. From fifty-nine full text papers appraised, 10 measurement tools were analysed in detail. Some tools had been tested on specific populations which limited transferability to specialist palliative care settings; some lacked adequate theoretical links and were not effective in discriminating between normal and complicated grief reactions; and some lacked clear evidence of validity or reliability. Based on these criteria, conclusions are drawn about the suitability of particular tools for UK bereavement services and hospice settings where intervention is delivered by both trained professionals and volunteers.

Testing the stability of the benefit transfer function for discrete choice contingent valuation data

This paper examines the stability of the benefit transfer function across 42 recreational forests in the British Isles. A working definition of reliable function transfer is Put forward, and a suitable statistical test is provided. A novel split sample method is used to test the sensitivity of the models' log-likelihood values to the removal of contingent valuation (CV) responses collected at individual forest sites, We find that a stable function improves Our measure of transfer reliability, but not by much. We conclude that, in empirical Studies on transferability, considerations of function stability are secondary to the availability and quality of site attribute data. Modellers' can study the advantages of transfer function stability vis-a-vis the value of additional information on recreation site attributes. (c) 2008 Elsevier GmbH. All rights reserved.

Electronic structure and total energy of interstitial hydrogen in iron: Tight-binding models

An application of the tight binding approximation is presented for the description of electronic structure and interatomic force in magnetic iron, both pure and containing hydrogen impurities. We assess the simple canonical d-band description in comparison to a non orthogonal model including s and d bands. The transferability of our models is tested against known properties including the segregation energies of hydrogen to vacancies and to surfaces of iron. In many cases agreement is remarkably good, opening up the way to quantum mechanical atomistic simulation of the effects of hydrogen on mechanical properties.

Getting priorities straight: Risk assessment and decision-making in the improvement of inherited disorders in pedigree dogs

The issue of inherited disorders in pedigree dogs is not a recent phenomenon and reports of suspected genetic defects associated with breeding practices date back to Charles Darwin's time. In recent years, much information on the array of inherited defects has been assimilated and the true extent of the problem has come to light. Historically, the direction of research funding in the field of canine genetic disease has been largely influenced by the potential transferability of findings to human medicine, economic benefit and importance of dogs for working purposes. More recently, the argument for a more canine welfare-orientated approach has been made, targeting research efforts at the alleviation of the most suffering in the greatest number of animals.

End-of-Life care and people with intellectual disabilities: A multi-media educational resource

Aim This study aimed to develop and evaluate a multi-media educational resource in palliative and end-of-life care for specialist palliative care and intellectual disability services which promoted collaborative working. Methods: A mixed methods design involving three phases was used. Qualitative data were obtained from semi-structured interviews with a purposive sample of professionals (n=30) and family carers (n=5) and from two focus groups with people with intellectual disabilities (n=17). Data were content analysed as outlined y Newell and Burnard (2006). This identified training needs and issues, in end-of-life care for this population which were confirmed through quantitative data from services in a regional scoping study analysed using descriptive statistics. A DVD and manual were developed and evaluated with twelve professionals. Data were collected using a solicited diary, the Readiness for Inter-professional Learning Scale, Likert Scales and an evaluation questionnaire. Thematic analysis and descriptive statistics appropriate to data were used.Results: Findings suggest that this resource demonstrates the need for and benefits of partnership working and transferability of this learning to practice could address issues at end-of-life for people with intellectual disabilities. Conclusions: Findings of this study have importance for partnership working and service provision in end-of-life care for this population.

Complete nucleotide sequence of pVQS1 containing a quinolone resistance determinant from Salmonella enterica serovar Virchow associated with foreign travel

Nalidixic acid-resistant Salmonella enterica serovars Kentucky (n5) and Virchow (n6) cultured from individuals were investigated for the presence of plasmid-mediated quinolone resistance (PMQR) determinants.

PMQR markers and mutations within the quinolone resistance-determining regions of the target genes were investigated by PCR followed by DNA sequencing. Conjugation, plasmid profiling and targeted PCR were performed to demonstrate the transferability of the qnrS1 gene. Subsequently, a plasmid was identified that carried a quinolone resistance marker and this was completely sequenced.

A Salmonella Virchow isolate carried a qnrS1 gene associated with an IncN incompatibility group conjugative plasmid of 40995 bp, which was designated pVQS1. The latter conferred resistance to ampicillin and nalidixic acid and showed sequence similarity in its core region to plasmid R46, whilst the resistance-encoding region was similar to pAH0376 from Shigella flexneri and pINF5 from Salmonella Infantis and contained an IS26 remnant, a complete Tn3 structure, a truncated IS2 element and a qnrS1 marker, followed by IS26. In contrast to pINF5, IS26 was identified immediately downstream of the qnrS1 gene.

This is the first known report of a qnrS1 gene in Salmonella spp. in Switzerland. Analysis of the complete nucleotide sequence of the qnrS1-containing plasmid showed a novel arrangement of this antibiotic resistance-encoding region.

Single-laboratory validation of a multiplex flow cytometric immunoassay for the simultaneous detection of coccidiostats in eggs and feed

Coccidiostats are authorized in the European Union (EU) to be used as poultry feed additives. Maximum (residue) levels (M(R)Ls) have been set within the EU for consumer and animal protection against unintended carry-over, and monitoring is compulsory. This paper describes the single-laboratory validation of a previously developed multiplex flow cytometric immunoassay (FCIA) as screening method for coccidiostats in eggs and feed and provides and compares different approaches for the calculation of the cut-off levels which are not described in detail within Commission Decision 2002/657/EC. Comparable results were obtained between the statistical (reference) approach and the rapid approaches. With the most rapid approach, the cut-off levels for narasin/salinomycin, lasalocid, diclazuril, nicarbazin (DNC) and monensin in egg, calculated as percentages of inhibition (%B/B0), were 60, 32, 76, 80 and 84, respectively. In feed, the cut-off levels for narasin/salinomycin, lasalocid, nicarbazin (DNC) and monensin were 70, 64, 72 and 78, respectively, and could not be determined for diclazuril. For all analytes, except for diclazuril in feed, the rate of false positives (false non-compliant) in blank samples was lower than 1 %, and the rate of false negatives (false compliant) at the M(R)Ls was below 5 %. Additionally, very good correlations (r ranging from 0.994 to 0.9994) were observed between two different analysers, a sophisticated flow cytometer (FlexMAP 3D(®)) and a more cost-efficient and transportable planar imaging detector (MAGPIX(®)), hence demonstrating adequate transferability.

Formando o cidadão desde o jardim-de-infância: o contributo das práticas de avaliação das aprendizagens dos educadores de infância em colaboração com a família

A presente investigação procura compreender o fenómeno complexo e dinâmico que é a avaliação das aprendizagens das crianças em colaboração com a família na Educação Pré-Escolar (EPE) como forma de potenciar o desenvolvimento de competências pelas crianças. Assim, e recorrendo a um estudo de caso com uma componente de investigação-acção, pretende-se (i) compreender as concepções e práticas de avaliação de aprendizagens na EPE desenvolvidas por um grupo de educadores de uma Instituição Privada de Solidariedade Social da região centro do país e (ii) potenciar, através de formação em contexto que contemple o desenvolvimento de estratégias inerentes a uma avaliação das aprendizagens em colaboração com a família das crianças, o desenvolvimento profissional dos educadores de infância neste âmbito, proporcionando experiências educativas que levem as crianças a desenvolver um conjunto de competências inerentes à nova natureza dos saberes básicos de todos os cidadãos do séc. XXI. Tomando como ideias base da investigação a concepção (i) da criança enquanto cidadão (Prout, 2005; Vasconcelos, 2009) e (ii) da família enquanto primeira e principal educadora das crianças (Steves, Hough & Nurs, 2002), a investigação foi desenvolvida em quatro fases: Fase I – Formulação de um referencial de competências para a EPE inerentes à nova natureza dos saberes básicos do séc. XXI e seu processo de transferibilidade e credibilidade; Fase II – Diagnóstico das concepções dos participantes da investigação sobre avaliação das aprendizagens na EPE e colaboração Instituição/Família; Fase III – Construção e implementação de um programa de formação para educadores de infância; Fase IV – Avaliação do impacte do programa de formação nas concepções e práticas de avaliação das aprendizagens dos educadores de infância. A fase I centra-se na formulação de um referencial de competências transversais para a EPE inerentes à nova natureza dos saberes básicos do séc. XXI (Cachapuz, Sá-Chaves & Paixão, 2004) e no seu processo de transferibilidade e credibilidade através da reflexão/discussão do respectivo referencial com um painel de especialistas e profissionais. Identificaram-se quatro competências transversais a serem desenvolvidas pelas crianças centradas nas dimensões do aprender a aprender, aprender a comunicar e a expressar-se, aprender a ser e estar e aprender a reflectir. A fase II incide no diagnóstico das concepções de avaliação das aprendizagens na EPE e de colaboração Instituição/Família dos 6 educadores de infância, 17 pais e 17 crianças participantes no estudo, recorrendo a entrevistas, à análise documental e à observação de práticas. A análise dos dados recolhidos demonstra que é necessário recuperar um verdadeiro discurso didáctico e educativo da avaliação das aprendizagens, deixando de a conceber como sinónimo de medida e de objectividade e melhorando as práticas de avaliação de VII modo a potenciar o desenvolvimento de competências pelas crianças. A fase III preenche-se na construção e implementação de um programa de formação, creditado e correspondente a 50 horas, para educadores de infância sobre avaliação de competências na EPE em colaboração com a família. O programa de formação foi desenvolvido a partir (i) das concepções diagnosticadas, (ii) dos indicadores da investigação em formação contínua e em avaliação na EPE e (iii) de um modelo de desenvolvimento profissional baseado na reflexão, na observação e supervisão e na investigação-acção (Shön, 1992; Alarcão, 2000; Roldão, 2008; Cadório & Simão, 2011). Os indicadores obtidos demonstram que o programa de formação contribuiu para o enriquecimento profissional dos formandos ao nível da (re)construção de conhecimento, da reflexão constante e colaborativa sobre as práticas de avaliação, da mudança de atitudes e práticas de avaliação das aprendizagens e na compreensão mais profunda da complexidade, diversidade e necessidade de cada criança. Além disso, os indicadores obtidos também evidenciam a importância de uma avaliação das aprendizagens em colaboração com os pais das crianças para o desenvolvimento progressivo das competências transversais para a EPE e, consequentemente, para a obtenção de sucesso educativo. A fase IV consiste na avaliação do impacte do programa de formação nas concepções e práticas avaliativas dos educadores de infância através de, à semelhança da fase II, entrevistas aos 6 educadores de infância, aos 17 pais e às 17 crianças, à análise documental e à observação de práticas. Os resultados obtidos demonstram que o programa de formação teve impacte nas práticas de avaliação das aprendizagens a nível micro (decisões no interior da sala de actividades) e, mais reduzido, a nível meso (decisões a nível institucional). Os educadores de infância integraram nas suas práticas pedagógicas algumas estratégias avaliativas implementadas durante o programa de formação, consciencializando-se da importância da avaliação na EPE se centrar em procedimentos descritivos com enfoque na actividade da criança e na documentação e registo do trabalho realizado no dia-a-dia e do desenvolvimento de competências de cada criança (Gaustad, 1996; Parente, 2002). Contudo, e no que se refere à colaboração dos pais no processo de avaliação das aprendizagens das crianças, o programa de formação não proporcionou qualquer impacte nas práticas avaliativas dos educadores de infância. Apesar dos discursos transparecerem uma consciencialização da importância da família participar e influenciar a tomada de decisões ao longo do processo de avaliação das aprendizagens (Oliveira-Formosinho & Araújo, 2004), não foram tomadas medidas de mudança de práticas neste sentido, permanecendo os pais das crianças como sujeitos passivos neste processo. Uma visão integradora sobre os resultados obtidos ao longo da presente investigação revela a necessidade de se continuar a investigar e a construir novos caminhos na formação contínua dos educadores de infância de modo a recuperar um verdadeiro discurso educativo da avaliação das aprendizagens com impacte nas práticas pedagógicas e onde a família das crianças surja como parceira num trabalho a desenvolver colaborativamente.

Ulster PD Scheme: Using e-portfolios and professional conversations to evidence recognition claims

Vicky Davies and Sarah Maguire are Professional Development Managers at the University of Ulster. They have many years of experience in delivering and assessing Higher Education Academy claims for recognition via accredited provision for new teaching staff and post-graduate students. More recently they led the development of the University of Ulster’s Professional Development Scheme http://www.ulster.ac.uk/centrehep/pds/ . The core elements of the PD Scheme are the production of an e-portfolio and an assessed professional conversation. This workshop will explore the learning they have acquired through developing this process and piloting it with applicants. You will have the opportunity to discuss this and to identify any transferability to your own practice.

Logoplaste: Internationalization to South Africa through flexible packaging

A Work Project, presented as part of the requirements for the Award of a Masters Degree in Management from the NOVA – School of Business and Economics

The nature of the highly artistic student in visual arts at secondary school /

This qualitative investigation examined the nature of 7 highly artistic visual arts students at 2 secondary schools in southcentral Ontario. Through interviews, questionnaires, observations, and artwork documents, this study attempted to understand these highly artistic students in terms of creativity, motivation, social and emotional perspectives, and cognitive processes. Data collection occuned over a 3-monlh period. and the data analysis program NVivo 7 was used for coding to develop themes and categories for organizing data. The findings of this study illustrate the significant place that \ isual arts can lake in the growth and development for the youth of today. Participants idcniificd dcxclopnig critical thinking and problem-solving skills, taking risks, and meeting challenges ilirouuh their engagement in the creative process. The transferability of these skills \\ as referenced to numerous aspects of their lives. By enhancing individual perspectives through the study of visual arts, their local and world connections were extended, and environmental and societal concerns evolved. In addition, the communicative opportunities that visual arts provided for these students in terms of personal expression provided emotional health and paths of personal discovery. Through the participants' production of artwork with the many stages this involves, combined with insight into their needs, the participants relayed miportant suggestions for programming enhancements and educational settmgs lor \ isiial arts classrooms. These suggestions are meaningful for educators and curriculum developers of the future.