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Folheto informativo é um produto técnico da dissertação apresentada pelo mestrando Marcelo Dal Moro Sasdelli ao Programa de Mestrado Profissional “Ensino em Saúde”, da Faculdade de Medicina de Marília, para obtenção do título de Mestre, com área de concentração Ensino em Saúde, sob orientação da Prof. Dra. Ieda Francischetti. Frente à necessidade de divulgação do conceito de cuidados paliativos, bem como ao fato da Santa Casa de Misericórdia de Marília ser referência na região em Oncologia, Nefrologia e Cardiologia, onde estão envolvidas doenças ameaçadoras à vida, faz-se necessária a adoção de educação em saúde com informações que auxiliem e desmistifiquem o cuidado paliativo. Para tanto, foi desenvolvido e divulgado o folheto explicativo mostrado abaixo. Além disso, visto a morfina ser o principal opioide no alívio da dor do paciente em cuidados paliativos, a sua utilização está envolta em mitos, tanto por parte dos pacientes, quanto por profissionais de saúde. Portanto, há também a necessidade de desmistificar a sua aplicação por meio da propagação de informações adequadas a toda população. Nesse sentido, desenvolveu-se um folheto explicativo em que o mesmo é dobrado ao meio, para ser aberto e folheado, como páginas de um livreto para a divulgação à toda população que frequenta o hospital.

The convergence of AI and Free Software is briefly analysed in this paper from the perspective of licensing, especially considering the necessity to promote openness respecting the historical principles of software freedom. Some challenges in achieving openness in the licensing scheme of AI are highlighted. Inparticular, the uncoordinated growing proliferation of licences claiming to be “free and open source” but imposing extra limitations on software freedom may lead to licence incompatibility, a well-known challenge faced by the Free Software community.This paper clarifies why using licences to address behavioural and usage restrictions may affect distribution of control over AI technologies, and how the complexities of non-free licences in multi-source software development can affect compliance efforts.In conclusion, three recommendations are proposed:• Preserving openness in AI by safeguarding the four freedoms of software. Restrictions on software freedom disable control, transparency and oversight over technology. This results in a negative impact on people’s digital autonomy, distribution of powerin the society and ultimately the democracy.• Keeping licensing of AI technologies cohesive and interoperable with Free Software licences by avoiding licence proliferation, increasing legal interoperability and simplifying licence adoption.• Encouraging engagement with civil society actors in initiatives aimed to make AI more open, accessible, transparent and auditable.

El presente trabajo de grado se realizó en la Institución Educativa Distrital Gerardo Paredes de la localidad de Suba, con el objetivo de fortalecer el proceso de escritura en los estudiantes del curso 201 de la jornada mañana. Para esto, se utilizó la Técnica de Correspondencia Interescolar (Freinet, 1969), como estrategia didáctica para producir textos epistolares e intercambiarlos con pares académicos de la institución educativa San Andrés de los Altos de la localidad de Usme, de manera que la escritura se consolidara como una práctica social de lenguaje a partir de la cual, los corresponsales comunicaron entre sí aspectos de su vida escolar, familiar y personal. Para la producción de los escritos se implementaron las fases de planeación, traducción y revisión planteadas en el Modelo Cognitivo de la Escritura de Flowers y Hayes (1980) con la finalidad de hacer de la escritura un proceso sistemático, de construcción de conocimiento. This degree work was carried out at the Gerardo Paredes Educational Institution in the town of Suba, with the aim of strengthening the writing process in the students of course 201 of the morning session. For this, the Interscholastic Correspondence Technique (Freinet, 1969) was used as a didactic strategy to produce epistolary texts and exchange them with academic peers from the San Andrés de los Altos Educational Institution in the town of Usme, so that writing was consolidated as a social practice of language from which the correspondents communicated among themselves aspects of their school, family and personal life. For the production of the writings, the planning, translation and revision phases proposed in the Cognitive Model of Writing by Flowers and Hayes (1980) were implemented in order to make writing a systematic process of knowledge construction. Magíster en Educación Modalidad Profundización Con Énfasis En Didáctica Del Lenguaje Maestría

Tuberculosis is a widespread disease, it is estimated that a quarter of the population is infected with it, and more than a million people die from the infection every year. The most useful drugs in the treatment of tuberculosis are rifampicin and isoniazid. In addition to them, pyrazinamide and ethambutol are also in the first line of defence. The treatment of the active form is rather long-term and in the best-case scenario it lasts 6 months, and when resistance occurs it is even longer. Isoniazid is a prodrug that requires prior cellular activation for its action, i.e. oxidation by KatG, which enables it to inhibit the InhA enzyme. InhA is a key enzyme in the biosynthesis of mycolic acids, which enable the mycobacterial cell to survive in extreme conditions by forming a waxy layer that surrounds the cell. By inhibiting InhA, isoniazid prevents their synthesis, which leads to cell lysis. However, there is an increasing incidence of point mutations in KatG, which disable the activation of isoniazid, which leads to resistant forms of tuberculosis and thus to the search for new, direct inhibitors of the InhA enzyme. As part of this master's thesis, we started the synthesis of new potential direct inhibitors of InhA with a tetrahydropyran skeleton, where we made minor changes to the phenyl ring and the methylene linker. With this, we wanted to investigate the active site of the enzyme InhA. We synthesized 5 final compounds, whose ability to inhibit InhA (IC50) was determined at the University of Ljubljana, Faculty of Pharmacy. The compound 16 inhibited InhA enzyme in nanomolar range (IC50 = 329 nM) and that value came closer to the IC50s of already known inhibitors. In addition, colleagues at the Veterinary Faculty of the University of Ljubljana also determined antibacterial activity (MIC) on S. aureus and E. coli, because they have similar fatty acid synthesis to Mycobacterium Tuberculosis, the bacteria responsible for the infection. Unfortunately, neither compound inhibited either bacteria at a concentration of 128 µg/mL, or lower, which does not rule out the possibility that it does not inhibit M.tuberculosis. Tuberkuloza je zelo razširjena bolezen, ocenjuje se, da je z njo okuženih že četrtina prebivalstva, letno pa zaradi okužbe umre več kot milijon ljudi. Najbolj uporabni zdravili pri zdravljenju tuberkuloze sta rifampicin in izoniazid. Poleg njiju sta v prvi liniji obrambe še pirazinamid in etambutol. Zdravljenje aktivne oblike je precej dolgotrajno in v najboljšem primeru traja 6 mesecev, kadar pride do rezistence pa se še podaljša. Izoniazid je predzdravilo, ki za svoje delovanje potrebuje predhodno celično aktivacijo in sicer oksidacijo s KatG, kar mu omogoča zaviralno delovanje na encim InhA. InhA je ključen encim v biosintezi mikolnih kislin, zaradi katerih lahko mikobakterijska celica preživi v ekstremnih razmerah, saj tvorijo voskasto plast, ki obdaja celico. Izoniazid z zaviranjem InhA prepreči njihovo sintezo, kar vodi v lizo celice. A vendar je vedno večja pojavnost točkovnih mutacij v KatG, zaradi katerih se onemogoči aktivacija izoniazida, kar vodi v rezistentne oblike tuberkuloze. Zato bi bili novi direktni zaviralci encima InhA zelo dobrodošli. V okviru magistrske naloge smo se lotili sinteze novih potencialnih direktnih zaviralcev InhA s tetrahidropiranskim skeletom, kjer smo na fenilni obroč in metilenski distančnik vnesli manjše spremembe. S tem smo želeli raziskati aktivno mesto encima InhA. Sintetizirali smo 5 končnih spojin, katerim smo na Univerzi v Ljubljani, Fakulteti za farmacijo, določili sposobnost zaviranja encima InhA (IC50). Najboljša spojina (16) je zavirala encim InhA v nanomolarnem območju (IC50 = 329 nM) in se je po aktivnost približala že znanim zaviralcem. Poleg tega so kolegi na Veterinarski fakulteti Univerze v Ljubljani določili tudi protibakterijsko delovanje (MIK) na Staphylococcus aureus in Escherichia coli, ker imata podobno encimsko pot za sintezo maščobnih kislin kot Mycobacterium Tuberculosis, bakterijo odgovorno za okužbo s tuberkulozo. Žal nobena spojina ni zavirala ne ene ne druge bakterije pri koncentraciji 128 µg/mL ali nižje, kar pa ne izključuje možnosti, da ne zavira bakterije M. tuberculosis.

Introduction: The COVID-19 pandemic has drastically changed both the world order and our daily lives. This situation, which affects every aspect of life, has also caused significant changes in education systems. Schools have started to switch to distance education systems. Children and adolescents were also very affected by this new situation. Opinions have developed that this change in environmental factors also affects cognitive processes (especially those related to higher executive functions and social cognition). The effect of internet communication, information exchange, communication and screen exposure on our cognitive functions is unclear. There are few studies in the literature on the effects of internet and screen interactions of children and adolescents on their cognition and social cognition. There is much less research on the effects of distance education systems on students' cognition. Humans are social beings by nature. In the distance education system, the need for socialization, which is necessary for the socio-cognitive development and functionality of the students, will not be met face to face with the school system, and this deficiency will be tried to be eliminated in the virtual environment. Research on the effects of distance education will shed light on the effects of this system, which is likely to continue to be used in the future, on people. Objective: This research was planned in order to evaluate the effects of distance education on the social cognition, internet addiction and academic motivation of 8th grade students, and secondarily to examine the relationship between related sociodemographic and other data. Method: Participation in our study's first stage started in January 2021, when the students were receiving uninterrupted distance education for a minimum of 4 months, and until March, the participation of 122 students and their parents was completed. In the first stage, the ix parents took the socio-demographic data form containing the relevant data, then the social responsiveness scale and the conners parent rating scale renewed forms, the students the socio-demographic form, the mind-reading test, the faces test, the cognitive, emotional and bodily empathy scale for children, the Bapint internet They completed the addiction form and the academic motivation scale. The second phase of our study started in June 2021 with the participation of 37 of the students who participated in the first phase, while they were receiving face-to-face education for a minimum of 3.5 months. At this stage, after the parents filled in only a short socio-demographic form, the students completed all the same scales. Due to the pandemic, all work was done through Google forms. Results: It has been observed that the majority of students and parents prefer face-to-face education. The frequency of extracurricular internet use in the face-to-face education group was found to be significantly higher than the distance education group. There was no statistically significant relationship between academic motivation, social cognition skills, and internet addiction scores between the distance education and face-to-face education groups. It has been determined that students exhibit higher academic achievement in face-to-face education. The girls' theory of mind and empathy skills were found to be higher than boys. There was a positive relationship between academic achievement and social cognition skills and academic motivation, and a negative relationship with internet addiction. There was a positive relationship between the number of siblings; empathy and academic motivation, and a negative relationship between internet addiction. There was a negative relationship between the duration of extracurricular internet use and empathy and academic motivation scores, and a positive relationship between internet addiction scores. A negative relationship was found between internet addiction and academic motivation while the student was receiving distance or face-to-face education. Discussion: The findings we obtained as a result of our study showed the effects of distance education on social cognition, academic motivation and internet addiction. The effects of this new environment on health and well-being will be revealed in future studies. Giriş: COVİD-19 salgını hem dünya düzenini hem de günlük yaşantımızı büyük ölçüde değiştirdi. Hayatın her alanını etkileyen bu durum öğretim sistemlerinde de önemli değişimlere neden oldu. Okullar uzaktan eğitim sistemlerine geçmeye başladılar. Çocuk ve ergenler de bu yeni durumdan çok etkilendiler. Özellikle çevresel faktörlerdeki bu değişimin bilişsel süreçleri de (özellikle yüksek yönetici işlevler ve sosyal biliş ile ilgili olanlar) etkilediği yönünde görüşler gelişti. İnternetin iletişim, bilgi alışverişi, haberleşme ve ekran maruziyetinin bilişsel fonksiyonlarımıza etkisi belirsizdir. Yazında çocuk ve ergenlerin internetle ve ekranla etkileşimlerinin onların bilişlerine ve sosyal bilişlerine etkileriyle ilgili az sayıda çalışma vardır. Uzaktan eğitim sistemlerinin öğrencilerin bilişlerine etkileriyle ilgili çok daha az sayıda araştırma vardır. İnsanlar doğaları gereği sosyal varlıklardır. Uzaktan eğitim sisteminde öğrencilerin sosyo bilişsel gelişimi ve işlevselliği için gerekli olan sosyalleşme ihtiyacı okul sistemiyle yüz yüze olarak karşılanamayacak olup bu eksiklik sanal ortamda giderilmeye çalışılacaktır. Uzaktan eğitimin etkileri konusunda yapılacak araştırmalar ileride kullanılmaya devam edilmesi olası bu sistemin insanlara olan etkilerine ışık tutacaktır. Amaç: Uzaktan eğitimin, 8.sınıf öğrencilerinin sosyal bilişleri, internet bağımlılıkları ve akademik güdülenmelerine olan etkilerini değerlendirmek, ikincil olarak da ilgili sosyodemografik ve diğer verilerin birbirleriyle ilişkisini incelemek amacıyla bu araştırma planlanmıştır. Yöntem: Çalışmamızın ilk aşamasına katılımlar 2021 yılı ocak ayında öğrenciler minimum 4 aydır kesintisiz uzaktan eğitim aldıkları esnada başlamış olup mart ayına kadar 122 öğrenci ve ebeveyninin katılımı tamamlanmıştır. İlk aşamada ebeveynler ilgili verileri içeren sosyo demografik veri formu, sonrasında da sosyal cevaplılık ölçeği ve conners ana baba dereceleme ölçeği yenilenmiş formlarını, öğrenciler ise sosyo demografik formu, gözlerden zihin okuma testini, yüzler testini, çocuklar için bilişsel duygusal ve bedensel empati ölçeğini, vii Bapint internet bağımlılığı formunu ve akademik güdülenme ölçeğini doldurmuşlardır. Çalışmamızın ikinci aşaması 2021 yılı haziran ayında ilk aşamaya katılan öğrencilerden 37'sinin minimum 3,5 aydır yüz yüze eğitim gördükleri esnada katılımlarıyla başlamıştır. Bu aşamada veliler sadece kısa bir sosyo demografik form doldurduktan sonra, öğrenciler aynı ölçeklerin tamamını doldurmuşlardır. Pandemi nedeniyle tüm çalışma Google formları üzerinden yapılmıştır. Bulgular: Öğrencilerin ve velilerin büyük çoğunluğunun yüz yüze eğitimi tercih ettikleri görülmüştür. Yüz yüze eğitim alan grupta ders dışı internet kullanım sıklığı uzaktan eğitim alan gruptan anlamlı derecede daha fazla olarak saptanmıştır. Uzaktan eğitim alan ve yüz yüze eğitim alan gruplar arasında akademik güdülenme, sosyal biliş becerileri, internet bağımlılık puanları arasında istatistiksel olarak anlamlı ilişki saptanmamıştır. Yüz yüze eğitimde öğrencilerin daha yüksek akademik başarı sergilediği saptanmıştır. Kızların zihin kuramı ve empati becerileri erkeklerden daha yüksek olarak saptanmıştır. Akademik başarı ile sosyal biliş becerileri ve akademik güdülenme arasında pozitif yönde, internet bağımlılığı ile negatif yönde anlamlı ilişkiler saptanmıştır. Kardeş sayısı ile empati, akademik güdülenme arasında pozitif yönlü, internet bağımlılığı arasında negatif yönlü anlamlı ilişki saptanmıştır. Ders dışı internet kullanım süresi ile empati, akademik güdülenme skorları arasında negatif, internet bağımlılığı skorları arasında pozitif yönde ilişki saptanmıştır. Öğrenci uzaktan veya yüz yüze eğitim aldığı esnamda internet bağımlılığı ile akademik güdülenme arasında negatif bir ilişki saptanmıştır. Tartışma: Çalışmamızın sonucunda elde ettiğimiz bulgular uzaktan eğitimin sosyal biliş, akademik güdülenme ve internet bağımlılığına olan etkilerini göstermiştir. Bu yeni ortamın sağlık ve esenlik üzerine yaratabileceği etkiler ilerideki çalışmalarla ortaya konulacaktır.

The evolving landscape of digital marketing has significantly impacted consumer behaviour, especially among Generation Z. This thesis explores Generation Z students' intentions towards engaging with mobile coupons, examining the psychological beliefs that influence their behaviour through the lens of the Theory of Planned Behavior (TPB) and the concept of Mental Accounting. By understanding the attitudes, subjective norms, perceived behavioural control, and mental accounting practices, this study seeks to uncover the factors that drive or hinder the use of mobile coupons among this demographic. Using a qualitative research methodology, semi-structured interviews were conducted with Generation Z students in Sweden to gather in-depth insights into their coupon usage behaviour. The empirical findings indicate that while economic efficiency and value perception are critical motivators, social influence and psychological perceptions also play significant roles. Additionally, the convenience and immediacy provided by mobile coupons align well with the digital consumption patterns of Generation Z. The conclusion reveals that the integration of digital technology in marketing strategies must consider these nuanced psychological beliefs to effectively engage Generation Z. This research contributes to the broader understanding of digital marketing strategies and offers practical implications for marketers aiming to enhance coupon engagement among students. Future studies are recommended to further explore the dynamic interplay between digital marketing tools and consumer psychology.

The thesis argues for a commitment to a comprehensive conceptualization of dignity in educational philosophy and practice that is meant to deepen moral reflection and ethically enrich educational relationships, particularly between children and adults in formal educational settings. To this end, the thesis reconstructs and revitalizes dignity at three levels: the ideal; the processual; and the qualitative. That is, dignity is re-theorized as a normative regulative ideal, as a process of relational becoming, and as a quality of moral awareness. By reconceptualizing different aspects of dignity, namely the intrinsic, the inflorescent and the attributed, towards more relationally attuned and dynamic conceptualizations, the thesis argues that the inherent ethical risks of objectification and instrumentalization of children due to formalized education’s fostering functions, can be, not overcome, but more gracefully lived with. The compilation thesis interprets and promotes the notion of dignity neither as yet another overarching aim of education, nor as an ideal cherished by just one philosophical persuasion or tradition. The dignity that the thesis reconstructs emerges from diverse philosophical sensibilities, mainly those of Aristotle, Immanuel Kant, Martha Nussbaum, Gert Biesta and Sharon Todd, in a critical dialogue that responds also to the challenges that the modern conception of dignity has encountered. This critical dialogue through diverse philosophies renders dignity something more than an intrinsically valuable ideal and process by proving that dignity is also a quality of moral awareness that has many aspects which frame the relations of adults and children. This quality of moral awareness is described as committed non-attachment, a theoretical stance, methodological approach as well as a relational attitude, that steers clear from both relativism and dogmatism by maintaining a faithfulness to an ethical vision, without rigid loyalty to a philosophical trend or tradition. From this lens, the reformulation of dignity does not come with a prioritization or exclusive attachment to one version of the term at the cost of excluding other versions, nor overlooking their synergy and tensions with one another. The non-rigidity of movement, relational attunement, and acceptance of the indeterminate nature of education that dignity as committed non-attachment requires of both philosophers and practitioners, is described through the metaphor of a dance. As the title suggests, there is an ambivalence in the movement. On the one hand, we are striving for dignity in our relationships with others, dancing with dignity as an ever present, yet also, rather elusive dance partner. On the other hand, we are not just moving in a linear fashion towards a predefined ideal of dignity, but also striving to make the movement itself intentional and ethically meaningful to ourselves, others and the world, moving, or dancing, with dignity.