Tendo em vista a influência confessa da poética apollinairiana nas primeiras produções de Manuel Bandeira, o que, em hipótese alguma, se deve a uma leitura positivista segundo a escola francesa tradicional, propomos a análise temático-comparativa de poemas retirados da obra A cinza das horas ( 1917 ) e de Alcools (1913 ). O estudo vem se dando a partir da recorrência motívica central do tempo, presente em ambos os poetas, que traduzem os seus desgostos íntimos através de uma linguagem sentimentalmente artística e expressiva em que o amor canta a morte. A dor, o tédio, a solidão e a melancolia são os sentimentos que sustentam essa condição poética desditosa, buscando resgatar aquilo que findou por meio de um tempo mítico, haja vista que este será eternamente não-reconciliado, estando o olhar poético direcionado para um passado que traz reminiscências dolorosas. Além disso, nossa preocupação é a de observar como esse tema é representado em seus vários subtemas, bem como nas diferentes formas poéticas que constituem nosso corpus de análise. / As we have the known influence of the Apollinaire poetry at the first production of Manuel Bandeira, which is based on the reading of the positivism according to the traditional french school, the main aim of this research is to analyse tematic and comparatively the poems taken from the works A cinza das horas (1917) and Alcools. The cited research has been developed through the central constant motive of the time, being held at both poets\' works, which translate their inner disgustings throughout the sentimental-artistic and the expressive language, where the love sings the death. The pain, the tedium, the lonely and the melancholia are the feelings that supply such unfortunate poetic condition, trying this way to recollect what is over through a mythical time, remembering that such time will never be recuperated, through a poetic sight focused on the past which brings painful remains. Nevertheless, our main concern is to observe how such theme is represented in its assorted subthemes, as well as how the different poetic forms are built in our analysis.

Estudo quase experimental, com grupo de intervenção avaliado antes e após o procedimento, com o objetivo de capacitar os profissionais da saúde para as situações de comunicação de más notícias aos pacientes e aos seus familiares, por meio de um curso de difusão gratuito, com duração de cinco horas. Participaram 79 profissionais da saúde, entre enfermeiros, estudantes de enfermagem, biólogos, farmacêuticos, estudantes de medicina, psicólogos, assistentes sociais e terapeutas ocupacionais. Foram utilizados como instrumentos de pesquisas: 1) o questionário Breaking Bad News sobre o protocolo SPIKES, que possui 13 questões objetivas. Este questionário foi analisado pela distribuição da porcentagem de respostas para cada questão; 2) o questionário de avaliação do curso de más notícias composto por 43 questões objetivas. Para a análise das variáveis quantitativas foram utilizadas as médias e as medianas para resumir as informações, e os desvios-padrão, mínimo e máximo, para indicar a variabilidade dos dados, além da porcentagem. A comparação entre as pontuações dos participantes na primeira e na segunda avaliação de habilidades de comunicação foi realizada pelo teste estatístico de McNemar. O teste estatístico não paramétrico Mann-Whitney foi utilizado para comparar a relação entre a idade dos participantes e as respostas do questionário de avaliação do curso de más notícias. A comparação entre a idade e a pontuação total dos participantes na avaliação de conteúdo do curso foi feita pelo coeficiente de correlação de Spearman. Para todos os testes assumiu-se o nível de significância em 5%. A idade dos participantes variou entre 18 e 55 anos, sendo a maioria do sexo feminino (83,5%) e da área da enfermagem (53,2% profissionais e 24,1% estudantes). Ademais, 57% dos participantes nunca tiveram qualquer formação sobre transmissão de más notícias, porém mesmo após este curso, oito pessoas continuaram afirmando que não tiveram formação alguma. A autoavaliação da capacidade de informar uma má notícia no pré-teste foi considerada boa por 18,2%; 20,8% consideraram-se ruins e 6,5%, péssimos, enquanto que o pós-teste 42,8% consideraram-se bons, 11,7%, ruins e 2,6%, péssimos. O conforto do profissional neste momento variou de 21,8% para 7,7% no item absolutamente desconfortável, e de 6,4% para 14,1% no item confortável. Após o conhecimento sobre o protocolo SPIKES, 92,3% acreditam em sua aplicabilidade na prática clínica.Quanto à estratégia utilizada pelos entrevistados em sua prática clínica, o item mostrou que \"um plano ou estratégia consistente\" apresentou frequências de 21,9% no pré-teste e 51,56% no pós-teste. Os elementos do protocolo SPIKES apontados como de maiores facilidades entre os participantes no pré-teste foi o local da notícia e a verificação da compreensão de tudo o que foi dito, 30,6% e 28,6%, ao passo que no pós-teste o item mais escolhido foi a escolha do ambiente (53,06%). A relação entre idade e conhecimento do protocolo SPIKES teve apenas um item que apresentou significância. Concluiu-se, portanto, que o treinamento de habilidades de comunicação de más notícias atingiu seus objetivos melhorando o conhecimento e a aptidão dos profissionais da saúde. Evidenciou-se também que a educação em comunicação na área da saúde mantém-se falha, bem como é escassa a difusão de protocolos que abarquem esta difícil tarefa destinada aos profissionais da saúde. O pós-teste mostrar-se-ia mais eficaz caso fosse aplicado após o retorno dos profissionais aos seus pacientes e o uso das técnicas apreendidas. Sugerimos a adoção de educação permanente aos atuantes na área da saúde / A quasi-experimental study with an intervention group evaluated before and after the procedure, in order to enable health professionals to communicate bad news to patients and their families through a free course of five hours duration. We evaluated 79 health professionals, including nurses, nursing students, biologists, pharmacists, medical students, psychologists, social workers and occupational therapists. The following research tools were used: 1) the Breaking Bad News questionnaire about the SPIKES protocol, which has 13 objective questions. This questionnaire was analyzed by the distribution of the percentage of answers for each question; 2) the evaluation questionnaire of the course of bad news composed by 43 objective questions. For the quantitative analysis we used the means and the medians to summarize the information, and the standard deviations, minimum and maximum to indicate the variability of the data, besides the percentage. The comparison between the scores of participants in the first and second evaluation of communication skills was performed by the McNemar statistical test. The Mann-Whitney non-parametric statistical test was used to compare the relationship between the age of the participants and the responses of the evaluation questionnaire of the course of bad news. The comparison between the age and the total score of the participants in the evaluation of course content was made by the Spearman correlation coefficient. For all tests, the level of significance was set at 5%. The participants\' ages ranged from 18 to 55 years old, with most females (83.5%) and nursing (53.2% professionals and 24.1% students). In addition, 57% of the participants never had any training on the transmission of bad news, but even after this course, eight people continued to claim that they had no training. The self-reported ability to report bad news in the pre-test was considered good by 18.2%; 20.8% were considered bad and 6.5% were poor, while the post-test 42.8% were considered good, 11.7%, bad and 2.6% Lousy. The comfort of the professional at the time ranged from 21.8% to 7.7% on the uncomfortable item and from 6.4% to 14.1% on the comfortable item. After knowing about the SPIKES protocol, 92.3% believe in its applicability in clinical practice. Regarding the strategy used by the interviewees in their clinical practice, the item showed that \"a consistent plan or strategy\" presented frequencies of 21.9% in the pre-test and 51.56% in the post-test. The elements of the SPIKES protocol identified as greatest facilities among participants in the pre-test were the news site and the verification of the understanding of all that was said 30.6% and 28.6%, while in the post-test the most chosen item was the choice of the environment (53.06%). The relationship between age and knowledge of the SPIKES protocol had only one item that presented significance. It was concluded, therefore, that communication education in the health area remains flawed, as well as the dissemination of protocols that cover this difficult task for health professionals. The post-test would be more effective if it were applied after the return of the professionals to their patients and the use of the seized techniques. We suggest the adoption of permanent education to those in the health area

Teams are being used more in organizations to do important work. However, both positive and negative effects come with the increased use of teams. One problem is the "bad apple" effect where a highly disagreeable team mate, for example, damages team performance. This research aims to study how this person damages team performance and what can be done to minimize the negative impact. I propose that a disagreeable teammate negatively impacts team affective states which in turn give rise to defensive behaviors among teammates. These defensive behaviors impact team processes which in turn impact the team's performance. In addition, I propose that team interdependence moderates the impact of disagreeableness on teammate affective reactions such that teammates in less interdependent contexts will react less negatively to the "bad apple." I designed a 2x2 lab experiment with a confederate, or trained research participant, to test these hypotheses. I manipulated disagreeableness through the behaviors of the confederate and I manipulated interdependence through the information, goals, and rewards of the teams. Results support all the hypothesized relationships. Of note, I found that interdependence interacted with disagreeableness to predict team affective reactions as measured by salivary cortisol - a well established biomarker for affective reactions. I also found support for a mediating model using team core affect or affective culture mediating the impact of disagreeableness on team process. Finally, I found support for a mediated moderation model demonstrating that the moderation of interdependence and disagreeableness on team process was mediated by team cortisol. However, the impact on process was in the opposite direction than expected. Namely, that more interdependent teams had higher processes despite elevated cortisol levels indicating a negative affective, or stress reaction. This counterintuitive finding has implications for future research attempting to discover useful methods of minimizing the impact of a disagreeable teammate on the team.

This work is an investigation of how to redefine the perception of decoration. Decorative elements are reinvented as fundamental tools for creating garments and form in a collection of nine outfits. To show the width of what embellishment is able to create, the decorative techniques of all garments are different. The work also deals with the question of taste when it comes to embellishment. By using decorations seen as tasteless the work revaluates notions of good and bad taste. Materials as sport fabric combined with embellishment trick the eye and all small decorations together form new materials. New ways to use embellishments are explored, and the time consuming techniques are reminiscent of haute couture techniques, but in the designer’s own way.

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