Background: Blastomycosis is caused by a dimorphic fungus that can be difficult to diagnose in certain situations. The disease is sometimes serious and can be deadly. Diagnosis by fungal serology and urinary antigens is not easy to establish and unreliable. Culture is also time-consuming and is not easy to perform. Thus, documentation of such an organism on cytology offers a quick and cost-effective alternative. This report describes for the first time identification of the 'negative image' of Blastomyces budding yeast. Case: A 79-year-old man presented with a left lung nodule associated with mediastinal and hilar lymphadenopathy. Fine needle aspiration was performed, and a 'negative image' of a yeast with wide base budding was noted on Diff-Quik (DQ)-stained smears. Blastomyces species were confirmed with periodic acid-Schiff fungal stain. Additionally, the fungal capsule contained focally polarizable material on Congo red stain and lacked mucin with mucicarmine stain. Conclusion: Blastomyces yeast forms can be easily identified with DQ staining by their 'negative image'. This feature can be utilized as a quick and cost-effective cytological characteristic to further triage these specimens for confirmation. The information can be of great value to clinicians in making appropriate clinical decisions.

Submitted by Cássia Santos (cassia.bcufg@gmail.com) on 2016-02-18T08:49:59Z No. of bitstreams: 2 Tese - Valdomeria Neves de Moraes Morgado - 2015.pdf: 3059676 bytes, checksum: d945e01817f16ab016ec4efbb31f6c52 (MD5) license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) / Approved for entry into archive by Luciana Ferreira (lucgeral@gmail.com) on 2016-02-18T09:54:53Z (GMT) No. of bitstreams: 2 Tese - Valdomeria Neves de Moraes Morgado - 2015.pdf: 3059676 bytes, checksum: d945e01817f16ab016ec4efbb31f6c52 (MD5) license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) / Made available in DSpace on 2016-02-18T09:54:53Z (GMT). No. of bitstreams: 2 Tese - Valdomeria Neves de Moraes Morgado - 2015.pdf: 3059676 bytes, checksum: d945e01817f16ab016ec4efbb31f6c52 (MD5) license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) Previous issue date: 2015-06-19 / This thesis entitled , Discursive representations about the subject teacher: knowledge and power interlacing in the thematic path of mission, guilty and incompetence , aims to describe the image that was built in relation to the subject teacher in texts coming from education managers , media and other individual subjects spred in society, including the teacher himself. The method of this research is qualitative documentary in an investigation that selects, in the historical dispersal, statements taken from documents, monuments, from the mid-eighteenth century to the beginning of the second decade of this century. An option by the concept of thematic path, it is an anchor in Guilhaumou and Maldidier as a theoretical and methodological tool in order to discuss the discursive relations about representations that people have about the subject-teacher. There are three remarkable themes that draw the subject-teacher as a missionary, as guilty and as incompetent in the educational process. In a study of linguistics, the theoretical construct takes the postulations of French Discourse Analysis and used Foucault's theoretical contributions about the statement, the subject, the knowledge and the power that support the analysis. Along survey of statements, it was detected reiterated repetition of representations that disqualify the subject teacher and promote the exercise of power around these discursive relations, by controling these speech in order to keep it working as legitimizing mechanism of the subject that states and as a justify that erases the responsibility along the educational process. This way, it is through these discursive formulations that teacher is identified as one of the main responsbible for the supposed failure of education. The listed monuments, the complex discursive movement allow you to verify how discursive procedures promote knowledge that become truths and truths which make knowledge, via historicity and repeatable materiality. This way, it implies mutual power and knowledge relations, statements and representations that assert dysphoric images starting from discursive practices tied to a specific type of discourse that puts into question the teaching performance. Through this aspect, using the discourse paraphrase of negativity, it was observed that although the speech seems simple repeatitions, they bring in each circumstance in wich they turn up, other subjects and new objects that make, in each perceived outburst as a new happening,and it is through this new happening that society consider this knowledge as true ones. So, this research is divided into three chapters: the first brings the concepts of discursive gear and Foucault presuppositions; the second, the three thematic paths about the teacher, inset profession, and specific analyzes; the third, shows the analytical survey of a nostalgic discourse about teaching and discursive control that is established from subject-positions and power relations that seek to discredit the teacher. So, all this discourse in history, doesn't intend to show the ineffectiveness of school institution, but the relation of the subject teacher along society that discursiviza him. The visibility given to the teacher's image, centuries after centuries wasn't poweful enough to modify these dysphoric representations taken up long time ago. The tracks are visible and remain throuhout nowadays. / Esta tese, intitulada, As representações discursivas sobre o sujeito-professor: entrelaçamento do saber e do poder no trajeto temático da missão, da culpabilização e da incompetência, tem o objetivo de descrever a imagem construída do sujeito-professor em textos dos gestores da educação, da mídia e de outros sujeitos dispersos na sociedade, inclusive do próprio professor. A metodologia do estudo é de cunho qualitativo documental numa investigação que seleciona, na dispersão histórica, enunciados retirados de documentos-monumentos, desde os meados do século XVIII até o início da segunda década do século XXI. Numa opção pelo conceito de trajeto temático, faz-se uma ancoragem em Guilhaumou e Maldidier como ferramenta teórico-metodológica para discutir as relações discursivas sobre as representações que se tem do sujeito-professor. Destacam-se três eixos temáticos que desenham o sujeitodocente como missionário, como culpado e como incompetente no processo educacional. Em estudo da Linguística, o construto teórico toma as postulações da Análise do Discurso de linha francesa e são usados os aportes teóricos de Foucault sobre o enunciado, o sujeito, o saber e o poder que sustentam as análises. No levantamento dos enunciados, detectou-se a repetição reiterada das representações que desqualificam o sujeito professor e promovem o exercício do poder nessas relações discursivas, mediante o controle desse discurso para mantê-lo funcionando como mecanismo legitimador do sujeito que enuncia e como justificativa que apaga a corresponsabilidade no processo educacional. Dessa maneira, é por meio dessas formulações discursivas que o docente é apontado como um dos principais responsáveis pelo suposto fracasso do ensino. Os enunciados-monumentos do complexo movimento discursivo permitem verificar como procedimentos discursivos promovem saberes que se tornam verdades e verdades que se tornam saberes, via historicidade e materialidade repetível. Nesse sentido, implicam-se mutuamente as relações de poder e saber, enunciados e representações que asseveram imagens disfóricas a partir das práticas discursivas presas a um tipo específico de discurso que põe em xeque a atuação docente. Nesse aspecto, por intermédio da paráfrase discursiva da negatividade, observou-se que embora os discursos pareçam simples repetições, trazem, em cada circunstância de retomada discursiva, outros sujeitos e novos objetos que fazem com que a cada irrupção seja percebida como novidade, é por intermédio desse novo acontecimento que faz com que a sociedade considere esses saberes como verdadeiros. Este trabalho, portanto, divide-se em três capítulos: no primeiro, estão os conceitos embasadores da engrenagem discursiva e os pressupostos foucaultianos; no segundo, expõem-se os três trajetos temáticos sobre o professor, profissão do entremeio, e as análises específicas; no terceiro, verifica-se o levantamento analítico de um discurso saudosista sobre o ensino e o controle discursivo que se estabelece a partir das posiçõessujeito e das relações de poder que procuram desacreditar o docente. Assim, todo esse trânsito discursivo na história não quer mostrar apenas a ineficácia da instituição escola, mas a relação do sujeito-professor frente à sociedade que o discursiviza. A visibilidade dada à imagem do professor, séculos após séculos, não teve força suficiente para modificar essas representações disfóricas retomadas há tempos. Os rastros são visíveis e permanecem em nossos dias.

This thesis reports research in the Country-of-Origin (COO) area of international business, into the postulated phenomenon of Negative Image. Image has been regarded as a potential purchase decision influencing factor but to date not investigated in-depth. Research was carried out in the business to business area, across cultures and between developed and developing countries, using an example from Zimbabwe. The primary research methodology comprised semi-structured elite interviews with Zimbabwean footwear exporters and UK footwear importers. A questionnaire incorporating sections on topics related to the international image of manufactured goods exporters based in Third World countries was also administered to the UK footwear importers. This dealt with political, commercial and image aspects of importer-exporter relationships and also addressed directly the issue of Third World businessmen's image. Results from the field work demonstrate that the Negative Image of Third World manufactured goods exporters directly affects importer decision making and that Negative Image has an exclusively negative impact. Data from inductive analysis of interviews and supporting correlations arising from the questionnaire were used to construct a model of the relationships and formalise the concepts and constructs of Negative Image. These included disparities in exporter and importer expectations of quality, price, delivery and performance. In addition unreliability, inefficiency, professionalism, lack of both marketing skills and social conversation contribute to the phenomenon. A potential conflict was identified at the individual level between personal and professional perspectives and a reciprocal Negative Image of importers was identified from the Zimbabwean exporters' perspective. Suggestions are made regarding the key factors in exporter-importer relationship development and conclusions are then drawn suggesting that improvement to levels of importer-exporter contacts and information flows can be useful in ameliorating the Negative Image effect. Scenarios for image improvement are offered at government, firm and individual levels. Finally, limitations of the research are discussed and recommendations for further research are given