A dissertação trata de Pau Brasil, de Oswald de Andrade, e Feuilles de Route: I. Le Formose e II. Sao-Paulo, de Blaise Cendrars, e pretende verificar como a cidade de São Paulo - em sua condição particular no contexto da modernidade brasileira - é transformada em matéria poética nessas obras. Em contraponto aos elementos do cosmopolitismo da metrópole, apresenta-se a vida rural no ambiente das fazendas do interior do Estado. Com base na análise das obras, procuro avaliar a poética dos autores em suas relações com a metrópole, considerando ainda temáticas associadas a outras questões da modernidade, como o progresso x a natureza e o tema da viagem. Na recomposição dos projetos poéticos dos autores nas obras estudadas, os desenhos elaborados por Tarsila do Amaral para ambas produções poéticas serão considerados como um ponto-chave. / This dissertation examines Oswald de Andrade´s Pau Brasil, and Blaise Cendrars´ Feuilles de Route: I. Le Formose and II. Sao-Paulo, and intents to verify how São Paulo has been - in its particular condition in the context of Brazilian modernity - transformed in poetic subject in these works. In contrast to the elements of metropolis´ cosmopolitism, presents the rural life in inner state farms. Based on work analysis, I attempt to evaluate the authors´ poetic in their relationship with the metropolis, considering also a subject matter associated to other modernity issues, like progress x nature and the travelling theme. In rearrangement of poetic projects from the authors in the studied works, the drawings created by Tarsila do Amaral for both poetic produtions are considered key-points.

No âmbito das relações públicas e da comunicação organizacional, muitos profissionais têm aberto suas próprias agências. Nesse sentido, o objetivo da presente tese é analisar o mercado das agências de relações públicas e comunicação numa perspectiva empreendedora. Dessa maneira, a construção do objeto de estudo desta tese abarca uma reflexão teórica e empírica sobre o empreendedorismo em comunicação. O estudo contempla uma pesquisa conduzida junto às agências do Brasil, Espanha e Estados Unidos com o propósito de analisar as perspectivas desse mercado, bem como o impacto da atividade empreendedora na área da comunicação. De forma a possibilitarmos uma visão ampliada do empreendedorismo em comunicação, delimitou-se como universo a ser pesquisado as empresas que prestam serviços nas áreas de comunicação organizacional e relações públicas. Diante da complexidade do objeto, optou-se por mesclar as dimensões quantitativas e qualitativas na coleta dos dados. Como resultado da investigação apresenta-se um panorama comparativo do empreendedorismo em comunicação no Brasil, Espanha e EUA. / In the PR and communication context there are a lot of professionals trying to start a new business. Accordingly, I propose to analyze the PR market in an entrepreneurial perspective. Thus, the construction of this study proposes a theoretical and empirical approach about entrepreneurship and communication. The study includes a survey conducted among the PR firms of Brazil, the United States and Spain, with the purpose of reviewing the trends and perspectives of this industry, specially the impact of entrepreneurial activity in the communications field. In order to provide a broader view of this field, facing the complexity of the object, it was decided to merge the quality and quantity dimensions. As a result of this research, we show a comparative view regarding entrepreneurial activity in American, Brazilian and Spanish PR industry.

Buscamos discutir e identificar os efeitos de três mecanismos de transmissão cultural utilizados pelos participantes em 4 arranjos experimentais: Arranjo Experimental I: a) contato com os materiais produzidos pelas gerações prévias; b) contato com a geração prévia na coparticipação e; c) contato com as gerações prévias através da observação Arranjo Experimental II: contato com os materiais produzidos pelas gerações prévias; Arranjo Experimental III: ) contato com as gerações prévias através da observação e; Arranjo Experimental IV: contato com a geração prévia na coparticipação. Os participantes tiveram de desenhar um Barco em três situações distintas. Cada situação foi identificada como: Fase A, B e C. Desenvolvemos entrevistas curtas nos intervalos de cada fase com vistas a identificar construções de significados de cada participante frente ao que os tocaram nas tarefas. Nosso estudo partiu de uma reorganização do projeto desenvolvido por Caldwell e Millen (2008) onde as autoras buscaram, desde um olhar evolucionista da cultura, identificar a perpetuação de produtos das atividades ao longo das gerações de participantes. Diferentemente de Caldwell e Millen, partimos de uma proposta teórico-metodológica advinda da disciplina nomeada como Psicologia Cultural onde se pretende estudar, discutir e se posicionar perante as complexas relações que as pessoas estabelecem consigo, com os outros e com a cultural em seu mundo, nesta perspectiva as novidades emergentes nas relações ganham maiores destaque em comparação com as regularidades e perpetuações. Com isso, consideramos neste estudo a cultura como sendo estruturas (estabilidades) e processos interativos (variações) que restringem e permitem as ações das pessoas em suas relações transformativas que são estabelecidas em seus mundo. É nesta medida, também, que compreendemos o processo de transmissão cultural como um constructo utilizado para estudarmos como as pessoas apreendem e transformam aspectos culturais de uma geração a outra. Como sínteses dos principais resultados destacamos que: 1) na interação indivíduo(s)-cultura(s) existe uma constate variação possibilitando, restringindo e permitindo a emergência de estabilidades e variações em dinâmicas bidirecionais e multidirecionais de transformação; 2) a observação da geração prévia e o contato com estas gerações através dos artefatos produzidos por elas promovem nítidas estabilidades nas produções e significações dadas pelos participantes da pesquisa em comparação com tarefas realizadas somente em coparticipação; 3) pudemos identificar a emergência de novidades, ora sutis, ora outra, bastante evidentes nas relações estabelecidas entre os participantes; 4) a relação participante-pesquisador-pesquisa ganha dimensões e implicações que merecem maior atenção no estudo de processos culturais, desde metodologias experimentais, em Psicologia Cultural. Portanto, notamos que a forma proposta neste estudo acerca de como vislumbrar a cultura e os caminhos teórico-metodológicos seguidos permitiu-nos trabalhar conceitualmente e experimentalmente sobre o processo de transmissão cultural e, portanto, sobre o estudo de processos culturais. Pudemos observar que além de nos dar indícios de que o processo de transmissão cultural garante a singularidade de cada cultura através da observação da geração prévia em ação, da coparticipação com ela e do contato com artefatos culturais (em diferentes graus e medidas), esta pesquisa nos permitiu questionar e cogitar estudos futuros sobre o fazer científicoexperimental em psicologia cultural / The interest of this research is to discuss and identify the effects of three cultural transmission mechanisms used by participants in 4 experimental arrangements: Experimental Arrangement I: a) contact with the materials produced by tradition; b) contact with the tradition of co-participation, and c) contact with the tradition through observation; Experimental Arrangement II: contact with the materials produced by tradition; Experimental Arrangement III: Contact with the tradition through observation and; Experimental Arrangement IV: Contact with the tradition through co-participation. The participants had to draw a \'boat\' in three different situations. Each situation has been identified as: Phase A, B and C. Interviews were carried out in short intervals of each phase in order to identify constructions meanings, variations and stabilities concerning the interpretation given by each participant in relation to what was noticed in the tasks. Our study was a reorganization of the project developed by Caldwell and Millen (2008) where the authors sought from a cultural evolutionary perspective, identifying the perpetuation of products of activities throughout the generations of participants. Unlike Caldwell and Millen, we from a theoretical and methodological proposal coming from the discipline called Cultural Psychology where intends to study, discuss and understand the complex relationships, in which, people establish themselves, with others and with the world in its cultural field, in this perspective the emergence of novelties in relations gain greater prominence compared to the regularities and perpetuations. Thus, in this study weve considered culture as structures (stabilities) and interactive processes (variations) that constrain and enable the actions of people in their transformative relationships that are established in their world. Also, Cultural transmission is a construct used to understand the process in which cultural aspects are apprehended by people that interact with different cultures or between different generations within a culture. Main Results: 1) the individual(s)-culture(s) relations constraining and enabling the emergence of stability and variations in a dynamic bidirectional and multidirectional process, 2) the observation of the previous generation and contact with these generations through the artifacts produced by they promote more stabilities in products and meanings given by the participants in their tasks in comparison with coparticipation, 3) were able to identify the emergence of novelties, sometimes subtle, sometimes quite evident, in relationships established among the participants, 4) the relationship participantresearcher acquire dimensions and implications that deserve more attention in the study of cultural processes, from experimental methodologies, in Cultural Psychology. Therefore, weve noticed that the form proposed in this study about how to foresee the culture and theoretical-methodological ways followed, allowed us to work conceptually and experimentally on the process of cultural transmission and, therefore, on the study of cultural processes. Weve observed that besides giving us evidence that the process of cultural transmission ensures the uniqueness of each culture through observation of the previous generation in action, the joint participation with it and contact with cultural artifacts (in different degrees and measures), this research allowed us to question and contemplate future studies on the scientific-experimental in cultural psychology

Made available in DSpace on 2016-04-27T16:57:30Z (GMT). No. of bitstreams: 1 Raquel Santos Silva.pdf: 4380772 bytes, checksum: cab9932dcf76a86c4111d87864a8a3ac (MD5) Previous issue date: 2014-03-11 / This article makes part of the research project for Professional Master´s degree in Mathematical Education from PUC-SP. It has the aim to investigate if the using of a dynamic geometry software, GeoGebra, could contribute for a better comprehension of the mathematical object, the line. They were applied some aspects studied in the Analytical Geometry during the 3rd year of high school (in Brazil). For verifying these aspects, they were used the ideas of Raymond Duval in the Semiotic Registers of Representation theory. A sequence of activities that focuses on the line was built based on the theory. Its different representation forms and the coordination among the algebraic, graphic and natural language registers were considered in addition. For the development of the activities, the students used the software GeoGebra as a support. The students studied in a public school located at the south part of São Paulo city were the target. The methodology used was the Didactics Engineering of Michélle Artigue. The results show off that the use of this software may contribute to the mathematical object apprehension, the line, to facilitate and speed up its study / Este trabalho tem por objetivo investigar se a utilização de um software de geometria dinâmica, o GeoGebra, pode contribuir a partir dos pontos de vista cognitivo e matemático para uma melhor compreensão do objeto matemático reta em relação a geometria analítica, na 3ª série do Ensino Médio. Para essa verificação foram utilizadas as ideias de Raymond Duval na teoria dos Registros de Representação Semiótica. Com base nessas ideias foi construída uma sequência composta por 4 atividades cujo foco principal é o estudo da reta, suas diferentes formas de representação e a coordenação entre os registros algébrico, gráfico e da língua natural. Para o desenvolvimento das atividades os alunos utilizaram como apoio o software de geometria dinâmica GeoGebra. Esta sequência foi aplicada a alunos de uma escola pública estadual. A metodologia utilizada foi a Engenharia Didática de Michèle Artigue. Os resultados apresentados sinalizam que a utilização do software pode contribuir para a apreensão do objeto matemático reta de modo a facilitar e acelerar o seu estudo

O Estado Federal brasileiro é marcado por desigualdades econômicas e sociais entre as suas regiões, assim como por desigualdades dentro dessas regiões, que estabelecem uma relação de causa e efeito com as condições da educação fornecida aos seus habitantes. Um dos objetivos fundamentais da República federativa brasileira é a redução das desigualdades geográficas. Nesse cenário, medidas voltadas à garantia de igualdade de acesso e qualidade na educação básica pública entre os entes federativos de um determinado Estado Federal são fundamentais, com implicações a um só tempo sociais e econômicas. Nesta tese, analisamos os contornos normativos específicos do Estado Federal brasileiro em matéria de educação básica pública, examinando-os sob a ótica da contribuição que possam trazer para a promoção da igualdade na educação entre os seus entes federativos. A promoção do equilíbrio do desenvolvimento e do bem-estar em âmbito nacional é o objetivo das normas para a cooperação entre os entes federativos em relação às matérias de competência material comum da União, dos Estados-membros, do Distrito Federal e dos Municípios, entre as quais está a educação. Essas normas, que deveriam ter sido fixadas por lei complementar específica para o setor educacional, ainda se encontram pendentes de regulamentação. Diante dessa indefinição, a crescente referência, na legislação, ao regime de colaboração, o qual deveria orientar os diferentes entes federativos na organização dos seus sistemas de ensino e pautar a articulação do sistema nacional da educação, parece ter a função de apoiar práticas informais erráticas, em lugar de institucionalizar formalmente o modo como os entes federativos devem colaborar entre si, dando ao federalismo cooperativo brasileiro um alcance limitado, em comparação às possibilidades abertas pela Constituição Federal. Com o objetivo de melhor compreender os contornos do federalismo cooperativo brasileiro, com respeito a essa temática, fazemos uma análise comparativa entre Brasil e México, Estado que também se organiza sob a forma federativa, buscando compreender, em ambos os países, qual é a proteção constitucional conferida ao direito à educação básica pública, de que igualdade na educação básica pública falam as Constituições brasileira e mexicana, como estão distribuídas as competências legislativas e materiais, na área da educação básica pública, procurando identificar, ainda, a aplicação mínima de receitas em educação básica pública em cada país, assim como os mecanismos de compensação e colaboração existentes nos ordenamentos jurídicos brasileiro e mexicano, no que concerne à matéria. A comparação nos permite afirmar que cada um desses Estados Federais protege o direito à educação de forma distinta, traz preocupações específicas quanto ao problema das desigualdades geográficas, distribui de modo particular as competências legislativas e materiais, no que concerne à educação básica pública, apresentando diferentes formas de compensação e colaboração entre seus entes federativos. As semelhanças e diferenças levantadas lançam luzes sobre o ordenamento jurídico brasileiro, permitindo sua melhor compreensão dentro do modelo de federalismo cooperativo. / The Brazilian Federal State is marked by economic and social inequalities between its regions, as well as by inequalities within the regions themselves. These inequalities are reflected in the education provided to its citizens in a relation of cause and effect. Among the fundamental goals of the Brazilian federal republic is the reduction of such geographic inequalities. In this scenario, it is fundamental to incorporate means, with both social and economic implications, that are directed towards guaranteeing equal access to and quality of public basic education, which in turn means to determine the roles of the various constitutive units of the federal state in achieving this goal. In this thesis, we analyze the specific normative features of the Brazilian Federal State in the area of public basic education. These features are examined with the view to identify the relative contributions of the federal constitutive units (federal union, member state, municipality) for the promotion of equality in education. On the national level, the norms for the cooperation between the federal units on matters concerning areas where they share executive responsibility have the expressed objective to promote a balance on the levels of development and well-fare among the countrys regions. One of these areas of shared executive responsibility is education. However, the norms mentioned, which should have been fixed by a complementary law specific to the area of education, are still pending ordinance. Faced with this lack of definition, the increasing reference in the legislation to the concept regime of collaboration, i.e. the rules that are to guide the federal units (i.e. the member states and municipalities) in the organization of their systems of education, as well as determine the articulation of the national system of education, appears to have the effect of supporting informal and erratic practices instead of formally institutionalizing the way in which the federal units ought to cooperate. This state of being serves only to limit the reach of Brazilian cooperative federalism compared to the possibilities opened for by the Federal Constitution. With the objective of gaining a better understanding of the features of Brazilian cooperative federalism in regard to this subject matter, we offer a comparative analysis of Brazil and another federal state, Mexico. For both countries the analysis aims to comprehend and map the extent of constitutional protection that is granted to the right to public basic education, which kind of equality the Constitutions of Brazil and Mexico mention concerning public basic education, and how the legislative and executive competences are distributed in the area of public basic education. Moreover, the analysis seeks to identify the declared minimum revenue to be spent on public basic education in each country, as well as to trace the existing mechanisms of compensation and collaboration concerning public basic education in the legal systems of Brazil and Mexico. The comparison allows us to affirm that both these federal states protect the right to education in a distinct manner, that they include specific concerns regarding the problem of geographic inequalities, that they distribute legislative and executive competences in the area of public basic education in a particular manner, and present different forms of compensation and collaboration among their federal units. The similarities and differences brought forth shed light on and permit a better understanding of the Brazilian legal system as part of the cooperative federalism model.

Buscamos discutir e identificar os efeitos de três mecanismos de transmissão cultural utilizados pelos participantes em 4 arranjos experimentais: Arranjo Experimental I: a) contato com os materiais produzidos pelas gerações prévias; b) contato com a geração prévia na coparticipação e; c) contato com as gerações prévias através da observação Arranjo Experimental II: contato com os materiais produzidos pelas gerações prévias; Arranjo Experimental III: ) contato com as gerações prévias através da observação e; Arranjo Experimental IV: contato com a geração prévia na coparticipação. Os participantes tiveram de desenhar um Barco em três situações distintas. Cada situação foi identificada como: Fase A, B e C. Desenvolvemos entrevistas curtas nos intervalos de cada fase com vistas a identificar construções de significados de cada participante frente ao que os tocaram nas tarefas. Nosso estudo partiu de uma reorganização do projeto desenvolvido por Caldwell e Millen (2008) onde as autoras buscaram, desde um olhar evolucionista da cultura, identificar a perpetuação de produtos das atividades ao longo das gerações de participantes. Diferentemente de Caldwell e Millen, partimos de uma proposta teórico-metodológica advinda da disciplina nomeada como Psicologia Cultural onde se pretende estudar, discutir e se posicionar perante as complexas relações que as pessoas estabelecem consigo, com os outros e com a cultural em seu mundo, nesta perspectiva as novidades emergentes nas relações ganham maiores destaque em comparação com as regularidades e perpetuações. Com isso, consideramos neste estudo a cultura como sendo estruturas (estabilidades) e processos interativos (variações) que restringem e permitem as ações das pessoas em suas relações transformativas que são estabelecidas em seus mundo. É nesta medida, também, que compreendemos o processo de transmissão cultural como um constructo utilizado para estudarmos como as pessoas apreendem e transformam aspectos culturais de uma geração a outra. Como sínteses dos principais resultados destacamos que: 1) na interação indivíduo(s)-cultura(s) existe uma constate variação possibilitando, restringindo e permitindo a emergência de estabilidades e variações em dinâmicas bidirecionais e multidirecionais de transformação; 2) a observação da geração prévia e o contato com estas gerações através dos artefatos produzidos por elas promovem nítidas estabilidades nas produções e significações dadas pelos participantes da pesquisa em comparação com tarefas realizadas somente em coparticipação; 3) pudemos identificar a emergência de novidades, ora sutis, ora outra, bastante evidentes nas relações estabelecidas entre os participantes; 4) a relação participante-pesquisador-pesquisa ganha dimensões e implicações que merecem maior atenção no estudo de processos culturais, desde metodologias experimentais, em Psicologia Cultural. Portanto, notamos que a forma proposta neste estudo acerca de como vislumbrar a cultura e os caminhos teórico-metodológicos seguidos permitiu-nos trabalhar conceitualmente e experimentalmente sobre o processo de transmissão cultural e, portanto, sobre o estudo de processos culturais. Pudemos observar que além de nos dar indícios de que o processo de transmissão cultural garante a singularidade de cada cultura através da observação da geração prévia em ação, da coparticipação com ela e do contato com artefatos culturais (em diferentes graus e medidas), esta pesquisa nos permitiu questionar e cogitar estudos futuros sobre o fazer científicoexperimental em psicologia cultural / The interest of this research is to discuss and identify the effects of three cultural transmission mechanisms used by participants in 4 experimental arrangements: Experimental Arrangement I: a) contact with the materials produced by tradition; b) contact with the tradition of co-participation, and c) contact with the tradition through observation; Experimental Arrangement II: contact with the materials produced by tradition; Experimental Arrangement III: Contact with the tradition through observation and; Experimental Arrangement IV: Contact with the tradition through co-participation. The participants had to draw a \'boat\' in three different situations. Each situation has been identified as: Phase A, B and C. Interviews were carried out in short intervals of each phase in order to identify constructions meanings, variations and stabilities concerning the interpretation given by each participant in relation to what was noticed in the tasks. Our study was a reorganization of the project developed by Caldwell and Millen (2008) where the authors sought from a cultural evolutionary perspective, identifying the perpetuation of products of activities throughout the generations of participants. Unlike Caldwell and Millen, we from a theoretical and methodological proposal coming from the discipline called Cultural Psychology where intends to study, discuss and understand the complex relationships, in which, people establish themselves, with others and with the world in its cultural field, in this perspective the emergence of novelties in relations gain greater prominence compared to the regularities and perpetuations. Thus, in this study weve considered culture as structures (stabilities) and interactive processes (variations) that constrain and enable the actions of people in their transformative relationships that are established in their world. Also, Cultural transmission is a construct used to understand the process in which cultural aspects are apprehended by people that interact with different cultures or between different generations within a culture. Main Results: 1) the individual(s)-culture(s) relations constraining and enabling the emergence of stability and variations in a dynamic bidirectional and multidirectional process, 2) the observation of the previous generation and contact with these generations through the artifacts produced by they promote more stabilities in products and meanings given by the participants in their tasks in comparison with coparticipation, 3) were able to identify the emergence of novelties, sometimes subtle, sometimes quite evident, in relationships established among the participants, 4) the relationship participantresearcher acquire dimensions and implications that deserve more attention in the study of cultural processes, from experimental methodologies, in Cultural Psychology. Therefore, weve noticed that the form proposed in this study about how to foresee the culture and theoretical-methodological ways followed, allowed us to work conceptually and experimentally on the process of cultural transmission and, therefore, on the study of cultural processes. Weve observed that besides giving us evidence that the process of cultural transmission ensures the uniqueness of each culture through observation of the previous generation in action, the joint participation with it and contact with cultural artifacts (in different degrees and measures), this research allowed us to question and contemplate future studies on the scientific-experimental in cultural psychology

Anti-fat bias and the resulting discriminatory behavior is widely documented and impacts almost every aspect of an obese person’s life, including healthcare/insurance, education, employment, interpersonal relationships, and protection under the law. This has serious psychological, social, physical health, and economic consequences for the obese person. The non-social work related literature provides an abundance of evidence that when obese people seek assistance from a helping professional, they are met with the same anti-fat bias and discrimination present in other areas of their lives. Recognizing that anti-fat bias can lead to negative practice behaviors with obese patients and clients, many professional education programs have implemented curriculum modules and trainings focused on bias reduction. Unfortunately, there is little evidence regarding the existence of anti-fat bias among social work professionals and no evidence regarding whether social work education is including obesity and related issues in its curriculum. Utilizing the Anti-fat Attitudes Test (AFAT), the Universal Measure of Bias-FAT (UMB-FAT), and researcher created inventories, this study surveyed 129 social work educators in Appalachia to explore whether they have an anti-fat bias, if they include issues related to fat in their courses, and if so, is curriculum inclusion adhering to the dominant biomedical discourse or taking a social justice oriented approach. Findings suggest that social work educators in Appalachia hold mostly positive attitudes toward fat individuals and when negative attitudes are present they are related to physical attractiveness and romantic attraction. The data also suggest that social work educators from the southern region of Appalachia hold more anti-fat bias than educators from other regions. The study indicates that social work educators feel that obesity and related issues are worthy of attention from the profession, but they are less convinced that they should be addressing the topic(s) in the courses they teach. Social work educators who do include obesity in their courses tend to focus on exposing students to foundational social justice knowledge and how to recognize oppression and discrimination but they do not prepare them to provide services for and advocate for obese clients. Regional differences in curriculum topics are discussed. Results from the study have important implications for professional social work education. Limitations of the study and areas for further research are considered.

Existing stigma in the form of negative attitudes towards individuals with severe mental illness by mental health practitioners, has the potential to set barriers towards recovery. A survey of 72 mental health practitioners from three disciplines were surveyed, in an attempt to measure mental health practitioner attitudes towards individuals with severe mental illness, and how their attitudes impact their belief in client recovery. This was a quantitative study, based on two Likert Scale surveys and distributed both in paper form and using Survey Monkey. Participants were gathered through a snowball effect, and consisted of 42 social workers, 18 marriage and family therapists, and 12 clinical psychologists. The Opening Minds Stigma Scale for Mental Health Practitioners was utilized in an attempt to measure stigmatizing behaviors. The Consumer Optimism scale was also incorporated in an attempt to measure practitioner’s belief in recovery. Content analysis was conducted through Statistical Package for the Social Sciences (SPSS) version 20. The findings of the study were inconclusive and did not support the original hypothesis, as no relationship between mental health practitioner attitudes towards individuals with severe mental illness and their belief in recovery was found. However, two key finding emerged through further content analysis. A positive relationship was found between negative attitudes and the practitioner’s desire to be socially distant from individuals with severe mental illness. Practitioners from inpatient work settings showed higher levels of belief in client recovery, than those in outpatient and private practice. Further research can be conducted regarding the potential reasons that inpatient mental health workers have higher belief in client recovery, in order to help outpatient agencies and private practice individuals also achieve higher levels of optimism towards recovery. The findings of negative attitudes in mental health practitioners and their desire to remain socially distant from individuals with a severe mental illness can also be a key component in recent efforts to combat stigmatizing behaviors.

Graduation rates in bachelor's degrees in the United States continue to be lower than stakeholders expect, despite the many advantages of college completion. This phenomenological study investigated the interplay between resilience, coping strategies, and college completion for undergraduate art and design students in an effort to improve graduation rates. The purpose of this study was to address gaps in the literature regarding art and design students' resilience and academic success. Findings were interpreted using 3 conceptual frameworks: resilience theory, Bronfenbrenner's ecology of human development, and Dweck's theory of mindsets and self-beliefs. Research questions guiding this study addressed the external and internal factors that support resilience, the most stressful situations students faced while attending the university, and the coping strategies students used to manage stress, regain resilience and graduate. Data collection included individual semi-structured interviews with 11 graduating seniors and an alum from a single public university in the eastern United States. Data were supplemented by individual semi-structured interviews with 1 faculty member and 2 campus counselors from the same university who had extensive interactions with art and design undergraduates. Key results from the data analysis found that supportive relationships with peers, access to financial aid, stress-free living environments, motivation, tenacity, and self-efficacy were important factors for academic success. The most stressful situations students reported were studio critiques, a lack of compatibility with roommates, and health issues. This study promotes positive social change by providing information for stakeholder's use in bolstering students' resilience in order to manage stress and improve college completion rates.

Sierra Leone was heavily affected by the West African Ebola virus disease (EVD) epidemic from 2013 to 2016. Ongoing EVD transmission during the epidemic was connected to several factors including unsafe traditional burial practices. This phenomenological qualitative study addressed Kono members' perceived knowledge, attitudes, and beliefs regarding how burial practices influenced EVD transmission. Rosenstock's health belief model provided the framework for the study. The participants purposefully selected from various religions and professions were interviewed individually and in focus group settings. Similar phrases and comments were identified from the interview responses resulted which resulted in the following 5 main themes: (a) Kono community leaders and public health workers were cognizant of important EVD issues, but there was a knowledge deficit among Konos about EVD and its mode of transmission; (b) although customary burial rituals were temporarily banned from 2014 to 2016, they were practiced among the Konos to promote culture-driven dignity and respect for the dead; (c) many Konos harbored grudges and mistrusted government officials and public health workers; (d) infrastructural deficits were a barrier to health care as private and public sectors lacked training and equipment to mitigate the 2013-2016 EVD outbreak; and (e) participants were willing to adopt safer burial practices if EVD outbreaks were to reemerge. These findings indicated that EVD transmission was connected to unsafe burial practices. Findings may be used to improve community engagement and public health outreach efforts to promote safer burial practices, especially during periods of infectious disease outbreaks.