Criação dos frangos de corte coloniais Embrapa 041.

2001

Criação massal da lagarta da soja (Anticarsia gemmatalis).

Processos gerais da criacao; Sala de criacao; Gaiolas; Copos descartaveis; Obtencao de ovos; Criacao de lagartas.

Criação de empregos pelo complexo agroindustrial da soja.

O agronegócio é o setor mais dinâmico da economia brasileira. Em 2003, movimentou recursos da ordem de R$ 508,00 bilhões, representando cerca de 36,4% do PIB brasileiro. Apesar desse setor movimentar tal soma, a cadeia produtiva de alguns produtos não participam da criação intensiva de empregos na economia. Por essa razão, o objetivo do trabalho foi analisar com mais profundidade o número de empregos gerados pelo agronegócio, especificamente da soja. Usou-se a metodologia de geração de empregos do BNDES e análise dos dados estatísticos existentes em relação ao tema. Os resultados indicaram que, tanto a montante da cadeia produtiva quanto a na produção da matéria prima, o complexo soja é capital-intensivo. O maior número de empregos é criado a jusante do complexo, a partir do processamento do produto. No total chegou-se a 4,5 milhões de postos de trabalho gerados pelo agronegócio da soja. Conclui-se que, apesar de o setor agropecuário estar classificado em terceiro lugar na criação de empregos, o setor específico da soja, está entre os mais capital-intensivos do agronegócio.

Procedimento para criação do ambiente de armazenamento em banco de dados da Agência de Informação da Embrapa.

Introdução. Apresentação dos comandos utilizados na criação. Do ambiente de trabalho da Agência. Descrição dos comandos utilizados na criação. Do ambiente de trabalho da Agência. Scripts de comandos. Considerações finais.

Criação de um núcleo para a pesquisa e descrição dos serviços oferecidos na área de Bioinformática estrutural.

Instalação e oferta de ferramentas.Computacionais sting millennium suite. (SMS) através da interface web. Criação de novos algoritmos e programas. Para análise estrutural das proteínas. Oferta de banco de dados públicos. Estabelecimento de um ambiente para.Pesquisa e oferta de serviços na área. De bioinformática. Formação de recursos humanos. Organização de cursos e congresso. Projetos em colaboração.

Utilização de aplicativos Base e Calc do pacote BrOffice.org para criação de Sistema de Suporte à Decisão.

Neste trabalho, tem-se uma proposta de mostrar como se constrói um sistema de apoio à decisão de pequeno porte, usando-se os aplicativos Calc e Base. O aplicativo Base será usado para armazenar dados que estão em suas tabelas ou para importá-los a partir de uma outra fonte, isto é, a partir de um outro banco de dados (MySQL, PostgreSQL, etc.) ou de arquivos. Com os dados no aplicativo Base, o Calc irá acessá-los e manipulá-los para, finalmente, mostrar os resultados de apoio à decisão do usuário.

Técnica de criação de Grapholita molesta (Busck, 1916) (Lepidoptera: Tortricidae) em laboratório utilizando dieta artificial para a produção de insetos visando estudos de comportamento e controle.

Uma técnica para criação e obtenção de todas as fases de desenvolvimento da mariposa-oriental Grapholita molesta (Busck, 1916) (Lepidoptera: Tortricidae) em laboratório (24 +- 2ºC; UR: 70 +- 10%; fotofase: 16h) utilizando dieta artificial foi avaliada e descrita.

Criação de matrinxã (Brycon cephalus) em barragens no Estado do Amazonas.

Instalações físicas, materiais e origem dos animais. Condições climáticas. Preparo, povoamento dos viveiros e manejo geral do cultivo. Resultados alcançados.

Recomendações práticas para a criação de ovinos deslanados no Estado do Amazonas.

Este trabalho explana algumas orientacoes praticas para a criacao de ovinos deslanados no Estado do Amazonas, envolvendo fatores como instalacoes, manejo, alimentacao e sanidade.

An ambiguity-based theory of the linguistic verbal joke in English

Instytut Filologii Angielskiej

Ambiguity-generating devices in linguistic verbal jokes

Unpublished paper, written in 1996.

The reporting behaviours of student nurses who have experienced verbal abuse

Background: There is evidence that student nurses are vulnerable to experiencing verbal abuse from a variety of sources and under-reporting of verbal abuse is prevalent throughout the nursing profession. The objective of the study is to explore the reporting behaviours of student nurses who have experienced verbal abuse. Method: For this study a definition of verbal abuse was adopted from current Department of Health (England) guidelines. Questionnaires were distributed in 2005 to a convenience sample of 156 third year nursing students from one pre-registration nursing programme in England. A total of 114 questionnaires were returned, giving an overall response rate of 73.0%. Results: Fifty one students (44.7% of responses) reported verbal abuse; all of these completed the section exploring reporting behaviours. The incidents involved patients in thirty three cases (64.7%); eight cases (15.7%) involved visitors or relatives and ten cases (19.6%) involved other healthcare workers. Thirty two students (62.7%) stated that they did report the incident of verbal abuse they experienced and nineteen (37.3%) of respondents reported that they did not. Only four incidents developed from an oral report to being formally documented. There was a statistically significant association (P = 0.003) between the focus of verbal abuse (patient/visitor or colleague) and the respondents reporting practices with respondents experiencing verbal abuse from colleagues less likely to report incidents. Most frequent feelings following experiences of verbal abuse from colleagues were feelings of embarrassment and hurt/shock. Most frequent consequences of experiencing verbal abuse from patients or relatives were feeling embarrassed and feeling sorry for the abuser. When comparing non reporters with reporters, the most frequent feelings of non reporters were embarrassment and hurt and reporters, embarrassment and feeling sorry for the abuser. When considering levels of support after the incident the mean rating score of respondents who reported the incident was 5.40 (standard deviation 2.89) and of those that did not, 4.36 (standard deviation 2.87) which was not statistically significant (p = 0.220). Conclusions: 1. Not documenting experiences of verbal abuse formally in writing is a prevalent phenomenon within the sample studied and reporting practices are inconsistent. 2. Both Higher Education Institutions and health care providers should consider emphasising formal reporting and documenting of incidents of verbal abuse during student nurse training and access to formal supportive services should be promoted. 3. Effective incident reporting processes and analysis of these reports can lead to an increased awareness of how to avoid negative interactions in the workplace and how to deal with incidents effectively.

Verbal abuse experienced by student nurses

Aim: This paper is a report of a study to describe the nature, severity, frequency and sources of verbal abuse experienced by nursing students while gaining clinical experience. Background: Verbal abuse of healthcare workers is currently receiving considerable attention and nursing students have been identified as a group vulnerable to experiencing workplace verbal abuse. Method: Questionnaires were distributed in 2005 to a convenience sample of 156 third year nursing students from one pre-registration nursing programme in England. A total of 114 questionnaires were returned, giving a response rate of 73.0%. Findings: Experience of verbal abuse was reported by 45.1% of respondents, 34.5% had witnessed other students experiencing this and 65.5% reported that they were aware of other students experiencing verbal abuse. The incidents involved patients in 64.7% of cases, 15.7% involved visitors or relatives and 19.6% involved other healthcare workers. Students reported experiencing threats to kill them, racial abuse and sexually oriented verbal abuse, with the majority of incidents occurring in general medical, mental health and general surgical clinical areas. Conclusion: Education and healthcare providers should prepare students to manage negative verbal exchanges during nursing education, and policies and support networks relating to managing verbal abuse in clinical practice should be available to nursing students.

The exposure to verbal abuse of student nurses gaining placement experience

Clinical placement experience has a key role to play in the socialisation and preparation of future members of the nursing profession. Aggression experienced by healthcare workers is currently receiving considerable attention and student nurses have been identified as a group vulnerable to experiencing workplace abuse (Little 1999). The primary aim of the study is to gain a greater understanding of the nature, severity, frequency and sources of verbal abuse experienced by student nurses in health care settings in the south east of England, using as a definition, “the use of inappropriate words… causing distress” (Department of Health 2003). A convenience sample of 156 third year student nurses of all four branches of one preregistration nursing programme in the south east of England was studied with questionnaires distributed retrospectively; 11 4 student nurses returned the questionnaires equating to a response rate of 73%. Results 46% of respondents reported experiencing verbal abuse, 39% had witnessed other students experiencing verbal abuse and 61% reported that they were aware of other students experiencing verbal abuse. Students reported experiencing threats to kill, racial abuse, sexually orientated verbal abuse and bullying while gaining placement experience. Student nurses are a high risk group for experiencing verbal abuse whilst gaining placement experience.In the literature, mental health and learningdisability settings are viewed as high risk areasfor experiencing aggression (Beech and Leather 2003); this study suggests that student nurses experience verbal abuse in a variety of settings and verbal abuse may be more prevalent on general medical and surgical wards than previously expected.