Metodologia alternativa para o teste de tetrazólio em semente de soja: série sementes.

Metodologia alternativa para o teste de tetrazólio; Processo de embebição e coloração da semente pela metodologia alternativa; Princípicio do teste de tetrazólio; Interpretação da metodologia alternativa; Vantagens e limitações da metodologia alternativa do TZ.

Teste de fluxo de dados de programas com ponteiros e registros.

Dois modelos mais precisos de análise de fluxo de dados voltados para o teste de programas que utilizaram ponteiros e campos de registros são apresentados. Os modelos propostos são baseados em uma abordagem conservadora e foram implementados na ferramenta POKE-TOOL. A conjectura é que a análise de fluxo de dados mais precisa aumenta a eficácia do teste a um custo razoável .Para investigar essa conjectura, um estudo de caso foi realizado para avaliar a eficácia eo custo da utilização dos dois modelos no teste com duas famílias diferentes de critérios de teste baseados em análise de fluxo de dados. Os resultados obtidos indicam que a eficácia dos modelos dependem do programa e dos defeitos que ele contém. A segunda observação em especial indica que existem defeitos cuja detecção é facilitada quando os modelos propostos são utilizados. Para uma das famílias de critérios de teste, foi observado que o custo adicional causado pela análise mais precisa de fluxo de dados é razoável.

Validação de modelos geoestatísticos usando teste de Filliben: aplicação em agroclimatologia.

O objetivo deste trabalho é validar modelos geoestatísticos aplicados a agroclimatologia através do teste de normalidade de Filliben em resíduos ortonormais com dados de precipitação média anual para o Estado de São Paulo.

Processo de depuração depois do teste: definição e análise.

O objetivo da realização deste trabalho foi analisar em detalhes o processo de depuração que ocorre depois da atividade de teste. Por tanto, vários processos de depuração de software foram analisados. Baseado nessa análise foi definido um processo de Depuração depois do teste (DDT) que enfativa os seguintes aspectos: identificação, avaliação e refinamento sucessivo de sintomas internos até a localização do defeito; e tipo de informação de teste utilizada. Várias técnicas de depuração foram então avaliadas em termos de mecanismos de apoio ao processo DDT e quanto a sua escabilidade para programas reais. Dessa avaliação, observou-se que os resultados do teste sistemático de software, quando utilizado na depuração, resultam em técnicas de baixo custo e com maiores perspectivas de escabilidade para programas reais. Infelizmente, esses resultados têm sido utilizados apenas para apoiar um dos aspectos do processo DDT- identificação de sintomas internos. Essa observação motiva a definição de estratégias de depuração que utilizem, de maneira eficaz e eficiente, as informações de teste na avaliação e no refinamento de sintomas internos.

Teste baseado em casos de uso.

Os casos de uso consistem em um meio de se capturar as funcionalidades de um sistema de forma centrada no usuário. Entender como o usuário interage com um sistema é um aspecto importante quando se tem como objetivo entregar um produto que atenda às suas necessidades.

Programa Nacional de Melhoramento do Gir Leiteiro: sumário brasileiro de touros: resultado do teste de progênie: 6a prova de pré-seleção de touros - maio 2015.

2015

Programa Nacional de Melhoramento do Gir Leiteiro: sumário brasileiro de touros: resultado do teste de progênie 7a prova de pré-seleção de touros - maio 2016.

2016

Programa Nacional de Melhoramento do Guzerá para Leite: resultados do Teste de Progênie, do Programa de Melhoramento Genético de Zebuínos da ABCZ e do Núcleo MOET.

2016

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.