Cancer y ecancern son signos compatibles

Cancer mates can teach social, intellectual Aquarius lovers the value of emotional impulses, and their feminine influence will bring beauty and comfort into the home. While Cancer teaches the valuable lesson of an open heart, Aquarius can come right back with the usefulness of a detached heart.

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Aquarians are blessed to be able to extricate themselves from uncontrollable situations and to reevaluate goals if they get off-course. Aquarius sees life as an intellectual exercise, a constant exploration and expansion of the mind. They may end up working at cross-purposes: Cancer asks for more and more, Aquarius may pull further and further away.

Both persevere when working toward goals. With this sort of shared perseverance — and if they both place a high value on their relationship — this couple will never be dissuaded from that knowledge and will constantly think of one another. If they run into snags, Aquarius will discover that Cancers, though they may seem shy and retire into their shells, can actually be very tenacious and dogmatic, not above using emotional manipulation on their loved ones.

If they agree to work toward a common goal, these two can get along.

CÁNCER - CAPRICORNIO (Compatibilidad) ytosulyr.tk

When they decide to come together, they are an indomitable force! When they decide to combine their disparate energies, Cancer and Aquarius can find their own natural balance and have fun with their differences rather than letting them frighten them away from a chance to love. What's in your future? Ask a psychic now. Clairvoyant, Dream Analysis, Are you seeking clarity?

Aries and Taurus - Compatibility in Sex, Love and Life

Do you want to know how they Chat Now! Angel Cards, Angel This transformation is gradual and happens in the relation of the child with the mediators, such as: the social interaction of the child with the environment and the use of signs and instruments culturally determined 9.

The act of playing is a necessity for the healthy child and also takes part in the process of becoming sick; through the playing the child creates, recreates, becomes socialized, learns and develops This need does not stop existing when the child becomes ill 10 , however it can pass unnoticed when this aspect is related to children with cancer in the hospital environment and also in his home or community, all of this product of the seriousness of the disease and the complexity of the treatment. To identify the mediators of playing in the life of the child with cancer being treated in an outpatient service, and to analyze the im possibilities of children using these mediators considering the limitations imposed by the sickness and treatment.

The qualitative research was developed in accordance with the creative and sensitive method, taking as a fundamental base the dynamic-group of creativity and sensibility.

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In this type of dynamic-group, the participants of the research prepare an artistic production mobilized by a subject that generates a debate related to the object of study. The production gives incentive the participants to talk about themselves through what they produced, evoking his values and beliefs in subjects that are of common interest to the group The researcher assumes the presenter's role with the help of a assistant who registers verbal, photographic and phonographic the meeting events. When the dynamic-group event ends, the data registered are put together with the researcher's notations that were written down on his field diary to compose the primary research report.

Children in school age are able, through games, of acting in a cognitive sphere that depends on external motivations mediated by the act of playing According whit this, was created the dynamic-group "playing on the stage", that privileges the playing and the gaming compatible with the level of development and the conditions of health and disease of the research participants. Therefore, the dynamic-group was the combination result of two techniques: the "Modeling" that used mass to model and "My house The elaboration of the children's artistic production was orientated to generate debate by means of the question "At my home I play of The preference for the expression "at my home" was due to the fact that a child with cancer when is being treated in an outpatient service, confirms that is not interned in the hospital.

The dynamic-group "Playing on the stage" was implemented in five moments. First, the participants presented themselves and were identified with badges including the researcher and her research assistant who made contact with materials to be used in the preparation of the production. In this moment, the researcher promotes an environment of welcome and comfort, in a way that everybody could see each other and share the available toys in the space of playing.

The materials used by the children were colorful pens and crayons, wax chalk, leaves of paper A4, leaves of brown paper, miniature toys and, mass of modeling. In the next step, it was explained the objective of the dynamic-group and what were the expectation regarding the group production, based on the question that generated the debate written in a paper for all to acknowledge.

The third moment was destined to prepare of the artistic production; each child worked individually on his production; the group shared everything that was in the production space; each one presented the produced material, expressing collectively his experience with the game and with playing. The last moment was dedicated to the socialization of the productions' meanings, when also took place the data validation.

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The meeting was registered with a voice recorder tape type and the productions were photographed with a digital camera. The children who participated in "Playing on the stage" were those who met the following criteria: being a schoolboy and being treated in an outpatient service.

There was no discrimination by gender; were excluded from the study the children who were residing in support homes, since the approach was centered in the experience of playing in the home environment and in the community. To guarantee the anonymity, the schoolboys were identified with the initial letter of his name. When there was more than one name with the same alphabetic letter, was added a number according to the participation order in the dynamic-group. It was adopted the letter "A" to identify the girls and "O" for the boys. The scenery of the group-dynamic game was the outpatient department of pediatric oncology at a well renowned hospital for cancer treatment, located in the city of the Rio de Janeiro.

During all field work stages, were carried out four meetings, totalizing 12 children seven girls and five boys , on the days and times in which they were waiting for some type of professional service medical consultation, laboratory tests, and chemotherapy or radiotherapy treatment. The first meeting happened in the waiting room of the ophthalmology doctor's office of and the next ones in the meeting room of the outpatient department.

Subsequently, it was visited the sectors with purpose of become acquainted and interact with the team that work in those services; it was observed the waiting room, the recreation room, the chemotherapy room and the doctor's office. To register and selection of the subjects, we checked the consultations schedule for the week and waited for the child and his relative arrive, on the day scheduled for the service, moment in which was made the first contact. First, was presented and explained, to the responsible, the research objectives, the methodology, the guarantee of anonymity, the voluntary participation, the way in which the meetings will take place and in which circumstances it will occur group-dynamic game mediated by toys.

All people that was contacted expressed the wish of the child participation in the research. After that, the child was invited to participate explaining to him, in a language appropriated to his level of development and cognitive capacity, the same aspects discussed with his responsible. The next step was to make a list of the names and contacts of the voluntaries, writing down also the day in which the child would return to the hospital. Subsequently, was established a telephone contact - or in person in the outpatient service, with the responsible for the child, aiming to compose four groups.

Before beginning the dynamic-group, it was explained the Consent Form to the responsible for the child, before his signature; this was in accordance with the ethical precepts defined by the National Council of Health Resolution n. For analyzing the data, it was adopted the French Discourse Analysis 15 ; taken as the base of analysis the texts produced in the dynamic-group of creativity and sensibility. The option for this theoretical frame was because the approach of children when playing is part of his daily life and the meanings are produced from their personal experience.

The method to analyze the children discourse was done in stages: initially, in the textual discourse was eliminated superficial aspects, in other words, the linguistic surface raw empirical material was turned into discursive object linguistic materiality and enunciation time determination. The analytical reading of the discursive object pointed to indicative clues in the analytical devices that are constituent of the discourse The objective of this stage was to find the discourse in the text, with this the analyst becomes prepared to configure the discursive formation.

Is understood as discursive formation a given ideological formation - in other words - a given social-historical conjuncture determines what can and must be said Subsequently, the discursive object was converted into the discursive process. In this stage, the different discursive formations are linked to ideological formations that govern these relations. In this way, was achieved the constitution of the discursive process, responsible for the effect of meaning produced in the symbolic material The process analysis led to the categorization of two subjects: mediators of the im possibilities of playing instruments and signs and mediators of the im possibilities of playing in the social interaction people and environment.

Mediators of the im possibilities of playing - instruments and signs. One schoolboy pointed out, simultaneously, to the vest and the skate as instruments mediators of the possibility and the impossibility of playing. His deformity thorax condition after removal of lumbar neurofibroma implicates in the continuous use of the vest for correction of the posture during the week. The physiotherapist recommended that he can play with the skate on weekends when, during the day, can remains without the vest. Schoolboy R. The use of the thoracic vest promotes physical restriction and interferes in the necessary body mechanics to play with the skate, condition in which resides the impossibility of playing with the skate as a mediator instrument of playing along the week.

The conversation between the schoolboy N and the field researcher first author , presented new impossibilities. The treatment disturbs, even once, I stayed with pain while I was playing I was feeling pain sometimes, but now I don't feel it any more. The schoolboy N. And when you were feeling pain, how was it to play?

I asked to N. I didn't want to play because my belly was hurting. The treatment as the origin of pain was something that confused the child desire of playing. Though there was attempt to keep on playing even in the cases of weak and occasional pain; when the pain was sharp he was not able of playing. In other words, the intensity of the pain was a determinant of the possibility or impossibility of playing; when the pain was weak he kept on playing, and when it was strong he didn't play because it was hurting his belly.

Being so, the pain becomes like a sign that imposes limits to the desire of playing of the child with cancer. In Vygotskyana perspective, the pain was the internalized sign origin of the displeasure, suffering and restriction. It represents the child experience and the way in which he gives new meaning to suffering and to the restrictions imposed on his way of living, including there the act of playing as origin of pleasure. The pleasure of playing is the opposite of the displeasure produced by pain. In the following dialog, the schoolboy M and the field researcher first author spoke about the chemotherapeutic treatment like a factor that generates the impossibility of playing.

Then you can go out to the street every day? I questioned M.

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For sure! Except when I am doing chemotherapy The schoolboy M.


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The chemotherapeutic treatment was a sign that restricts the child to go out from house, to play in the street or to sleep in the home of the aunt, as he was used to do regularly on weekends. Apparently, he appropriated of other experiences speeches already heard and, internally, he reconstructed them, saying that during the cycle of chemotherapy he must stay away of potential sources of infection, due to the immunosuppression caused by medicine. So, resting was an additional sign containing a new meaning for the impossibility of going out from the house.

The discourse analysis - considering what was not made explicit - indicates that when the child is doing chemotherapy, he does not sleep at the aunt's home, doesn't play in the street, and doesn't interact with other children who don't belong to his familiar nucleus. Consequently, his activities of playing are restricted to the house environment and mediated by people who participate of his most immediate familiar circle. Mediators of the im possibilities of playing in the social interaction - people and environment. The schoolgirl A2 pointed out that, before the cancer, his mother allowed her to play out of the house at the home of a friend and now she doesn't let her any more.

Before, becoming ill my mother allowed me to play at Caca's house fictitious name , now she doesn't let me anymore.


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The schoolgirl A2. The mother of the schoolboy M also worries about his well-being, she does not allow him to play out from house during the outpatient chemotherapy phase of treatment. I cannot go out from the house because she mother is afraid of the misty because I have a low immunity For example, if tomorrow Saturday I begin with the chemotherapy, I cannot go out to the street because of the low defense neutropenia. Then, I stay at home and my mother let me get my books until Wednesday the boy has a protocol of five days of chemotherapy.

For both children, the motherly protection represents a preoccupation with the well-being of the child and the prevention of infection, due to the low immunity resulting from the cancer treatment. Before and now are time marks that reveal the motherly protection that in exchange restricts the number of people with whom the child interacts socially and also the number of spaces where the playing can occur. The motherly protection prevents the schoolboy M going out from the house, because during the chemotherapeutic treatment phase increases the child probabilities of becoming ill due to the low immunity, a common averse effect in these cases.