Las mujeres que escribieron en el Manicomio Nacional de Leganés tras la Guerra Civil Española, 1939-1952 / The women who wrote in the Manicomio Nacional de Leganés after the Spanish Civil War, 1939-1952

Resumen El presente trabajo utiliza los historiales clínicos de seis mujeres internadas en el Manicomio Nacional de Leganés, Madrid (España), en los que, además de las anotaciones médicas, existen cartas y otros documentos personales. El control sobre estas cartas no enviadas nos permite escuchar las denuncias sobre la institución, así como recuperar las voces de las internas y sus resistencias a ser tratadas como locas. Este análisis nos lleva a explorar la doble marginación: ser "mujeres" y "enfermas mentales" y nos aproxima a construir una historia desde el punto de vista del paciente. El marco temporal es el franquismo, régimen dictatorial que implantó un modelo hegemónico femenino dictado por una moral nacional-católica.

Abstract This article uses the medical records of six women admitted to the Manicomio Nacional de Leganés, Madrid (Spain), in which, in addition to medical notes, there are letters and other personal documents. These unsent letters allow us to read about their complaints towards the institution, as well as to recover the voices of the inmates and their resistance to being treated like insane people. This analysis leads us to explore the double marginalization: being "women" and being "mentally ill"; it also brings us closer to building a story from the patient's point of view. The time frame is Franco's dictatorship, during which the implementation of a national-Catholic system undoubtedly reinforced the female hegemonic model of the regime.

USO DE RÚBRICAS PARA LA EVALUACIÓN DE TEXTOS ACADÉMICOS: UN DESAFÍO EN LA ENSEÑANZA DE ENFERMERÍA / USE OF RUBRICS FOR THE EVALUATION OF ACADEMIC TEXTS: A CHALLENGE IN NURSING EDUCATION

INTRODUCCIÓN: Tanto la enseñanza de la escritura como la forma en que se evalúa constituyen un desafío importante en educación superior. La utilización de estrategias evaluativas permite remediar las carencias en habilidades de escritura, al ser no solo un recurso de evaluación exhaustivo y didáctico, sino que también, una guía para el desarrollo del texto en sí mismo. OBJETIVO: Desarrollar metodologías evaluativas para mejorar los aspectos de forma y contenido en la escritura de textos académicos en Enfermería. METODOLOGÍA: el proyecto contó de tres fases que contemplaron la construcción de dos instrumentos (fase 1), su aplicación en un texto académico y respectivos ajustes (fase 2), y la evaluación de dicha aplicación (fase 3). RESULTADOS: se obtuvieron dos rúbricas de tipo analíticas conformadas por los ítems de FORMA (aspectos de escritura) y CONTENIDO (aspectos de investigación), las que fueron aplicadas tres veces al texto para evaluar su progreso, observándose mejoras en la calificación global, en coherencia y cohesión en FORMA, y marco teórico, resultados y metodología, en CONTENIDO. DISCUSIÓN: el uso de rúbricas analíticas son una herramienta muy útil a la hora de evaluar textos académicos. Son instrumentos sumamente completos pues miran el proceso como un todo, actuando no solo como una instancia evaluativa, sino que también formadora para el estudiantado, a la vez que se configuran como una guía para el desarrollo de la escritura.

INTRODUCTION: Both the teaching of writing and the way it is evaluated constitute major challenges in higher education. The use of evaluative strategies can help remediate deficiencies in writing skills by being not only an exhaustive and didactic evaluation resource, but also a guide for the development of the text itself. OBJECTIVE: Develop evaluative methodologies to improve aspects of form and content in the writing of academic texts in Nursing. METHODOLOGY: The project had three phases that considered the construction of two instruments (phase 1), their application in an academic text (thesis report) and respective adjustments (phase 2), and, finally, the evaluation of said application. RESULTS: Two analytical headings were obtained (quantitative methodology and qualitative methodology), consisting of the items of FORM (writing aspects) and CONTENT (research aspects), respectively, which were applied three times to the text to evaluate its progress. Improvements were observed in the overall rating, in the areas of coherence and cohesion in FORM, and in the theoretical framework, results, and methodology in CONTENT. DISCUSSION: Analytical rubrics are a very useful tool when evaluating academic texts. They are extremely comprehensive instruments because they look at the process as a whole, serving not only as an evaluative tool, but also as a training opportunity for students, providing a guide for the development of academic writing skills.

Aproximación teórica a las incoherencias grafo-corporales en los procesos de recogida de muestras en pericia caligráfica / Theoretical approach to grapho-corporal inconsistencies in the processes of sample collection in handwriting expertise / Abordagem teórica das inconsistências grafo-corporais nos processos de coleta de amostras em perícias de caligrafia

La recogida de muestras indubitadas al momento de elaborar un cuerpo de escritura a una persona, es un proceso de suma importancia en la pericia caligráfica. Existen parámetros por los que se rigen los peritos calígrafos al confeccionar dicho cuerpo de escritura, que se centran de forma general en la posición del escribiente, la velocidad escritural, la espontaneidad, cantidad de muestras, entre otros. Sin embargo, el escribiente puede intentar alterarlo o manipularlo de diferentes formas, normalmente intentando dificultar la labor pericial. Así, existen diversos elementos que indican a un experto en grafística que se está intentando modificar la escritura o firma durante este proceso desde el punto de vista técnico. En este sentido, el objetivo de este estudio es resaltar la importancia de recopilar un cuerpo de escritura con todas las garantías para que pueda tratarse como un documento incuestionable, además de destacar la relevancia de que el perito tenga la capacidad de confirmar la sinceridad del escribiente, tanto mediante el análisis de su escritura (grafología) como a través del análisis de su comunicación no verbal en el momento de escribirlo. Se ha utilizado una metodología cualitativa, usando la técnica de información documental, mediante la recopilación de información para su estudio y análisis, así como de monografías, manuales de estudio y artículos científicos.

The collection of indubitable samples when a corpus of handwriting is taken from a person is an extremely important process in handwriting expertise. There are parameters by which handwriting experts are governed when making such a writing corpus, which generally focus on the position of the scribe, writing speed, spontaneity, number of samples, among others. However, the scribe may try to alter or manipulate it in different ways, usually in an attempt to hinder the expert's work. Thus, there are several elements that indicate to a handwriting expert that an attempt is being made to modify the handwriting or signature during this process from a technical point of view. In this sense, the aim of this study is to highlight the importance of compiling a handwriting corpus with all the guarantees that it can be treated as an unquestionable document, as well as highlighting the importance of the expert having the ability to confirm the scribe's sincerity, both through the analysis of their handwriting (graphology) and through the analysis of their non-verbal communication at the time of writing. A qualitative methodology has been used, using the documentary information technique, by means of the collection of information for study and analysis, as well as monographs, study manuals and scientific articles.

A coleta de provas indubitáveis quando um corpo de caligrafia é retirado de uma pessoa é um processo extremamente importante na perícia de caligrafia. Existem parâmetros pelos quais os peritos em caligrafia são regidos ao fazer esse corpo de escrita, que geralmente se concentram na posição do escriba, na velocidade da escrita, na espontaneidade, no número de amostras, entre outros. No entanto, o escrevente pode tentar alterá-lo ou manipulá-lo de diversas formas, geralmente na tentativa de dificultar o trabalho do perito. Assim, existem vários elementos que indicam ao perito em caligrafia que, do ponto de vista técnico, está havendo uma tentativa de modificar a caligrafia ou a assinatura durante esse processo. Nesse sentido, o objetivo deste estudo é destacar a importância de se compilar um corpo de caligrafia com todas as garantias de que possa ser tratado como um documento inquestionável, bem como destacar a importância de o perito ter a capacidade de confirmar a sinceridade do escrevente, tanto por meio da análise de sua caligrafia (grafologia) quanto por meio da análise de sua comunicação não verbal no momento da escrita. Foi utilizada uma metodologia qualitativa, com a técnica de informação documental, por meio da coleta de informações para estudo e análise, bem como de monografias, manuais de estudo e artigos científicos.

STUDY ACCLIMATIZED SEED SAMPLE SAPOSHNIKOVIA DIVARICATA (TURCZ) SCHISCHK IN VIETNAM

In this study, we evaluated several agronomic characteristics of S. divaricata when grown in various regions in Vietnam, including Northeast, Northwest, and Central Highlands. Among the three regions, S. divaricata grown in Northwestern Vietnam has the highest yield reaching 6.21 tons/ha, with a total active ingredient content of 0.655% (Prim-O-glucosylcimifugin 0.383% and 5-O-methylvisamminoside 0.272%). This is followed by the Central Highlands of which S. divaricata yielded 4.12 tons/ha, with a total active ingredient content is 0.543% (Prim-O-glucosylcimifugin 0.292% and 5-O-methylvisamminoside 0.251%). The lowest yield of S. divaricata was recorded in Northeast with 3.13 tons/ha, of which a total active ingredient content was 0.394% with 0.253% for Prim-O-glucosylcimifugin and 0.141% for 5-O- methylvisamminoside. With the applied analytical conditions, HPLC - DAD chromatograms are obtained with sharp peaks of prim-O-glucosylcimifugin (tR = 7.51 min) and 5-O-methylvisamminoside (tR = 20.23 min) , balanced, clear on the background of the medicinal plants Saposhnikovia divaricata (Turcz.) Schischk. In particular, the applicable analytical conditions allow for simultaneous qualitative and quantitative analysis of both prim-O-glucosylcimifugin and 5- O-methylvisaminoside. The results of building the standard curve prim-O-glucosylcimifugin Y = (16146)X – 4020.3, R2 = 0.9992, standard curve 5-O- methylvisamminoside Y = (20490)X – 6921.8, R2 = 0.9999. The quantitative results of prim-O-glucosylcimifugin and 5-O- methylvisamminoside in all regions were slightly higher than that of the pharmacopoeias of Vietnam, China and Hong Kong with the total active ingredient content not less than 0.24%. Thus, The study concluded that Vietnam is a country that can develop medicinal plants Saposhnikovia divaricata (Turcz.) Schischk

Evaluation of the effectiveness of written communication training of a public higher education institution using the Kirkpatrick model

BACKGROUND@#This study aims to evaluate the effectiveness of the “Effective Written Communication Training” provided among 16 UP Manila administrative employees following Kirkpatrick's training evaluation model.@*OBJECTIVES@#This study specifically examines the reaction of the employees to the training program (Level 1), changes in the level of learning (Level 2), and transfer of training in the workplace or behavioral changes (Level 3).@*METHODOLOGY@#The study used a cross-sectional design, and the primary data was collected through survey questionnaires, a pretest, and a posttest. For the Level 1 evaluation, a training assessment survey was given to the participants. For the Level 2 evaluation, tests were given to the participants before and after the conduct of the training program. For the Level 3 evaluation, a survey questionnaire was given to the participants and their immediate supervisor five months after the end of the training.@*RESULTS@#The Level 1 results showed that the participants' overall reaction to the training was Excellent in terms of training design, facilitation, resource speaker/facilitator, and overall experience. For the Level 2 evaluation, results showed that there is a significant change (t(15)=11.32, ρ<0.05) in the participants' learning about written communication, as shown in the difference between the pretest (M=16.56, SD=3.01) and posttest scores (M=20.25, SD=2.49). Results of the Level 3 evaluation showed that written communication competencies have been applied to the workplace. Employees confidently compose written correspondences, construct formal and official letters, and relay queries using a more appropriate choice of words, which the participants' supervisors also observed.@*CONCLUSION@#Overall, the training program was found to be effective in improving the participants' written communication skills, following Kirkpatrick's training evaluation model.

Argumentación escrita en estudiantes universitarios ingresantes de psicología

Resumen: La argumentación es una competencia cultural desarrollada a lo largo de la vida que involucra procesos cognitivos complejos y es necesaria para el desarrollo académico del estudiante y sobre todo del estudiante universitario. Debido a que la argumentación escrita es una actividad común en el ciclo universitario, el objetivo de esta investigación es analizar la competencia argumental escrita de los estudiantes universitarios ingresantes pertenecientes a una carrera de grado de la Universidad Nacional de Rosario. Se propone la utilización de un modelo de evaluación inspirado en Garcia-Milá et al. (2016), el cual está basado en la integración de justificaciones, objeciones y contra-argumentaciones para analizar la competencia argumental escrita de estudiantes universitarios de primer año. La muestra estuvo compuesta por 187 estudiantes universitarios ingresantes pertenecientes a la carrera de psicología. Se halló que la mitad de los estudiantes presentan una competencia argumental básica. Aun así, es una buena base a partir de la cual mejorar.

Abstract: The argumentation it's a cultural competence developed throughout life that involves complex cognitive processes and is necessary for the student academic development and especially of the college student. Due to the fact that written argumentation is a common activity in the college career, the objective of this research is to analyze the written argumentative competence of first year college students belonging to a career at the National University of Rosario (UNR in Spanish). We suggest the use of an evaluation model inspired by Garcia-Milá et al. (2016) which is based on the integration of justifications, objections, and counter-arguments to analyze the written argumentative competence of first year college students. The sample was made up of 187 college students from the first year of psychology career. We found that half of the students present a basic argumentative competence. Even so, it`s a good start from which to improve.

Resumo: A argumentação é uma competência cultural desenvolvida ao longo da vida que envolve processos cognitivos complexos e é necessária para o desenvolvimento acadêmico do aluno e principalmente do universitário. Por ser a argumentação escrita uma atividade comum no ciclo universitário, o objetivo desta pesquisa é analisar a competência argumentativa escrita dos ingressantes universitários pertencentes a um curso de graduação da Universidade Nacional de Rosário. O modelo de avaliação utilizado foi baseado em Garcia-Milá et al. (2016), que se baseia na integração de justificativas, objeções e contra-argumentos para analisar a competência argumentativa escrita dos estudantes universitários do primeiro ano. A amostra foi composta por 187 estudantes universitários do primeiro ano da carreira de psicologia. Constatou-se que metade dos alunos apresenta competência argumentativa básica. Ainda assim, é uma boa base para melhorar.

Dificultad y discriminación del examen de Ontogenia Humana y SOMA en la carrera de medicina / Difficulty and discrimination of the Human Ontogeny and Osteomioarticular System Exam in the medical major

Introducción: La evaluación es la categoría reguladora del proceso de enseñanza-aprendizaje. Los instrumentos evaluativos utilizados para tal propósito deben reunir los criterios mínimos de calidad. Objetivo: Evaluar la dificultad y discriminación del examen de la asignatura Ontogenia Humana y SOMA de la carrera de medicina en la Facultad de Ciencias Médicas de Matanzas en tres cursos académicos. Métodos: Se realizó un estudio de investigación descriptivo transversal en el marco de la educación médica, para describir la estructura del examen de la asignatura Ontogenia Humana y SOMA, en la Facultad de Ciencias Médicas de Matanzas, en los cursos 2016-2017, 2017-2018 y 2018-2019; y determinar la frecuencia de errores, y el nivel de dificultad y el poder de discriminación de estos. Resultados: En el examen aplicado en los tres cursos predominaron las preguntas tipo ensayo. La frecuencia de errores fue media, baja y alta, respectivamente. Los exámenes presentaron dificultad media y excelente poder de discriminación. Conclusiones: Los indicadores de calidad estudiados alcanzaron valores satisfactorios para el examen de la asignatura Ontogenia Humana y SOMA en la Facultad de Ciencias Médicas de Matanzas en los cursos académicos estudiados(AU)

Introduction: Evaluation is the regulatory category of the teaching-learning process. The evaluative instruments must meet the minimum quality criteria. Objective: To assess the difficulty and discrimination of the exam of the Human Ontogeny and Osteomioarticular System subject of the medical major in the School of Medical Sciences of Matanzas during three academic years. Methods: A descriptive and cross-sectional research was carried out in the framework of medical education, in order to describe the structure of the exam of the Human Ontogeny and Osteomioarticular System subject, in the School of Medical Sciences of Matanzas, in the academic years 2016-2017, 2017-2018 and 2018-2019; as well as to determine the frequency of errors, together with their level of difficulty and power of discrimination. Results: In the exam applied during the three academic years, essay-type questions predominated. The frequency of errors per year was medium, low and high, respectively. The exams presented medium difficulty and excellent power of discrimination. Conclusions: The studied quality indicators obtained satisfactory values for the exam of the Human Ontogeny and Osteomioarticular System subject in the School of Medical Sciences of Matanzas during the studied academic courses(AU)

Alfabetização e Letramento: Uma Discussão sobre Gêneros Textuais Digitais / Alphabetization and Literacy: A Discussion about Digital Textual Genres / Alfabetización y Literacia: Una Discusión sobre los Géneros Textuales Digitales

Este artigo tem o objetivo de discutir contribuições do uso de gêneros textuais digitais no processo de alfabetização e letramento. Em situações vivenciadas em sala de aula é notável que as novas tecnologias trazem grande motivação aos alunos. Tal observação assinala a possibilidade de empregar ferramentas tecnológicas como recursos didáticos que potencializem os processos de alfabetização e de letramento. Diante disso, questionamos: os gêneros textuais digitais podem fomentar a aprendizagem da linguagem escrita no início do processo de escolarização? Para responder a essa questão, buscamos embasamento na Teoria Histórico-Cultural e em princípios da teoria bakhtiniana. Inicialmente, analisamos o papel do professor diante do processo de ensino e aprendizagem da linguagem escrita. Na sequência, discorremos a respeito dos processos de alfabetização e letramento. Posteriormente, apresentamos algumas reflexões a respeito da possibilidade de gêneros discursivos digitais promoverem tais processos. Esperamos que tais reflexões auxiliem o leitor a pensar a organização do ensino da linguagem escrita, buscando assegurar a todos os alunos a apropriação desse conhecimento, condição para o pleno desenvolvimento. (AU)

This article aims to discuss contributions of the use of digital textual genres in the literacy and initial reading instruction process. In situations experienced in the classroom, it is remarkable that new technologies bring great motivation to students. Such observations show the possibility of using technological tools as didactic resources that enhance the initial reading instruction and literacy process. Therefore, we question: can digital text genres promote written language learning at the beginning of the schooling process? To answer this question, we look for a basis in Historical-Cultural Theory and in Bakthin´s theory principles. Initially, we analyze the role of the teacher in the process of teaching and learning written language. Next, we discuss the processes of initial reading instruction and literacy. Later, we present some reflections on the possibility of digital discursive genres promoting such processes. We hope that such reflections will help the reader to think about the organization of written language teaching, seeking to ensure to all students the appropriation of this knowledge, a condition for full development. (AU)

Este artículo tiene como objetivo discutir las contribuciones del uso de géneros textuales digitales en el proceso de alfabetización y letramiento. En situaciones vividas en el aula es destacable que las nuevas tecnologías aporten una gran motivación a los alumnos. Esta observación indica la posibilidad de utilizar herramientas tecnológicas como recursos didácticos que potencian los procesos de alfabetización y letramiento. Por lo tanto, nos preguntamos: ¿fomentan los géneros textuales digitales el aprendizaje del lenguaje escrito al inicio del proceso escolar? Para contestar a esta pregunta, buscamos nos basar la Teoría Histórico-Cultural y en los principios de la teoría bajtiniana. Inicialmente, se analizó el papel del maestro en el proceso de enseñanza y aprendizaje de la lengua escrita. A continuación, discutimos la alfabetización y los procesos de letramiento. Posteriormente, presentamos algunas reflexiones acerca de la posibilidad de que los géneros discursivos digitales promuevan este tipo de procesos. Esperamos que tales reflexiones ayuden al lector a pensar en la organización de la enseñanza de la lengua escrita, buscando asegurar a todos los estudiantes la apropiación de este conocimiento, condición para el pleno desarrollo. (AU)

La informetría y el análisis del discurso aplicados a la producción científica en la Ciencia de Datos y Ciencia de la información / Informetrics and discourse analysis applied to scientific production in Data Science and Information Science

Resumen Objetivo. Investigar la producción científica en la intersección temática de la Ciencia de Datos (CD) y la Ciencia de la Información (CI). Método. Estudio informétrico, descriptivo, y de primera incursión, en el análisis del discurso escrito de los textos académicos incluidos en la Web of Science (WoS), periodo 1900 al 6 de noviembre de 2020, y cuya cobertura de búsqueda fue en las bases de datos: SCI.Expanded, SSCI, A&HCI, ESCI, CPCI-S, CPCI.SSH, BKCI-. y BKCI.SSH. Resultados. Se recuperaron y analizaron 49 documentos representados en 38 artículos, 7 textos de memorias de congresos, 2 capítulos de libro y 2 materiales editoriales. El conjunto de las investigaciones que tratan el tema de la CD y la CI sumaron 128 citas, 2.6 citas por documento e índice H: 7. Discusión.Conceptualmente, se encontró que para la CD y la CI su origen son los datos y que ambas disciplinas son predominantemente de carácter práctico. En aquellas investigaciones con mayor visibilidad hay participación multiautoral. La CD y la CI son áreas del conocimiento recientes en las cuales las tecnologías de la información son indispensables para el análisis de grandes cantidades de datos e información. Conclusiones. La CD y CI tienen un carácter intra y multi y transdisciplinar y se caracterizan por utilizar las tecnologías de la información para el análisis de grandes cantidades de datos e información.

Abstract Objective. To research scientific production at the thematic intersection of Data Science (DS) and Information Science (IS). Method. Informetric, descriptive study, and of first incursion, in the analysis of the written discourse of the academic texts included in the Web of Science (WoS), period 1900 to November 6, 2020, and coverage in the databases: SCI-Expanded, SSCI, A & HCI, ESCI, CPCI-S, CPCI-SSH, BKCI-S and BKCI-SSH. Results. 49 documents represented in 38 articles, 7 conference memoires, 2 book chapters and 2 editorial materials were retrieved and analyzed. The set of investigations that deal with the subject of DS and IS added 128 citations, 2.6 citations per document and H index: 7. Discussion. Conceptually, it was found that for DS and IS their origin is the data and that both disciplines are predominantly practical. In those investigations with greater visibility there are more than an author. DS and IS are recent areas of knowledge in which information technologies are indispensable for the analysis of large amounts of data and information. Conclusions. DS and IS have an intra- and multi and transdisciplinary character and they are characterized by the use of information technologies for the analysis of large amounts of data and information.

Construcción de una escala de autoeficacia para comunicación oral y escrita dentro de entornos laborales en futuros egresados / Construction of a self-efficacy scale for oral and written communication in work environments in future graduates

Resumen El mercado laboral requiere de futuros trabajadores con buen desarrollo de competencias transversales como la Comunicación Oral y Escrita para el trabajo. Relacionado con esto, la categoría de auto-eficacia es relevante, pues constituye un factor decisivo para que un individuo logre sus metas, siendo entonces necesario evaluarla para dicha competencia en futuros egresados. Con este fin se diseñó, validó y evaluó la confiabilidad de una escala (n=443). Para la de validez de contenido se utilizó el método CVI y para la consistencia interna el método de división por mitades así como el coeficiente alfa de Cronbach. Finalmente se aplicó un análisis factorial para la validez de constructo. Se obtuvieron niveles altos de CVI (0.87) y consistencia interna (R=0.97, α=0.95) así como cuatro factores que explican el 66 % de la varianza total. Concluyendo que el instrumento es válido y confiable para medir auto-eficacia para la comunicación oral y escrita en entornos laborales en futuros egresados.

Abstract The labor market needs future workers with adequate levels of transversal skills such as Oral and Written Communication for the job. In this regard, the category of self-efficacy becomes relevant, since it constitutes a decisive factor for an individual to achieve his goals, being then necessary to evaluate this competence in future graduates. To this end, a scale was designed, validated and evaluated for reliability (n=443). For content validity the CVI method was used and for internal consistency the method of division by halves was used as well as Cronbach's alpha coefficient. Finally, a factor analysis was applied for construct validity. High levels of CVI (0.87) and internal consistency (R=0.97, α=0.95) were obtained, as well as four factors that explain 66% of the total variance. We conclude that the instrument is valid and reliable to measure self-efficacy for oral and written communication in work environments in future graduates.

The comparison of the managements and practices of safe administration of blood components between United Kingdom and China Part 5: the introduction of UK policies and procesures to support nurses and midwives making the clinical decision and providing the written instruction for blood transfusion / 中国输血杂志

【Objective】 A framework to support nurses and midwives making the clinical decision and providing the written instruction for blood transfusion has been developed and implemented in the United Kingdom as a response to the changing needs of the patient and in recognition that blood transfusion services to patients could be improved by using the untapped knowledge and expertise of experienced nurses and midwives.Special education and training program for this role development are provided jointly by the national blood and nurse management authority, higher education institutions and transfusion societies.The British government has issued and implemented a compulsory professional indemnity which cover nurses and midwives as well.The development and implementation of the framework, policies and procedures for this role development is based on the regulatory compliance and the collaboration of, and beneficial to the multiple stakeholders, with the gaps left by doctors being fillled, work load of doctors reduced, nurses and midwives achieving professional development, hospitals performing more efficiently, and most importantly, the patients having a better transfusion services.At present, there is no similar policy or program for nurses and midwives in China.Therefore, this paper introduces the policy framework and implementation for this role development in UK, which would be a valuable reference for the role development and extension of nurses and the organization, education and training for transfusion professional teams as well in China in the near future.

Validation of the Filipino version of the written asthma action plan for 5- to 18-year-old patients

@#<p style="text-align: justify;"><strong>Background.</strong> Asthma is a complex disorder characterized by variable and recurring symptoms, airflow obstruction, bronchial hyperresponsiveness, and an underlying inflammation. Asthma is one of the most common chronic diseases in the world and its burden of disease is exceedingly high. According to current guidelines, the asthma action plan is a cornerstone in the management and control of asthma exacerbations. Written action plans are now recommended for all children with asthma as part of initial home management of acute wheezing episodes and exacerbations. Translating the written asthma action plan to Filipino and testing it for cultural content validity and reliability will make it useful on a wider scale in our country, help reduce morbidity, and improve asthma control in the Filipino pediatric population.</p><p style="text-align: justify;"><strong>Objectives.</strong> To perform content and cultural validation and reliability testing of the Filipino Written Asthma Action Plan (FWAAP).</p><p style="text-align: justify;"><strong>Methods.</strong> The Written Asthma Action Plan was translated to Filipino following conventional translational steps: 1) forward translation, 2) back translation, 3) pilot testing and validation, 4) final translated version. We conducted a cross-sectional study and administered the FWAAP during pilot testing among children and caregivers with asthma attending an asthma clinic.</p><p style="text-align: justify;"><strong>Results.</strong> We included 31 patients. The participants considered the FWAAP to be relevant to their disease, understandable, concise and useful in the management of asthma. The tool was shown to be highly consistent (Cronbach's alpha coefficient = 0.9235 showing that the. Seigel and Castellan's Kappa (Inter-rater or Inter-observer consistency) showed inter-rater agreement of 0.9615 (kappa of 0.7787) and 0.923 (kappa of 0.8846) respectively showing adequate inter-rater agreement.</p><p style="text-align: justify;"><strong>Conclusion.</strong> The Filipino asthma action plan is a reliable and valid tool for managing asthma in the home setting.</p>

A escrita como performance e as cartas como método: carta às leitoras e leitores deste artigo / Writing as a performance and letters as a method: letter to the readers of this article / Escribir como actuación y cartas como método: carta a los lectores de este artículo

O presente artigo tem como objetivo transmitir ao leitor a visão possível da escrita performativa como forma natural e intrínseca, uma vez que a escrita e a vida se perpassam, mostrando que o ato de escrever é, concomitantemente, se escrever e se inscrever na História. Para tanto, foi necessário o reencontro com cartas e poemas produzidos ao longo de um processo pessoal de construção de uma dissertação do mestrado em Psicologia, utilizando como pilar o encontro com as escritoras Carolina Maria de Jesus e Conceição Evaristo, suas relações pessoais e políticas com o feminino e com o labor da escrita atrelado ao viver. Dessa forma, conseguimos compreender a escrita como parte da vida, indo na contramão da laboração da escrita acadêmica, com seus processos de colonização da nossa maneira de escrever e de nossa forma de pensar e aprender, convidando, enfim, o leitor a participar de forma ativa dessa desconstrução, derrubando os conceitos de como se deve, ou não, proceder na escrita.

This article aims to convey to the reader the possible view of performative writing as a natural and intrinsic form, where writing and life itself intersect, in an attempt to show that the act of writing is simultaneously, write and subscribe to history. Therefore, it was necessary to re-encounter letters and poems produced during a personal process of creation of a Master's thesis in Psychology, utilizing as a pillar the meeting with the writers Carolina Maria de Jesus and Conceição Evaristo, their personal and political relations with the feminine and with the labor of writing linked to the act of living. Thus, we can understand writing as part of life, confronting the milling of academic writing and its processes of colonization of our way of writing and our way of thinking and learning, and finally inviting the reader to actively participate in this deconstruction, overturning the concepts of how one should, or should not, proceed in writing.

Este artículo tiene como objetivo transmitir al lector la posible visión de la escritura performativa como una forma natural e intrínseca, donde la escritura y la vida misma se cruzan, en un intento de mostrar que el acto de escribir es simultáneamente, escribir y suscribirse a la historia. Por lo tanto, fue necesario reencontrarse con cartas y poemas producidos durante un proceso personal de creación de una tesis de maestría en psicología, utilizando como pilar la reunión con las escritoras Carolina Maria de Jesus y Conceição Evaristo, sus relaciones personales y políticas con lo femenino y con el trabajo de la escritura vinculado al acto de vivir. Por lo tanto, podemos entender la escritura como parte de la vida, confrontar la molienda de la escritura académica y sus procesos de colonización de nuestra forma de escribir y nuestra forma de pensar y aprender, y finalmente invitar al lector a participar activamente en esta deconstrucción, volcando los conceptos de cómo se debe, o no, proceder en el proceso de escritura.

Escala de Autoeficácia para Autorregulação da Escrita: adaptação e validação para universitários / Self-Efficacy for Self-Regulated Writing Scale: adaptation and validation for undergraduates / Escala de Autoeficacia para Autorregulación de la Escritura: adaptación y validación para universitarios

Neste estudo almejou-se traduzir, adaptar e buscar evidências de validade baseadas na estrutura interna e na relação com uma variável externa convergente para a Escala de Autoeficácia para Autorregulação da Escrita (EAARE) no contexto brasileiro. Trata-se de uma escala que avalia a percepção de capacidade do estudante em executar habilidades específicas de escrita. Participaram da pesquisa 430 universitários, que responderam à EAARE e a outra medida de aferição da crença de autoeficácia na escrita. A análise fatorial indicou a presença de uma única dimensão, cujo índice de consistência interna foi de 0,95. Em convergência com a literatura e com as expectativas formuladas, os resultados também apontaram uma relação estatisticamente significativa, forte e positiva entre os escores das duas escalas utilizadas. Desse modo, pode-se afirmar que a EAARE se constitui como um instrumento com evidências de validade e de fidedignidade apropriados para o uso no contexto brasileiro. (AU)

This validation study aimed at the translation, adaptation, and presentation of the Self-Efficacy Scale for Self-Regulated Writing (EAARE) in the Brazilian context based on its internal structure and relation with a convergent external variable. This scale assesses students' perception of their ability to perform specific writing skills. A total of 430 undergraduates participated in the study answering the EAARE and another writing self-efficacy assessment. The factor analysis indicated the presence of only one dimension with internal consistency of 0.95 and also a strong and positive relationship between the scores of the 2 scales applied in the study. These results are consistent with the literature and with the posited expectation; therefore it can be affirmed that EAARE is an instrument with proper evidence of validity and reliability to be used in the Brazilian context. (AU)

Se anheló en este estudio traducir, adaptar y buscar evidencias de validez, basadas en la estructura interior y en la relación con una variable exterior convergente, de la Escala de Autoeficacia para Autorregulación de la Escritura (EAARE) en el contexto brasileño. Se trata de una escala que evalúa la percepción de la capacidad del estudiante en ejecutar habilidades específicas de escritura. Participaron de la investigación 430 universitarios, que respondieron a la EAARE y la otra medida de evaluación de la creencia de autoeficacia en la escritura. El análisis factorial indicó la presencia de una sola dimensión, cuyo índice de consistencia interna fue 0,95. En convergencia con la literatura y con las expectativas formuladas, los resultados también señalaron una relación estadísticamente significativa, fuerte y positiva entre las puntuaciones de las dos escalas utilizadas. De este modo, se puede afirmar que la EAARE se constituye como un instrumento con evidencias de validez y de fiabilidad apropiadas para el uso en el contexto brasileño. (AU)

Competências de leitura e vocabulário em libras em escolares surdos / Reading skills and vocabulary in Libras in deaf students

Considerando a importância do vocabulário em língua de sinais para a aquisição de linguagem escrita nos surdos, o presente estudo analisou habilidades de reconhecimento de palavras, compreensão de leitura e vocabulário receptivo em Libras de alunos surdos, bem como verificou a correlação entre elas. Participaram 15 alunos surdos, com idades entre 13 e 22 anos, cursando ensino fundamental II e médio de escolas regulares municipais e estaduais de Iguatu (Ceará). Os participantes foram avaliados com o Teste de Vocabulário por Imagem Peabody (TVIP) em versão adaptada, bem como o Teste de Competência de Leitura de Palavras (TCLPP) para avaliar reconhecimento de palavras e o Teste de Compreensão de Leitura de Sentenças (TCSE) para compreensão de leitura. A amostra apresentou desempenhos baixos tanto em vocabulário receptivo quanto nas competências de leitura, em relação a alunos ouvintes. Foi identificado padrão de leitura logográfico do grupo surdo, o que pode impactar na compreensão de leitura. Corroborando a literatura, os resultados evidenciaram que as competências avaliadas encontram-se associadas de forma positiva, com magnitudes de moderadas a altas. Dessa forma, o estudo evidenciou habilidades pouco desenvolvidas nessa amostra de estudantes surdos, porém revelou relação entre habilidades mais básicas de reconhecimento de palavras e de vocabulário com a habilidade complexa de compreensão de leitura.

Considering the importance of sign language vocabulary to written language acquisition in deaf people, the present study analyzed the level of word recognition skills, reading comprehension and receptive vocabulary in Brazilian Sign Language (also known as "Libras") of deaf students, and also verified correlations between them. Fifteen deaf students participated, between the ages of 13 and 22, enrolled in elementary and secondary schools of regular municipal and state schools in the city of Iguatu (Ceará). Participants were assessed on the adapted version of the Peabody Picture Vocabulary Test (PPVT), as well as the Word Reading Competency Test (WRCT) to evaluate the word recognition skills and the Comprehension Test of Reading Sentences (CTRS) for the reading comprehension evaluation. The sample presented low performances both in receptive vocabulary and in reading skills assessed in relation to hearing students. A logographic reading pattern of the deaf group was identified, which tends to hamper reading comprehension. Corroborating the literature of the area, the results showed that the competences evaluated are positively associated, with moderate to high magnitudes. Thus, the study evidenced poorly developed skills in this sample of deaf students but revealed a relationship between more basic word recognition skills and vocabulary skills with complex reading comprehension skills.

¿Qué informa la prensa escrita argentina acerca del fenómeno de cyberbullying? / What does the argentine written press report about the phenomenon of cyberbullying?

Resumen En los últimos años, los términos bullying y cyberbullying se han ido instalando en los medios de comunicación argentinos, entre ellos en la prensa escrita. Se trata de términos técnicos, ya que hacen referencia a problemáticas específicas, que han sido adoptados por la prensa local a fin de dar cuenta, principalmente, de las características, consecuencias y posibles abordajes de estos fenómenos. Teniendo en cuenta que la lectura y análisis de aquello que publica la prensa respecto de un fenómeno permitiría observar aspectos interesantes del proceso de difusión de la información, del discurso empleado y del sentido colectivo que le otorga, el objetivo general de este trabajo se orientó a indagar el tipo de información y su contenido con respecto al fenómeno de cyberbullying en la prensa escrita argentina. Se discuten los hallazgos obtenidos mediante el empleo de un análisis temático y de contenido a fin de ampliar el conocimiento sobre este fenómeno en nuestro medio local.

Abstract In recent years, the terms "bullying" and "cyberbullying" have been adopted by the Argentinian media, including the written press. These are technical terms that refer to specific problems. The local press has adopted them in order to report about the characteristics, consequences, and possible approaches to these situations. The analysis of the press' publications on a certain phenomenon enables us to see interesting aspects of the process of dissemination of information, the discourse used and the collective consciousness it creates. Therefore, the general objective of this work is focused on investigating the type of information and contents regarding cyberbullying in the Argentinian press. A qualitative methodological approach was used, which included the use of a thematic and content analysis. It is noted that only a low proportion of journalism articles was found in which the three basic characteristics of the cyberbullying were pointed out (the intentionality, the repetition in time and the existence of an imbalance of power). In addition, it is observed that the written press provides more information related to the characteristics and possible approaches to cyberbullying, and, to a lesser extent, to its detection. The negative consequences of this problem regarding the psychological health of those involved are mentioned, highlighting indicators and individual consequences, but without referring to indicators or to collective, institutional or social consequences. The development of a hostile and unsupportive school environment, the normalization of aggressive behaviors, the positive assessment of violent behavior in order to obtain social success, and the possible consequences for teachers and families are not mentioned by the press. Also, it is observed that the press gives little room to the students' point of view, who, from their experiences, attitudes and perspectives on this phenomenon, could make important contributions for the development of both prevention strategies and effective boarding tools. The findings obtained are discussed through thematic and content analysis in order to broaden the knowledge about this phenomenon in our local environment. Within the limitations of this study, it is worth mentioning that the different publications began the digitization of their copies in different years, which could affect the total number of articles surveyed and the amount registered for each of the digital portals. Likewise, for this study, only two descriptors were used to carry out the search, so future studies could incorporate other terms in order to broaden and deepen the findings. This could also contribute to generate other analysis categories, in order to record other aspects related to the type and content of information not addressed in this study.

Prediction of reading and writing in elementary education through early childhood education / Predição de leitura e escrita no ensino fundamental por meio da educação infantil / Predicción de la lectura y escritura en los primeros años de la educación infantil

The study investigated the predictive role of executive functions, language, initial reading and writing abilities, teacher's perception of the students' difficulties and family characteristics, evaluated in Early Childhood Education (ECE) (Jardim I and Jardim II), in relation to reading and writing performance in the first year of Elementary Education. A total of 71 children were monitored in a longitudinal manner from ECE up to the first year, and evaluated in Oral Language (OL), Executive Functions (EF), initial Reading and Writing skills in ECE and, in the first year, evaluated by means of Reading and Writing tests. Parents provided information on socioeconomic status (SES) and teachers indicated children with difficulties. After the data imputation process, regression tree analysis showed that OL skills and initials skills of reading and writing in ECE explained a mean of 43% of the reading variability in the first year. For writing, the models also included performances in EF, income, father's age and indication of difficulty by the teacher in ECE, explaining a mean of 78% of the variability in writing in the first year. The results allowed identifying abilities and variables that can be considered precursors of subsequent performances in Elementary Education, providing guidance for actions of early identification and intervention...(AU)

O estudo investigou o papel preditivo de funções executivas, a linguagem, as habilidades iniciais de leitura e escrita, a percepção do professor e as características familiares sobre as dificuldades de seus alunos, avaliadas na Educação Infantil (EI) (Jardim I e Jardim II), em relação ao desempenho em leitura e escrita no primeiro ano do Ensino Fundamental. Participaram 71 crianças acompanhadas longitudinalmente no curso da EI em níveis anteriores ao 1º ano, avaliadas em Linguagem Oral (LO), Funções Executivas (FE), habilidades iniciais de Leitura e de Escrita na EI e, no 1º ano, em testes de Leitura e de Escrita. Pais proveram informações sobre nível socioeconômico e professores indicaram crianças com dificuldades. Após processo de imputação de dados, análise de regressão em árvore evidenciou que habilidades de LO e iniciais de leitura e escrita na EI explicaram uma média de 43% da variabilidade em leitura no 1º ano. Para escrita, os modelos incluíram ainda desempenhos em FE, renda, idade do pai e indicação de dificuldade pelo professor na EI, explicando média de 78% da variabilidade em escrita no 1º ano. Os resultados permitiram identificar habilidades e variáveis que podem ser consideradas precursoras para desempenhos posteriores no Ensino Fundamental, podendo informar ações de identificação e intervenção precoces...(AU)

El estudio investigó el papel predictivo de funciones ejecutivas: lenguaje, habilidades iniciales de lectura y escritura, percepción del profesor y características familiares sobre las dificultades de sus alumnos, evaluadas en la Educación Infantil (Jardim I y Jardim II), en relación al desempeño en la lectura y escritura en el primer año de la primaria. Participaron 71 niños acompañados de manera longitudinal desde la Educación Infantil (EI) hasta el 1.º año, quienes fueron evaluados en Lengua Oral (LO), Funciones Ejecutivas (FE), habilidades iniciales de Lectura y de Escritura en la EI y, en el 1.º año los evaluaron en los exámenes de lectura y escritura. Los padres proporcionaron información sobre el nivel socioeconómico, y los profesores indicaron a los niños con dificultades. Después del proceso de imputación de datos, el análisis de regresión en árbol evidenció que las habilidades de LO y de lectura y escritura iniciales en la EI explicaron un promedio del 43% de la variabilidad en lectura en el primer año. Para la escritura, los modelos incluyeron los desempeños en la EI, renta, edad del padre e indicación de dificultad por el profesor en la EI, explicando la media del 78% de la variabilidad en escritura en el primer año. Los resultados permitieron identificar habilidades y variables que pueden ser consideradas precursoras para los desempeños posteriores en la primaria, pudiendo informar acciones de identificación e intervención precoces...(AU)

Learning embryology: fun or fear? students’ perspective

Background: Embryology forms an important part of Anatomy in medical curriculum. As a subject it is difficultfor the first year students. The aim of the study was to make the subject simple, to inculcate interest and to reachto different types of learners as possible and to assess the effect of various teaching methods on learning.Methods: First year medical students were taught Embryology using different methods over one academic yearby one faculty member. In addition to black board and power point as the main methods of teaching, supplementarymethods like videos, props, models, handouts & quiz were also used. These were compared on different parametersof teaching-learning process like conceptual understanding, recollection & long term memory, reproducibility &writing in exam, structure and sequence of events, drawing of diagrams, clinical application, overall effectivenessand fun in the process of learning. A comparison of different methods of teaching was done in the form a writtenfeedback questionnaire.Results: It was observed that 73.9% students preferred Black board, 21.73% preferred Power point and 4.34%opted for videos as the choice of method. The study also revealed that 76.08% of students preferred a combinationof different methods for the embryology lectures, where as 15.21% preferred only Black Board, 6.52% preferredonly Power Point and 2.17% of students preferred only Videos as the method for learning Embryology.Most of the parameters of teaching Embryology were better fulfilled by black board method specially drawing ofdiagrams (82.60% students). However for clinical application of the subject, power point (50.43% students) waspreferred. The students’ response revealed that Quiz was a fun loving method of learning (40%students), whereas(31.3%students) enjoyed videos on Embryology. The overall effectiveness of Black board was found to be (60.86%),Power point (18.2%), Videos (8.69%), Props (4.34%), Quiz (3.47%), Handouts (2.6%) and Models (1.73%).Conclusions: A multi-modal approach was made to facilitate and enhance the learning process of the subject. Thestudy revealed that blackboard was the most valued method for teaching-learning Embryology.

Evaluación del Aprendizaje en la carrera de Medicina. Planeamiento de un examen final escrito. 2016 / Evaluation of learning in the Medical career. Planning a written final exam. 2016

Introducción: la evaluación es considerada un proceso consustancial del trabajo docente educativo. Constituye un mecanismo regulador del proceso docente, ya que indaga sobre el grado de aprendizaje y desarrollo de los estudiantes en su proceso de formación. Objetivo: estructurar una propuesta de planeamiento del Examen Final escrito de la asignatura Prevención de salud de la Carrera de Medicina en Cuba. Método: investigación de desarrollo en el campo de la educación pregraduada, enfoque cualitativo, revisión y análisis del Programa de estudio de la asignatura de Prevención de salud que se imparte en el tercer semestre, segundo año de la carrera de Medicina de Cuba. Resultados: revisión de 125 investigaciones relacionados con el tema en los últimos 5 años, 75 seleccionadas para nuestro trabajo, utilizando bases de datos como SciELO, Scopus y Latindex y se excluyeron otras bases de datos como Medline y web of Science. Discusión: conforme al nivel de asimilación y habilidad de las preguntas a confeccionar se proponen la cantidad de ítems por unidad de contenido según el tiempo lectivo de cada unidad. Se toma la referencia de la planificación y programa de la asignatura Prevención de Salud (P1), proponiendo un total de preguntas correspondientes a la unidad de Examen físico por sistemas. Conclusiones: la evaluación del aprendizaje es un proceso importante en el sistema de enseñanza con carácter continuo, cualitativo e integrador, necesario para caracterizar el desempeño del estudiante durante el proceso de aprendizaje. Las nuevas tendencias pedagógicas buscan integrar los conocimientos para la estructuración del planeamiento del Examen final escrito de la asignatura Prevención de salud.

Introduction: The evaluation is considered a consubstantial process of the teaching educational work. Constitute a teaching process's regulating mechanism, since you investigate on the grade of learning and development of the students in your process of formation. Objective: Structuring a proposal of planning of the Final Examination written of the subject of study Prevention of health of Medicina's Race in Cuba. Method: Investigation of development at the field of the pre-graduate education, qualitative focus, revision that is given in the third semester and analysis of the Study Program of Prevención's subject of study of health, second year of Medicina's race of Cuba. Results: Revision of 125 investigations once 5 years were related with the theme in the last ones, 75 selected candidates for our work, utilizing bases of data like SciELO, Scopus and Latindex and excluded him another data bases like Medline and Web of Science. Discussion: In accordance with the level of assimilation and ability of the questions to manufacture they set themselves the quantity of items for unit of contents according to the school time out of every unit. You take the reference of planning and program of the subject of study Salud's Prevention ( P1 ), proposing a total of correspondent questions to the unit of Physical Examination for systems. Findings: The evaluation of learning is an important process in the system of teaching with continuous, qualitative character and integrator, necessary to characterize the performance of the student in the course of learning. The new pedagogic tendencies attempt to integrate the knowledge for the structuring of the planning of the Final Examination written of the subject of study Prevention of health.

Fortalezas y debilidades presentes en el desarrollo de las habilidades en comunicación escrita en español, en alumnos de pregrado de Enfermería, desde la perspectiva del estudiante / Strengths and Weaknesses Present in the Improvement of Writing Expression Skills in Spanish, in Undergraduate Nursing Students, from the Students' Perspective

Introducción: La enseñanza y aprendizaje de la escritura requiere un esfuerzo coordinado entre directivos, docentes y estudiantes. No obstante, la disposición a participar de este último dependerá de si es capaz de identificar sus fortalezas y debilidades en escritura, lo que incidiría en su interés por mejorar o no dicha habilidad. Objetivos: Conocer las fortalezas y debilidades que los estudiantes de pregrado de enfermería identifican en sí mismos para el desarrollo de las habilidades de comunicación escrita en español. Métodos: Estudio descriptivo transversal. Se aplicó encuesta semiestructurada a 261 estudiantes de pregrado de enfermería. Los datos fueron analizados utilizando tablas de frecuencia y contingencia, mediante el software STATAv.14. Resultados: La principal fortaleza que los estudiantes identificaron tener en sí mismos fue la buena ortografía (76,7 por ciento), mientras que la principal debilidad fue la mala organización en la expresión de ideas (45,3 por ciento). Surgió como dificultad importante la falta de tiempo; mientras que, como estrategia de mejora, la revisión de guías. Si bien existió consenso en que la escritura es una habilidad primordial a desarrollar en el individuo, dicha habilidad estuvo condicionada por la capacidad de éste para hacer suya la necesidad de su desarrollo, y, asimismo, se identificó las falencias a mejorar. Si el estudiante confió demasiado en su capacidad para escribir de una forma correcta, difícilmente sintió la necesidad de capacitarse para perfeccionar este saber. Conclusiones: Considerar las fortalezas y debilidades con las que cuenta el estudiante al momento de escribir, permitiría la implementación de un programa de mejora con mejor y mayor impacto(AU)

Introduction: The teaching and learning of writing requires a coordinated effort between managers, teachers and students. However, the willingness to participate in the latter will depend on whether it is able to identify their strengths and weaknesses in writing, which would affect their interest in improving or not improving said ability. Objectives: To know the strengths and weaknesses that undergraduate nursing students identify in themselves for the development of written communication skills in Spanish. Methods: Cross-sectional descriptive study. Semi-structured survey was applied to 261 undergraduate nursing students. The data were analyzed using frequency and contingency tables, using the software STATAv.14. Results: The main strength that students identified in themselves was good spelling (76.7 percent), while the main weakness was poor organization in the expression of ideas (45.3 percent). Lack of time emerged as a major difficulty; while, as an improvement strategy, the revision of guides. Although there was a consensus that writing is a fundamental skill to be developed in the individual, this ability was conditioned by the ability of the individual to make the need for its development his own, and also, the weaknesses to be improved were identified. If the student was too confident in his ability to write correctly, he hardly felt the need to train himself to perfect this knowledge. Conclusions: Considering the strengths and weaknesses that the student has at the time of writing, would allow the implementation of an improvement program with better and greater impact(AU)