Search

ABSTRACT Objectives: to evaluate the impact of educational intervention on understanding health recommendations after liver transplantation. Methods: randomized and prospective clinical trial, with 68 liver transplant recipients in two institutions. The level of understanding was assessed using a statement agreement scale and the understanding score was classified. Chi-square test was used to compare groups. Results: the level of understanding was reasonable in 77.9% of patients, 73.5% in the Control Group and 82.3% in the Intervention Group (p=0.399). For topics covered after educational action, there were more than 80% correct answers regarding nutrition, frequent hydration, usage and function of immunosuppressants. However, there were less than 10% correct answers regarding hand hygiene, contact with animals and crowds of people. The use of the patient’s audio, visual and tactile resources led to improved understanding of skin care (p=0.014). Conclusions: the level of understanding acquired regarding health recommendations was only reasonable.

Cette recherche conduite auprès de collégiens éprouvant des difficultés de compréhension de textes argumentatifs en L2, a pour objectif de vérifier l’effet du recours aux systèmes d’aide sur la compréhension de ce type textuel en classe. Inspirée des travaux de recherche en sciences cognitives (Marin & Legros, 2008), elle se veut une recherche palliative, s’intéressant aux difficultés que rencontrent les apprenants en question en contexte bi-plurilingue algérien. Dans ces circonstances, le recours, plus particulièrement, à la langue maternelle de manière progressive selon une vision neuroergonomique se présente comme une solution « remède », qui permettrait de rendre cette tâche complexe plus accessible dans un contexte d’apprentissage. Abstract This research conducted with middle school students experiencing difficulties in understanding argumentative texts in L2, aims to verify the effect of using aid systems on the understanding of this type of text in class. Inspired by research in cognitive sciences (Marin & Legros, 2008), it is intended to be palliative research, focusing on the difficulties encountered by the learners in question in a bi-plurilingual Algerian context. In these circumstances, the use, more particularly, of the mother tongue in a progressive manner according to a neuroergonomic vision presents itself as a “remedy” solution, which would make this complex task more accessible in a learning context.

In Senegal, the introduction of national languages into education dates back to 1962. But it was with the Ten-Year Education and Training Program that they were integrated into elementary school, with a transition to French. This is how this study aims to analyze the use of the Wolof language as a means of learning to read French among pupils in the final primary school class, supervised by The Associates in Research & Education for Development of the Education and Training Inspectorate (IEF) of Grand-Dakar (Senegal). To achieve this objective, a theoretical framework based on Cardinal's (2008) model of the laws or “regularities” of bilingualism was used. Regarding the choice of subjects, quota sampling made it possible to submit the tests to 140 students including 70 bilinguals distributed in 06 schools of the IEF of Grand-Dakar. As for the test results, they show that the use of the Wolof language as a teaching medium facilitates mastery of reading in French in terms of fluency and comprehension.

Les informations médicales ne sont pas toujours faciles à comprendre pour les patients. Il existe des documents en ligne et des sites Internet, mais les informations ne sont pas nécessairement fiables, suffisamment vulgarisées ou utiles, et peuvent stresser davantage les patients et leur famille. Le but de cette recherche en cours est de mieux outiller les patients francophones vivant en milieu minoritaire pour augmenter leur degré de compréhension lié aux différentes étapes de la chirurgie cardiaque, diminuer leur degré d’anxiété par rapport à l’intervention chirurgicale et s’assurer qu’ils fournissent un consentement libre et éclairé lorsque vient le temps de subir une chirurgie cardiaque. Pour ce faire, des vidéos multimédias bilingues ont été créées pour expliquer les différentes étapes de la chirurgie cardiaque et les risques associés dans un langage simple à comprendre. Dans la phase pilote de ce projet, 49 participants ont visionné les deux premières vidéos (« Avant la chirurgie » et « Pendant la chirurgie ») et ont répondu à un questionnaire relatif à leur appréciation. Les résultats obtenus ont été prometteurs. La prochaine étape de la recherche consistera à réaliser une étude randomisée en utilisant un groupe expérimental (patients avec le format vidéo) et un groupe contrôle (patients utilisant le format papier standard).

La investigación social cualitativa de la vida de las personas migrantes en Chile implica indagar en el sufrimiento social que se erige sobre la “condición migratoria” que se produce. El progresivo recrudecimiento de las políticas migratorias tanto a nivel nacional como internacional desde finales del siglo XX ha profundizado más aún los efectos de la pandemia COVID 19, generando un complejo escenario para la investigación en esta área por dos motivos: la modalidad online que asume el ejercicio de la entrevista, y el aumento de las fricciones en la relación entre chilenos y migrantes. En este texto nos preguntamos cómo investigar a alguien que sufre, para lo cual nos detenemos, por un lado, en la entrevista como ejercicio que debe ser vigilante de las condiciones estructurales en que ocurre y que pueden producir violencia simbólica, a la vez que debe tender a la comprensión de lo social desde la singularidad de una vida que la entrevista atiende. Esto implica considerar que la ética de la investigación recorre al ejercicio mismo de, en este caso, la entrevista, con lo que no es una constricción exterior al método, sino parte integrante de su despliegue. Los consentimientos informados juegan un rol fundamental en la consecución de lo anterior, sin embargo, muchas veces resultan ser protocolos estandarizados que no logran proteger ni informar a los sujetos participantes, dado su lenguaje técnico y la poca reflexión sobre la relación social que establecen, con lo que el Consentimiento Informado termina por instalarse en la distancia entre quien investiga y quien participa de la investigación. Es por ello que es preciso detenernos a considerar qué se comprende por ética, para hacer de la entrevista una institución justa que se construya en el reconocimiento del otro como parte del ejercicio de la investigación. Así, la ética en la investigación social cualitativa debe reconocerse a la vez como situada y, por ello, como reflexiva y no estandarizada. De este modo, concluimos sosteniendo que en la investigación social cualitativa, comprensión y ética se imbrican en un solo ejercicio. Qualitative social research on the lives of migrants in Chile involves investigating the social suffering that arises from the "migratory condition" that is produced. The progressive recrudescence of migration policies both at national and international level since the end of the 20th century has further deepened the effects of the COVID 19 pandemic, generating a complex scenario for research in this area for two reasons: the online modality assumed by the interviewing exercise, and the increase of frictions in the relationship between Chileans and migrants. In this text we ask ourselves how to investigate someone who suffers, for which we stop, on the one hand, in the interview as an exercise that should be vigilant of the structural conditions in which it occurs and that can produce symbolic violence, while it should tend to the understanding of the social from the singularity of a life that the interview attends. This implies considering that the ethics of research runs through the very exercise of, in this case, the interview, so that it is not an external constraint to the method, but an integral part of its deployment. Informed consents play a fundamental role in the achievement of the above, however, they often turn out to be standardized protocols that fail to protect or inform the participating subjects, given their technical language and the little reflection on the social relationship they establish, with the result that Informed Consent ends up being installed in the distance between the researcher and the research participant. This is why it is necessary to stop and consider what is understood by ethics, in order to make the interview a fair institution that is built on the recognition of the other as part of the research exercise. Thus, ethics in qualitative social research must be recognized as both situated and, therefore, as reflexive and non-standardized. Thus, we conclude by arguing that in qualitative social research, understanding and ethics are imbricated in a single exercise.

The establishing of causal connections is key to the construction of discourse coherence. The aim of this narrative review is to present research that has examined the establishment of these connections in the construction of narrative discourse coherence, in order to highlight gaps in current research and suggest future directions. Among these gaps, we will highlight that prior research has not tended to examine the role of the modality of presentation of the materials, or to present spontaneous discourse, or materials about current social problems. In order to review these topics, we introduce the causal chain model, causal network model, causal inference maker model, landscape model, and contributions from constructionist theory and the event-indexing model. We also present studies that support their claims. Finally, we present conclusions and discuss future directions. The presentation of these studies will allow us to underscore the crucial need for research to examine the comprehension of discourse that students process in academic settings, everyday interactions, and that focuses on relevant current social issues.

The UCBM’s nurses and doctors have produced patients information material under the form of brochures that we delivered to patients in order to help them better understand their pathology, therapeutic path and procedure to which they will have to undergo. With the Covid-19, doctors necessarily spend less time with patients. This means that patients tend to (mis)inform themselves on internet. We analyzed the PIM’s text readability with the Gulpease index. We submitted a qualitative questionnaire to 100 patients to evaluate the clarity of presentation and the communicative effectiveness and how much these allowed or not them to face their procedure with greater clarity and serenity. Brochures aroused interest in 77% of patients, where 87% declared that «The concepts are clear and I could understand them», 55% indicated that «The information is useful for understanding my condition». None of the them reach 40 pt. of the Gulpease index. Furthermore, the institutional font size was too small. Education of adult patient is a transversal area of pedagogy, medical clinic and communication. Experts from various fields (including patient associations) should collaborate to create informative materials that are useful for both patients and doctors/nurses.

El presente trabajo buscó generar reflexiones en torno a la antinomia histórica construida acerca de la objetividad-subjetividad en el campo de las Ciencias Sociales. Frente a ello, las Ciencias Sociales, deben distanciarse definitivamente de los postulados de objetivación del positivismo y abrazar las posibilidades que ofrece una perspectiva de interpretación en cuanto al examen y la comprensión de los fenómenos sociales (reconociendo con ello, la trascendencia e importancia de la subjetividad). Esto exige, plantearnos el gran desafío auto-reflexivo y auto-crítico de “objetivar la objetivación”; es decir, desnudarnos intelectualmente y valorar críticamente nuestras indumentarias teóricas y metodológicas.

This research attempts to determine the impact of metacognitive strategies in digital environments among 85 students, aged 10 to 13 years, who obtained poor reading comprehension scores in the 2018 PISA tests. A control group (52 participants) and experimental group (53 participants) were formed, and for one academic semester, only the experimental group worked on metacognitive strategies in digital environments (based on the reading awareness scale ESCOLA). The results showed significant differences between the two groups, in favor of the experimental group, indicating that metacognitive strategies in digital environments significantly improve reading comprehension.

Résumé : Le présent article porte sur le concept des langues locales comme facteur de compréhension du développement durable. En effet, dans notre société, le pourcentage d’alphabétisation en langue internationale demeure toujours faible. C’est dire que les langues locales continuent d’être des facteurs existentiels de ces communautés. Parmi les objectifs du développement durable, les langues locales jouent un rôle dans la conception des objectifs du développement durable. La méthodologie utilisée est fondée sur une approche qualitative associant la revue documentaire, les interviews et l’observation participante. Au total, vingt-cinq (25) individus ont été interrogés à l’aide de guide d’entretiens préalables. Les résultats montrent que les langues locales sont un facteur déterminant le fondement socioculturel du développement durable.

Amender son lexique et comprendre un aspect de la culture de la langue d’apprentissage pour être en mesure de développer une compétence argumentative à son égard est l’objectif de notre contribution, que nous avons menée auprès d’étudiants de français langue étrangère afin de leur faire découvrir un mode de déplacement adopté en France. Les résultats obtenus dévoilent l’intérêt de l’usage de la bande dessinée et son effet sur le développement de la compréhension en langue étrangère laquelle a conduit à diverses stratégies argumentatives écrites. Ces données nous engagent à encourager l’usage de la bande dessinée en tant qu’outil d’élaboration des connaissances en didactique du français langue et culture étrangères.

This study examines some formulations which raise doubts as they allow themselves to be interpreted in an equivocal mode in the course of learning and teaching of specialist Italian. To illustrate the complexity of these lexical/terminological solutions based on consultations and opinions, managed by doctors and professionals in medicine with free access on the website of www.corrieredellasera.it, in the Medicine section: Health. The classification of the examples is based on the subdivision established by Lepschy on enantiosemy. The description completes the clarifications adapted to the concepts of signification, meaning and comprehension.

Las metáforas son flores expresivas del lenguaje, a través de ellas percibimos la amistad en un contexto; también es el modo de hacernos presente aquello que se encamina del no-ser al ser; así, constituyen el recurso poético apropiado para utopías. Con metáforas se configura distintos paradigmas utópicos y perspectivas ideológicas. Objetivamos verificar una Poética de los Valores. A través de un lenguaje comprehensivo y sus procesos metafóricos se puede aprender acerca de la verdad y participar de un mundo en proyección. El arte de cultivar buenas palabras colabora también para el cultivo de la humanidad.

Previous literature has focused on investigating the use of sources in the classroom and how much they contribute to building a coherent mental representation of the texts. These studies explain how integration from multiple document sources occurs; however, their results are limited to the first language and do not inform about the types of these sources or how they are used. In this sense, the objective of this case study is to identify the types of sources used in four courses of a student exchange program in a Chilean University. The data was collected through focus groups with sixty students and in-depth interviews with four professors to determine in what sense the type of document selected could contribute to the learning process. A content analysis was carried out using Nvivo 12 to report on the pedagogical implications of using these sources in a Spanish L2 teaching setting.

Es un estudio relacional realizado para medir y analizar los niveles de comprensión literal e inferencial de los niños blancos mestizos en textos artísticos-recreativos y tecno-científicos en las escuelas del departamento de La Guajira; determina frecuencias y diferencias significativas entre estas comprensiones. La muestra estuvo constituida por ciento seis niños mestizos de once y doce años, de 5° grado de educación básica primaria, de catorce escuelas en catorce localidades, municipios y corregimientos escogidos aleatoriamente en cinco zonas del departamento de La Guajira.

En este estudio se realiza una comparación de las posiciones de Hannah Arendt y Gilles Deleuze con respecto a la importancia de la narratividad como medio para resistir y dar sentido a la vida humana. Tanto Arendt como Deleuze sostendrían que el ejercicio de la escritura es un medio para resistir al totalitarismo y a la banalidad del mal, en términos de la filósofa judeoalemana, o una manera de hacer clínica de una sociedad enferma que busca asfixiar cualquier clase de vitalismo individual, en palabras de Gilles Deleuze. / In this study, a comparison is made of the positions of Hannah Arendt and Gilles Deleuze with respect to the importance of narrative as a means to resist and give meaning to human life. Both Arendt and Deleuze would argue that the exercise of writing is a means to resist totalitarianism and the banality of evil, in terms of the German-Jewish philosopher, or a way of doing clinic of a sick society that seeks to suffocate any kind of individual vitalism, in the words of Gilles Deleuze.

The study of the diet quality should include not just the nutritional adequacy but also incorporate the multidimensional understanding and the current dietary recommendations. This study aimed to evaluate the relevance, clarity, and comprehensibility of the Scale of Quality of Diet (ESQUADA). Nutritionists’ perspectives about the relevance and clarity of the items were evaluated through focus groups between November and December 2016. An exploratory content analysis investigated the themes that emerged from the focus groups, which were organized in a structured codebook. Two reviewers applied it to the data. Inter-rater reliability was analyzed by the kappa coefficient. The coding was analyzed using the frequencies and central aspects of the sub-themes. Laypersons’ comprehension of the items was evaluated using a question regarding whether they understood each item in online questionnaire in February 2018. Descriptive statistics investigated the comprehensibility of each item. The reviewers presented adequate reliability on coding the data. Three themes emerged from the data considering the nutritionists’ suggestions. The theme Item relevance indicated that the items assessed diet quality while considering sociocultural influences. However, the nutritionists suggested attention was needed to how some items were expressed and their response options. Of relevance, the themes Item clarity and Clarity of alternatives primarily encompassed discussions regarding item text (44%) and discrimination of alternatives (24%). The study of the comprehensibility indicated that all items were readily understood. These results support the relevance of the ESQUADA for evaluating quality of diet as well the comprehensibility of all the items by individuals uneducated in public health.

We have conducted this research with students enrolled in the ILTC2 in order to verify the impact of the use of two temporal connectors "finally and today" on the understanding of sentence segments according to their positioning in FFL. The results show that the two connectors "today and finally", when they are placed at the beginning of the sentence, help the participants to make new inferences about the information that is absent from the textual content and to reactivate the information stored in the text this same content

Nous nous efforcerons de démontrer dans cet article quelques spécificités linguistiques de textes supports destinés pour une filière scientifique et technique en l’occurrence les sciences vétérinaires, et ce, pour en dégager les points saillants du fait de leurs importances dans la compréhension des textes scientifiques et techniques utilisés comme support pédagogiques. Ainsi, nous nous baserons dans notre analyse à décortiquer certaines pratiques pédagogiques qui ont pour but de favoriser la compréhension des textes supports de spécialité. Abstract We will endeavor to demonstrate in this article some linguistic specificities of support texts intended for a scientific and technical sector, in this case the veterinary sciences, in order to highlight the salient points of them because of their importance in the understanding of scientific texts and techniques used as educational support. Thus, in our analysis, we will base ourselves on dissecting certain pedagogical practices which aim to promote the understanding of specialist support texts.

ABSTRACT Purpose: to investigate the effectiveness of a working memory-based intervention proposal for reading comprehension. Methods: 43 children divided into two groups according to their performance in a reading comprehension test - G1: children with reading comprehension difficulty; G2: children with no difficulties. All the children were evaluated regarding reading, writing, sentence reading comprehension, and phonological working memory - PWM (repetition of pseudo-words and digits). After this evaluation, children from G1 participated in an intervention program (15 meetings) that stimulated the PWM. Following the intervention, all the children were reevaluated. The results were compared intra- and intergroup, and pertinent statistical tests were applied, by adopting the significance level lower than 0.05%. Results: after the intervention program, the children of G1 showed a significant improvement in all tests. In the intergroup analysis, at the time of evaluation, G1 was different from G2 in reading, writing and reading comprehension. In the reevaluation, G1 equaled G2 in reading and got closer to G2 in writing and reading comprehension. Conclusion: PWM training brought benefits to children with academic difficulties. Thus, these strategies could be used in the classroom, aiming to promote learning.

Objective. To determine the content and face validity of the Spanish version of the Sexual Self-Concept Inventory (O'Sullivan et al.) for early adolescent girls. Methods. Instrument-based study in which the translation, back-translation and adaptation of the 34 items of the Sexual Self-Concept Inventory (SSCI) scale was performed. Five experts carried out the content and face validation; face validation included 35 girls from the municipality of Girón (Colombia). Results. The version translated into Spanish has adequate content validity because all items exceeded the minimum CVI (0.58) value considered within an overall scale of 0.92. The face validity for the 35 early adolescent girls showed that 10 items of the instrument needed to be adjusted semantically and culturally. Conclusion. The Spanish version of the scale is semantically and conceptually equivalent to the original scale and can be used in similar contexts to evaluate sexual self-concept in early adolescent girls. How to cite this article: Villamizar-Osorio ML, LaguadoJaimes E. Content and face validity of the Spanish version of the Sexual Self-Concept Inventory for early adolescent girls. Invest. Educ. Ill. 2019; 37(1):e02.

Science documentaries on television aim to provide easy and entertaining access to research findings. To do so, producers need to know how to explain complex content for non-expert audiences in a comprehensible way. At the same time, they have to decide what aspects of a subject might be relevant for viewers, or how the subject matter could be rendered more interesting by employing strategies such as personalisation or emotionalisation. One specific decision concerns the use of terms. Both existing research and journalistic handbooks suggest that terms should be or are, in fact, avoided in popular science contexts. However, there is only little empirical research on the topic. This contribution seeks to test several pre-existing hypotheses on terms in documentaries for adults and show how often terms are used and whether/how they are explained when they appear. Examining terms in four English and four German science documentaries, the analysis points out which communicative resources are used to facilitate the comprehension of terms, and where an explanation seems to focus primarily on entertainment rather than ease of comprehension. The results challenge some of the previous views on terms in popular science communication and reveal that documentaries display highly idiosyncratic strategies when it comes to the use of terms.

This work addresses the hermeneutic perspective and qualitative methodology. From this point it shows the importance of proper interpretation, not in the abstract, or ahistorical sense, but considering the reader as a real subject, as a being that interprets and is conditioned by its own cultural horizon. This involves an analysis of the hermeneutical principles and concepts, which can become the conceptual basis required in any investigation.

El presente artículo trata acerca de la comprensión del texto científico-técnico en inglés y la intervención del profesor a partir de las exigencias del Marco común europeo de referencia para las lenguas. La intervención docente tendrá como base la instrucción de procedimientos para la comprensión del texto científico-técnico desde la explicación, la modelación, la práctica guiada y la práctica independiente, así como el uso de puntos de apoyo presentes en el mismo. El propósito final de la intervención docente se debe revertir en proveer a los estudiantes de herramientas de acceso independiente al texto científico-técnico en inglés. En consecuencia, al introducirse nuevas exigencias en el contexto universitario cubano para la enseñanza y aprendizaje de lenguas, también se introduce la necesidad de rediseñar o reactivar procederes didácticos en relación a la lectura, en la que el texto científico-técnico tiene una importancia vital por constituirse en uno de los objetivos finales del Marco de Referencia. Palabras clave: , , Marco común europeo de referencia para las lenguas, , puntos de apoyo. ABSTRACT The article deals with the comprehension of scientific technical texts in English and the teacher’s intervention from the requirements of the Common European Framework of Reference for Languages. The teacher’s intervention will have as the basis the instruction of some procedures for scientific technical text comprehension, like explaining, modeling, practicing (guided and independent), and the use of some clues to facilitate the comprehension. Its final purpose should be to provide students with tools for independent access to scientific technical text in English. As a result of the introduction of new requirements in Cuban universities context concerning teaching and learning foreign languages, the necessity of redesigning and reactivating didactic procedures related to reading arises. The scientific technical text has a vital importance within the main goals of the Common European Framework of Reference for Languages.

For most of the 20th century, literary criticism has focused on uncovering the author’s intended meanings of a given text. In contrast, reader-response theorists have concentrated on the role of the reader in literary interpretation. This article details an exploratory study which documents second-semester university Spanish students’ perceptions of their experiences reading children’s novels in Spanish. Learners participated in curricular engagements designed to facilitate their understanding and promote the development of their own interpretations of the books. Results of the study suggest that such engagements may either contribute or impede students’ comprehension and interpretation of literary texts due to various contextual factors.

The present paper examines a number of effective techniques aimed at building fluent reading skills in the foreign language in a communicative class context. With part icular reference to students of English, but applicable to any foreign language reading course, we analyse the psycholinguistic processes involved in reading in a second language, as well as the principles underlying the student pedagogy best suited to the training of reading skills. Proposing an integrated skills approach to reading, we provide an overview of communicative classroom techniques and tasks which reflect the purposeful, task - based, interactive nature of real life reading and approximate to cog nitive reality, to the cognitive experience which a fluent reader inherently brings to and derives out of a text.

The communicative imperatives of the contemporary world impose the return of the complex relation text vs. discourse in the middle of the present formative programs. The (re)reading, as significant practice, the vast problematic lying on either side of both its moments, comprehension and interpretation, at the crossroad of some subjects of reference like “the death of ideologies”, lead to the acceptance of hermeneutics and, of course, its significant practice, as a practical philosophy in formal and / or nonformal education. Nowadays, when the interpretation seems to become “the only game in town” (Stanley Fish), that is, the only choice that one has to accept if he wants to better himself. As result, our formative intention is to capture some new modeling elements in order to be able to render the features of the interpretative strategies for a structuring pattern of the (re)reading as philosophical practice in its double dimension: as a cognitive model, on one side, and as a cultural model in the negotiation of meaning, on the other side.

The use of video as an audio-visual aid in foreign language teaching has increased and it can help both foreign language teachers and learners. The aim of this study is to explore the effect that video has on secondary school students’ success in general comprehension and learning new vocabulary. The participants in this study are the first grade pupils of grammar school in Secondary School Čapljina in the school year 2013/2014. One class represents a video-based group whereas the other class represents a text-based group. Both groups covered the same materials which were presented in two different forms – a video form for students in the video-based group and a written form for the students in the text-based group. The analysis of the tests done by students in both groups showed which group had been better and more successful.

ABSTRACT OBJECTIVE To identify and discuss the conceptions of pharmaceutical services in Brazilian Primary Health Care, according to different subjects. METHODS This study is part of the Pesquisa Nacional sobre Acesso, Utilização e Promoção do Uso Racional de Medicamentos – Serviços, 2015 (PNAUM – National Survey on Access, Use and Promotion of Rational Use of Medicines – Services, 2015), which is composed of an information survey in a representative sample of cities, stratified according to Brazilian regions, and a subsample of primary health care services. Municipal secretaries of health, those responsible for pharmaceutical services, and those responsible for medicine delivery in pharmacies/dispensing units of the selected services were interviewed. The questionnaires included one question about the understanding of the interviewee regarding pharmaceutical services. The content analysis technique was used to apprehend, in the statements, the meanings attributed to pharmaceutical services, which were subsequently classified into categories according to their main conceptions. RESULTS Among the wide diversity of conceptions on pharmaceutical services (PS), we highlight the ones focused on 1) logistic control of medicines with activities concerning guidance or information on their use and 2) guidance or information to users on the use of medicine. The findings reveal a shifting tendency from a medicine-focused conception to one that considers the users and their needs as the final recipient of these actions. However, the lack of references to conceptions regarding care management and integrality point out the slowness of this change; after all, this is a social and historical process that comprises the production of meanings that transcend legal, logistic, and technical arrangements in pharmaceutical services. CONCLUSIONS The diversity of conceptions expresses the several meanings attributed to pharmaceutical services; we also identified, in their reorientation process, a movement that reflects a gradual shift in the technical paradigm, from the focus on medicine logistics to a user-oriented approach of health services.

n this article, we developed a literature-based approach aimed at eleventh graders from public high schools. The methodological approach centers on developing short stories as a way to incorporate literary texts as part of the English Syllabus as well as to determine the students’ level of comprehension. In addition, this literature-based approach intends to encourage students to do both modeled and shared reading. En este artículo, desarrollamos un enfoque metodológico para la ense- ñanza de la literatura a estudiantes de undécimo nivel en un colegio del sistema público. La metodología del enfoque se centra en utilizar el cuento como texto literario e incorporar así la literatura como parte del currículum con el propósito de determinar el nivel de comprensión de los estudiantes. Además, el enfoque metodológico literario tiene la intención de ofrecer al estudiantado una lectura modelada y compartida.

Les conflits intergroupes trouvant souvent leur origine dans des différences culturelles sont si vieux qu’ils ont toujours accompagné l’humanité. L’écrivaine anglaise Joan Lingard touche cette problématique lorsqu’elle écrit le livre Le 12 juillet. Elle y ébauche la situation conflictuelle vécue en Irlande du Nord par des groupes opposés mais représentés par des jeunes: Sadie et Tommy protestants et Kevin et Brede catholiques. Alimentés par la haine de leurs parents, ces jeunes adolescents apprennent à se haïr réciproquement dans une société où l’unique norme paraît être celle de la violence réciproque depuis trois siècles. Malgré cette ambiance de haine mutuelle, il fleurit un petit élan qui paraît rapprocher les jeunes de deux côtés ennemis: Sadie et Kevin tombent amoureux malgré leur religion différente. On se propose alors d’analyser ce roman d’aventures à la lumière des postulats proposés par l’anthropologue M. J. Bennett lorsqu’il aborde le sujet de l’ethnocentrisme. Los conflictos intergrupales a menudo encuentran sus raíces en las diferen-cias culturales, tan viejas que siempre han acompañado a la humanidad. La escritora inglesa Joan Lingard aborda este tema al escribir Le 12 juillet. Esboza la situación conflictual vivida en Irlanda del Norte debida a la oposición de grupos opuestos representados por los jóvenes: Sadie y Tommy que son protestantes y Kevin y Brede católicos. Impulsados por el odio de sus padres, estos jóvenes aprenden a odiar a los demás en una sociedad en que la única norma parece ser la de la violencia recíproca durante tres siglos. A pesar de esta atmósfera de odio mutuo, florece un impulso que parece unir a los jóvenes de ambos lados enemigos: Kevin y Sadie se enamoran a pesar de su religión diferente. Se trata entonces de analizar esta novela de aventuras, a la luz de las hipótesis propuestas por M. J. Bennett cuando se aborda el tema del etnocentrismo.

Several specialists of different sciences consider indispensable what it results the reading ability and to comprehend a text to obtain satisfactory results in a university context. Even some have considered that it is a subject in the curriculum. Each age of life has specific demands. It is a learning that goes with and enriches the existence. Culture, sensitivity and intelligence get involved in the capacity of transforming the text in an adventure, in enjoyment and experience. Each person has an experience relate with reading, but actually it is a process that requires a previous preparation to be able to figure out the keys of a text. Different theories about reading confirm that exits several and many ways of the reader has an approach or a distance with the text, which it carries out to supply of a literary culture or to lack definitely of it. With these theoretical and practical background is present the experiences linked in the university to motivate the pleasure for the reading and to offer useful suggestions to obtain that students become in better readers. It is undoubted that reading promotes complete persons; conversation, disposed people; and the writing ability with clarity and correction, precise people. RESUMEN Muchos especialistas de diferentes ciencias consideran lo indispensable que resulta la habilidad de leer y comprender el texto para lograr resultados satisfactorios en el contexto universitario, incluso algunos han considerado que sea una asignatura dentro de los planes de estudio. Cada edad de la vida tiene exigencias específicas. Es un aprendizaje que acompaña y enriquece la existencia. No por gusto el maestro afirmo: “Sabe más quien lee más.” Cultura, sensibilidad e inteligencia intervienen en la capacidad de transformar el texto en una aventura, en disfrute y vivencia. Cada uno tiene una experiencia relacionada con la lectura, pero realmente es un proceso que requiere de preparación previa para poder desentrañar las claves del texto. Diferentes teorías sobre lectura, afirman que existen diversas y múltiples maneras del lector tener un acercamiento o un distanciamiento con el texto, que lo llevan a pertrecharse de una cultura literaria o a carecer definitivamente de esta. Con estos antecedentes teóricos y prácticos se presentan las experiencias vinculadas en la universidad a motivar el gusto por la lectura y a ofrecer sugerencias útiles para lograr que los estudiantes se conviertan en mejores lectores. Es indudable que la lectura promueve personas completas; la conversación, personas dispuestas; y la habilidad de redactar con claridad y corrección, personas precisas.

Ce texte fait état des réflexions sur le sens et la signification en langues dans la perspective d’études sur la traduction automatique. Comment définir et décrire la compréhension et l’interprétation face à de nouveaux défis technologiques, telle est la question de départ. En effet, les recherches sur la traduction automatique démontrent les lacunes dans l’approche théorique des notions de « signification », de « sens », de « compréhension » et d’« interprétation », ce qui constitue un véritable écueil dans le transfert des données linguistiques vers la langue mathématique des algorithmes.

Built upon the basic postulates of phenomenologic hermeneutics, this approach discusses the distinction between the poetic and the poetal body, investigating the possibility of the latter to reveal itself to the comprehensive awareness before its manifestation to the already interpretative one. An appearance that is captured by the eidetical intuition of the „white” comprehension as a potence of the signifiable which is prior to the proper act of signifying, in its original pure existence, that is in the very meaning in which it is revealed. What is revealed is not the poetic body of a text that is already given in the static of the fact of being, but the self-revelation of the absolute in the poetal body of the fact of appearing, where the term „poetal” designates the dynamic attribute of the matrix poem of offering itself in the significance of self-affecting, its embodiment in the living flesh of the poem.

this paper discusses the results of a survey aimed at assessing the level of comprehension achieved by students of the Universidad Pedagógica Nacional de Colombia during their first semester class Fundamentals of Technology I, when they learn through educational activities focused on the cognitive theory of Information Processing (Bruning, Schraw, Bruning, & Roninng, 2005). The survey used a sample of 40 students (men and women) aged between 16 and 21 years old. This research is part of the set of studies conducted by the research group EPISTEME since 2006 to determine the “Favorable elements for the Pedagogical Design of Virtual Learning Environments.”

Abstract: The present article is an empirical research on the differences of girls’ and boys´achievement in reading comprehension in English as a foreign language at the end of their Spanish Compulsory Secondary Education (4th year of CSE). It aims to analyse both the global and the specific objetives of reading comprehension development in this subject in relation to the students’ gender. Finally, we describe the average females and males students’ level in reading comprehension in English.The results allow us to conclude that females students obtain better global results than their males partners. They also get better marks in the specific objectives: getting specific information, getting general information, understanding textual structure and deducing meaning from the context.Resumen: Este artículo presenta una investigación empírica sobre las diferencias de resultados entre chicas y chicos en comprensión lectora en inglés como lengua extranjera al final de su Educación Secundaria Obligatoria (4º de ESO). Nos proponemos analizar tanto los objetivos globales como específicos del desarrollo de la comprensión lectora en esta asignatura en relación con el género del alumnado. Finalmente, describimos el perfil medio en comprensión lectora de las alumnas y los alumnos.Los resultados nos permiten concluir que las alumnas obtienen mejores resultados globales que sus compañeros. También consiguen mejores calificaciones en los objetivos específicos: extraer información específica, extraer información global, comprender la estructura del texto y deducir el significado del contexto.