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Lecturer’s teacher training programs include the teaching reflection as a way to understand and manage the situations of their own classroom practice. Although the study of the teaching reflection has been widely addressed in the literature, it is still little known how the trainers of these programs teach reflection at the same time that they address psychoeducational content on teaching and learning in higher education, likes assessment or courses design. This study addresses this problem by focusing the analysis on the representations that lecturer’s trainers have about teaching reflection, their purposes and its characteristics. Twelve lecturer’s trainers of programs implemented in Chilean universities of different compositions and distributed throughout the country were interviewed. The content analysis of the interviews showed a diversity of approaches and proposals for the implementation of reflective teaching by the trainers. Two main purposes of teaching reflection were identified: to improve the understanding of the practice and to innovate it. Although in both cases the trainers used the teachers’ experience as a central point for teaching reflection, some differences in the use of academic knowledge were also identified. In addition, the trainers focused mostly on questioning, problematizing and solving practice in case analysis, rather than on an in-depth understanding of practice situations. In sum, the study provides results for the understanding and improvement of reflective training in higher education. [ABSTRACT FROM AUTHOR]

This research presents the results obtained on how the relationship is and/or collaboration between lecturers and heritage institutions, especially in the case of museums. The methodology used was quantitative with a descriptive non-experimental quantitative method. The participants in the study were 26 lecturers from three departments of the University of Murcia and the research instrument used was a questionnaire. Finally, with regard to the results obtained, it can be concluded that the relationship between university and heritage institutions is present through the didactic visits, employed by the majority of lecturers and carried out generally in the museums, but the potencial of such activities is not being fully exploited. [ABSTRACT FROM AUTHOR]

Copyright of TRANS: Revista de Traductología is the property of TRANS: Revista de Traductologia and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Apuntes Universitarios: Revista de Investigación is the property of Universidad Peruana Union Filiar Tarapoto and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This study addresses the impact on university teaching caused by the Covid-19 pandemic and the lecturer's reflection on the continuous assessment system in view of the return to face-to-face or blended learning in the classroom. The results obtained show that through the new assessment criteria, students are more participative as they are more familiar with the specific competences of the subject. Moreover, the methodological changes applied provide the evaluation process in the finance classroom with a notable improvement for its adaptation to the professional environment. [ABSTRACT FROM AUTHOR]

A qualitative research was developed by using a phenomenological methodology on the main factors that may influence the appearance of burnout in university lecturers, according to their own point of view, is presented. A semi-structured interview was made to 25 university teachers asked on the factors that caused them some kind of unrest in their professional life. As a result, the work overload, the need to take part of their work home and the lack of time to disconnect, as well as the perception of students' demotivation are the major factors that cause this discomfort and may provoke burnout. [ABSTRACT FROM AUTHOR]

The impact of technological tools in the educational field is unquestionable. The smartphone has established itself as the device with greater versatility and applicability in the academic/personal context of the subjects. For this reason, the following study addresses, from a longitudinal qualitative approach, the knowledge, use, benefits, and difficulties of the pedagogical application of smartphones, as well as the training needs perceived by higher education teachers, understanding the evolution of this trend in the last seven years. The participating sample is made up of 32 lecturers belonging to five Spanish universities, through the realization of six focus groups during the 2014-2015 and 2021-2022 academic years. The main results show that the lecturers value favorably the possibilities of the tool for communication and information search. However, in recent times more skeptical and critical evaluations are perceived, considering that the smartphone has not brought about the expected qualitative leap in the teaching methodologies applied in the classroom. Promoting the critical, responsible, and context-specific use of the mobile device, while effectively applying its technological possibilities in the creation of constructive pedagogical experiences in a temporally and spatially specified manner, may be one of the keys to a harmonious and not overloaded coexistence between academic and life experiences mediated with and without technology. [ABSTRACT FROM AUTHOR]

This article deals with the academic and professional experience of the female lecturers who teach public relations subjects in Spanish universities. Specifically, it analyses the case of universities in Andalusia, both public and private, to assess their affinity and relevance to the contents of the curricula, and their work situation, an issue that has been little explored until now. The case of Andalusia represents the most populated region in Spain and concentrates a large part of the national offer of degree courses. In this context we pose the following questions: What is the academic-research profile of women lecturers teaching public relations in Andalusian universities? What is the situation of women compared to men in the academic field of public relations in Andalusia? We want to focus on the actors in the public relations teaching process and learn about the current situation in academia. From the theoretical point of view, this work proposes a triangulation of contents focused on public relations studies in the European Higher Education Area (EHEA), teaching practice and the situation of the teaching staff, with an emphasis on the role of women. From the methodological point of view, we want to achieve two specific objectives: to study the employment situation of public relations teachers in Andalusia, investigating the situation of women; and to determine how the teaching of public relations subjects is structured in the region. Using a descriptive methodology and through content analysis, three parameters were studied: lecturing, research, academic and professional experience. An analysis form has been designed to provide a description of the profile of each lecturer and of the public relations subjects selected, specifically we have reviewed: - Teaching: review of the modules guides of the public relations subjects taught in the selected degrees. We analysed: teaching team, coordination and number of teachers, gender, contractual relationship, number of subjects taught per teacher, type of subject (compulsory, core, optional), credit load and year. - Experience: professional and academic career, training, possession or not of a doctorate and speciality. - Research activity: research production of each subject, lines of research and publications related to the teaching given. The main sources of information have been the universities websites, ORCID, Google Scholar, LinkedIn, Academia and ResearchGate. This study is geographically limited to the Autonomous Community of Andalusia in Spain and to universities (public and private), that offer communication degrees with public relations subjects. Results show many temporary staff and very fragmented subjects, the majority are female lecturers, but with relevant PR teaching and research experience, although with little professional experience in the sector. Furthermore, there is an unequal teaching load in the area between the different universities. Most public relations teaching staff are women, but it is women who fill the most unstable positions (and suffer the consequences of holding such positions), while men in permanent positions are in the majority. To conclude, we consider that the establishment of criteria that would allow for the consolidation of (female) lecturers in their jobs and in the stable choice of public relations subjects would facilitate the work-life balance, improvement and relevance of the teaching and research quality of Andalusian university teaching staff. More needs to be done to improve women's equality in the workplace and their access to academic careers on the same terms as their peers. [ABSTRACT FROM AUTHOR]

This article aims to identify lecturers' digital skills and teaching strategies during the pandemic. For this, a case study was designed at a private Colombian university Two instruments were employed: a survey of 363 lecturers from different areas and academic programs on digital skills and teaching strategies and a focal interview with 19 lecturers surveyed. Then, the results were triangulated to have a broad perspective of the institutional reality. The results show a significant direct correlation between the professor's age and digital skills. Another finding is that the most often implemented teaching strategies were expository and, for assessment, oral presentations and questionnaires. The study makes it clear that professors are replicating in-person practices and do not take advantage of the possibilities digital resources offer for teaching and assessment. [ABSTRACT FROM AUTHOR]

There is no doubt that linguistic changes resulting from language contact are shaped both by the structures of each language, and by a series of extralinguistic factors, such as the type of contact, the socio-historical, political and cultural context of its speakers, the constant mobilizations, technological changes, individual and family histories, the speakers' communicative interactions, as well as the (self)evaluation that speakers have of their languages. In this context, this article proposes to analyze the way monolingual Spanish speakers from the Ecuadorian Highlands (Sierra) and southern Andean Colombia use pues when postponed to any one utterance. One of the factors we take into account is intense longterm contact between Quichua and Spanish. After a brief clarification of concepts and literature review, this study focuses exclusively on the use of pues as discursive marker (DM) occurring at the end of a communicative instance, as in: A. Darling, I am dying to see you! B. Come then! We will also try to determine this MD origin, functions and values. Secondly, we try to determine the role that the Quichua has in the frequent use of pues, its multifunctionality and the variety of senses. We thus show the use of this particle in Highland Ecuadorian Spanish, and, to a lesser extent, in southern Colombia. The analyzed data suggest that the described phenomenon results from several factors: the characteristics and evolution of each one of the languages in contact, the presence of Quichua as an accelerator of the frequent use of pues as a discourse marker in both Highland Ecuadorian Spanish and the Spanish spoken by monolingual Spanish speakers in Southern Andean Colombia. [ABSTRACT FROM AUTHOR]

In Spanish Andean varieties, también 'also, too' has been recognized as a particle with multiple usages besides its canonical function of an additive (Babel 2010; Calvo Pérez 2000; Cerrón-Palomino 2003; Escobar 2000; Pfänder 2009; Toscano 1953). Among these usages, también as a marker of indefiniteness has been proposed by Cerrón-Palomino (2003). The author argues that its origin corresponds to the linguistic contact with Quechua and the suffix -pas, which fulfills additive and indefinite functions. The present study focuses on the function of también in direct or indirect interrogative structures, a usage that to a certain extent is related to the indefinite value described by Cerrón-Palomino (2003). The present analysis is based on empirical data of the Spanish of Quito collected on Twitter and from intuitions of native speakers of this Spanish variety. Building on the traditional description of this usage of también as an adverb of doubt that marks emphasis on the lack of knowledge of what is asked (Cordero 2021; Miño-Garcés 2020; Toscano 1953), this study offers an in-depth pragmatic account that shows that the usage of the structure 'interrogative pronoun + también' corresponds to a conventional implicature. The realis and irrealis moods of the speakers are in an interplay, and the usage of the structure is felicitous only when the speaker does not intend to resolve their lack of information by means of the interrogative clause. [ABSTRACT FROM AUTHOR]

This study analyzes the uses of dice (and its variants dicen, dice que) in the chronicle of Santa Cruz Pachacuti, a seventeenth-century Quechua/Spanish bilingual speaker who was immersed in two linguistic and cultural traditions. We try to establish the status of this marker in the beginnings of what would later be called 'Andean Spanish'. Our aim is to situate the evidential and narrative meanings of dice in that period, and to show whether the cases that appear in the chronicle can be considered similar to current Andean reportative uses of dice (Escobar 2001) or whether, on the contrary, they are narrative uses, as proposed by Andrade (2007). The data of the analysis indicate that this marker, which has narrative value in this chronicle, has undergone a contact-induced linguistic change that occurs in early times due to the context of linguistic and cultural contact in which the Santa Cruz Pachacuti is immersed. These values have been explained because of the influence of Quechua, specifically the evidential marker -s/si, -sh/-shi, together with the very tradition that this element has in Spanish. We try to determine whether the linguistic mechanism of convergence, which seems to explain these values in a more coherent way today, had already been activated by bilingual speakers at that stage of the linguistic change. [ABSTRACT FROM AUTHOR]

Since the 1970s, researchers such as A. Escobar (1978), Granda (2001), Cerrón-Palomino (1987, 1994), A. M. Escobar (2001) and Andrade (2007), among others, have pointed out the marker dice besides its variants dizque, dice que or, diciendo, as one of the most characteristic features of Andean Spanish language. The bibliography shows that, while in non-contact Spanish dice maintains its original citational use of the semantics of the verb decir, in Andean Spanish it has acquired a discursive role, as a marker of evidentiality. Furthermore, Andrade (2007, 2017) has found that in Peruvian Spanish dice has a narrative value, and a citation value when it appears in the form diciendo. This indicates that dice is in a process of grammaticalization becoming a discursive marker. Through the analysis of an oral corpus of bilingual speakers from Juliaca (Peru), where the speakers narrate myths, legends, or stories that have occurred in that area, we will try to contribute to the study of dice. We will describe the value that this marker contributes to the discourse, its syntactic behavior, and its semantic characteristics. In addition, we will observe how the contact of Quechua with Spanish in this area has contributed to incorporate new values to dice. [ABSTRACT FROM AUTHOR]

Copyright of Revista de Investigación Lingüística is the property of Servicio de Publicaciones de la Universidad de Murcia and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Miradas is the property of Universidad Tecnologica de Pereira and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

From an ethnographic perspective, this study aims to explore (i) the learning and teaching practices that are linked to the innovative development of reading; and (ii) the argumentative commentary of multimodal texts produced by students enrolled in the Reading, Writing and Argumentation subject (LEA for its abbreviation in Spanish), at the School of Medicine of Universidad El Bosque (Bogotá). From a constructivist approach, a mixed methodology was applied, with a focus on the microethnographic component, within a classroom context, through a self-perception reading survey, and a constructed ad hoc reading test to characterize the group of students. Besides, class observations were included in a field diary and interviews conducted with the dean of the School, the students and the lecturers. The analysis of comments with an evaluation rubric and the Nvivo program, as well as the triangulation of all the collected data, revealed differences and deficiencies in students' reading comprehension and argumentative writings. Likewise, the relationship that such communicative competence exert on the students' argumentative capacity was verified. As a consequence, the didactic challenge of improving the argumentative commentary of multimodal texts with useful intertextual strategies is proposed as a way to develop communication skills and strengthen the biopsychosocial and cultural training of future doctors. [ABSTRACT FROM AUTHOR]

Copyright of Revista Española de Sociología is the property of Federacion Espanola de Sociologia and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Íkala: Revista de Lenguaje y Cultura is the property of Universidad de Antioquia and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Objective: This article refiects on what teachers do when they recommend and prescribe works of literature to their students. It also examines how recommendation and prescription are important in children's literary education. Methodology: The article reviews the research on language and literature education and examines particular classroom scenarios that explain why teachers choose certain roles over other when they recommend and prescribe works of literature. Results: In recent years, the most important progress in language and literature education has been tied to redefining teachers' roles and the objectives of education as these relate to children's acquisition of literary reading skills. In this context, teacher education programmes need to be revised in order to equip teachers with a "literary canon" that helps them address their task effectively. [ABSTRACT FROM AUTHOR]

Copyright of Digital Education Review is the property of University of Barcelona, Virtual Teaching & Learning Research Group and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Mediterranean Journal of Communication / Revista Mediterránea de Comunicación is the property of Revista Mediterranea de Comunicacion / Mediterranean Journal of Communication and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Pixel-Bit, Revista de Medios y Educacion is the property of Pixel-Bit, Revista de Medios y Educacion and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista de Dirección y Administración de Empresas is the property of Revista de Direccion y Administracion de Empresas and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

In this paper we present some reflections about the process of evaluation of teaching as a starting point for an improvement. Without information there cannot be change. Any improvement in the classroom requires dealing with information coming from, first, the students as counterpart in the university learning teaching process; second, other colleagues who give their professional opinion and; third, of ourselves as lecturers, so that a complete evaluation is made from all points of view. [ABSTRACT FROM AUTHOR]

Diplomat, Egyptologist, writer and historian, Eduard Toda is remembered as the man who rescued the Algherese dialect of Catalan from oblivion and who helped rebuild the monastery libraries of Escornalbou and Poblet. On the occasion of the seventy-fifth anniversary of his death, this paper reviews Toda’s book collecting activities, his general love of books and his outstanding work as a benefactor of libraries, which together contributed to enriching our country’s book heritage. The paper then turns to Toda’s relationship with the school for librarians the Escola de Bibliotecàries, which was founded thanks to his donation of a number of book collections to the Library of Catalonia. As recorded in the archives of the old Escola, this relationship was based on a number of different activities: Toda’s trips to Escornalbou, which also provided an opportunity for cultural study; his organization of periods of residence for student librarians at Poblet to help rebuild the monastery’s library; his creation of classes in book restoration in degree courses in librarianship; and the creation of a workshop for restoring library materials, which for many decades helped to link the Escola and the Library of Catalonia. Finally, as the article shows, Toda’s ties with the Escola de Bibliotecàries were reinforced by the mutual affection existing between him and the school as well as by the activities he organized with its students, which gave the school its singular nature as a place of study during the 1930s. [ABSTRACT FROM AUTHOR]

The use of electronic devices and resources in the classroom is part of the daily activity for lecturers and students, and it meets the requirements of the "longlife learning" advocated by the EHEA. Thus, several studies have explored the importance of interaction through social networks, using blogs and other electronic resources. Some lecturers have also conducted various experiences related with the use of those devices that allow access to these technologies. The influence of communication technologies provides clear advantages for both the learning process of students and for the daily work of their teachers. However, there are many risks and disadvantages resulting from such use. This article proposes an initial investigation to determine the extent of computer use in the classroom between students degrees in Communication. [ABSTRACT FROM AUTHOR]

This article discusses trends in educational research, with a focus on freedom of expression in higher education. The author comments on the phenomenon of student protests aimed at controversial professors and lecturers, such as Jordan Peterson. The negative impact of ideological censorship on college campuses is also explored, citing several online articles published on the issue.

This article presents a case study which explores and analyzes aspects perceived as potentialities or needing improvement (SWOT analysis) in new university lecturers, from the analysis of clinical supervision or improvement cycles, studied within the framework of the training program for new lecturers at the Institute of Education Sciences (ICE in Spanish) at the Universidad de Sevilla in Spain. The results show potential/positive aspects both internally (Strengths) and externally (Opportunities) in new lecturers, and aspects for improvement internally (Weaknesses) and externally (Threats). This study shows an example through which improvement strategies for the training of new university lecturers can be directed, or existing ones can be redefined, meaning that the case study establishes a framework in which dominant socio-educational strategies can be reflected, as perceived by new university lecturers. [ABSTRACT FROM AUTHOR]

Copyright of Bordón: Journal of Education / Revista de Pedagogía is the property of Sociedad Espanola de Pedagogia and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Results from two research projects about the meaning of the speaker are presented in this article. The first of these pragmatic studies was focused on polite forms of address used by students from the School of Languages at the Uptc. The second study was focused on the proverbs used in the discourse of people from Samacá. In relation to the methodology, it is relevant to point out that both research projects are explicative. In this chapter, priority was given to the methodological guidelines of authors such as Hernández Sampieri, Fernández and Baptista, and Camacho. Among other conclusions, no relation between the meaning of the speaker and the denotative meaning was detected. The second research project allowed us to conclude that the meaning of the speaker in proverbs is, above all, delimited by the verbal context and the intention of the speakers. [ABSTRACT FROM AUTHOR]

Copyright of Íkala: Revista de Lenguaje y Cultura is the property of Universidad de Antioquia and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Nebrija de Lingüística Aplicada a la Enseñanza de Lenguas is the property of Revista Nebrija de Linguistica Aplicada a la Ensenanza de Lenguas and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Nebrija de Lingüística Aplicada a la Enseñanza de Lenguas is the property of Revista Nebrija de Linguistica Aplicada a la Ensenanza de Lenguas and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Nebrija de Lingüística Aplicada a la Enseñanza de Lenguas is the property of Revista Nebrija de Linguistica Aplicada a la Ensenanza de Lenguas and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Nebrija de Lingüística Aplicada a la Enseñanza de Lenguas is the property of Revista Nebrija de Linguistica Aplicada a la Ensenanza de Lenguas and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Nebrija de Lingüística Aplicada a la Enseñanza de Lenguas is the property of Revista Nebrija de Linguistica Aplicada a la Ensenanza de Lenguas and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Nebrija de Lingüística Aplicada a la Enseñanza de Lenguas is the property of Revista Nebrija de Linguistica Aplicada a la Ensenanza de Lenguas and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Nebrija de Lingüística Aplicada a la Enseñanza de Lenguas is the property of Revista Nebrija de Linguistica Aplicada a la Ensenanza de Lenguas and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Nebrija de Lingüística Aplicada a la Enseñanza de Lenguas is the property of Revista Nebrija de Linguistica Aplicada a la Ensenanza de Lenguas and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Accessories are extremely important, because combined with success they allow to enhance the human figure as a whole, they transmit a valuable information about their carriers and they constitute an ideal resource to change the appearance in very few minutes. In the article different aspects related to the female and male complements are approached, fundamentally aimed at combating vulgarity, the bad taste and the erroneous concept of modernity in some minds and positions, because the oral presentation of a scientific work is a special circumstance that demands from speakers a equally distinctive behavior and personal image, in order to avoid that they can be disqualified by the auditory before beginning to speak to have neglected this basic element in their attire. [ABSTRACT FROM AUTHOR]

The Educational Neuroscience is recognized as a part of cognitive neuroscience that contribute to Education, relieving the role of individuality as a determinant learning factor. The learning is given under neuroplastic changes that occur throughout the life in humans, and these changes are different from those which occur in individuals due to development. The current findings are enabling the value's understanding of dynamic current learning processes in Health Sciences Education; and for the future professionals' training in general. Finally, it is argued that knowing and fostering Educational Neuroscience within the lecturer training processes would -specially in Higher Education- support research to find more future relevant findings of psychobiological mechanisms that allow each person to learn in the extent of his/her own individuality. [ABSTRACT FROM AUTHOR]

Copyright of Forma y Funcion is the property of Universidad Nacional de Colombia, Facultad de Ciencias Humanas, Departamento de Linguistica and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Any event with a public and ceremonial, in its many manifestations, celebration, ceremony, celebration, investiture, inauguration, commemoration, electoral meetings, etc. A scientific congress requiring the presence of a personality is accompanied, in general, a speech, as written discourse, but presented orally, so designed to be heard and not read. Speech, any speech at stake social actors, positions and relationships between a speaker and one or more speeches and the context of external and internal communication. (Maingueneau, 1989:18) The objective of our article aims of pragmatic perspective, analyzing the relationship between speaker, orator, and his locutors place where the speakers speak institutional and discursive strategy (argumentative) that one applies speaker-speaker to capture his attention and mobilize them to locutors take action. Thus, we propose to locate declarative mark-pragmatic operations that speaker-speaker is positioned and its position in a situation locutor institutional interaction and public ceremonial, which is the capital of speech. [ABSTRACT FROM AUTHOR]

Copyright of Revista Electrónica Interuniversitaria De Formación del Profesorado is the property of Asociacion Universitaria de Formacion del Profesorado (AUFOP) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista de Psicología (1669-2438) is the property of Pontificia Universidad Catolica Argentina and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

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Due to the presence of several groups of Spanish speakers of various backgrounds, a language contact environment exists among different varieties of Spanish in the Canadian city of Montreal. Despite the possibilities that this situation offers to the field of American Spanish Linguistics, no study, as far as we know, has been undertaken to determine the effects of dialect contact on first- and second-generation migrants' Spanish. With this article, we aim to make the first contribution to this area of study; in particular, we focus on the Spanish of Chilean migrants. Using a corpus of naturally-occurring conversations, we analyze the verbal voseo feature in the speech of these migrants. [ABSTRACT FROM AUTHOR]

El artículo presenta un reporte sobre el evento realizado por la Facultad de Filosofía y Letras, denominado "Las letras clásicas a 100 años de la fundación de la UNAM" celebrado en noviembre de 2010. Durante el encuentro expusieron varios académicos, y se hizo un reconocimiento especial a Julieta Margarita Tapia.