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Formative assessment is an evaluative practice developed in the classroom for the improvement of learning using evidence on student progression. The objective of this research is to compare sample groups from multigrade and single-grade classrooms on the theme of formative assessment based on the students' opinion of the teacher's performance. The method used was a comparative quantitative method. The sample type is a probability sample of 683 students from 5th to 8th grade from urban and rural schools in the commune of Longaví, located in the Maule Region of Chile. A validated Likert scale questionnaire with a high level of reliability ([alpha] = 0.93) was used. The results of the research showed that, in the six dimensions, the best teacher performance concerning formative assessment is found in multi-grade schools and not in single-grade schools. This can be explained on the basis of several reasons, among them the level of adaptability that teachers have in this type of classroom, the heterogeneous characteristics of the classroom (different ages and learning goals) and the need for teachers to monitor the learning progression of students with different classroom characteristics.

A large number of research studies have highlighted the relevance of oral narratives for describing children's linguistic constraints, developmental stages of narrative discourse patterns, and sociocultural identities. Yet, little research has been found on the use of oral narratives as a means to longitudinally improve oral discourse coherence and fluency in English as a Foreign Language (EFL). This article reports a case study which was aimed at exploring and describing oral language enhancement in 26 Chilean preservice teachers of English through the implementation of oral narrative tasks over four months. Oral narrative samples were collected through audio recordings, then transcribed and analyzed through the Narrative Assessment Profile, and analytic rubrics elaborated in light of the literature review carried out for oral fluency. Findings suggest a relation between oral narrative tasks and oral discourse coherence and fluency improvement, with a large effect size (25% for social sciences) on oral discourse coherence. Also, a new measure and dysfluency indicator of L2 oral fluency was discovered and defined as false reformulation. It could be concluded that oral narrative tasks might constitute a valuable instrument for enhancing oral English as a foreign language over time.

This study estimates the effect of between-class ability grouping on Chilean secondary students' academic achievement. We rely on a structural feature of the school system: A considerable number of students who complete primary school must change schools to start their secondary education. Cardinality matching was performed to account for confounding variables. Sensitivity analysis was performed to address the fact that differences in unobserved variables could bias our findings. Results show that attending a school that groups students by ability causes a reduction in the average scores obtained in 10th grade of 0.07 SD for reading and 0.08 SD for mathematics. Students matched by their observed covariates could differ in their odds of attending a school with or without ability grouping by 15% for mathematics and 10% for reading, without altering our conclusions. Disadvantaged students are the most affected, whereas best-performing students do not benefit from this policy either.

Chile is undertaking an ambitious public education reform, re-centralising the administration of municipal schools in larger territories. This reform is unprecedented, both for the size of the new intermediate-level services ("Servicios Locales de Educación Pública") and the escalation of their bureaucratic complexity, facing widespread organisational problems that cause high stress and labour suffering. We argue that improving emotional working conditions is necessary to accomplish pedagogical goals, but this dimension has received little attention. This article presents a follow-up study focused on school principals and professionals' emotional and occupational experiences that have worked in the initial two-and-half years of one of the first "Servicios Locales de Educación Pública" created in the country. The qualitative analysis of interviews reveals how they make sense of organisational dilemmas while crafting solutions for facing structural shortcomings of new institutions. We understand their extraordinary commitment as 'philanthropic emotional work', driven by genuine care for children and the nation's future. However, in this effort, they also experience labour suffering and work overload, which may compromise their well-being and the long-term accomplishment of this reform's goals. These observations highlight the need for a reflexive improvement of this reform, recognising emotional work as a valuable resource but unsustainable without appropriate institutional support.

Although inclusive education policies conflict with punitive discipline measures, inclusion in mainstream schools may coexist with or allow such exclusionary punitive discipline. In Latin America, however, there is scarce research on how punitive measures are distributed, and if and how they affect students with disabilities enrolled in regular school settings. The purpose of this study was to characterize the occurrence of punitive exclusionary practices among students with disabilities enrolled in mainstream schools. We analysed reports from a national sample of Chilean students (N = 447,697) and parents on the frequency of punitive exclusionary discipline practices to identify the contribution of individual, classroom and school factors to student exclusion from general education settings. Individual characteristics included different disability groups. Multilevel logistic regression results consistently showed that students with ADHD were more likely to receive disciplinary exclusions, both in primary and in high school, with an odds-ratio increase from 30% to nearly 150%, with higher rates for low-SES students with ADHD. These findings suggest that in Chile, student-level factors of gender, class and disability are strongly associated with exclusionary punitive discipline in schools. We discuss the intersectional dynamics of gender, class, race and disability in disciplinary processes of exclusion.

This article addresses issues related to academics' perception on how well their institutions support and accompany them during their academic career. The main questions addressed in the article are: How accessible is mentoring for academics? Do academics perceive they are well supported in their academic careers? What strategies do higher education institutions use to address gender inequality in the academic profession? The article discusses conceptual elements from the literature on faculty development, mentoring, and gender, and analyses initial findings from the international Academic Profession in Knowledge Society (APIKS) survey related to institutional support for academics in their formative career stages. Particular attention is given to actions undertaken by the one of the most prestigious public universities in Chile, the case of University of Chile, to tackle gender gaps in academic career development. University of Chile offers an interesting case study in relation to the development of policies that support women and promote gender equality at the level of the academic and student body. In this sense, it has carried out important initiatives of a transversal nature to all academic units and that have great support and legitimacy within the university community.

This work describes the design and validation of a questionnaire to assess the expectations of higher education professors regarding virtual education (CEDVES). The sample included 546 professors, 299 men (54.66%) and 247 women (45.23%), from different scientific disciplines of a university in Chile. The final version consisted of 38 items answered using a five-point Likert scale. Nine factors were identified from the exploratory factor analysis. This configuration accounts for 75% of the variance. The structure of the instrument was studied using confirmatory factor analysis. It was found that nine factors produced a good fit, derived from a hierarchical solution in which all these factors depend on a factor of second general order. Each of the scales, like the general factor, present good indicators of reliability. The analysis indicates that this questionnaire has adequate validation and could be broadly used in higher education.

The current study identifies and analyzes, through metaphor analysis, the conceptualizations and beliefs preservice teachers of English hold about three different dimensions of the language assessment process: teachers, students, and assessment itself. Forty-nine preservice teachers from the second to the fifth year of their English Teaching Program answered a metaphor questionnaire in which they created a metaphor for each of the three dimensions above. Then, these metaphors were later analyzed using predominantly qualitative techniques. A metaphoric analysis protocol allowed the metaphors to be coded and sorted based on the participants' reasoning into the roles participants considered teachers, students, and assessment played in the process of assessment. Findings were organized into three dimensions: teachers' roles, students' roles, and the role of assessment. Seven different metaphoric representations of teachers' roles in assessment were identified, while three were found for students and two for assessment. The present study also revealed that the preservice teachers held varied metaphors regarding the process of language assessment, showing a complex and deep understanding of the purposes of assessment from the role of teachers and students. There is a need for further study to understand why preservice teachers assigned these roles to these agents.

This article is a configurative literature review that aims to synthesize available research on English as a foreign language education, undertaken specifically in Chilean high-school settings. Drawing on a pre-COVID-19 research corpus, I identified a limited number of concordant accounts (n = 23) published during the last decade. I used a critical interpretive synthesis methodology which yielded three research fields ranging from didactics to socio-structural problematics. The synthesis shows that the research addresses curricular aspects devoid of socio-political and historical contexts, emphasizing primarily teachers' teaching tensions and challenges. Finally, I discuss the English as a foreign language research limitations and implications for the Chilean context, for which I suggest some innovations to broaden future inquiry critically.

This case study aimed to change the construction of teachers' written tests so that items were designed to assess competencies in an authentic and challenging way. A small group of five psychology teachers participated in 10 sessions of an authentic assessment faculty-training program, to learn to assess problem-solving competencies for situations typically faced by professionals in the workplace. The authentic assessment training emphasized the incorporation of three main characteristics: (1) inclusion of a realistic context, (2) measurement of higher order thinking skills, and (3) development of evaluative judgment, concerning the quality of their own performance. Post-training the items´ construction was analysed, according to their type and authenticity. Mixed effects logistic regression showed a statistically significant increase in open-response items, and two-way ANOVA indicated that cognitive challenge improved. The results showed written tests had: a) more open-response items of higher cognitive complexity, b) fewer items requiring closed, memorized responses, c) more use of realistic contexts to measure knowledge in a situated way, and d) improvement in curriculum alignment of tests and greater consistency in measuring competencies. These advances validate the authentic-assessment training program for a better written assessment design.

The research on which we report in this paper was framed within the socioepistemological theory and dealt with the fundamental role of variational practices in the understanding of COVID-19 pandemic graphs. Given the proliferation of mathematical graphs related to the pandemic in the media, we proposed to analyse the variational practices in use in the interpretation of graphs of exponential behaviour that a Chilean newscast of high rating used to inform the population about the pandemic in Chile. For this purpose, a thematic analysis intertwined with documentary analysis techniques was carried out, in order to describe the types of graphs shown in the newscast, and a variational reference system was studied to analyse the use of variational practices. To obtain our results, the types of graphs most frequently shown in the newscast at the beginning of the pandemic were identified and the use of the variational practices of "comparison," "seriation" and "prediction" in such graphs was analysed. In conclusion, the need is discussed for the conceptual evolution of the exponential function to be accompanied by a pragmatic evolution in school that favours the use and development of variational practices in the student body.

The purpose of this research was to study the effect of the changes in the strategies to stimulate self-concept used by teachers, that received training, in the academic self-concept of its students. A quasi-experimental design with pre- and post-application measures was used. A total of 36 secondary school teachers and 814 students participated. The program consisted of four months of workshop sessions and accompaniment in the classroom. It was found that changes in the teaching strategies mediated the effect of the intervention on students' self-concept. In addition, the change in the students' type of self-concept depended on the change in the teachers' specific strategies. In conclusion, the training program designed for stimulating academic self-concept was effective in promoting strategies in teachers that increased student's self-concept. Thus, it can be concluded that the intervention is an approachable methodology to support the development of self-concept, potentially impacting students' academic success. The findings contribute to the design of future interventions in school contexts for the improvement of students' self-concept.

Generativity, manifested through interest in and commitment to the development of future generations, is a relevant dimension of teaching culture. Objective: To characterize the personal and professional development manifested by educators working in rural schools in Chile. Method: An interpretative-qualitative approach was adopted, based on an exploratory, cross-sectional and non-experimental design. The purposive sample consisted of 18 educators with an average age of 60 and with 33 years of professional experience in rural schools in the Metropolitan, Araucanía and Los Ríos regions (Chile). For the data collection, in-depth interviews were conducted from a narrative-generative perspective. The narratives were analyzed by means of content analysis. Results: Four categories were identified relating to generativity--significant life experiences, pedagogical dimensions of generative development, generative-expansive adulthood and personal formation. The implications of generativity for teaching practice and the way in which it shapes the educational legacy that transcends school space and time are discussed.

Emotions are embedded in the everyday life of every individual. In the same way their emotions are immersed in their cultural legacy, they are conditioned by behaviors that cannot be separated from an educational context. In this sense, physical education (PE) has been reported as a school subject that facilitates the emotional expression of primary and secondary school students. Thus, it seems to be important to understand how applied methodologies that enhance emotional education in this context help to develop students' skills regarding emotional management. In this context, 18 articles were selected from the Web of Science (WoS) under robust inclusion and exclusion criteria, which posteriorly were categorized and deeply analyzed. Results show that PE creates a favorable scenario for the expression of emotions. However, there is not sufficient evidence regarding emotional education methodologies that can be applied by PE teachers in their classes to improve primary and secondary students' management of emotions. It has been concluded that more proposals based on scientific evidence in this field are required.

This article studies the emergence of bullying in Chile, considered as a cognitive, affective, and pragmatic configuration. It analyzes how it has been incorporated into public use in the country during the last two decades, becoming an object of legislation, regulation, and management, and converted into an object of government. The study is based on interviews with 16 strategic informants, 562 news, and more than 350 documents. After identifying milestones in the emergence of bullying as an epistemic object internationally, we describe its arrival and reconfiguration in the country. We propose that social scientists, international organizations, and mass media were crucial in the international transport and national assemblage of bullying. Its national configuration, made possible by four key groups of experts from the social sciences, occurred within the State's networks and was operationalized through legislation and public intervention programs. A normative framing associated with human rights provided this object with a strong normative force. This research contributes to understanding how epistemic objects such as bullying become part of shared experiences of social reality.

Conducted in a semi-public school in Chile, this action research study aims at determining the change in 18 English as a foreign language young learners' performance regarding their understanding of instructions after being exposed to an audiovisual materials-based teaching strategy. With the use of a lesson observation report for assessing the way they follow instructions and a Likert scale to analyze their attitudes towards the strategy, findings show there was a positive change in their performances and that these learners regard this strategy as beneficial, which supports the belief that the inclusion of audiovisual aids benefits young learners when learning English.

The purpose of this research endeavor was to develop and validate a new measurement tool predicated on previous research to assess learners' metacomprehension during reading. In two separate studies with Chilean undergraduate students (N = 923), we demonstrate the versatility and utility of our proposed Metacomprehension Inventory (MI). In Study 1, we provide empirical support for the psychometric soundness and construct validity of the MI. In Study 2, we provide evidence of the measurement invariance of the MI between males and females. Results of Study 1 revealed the hypothesized factor structure of the MI is sound, with high factor loadings, excellent model fit, and moderate-to-strong inter-factor correlations. Study 2 results indicated that the MI is interpreted similarly by both males and females, as factor loadings were largely statistically identical across the two groups. We discuss implications of our proposed MI for theory and applied research.

Distance higher education has only relatively recently been established in some Latin American countries, as part of wider higher education reforms. The developments of distance education have been the result of sustained efforts of leading thinkers and practitioners in the region. In this article, several leading distance education professionals coming from some of these countries are presented as recognition of their contribution to the development of distance education in the region.

The aim of this study is to analyze the relationship between (1) willingness to study strategies, (2) causal attributions (to effort, ability and external causes) and (3) student´s perception of self-efficacy about their ability to self-regulate their processes of willingness to study. Method: An instrument built by the researchers called Willingness to the Study Self-Regulation Questionnaire was applied to a non-probabilistic convenience sample of 695 Chilean university students from 5 universities of the Province of Concepción. Outcomes: Strong correlations were found between self-efficacy for the willingness to study self-regulation and the willingness to study strategies (r = 0.54 to r = 0.55). The willingness to study strategies had positive and moderate correlations (r = 0.38 to r = 0.42) with causal attributions for success to effort, weak correlations (r = 0.15 to r = 0.28) with causal attributions for success to ability and to external factors, and negative weak to moderate correlations (r = -0.19 to r = -0.38) with causal attributions for failure to effort, ability, and external factors. Conclusions: Students with high levels of willingness to study strategies show positive beliefs about their own ability to self-regulate their processes of willingness to study, they make causal attributions for their success mainly to effort, and they attribute their academic failure less and less to ability and external factors.

This paper reports on a study about the rhetoric, metacognitive, and cognitive strategies pre-service teachers use before and after a process-based writing intervention when completing an argumentative essay. The data were collected through two think-aloud protocols while 21 Chilean English as a foreign language pre-service teachers completed an essay task. The findings show that strategies such as "summarizing," "reaffirming," and "selecting ideas" were only evidenced during the post intervention essay, without the use of communication and socio-affective strategies in either of the two essays. All in all, a process-based writing intervention does not only influence the number of times a strategy is used, but also the number of students who employs strategies when writing an essay--two key considerations for the devising of any writing program.

This study aims to measure fifty-two high school students' affective reactions after doing individual and pair-based speaking activities then completing a semantic differential scale of nine bipolar adjectives. Results do not show significant statistical differences between the two types of activities or the schools involved in this study, but participants from both schools present a similar affective reaction towards individual and pair-based speaking activities.

This article analyzes the results of an inquiry into Latin American university community members' perceptions about regulatory processes and asymmetries of information, as influential factors in the governance of Latin American universities. It does so, by examining the national laws in Argentina, Brazil, Colombia, Chile, and Mexico. Previous studies in this continent have not considered these aspects and perspectives. Our research found significant differences between countries in terms of the Board of Directors' capacity to act and the control mechanisms they can employ--which can be interpreted as national differences in the availability of their resources and their regulatory capacities. On the level of asymmetry of information, there are differences between countries, which depend on the position of the university members in their institutions. Thus, regulation and information are important factors when it comes to the governance of Latin American universities, and can explain its' diversity.

Objective: This research aimed to determine the stigma toward people with mental illness among mental health personnel and identify individual, professional, and contextual predictors. Methods: A descriptive, cross-sectional, and correlational design was used. The sample consisted of 218 mental health personnel working in Outpatient Psychiatric Units belonging to hospitals and Community Mental Health Centers in Chile. Stigma was evaluated using a scale of humanized treatment, a scale of social distance, and a scale of attitudes in health personnel. In addition, sociodemographic and professional information was collected from mental health personnel and contextual information, particularly the type of outpatient mental health center and the technical-administrative unit that groups all the health centers in a territory. Results: It was found that mental health personnel, in general terms, present low levels of stigma expressed in behaviors of comfort and support toward users, a desire for closeness and social interaction, and reduced stigmatizing beliefs and attitudes of infantilization toward individuals with MHPs. However, intimacy and trust were lower than expected. Only educational levels and health centers were related to stigma. Conclusions: The low levels of stigma may be due to the evolution of this phenomenon and the country's mental health policies. [ABSTRACT FROM AUTHOR]

Background: High-risk human papillomaviruses are the causal agents of a subset of head and neck cancers. A previous transcriptomic analysis showed that cIAP2 protein, involved in cell survival and apoptosis, is upregulated in OKF6 oral cells that express HPV16 E6/E7. In addition, cIAP2 promotes radioresistance, a very important concern in HNC treatment. However, cIAP2 increase has not yet been evaluated in oropharyngeal carcinomas (OPCs), nor has been the role of cIAP2 in HNC radioresistance. Methods: We carried out a descriptive-analytical retrospective study in 49 OPCs from Chilean patients. We determined the expression of cIAP2 at transcript and proteins levels using reverse-transcriptase -polymerase chain reaction and immunohistochemistry, respectively. HPV and p16 expression were previously analyzed in these specimens. In addition, SCC-143 HNC cells ectopically expressing HPV16 E6/E7 were analyzed for cIAP2 expression and after transfection with a siRNA for HPV16 E6/E7 knocking down. Results: We found a statistically significant association between HPV presence and cIAP2 expression (p = 0.0032 and p = 0.0061, respectively). An association between p16 and cIAP2 levels was also found (p = 0.038). When SCC-143 cells were transfected with a construct expressing HPV16 E6/E7, the levels of cIAP2 were significantly increased (p = 0.0383 and p = 0.0115, respectively). Conversely, HPV16 E6 and E7 knocking down resulted in a decrease of cIAP2 levels (p = 0.0161 and p = 0.006, respectively). Finally, cIAP2 knocking down in HPV16 E6/E7 cells resulted in increased apoptosis after exposure to radiation at 4 and 8 Gy (p = 0.0187 and p = 0.0061, respectively). Conclusion: This study demonstrated for the first time a positive relationship between HPV presence and cIAP2 levels in OPCs. Additionally, cIAP2 knocking down sensitizes HNC cells to apoptosis promoted by radiation. Therefore, cIAP2 is a potential therapeutic target for radiation in HPV-driven HNC. [ABSTRACT FROM AUTHOR]

Introduction: Current research based on observational design studies characterized the teaching practices that stimulate the development of academic self-concept, but there is a need for experimental and quasi-experimental studies to validate those findings. The present research evaluate the impact of a teacher training program based on academic self-concept stimulation strategies on academic self-concept, attendance and grades of their students. Method: 36 teachers of primary level and 819 students from public schools of the Province of Concepción, Chile, participated. A quasi-experimental design with pre and post measures was applied. Information was collected through self-report and information available on official records. Results: After the intervention, teachers in the experimental group have greater capacity to stimulate the self-concept of their students, D(1, 41700.91)=17.09, p < 0.001, encouring self-concept related to capacity, work procedures and class participation. Also, the students on experimental group have a greater perception about their capacity to participate in classes after the intervention, dependent on the pre-test perceived capacity, D(1, 983-22)=6.10, p=0.014, and higher attendance rates, D(1, 691.34)=82.50, p<0.001, than control group. Discussions and conclusions: The teacher training program is effective to improve the teaching strategies of stimulating the academic self-concept, the perception of competence to participate in classes of the students and to increase the levels of attendance.

This study comparatively evaluated effluent reuse from two TWs—a horizontal subsurface flow (HF) and a vertical subsurface flow (VF)—used for rural wastewater treatment in Central Chile during the initial operation stage. The two TWs were planted with Zantedeschia aethiopica and were operated for 10 months at a pilot scale. The water quality of the influent and effluents was measured and compared with reuse regulations. The results showed similarities in the behavior of the effluents from the two TWs, presenting differences only in the chemical oxygen demand (COD) and different forms of nitrogen, suggesting the necessity of complementary treatment stages or modifications to the operation. The effluents from the HF better fulfilled the reuse standards for irrigation, as the VF faced problems associated with its size. However, a complementary disinfection system is necessary to improve pathogen removal in the effluents coming from the two TWs, especially to be reused as irrigation water for crops. Finally, this work showed the potential for applying subsurface TWs for wastewater treatment in rural areas and reusing their effluents as irrigation water, practice that can contribute to reducing the pressure on water resources in Chile, and that can be used as an example for other countries facing similar problems. [ABSTRACT FROM AUTHOR]

The article presents a study which analyzed the magniture and trends in gallbladder cancer (GBC) mortality in Chile as an indirect assessment of the potential impact of the Acceso Universal con Garantías Explécitas (AUGE) program on GBC mortality. Topics discussed include GBC mortality rates in women, age-specific mortality rates for GBC, and possible reasons for the decline in GBC mortality rate prior to initiation of the AUGE program.

Background: Effective learning in computer programming courses has been a constant challenge for university teachers and has become a relevant competence for current professionals. The literature on gamification in learning presents mixed results, mainly due to problems in instructional design and inconsistency in gamification. Studies with positive empirical results on computer programming formative activities and showing under what conditions gamification is effective still need to be included. Objectives: This study aimed to quantify the effects of gamification techniques in software tools that support computer programming learning applied to data‐structures university students. The study focused on determining whether there are differences in learning when using gamification techniques in online exercising formative activities. The effects of gamification on learning objectives with diverse complexity are studied. Methods: The study was conducted on computer engineering university students following a pretest‐intervention‐posttest design. They were divided into control and experimental groups, where both used a bank of exercises in Moodle to support learning. The experimental group considered gamification techniques, including points, leaderboards, and badges. Results and Conclusions: Gamification techniques significantly outperformed in learning gains in exercising activities without gamification. Regarding learning complexity, increasing taxonomic complexity did not negatively affect gamification learning effects. Lay Description: What is currently known about the subject matter?: Gamification has been explored as a strategy to enhance learning motivation in various educational contexts, including computer programmingLiterature shows mixed quantitative results on learning improvements under gamification.Few studies cover formative exercises, deal with computer programming tasks, or use a LMS like Moodle.Lack of literature exploring the conditions for effective gamification use, and involving learning objective complexity. What does this paper add to the existing body of research?: Quantifies the impact of gamification techniques on learning outcomes, specifically focusing on computer‐programming in university.Provides empirical evidence on gamification significantly improving learning gains compared to non‐gamified data‐structures exercisesGamification is effective in tasks of diverse levels of taxonomic complexity, with consistent effectiveness regardless of learning difficulty. Implications of study findings for practitioners: Gamification techniques, can be used in higher education to enhance student engagement and learning outcomes in computer programmingThe gamification information (e.g. points and ranking) do not require an automatic update, can be processed manually and published daily.It is effective to use gamification for learning tasks of medium‐high difficulty in Moodle on computer programming topics.It is key a thoughtful instructional design when applying gamification, ensuring alignment with learning objectives and task complexity. [ABSTRACT FROM AUTHOR]

Internal factors-such as psychological traits or individual attitudes-relate to and explain political cleavages. Yet, little is known about how locus of control, agency, and modal attitudes impact political ideology. Utilizing textual analysis within the context of the Chilean 2015 constituent process, we go beyond traditional survey methods to explore community clusters in "Values" and "Rights" networks built upon the deliberation of 106,000 people. Our findings reveal distinct attitudinal patterns across political orientations: the progressive left generally exhibits a more propositive and non-agentic attitude, the traditional left adopts an evaluative stance towards values, and the right-wing community leans towards a factual attitude but shifts to an evaluative stance when discussing rights. These results underscore the role of psychological constructs in shaping political ideologies and introduce textual analysis as a robust tool for psychological and political inquiry. The study offers a comprehensive understanding of the complexities of political behavior and provides a new lens through which to examine the psychology of political ideology. [ABSTRACT FROM AUTHOR]

Objective/context: This study aims to evaluate the relevance of the category of populism when characterizing a party of the "new right," such as the Republican Party of Chile. Methodology: A discourse analysis of a corpus of texts representative of the ideology of the Republicans was carried out, considering four analytical dimensions: ideological description schemes, collective identification terms, populist statements, and the populist discursive style as embodied in the rhetorical ethos of the enunciator. Conclusions: Even though the Republican Party has been typified as radical, right-wing, and populist, neither the ideological schemes, the vocabulary, the utterances, nor the discursive style evidence a marked populism. In sum, other ideological frameworks better characterize the discourse of this party-in particular, conservative, authoritarian, neo-liberal, and neo-patriotic motives, framed with the signifier of a certain republicanism. Originality: The research allows a divergent interpretation of the parties of the new right, usually characterized as radical populist right. [ABSTRACT FROM AUTHOR]

Purpose: This study aimed to examine the values associated with pedagogical training and the differences in value preferences among students based on gender in institutions in the central-southern area of Chile. The objective of the research was to analyse the values associated with pedagogical training and the differences in value preferences according to the gender of students in universities in the central-southern area of Chile. Design/Methodology/Approach: The methodology used in the study is quantitative and descriptive. The study sample consisted of 437 students from Chilean universities. The information was collected using a standardized instrument called the adapted values test. Findings: The results indicated a clear preponderance in the categories of moral, ecological, individual, affective and bodily values. Political and moral values were not particularly taken into consideration. Significant differences were found concerning gender. Females achieve higher mean scores than males except in instrumental values. Conclusions: The results show the educational needs of future teachers in terms of axiological training from a gender perspective. Practical Implications: Identifying and analyzing the axiological structure of students and teachers in private and public universities in Chile will allow proposing value education in the curricular plans of future teachers. On the other hand, the values transmitted by teachers are different which implies the development of pedagogical training programs that strengthen gender differences as an instance of cultural equity. Contribution to the Literature: This research underscores the importance of value education in teacher training programs and explains how university students perceive them. [ABSTRACT FROM AUTHOR]

Background and Objectives: Congenital thyroid dyshormonogenesis is caused by alterations in the synthesis of thyroid hormones in a newborn. Additionally, 10 to 20% of these cases are hereditary, caused by defects in proteins involved in hormonal synthesis. One of the most common causes is mutations in the thyroid peroxidase (TPO) enzyme gene, an autosomal recessive disease. We aimed to detect mutations of the TPO gene in 12 Chilean patients with congenital hypothyroidism due to dyshormonogenesis (CHD) and to characterize these patients clinically and molecularly. Materials and Methods: Twelve patients under 20 years of age with CHD, controlled at San Juan de Dios Hospital in Santiago, Chile, were selected according to the inclusion criteria: elevated neonatal TSH, persistent hypothyroidism, and thyroid normotopic by imaging study. Those with deafness, Down syndrome, and central or transient congenital hypothyroidism were excluded. Blood samples were taken for DNA extraction, and the 17 exons and exon–intron junctions of the TPO gene were amplified by PCR. The PCR products were sequenced by Sanger. Results: Two possibly pathogenic mutations of the TPO gene were detected: c.2242G>A (p.Val748Met) and c.1103C>T (p.Pro368Leu). These mutations were detected in 2 of 12 patients (16.6%): 1 was compound heterozygous c.1103C>T/c.2242G>A, and the other was heterozygous for c.2242G>A. In the diagnostic confirmation test, both patients presented diffuse hyper-uptake goiter on thyroid scintigraphy and high TSH in venous blood (>190 uIU/mL). Conclusions: The frequency of patients with possibly pathogenic mutations in TPO with CHD was 16.6%. Its study would allow for genetic counseling to be offered to the families of affected patients. [ABSTRACT FROM AUTHOR]

In Chile, there is an increasing demand for freshwater supply for human consumption, agriculture, and industrial activities. In this sense, the country is highly threatened by climate change, which is drastically affecting the availability of water resources in the north-central region due to desertification processes. Therefore, seawater reverse osmosis (SWRO) desalination is becoming one of the most feasible alternatives to address current and future challenges regarding water scarcity in the country. This investigation aims to evaluate potential locations for a sustainable and cost-effective installation of desalination projects; the latter, under a multi-criteria and geographic information system (GIS)-model. The model was tested in the highly water scarcity-threatened Valparaiso Region, Chile, as a case study. The model was developed integrating economic and socio-environmental criteria involved in the development and/or construction of desalination projects. The results of the multi-criteria analysis show that the Valparaıso Region presents optimal areas for developing SWRO projects. Both the northern and central areas of the Region show appropriate locations for installing SWRO plants and their freshwater distribution lines, ensuring short- and long-term water supply, especially for agriculture and population consumption. The results obtained in this study could be extrapolated as a tool to assess the desalination projects development in other world regions to make future desalination projects more viable and sustainable for addressing global water demands. [ABSTRACT FROM AUTHOR]

Arsenic compounds have been used as therapeutic alternatives for several diseases including cancer. In the following work, we obtained arsenic nanoparticles (AsNPs) produced by an anaerobic bacterium from the Salar de Ascotán, in northern Chile, and evaluated their effects on the human oral squamous carcinoma cell line OECM-1. Resazurin reduction assays were carried out on these cells using 1–100 µM of AsNPs, finding a concentration-dependent reduction in cell viability that was not observed for the non-tumoral gastric mucosa-derived cell line GES-1. To establish if these effects were associated with apoptosis induction, markers like Bcl2, Bax, and cleaved caspase 3 were analyzed via Western blot, executor caspases 3/7 via luminometry, and DNA fragmentation was analyzed by TUNEL assay, using 100 µM cisplatin as a positive control. OECM-1 cells treated with AsNPs showed an induction of both extrinsic and intrinsic apoptotic pathways, which can be explained by a significant decrease in P-Akt/Akt and P-ERK/ERK relative protein ratios, and an increase in both PTEN and p53 mRNA levels and Bit-1 relative protein levels. These results suggest a prospective mechanism of action for AsNPs that involves a potential interaction with extracellular matrix (ECM) components that reduces cell attachment and subsequently triggers anoikis, an anchorage-dependent type of apoptosis. [ABSTRACT FROM AUTHOR]

This study estimates the effect of between-class ability grouping on Chilean secondary students' academic achievement. We rely on a structural feature of the school system: A considerable number of students who complete primary school must change schools to start their secondary education. Cardinality matching was performed to account for confounding variables. Sensitivity analysis was performed to address the fact that differences in unobserved variables could bias our findings. Results show that attending a school that groups students by ability causes a reduction in the average scores obtained in 10th grade of 0.07 SD for reading and 0.08 SD for mathematics. Students matched by their observed covariates could differ in their odds of attending a school with or without ability grouping by 15% for mathematics and 10% for reading, without altering our conclusions. Disadvantaged students are the most affected, whereas best-performing students do not benefit from this policy either. [ABSTRACT FROM AUTHOR]

One crucial decision made at retirement in Chile is whether to acquire an annuity or a phased withdrawal (PW) scheme. Annuities, unlike PW, do not allow for inheritance and provide smaller initial pension benefits while protecting against longevity and capital market risks. If preferences show decreasing absolute risk aversion (DARA), then an annuity (insurance) should be considered an inferior good. We test this hypothesis on Chilean data using a binary choice model. Our results reject the DARA hypothesis for the whole sample. However, after splitting the sample into low- and high-income groups, we find that the former have increasing absolute risk aversion (IARA) behavior, whereas the latter have DARA behavior. These findings suggest that policy programs encouraging retirement savings, such as tax breaks and subsidies, should be approached with caution depending on the balance of high and low-income individuals, particularly in less-developed economies. [ABSTRACT FROM AUTHOR]

Beliefs continue to be an important source to get to know teachers' thinking processes and pedagogical decisions. Research in teachers' beliefs has traditionally come from English-speaking contexts; however, a great deal of scientific work has been written lately in Brazil, Mexico, Colombia, and Argentina. This study elicits 30 Chilean university teachers' beliefs about their own role in the teaching and learning of English in university environments. Through a qualitative research design, the data collected from interviews and journals were analyzed, triangulated, and categorized based on semantic content analysis. Results of the study indicate that university teachers reveal challenging and complex views about what it is like to teach English as a foreign language in a university context in Chile. The article concludes with a call to reflect on the importance of beliefs unravelling in teacher education programmes.

This qualitative study aims at identifying the disciplinary strategies claimed to be used by a group of five secondary classroom teachers of English in public or semi-public schools in Chile. To conduct this research, a semi-structured interview was applied to participants. The data were analyzed using the principles of semantic content analysis and the grounded theory technique in order to organize the categories and subcategories from the data. The results show that some of the teachers declare using a rising tone of voice, scolding and expelling difficult students from the classroom as key disciplinary techniques; other teachers claim that disciplinary strategies help them to accomplish the teaching aim in a lesson.

This article presents a research study that analyses eighth and twelfth graders' knowledge of speaking strategies to communicate in English. The Oral Communication Strategy Inventory, developed by Nakatani in 2006, was applied to 108 students belonging to the public, semi-public and private educational sectors in Chile. The findings show that 8th graders claim to have broader knowledge of speaking strategies than 12th year secondary students, and the knowledge of speaking strategies of elementary and secondary school students does not vary depending on the type of school: public, semi public and/or private.

This is an exploratory non-experimental research study whose main objective is to compare the teaching styles of a group of thirty teachers of English working in either public or private secondary education in Chile. In order to collect the required data, two instruments were administered to the participants: a teaching style inventory and a personality type index proposed by Grasha. Results indicate that public sector participants show a facilitator teaching style and an extrovert personality type, whereas private sector participants reveal a more authoritative teaching style and an introverted type of personality.

In 2011, the School of Engineering at Pontificia Universidad Católica de Chile launched an alternative admission program to attract talented high-school students from low-income families who would not be accepted by the conventional admission process but have otherwise shown outstanding academic results at the high-school level. Applicants came from socioeconomically disadvantaged backgrounds, and were admitted through a formal process that looked for personal skills beyond standardized test results. Students accepted through the alternative admission program showed promising academic gains after their first year of college, a result that has repeated across cohorts. Proper academic and psychological support was needed to level out the disparities in students' prior knowledge of science and math fundamentals. Future work is required to explore the principal factors affecting academic performance of underrepresented students who are not part of the schools' dominant culture.

The importance of community learning in effecting social change towards ecological sustainability has been recognised for some time. More recently, the use of Information and Communication Technology (ICT) tools to promote socio-ecological sustainability has been shown to have potential in community education for sustainable development (ESD). The effective design and use of technology for community learning implies an understanding of a range of cross-dimensional factors including: socio-cultural characteristics and needs of the target audience; considerations of available and culturally responsive types of technology; and non-formal pedagogical ESD strategies for community empowerment. In addition, both technology itself and social communities are dynamically evolving and complex entities. This article presents a case study which evaluated the potential of ICT for promoting ecological literacy and action competence amongst community members in southern Chile. The case study addressed the ecological deterioration of a lake, which is having deep social, economic, recreational and cultural implications locally. The authors' research involved developing a theoretical framework for the design, implementation and use of ICT for community learning for sustainability. The framework was based on key ideas from ESD, ICT and community education, and was underpinned by a systems thinking approach to account for the dynamism and complexity of such settings. Activity theory provided a frame to address overarching socio-cultural elements when using technology as a mediating tool for community learning. The authors' findings suggest that the use of an ICT tool, such as a website, can enhance ecological literacy in relation to a local socio-ecological issue.

Introduction: There are a few methods to study inquiry's abilities in Chile, despite its importance in science education. This study analyzes the psychometric properties of a Scientific Inquiry Scale in pedagogy students of two Chilean universities. Method: The study uses an instrumental design with 325 students from 3 pedagogy majors. As a measurement instrument, it uses a scale based on one of the dimensions of Miranda's Tasks in Critical Thinking test. Descriptive statistics of reliability and dimensionality were used for the analysis. Results: The results show three items under the mean, two within the mean and three slightly over it, with adequate ranges of asymmetry and kurtosis. Dimensions analysis accounts for a three-factor model with good fit indicators, related to the three ability foci observed in this ability: exploration with three items related, comprehension with two items and inference with three items. The reliability analysis is adequate but lower than expected (0.61) and an adequate level of interjudge consistency, with an intraclass correlation coefficient of 0.62. Discussion and Conclusion: Scientific Inquiry Scale is reliable and allows for analysis of the main elements of the ability to inquire, which is relevant for scientific reasoning. However, it is necessary to investigate the external validity.

Introduction: Highly pathogenic avian influenza A H5N1 clade 2.3.4.4b (hereafter H5N1) is causing vast impacts on biodiversity and poultry around the globe. In Chile, lethal H5N1 cases have been reported in a wide range of wild bird species, marine mammals, backyard and industrial poultry, and humans. This study describes the spatio-temporal patterns of the current epizootic of H5N1 in Chile and test drivers that could be associated with outbreak occurrence. Methods: We used H5N1 cases reported by the Chilean National Animal Health Authority from 5 December 2022 to 5 April 2023. These included wild bird cases confirmed through an avian influenza-specific real-time reverse transcription PCR assay (RT-qPCR), obtained from passive and active surveillance. Data were analyzed to detect the presence of H5N1 clusters under space-time permutation probability modeling, the association of H5N1 with distance and days since the first outbreak through linear regression, and the correlation of H5N1 presence with a number of ecological and anthropogenic variables using general linear modeling. Results: From 445 H5N1 identified outbreaks involving 613 individual cases in wild birds, a consistent wave-like spread of H5N1 from north to south was identified, which may help predict hotspots of outbreak risk. For instance, seven statistically significant clusters were identified in central and northern Chile, where poultry production and wildlife mortality are concentrated. The presence of outbreaks was correlated with landscape-scale variables, notably temperature range, bird richness, and human footprint. Discussion: In less than a year, H5N1 has been associated with the unusual mortality of >100,000 individuals of wild animals in Chile, mainly coastal birds and marine mammals. It is urgent that scientists, the poultry sector, local communities, and national health authorities co-design and implement science-based measures from a One Health perspective to avoid further H5N1 spillover from wildlife to domestic animals and humans, including rapid removal and proper disposal of wild dead animals and the closure of public areas (e.g., beaches) reporting high wildlife mortalities. [ABSTRACT FROM AUTHOR]

Bird migration in the Neotropics is complex and highly diverse. Indeed, for many taxa, basic questions such as where they go are still relevant. Satellite-tracking studies of Turkey Vulture (Cathartes aura) migration have revealed extensive variability in their movement strategies, contributing to their widespread distribution. However, South American migratory populations are still among the least explored. By integrating five years of satellite-tracking data, citizen science databases and classical raptor monitoring techniques, we present a case study reporting a hitherto unknown nonbreeding area for the Turkey Vulture subspecies ruficollis. Specifically, we document that a minor proportion of the population that breeds in northwestern Argentine Patagonia migrates northwards to central Chile at the beginning of the austral autumn. Our findings improve our basic knowledge of the Turkey Vulture migration within the Neotropics and establish a baseline to study the movement strategies of the migratory ruficollis populations breeding in high latitudes of South America. [ABSTRACT FROM AUTHOR]

Formative assessment is an evaluative practice developed in the classroom for the improvement of learning using evidence on student progression. The objective of this research is to compare sample groups from multigrade and single-grade classrooms on the theme of formative assessment based on the students' opinion of the teacher's performance. The method used was a comparative quantitative method. The sample type is a probability sample of 683 students from 5th to 8th grade from urban and rural schools in the commune of Longaví, located in the Maule Region of Chile. A validated Likert scale questionnaire with a high level of reliability (a = 0.93) was used. The results of the research showed that, in the six dimensions, the best teacher performance concerning formative assessment is found in multi-grade schools and not in single-grade schools. This can be explained on the basis of several reasons, among them the level of adaptability that teachers have in this type of classroom, the heterogeneous characteristics of the classroom (different ages and learning goals) and the need for teachers to monitor the learning progression of students with different classroom characteristics. [ABSTRACT FROM AUTHOR]

Concepción Bay is a socio-economic and ecologically important embayment whose hydrographic variability has been historically regulated by wind-modulated seasonal upwelling events during spring–summer and by freshwater from precipitation and river discharges during fall–winter. This system is subject to several anthropogenic and environmental strains due to the intense port activity and the increasing occurrence of extreme natural events. This study determines a new hydrographic regime and characterizes and analyzes the biogeochemical response of the water column to changes in rainfall and upwelling patterns. Despite the intrusion of nitrate-rich upwelled waters that enhance biological productivity remains more intense during spring–summer, the system remains fertilized year-long due to the occurrence of persistent upwelling pulses during fall–winter. The hydrographic structure presented a two-layer water column that was stratified thermally in spring–summer and primarily by freshwater inputs in fall–winter. Nevertheless, the regular pattern of the rainfall has changed (a decrease in precipitation and an increased frequency of extreme rainfall events), together with recurrent upwelling-favorable wind pulses during the non-upwelling season. This new regime has altered the seasonality of the physicochemical conditions and the structure of the microplanktonic communities, with productive and sanitary implications affecting the biogeochemical status of CB. [ABSTRACT FROM AUTHOR]

Understanding socio-ecological systems over the long term can shed light on past adaptive strategies in environmentally sensitive regions. Central Chile is an emblematic case study for mediterranean ecosystems, where a progressive and sustained population increase began approximately 2000 years ago alongside significant landscape changes. In this work we analyzed regional paleo-demographic trends by compiling a new database of archaeological dates over the last 3000 years, and integrating population dynamics theory with an analysis of the spatio-temporal variation of regional cultural stages. Results show three moments of marked acceleration in population growth: just before agricultural adoption, during the Archaic Period (c. 700-300 BCE); during the second half of the ECP (500–900 CE); and during the Late Intermediate Period (1200–1400 CE). We also identified periods of deceleration in per capita growth rates, although population size continued to increase (300 BCE−500 CE, 900–1200 CE and after 1400 CE). These large shifts in the per capita growth rates coincide with major cultural changes associated with social and economic aspects. The pulses of major occupation show in general terms a more intensive use of the valleys as the population size increased, although the remaining ecosystems never ceased to be occupied with different economic and symbolic emphases. [ABSTRACT FROM AUTHOR]

Fludioxonil is a highly effective phenylpyrrole fungicide for controlling Botrytis cinerea. Although the field efficacy of fludioxonil remains high, Botrytis cinerea isolates with reduced sensitivity have been reported globally. The molecular target of fludioxonil still remains unknown; however, a mechanism of reduced sensitivity to fludioxonil underlies the overexpression of the ATP binding cassette (ABC) transporter AtrB in a dependent pathway of the Mrr1 transcription factor. Fludioxonil is a key player in controlling B. cinerea infection in table grapes in Chile. However, some isolates with a reduced sensitivity to fludioxonil were detected. This study observed endogenous atrB overexpression in Chilean isolates with reduced sensitivity to fludioxonil (n = 22) compared to the sensitive isolates (n = 10). All isolates increased the expression of atrB in a growth medium supplemented with fludioxonil (0.05 μg/mL). However, sensitive isolates showed lower atrB expression than those with reduced fludioxonil sensitivity. Remarkably, a mutant version of the transcription factor Mrr1 carrying 21 amino acid modifications was identified in all isolates with reduced sensitivity to fludioxonil. These changes alter the protein's transcription factor domain and the C-terminal portion of the protein but not the Zn (2)-C6 fungal-type DNA-binding domain. These results suggest a direct relationship between the conserved and divergent mutant version of mrr1 and sensitivity to fludioxonil. This study provides a new target for developing molecular diagnostic strategies to monitor B. cinerea's sensitivity to fludioxonil in the field. [ABSTRACT FROM AUTHOR]