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Introduction: Socio-emotional skills are important in professional performance, especially in health careers. Specifically, empathy and emotional intelligence influence interpersonal relationships related to professional practice. The objective is to determine the relationship between empathy, emotional intelligence and self-esteem in students of careers with a health orientation compared to those who choose to pursue other types of careers. Method: A sample of 229 university students between the ages of 17 and 30 (M = 22.06; SD = 3.29) selected by non-probability sampling participated in the study. Along with socio demographic variables, perceived satisfaction with the career and vocational choice were evaluated and three scales were applied: the BES-B, the TMMS and the Rosenberg self-esteem scale. Results: The academic environment in itself does not determine the presence of greater socioemotional skills, resulting in predictive variables the vocational motivation towards the career, the female gender, the age and the grade. Affective empathy is higher in female students and emotional intelligence scores are homogeneous among the university population. A positive relationship between empathy, emotional intelligence and self-esteem is confirmed with the vocational choice of the career. It predicts high values in empathy and self-esteem, with the students of the health branch obtaining higher scores in empathic skills and self-esteem. Discussion or Conclusion: The study of socio-emotional competences is of great interest in future professionals with dedication to therapeutic and care activities.

En 1871, en medio de los debates sobre el establecimiento de la ópera española, Guillermo Morphy, el Conde de Morphy, publica un artículo de fondo en el que acomete un modelo de drama lírico nacional vinculado a la tradición musical centroeuropea. Su proposición constituye un paso adelante hacia el drama lírico moderno que otorgara a España un sitio en la escena musical europea. Este trabajo recupera el movimiento de renovación dentro del nacionalismo musical liderado por el Conde de Morphy durante la Restauración borbónica, con importantes avances en la escena culta musical española. Con este propósito, nos aproximamos a la actividad regeneracionista y crítica musical de Morphy y su influencia en aquellos compositores que estuvieron más unidos a su figura como Tomás Bretón, Pablo Casals e Isaac Albéniz, poniendo el foco de atención en la cuestión de la ópera española como señal de identidad nacional. Recogemos asimismo una relación de los artículos publicados por Morphy en la prensa.

A personal overview about the use of new technologies for teaching and learning mathematics is given in this paper. We analyse the introduction of Computer Algebra Systems with learning purposes, reviewing different frameworks and didactical resources, some of them generated according the philosophy of the European Area of Higher Education. Elearning was an important stage in new technologies. We discuss the different possibilities: learning content management system, e-assessments, projects, etc. The paper is completed with some comments about the mobile learning.

This paper analyses the role of Computer Algebra Systems (CAS) in a model of learning based on competences. The proposal is an e-learning model Linear Algebra course for Engineering, which includes the use of a CAS (Maxima) and focuses on problem solving. A reference model has been taken from the Spanish Open University. The proper use of CAS is defined as an indicator of the generic competence: Use of Technology. Additionally, we show that using CAS could help to enhance the following generic competences: Self Learning, Planning and Organization, Communication and Writing, Mathematical and Technical Writing, Information Management and Critical Thinking. A follow-up at several stages of the resolution of a problem-example shall be performed; analysing each contribution of Maxima to the competences' acquisition. The problem-example concerns an electronic device for a building surveillance system, with different possibilities according to the number of sides of the building and other parameters. (Contains 3 figures.)

In recent years, a considerable number of teachers in Spain have been using DERIVE to teach math subjects in High Schools and Universities. This software has been used by the authors of this work as a support tool in Mathematics courses for Engineering. Since Texas Instruments does not support DERIVE, we were faced with finding an alternative software product, and considering the possibility of using a public-domain software such as MAXIMA. Here we make a comparative study of DERIVE and MAXIMA as support tools for a Calculus course for first year Engineering students. First we have a brief look at the use of both systems in Spain and our experience with them. Then, we make a comparative study of DERIVE and MAXIMA, following a specific protocol based on a Systemic Model of Software Quality. Finally, we perform a quantitative evaluation and we conclude that MAXIMA can be used to carry out learning activities similar to those that we have been doing with DERIVE. (Contains 6 figures and 3 tables.)

In this article the main characteristics of the dMath project are introduced. With the mathematical modules developed within this project a new tool is made available to the different users as a support of the teaching and learning of mathematics in the context of EHEA and of the Bologna declaration. (Contains 7 figures.)

The Study on the Clinical Use of DAPTOMycin in Spain (DAPTOMISE Study) is a national surveillance program of daptomycin use. The objectives of this study are to evaluate the current variability in daptomycin consumption across the different hospitals and the adequacy of therapy, specially focused on underdosing. All adult and pediatric patients who received, at least, one dose of daptomycin in a single week in 98 institutions in Spain were included. The adequacy of daptomycin use was evaluated with respect to the indication, dosage, adjustments after microbiology results, switching to an oral agent and length of treatment. A total of 615 patients received daptomycin during the study week. The prevalence use was 2.3 patients / 100,000 inhabitants per week, 12.4 patients / 1000 admissions and 9.2 Days of Therapy (DOT) / 1000 hospital stays. These rates varied between hospitals: from 0 to 13.9 patients / 100,000 inhabitants, from 0 to 76.1 patients / 1000 admissions and from 0 to 49.4 DOT / 1000 hospital stays. The most frequent infections were bacteremia (31.6 %) and skin and soft tissue infections (17.9 %). Microbiological results were available in only 65.4 % of infections. The most frequent microorganisms were Staphylococcus aureus (192 isolates, of which 87 were resistant to methicillin) and coagulase-negative staphylococci (124 isolates). A total of 136 prescriptions (22.1 %) were underdosed. Dosages < 8 mg/kg were used for 35.6 % of endovascular infections and for 26.2 % of osteoarticular infections. Overall, 57.2 % of prescriptions were not optimal in, at least, one item. Clinical cure rate was 76.1% and mortality attributable to the infection 8.1%. This is the first registry that identifies the prevalence of use of daptomycin in Spain and shows a high variability in the consumption between the different hospitals. Daptomycin underdosing was present in more than 20 % of cases. [ABSTRACT FROM AUTHOR]

Copyright of Electronic Journal of Research in Educational Psychology is the property of Editorial of the University of Almeria (Spain) 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 Araucaria is the property of Araucaria-Revista Iberoamericana de Filosofia, Politica y Humanidades 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 Studia Historica. Historia Contemporánea is the property of Ediciones Universidad de Salamanca 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.)