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Copyright of Revista Foco (Interdisciplinary Studies Journal) is the property of Revista Foco 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.)

Es un honor para mí poder expresar estas palabras en nombre de todos los graduandos del Centro Médico Docente La Trinidad, 2024. En primer lugar, me dedicaré a agradecer y honrar… A Dios, director de nuestras vidas y proyectos. A la familia, bastón que nos sostiene. A los amigos, bálsamo en medio del cansancio y angustia. A los profesores y tutores, faros de conocimiento, dirección y guía. Gratitud, admiración y honra a nuestros profesores; ya decía muy acertadamente Isaac Newton “Si he logrado ver más lejos ha sido porque he subido a hombros de gigantes”. Gracias a nuestros gigantes del Centro Médico Docente La Trinidad, gracias a mis gigantes de la oncología, ARSUVE. Me siento sumamente afortunada y agradezco la experiencia académica de alto nivel que se me permitió vivir este año; tuve la oportunidad de compartir e instruirme con figuras nacionales de la oncología venezolana, en mi servicio conté con ilustres profesores y excelentes adjuntos, así como también, hago especial mención a mis tutores de rotaciones, los admiro, no sólo porque son mentes brillantes, sino también porque son seres humanos invaluables y eso es justo lo que los hace grandes, que fortuna tenerlos. En segundo lugar, quiero felicitarlos… Felicito a cada graduando hoy, los admiro y celebro el éxito de cada uno de ustedes, pero no solo los felicito a ustedes, quiero dedicar unas líneas y felicitar a cada padre, madre, esposo, esposa, hermano, a cada familiar. Felicito a todo aquel que estuvo detrás de la bendición en la mañana, de la oración, del desayuno caliente que fue hecho con amor, del abrazo que te restauró en un mal día, de la palabra motivadora en medio de la fatiga, justo cuando sentías que estabas a punto de desistir, gracias y felicidades a la familia porque esos títulos también llevan sus nombres. Y, en tercer lugar, quiero que lleven un mensaje a casa… Lo que eres se define por lo que estás dispuesto a luchar. Esto no es otro eslogan de “sin dolor no hay victoria”, ¡NO! Esto es el más simple y básico componente de la vida y se basa en que nuestras luchas determinan nuestro éxito. ¿Si lo notas? Es como una espiral ascendente infinita. Nunca dejes de escalar, aun cuando ustedes sientan que han fallado alguna vez o estén a punto de fallar, no dejen de avanzar, porque la mejora de cualquier habilidad se basa en miles de pequeñas fallas y la magnitud de tu éxito se sustenta en el número de veces que fallaste en algo, pero también en el número de veces que lograste identificar la oportunidad de acercarte más al éxito a través de esa falla; el triunfo es justo eso que se esconde detrás de las ganas de desistir. Escala, avanza, con dirección y con enfoque. Si alguna vez te permites pensar que es válido dejar de escalar porque sientas que has fallado, definitivamente me temo que no has comprendido el punto a lo que realmente vinimos a la vida, porque sólo podemos ser verdaderamente exitosos en algo, cuando estamos dispuestos a fallar y avanzar. Si en algún momento piensas que alguien es mejor que tú en algo, probablemente lo es porque ha fallado más veces que tú, del mismo modo, si en algún momento crees que alguien es peor o no es tan bueno como tú en algo, entonces probablemente lo sea porque esa persona no ha pasado por todas las experiencias dolorosas de aprendizaje que has pasado tú. Así que, por favor, nunca dejes de escalar, háganlo con humildad, bondad, enfoque, disciplina y constancia. Y jamás dejen de aprender, siempre aprendan un poco más, no importa la edad que tengan, no importa lo mucho que crean que ya saben, aprender un poco más, ese es el camino, porque todos nosotros tenemos hoy la gran responsabilidad de honrar, restaurar y representar ante el mundo una tierra bendita por Dios y habitada por guerreros de sangre valiente. Somos médicos, ¡MÉDICOS VENEZOLANOS!, para mí, medicina y ciencia en su más alto nivel. Felicidades, gracias al Centro Médico Docente La Trinidad, son increíbles.

This article aims to map the publications that correlate technologies and assessment, understanding the formative perspectives in online environments. For this, a qualitative, explanatory and procedural methodology was used, and the systematic mapping (SM) had the CAPES Catalog of Theses and Dissertations (2015-2022) as its locus. The results obtained were constructed from 10 works, eight dissertations and two theses, and point to a wide variety of technological resources used: Virtual Learning Environments (VLE), WhatsApp, Google Forms, Padlet Forums, Chat, CMap Tools and Youtube. Among the potentialities of the use of technologies is the gratuity, ease of access, the ability to generate automatic feedback, as well as having spaces for discussions and doubts, optimizing time. Among the weaknesses, the need for the internet stands out, and the impossibility of using it offline. Of the technologies presented in this article, all present the possibility of giving feedback to the students, strengthening the relationships between students and teachers and also between the students themselves. However, many are already free and easily accessible and have a wide range of functions and applicability, so the integration and insertion of technologies during these training processes is extremely important with regard to teaching and learning for all. [ABSTRACT FROM AUTHOR]

By reviewing the scientific literature specialized in sleep disorders (TS) carried out in Mexico, especially at the TS Clinic (Faculty of Medicine-UNAM) at the General Hospital of Mexico (CTS-HGM) from 1948 to 2020, it was possible to document the history of ST research in Mexico and the role played by the CTS-HGM. Sleep Medicine (MS) is one of the newest specialties in Mexico and case research in this field began around 1948, while formal research in 1974. The founding of CTS-HGM in 1997 led to significant development in TS research in Mexico. In addition, the CTS-HGM became a center of care for patients with these problems, as well as important research center since its publications cover all the diagnostic categories of the CITS. [ABSTRACT FROM AUTHOR]

The text is the result of the analysis of three situations in which the History Class, proposed by the historian Maria Auxiliadora Schmidt (2020), was developed as a strategy for a Reconstructivist Didactic of History, at the Federal University of Goiás, Brazil, in the years 2022 and 2023 Undergraduate and postgraduate students started with different problematizations and intentions for these elaborations, maintaining the articulation between teaching and research as an axis. The text presents some considerations and seeks to expand the possibilities for the construction of a methodology th [ABSTRACT FROM AUTHOR]

Copyright of Apotheke is the property of Universidade do Estado de Santa Catarina 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 Técnica Tributaria is the property of Asociacion Espanola de Asesores Fiscales 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 an international context of increasing pressure from transnational organizations such as the World Trade Organization through the General Agreement on Tariffs and Trade (GATT), Argentine higher education is characterized in its historical development as a citizen's right and not as a transnational commodity. The history of Argentine higher education is the history of access to a right, and educational technology and distance education have contributed and continue to contribute solutions to this mission. It is because of its status as a right that higher education institutions must invest all the means at their disposal to ensure that students have access to it without any kind of restriction, as regulated by the Higher Education Law. They must also guarantee the graduation of their students so that access to the right is not an empty discourse. One tool available for this purpose is curricular flexibilization, which makes it possible to respect the motivations and pace of each student together with an autonomous administration of time and space that is not expulsive. The autonomous management of the curriculum is also enhanced by the use of technological mediations that make it possible to articulate physical presence with virtual presence. [ABSTRACT FROM AUTHOR]

Copyright of Paradigma is the property of Universidad Pedagogica Experimental Libertador 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 Docência do Ensino Superior is the property of Revista Docencia do Ensino Superior 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 Education Policy Analysis Archives / Archivos Analíticos de Políticas Educativas / Arquivos Analíticos de Políticas Educativas is the property of Educational Policy Analysis Archives & Education Review 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 Apotheke is the property of Universidade do Estado de Santa Catarina 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.)

Reducing desertion and increasing graduation in Higher Education has become an imperative for governments, in order to improve equity and address social and economic exclusion of the most vulnerable sectors. In this context, it is intended to measure the efficiency of the 16 Chilean state universities, using a non-parametric model of Enveloping Data Analysis (DEA) with data from the Ministry of Education during the period 2015-2016. The results indicate that the average country efficiency is 81.71% in retention and graduation, where universities in the north are the most efficient, followed by those in the south. Meanwhile, those in the center presented greater variability and inefficiency with respect to the national average. However, it must be considered that universities are multiproduct and must combine their resources for a variety of functions.

Copyright of Pesquisa em Educação Ambiental is the property of Pesquisa em Educacao Ambiental 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 Foco (Interdisciplinary Studies Journal) is the property of Revista Foco 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 Psicologia Clínica is the property of Faculdades Catolicas - Pontificia Universidade Catolica do Rio de Janeiro 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.)

Se estima una tabla de vida estática empleando el estimador no paramétrico propuesto por Kaplan y Meier y la técnica de regresión polinómica local para la graduación empleando más de 8 millones de registros administrativos recolectados durante los años 2013 al 2017. Los resultados revelan que la brecha en expectativa de vida entre hombres y mujeres es menor respecto a lo reportado por la tabla vigente. Así, la diferencia en esperanza de vida medido a los 65 años de edad se reduce de siete a dos años, explicado por una disminución de la expectativa de vida de las mujeres de 2.4 años y un incremento de 2.1 años en el caso de los hombres. Los resultados también revelan que la deuda actuarial neta estaría sobreestimada en S=2 mil millones respecto a lo oficialmente estimado, ello es el resultado de dos efectos que se contraponen: un descenso en la estimación de la reserva en el caso de las mujeres y un incremento en el caso de los hombres, siendo el primer efecto el que domina.

Copyright of Formación Universitaria is the property of Centro de Informacion Tecnologica (CIT) 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.)

The objective of the present study was to describe the realization of the study group aimed at training in clinical psychology during the COVID-19 pandemic and to analyze its contributions to the theoretical and practical improvement of the members. This is an experience report of the activities developed between the months of april to december 2020 in a group offered through an extension project of a public university in the interior of Paraná. In total, 28 meetings were held, with about 7 participants. The materials inherent to group discussions will be portrayed and discussed in the light of the scientific literature and the perceptions of three students who were part of the group, through the systematization of three theoretical axes: (1) Specificities of the Psychology School Service and its contributions to practice professional; (2) Medicalization and Psychoanalysis; (3) Psychoanalysis with children and adolescents: the theories of Melanie Klein, Donald Winnicott, Anna Freud and Françoise Dolto. The analysis of the discussions showed that the potential of the group referred not only to the development of theoretical knowledge, given that the group had a plurality of knowledge, but also to the deepening of that knowledge and exchange of experiences, which, in a context of uncertainties and difficulties, also made it possible to accommodate the evidenced demands. [ABSTRACT FROM AUTHOR]

This integrative review aimed to identify the proposals and results of academic monitoring practices, trends and their challenges in higher education institutions. The survey was conducted in 2019, in the SciELO and Educa databases, using the descriptor "academic monitoring" in any part of the document, totaling 82 articles. There were 12 documents left after applying the exclusion criteria: the reported academic monitoring does not happen in an educational institution; it is not a relationship between student teaching another student (academic monitoring). The documents were categorized into: institutional monitoring programs, discipline or area monitoring projects, monitor training program. The results show the scarcity of research related to the theme; in contrast, the existing works reinforce the importance of academic monitoring as a strategic tool for improving the quality of teaching. Monitoring is not an easy teaching strategy, it is a practice that requires constant monitoring and dedication from both mentors and monitors. However, the implementation of an academic monitoring program in a higher education institution can bring many advances for the training and learning of students, future professionals. [ABSTRACT FROM AUTHOR]

Copyright of Revista Lusofona de Educacao is the property of Universidade Lusofona de Humanidades e Tecnologias, CEIEF 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 Analisi: Quaderns de Comunicacio i Cultura is the property of Universitat Autonoma de Barcelona 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 Mendive - Revista de Educacion is the property of Universidad de Pinar del Rio 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.)

Contrario a lo que se ha señalado tradicionalmente, el marco teórico muchas veces constituye una sección independiente de la introducción en los artículos de investigación. En este, los escritores establecen la tradición teórica desde la cual se desarrolla la investigación y hacen un recuento de los avances teóricos e investigativos en la disciplina y específicamente en el tema del estudio, estableciendo un diálogo con otras voces. En este artículo, se examina cómo los escritores organizan su marco teórico mediante las cláusulas verbales y los recursos del subsistema de graduación propuestos por la lingüística sistémico-funcional para expresar fuerza y construir su voz autorial. Se identificaron las cláusulas verbales y los recursos del subsistema de graduación asociados a ellas en las secciones de marco teórico de veinte artículos científicos en español, publicados en revistas colombianas del área de la lingüística aplicada. El análisis mostró la variedad de recursos con los que los escritores dan fuerza a sus referentes conceptuales, desde las cláusulas verbales, especialmente en lugares prominentes del marco teórico: en los macroTemas, hiperTemas, macroNuevos e hiperNuevos. Comprender estas características del marco teórico puede ser relevante para la enseñanza de la escritura académica.

The analysis of the equity of mass higher education systems in Latin America indicates how important it is to ensure that young people in the lower income sectors can study and obtain a degree. In this sense, the Southern Cone region constitutes an interesting case study to analyze the results in terms of access and graduation through the implementation of selective admissions policies, institutional diversification and privatization (Chile); or free and unrestricted access in the public sector in a diversified institutional environment (Argentina) or low institutional diversification (Uruguay). The comparative analysis of these countries reveals the relevance of analyzing not only the public and institutional policies of access and sources of funding and the evolution of the indicators regarding access and graduation in each case, but also of studying what occurs in terms of institutional differentiation, its association with social stratification and prestige allocation. Thus, the indicators show improvements over time, but in institutional contexts that maintain certain patterns of social inequality.

Copyright of Formación Universitaria is the property of Centro de Informacion Tecnologica (CIT) 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 the extension activity reported here, pedagogical workshops were organized during Geography classes in 7th grade Basic Education, with a focus on aspects of teacher education. The theoretical basis of the work included reflections on teacher education and university extension, in addition to the notions of learning and didactic planning, opting for pedagogical workshops. Methodologically, the research was qualitative and exploratory in nature. Three predominant categories were revealed in the narratives analyzed: organization and didactic planning of the workshop; active class and meaningful learning; contribution of the project to teacher education. The results indicated that by adopting this didactic strategy, pedagogical workshops enable differentiated organization of the class, at different times, based on the active focus of the teaching-learning process. This favors meaningful and contextualized learning, not only for the elementary school students, but also for the teachers involved. In conclusion, we highlight that the use of diverse methodologies to work on class contents can contribute to the students' interest in the classes. Pedagogical workshops enable the students to acquire different skills and actively participate in the teaching-learning process. [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 Education Policy Analysis Archives / Archivos Analíticos de Políticas Educativas / Arquivos Analíticos de Políticas Educativas is the property of Educational Policy Analysis Archives & Education Review 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.)

Background: Forensic nursing (FN) emerges as a new area of nursing, combining scientific and technical knowledge, for the improvement of nursing care. Objectives: To analyze if the study plans for the bachelor's degree in nursing include contents related to FN. Methodology: Qualitative study. Documentary analysis of the various programs of the curricular units of the bachelor's degree in nursing, in Portugal. Eleven institutions were studied, and their programmatic contents were available online. The study plans assessed reported to the academic year of 2017/2018. Results: The study plans cover content related to forensic situations (cases of child and elderly abuse, violence, and care) at the level of mental health. Conclusion: Topics related to FN are addressed, though insufficient for good practices when delivering care to violence victims. The authors suggest including topics or curricular units in the study plans of the bachelor's degree in nursing. [ABSTRACT FROM AUTHOR]

In the last few years, a growing interest in the interpersonal dimension of language has driven researchers to explore academic-scientific discourses on the basis of the Systemic Functional Linguistics framework. This framework, sharing the view that language is related to social, cultural and institutional contexts, offers a systematic approach, Appraisal Theory, put forth by Martin (2000) and Martin and White (2005) to analyze writers’ subjective positioning. This theory provides a battery of analytical tools to reveal some of the key rhetorical strategies used to express feelings, to judge people and their actions, and to react and value the quality of things, personal appearance and other phenomena, natural or not. Three systems, Attitude, Engagement and Graduation, the latter with the options of Force and Focus, are distinguished within the theory. In this work, we attempt to identify the resources of Graduation used to encode Attitude, either sharpening or subduing it in the Discussion Section of Research Articles in Audiology, and compare those results with a more widely-studied discipline, Psychology. A corpus of 30 research articles from 3 different journals from the field of Audiology and Psychology written by native English speakers in 2010 and 2011 was compiled. Results indicate a significant and varied number of evaluative resources to graduate Attitude, in which explicit resources of Force prevail in the Audiology corpus.

Copyright of Calidad en la Educación is the property of Consejo Nacional de 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 Education Policy Analysis Archives / Archivos Analíticos de Políticas Educativas / Arquivos Analíticos de Políticas Educativas is the property of Educational Policy Analysis Archives & Education Review 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 Pesquisa: Cuidado é Fundamental is the property of Revista de Pesquisa: Cuidado e Fundamental Online 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 Sciences de l'Education pour l'ere Nouvelle is the property of Universite de Caen 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 Alcance is the property of Universidade do Vale do Itajai 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.)