This paper presents the results from the application of a serious game called Stigma-Stop among a group of high school students with the aim of reducing the stigma toward mental illnesses. The video game features characters with various mental disorders (schizophrenia, depression, bipolar disorder, and panic disorder with agoraphobia) and provides information about these problems. Additionally, the game asks players about whether they have ever felt the same as the characters, if they believe the characters are psychologically well, and if they think they could help these individuals. Similarly, a variety of reactions are provided for players to choose from when they encounter the characters with these problems. A total of 552 students between the ages of 14 and 18 participated in the study, and they were randomly assigned to either the experimental group, which used Stigma-Stop, or the control group, which utilized a video game completely unrelated to mental health. Both video games were used for similar lengths of time. Following the application of Stigma-Stop, a statistically significant decrease was obtained in levels of stigma toward schizophrenia, both in terms of stereotypes and, to a greater extent, its potential dangerousness. However, this was not the case in the control group. Results thus demonstrate the video game’s usefulness toward eradicating erroneous notions about serious mental disorders like schizophrenia.
<p>El objeto de este estudio es determinar el grado de capacitación del profesorado frente a las competencias que se consideran básicas para el desempeño de la acción tutorial en la universidad. De esta forma se puede valorar cuáles son los puntos fuertes y cuáles son deficitarios para la elaboración de futuros programas de formación del profesorado frente al desempeño de la nueva función tutorial dentro del EEEs. En esta investigación participaron 279 profesores de tres universidades andaluzas de las diversas facultades o áreas de conocimiento, empleándose para tal selección un muestreo probabilístico, de carácter aleatorio por afijación proporcional en función de los diferentes departamentos que componen cada facultad, enviando el cuestionario a cada uno de los sujetos seleccionados mediante e mail a su correo institucional, recogiendo únicamente los resultados de las personas que accedieron a responder. Los resultados obtenidos permiten aclarar cuáles son las competencias que más poseen los docentes universitarios frente al desempeño de la función tutorial, asimismo, se han extraído qué aspectos son susceptibles de mejora. En función del sexo, edad o universidad de adscripción se encuentran pequeñas diferencias en el nivel de formación en competencias. El profesorado de ciencias de la educación y de la salud son los más capacitados para el desarrollo de las competencias. Se puede llegar a concluir la necesidad de incrementar planes y programas dirigidos a la formación del profesorado con respecto a la función tutorial, una de las principales competencias que el nuevo EEEs otorga a los profesionales de la docencia universitaria. </p>
RESUMENPara acceder a la docencia en centros públicos, se ha de realizar un proceso de oposición. Esta investigación estudia la posible subjetividad de las pruebas que conforman este proceso y si existe equitatividad en la evaluación de los opositores. Se ha realizado con una muestra de 25.933 opositores de la titulación de maestro/a. Los resultados señalan que el sistema de oposición en Andalucía, extrapolable a toda España, es subjetivo, ya que el resultado final se ve afectado por una serie de variables. Las puntuaciones medias entre tribunales son muy dispares, por lo que se percibe que no hay unos criterios de evaluación suficientemente objetivos. Además, la nota está determinada por el día que se presente la persona a la prueba oral, obteniéndose calificaciones más bajas los primeros y últimos días del proceso. Algo similar ocurre con las notas medias de las diferentes provincias, donde el realizar la prueba en un lugar u otro puede determinar una media más alta. Se presentan muchas más mujeres que hombres y ellas obtienen una calificación media superior. A través de este estudio, también se eliminan falsos mitos sobre la creencia de
ESTUDIO SOBRE LAS PRUEBAS DE
PALABRAS CLAVEOposición; funcionario; maestros.
ABSTRACTIn order to access teaching in public schools, public examination is necessary. This research studies the possible subjectivity of tests which define this process and there is equitability in the evaluation of the candidates. A sample of 25,933 teacher candidates was taken. The results reveal that the public examinations in Andalusia, which can be extrapolated to the rest of Spain, are subjective, considering that the final result is affected by a series of variables. The average scoring between magistrates courts are very different, which is why we noticed that there is insufficient objective assessment criteria. Something similar happens with the average marks in the different regions of Spain, where taking the test in one place or another can determine a higher mark. Most of the candidates are women and they achieve higher marks. Through this study, we also remove the false myths about the belief of the influence of some variables to the final mark, considering that all variables are not subjective and show similar values. Furthermore, high correlations are shown between different tests and the mark obtained, which indicates some impartiality. Nevertheless, we should search for new models of evaluation which are more objective and equitable in order to guarantee the fairest process for access to the teaching public services, taking into account that a fraction in some specialities can imply working or not, or even working some months earlier.
Between February 2003 and January 2004 a microwave-modified Maze III procedure was performed as an associated procedure in nine patients in chronic atrial fibrillation undergoing surgery for heart valve disease. Clinical follow-up was carried out in all survivors, and an echocardiographic assessment done in all those in sinus rhythm, during the first week of February 2004. There were six women and three men with a mean age of 60 +/- 9.4 years. Their rhythm at the end of surgery was sinus in 2 patients, nodal in 4, and complete AV block in 3. One patient died in hospital and there patients had no other complications related to the procedure. By the time of hospital discharge, four patients were in sinus rhythm and four were in atrial fibrillation. After a mean follow-up of 5.2 +/- 3.3 months there were no late deaths, 5 patients were in sinus rhythm, 1 required a permanent pacemaker in DDDR mode for persistent sinus bradycardia, and 2 remained in atrial fibrillation. Echocardiographic assessment, performed at a mean of 4.9 +/- 2.5 months after surgery in all patients in sinus rhythm or with a pacemaker, demonstrated biatrial contraction in five patients. The Cox-Maze III procedure can be performed safely and with good results using microwave energy instead of the conventional "cut and sew" technique.
Los alumnos y alumnas bilingües o multilingües mejoran su aprendizaje de otras lenguas cuando se les permite acceder a todos sus repertorios lingüísticos en vez de restringirse a prácticas y enfoques instruccionales monolingües, tomando gran importancia la comprensión oral. La comprensión oral requiere una didáctica específica y una práctica sistemática para desarrollarse en lengua extranjera, para ello es necesario tener flexibilidad a la hora de utilizar su repertorio lingüístico.
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