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This article presents the process of adjusting into Spanish Kenny's Music Performance Anxiety Inventory (Kenny, Davis, & Oates, 2004). This questionnaire is based on Barlow's theory of performance anxiety and evaluates levels of anxiety whilst on stage. After doing two translations into Spanish, a peer review, and pilot study, the questionnaire was answered by 490 musicians training in six Spanish music conservatories. Results showed that the adapted version of the instrument, with some minor modifications, has good psychometric properties, also validated through a confirmatory factor analysis procedure. Thereof, and in accordance with to Barlow's theoretical framework, we saw emerge three related factors that made reference to specific cognitions of performance anxiety, such as helplessness as a factor of psychological vulnerability and early family influences. Performance anxiety is related to a psychological vulnerability profile and early relationship context. Finally, it is important to count with reliable instruments that allow contrasting theories in different cultural background, comparing the effects of problems or treatment outcomes.

Personal perceptions of self-efficacy are particularly relevant in the field of music performance, which is oriented toward the outward expressions of one's own ability through public performances. Within this context, a number of personal variables, including social support and performance anxiety, have been shown to be associated with musical success and are therefore relevant for research that seeks to understand the four sources of self-efficacy (mastery experiences, vicarious observation, verbal persuasion, physiological states) that are integral components of Bandura's (2002) Social Learning Theory. Previous research, as well as observed differences among musicians associated with educational level (preuniversity) and gender (male/female), underpins the context of this study, which presents evidence regarding the factors that are capable of mediating perceptions of self-efficacy for musical performance. Specifically, the main objectives of this study were to more clearly understand relations between social support, public performance, musical performance anxiety, and selfefficacy using structural equation modeling and to compare these results according to gender. A battery of questionnaires was submitted to 359 preuniversity Spanish music students. Results highlight the relevance of family support for self-efficacy in public performance: directly and mediated through musical performance anxiety. The role of teachers and peers appeared to be relevant only for boys and was mediated through performance anxiety. Public performances lead to a greater degree of musical self-efficacy, but only in girls. Further research shall be required in order to improve pedagogical methods and help teachers increasingly individualize their teaching.

Music performance anxiety (MPA) is a phenomenon often encountered among professionals and students who make public appearances. This article presents the results of a study carried out on a sample of music students in superior music conservatories in Spain ( N = 434). Our goal was to analyze MPA on the basis of Barlow’s (2000) anxiety theory, supplementing it with further personality constructs such as dispositional optimism, general auto-efficacy, and sensitivity to reward and punishment. Our structural equation modeling (SEM) results reveal that several of those constructs exert their effect via the helplessness factor – the central construct in Barlow’s theory – and that they likewise exert a further series of direct effects on MPA. All in all, the variables taken into consideration account for 45.6% of variance in MPA in males and of 52.1% thereof in females. This study thus upholds Barlow’s theory of anxiety, while broadening it with further explanatory mechanisms.

Music Performance Anxiety (MPA) is one of the major emotional problems affecting music professionals and music students; it can only be addressed on a professional basis if a more profound knowledge of determining factors is acquired. This study examines one of these factors, scarcely investigated until now: the age at which an individual began music training. The relation of age of onset with MPA is examined here in two separate samples of music students/pupils in Spain: one of 437 advanced music students (mean age = 22.64 years) and another one consisting of 209 pupils enrolled in music schools (mean age = 12.09 years). The first sample was tested with the Spanish version of the Kenny Music Performance Anxiety Index (KMPAI), and the second sample was tested with the Performance Anxiety Questionnaire (PAQ) elaborated by Cox and Kenardy (1993). These two independent samples, tested with different evaluation tools, yield results that indicate a significant relation between the age of musical training onset and the individual’s currently perceived level of MPA. Those students/pupils who started at the age of 7 or younger report lower levels of MPA. The article concludes with a discussion of these results’ potential implications on a theoretical and practical level.

ResumenLa incursión de las nuevas tecnologías de la información y la comunicación (TIC) sobre la docencia ha aportado múltiples beneficios en la educación en general y la universitaria en particular, facilitando y mejorando el proceso de enseñanza-aprendizaje. Se presenta un proyecto en equipo docente universitario cuya finalidad era integrar diversos recursos educativos y herramientas TIC en el proceso formativo de las diferentes asignaturas, evaluando su capacidad para favorecer la aplicación del enfoque pedagógico Flipped Learning. Se explica brevemente la metodología Flipped utilizada y se muestran los diferentes recursos y Technological and educational resources for the pedagogical approach Flipped LearningSerrano Pastor, R. M Casanova López, O. Universidad de Zaragoza (España) AbstractThe incursion of new information and communication technologies (ICT) into teaching has brought multiple benefits in education in general and university education in particular, facilitating and improving the teaching-learning process. A project of a university teaching team is presented. Its purpose was to integrate various educational resources and ICT tools in the training process of the different subjects, evaluating their ability to favour the application of the Flipped Learning pedagogical approach. Flipped methodology used is briefly explained and the different resources and technological tools are shown grouped according

, "Comparing diffuse optical tomography and functional magnetic resonance imaging signals during a cognitive task: pilot study," Neurophoton. 4(1), 015003 (2017), doi: 10.1117/1.NPh.4.1.015003. Abstract. Diffuse optical tomography (DOT) measures concentration changes in both oxy-and deoxyhemoglobin providing three-dimensional images of local brain activations. A pilot study, which compares both DOT and functional magnetic resonance imaging (fMRI) volumes through t-maps given by canonical statistical parametric mapping (SPM) processing for both data modalities, is presented. The DOT series were processed using a method that is based on a Bayesian filter application on raw DOT data to remove physiological changes and minimum description length application index to select a number of singular values, which reduce the data dimensionality during image reconstruction and adaptation of DOT volume series to normalized standard space. Therefore, statistical analysis is performed with canonical SPM software in the same way as fMRI analysis is done, accepting DOT volumes as if they were fMRI volumes. The results show the reproducibility and ruggedness of the method to process DOT series on group analysis using cognitive paradigms on the prefrontal cortex. Difficulties such as the fact that scalp-brain distances vary between subjects or cerebral activations are difficult to reproduce due to strategies used by the subjects to solve arithmetic problems are considered. T-images given by fMRI and DOT volume series analyzed in SPM show that at the functional level, both DOT and fMRI measures detect the same areas, although DOT provides complementary information to fMRI signals about cerebral activity.

Introdução: Caracterizada pela complexidade de tratamento, a demanda de medicamentos na UTI é grande e está correlacionada proporcionalmente ao tempo de internação. O profissional Farmacêutico na UTI diminui em 66% dos eventos adversos evitáveis. Objetivo: Analisar as interações medicamentosas (IMP) das prescrições médicas de pacientes hospitalizados em UTI a fim fornecer subsídios qualitativos e quantitativos ao aprimoramento das intervenções farmacêuticas e melhorias na farmacoterapia de pacientes em cuidado crítico. Métodos: Estudo transversal realizado no período de maio a julho de 2018 foram incluídos no estudo, após realizado cálculo amostral, 140 pacientes maiores de 18 anos, internados na UTI. Resultados: Foram encontradas 715 IMP em 128 (91,4%) pacientes, agrupadas em 233 valores exclusivos. Do número total de IMP, 16 (2,2%) eram contraindicadas, 485 (67,8%) graves, 184 (25,7%) moderadas e 30 (4,2%) menores. A maioria destes pacientes 109 (85,2%) possuíam mais que uma IMP, sendo a mínima de 1 (0,1%) e máxima de 40 (5,6%). A média de IMP foi de 5,8 (±6,1) por paciente. Conclusões: Observou-se que há uma grande prevalência de interações medicamentosas em prescrições de 91,4% dos pacientes hospitalizados em Unidade de Terapia Intensiva, logo, torna-se relevante e útil a implantação de um serviço de Farmácia Clínica neste setor, ressaltando a necessidade do profissional farmacêutico presente de forma ativa na equipe multidisciplinar, proporcionando grandes benefícios na efetividade e segurança na farmacoterapia do paciente e na redução de custos com desfechos negativos associados a medicamentos.