bluuebunny/crossref_metadata_2025 huggingface dataset:
Comparative Effectiveness of Oral Versus Outpatient Parenteral Antibiotic Therapy for Empyema
Authors: Stockmann Chris , Ampofo Krow , Pavia Andrew T. , Byington Carrie L. , Sheng Xiaoming , Greene Tom H. , Korgenski Ernest K. , Hersh Adam L.
Published: December 2015

BACKGROUND:

Treatment of pediatric parapneumonic empyema (PPE) requires several weeks of antibiotic therapy that is typically completed in the outpatient setting. The route of outpatient therapy can be oral or intravenous (outpatient parenteral antibiotic therapy [OPAT]). No studies have compared outcomes between oral therapy and OPAT for PPE.

METHODS:

We identified children <18 years hospitalized from 2005 to 2014 at Primary Children’s Hospital with PPE and discharged with oral therapy or OPAT. The primary outcome was the percentage of children who experienced all-cause complications after discharge. Complications included those that were related to pneumonia (including treatment failure, defined as readmission with reaccumulation of pleural fluid or abscess requiring drainage) or antibiotic therapy (eg, allergy, line clot) resulting in either a hospital readmission or emergency department/urgent care visit. All-cause complications were compared between oral therapy and OPAT by using propensity score–weighted logistic regression.

RESULTS:

A total of 391 children were hospitalized with PPE; 337 (86%) were discharged with OPAT; 35 (9%) children experienced an all-cause complication, including 5 with oral (9.3%) and 30 (8.9%) with OPAT. Pneumonia and treatment-related complications were comparable (P = .25 and .78, respectively). Two patients treated with OPAT (1%) experienced treatment failure. After adjustment using propensity score weighting, the frequency of complications was similar between groups (adjusted odds ratio 0.97, 95% confidence interval 0.23–4.65).

CONCLUSIONS:

The frequency of complications was similar with oral therapy and OPAT for children with PPE. Oral antibiotics may be considered safe and effective for children with PPE who will be discharged to complete therapy in the outpatient setting.
The Effect of Implementation of Standardized, Evidence-Based Order Sets on Efficiency and Quality Measures for Pediatric Respiratory Illnesses in a Community Hospital
Authors: Dayal Anuradha , Alvarez Francisco
Published: December 2015

OBJECTIVE:

Standardization of evidence-based care, resource utilization, and cost efficiency are commonly used metrics to measure inpatient clinical care delivery. The aim of our project was to evaluate the effect of pediatric respiratory order sets and an asthma pathway on the efficiency and quality measures of pediatric patients treated with respiratory illnesses in an adult community hospital setting.

METHODS:

We used a pre-post study to review pediatric patients admitted to the inpatient setting with the primary diagnoses of asthma, bronchiolitis, or pneumonia. Patients with concomitant chronic respiratory illnesses were excluded. After implementation of order sets and asthma pathway, we examined changes in respiratory medication use, hospital utilization cost, length of stay (LOS), and 30-day readmission rate. Statistical significance was measured via 2-tailed t-test and Fisher test.

RESULTS:

After implementation of evidence-based order sets and asthma pathway, utilization of bronchodilators decreased and the hospital utilization cost of patients with asthma was reduced from $2010 per patient in 2009 to $1174 per patient in 2011 (P < .05). Asthma LOS decreased from 1.90 days to 1.45 days (P < .05), bronchiolitis LOS decreased from 2.37 days to 2.04 days (P < .05), and pneumonia LOS decreased from 2.3 days to 2.1 days (P = .083). Readmission rates were unchanged.

CONCLUSION:

The use of order sets and an asthma pathway was associated with a reduction in respiratory treatment use as well as hospitalization utilization costs. Statistically significant decrease in LOS was achieved within the asthma and bronchiolitis populations but not in the pneumonia population. No statistically significant effect was found on the 30-day readmission rates.
IgE Immunoadsorption Knocks Down the Risk of Food-Related Anaphylaxis
Authors: Dahdah Lamia , Ceccarelli Stefano , Amendola Silvia , Campagnano Pietro , Cancrini Caterina , Mazzina Oscar , Fiocchi Alessandro
Published: December 2015

The effects of an immunoadsorption procedure, specifically designed to remove immunoglobulin E (IgE), on food-induced anaphylaxis have never been evaluated. We evaluate the effects of IgE removal on the allergic thresholds to foods. A 6-year-old boy with anaphylaxis to multiple foods and steroid-resistant unstable allergic asthma displayed serum IgE levels of 2800 to 3500 kU/L. To lower IgE serum concentrations, which could be overridden by a high dose of omalizumab, 1.5 plasma volumes were exchanged in 8 apheresis sessions. During the procedure, serum IgE levels fell to 309 kU/L. After the procedure, the threshold of reactivity to baked milk increased from 0.125 to 5 g of milk protein (full tolerance) after the first session, and the threshold of reactivity to hazelnut increased from 0.037 to 0.142 g of protein after the first session, 0.377 g after the eighth, and 1.067 g (full tolerance) after the first administration of omalizumab. Immediately after the sixth IgE immunoadsorption, we started omalizumab therapy. In the next 40 days, the threshold of reactivity to hazelnut increased to 7.730 (full tolerance). Asthma control was obtained, treatment with montelukast was stopped, and fluticasone was tapered from 500 to 175 μg/day. The boy became partially or fully tolerant to all the tested foods, and quality of life was improved. IgE immunoadsorption, used to establish the starting basis for omalizumab administration, is able to increase the tolerance threshold to foods.
The extension of 'estar' across the Mexico-US border: Evidence against contact induced acceleration
Authors: Bessett Ryan M.
Published: December 2015

This variationist study compares the extension of estar in contexts where normatively one would expect the use of the ser, in the Spanish varieties spoken in Sonora, Mexico and Arizona, United States. An analysis of 1,582 tokens in 36 interviews shows an overall innovative use of estar of 16.2% in Sonora and 20.8% in Arizona, percentages comparable to previous studies. Place of origin of the speaker (Sonora/Arizona) is not statistically significant and the distribution of the factors is very similar in the two communities, suggesting bilingualism (Spanish-English) does not result in an accelerated innovative use in this corpus. A discussion of previous research also provides evidence against a general tendency towards an accelerated use of innovative estar as the result of Spanish-English bilingualism in US Spanish. The methodology implemented in this study (comparing Sonoran monolinguals and Arizonan bilinguals from Sonoran families), provides a needed control when discerning between contact-induced change and language-internal dialectal variation.
Written Corrective Feedback Impact on Grammatical Accuracy in L2 Writing
Authors: Parreno Arlan
Published: December 2015

This quasi-experimental study examined the efficacy of the three types of written corrective feedback (WCF), namely, direct, indirect and coded WCF, and the no-correction approach. A diary study on student responses to WCF was also conducted. The one-semester investigation involved 68 Thai students in an undergraduate English course. Results showed that the three WCF types had significantly better revision effects than the no-correction approach, but only the coded WCF produced significant delayed effect. However, analyses of diary entries suggested no general accuracy improvement in any group. Diary study results indicated that, although all groups reported awareness of similar actions, and positive attitudes towards WCF, the coded WCF group seemed more aware of the WCF than the other groups. Findings suggest that focused coded WCF helps in learning English as an L2, although its role in L2 acquisition remains to be seen.
Peer Assessment of Adolescent Learners’ Writing Performance
Authors: Tsagari Dina , Meletiadou Eleni
Published: December 2015

Peer assessment (PA), a process by which students' work (oral or written) is assessed by other students of equal status, has received a lot of attention recently (Assessment Reform Group, 1999, 2002). Using data collected from secondary schools in Cyprus, the current study investigates whether PA can improve the writing skills of adolescent students of English as a foreign language (EFL). The results showed that PA did have a positive impact on students’ writing performance, especially for students who provided peer assessment. The article discusses the important role of PA in the development of students’ writing skills and offers recommendations for the implementation of PA in EFL contexts.
Understanding and Providing ‘Cohesive’ and ‘Coherent’ Feedback on Writing
Authors: Mahboob Ahmar
Published: December 2015

This paper, building on results from a large online embedded language and literacy development project, introduces the notions of ‘cohesion’ and ‘coherence’ in feedback and outlines steps that instructors can take to provide such feedback in their own contexts. Cohesion in feedback can be defined in terms of its goals, audience, and organisation; and coherence in terms of how instances of feedback work together to scaffold a student into developing a deeper understanding of issues in their writing. The paper argues that feedback which is cohesive and coherent is not a collection of reactions to student’s errors/mistakes, but it is a thoughtfully and carefully drafted text which responds to a student’s writing based on an assessment of their needs. The paper includes an evaluation of how students respond to such feedback by sharing examples of students’ drafts, the feedback they received, and their responses to the feedback. This paper helps us in understanding the nature of feedback as well as understanding how to apply it with the goal of making our students stronger, more independent, and self-regulating writers.
Age and Gender Moderate the Impact of Early Palliative Care in Metastatic Non-Small Cell Lung Cancer
Authors: Nipp Ryan D. , Greer Joseph A. , El-Jawahri Areej , Traeger Lara , Gallagher Emily R. , Park Elyse R. , Jackson Vicki A. , Pirl William F. , Temel Jennifer S.
Published: December 2015

Background.

Studies demonstrate that early palliative care (EPC) improves advanced cancer patients’ quality of life (QOL) and mood. However, it remains unclear whether the role of palliative care differs based upon patients’ demographic characteristics. We explored whether age and gender moderate the improvements in QOL and mood seen with EPC.

Methods.

We performed a secondary analysis of data from a randomized controlled trial of patients with metastatic non-small cell lung cancer. Patients received either EPC integrated with oncology care or oncology care alone. We assessed the degree to which QOL (Trial Outcome Index [TOI]) and mood (Hospital Anxiety and Depression Scale [HADS] and Patient Health Questionnaire 9 [PHQ-9]) outcomes at week 12 varied by patient age (<65) and gender. The week 12 data of 107 patients are included in this analysis.

Results.

At 12 weeks, younger patients receiving EPC reported better QOL (TOI mean = 62.04 vs. 49.43, p = .001) and lower rates of depression (HADS–Depression = 4.0% vs. 52.4%, p < .001; PHQ-9 = 0.0% vs. 28.6%, p = .006) than younger patients receiving oncology care alone. Males receiving EPC reported better QOL (TOI mean = 58.81 vs. 48.30, p = .001) and lower rates of depression (HADS–Depression = 18.5% vs. 60.9%, p = .002; PHQ-9 = 3.8% vs. 34.8%, p = .008) than males receiving oncology care alone. At 12 weeks, QOL and mood did not differ between study groups for females and older patients.

Conclusion.

Males and younger patients who received EPC had better QOL and mood than those who received oncology care alone. However, these outcomes did not differ significantly between treatment groups for females or older patients.
Police Leadership Development: Intentions and Critical Success-Factors
Authors: Vanebo Jan Ole , Bjørkelo Brita , Aaserud Terje
Published: December 2015

The Norwegian Police Service (NPS) have been heavily criticized after the 22 July 2011 terror attacks at Utøya and in Oslo. One of the evaluation reports stated three shortcomings in the NPS: culture, attitudes and leadership. Management and leadership in the NPS needs to be improved and strengthened, and this shall take place among other things, with the help of a policy document on Civil Service Leadership, elaborated into a manifest called Plattform for medarbeiderskap (Platform of Employeeship for the NPS). The policy document pertains to how the public sector in general ought to be managed, and the document is based on leadership research and is in accordance with mainstream management theory. The idea of formulating a principle of management that would characterize the classical contributions is also evident in this document. This paper addresses two problems: How can value-based police leadership skills be operationalized and measured, and what are the key critical factors in transferring value-based police leadership principles into improved leadership practices?
Should Slovenia Transform the Accounting in Public Sector?
Authors: Jovanović Tatjana
Published: December 2015

Even before, but especially in time of financial and economic crisis, countries are facing a challenge to improve the information served by public accounting for the state budgeting purpose, most often by reforming accounting principle from cash flow into accrual. The majority of literature impose the opinion that the accrual accounting facilitates more transparent and complete review of the business activities and property of the users of public funds than cash principle does and that additionally provides more transparent budgeting. The article evaluates the pros and cons of the public sector accounting transformation in Slovenia using arguments for a simple SWOT analysis in experience of other countries, presented in the literature.
Efficiency and Progressivity Measures of the Flat Tax with a Special Focus on Bosnia and Herzegovina
Authors: Lazović-Pita Lejla
Published: December 2015

The research begins with a brief overview of the personal income taxation trends in developed and transition countries in the past thirty years. During this period, we determine that in developed countries there has been a shift from equity towards efficiency principle conducted by a reduction of top progressive personal income tax (hereafter: PIT) rates and through base broadening. For selected transition countries, we develop a theoretical benchmark model under flat tax and compare it in practice in order to measure efficiency in terms of tax neutrality. We find very few characteristics of theoretical flat tax applied in practice causing inefficiency. We also analyse the progressivity indicators as an equity enhancing measure under flat tax. Progressivity indicators are very low and are a result of the flat PIT and flat social security contributions (hereafter: SSCs). Finally, for the case of Bosnia and Herzegovina (B&H), efficiency and progressivity measures can be enhanced indicating that PIT reforms should be brought together with SSCs reforms.
Openness and Urban Governance: How Transparency Erodes Local Government
Authors: Jorna Frans
Published: December 2015

Local government political leaders have a hard job these days. More and more they are confronted by citizens demanding transparency and a say in the production of social goods. Challenging the hegemony of local government, they connect their resources to come up with grass roots solutions. Fear of litigation claims and an increase in the complexity of policymaking and administration and fiscal scarcity render local administrations risk averse.How to effectively structure the frontline between local government and local communities? Open and collaborative governance approaches hold the promise of developing to mediate these tensions, but what are the implications for the way local democracy, local government and local administration work? This article looks at the ugly face of trust in collaborative and open governance on the basis of a comparative casestudy from Apeldoorn (The Netherlands). The article identifies and analyses patterns of (a lack of) open governance and offers alternative models to the organization of the frontline between local government and society.
Community Participation in the South African Local Government Dispensation: A Public Administration Scholastic Misnomer
Authors: Mathebula Ntwanano
Published: December 2015

The interpretation, application and understanding of community participation in the South African local government discourse in particular, is ambiguous, thus, creating a more simplistic and superficial meaning for operationalization. This paper seeks to challenge the notion that community participation is a substitute in its ontological and epistemological form and connotation for public participation. Many scholars in public administration have jumped on the bandwagon of dispensation, thus creating a misnomer in relation to a distinct nature of community participation and public participation which clearly undermines the authenticity of conception within the discipline and scholarship in general. Using a variety of qualitative secondary data collection and analytical techniques, this paper interrogates the misnomer in public administration scholarship in relation to the use andapplication of community participation specifically in local government. To successfully demonstrate this misnomer regarding the use, application and understanding of the concepts and their impact on scholarship, five selected articles on community participation and five others on public participation on local government published in the Journal of Public Administration (JOPA) were reviewed. The paper therefore concludes that the influential role of public administration as a scientific discipline is to forge relations with public administration as a practice for the purposes of conceptualizing and operationalising concepts and terminologies. This will ensure conciseness and bypass the contradictions which have potency of denting both scholarship and practice.
How to Assess Whether Qualified Evaluations of e-Government Projects Are Conducted? The Case of Slovenia
Authors: Benčina Jože , Jukić Tina
Published: December 2015

Countries are investing significant resources in the development of e-government, but evaluations of e-government projects are rarely conducted in a comprehensive way. In order to take the right measures and to be effective in fostering the use and raising the quality of evaluations of e-government projects it is important to reveal the state of the practice. The paper presents the results of the research based on identification of parameters required to be measured in order to conduct qualified evaluations of e-government projects. Thirteen such paramaters were identified via the focus group, with participants comprising (Slovenian) e-government decision-makers and researchers. Using these 13 parameters and 7 additional questions about the knowledge and use of evalution methods a questionnaire was designed and applied in a survey on Slovenian public administration. Employing a binomial test and Fisher’s combined probability test it was established that in Slovenian public administration qualified evaluations of e-government projects were not being conducted. The method has demonstrated an eligible usability both for analysing the general situation and for exposing opportunities for improvement in various specific situations.
Natural Resource Conflicts as a Struggle for Space: The Case of Mining in Tanzania
Authors: Poncian Japhace , Kigodi Henry Michael
Published: December 2015

Natural resource extraction in Africa has been characterised by conflicts between large scale and small scale miners on the one hand and large scale miners and the communities on the other. In some countries such as Sudan, Democratic Republic of Congo, Angola, Mozambique, Sierra Leone and Liberia, natural resources have bred political instability and civil wars. A great deal of academic discourse on resource conflicts in Africa focuses on greed, corruption, political struggles for state capture and control over resources, economic liberalisation policies for attracting foreign investors and creating conducive climate for them to invest their capital in natural resource extraction, and foreign forces. While recognising the significance of the above approaches in explaining resource conflicts in Africa, this paper aims at explaining resource conflicts as a struggle for space between the communities, artisanal and small scale miners and large scale foreign mining corporations. The paper, therefore, argues that natural resource extraction conflicts in Africa can well be understood if we approach them as a struggle for space.  Data for this paper are drawn from secondary sources including academic literature, government reports, media reports and internet sources.
Caracterización y delimitación del trastorno de la comunicación social (pragmático)
Authors: González Mónica , Rivas Rosa María , López Santiago
Published: December 2015

Los déficits en la comunicación social son tipificados por primera vez en las clasificaciones internacionales en el DSM-5, reconociéndose como categoría diagnóstica dentro de los trastornos de la comunicación bajo el epígrafe de Trastorno de comunicación social (pragmático) (TCS). El trastorno aborda de manera novedosa la dimensión de uso de la comunicación, que analiza los objetivos o funciones sociales del lenguaje y las influencias del contexto lingüístico y no-lingüístico en su comprensión. El objetivo de esta investigación es delimitar los criterios bajo los cuales cabe establecer el diagnóstico de los sujetos que presentan signos de disfuncionalidad pragmática, considerando los distintos contextos, sociales, situacionales o comunicativos en los que se pueden dar. Se hace un recorrido histórico del trastorno hasta su conceptualización en el DSM-5. La problemática observada en las diversas clasificaciones está en sus límites difusos, encuadrándose como sintomatología de otros trastornos, principalmente dentro de TEA y del TEL. En la actualidad el TCS se caracteriza por una dificultad primaria con la pragmática, o los usos sociales del lenguaje y la comunicación, que se manifiestan por déficits tanto en la comprensión como en el seguimiento de las normas sociales de la comunicación verbal y no verbal en contextos cotidianos, en la falta de adaptación del lenguaje a las necesidades del oyente o de la situación y carencias en el seguimiento de las reglas implícitas de la comunicación y el discurso. Dichos déficits se expresan a modo de limitaciones funcionales en la eficacia comunicativa, la participación social, el desarrollo de relaciones sociales, logros académicos o resultados laborales.
La evolución del Aprendizaje Integrado de Contenidos y Lenguas Extranjeras (CLIL) en Galicia
Authors: Calleja-Lameiras Carmen , Rodríguez-González Maria del Mar
Published: December 2015

La metodología CLIL (Content and Language Integrated Learning=aprendizaje integrado de contenidos y lenguas extranjeras)) es un modo para incrementar la competencia lingüística en otras lenguas de nuestros alumnos que se ha hecho necesaria para alcanzar las exigencias del presente mundo globalizado para formar ciudadanos plurilingües y con competencias interculturales. En Galicia su regulación parte desde 2002, con un plan experimental que comienza en  1999 en la educación secundaria, se extiende a los dos primeros cursos dela ESOy ciclos de FP en 2005 y se hace extensible a la primaria en el  curso 2006-2007. Desde entonces, la implantación de este tipo de metodologías ha ido en aumento constante pese a la insuficiente colaboración dela Administracióne términos organizativos y de inversión y la resistencia de algunos sectores que veían amenazada la normalización de la lengua gallega en las aulas por la mayor presencia como lenguas vehiculares de las lenguas extranjeras. Este estudio refleja la evolución en Galicia de las secciones bilingües desde 2007 hasta el presente curso 2014-2015, en continua progresión tanto en la enseñanza pública como en la privada, a pesar de las dificultades propias de cada modalidad que frenan pero no consiguen detener una realidad que se impone por su propio peso.
Eficacia de un sistema alternativo de comunicación en PC: estudio caso único
Authors: Boquete-Jamardo Alba , Fernández-Méndez Juan Carlos
Published: December 2015

La Parálisis Cerebral (PC) es actualmente la causa más frecuente de discapacidades motoras en los niños; de igual forma, también presentan trastornos intelectuales y del lenguaje asociados. Es en 1861 cuando se marca el inicio de la historia de este grupo de trastornos en los tiempos modernos; generándose, en adelante, multitud de definiciones, clasificaciones y estudios, centrados principalmente en el problema motor. En la actualidad, los estudios sobre la evolución del lenguaje en el paralítico cerebral son más bien limitados, de ahí la impetuosa necesidad de realizar un mayor número de investigaciones que permitan incrementar el conocimiento acerca de las características lingüísticas presentes en estas personas a lo largo de todo el proceso evolutivo. Asimismo, cabe mencionar que los sistemas alternativos/aumentativos para la comunicación (SAAC) han supuesto una gran revolución a la hora de mejorar y potenciar las capacidades de comunicación de la persona con parálisis cerebral. Precisamente, la existencia de pocas investigaciones acerca del lenguaje en el paralítico cerebral y las posibilidades que los SAAC proporcionan a estas personas de cara a la comunicación, motivan y orientan la realización del presente estudio. En consecuencia, el objetivo del presente estudio ha sido evaluar e intervenir ciertos aspectos del lenguaje en un caso de PC; así como destacar el papel del logopeda en la PC y las posibilidades que el desarrollo de un  SAAC puede brindar a las personas afectadas. Los instrumentos de evaluación empleados han sido el ELCE, ITPA y la Escala General del Test de Raven. No obstante, es preciso destacar que es en el proceso de evaluación del lenguaje comprensivo y expresivo donde se encuentra la principal limitación del presente estudio; pues, en la actualidad, se carece de material psicométrico que permita evaluar objetiva y cuantitativamente estos aspectos en adultos con discapacidad. Los resultados ponen de manifiesto importantes mejoras en la comprensión y expresión del lenguaje a través de un SAAC; haciéndose evidente que una persona con PC puede llegar a beneficiarse de una intervención en el lenguaje y la comunicación en la edad adulta.
Prueba de discriminación auditiva de sonidos del habla. Prueba SH
Authors: Abad Ángela María , García Manuel , Peralbo Manuel
Published: December 2015

En el presente trabajo se presentan los resultados preliminares de una prueba diseñada específicamente para evaluar la discriminación auditiva de sonidos del habla (SH) en niños y niñas de los primeros cursos de la educación primaria. La Prueba SH se administra de forma individual y se compone de tres subpruebas: (1) una subprueba de habituación a sonidos del habla (fonemas), en la cual se presenta un primer sonido y se produce un cambio del mismo después de un tiempo marcado. Dicho  cambio tiene que ser detectado y señalizado por el oyente; (2) una subprueba en la que el participante tiene que encontrar un fonema en un grupo de varias palabras, entre las cuales está el fonema que queremos que discrimine y pares mínimos de la palabra correcta; y (3) una tercera subprueba en la que tiene que encontrar un fonema en un grupo de varios dibujos, entre los cuales se encuentra el fonema que queremos que discrimine y otros dibujos que representan pares mínimos del dibujo correcto. Cada subprueba consta de 18 ítems representados por un fonema. En la primera subprueba, el fonema se acompaña de un par mínimo; mientras que en la segunda y tercera éste va acompañada de dos  pares mínimos. Además, en las subpruebas segunda y tercera el participante tiene la posibilidad de escuchar el fonema en aislado o a la repetición del grupo de palabras o dibujos.La Prueba SH se ha aplicado a una muestra de 40 niños y niñas elegidos aleatoriamente entre varios grupos de 2º de Educación Primaria (21 niñas y 19 niños) de un colegio público del área metropolitana de A Coruña. Además de la prueba SH, se evaluó la discriminación auditiva y fonológica de los participantes a través de la prueba EDAF. Los resultados obtenidos con la prueba SH se analizan y discuten en términos de su fiabilidad y validez.
Valoración de un programa de intervención para niños con TEA basado en las TIC
Authors: Suárez Fátima , Mata Berta , Peralbo Manuel
Published: December 2015

El presente Trabajo de Fin de Grado tiene como propósito la valoración de los efectos de un programa de intervención basado en las TICs sobre el desarrollo de niños con diagnóstico de Síndrome de Espectro Autista. Dicho trabajo ha sido diseñado para acercar al lector la experiencia de este proyecto de una forma coherente, cercana y profesional. En primer lugar se describe detalladamente la patología, evaluación, diagnóstico e intervención, teniendo en cuenta las últimas investigaciones sobre el Autismo. Basándose en las relaciones de la Teoría de la Mente y las funciones ejecutivas con el Autismo se señalaron como objetivos principales: valorar la eficacia de la intervención de las TICs en el Síndrome de Autismo, valorar las posibles modificaciones del programa para una mayor eficacia según los resultados obtenidos, incrementar las capacidades metacognitivas de los participantes y mejorar el entendimiento de estados mentales ajenos. A continuación, mediante un estudio de caso, se especifica el método de administración del programa. En dicho estudio se describe la aplicación de un taller, el cual consta de dos partes. La primera, sobre Teoría de la Mente, consiste en la aplicación de dos programas informáticos, uno llamado Aprender Jugando y el otro, sobre realidad virtual, denominado Second Life. Ambos programas han sido diseñados específicamente para el proyecto de investigación del grupo GIPDAE en el que se inscribe este estudio. La segunda parte consta de un taller sobre funciones ejecutivas del centro de desarrollo y estimulación del aprendizaje. La aplicación del programa de intervención basado en las TICs se llevó a cabo en el Laboratorio de  Psicología de la Facultad Ciencias de la Educación de A Coruña durante un periodo de tiempo de 3 meses, en los cuales observamos en los participantes cambios sutiles pero arraigados. Dichos cambios se describen y analizan en el último apartado del presente trabajo. Tras la realización del estudio se han  extraído varias conclusiones, la primera que la intervención con las TIC ha tenido buen resultado ya que suponen un refuerzo positivo para la motivación del participante y ayuda a focalizar la atención del niño en las actividades, por otro lado, destacar que el manejo de las TICs ayuda al examinador a conducir y supervisar al sujeto en  las diferentes tareas.
Processos de Autoavaliação em Escolas de Ensino Artístico: Atitudes e Perceções dos Professores
Authors: Amorim Catarina , Bidarra Maria Graça , Barreira Carlos Folgado
Published: December 2015

O presente estudo tem como objetivo conhecer as atitudes e perceções dos professores sobre a autoavaliação nas escolas de ensino artístico, sabendo que existe uma certa ausência de cultura de autoavaliação nas escolas em geral e particularmente naquelas que não foram ainda abrangidas pelo programa nacional da Avaliação Externa de Escolas. Através de um inquérito por questionário, as respostas indicam que a autoavaliação de escolas é um processo que em alguns aspetos divide a opinião dos professores, suscitando alguma ambivalência, ainda que se registe de modo geral uma atitude/opinião favorável e a perceção de um certo desenvolvimento deste processo.
Um olhar para a alfabetização a partir dos exames nacionais
Authors: Esteban Maria Teresa , Wolf Célia Claudia
Published: December 2015

O estudo se debruça sobre a Provinha Brasil, avaliação em larga escala aplicada aos estudantes brasileiros, para discutir o conceito de alfabetização que mobiliza e a pertinência das práticas pedagógicas que estimula. A pesquisa se realizou no município de Niterói, com análise dos seus resultados nesse exame, de documentos e dados sobre repetência, estabelecendo relações com o cotidiano escolar. Os resultados assinalam: incoerências entre parâmetros usados e discrepâncias entre os desempenhos nos exames nacionais e no processo de escolarização. Nossas conclusões ressaltam uma proposta de avaliação reducionista e fomento de práticas pedagógicas que se entrelaçam a perspectivas classificatória e excludente.
A Avaliação Externa de Escolas na perspetiva dos Coordenadores de Autoavaliação
Authors: Costa Natália , Sousa Joana
Published: December 2015

Em Portugal a Avaliação Externa de Escolas é consagrada pela Lei nº 31/2002, de 20 de fevereiro, tendo sido implementada, a partir de 2005/06, pela Inspeção Geral de Educação e Ciência. Este modelo constitui-se como um identificador de boas de práticas organizativas, procedimentais e pedagógicas das instituições educativas. Pretende criar de forma duradoura e sistemática uma cultura de qualidade e melhoria através da criação de níveis de eficiência e eficácia que permitam a contextualização e interpretação dos resultados com vista à credibilização e ao sucesso do sistema educativo. A Avaliação Externa de Escolas (AEE) surge enquadrada em políticas educativas nacionais e internacionais que promovem a legitimação do conceito de avaliação colocando a accountability, a qualidade, a melhoria, a eficácia, a eficiência e os resultados como objetivo primordial na avaliação de instituições. Neste contexto surge a questão: Quais as consequências da AEE na perspetiva dos coordenadores das equipas de autoavaliação de escolas da região norte de Portugal?. Para a compreensão do conceito de avaliação recorreu-se à análise de diferentes definições, sendo que a análise de conteúdo das entrevistas dos coordenadores da equipa de autoavaliação (n=2) de agrupamentos de escola da região norte de Portugal, baseia-se na perspetiva de avaliação de Nevo (2007) que considera que a avaliação compreende cinco funções: tomada de decisão, melhoria, accountability, profissionalismo e certificação. Através da análise das entrevistas verifica-se uma relação entre a AEE e as funções apontadas por Nevo (2007), na medida em que é um processo que legitima a tomada de decisões das lideranças intermédias das instituições educativas na busca da melhoria, responsabilizando os diversos atores e certificando aos olhos da sociedade as práticas organizativas, pedagógicas e curriculares desenvolvidas pelas escolas. Os dados do estudo apontam para a importância do contexto no desenvolvimento da equipa de autoavaliação, bem como no reconhecimento e no trabalho desenvolvido pelas equipas.
Modelos de avaliação externa de escolas em estabelecimentos públicos e privados de educação pré-escolar
Authors: Rodrigues Eduarda
Published: December 2015

A década de 1980, profícua em alterações políticas, sociais e económicas vieram reformar o papel do estado (Climaco, 2006) e o modo como este se relaciona com os cidadãos. A Avaliação Externa de Escolas (AEE) decretada pela Lei nº31/2002, de 20 de dezembro, emerge após a implementação de diversos projetos nacionais e de inspiração internacional e promove a avaliação dos estabelecimentos de educação pré-escolar e dos ensinos básico e secundário. Porém, a ela estão associadas políticas de prestação de contas, accountability e a responsabilização (Afonso, 2009), bem como a autonomia das escolas, a melhoria das escolas, o desenvolvimento profissional docente (Alves & Flores, 2011) e os movimentos das escolas eficazes. Simultaneamente, as escolas privadas recorrem a processos de avaliação interna e externa como forma de responder às necessidades dos seus clientes e, se possível, superar as suas expectativas, fidelizando assim os seus clientes. Qual o impacto e os efeitos do modelo de AEE utilizado pela IGEC nos estabelecimentos públicos e do Modelo de Avaliação da Qualidade (MAQ) nos estabelecimentos privados de educação pré-escolar? Quais os principais objetivos a que se propõem? Quais são os resultados obtidos ao nível curricular, pedagógico e organizacional? Recorrendo a uma metodologia qualitativa (Bogdan & Bicklen, 1999) de análise documental e de análise de conteúdo (Esteves, 2006) de entrevistas a diretores e educadores de infância das redes pública e privada de educação pré-escolar pode-se inferir que a melhoria é, sem dúvida, o objetivo principal e comum a todos os inquiridos, as avaliações externas conduzidas pelo Instituto da Segurança Social são mais frequentes e produzem maior impacto nas instituições do que aquelas conduzidas pela IGEC aos estabelecimentos públicos. Os dados recolhidos sugerem também efeitos organizacionais, como na admissão de docentes de todas as áreas de ensino, nomeadamente educadores de infância, nos órgãos de decisão da rede pública – na realidade, as educadores de infância assumem um maior reconhecimento não só do seu trabalho como da sua profissão por parte da comunidade mas também por parte dos docentes de outros graus de ensino. Os efeitos curriculares apontados são sentidos na aplicabilidade dos mesmos documentos orientadores (Orientações Curriculares para a Educação Pré-escolar, Metas de Aprendizagem, Projeto Educativo de Escola) em ambas as redes (pública e privada) e, finalmente, efeitos pedagógicos uma vez que as educadoras de infância assumiram o ajustamento das suas práticas à existência de novos documentos como as planificações, registos de avaliação de atividades e de aprendizagens dos alunos, que, estão cada mais uniformizados e semelhantes nas redes pública e privada. Este é, de facto, o efeito mais positivo apontado às AEE pelos educadores de infância de ambas as redes (Rodrigues, 2013).
Evaluación del programa Todos a Aprender: Resultados de la evaluación de contexto
Authors: Diaz Sandra Milena , Barreira Carlos , Pinheiro Maria do Rosario
Published: December 2015

Esta comunicación presenta los resultados preliminares de la evaluación multifactorial del Programa Todos a Aprender, un programa para la transformación de la calidad, implementado desde el año 2011 en Colombia como estrategia de Política Educativa para mejorar los aprendizajes de más de dos millones de estudiantes de la básica primaria, mediante un sistema que integra diferentes aspectos asociados a la calidad y que focaliza la formación docente como principal apuesta para el mejoramiento de las prácticas de aula.  Fundamentados en la calidad como concepto complejo y multidimensional, asociado generalmente a la equidad, y articulando los aportes de diferentes teorias y modelos para la comprensión de la evaluación de programas, especialmente el modelo de evaluación CIPP de Daniel Stufflebeam como referente; desarrollamos e implementamos una propuesta que nos permitiera evaluar tanto la coherencia externa del programa, es decir su adecuación al contexto y el impacto de sus resultados, como su coherencia interna, referida a la articulación entre sus componentes y el desarrollo de sus procesos en función del diseño previsto. Para la consecución de estos objetivos, en las diferentes fases de la evaluación: evaluación de contexto, evaluación de diseño, evaluación de proceso y evaluación de resultados aplicamos diferentes  métodos e instrumentos cobijados en el marco de los llamados Métodos Mixtos de Investigación, en el que acuñamos el diseño de triangulación que nos permitió recolectar y analizar datos de manera independiente en cada fase para configurar luego una evaluación global. Los resultados que aquí se presentan corresponden a una primera etapa de evaluación, en la que mediante un análisis documental, se determinó la coherencia externa del programa a la luz de su pertinencia en el contexto de desarrollo, el cual no solo se circunscribe a las condiciones y necesidades relevantes en el ámbito nacional, sino que recoge las tendencias y dinámicas propias de América Latina como un espacio en el que el asunto de la calidad y la equidad ocupa los primeros renglones de la agenda educativa y por tanto, las políticas de cada país tienen el reto de generar estrategias que garanticen el desarrollo de competencias básicas para enfrentar los desafíos de este nuevo siglo.
Evaluación de la formación mediante indicadores de calidad
Authors: Muñoz-Cantero Jesús Miguel , Espiñeira-Bellón Eva María , Rebollo-Quintela Nuria
Published: December 2015

El Espacio Europeo de Educación Superior (EEES) y el diseño de los títulos de acuerdo a la normativa específica de cada país, exige que, al finalizar los estudios de grado o de máster, el estudiantado tenga que realizar un Trabajo de Fin de Grado (TFG)  o Máster (TFM) para obtener su título. Varios años después de la implantación de estos títulos, el profesorado que dirige estos trabajos ha evidenciado una serie de lagunas formativas que son tratadas individualmente en las tutorías de dirección de dichos trabajos y que van desde la falta de conocimientos específicos a otro tipo de competencias relativas a la expresión y comunicación. Para paliar dichas lagunas,  el Grupo de Investigación y Evaluación de la Calidad Educativa (GIACE) ha desarrollado una actividad formativa, de carácter innovador, que ha denominado “Píldoras formativas para la realización del TFG/TFM”. Dicha actividad se compone de varias acciones o píldoras. Dado que la formación puede considerarse un servicio, debe estar sujeta a un mecanismo de evaluación válido y fiable tal como se recoge desde cualquier sistema de calidad. Para ello, se ha elaborado un cuestionario  (una escala Likert de 1 a 4)  que evalúa varios factores de satisfacción, tomando como punto de referencia la literatura sobre calidad de servicio percibida y los estándares internacionales relacionados con la calidad en la formación en general: información, aplicabilidad, facilidad de asimilación, accesibilidad, capacidad de respuesta, fiabilidad, competencia técnica, empatía, credibilidad, impacto, satisfacción general y recomendaciones futuras. Además se incluyen preguntas de carácter abierto con el fin de analizar el motivo del alumnado para asistir a dicha actividad formativa y evaluar las necesidades no contempladas en la actual edición. El proceso de evaluación de los resultados se lleva a cabo, mediante una combinación de metodologías cualitativas y cuantitativas. Los resultados permiten además establecer un modelo de evaluación de la formación mediante un sistema de indicadores que representan factores de satisfacción. El nivel de calidad de cada acción formativa vendrá determinado por la combinación del nivel de satisfacción asociado a cada factor. La puesta en práctica del modelo permitirá mejorar la oferta formativa y con ello la satisfacción del alumnado.
Oferta educativa outdoor como complemento da Educação Pré-Escolar: Os benefícios do contacto com a natureza
Authors: Coelho Ana , Vale Vera , Bogotte Emília , Figueiredo-Ferreira Aida , Duque Isabel , Pinho Luana
Published: December 2015

O modelo de Forest Kindergarten, baseado no princípio de vida ao ar livre e com influências de Freöbel e de Montessori, teve origem na Escandinávia, nos anos 50, e tem mobilizado cada vez mais seguidores em todo o mundo. De acordo com o modelo escandinavo, são concebidos programas de aprendizagem baseados nos interesses das crianças que, em ambiente natural, exploram o que as rodeia ao seu próprio ritmo. São vários os motivos que têm promovido o aumento de ofertas educativas ao ar livre. De facto, as pesquisas demonstram que o contacto com a natureza, através de experiências positivas, pode promover a criatividade, o desenvolvimento de habilidades motoras, a concentração e a capacidade para resolver problemas, atenuar o défice de atenção das crianças e promover melhores tomadas de decisão ambientais. Em Portugal, analisando a atual oferta educativa e os hábitos familiares, compreendemos que as crianças portuguesas passam a maioria do seu dia em locais fechados. Os escassos estudos realizados ao nível nacional comprovam que as crianças em contexto educativo, de um modo geral, interagem pouco com a natureza, mesmo quando as condições climatéricas são favoráveis à exploração dos espaços outdoor. Da atual situação surge a necessidade de criar estratégias que permitam às crianças aprender com e na natureza, brincando livremente em espaços estimulantes e capazes de promover o seu desenvolvimento integral. Propostas que, em ambientes saudáveis, permitam promover o bem-estar e o desenvolvimento da criatividade e curiosidade da criança. Esta comunicação tem como principal objetivo divulgar um serviço que visa complementar a atual oferta educativa para crianças entre os 3 e os 5 anos. Trata-se de um projeto piloto, inspirado na atual oferta escandinava, cujo público-alvo são crianças que frequentam a Educação Pré-Escolar e que pretende implementar, desenvolver e avaliar um programa educativo, que articula a educação pré-escolar, a educação ambiental e a educação para a saúde, em regime outdoor.
Causes Analysis and Preventive Measures of Blood Donation Reaction of University Student
Authors: Feng Wei , Qiu Shuhua , Deng Zhenming , Dong Tao
Published: December 2015

Objective: To analyze the causes of blood donation reaction of university students, propose appropriate preventive measures to avoid blood waste and ensure the quality of the blood. Methods: The university students in Guiyang city were selected from January to December 2010, The cases of blood donation reaction and the causes are analyzed on 7063 college students. Results: Among the 7063 college students, there are 292 students with blood donation reaction, the main cause is psychological factors, followed by fatigue before blood donation, not-ideal blood donation environment, limosis or starvation, etc. It occurs more in the first time donors. blood donors with different times and posture have different adverse reactions. Conclusion: Constantly summarizing experiences, development and implementation of scientific and causable preventive measures, improving the environment for blood donation, strengthening the sense of responsibility and sense of service of blood collection personnel, strengthening psychological nursing, giving donors a warm caring and confidence as far as possible, making donors relax mind and in the best state can help to reduce and prevent the occurrence of blood donation reaction, organize  more donators and college students to actively participate in blood donation, in order to promote vigorous, healthy and sustained development of voluntary blood donation. The blood donation adverse reactions of university students are related to the frequency of blood donation and posture, we have developed a series of preventive measures against the causes of blood donation adverse reactions to reduce the incidence of adverse reactions.
Clinical Study on the Aerosol Inhalation of Budesonide in Treatment of Acute Exacerbation of COPD
Authors: Duan Huifeng
Published: December 2015

Objective: To observe the clinical effect and adverse reaction of aerosol inhalation of budesonide in treatment of acute exacerbation of COPD. 110 cases of patients with acute exacerbation of chronic obstructive pulmonary disease, who were treated in our department from January 2009 to January 2011, were selected as research objects (69 males, 41 females). All the patients were divided into control group and observation group. The two groups were treated routinely, in addition, the control group was treated with vein administration of methylprednisolone, the observation group received aerosol inhalation of budesonide, observed the clinical effect. Result: The clinical effect of observation group is better and the adverse reaction rate is clearly lower. Conclusion: Comparing with the control group which is treated with vein administration of methylprednisolone on the basis of routine treatment, the effect of observation group which is treated with aerosol inhalation of budesonide is extremely precise and its adverse reaction is also relatively less. Meanwhile, it has a higher security and its clinical effect is worth applying.