Prevalence of sleep complaints in Colombia at different altitudes

AbstractStudy objectivesTo determine the prevalence of sleep complaints in adults in Colombia at different altitudes.DesignCross-sectional, population-based and observational study.SettingUrban areas in three cities (Bogotá, Bucaramanga, Santa Marta) located between 15 and 2640 masl. Subjects Over 18 years old.InterventionsEpworth sleepiness scale (ESS), Pittsburgh sleep quality index (PSQI), Berlin questionnaire, STOP-Bang questionnaire and diagnostic criteria for restless leg syndrome (IRLSSG).Measurements and resultsThe overall prevalence of sleep complaints was 59.6% (CI 95%: 57.3; 61.8%). According to the Pittsburgh scale, 45.3% (CI 95%: 43.0; 47.5) required medical assistance. The Berlin questionnaire indicated that 19.0% (CI 95%: 17.3; 20.8%) had a high risk of sleep apnea (OSA) compared to 26.9% (CI 95%: 24.9; 29.0%) according to STOP-Bang. Among the subjects, 13.7% (CI 95%: 12.3; 15.3%) had excessive daytime sleepiness and 37.7% (CI 95%: 35.5; 39.8%) had a restless leg syndrome. When comparing cities, significant differences in the overall frequency of subjects requiring care were found between Santa Marta (higher frequency) and the other two cities. Differences in sleep problem frequency (Pittsburgh) were observed between Bogota (higher frequency) and Bucaramanga and also between Santa Marta (higher frequency) and the other two cities. The high risk of OSA (STOP-Bang) was different between Bogota (higher frequency) and Bucaramanga and also between Santa Marta (high frequency) and Bucaramanga.ConclusionsWe observed a high prevalence of sleep complaints with significant differences among the cities, indicating a need to pay a greater attention to these problems

Spring 2002

Spring 2002. Full issue, 159 pages in total including front matter & table of contents. Table of Contents: Editor\u27s Note, 5 Wedmore, Suellen, That Afternoon, 7 Poetry deNiord, Chard, Beach, 11 Adams, Lavonne, Burn, 12 Anselmo, Jamie, Tracy, 13 Bevard, Chris, Bella Luna, 14 Brown, Ryan, Two, 15 Brown, Ryan, For You Whom, 16 Burrows, E.G., Lariat, 17 Cesta, Emily, In Those Days, 18 Clompus, Brad, Pigeon In a Box, 19 Coalter, Jocelyn, Sunday Morning, 21 Cochran, Leonard, Wings, 22 Desy, Peter, Burnings, 23 Dickinson, N. Lee, Home of the Pop Tart and Brave Frozen Skillet Meal, 24 Ferreira, Neil, Cookie Man, 25 Friedman, Jeff, Bowling Instruction, 27 Friedman, Jeff, The Twist, 29 Galvin, Martin, Screened Bird, 30 Halscheid, Therese, Cathedral, 32 Hemschemeyer, Judith, Derivation, 33 Herzberg, Don, Me and Herb, 34 Lettiero, Michelle, Untitled, 36 Lettiero, Michelle, For You, 37 Lock, Kelly, Because My Mother Wouldn\u27t Tell Me, 38 Mattawa, Khaled, Vicinity (i, ii, iv, v, vii), 40 Miller, William, My Father in Hell, 45 Ott, Martin, Unclaimed Baggage Center, Scottsboro, Alabama, 46 Paolino, Aaron, Archer, 48 Perel, Jane Lunin, Falmouth Heights: The Dragon, 49 Perel, Marissa, The Visitor, 50 Petreu, Marta, In Our Secrecy, 52 Petreu, Marta, Marta\u27s Everyday Dress, 53 Petreu, Marta, In Memory of Cruelty, 54 Petreu, Marta, Psychic Place I, 55 Petreu, Marta, Psychic Place II, 56 Sandy, Stephen, Discovered Country, 57 Sargent, Jennifer, Dandelion Heads, 58 Silex, Edgar, What He Wanted, 60 Spencer, Mary-Joy, The Direction of a Leave, 61 Tomlinson, Rawdon, Geronimo and the Brothers of Light, 62 Toner, Tiffany, Stone Soup, 64 Fiction Brooks, Charles Edward, The Shop Window, 67 Cappellucci, Elysia, Swans, 76 Chinquee, Kim, The Homes of Wild Rose Terrace, 80 Johnson, Peter, The Chair, 92 Keller, Erin, Whiter Days, 98 Kerr, James, Absolute Auction, 101 Upton, Lee, Maureen\u27s Murder Mystery, 115 Ward, James, Every Commandment but the Fifth, 120 Art Corey, Quinlan, Giraffe, 131 Gagnon, Angela, Untitled, 132 Hang, Ducha, 133 Philpott, John, 134 Tavares, Ralph, I Wonder if She\u27s Thinking of Me, 135 Translation Esolen, Anthony, Dante, The Divine Comedy, Purgatorio, 139 McCrorie, Edward, Homer, The Iliad, Book VI, Lines, 393-489, 156 Contributor\u27s Notes, 16

The French legislative election: outlook for the first round on 11 June

Following the election of Emmanuel Macron in May, French voters will be called to elect their new parliament on 11 and 18 June. While legislative elections are often considered to be ‘second order elections’ in the French system, Marta Lorimer argues that this year’s elections will be particularly important because they will determine whether Macron will have the parliamentary majority he needs to push forward his reform programme, and will provide a true measure of the President’s success

Incidence of Executive Functions on Reading Comprehension Performance in Adolescents

Introducción.La comprensión lectora es una habilidad cognitiva compleja que se ha asocia-do a procesos ejecutivoscomola memoria de trabajo (MT) y la inhibición. Dado que el desa-rrollo de estas habilidades continúa hasta la adolescenciatardía, esta investigación propone estudiar el rol que sobre los distintos niveles de rendimiento en comprensión lectora ejercen ambos procesosen adolescentes de dos franjas etarias.Método.Se evaluó el desempeño en comprensión de textos, MT,inhibición,fluidez lectora y habilidades verbales en 104 adolescentes (12/13 años n= 53; 17/18 años n= 51).Resultados.Se encontró que los desempeños en comprensión lectora, MTe inhibición pre-sentan incrementossignificativos según la edad. A su vez, la correlación parcial mostró que lacomprensión lectora se asocia a: habilidades verbales, MTe inhibición.Por último, las prue-bas de diferencia de grupos señalan que los estudiantes con alto y bajo rendimiento en com-prensión difieren significativamente en habilidades verbales y funcionamiento ejecutivo en la franja 12/13 años. En cambio, sólo difieren significativamente en habilidades verbales en la franja 17/18 años.Conclusión.La comprensión lectora, la MT y la inhibición mejoran durante la adolescencia. Sin embargo, la relación entre estas habilidades difiere según el momento etario considerado.Introduction.Reading comprehension is a complex cognitive skill that has been associated with executive functions such as working memory (WM) and inhibition. Given that the development of these abilities continues through late adolescence, this study seeks to explore the role that both processes play with respect to varying levels of reading comprehension performance in adolescents in two age groups.Method.We evaluated performance in the comprehension of texts, WM, inhibition, reading fluency and verbal skills in 104 adolescents (12/13 years of agen= 53; 17/18 years of agen= 51).Results.We found that reading comprehension performance, WM and inhibition increased significantly with age. Further, a partial correlation showed that reading comprehension is associated with: verbal skills, WM and inhibition. Lastly, group difference testing indicates that students with high and low comprehension performance differ significantly in verbal skills and executive functioning in the 12/13 age group. In the 17/18 age group, however, they only differed significantly in terms of verbal skills.Conclusion.Reading comprehension, WM and inhibition improve during adolescence. However, the relationship among these abilities differs by age group.Fil: Demagistri, Maria Silvina. Universidad Nacional de Mar del Plata. Facultad de Psicología. Centro De Investigación en Procesos Básicos, Metodologías y Educación; ArgentinaFil: Richard's, Maria Marta. Consejo Nacional de Investigaciones Científicas y Técnicas; Argentina. Universidad Nacional de Mar del Plata. Facultad de Psicología. Centro De Investigación en Procesos Básicos, Metodologías y Educación; ArgentinaFil: Canet Juric, Lorena. Consejo Nacional de Investigaciones Científicas y Técnicas; Argentina. Universidad Nacional de Mar del Plata. Facultad de Psicología. Centro De Investigación en Procesos Básicos, Metodologías y Educación; Argentin

Teacher’s methodology as a tool to enhance communicative competence and speaking skill in 9th graders students in Santa Marta

Learning English as a second language and to be a proficient user of English are the main goals for many students who use this language for different purposes. This study was conducted at two public institutions in the Cultural, Historical and Tourist District of Santa Marta. This inquiry was developed with a total population of 31 girls and 21 boys. The observations in the school number one, were developed during the first part of the first semester (2018), with a population of 18 girls and 10 boys; ages range between 13 and 17; meanwhile, the observations in the school number 2, were developed in the second semester of the same year, with a population of 13 girls and 11 boys; ages range between 13 and 17. The main objective of this study was to investigate the effects of the teacher’s methodology in the student’s communicative competences and oral skills development. This study was conducted under the following research question: How does the methodology used in the classroom affect the oral interaction in the light of communicative competences in a 9th grade students in Santa Marta?; focusing on those methodological aspects than can help or hinder the development of speaking skill in two groups of 9th graders students in Santa Marta. A case study was conducted under a participatory perspective of the qualitative research, and some instruments such as interviews and class observations were used for collecting data. Analysis of class observations, student’s and teacher’s interviews revealed that some methodological aspects used by the teacher in the classroom, such as the excessive use of traditional way of teaching, the overuse of the grammar aspects of the language, the excessive use of L1 in the English class

Pre-service Middle School Teachers’ Knowledge of Algebraic Thinking

In this study we examined the relationship between 18 pre-service middle school teachers’ own ability to use algebraic thinking to solve problems and their ability to recognize and interpret the algebraic thinking of middle school students. We assessed the pre-service teachers’ own algebraic thinking by examining their solutions and explanations to multiple algebra-based tasks posed during a semester-long mathematics content course. We assessed their ability to recognize and interpret the algebraic thinking of students in two ways. The first was by analyzing the preservice teachers’ ability to interpret students’ written solutions to open-ended algebra-based tasks. The second was by analyzing their ability to plan, conduct, and analyze algebraic thinking (AT) interviews of middle school students during a concurrent semester-long, field-based education class. We used algebraic habits of mind as a framework to identify the algebraic thinking that pre-service teachers exhibited in their own problem solving, and we asked students to use them to analyze the algebraic thinking of middle school students. The data revealed that pre-service teachers’ AT abilities varied across different features of algebraic thinking. In particular, their ability to justify a rule was the weakest of seven AT features. The ability to recognize and interpret the algebraic thinking of students was strongly correlated with the strength of the pre-service teachers’ own algebraic thinking. Implications for mathematics teacher education are discussed

Pre-Service Teachers’ Knowledge of Algebraic Thinking and the Characteristics of the Questions Posed for Students

In this study, we explored the relationship between the strength of pre-service teachers’ algebraic thinking and the characteristics of the questions they posed during cognitive interviews that focused on probing the algebraic thinking of middle school students. We developed a performance rubric to evaluate the strength of pre-service teachers’ algebraic thinking across 130 algebra-based tasks. We used an existing coding scheme found in the literature to analyze the characteristics of the questions pre-service teachers posed during clinical interviews. We found that pre-service teachers with higher algebraic thinking abilities were able to pose probing questions that uncovered student thinking through the use of follow up questions. In comparison, pre-service teachers with lower algebraic thinking abilities asked factual questions; moving from one question to the next without posing follow up questions to probe student thinking

MARTA: A high-energy cosmic-ray detector concept with high-accuracy muon measurement

A new concept for the direct measurement of muons in air showers is presented. The concept is based on resistive plate chambers (RPCs), which can directly measure muons with very good space and time resolution. The muon detector is shielded by placing it under another detector able to absorb and measure the electromagnetic component of the showers such as a water-Cherenkov detector, commonly used in air shower arrays. The combination of the two detectors in a single, compact detector unit provides a unique measurement that opens rich possibilities in the study of air showers.Comment: 11 page

Čipke, capricci i zlatovezi nevidljivog muzeja zagrebačke dijeceze

Prikaz izložbe: Zlatne niti. Restaurirani tekstilni predmeti iz Riznice zagrebačke katedrale, Zagreb, Domitrovićeva kula, 18. rujna 2017.–31. listopada 2017., autorice izložbe i tekstova: Višnja Bralić, Marta Budici

Prospective K-8 Teachers’ Knowledge of Relational Thinking

The goal of this study was to examine two issues: First, pre-service teachers’ ability and inclination to think relationally prior to instruction about the role relational thinking plays in the K-8 mathematics curriculum. Second, to examine task specific variables possibly associated with pre-service teachers’ inclination to engage in relational thinking. The results revealed that preservice teachers engage in relational thinking about equality, however, their inclination to do so is rather limited. Furthermore, they tend to engage in relational thinking more frequently in the context of arithmetic than algebra-related tasks. Pre-service teachers’ inclination to engage in relational thinking appeared to also relate to the overall task complexity and the use of variables. Implications of these findings for pre-service teacher education are provided