Dis/placing territories of identity in translation

En la traducción, los cambios se producen no sólo de forma cuantitativa y tangible sino de manera cualitativa e intangible también. Las diferencias lingüísticas y culturales que la traducción desarrolla en el proceso de reescritura significan, a menudo, un desplazamiento de identidades y la proyección de nuevas realidades. A medida que la traducción crea nuevos territorios de identidad, los primeros han de evolucionar a anfitriones de lenguas y culturas, dándose instancias de desequilibrio de poder. Este artículo se centra en cómo las traducciones introducen estos cambios y la manera en que reaccionan los territorios de identidad.G.I. HUM 767 (ayudas a Grupos de Investigación de la Junta de Andalucía) / Editorial Comares (colección interlingua

Perception questionnaire of teaching competences in Physical Education

La incorporación de las competencias en la universidad española es un elemento clave de su calidad. Sin embargo, no se dispone de instrumentos adecuados ni suficientes para su medida en el campo concreto de la formación inicial del profesorado de Educación Física. El principal objetivo de este trabajo es diseñar y validar una escala para medir la percepción de competencias docentes de este alumnado. Para su construcción y validación, se ha seguido una metodología fundamentada en la Teoría Clásica de Test incidiendo especialmente en el cálculo de la fiabilidad y de la validez de la escala. La muestra para su validación es de 1713 estudiantes y egresados (1240 estudiantes, 473 egresados), pertenecientes a 20 universidades españolas. La escala final presenta una estructura factorial de cuatro factores principales y 22 ítems con los que se alcanza una alta fiabilidad y una adecuada validez de contenido y de constructoThe incorporation of competences in Spain is a key element of its quality. However, there are no instruments available to measure them in the specific field of Physical Education Teacher Education. The main objective of this study is to design and validate a scale to measure the perception of the teaching competences of these students. For its construction and validation, a methodology based on the Theory of the Classic Test was followed, with special emphasis on the calculation of the reliability and validity of the scale. The sample for its validation is 1713 students and graduates (1240 students, 473 graduates), belonging to 20 Spanish universities. The final scale presents a factorial structure of four main factors and 22 items with which high reliability and adequate content and construct validity are achievedEste estudio se ha llevado a cabo dentro del proyecto de I+D+i: “La competencias docentes en la formación inicial del profesorado de educación física”. Convocatoria de noviembre de 2013 del Programa Estatal de Investigación, Desarrollo e Innovación Orientada a los Retos de la Sociedad, en el marco del Plan Estatal de Investigación Científica y Técnica y de Innovación 2014-2017. Referencia: EDU 2013-42024-R. Duración: 3 años (2014-2017

Study of the lepton flavor-violating Z′→τμZ'\to\tau\mu decay

The lepton flavor violating $Z^{\prime}\to\tau\mu$ decay is studied in the context of several extended models that predict the existence of the new gauge boson named $Z^\prime$. A calculation of the strength of the lepton flavor violating $Z^\prime\mu\tau$ coupling is presented by using the most general renormalizable Lagrangian that includes lepton flavor violation. We used the experimental value of the muon magnetic dipole moment to bound this coupling, from which the $\mathrm{Re}(\Omega_{L\mu\tau}\Omega^\ast_{R\mu\tau})$ parameter is constrained and it is found that $\mathrm{Re}(\Omega_{L\mu\tau}\Omega^\ast_{R\mu\tau})\sim 10^{-2}$ for a $Z^\prime$ boson mass of 2 TeV. Alongside, we employed the experimental restrictions over the $\tau\to\mu\gamma$ and $\tau\to\mu\mu^+\mu^-$ processes in the context of several models that predict the existence of the $Z^\prime$ gauge boson to bound the mentioned coupling. The most restrictive bounds come from the calculation of the three-body decay. For this case, it was found that the most restrictive result is provided by a vector-like coupling, denoted as $|\Omega_{\mu\tau}|^2$, for the $Z_\chi$ case, finding around $10^{-2}$ for a $Z^\prime$ boson mass of 2 TeV. We used this information to estimate the branching ratio for the $Z^\prime\to\tau\mu$ decay. According to the analyzed models the least optimistic result is provided by the Sequential $Z$ model, which is of the order of $10^{-2}$ for a $Z^\prime$ boson mass around 2 TeV.Comment: Revised versio

Development of the ‘REadiness SElf-assessment (RESEA) guide’ to assist low and middle-income countries with establishing safe and sustainable radiotherapy services: a pragmatic sequential mixed qualitative methods project

Background: Improving access to radiotherapy services in low and middle-income countries (LMICs) is challenging. Many LMICs’ radiotherapy initiatives fail because of multi-faceted barriers leading to significant wastage of scarce resources. Supporting LMICs to self-assess their readiness for establishing radiotherapy services will help to improve cancer outcomes by ensuring safe, effective and sustainable evidenced-based cancer care. The aim of the study was to develop practical guidance for LMICs on self-assessing their readiness to establish safe and sustainable radiotherapy services. Methods: The Access to Radiotherapy for Cancer treatment (ARC) Project was a pragmatic sequential mixed qualitative methods design underpinned by the World Health Organisation’s ‘Innovative Care for Chronic Conditions Framework’ and ‘Health System Building Blocks Framework for Action’ conceptual frameworks. This paper reports on the process of overall data integration and meta-inference from previously published components comprising a systematic review and two-part qualitative study (semi-structured interviews and a participant validation process). The meta-inferences enabled a series of radiotherapy readiness self-assessment requirements to be generated, formalised as a REadiness SElf-Assessment (RESEA) Guide’ for use by LMICs. Findings: The meta-inferences identified a large number of factors that acted as facilitators and/or barriers, depending on the situation, which include: awareness and advocacy; political leadership; epidemiological data; financial resources; basic physical infrastructure; radiation safety legislative and regulatory framework; project management; and radiotherapy workforce training and education. ‘Commitment’, ‘cooperation’, ‘capacity’ and ‘catalyst’ were identified as the key domains enabling development of radiotherapy services. Across these four domains, the RESEA Guide included 37 requirements and 120 readiness questions that LMICs need to consider and answer as part of establishing a new radiotherapy service. Conclusions: The RESEA Guide provides a new resource for LMICs to self-assess their capacity to establish safe and sustainable radiotherapy services. Future evaluation of the acceptability and feasibility of the RESEA Guide is needed to inform its validity. Further work, including field study, is needed to inform further refinements. Exploratory and confirmatory factor analyses are required to reduce the data set and test the fit of the four-factor structure (commitment, cooperation, capacity and catalyst) found in the current study