Family and Affective Models in Children's Literature. An Approach from the Texts for Early Readers at Valencian Schools

In previous researches we have offered a panoramic view about the presence of family structures different from the traditional one in children's literature, (Oltra Albiach, 2011), about the (shy) presence of protagonists with homo-parent, single- parent families reconstructed or intercultural in children's titles and about the publications of these characteristics in the literature for first readers that have seen the light in recent years (Oltra Albiach & Pardo Coy, 2013). It is noted that the introduction of these literatures in initial schools remains in general a pending matter, especially if we take into account that it is an ideal level to prevent and treat stereotypes and prejudices and above all because xenophobic, sexist, homophobic behaviors and bullying in general can begin to occur at these ages. Therefore, we have tried to bring our gaze to pre-school and first cycle of primary education in order to analyze the titles that are offered to students as first readings, from the idea of the importance of literature as a mirror of the society that produces it, of its characteristics, its achievements, its desires and its fears, and also highlighting the importance of the family and affective models in general that we give the children in their first contact with the written literature. The research has been done during the course 2013/2014 in ten public and concerted schools of the Valencian Community

Encouraging to read: a proposal to improve reading comprehension and literary competence in university students

The objective of this article is to present an activity related to reading at university, in order to promote reading in students through various readings and the recommendation of them to colleagues. Several problems of our students (who have received literary training in their compulsory and post-compulsory studies and are, in theory, quite compententes) appeared at the time of facing the reading of texts, both literary and academic. On the other hand, the activity provides us with a great deal of information about the expectations, the difficulties, the devices, the themes and the reading strategies used in everyday life and in the university studies. In conclusion, we highlight the positive reception of the proposal by students and the possibilities of completion in all university degrees. It is, in short, an academic practice that affects the integral formation of the individuals and the idea of lifelong learning, and that reaffirms us in the previous idea of the need to continue in some way to encourage reading and literary training in university students

Beliefs, assumptions and knowledge of Spanish university students about Slovak language and culture

In Europe, the idea of multilingual European citizenship has been consolidated in recent decades in relation to the perspective of exchange and mobility within the European Union. However, in many cases linguistic learning can be complicated by several factors that are basically extralinguistic. At times, prejudices and linguistic stereotypes persist, mainly because of the ignorance of European linguistic and cultural reality and the possibilities of the own language learning for people's lives and for the development of territories. Research and reflection ion beliefs, ideas and representations about languages, their importance and their treatment in the classroom, at all levels of education, is presented as a relevant research field in the current European context: in this line, we present a research on the ideas beliefs and expectations about languages and their learning in the European framework of the students of the Faculty of Teaching of the University of Valencia. The responses of the group of the students to these questions reaffirm us in the idea and invite to a reflection in depth on the treatment of any kind of diversity, and specifically on the linguistic attitudes and their presence in the programs of language teaching

Language Competencies and Labour Demands: A Comparative Study on Reading Comprehension in Slovak and Spanish University Students

One of the strategic objectives of the European Union is to achieve the best possible quality in the teaching-learning processes, and the ability to read is one of the most important competency for the current information society. The definition of reading competence has been subject to constant modifications to reflect changes in societies, economies, cultures and education levels. It is a complex and functional skill, covering processes related to the decoding and comprehension of the text.With this work we intend to comparative approach to the reading competence of first year students from Alexander Dubcek University of Trencín and from University of Valencia, and to detect and identificate their main problems with academic texts commonly used in their studies. We will start with a questionnaire with a series of basic questions, a work from a text and in-depth interviews with selected students, in order to obtain conclusions regarding their reading ability

Spanish/FL in Slovakia. A historical and Methodological Approach

The present investigation forms part of the draft of study in comparative perspective of the perception of the target language among students of Spanish from different universities and countries in Europe, from the perspective of teaching languages as a cultural fact and the importance of the social, political and economic factors in the evolution and perception of the importance of SFL learning in the European context. We want to carry out an approach to investigation of various authors on the evolution of the study of Spanish as a foreign language in Central and Eastern Europe, and specifically to the teaching of Spanish at Slovak universities. We have taken as a reference the evolution of the teaching of Spanish in Slovakia and other countries in that environment, and the role that methodology has occupied overtime and the different perspectives on teaching and learning languages that have been introduced

Naïve orangutans (Pongo abeliiand Pongo pygmaeus) individually acquire nut‐cracking using hammer tools

Nut-cracking with hammer tools (henceforth: nut-cracking) has been argued to be one of the most complex tool-use behaviors observed in nonhuman animals. So far, only chimpanzees, capuchins, and macaques have been observed using tools to crack nuts in the wild (Boesch and Boesch, 1990; Gumert et al., 2009; Mannu and Ottoni, 2009). However, the learning mechanisms behind this behavior, and the extent of nut-cracking in other primate species are still unknown. The aim of this study was two-fold. First, we investigated whether another great ape species would develop nut-cracking when provided with all the tools and appropriate conditions to do so. Second, we examined the mechanisms behind the emergence of nut-cracking by testing a naïve sample. Orangutans (Pongo abelii and Pongo pygmaeus) have the second most extensive tool-use repertoire among the great apes (after chimpanzees) and show flexible problem-solving capacities. Orangutans have not been observed cracking nuts in the wild, however, perhaps because their arboreal habits provide limited opportunities for nut-cracking. Therefore, orangutans are a valid candidate species for the investigation of the development of this behavior. Four nut-cracking-naïve orangutans at Leipzig zoo (P. abelii; Mage = 16; age range = 10–19; 4F; at the time of testing) were provided with nuts and hammers but were not demonstrated the nut-cracking behavioral form. Additionally, we report data from a previously unpublished study by one of the authors (Martina Funk) with eight orangutans housed at Zürich zoo (six P. abelii and two P. pygmaeus; Mage = 14; age range = 2–30; 5F; at the time of testing) that followed a similar testing paradigm. Out of the twelve orangutans tested, at least four individuals, one from Leipzig (P. abelii) and three from Zürich (P. abelii and P. pygmaeus), spontaneously expressed nut-cracking using wooden hammers. These results demonstrate that nut-cracking can emerge in orangutans through individual learning and certain types of non-copying social learning

Normas de publicación de casos clínicos relacionados con errores de medicación

Casos clínics; Errors medicació; NormativaCasos clínicos; Errores medicación; NormativaClinical cases; Medication errors; NormativeAquest article informa que la notificació de casos clínics relacionats amb errors de medicació produïts dins l’àmbit assistencial permet escenificar-ne la problemàtica i implementar estratègies de millora.Este artículo informa que la notificación de casos clínicos relacionados con errores de medicación producidos en el ámbito asistencial permite escenificar su problemática e implementar estrategias de mejor

Errores de medicación por similitud de nombres y envases en los diferentes ámbitos asistenciales

Errors de medicació; Similtud de noms; Similitud d'envasos; Farmàcies sentinellaErrores de medicación; Similtud de nombres; Similitud de envases; Farmacias centinelaMedication errors; Similarity of names; Similarity of packaging; Sentinel pharmaciesEn aquest article s'analitzen els casos d'aquells medicaments que, per la seva semblança de nom i embalatge, són susceptibles de produir errors de medicació i es donen recomanacions que permeten identificar-los i promoure estratègies de millora per tal de prevenir aquestes situacions

Prevención de errores de medicación en pacientes con insuficiencia renal

Insuficiència renal; Errors de medicació; PrevencióInsuficiencia renal; Errores de medicación; PrevenciónRenal insufficiency; Medication errors; PreventionAvui dia, la malaltia renal crònica (MRC) s’ha convertit en un problema de salut pública mundial. Dades del Registre de Malalts Renals de la Societat Espanyola de Nefrologia (SEN) assenyalen que Espanya és un dels països europeus amb una alta prevalença de MRC terminal i que la magnitud del problema, estretament relacionat amb l’envelliment de la població i l’elevada prevalença de diabetis i hipertensió arterial, podria augmentar en els pròxims anys.Hoy día, la enfermedad renal crónica (ERC) se ha convertido en un problema de salud pública mundial. Datos del Registro de Enfermos Renales de la Sociedad Española de Nefrología (SEN) señalan que España es uno de los países europeos con una alta prevalencia de ERC terminal y que la magnitud del problema, estrechamente relacionado con el envejecimiento de la población y la elevada prevalencia de diabetes e hipertensión arterial, podría aumentar en los próximos años

Literature and Diversity in Teacher Training: The Teaching Classroom as a Space for Reflection

La presencia de las diversidades en las aulas escolares es sin duda uno de los grandes retos educativos de nuestro tiempo: por tanto, también la formación que reciben las personas que se dedicarán a la docencia ha de estar en el centro de nuestro interés. En el presente trabajo pretendemos acercarnos a las ideas y creencias de estudiantes de Magisterio sobre la literatura infantil como herramienta para el trabajo sobre diversidades y como elemento directamente vinculado al diálogo y a la empatía para que todas las vidas puedan ser vividas, evitando cualquier forma de violencia contra aquellos que se perciben como diferentes. Partiendo de una experiencia de aula llevada a cabo con estudiantes del Grado de Maestra/o en Educación Primaria de la Universitat de València, llegaremos a conclusiones contundentes sobre la propia percepción de las carencias en la formación universitaria y también sobre el potencial de la literatura infantil en esta tarea que implica a toda la comunidad educativa, que sin duda serán de ayuda a la hora de introducir las diversidades de manera transversal en la formación docente.The presence of diversity in our schools is undoubtedly one of the great educational challenges of our time: therefore, also the training received by future teachers must be in the focus of our concern. In this paper we intend to approach the ideas and beliefs of Teaching students about children's literature as a tool for work on diversities and as an element directly linked to dialogue and empathy so that all lives can be lived, avoiding any form of violence against those who are perceived as different.Starting from a classroom experience carried out with Teacher Training students fromthe University of Valencia (Spain), we will reach convincingconclusions about their own perception of the deficiencies in university education and also about the potential of children's literature in this task that involves the entire educational community, which will undoubtedly help when introducing diversity transversely in teacher training