PadChest: A large chest x-ray image dataset with multi-label annotated reports

We present a labeled large-scale, high resolution chest x-ray dataset for the automated exploration of medical images along with their associated reports. This dataset includes more than 160,000 images obtained from 67,000 patients that were interpreted and reported by radiologists at Hospital San Juan Hospital (Spain) from 2009 to 2017, covering six different position views and additional information on image acquisition and patient demography. The reports were labeled with 174 different radiographic findings, 19 differential diagnoses and 104 anatomic locations organized as a hierarchical taxonomy and mapped onto standard Unified Medical Language System (UMLS) terminology. Of these reports, 27% were manually annotated by trained physicians and the remaining set was labeled using a supervised method based on a recurrent neural network with attention mechanisms. The labels generated were then validated in an independent test set achieving a 0.93 Micro-F1 score. To the best of our knowledge, this is one of the largest public chest x-ray database suitable for training supervised models concerning radiographs, and the first to contain radiographic reports in Spanish. The PadChest dataset can be downloaded from http://bimcv.cipf.es/bimcv-projects/padchest/

Perceived parenting and social support: can they predict academic achievement in Argentinean college students?

The aim of this study was to test the ability to predict academic achievement through the perception of parenting and social support in a sample of 354 Argentinean college students. Their mean age was 23.50 years (standard deviation =2.62 years) and most of them (83.3%) were females. As a prerequisite for admission to college, students are required to pass a series of mandatory core classes and are expected to complete them in two semesters. Delay in completing the curriculum is considered low academic achievement. Parenting was assessed taking into account the mother and the father and considering two dimensions: responsiveness and demandingness. Perceived social support was analyzed considering four sources: parents, teachers, classmates, and best friend or boyfriend/girlfriend. Path analysis showed that, as hypothesized, responsiveness had a positive indirect effect on the perception of social support and enhanced achievement. Demandingness had a different effect in the case of the mother as compared to the father. In the mother model, demandingness had a positive direct effect on achievement. In the case of the father, however, the effect of demandingness had a negative and indirect impact on the perception of social support. Teachers were the only source of perceived social support that significantly predicted achievement. The pathway that belongs to teachers as a source of support was positive and direct. Implications for possible interventions are discussed.Fil: de la Iglesia, Guadalupe. Universidad de Buenos Aires. Facultad de Psicología; Argentina. Consejo Nacional de Investigaciones Científicas y Técnicas; ArgentinaFil: Freiberg Hoffmann, Agustín. Universidad de Buenos Aires. Facultad de Psicología; Argentina. Consejo Nacional de Investigaciones Científicas y Técnicas; ArgentinaFil: Fernandez Liporace, Maria Mercedes. Universidad de Buenos Aires. Facultad de Psicología; Argentina. Consejo Nacional de Investigaciones Científicas y Técnicas; Argentin

The Triassic-Jurassic boundary in the Andes of Argentina

The Arroyo Malo Formation at Alumbre Creek, on the northern bank of the Atuel River, west central Argentina, comprises a c. 300 m thick continuous marine succession across the Triassic-Jurassic System boundary, consisting of massive and laminated pelites indicative of a slope depositional environment. Late Triassic invertebrates, including ammonoids, nautiloids, bivalves, gastropods, brachiopods and corals are restricted to the lower 150 m. Beds between 125-135 m from the bottom yield Choristoceras cf. marshi Hauer, a species found in the Marshi/Crickmayi Zone of Europe and North America, together with loose fragments of Psiloceras cf. pressum Hillebrandt, coeval with the lower to middle part of the Hettangian Planorbis Zone. About 80 m higher are beds yielding Psiloceras cf. rectocostatum Hillebrandt, a species that gives name to an Andean biozone partially coeval with the Johnstoni and Plicatulum Subzones, upper Planorbis Zone. Other fossils recorded in the Rhaetian strata of this section are foraminifers, ostracods and plant remains identified as Zuberia cf. zuberi (Szaj.) Freng. and Clathropteris sp. The section was also sampled for conodonts and radiolarians, thus far with negative results. A palaeomagnetic study is underway.La Formazione Arroyo Malo ad Alumbre creek, sulla sponda settentrionale del fiume Atuel, Argentina centro-occidentale, comprende una successione marina continua spessa circa 300 m attraverso i! limite Triassico-Giurassico, ed e costituita da peliti massive e laminate indicative di un ambiente deposizionale di scarpata. Gli inverttfjrati del Ttiassico superiore, che includono ammonoidi, nautiloidi, bivalvi, gasteropodi, brachiopodi e coralli sono limitati ai primi 150 m. Gli strati fra i 125-135 m dalla base hanno dato Choristoceras cf. marshi Hauer, una specie trovata nella Zona a Marshi/Crickmayi di Europa e Nord America, insieme con frammenti sparsi di Psiloceras cf. pressum Hillebrandt, coeva con la parte mediana della Zona a Planorbis dell'Hettangiano. Circa. 80 m piu in alto ci sono strati contenenti Psiloceras cf. rectocostatum Hlllebrandt, una specie che da i! no me ad una biozona andina parzialmente coeva con le Sottózone a Johnstoni e Plicatulum, Zona a Planorbis superiore. Altri fossili documentati negli strati del Retico di questa sezione sono foraminiferi, ostracodi e resti di piante identificati come Zuberia cf. zuberi (Szaj.) Freng. e Clathropteris sp. La sezione e stata anche campionata per quanto riguarda conodonti e radiolari, finora con risultati negativi. Uno studio paleomagnetico e in corso.Fil: Riccardi, Alberto Carlos. Consejo Nacional de Investigaciones Científicas y Técnicas. Centro Científico Tecnológico Conicet - La Plata; Argentina. Universidad Nacional de La Plata. Facultad de Ciencias Naturales y Museo. Departamento de Paleontología Invertebrados; ArgentinaFil: Damborenea, Susana Ester. Consejo Nacional de Investigaciones Científicas y Técnicas. Centro Científico Tecnológico Conicet - La Plata; Argentina. Universidad Nacional de La Plata. Facultad de Ciencias Naturales y Museo. Departamento de Paleontología Invertebrados; ArgentinaFil: Manceñido, Miguel Oscar. Consejo Nacional de Investigaciones Científicas y Técnicas. Centro Científico Tecnológico Conicet - La Plata; Argentina. Universidad Nacional de La Plata. Facultad de Ciencias Naturales y Museo. Departamento de Paleontología Invertebrados; ArgentinaFil: Iglesia Llanos, Maria Paula. Consejo Nacional de Investigaciones Científicas y Técnicas. Centro Científico Tecnológico Conicet - La Plata; Argentina. Universidad de Buenos Aires. Facultad de Ciencias Exactas y Naturales. Departamento de Geología. Instituto de Geofísica "Daniel Valencio"; Argentin

Paradoxical personality scale: Its development and construct validity analysis

Se presenta el proceso de construcción y validación de la Escala de Personalidad Paradójica, diseñada a partir de la propuesta de Csikszentmihalyi (1996), quien describiera el concepto evaluado en relación a los individuos creativos. Se redactaron 150 reactivos que fueron sometidos a juicio experto y a examen de validez aparente en un estudio piloto. La versión resultante fue usada en un estudio factorial exploratorio (473 estudiantes; 50.5% varones, 49.5% mujeres; 18 a 35 años; = 21.82; DT= 3.14). La estructura resultante, de 6 dimensiones y 30 ítems, fue confirmada mediante un análisis factorial confirmatorio (800 estudiantes universitarios; 44.4% varones, 55.6% mujeres; 18 a 35 años; = 23.47; DT= 3.30). Ambas muestras provenían de la población de estudiantes universitarios de Buenos Aires, Argentina. También se analizó la consistencia interna y la estabilidad temporal de las puntuaciones, obteniéndose en ambos casos coeficientes aceptables, dada la composición de las dimensiones subyacentes al constructo analizado. Se discuten los resultados a la luz de los modelos teóricos propuestos, las ventajas de la brevedad y sencillez de aplicación y según nuevas líneas de investigación.The development and construct validation process of the Paradoxical Personality Scale is presented in this paper. The concept assessed has been posed by Csikszentmihalyi (1996) and was described as related to creative individuals. Following his guidelines, 150 items were designed and judged by five experts, and later analysed from a facies standpoint. The resulting version was used in a sample of college students (n=473; 50.5% males, 49.5% females) from 18 to 35 years (M = 21.82; DT= 3.14), to explore underlying dimensions. A 30item/6-factor solution was firstly isolated and after confirmed by a confirmatory factor analysis developed with 800 college students (44.4% males, 55.6% females), between18 and 35 years (M = 23.47; DT= 3.30). Both samples were selected from the population of college students from Buenos Aires, Argentina. Internal consistency and temporal stability of scores were also tested, obtaining adequate coefficients in both cases, in view of the composition of the dimensions underlying the construct analysed. Results show acceptable psychometric properties as well as shortness and simplicity for data gathering, which are discussed taking into account theoretical models and new research lines.Fil: Freiberg Hoffmann, Agustín. Universidad de Buenos Aires. Facultad de Psicología; Argentina. Consejo Nacional de Investigaciones Científicas y Técnicas; ArgentinaFil: de la Iglesia, Guadalupe. Consejo Nacional de Investigaciones Científicas y Técnicas; Argentina. Universidad de Buenos Aires. Facultad de Psicología; ArgentinaFil: Stover, Juliana Beatriz. Consejo Nacional de Investigaciones Científicas y Técnicas; Argentina. Universidad de Buenos Aires. Facultad de Psicología; ArgentinaFil: Fernandez Liporace, Maria Mercedes. Consejo Nacional de Investigaciones Científicas y Técnicas; Argentina. Consejo Nacional de Investigaciones Científicas y Técnicas. Universidad de Buenos Aires; Argentin

Perceived Parenting Styles and Parental Inconsistency Scale: Construct Validity in Young Adults

The study examinesevidences of construct validity of the Perceived Parental Styles and Parental Inconsistency scale –EPIPP–, on a sample of 369 young adults. Individuals were asked about their father and their mother by means of 24 items. These conformsix subscales that constitutea first-order-model–Affection, Dialogue, Indifference, Verbal Coercion, Physical Coercion and Prohibition–that additionally group into two major scales –a second-order model–:Responsiveness and Demandingness.A confirmatory factor analysis was carried out on the first-orderand second-order factor structures,using maximum likelihood anda bootstrap procedure with 500 random samples. Resulting indexes showed an excellent fit in both modelsfor theFatherand Motherversions. Furthermore, adequate resultswere obtained in a cross-validation and afactorial invariance analysis. This way, solid evidences of construct validity were obtained for the EPIPP, suggesting it for the assessmentof perceived parenting in young adults.Fil: de la Iglesia, Guadalupe. Consejo Nacional de Investigaciones Científicas y Técnicas; Argentina. Universidad de Buenos Aires; ArgentinaFil: Stover, Juliana Beatriz. Consejo Nacional de Investigaciones Científicas y Técnicas; Argentina. Universidad de Buenos Aires; ArgentinaFil: Freiberg Hoffmann, Agustín. Consejo Nacional de Investigaciones Científicas y Técnicas; Argentina. Universidad de Buenos Aires; ArgentinaFil: Fernandez Liporace, Maria Mercedes. Consejo Nacional de Investigaciones Científicas y Técnicas; Argentina. Universidad de Buenos Aires; Argentin

Predicting academic achievement: The role of Motivation and Learning Strategies

The aim of this study consists in testing a predictive model of academic achievement including motivation and learning strategies as predictors. Motivation is defined as the energy and the direction of behaviors; it is categorized in three types of motivation –intrinsic, extrinsic and amotivation (Deci & Ryan, 1985). Learning strategies are deliberate operations oriented towards information processing in academic activities (Valle, Barca, González & Núñez, 1999). Several studies analysed the relationship between motivation and learning strategies in high school and college environments. Students with higher academic achievement were intrinsically motivated and used a wider variety of learning strategies more frequently. A non-experimental predictive design was developed. The sample was composed by 459 students (55.2% high-schoolers; 44.8% college students). Data were gathered by means of sociodemographic and academic surveys, and also by the local versions of the Academic Motivation Scale –EMA, Echelle de Motivation en Éducation (Stover, de la Iglesia, Rial Boubeta & Fernández Liporace, 2012; Vallerand, Blais, Briere & Pelletier, 1989) and the Learning and Study Strategies Inventory –LASSI (Stover, Uriel & Fernández Liporace, 2012; Weinstein, Schulte & Palmer, 1987). Several path analyses were carried out to test a hypothetical model to predict academic achievement (Kline, 1998). Results indicated that self-determined motivation explained academic achievement through the use of learning strategies. The final model obtained an excellent fit (χ2=16.523, df= 6, p=0.011; GFI=0.987; AGFI=0.955; SRMR=0.0320; NFI=0.913; IFI=0.943; CFI=0.940). Results are discussed considering Self Determination Theory and previous research.Fil: Stover, Juliana Beatriz. Consejo Nacional de Investigaciones Científicas y Técnicas; Argentina. Universidad de Buenos Aires; ArgentinaFil: Freiberg Hoffmann, Agustín. Consejo Nacional de Investigaciones Científicas y Técnicas; Argentina. Universidad de Buenos Aires; ArgentinaFil: de la Iglesia, Guadalupe. Universidad de Buenos Aires; Argentina. Consejo Nacional de Investigaciones Científicas y Técnicas; ArgentinaFil: Fernandez Liporace, Maria Mercedes. Universidad de Buenos Aires; Argentina. Consejo Nacional de Investigaciones Científicas y Técnicas; Argentin

La poesía de borges: una ficción autobiográfica

La poesía de Jorge Luis Borges ha sido frecuentemente interpretada desde presupuestos biográficos; sin embargo, el propio autor era consciente de la naturaleza ficcional de toda literatura. La atención a la retoricidad del lenguaje y a la ficcionalidad de todo proceso de escritura permite una nueva interpretación de la poesía del autor argentino

Identificación de las barreras de acceso a la información, a la participación y al aprendizaje en el Museo Es Baluard

The paper presents a collaborative research between GREID (Research Group on Inclusive Education and Diversity, UIB) and the AEAC (Area of Education of Es Baluard, Museum of Modern and Contemporary Art of Palma). This is a pioneering study that applies the principles of Universal Design to assess the accessibility that presents the museum. Specifically, the study suggests two basic objectives: The first one is to identify the barriers to undestand the information and content that the museum offers any visitor. The second one is to evaluate the accessibility of visits and workshops for schools. Through various data collection instruments (direct observation, analysis and video recordings of meetings, document analysis and focus groups), we identify significant barriers that reflect an homogeneus concepto f visitor, still predominant in the Museum and also that is shared with a lot of schools.El artículo presenta una investigación1 colaborativa desarrollada entre el GREID (Grupo de Investigación sobre Escuela Inclusiva y Diversidad, de la UIB) y el Área de Educación de Es Baluard Museo de Arte Moderno y Contemporáneo de Palma. Se trata de un estudio pionero en el que se aplican los principios del diseño universal para valorar la accesibilidad que presenta el museo. En concreto, en el estudio se desarrollan dos objetivos básicos: primero, se identifican las barreras de acceso al edificio, a la información y a los contenidos que el museo ofrece a cualquier visitante. Segundo, se evalúa la accesibilidad de las visitas y talleres que se destinan a las escuelas. Mediante un diseño de investigación complejo que utiliza diversos instrumentos de recogida de información (observación directa, análisis y registro en vídeo de las sesiones, análisis documental y grupos de discusión), se detectan importantes barreras que reflejan una concepción homogénea de entender al visitante, aún predominante en el Museo y aún presente centros educativos