Salud mental y democracia participativa en Colombia periodo 2010 – 2014

Tesis¿Por qué hablar de salud mental y democracia en Colombia? Realmente fue la pregunta inicial por la cual se dio el inicio a esta investigación, tratando de entender la enredada realidad por la cual se ha venido materializando el sujeto como actor político en un ecosistema complejo y distorsionado. Por ejemplo, según el plan Decenal de Salud Pública 2012 – 2021, planteó una reforma al Sistema General de Seguridad Social en Salud del país, que, mediante la conocida ley 1438 del 2011 (ley que fue sancionada en el periodo de observación de la presente investigación), buscó promover mecanismos de participación colectiva e individual, orientada hacia la Atención Primaria en Salud, buscando tener una marca importante en los determinantes sociales y económicos de la salud dentro del territorio colombiano. Para esta investigación, se utilizó un enfoque de corte cualitativo exploratoria, con un diseño hermeneútico. De igual forma, se utilizó el muestreo por expertos.1. LINEAMIENTOS GENERALES DE LA INVESTIGACIÓN 2. SALUD MENTAL 3. DEMOCRACIA 4. MÉTODO 5. RESULTADOS Y DISCUSIÓN 6. CONCLUSIONES 7. RECOMENDACIONES 8. REFERENCIASMaestríaMagister en Ciencia Polític

The education and registration of European Fluency Specialists

The European Clinical Specialization Fluency (ECSF) consortium has been running courses for qualified SLTs since 2008 with an annual intake of around 20 students. Currently more than 200 students from 27 EU and non-EU countries have graduated from the program. Members of this consortium are specialist therapists, researchers and lecturers working in the area of fluency disorders, drawn from 13 universities and colleges in 9 EU countries, along with two associate partners from Centers of Excellence for working the people with fluency disorders. The program is a well-designed combination of lectures, clinical practice and home assignments. Lectures are provided during two intensive weeks (September & February), scheduled during the academic year. These modules are combined with several lectures and follow up sessions in the home country of the participant. The local sessions take place outside the intensive weeks. Preparatory reading and home assignments form an integral part of the course. The specialized clinical training, under supervision of a fluency specialist, can begin after the first intensive week. Evaluation is based on permanent evaluation, portfolio, and specific evaluation moments. The curriculum consists of two components: theoretical knowledge and specific therapeutic skills along with specialized clinical training and portfolio. The one-year intensive course leads to a qualification as an ECSF-recognized Fluency Therapist, a significant step towards becoming a European Fluency Specialist (EFS). During this presentation, we will (1) elaborate how the course has evolved over time in order to create an ideal learning curve and optimal learning environment for participants; and (2) report on the results of an online survey of our graduates re. the learning outcomes and perceived benefits. This European group has now developed an additional stepwise procedure to become a European Fluency Specialist. This is open to ECSF graduates as well as eligible clinicians and academics with special interest in fluency disorders. The process involves documentation re. clinical and/or academic activities, continued professional development activities, and informal discussion groups, within a time frame of three years. The EFS Board reviews the documentation, approves applications in accordance with stated criteria and registers the applicant accordingly. Once approved, the certification process is complete and the person can use the title of European Fluency Specialist. To maintain certification, candidates must provide proof of accomplishments of the required activities annually; every three years the EFS Board will review the documented required activities for candidates to maintain certification. This recently developed EU model, active from 2016, shows similarities to ASHA’s (American Board of Fluency and Fluency Disorders) recognition procedure for becoming a ‘Board certified specialist in fluency’, and might be a useful model for other SLT domains

Time to act to solve gaps in practice: The BSACI National Allergy Education Strategy.

RD&E staff can access the full-text of this article by clicking on the 'Additional Link' above and logging in with NHS OpenAthens if prompted.Published version, accepted versio

The Methanobacterium thermoautotrophicum MCM protein can form heptameric rings

Mini-chromosome maintenance (MCM) proteins form a conserved family found in all eukaryotes and are essential for DNA replication. They exist as heteromultimeric complexes containing as many as six different proteins. These complexes are believed to be the replicative helicases, functioning as hexameric rings at replication forks. In most archaea a single MCM protein exists. The protein from Methanobacterium thermoautotrophicum (mtMCM) has been reported to assemble into a large complex consistent with a dodecamer. We show that mtMCM can assemble into a heptameric ring. This ring contains a C-terminal helicase domain that can be fit with crystal structures of ring helicases and an N-terminal domain of unknown function. While the structure of the ring is very similar to that of hexameric replicative helicases such as bacteriophage T7 gp4, our results show that such ring structures may not be constrained to have only six subunits