Efecto traspaso de tasas de interés: análisis econométrico de los efectos de las decisiones de política monetaria en República Dominicana

The study of the transmission mechanisms of central banks’ interest rate decisions is crucial for the design and implementation of an efficient and effective monetary policy. An estimation of how changes in the monetary policy rate pass on to the long-term rates of the economy is known, in empirical literature, as the interest rate pass-through. This paper develops an econometric strategy, based on cointegration, error correction techniques and recursive regressions, to estimate the magnitude, completeness, rigidity and velocity of convergence of the interest rate pass-through in the Dominican Republic, as well as the existence of possible structural changes in such transmission.El estudio de los mecanismos de transmisión de las decisiones de tasas de interés de los bancos centrales es esencial para el diseño e implementación de una política monetaria efectiva y eficiente. La medición de cómo afectan los cambios en la tasa de política monetaria a las tasas de interés de largo plazo de la economía, se conoce en la literatura empírica como efecto traspaso de tasas de interés. Esta investigación desarrolla una estrategia econométrica, basada en técnicas de cointegración, mecanismos de corrección de errores y regresiones recursivas, para estimar la magnitud, completitud, rigidez y velocidad de convergencia del efecto traspaso de tasas de interés en República Dominicana. A su vez, evalúa la posible existencia de cambios estructurales en dicha transmisión

Performance adaptive training control strategy for recovering wrist movements in stroke patients: a preliminary, feasibility study

<p>Abstract</p> <p>Background</p> <p>In the last two decades robot training in neuromotor rehabilitation was mainly focused on shoulder-elbow movements. Few devices were designed and clinically tested for training coordinated movements of the wrist, which are crucial for achieving even the basic level of motor competence that is necessary for carrying out ADLs (activities of daily life). Moreover, most systems of robot therapy use point-to-point reaching movements which tend to emphasize the pathological tendency of stroke patients to break down goal-directed movements into a number of jerky sub-movements. For this reason we designed a wrist robot with a range of motion comparable to that of normal subjects and implemented a self-adapting training protocol for tracking smoothly moving targets in order to facilitate the emergence of smoothness in the motor control patterns and maximize the recovery of the normal RoM (range of motion) of the different DoFs (degrees of Freedom).</p> <p>Methods</p> <p>The IIT-wrist robot is a 3 DoFs light exoskeleton device, with direct-drive of each DoF and a human-like range of motion for Flexion/Extension (FE), Abduction/Adduction (AA) and Pronation/Supination (PS). Subjects were asked to track a variable-frequency oscillating target using only one wrist DoF at time, in such a way to carry out a progressive splinting therapy. The RoM of each DoF was angularly scanned in a staircase-like fashion, from the "easier" to the "more difficult" angular position. An Adaptive Controller evaluated online performance parameters and modulated both the assistance and the difficulty of the task in order to facilitate smoother and more precise motor command patterns.</p> <p>Results</p> <p>Three stroke subjects volunteered to participate in a preliminary test session aimed at verify the acceptability of the device and the feasibility of the designed protocol. All of them were able to perform the required task. The wrist active RoM of motion was evaluated for each patient at the beginning and at the end of the test therapy session and the results suggest a positive trend.</p> <p>Conclusion</p> <p>The positive outcomes of the preliminary tests motivate the planning of a clinical trial and provide experimental evidence for defining appropriate inclusion/exclusion criteria.</p

Treatment of post-traumatic degenerative changes of the radio-carpal and distal radio-ulnar joints by combining radius, scaphoid, and lunate (RSL) fusion with ulnar head replacement

Distal radial fractures are a common type of fracture. In the case of intra-articular fractures, they often result in post-traumatic arthrosis. The objective of this study is to describe a novel alternative to the established salvage techniques for the treatment of post-traumatic arthrosis of the radio-carpal and distal radio-ulnar joints (DRUJ). Six patients with radio-carpal and DRUJ arthrosis were treated with a combined radius, scaphoid, and lunate (RSL) arthrodesis and as a Herbert ulnar head prosthesis. Follow-up consisted of both radiographic and functional assessments. Functional measurements were noted both pre- and postoperatively. No non-union or pseudoarthrosis was seen; neither did any of the ulnar head prostheses show loosening. Clinical examination showed an improvement in strength, pain, and range of movement, as well as a decrease in disability. Combining RSL arthrodesis with a Herbert ulnar head prosthesis, which deals with pain while retaining partial wrist movement, can be an alternative to established salvage procedures

Clinical and Non-Clinical Aspects of Distal Radioulnar Joint Instability

Untreated distal radioulnar joint (DRUJ) injuries can give rise to long lasting complaints. Although common, diagnosis and treatment of DRUJ injuries remains a challenge. The articulating anatomy of the distal radius and ulna, among others, enables an extensive range of forearm pronosupination movements. Stabilization of this joint is provided by both intrinsic and extrinsic stabilizers and the joint capsule. These structures transmit the load and prevent the DRUJ from luxation during movement. Several clinical tests have been suggested to determine static or dynamic DRUJ stability, but their predictive value is unclear. Radiologic evaluation of DRUJ instability begins with conventional radiographs in anterioposterior and true lateral view. If not conclusive, CT-scan seems to be the best additional modality to evaluate the osseous structures. MRI has proven to be more sensitive and specific for TFCC tears, potentially causing DRUJ instability. DRUJ instability may remain asymptomatic. Symptomatic DRUJ injuries treatment can be conservative or operative. Operative treatment should consist of restoration of osseous and ligamenteous anatomy. If not successful, salvage procedures can be performed to regain stability

Educational reform and teachers' decision making: Relationship between the intended and the implemented reading curriculum in Dominican primary schools

The purpose of this dissertation is to characterize and analyze the specific implementation decisions made by teachers in Dominican primary schools. A new curriculum was developed in 1995 as part of a Ten-Year Plan to reform the educational system. Analyzing what teachers do and the factors that shape their instruction is relevant for improving understanding of curriculum policy and the dynamics of its formulation and enactment. The study shows how the reading curriculum is implemented across schools and what configuration of conditions influence teachers’ decisions regarding what to teach and how to teach reading comprehension. It used data collected through teachers’ questionnaires by the Educational Evaluation and Research Consortium (EERC) study conducted from 2005 to 2007. A total of 1349 questionnaires of teachers in 4th, 5th and 6th grade from a representative sample of 200 schools were analyzed. This research combined variable-oriented quantitative and case-oriented qualitative research approaches. In regards to quantitative techniques, Principal Components Analysis (PCA) and K-Means Cluster Analysis were used. With these methods, three different implementation patterns of the reading curriculum were identified based on teachers’ decisions regarding contents taught (comprehension processes and text types), teaching strategies, performance expectations, homework and assessment. The variation in implementation suggests that teachers try to make sense of the policy and make decisions based on their understanding and the characteristics of their context. Therefore, their decisions and actions shape how policies play out in practice. The central research question was addressed using a qualitative research approach: Fuzzy-Sets Qualitative Comparative Analysis (fsQCA) was used to identify the conditions that may explain different implementation patterns. Those conditions were related to teacher characteristics (teachers’ education, in-service training, experience, perception of students’ preparation) and school characteristics (instructional resources, instructional time, frequency of staff meetings or supervision, and strata - public rural, public urban, accredited private). The relationship between these characteristics and curriculum implementation patterns was not clear cut. However, findings suggest that implementation patterns are influenced by structural arrangements of schools (time allocation), school type (private or public), availability of instructional resources and teacher training

Reflexiones de los Aportes de la Declaración de Salamanca 25 Años Después

This article aims to reflect on the contributions of the Salamanca Statement and Framework for Action to inclusive education and how learning support is the key factor to respond to learning difficulties that students experience for several reasons, and thus enabling everyone to have success in their learning. For these purposes, the context in which the Salamanca Conference takes place and its contribution to a more just, equitable and inclusive education are briefly analyzed, dealing with the advances and challenges that exist today in the school context. The conditions necessary for inclusive schools are briefly presented with a special emphasis on learning support, which appears as common denominator of the best education systems in the world. As an example, some experiences that have been developed in the Dominican Republic in recent decades related to learning support and that have subsequently been assumed as public policies are presented. Finally, we reflect on the risks of a limited and segmented vision around the issue until we treat how inclusive education is being considerate today, within the framework of the Sustainable Development Goals and the 2030 Agenda of United Nations. Finally, we present the need for countries to adopt policies to promote comprehensive support frameworks in their education systems, in order to enable the learning of all children, without any exclusion.Este artículo tiene como objetivo reflexionar sobre los aportes de la Declaración y Marco de Acción de Salamanca a la educación inclusiva y cómo el apoyo se constituye en el factor clave para responder a las dificultades que por diversas causas experimentan los estudiantes en la escuela y posibilitar así que tengan éxito en sus aprendizajes. Para estos fines, se analiza brevemente el contexto en que ocurre la Conferencia de Salamanca y su contribución a una educación más justa, equitativa e inclusiva, tratando los avances y desafíos que existen hoy día para su concreción en el contexto escolar. Se abordan de manera sucinta las condiciones necesarias para escuelas inclusivas poniendo un especial énfasis en el apoyo a los aprendizajes, que aparece como un denominador común de los mejores sistemas educativos del mundo. A manera de ejemplo, se presentan algunas experiencias que se han desarrollado en República Dominicana en las últimas décadas relacionadas con el apoyo a los aprendizajes y que posteriormente han sido asumidas como políticas públicas. Finalmente, se reflexiona en torno a los riesgos de una visión limitada y segmentada en torno al tema hasta tratar cómo está siendo concebida y abordada la educación inclusiva hoy día, en el marco de los Objetivos de Desarrollo Sostenible y la Agenda 2030 de Naciones Unidas. Por último, se destaca la necesidad de que los países adopten políticas para impulsar marcos integrales de apoyo en sus sistemas educativos, para posibilitar así el aprendizaje de todos los niños, sin ningún tipo de exclusión