Inteligencia cinestésica corporal en el aprendizaje significativo de los alumnos de la I.E. Nº 20820 “Nuestra Señora de Fátima”-Huacho, durante el año escolar 2020

La inteligencia cinestésica tiene dos características observables en los sujetos. El primero es el control de movimiento, con mayor desarrollo en equilibrio, velocidad, coordinación y flexibilidad. El segundo es manejar objetos con destreza, por ejemplo, los tenistas utilizan raquetas con gran precisión, coordinación, velocidad y equilibrio al golpear la pelota. Por otro lado, el aprendizaje involucra diferentes etapas de un proceso complejo, cada modelo y teoría existente aprende desde una perspectiva diferente. Al considerar todo el proceso de aprendizaje, encontrará que estas teorías y modelos aparentemente contradictorios no son tan contradictorios, ni siquiera complementarios. El objetivo de este estudio es, determinar la influencia que ejerce la inteligencia cinestésica corporal en el aprendizaje significativo de la I.E. Nº 20820 “Nuestra Señora de Fátima”-Huacho, durante el año escolar 2020. Para este fin la pregunta de investigación es la siguiente: ¿De qué manera influye la inteligencia cinestésica corporal en el aprendizaje significativo de los alumnos de la I.E. Nº 20820 “Nuestra Señora de Fátima”-Huacho, durante el año escolar 2020? La pregunta de investigación se responde a través de las encuestas de la inteligencia cinestésica corporal en el aprendizaje significativo, la misma que fue aplicada por el equipo de apoyo de la investigadora; para este caso la encuesta, consta de 20 ítems en una tabla de doble entrada con 4 alternativas a evaluar en los alumnos del tercer grado. Por tener una población pequeña se aplicó su muestra en su totalidad lo mismo que son 100, se analizaron las siguientes dimensiones; expresión corporal y psicomotricidad de la variable inteligencia cinestésica corporal y las dimensiones; aprendizaje conceptual, aprendizaje procedimental y aprendizaje actitudinal, de la variable aprendizaje significativo. Con esto en mente, se aconseja a los docentes que no dejen de aprender, y siempre busquen formas de atraer a los estudiantes con mejores y mejores estrategias de enseñanza para que los estudiantes puedan obtener los mejores resultados de aprendizaje

Salario emocional y retención del talento humano en una empresa agroexportadora - Lima, 2021

La presente investigación tuvo como objetivo general Determinar la relación entre el Salario emocional y retención del talento humano en una empresa agroexportadora - Lima, 2021. Se estableció como metodología un estudio de tipo aplicado, de nivel correlacional, cuantitativo y con un diseño no experimental. Se estableció como población y muestra a 50 colaboradores de la entidad en estudio por ser finita. La técnica empleada para recolectar los datos fue la encuesta y el instrumento el cuestionario, la cual consto de 18, para la variable salario emocional y 18 para la variable retención del talento humano, los mismos que fueron debidamente validados por especialistas a través de jueces expertos. Asimismo, se determinó la confiabilidad mediante el Alpha de Cronbach con un 0,907 y 0,904. Finalmente se aplicó el paquete estadístico SPSS-Versión 6, permitiendo discutir los resultados de acuerdo a la aplicación de la encuesta. Se llego a concluir que existe un grado de correlación positiva muy alta, entre el salario emocional y retención del talento humano en una empresa agroexportadora - Lima, con un Rho Spearman de un r= 0,979 y un Sig. Bilateral es 0.000, inferior a 0.05, aceptando la hipótesis alterna y rechazando la nula

Propuesta de mejora de la productividad en el área de maquinado de una empresa del sector industrial metalmecánico utilizando la metodología Estudio del Trabajo

Esta investigación se ha elaborado con el propósito de desarrollar las técnicas del estudio de trabajo en una empresa del sector metalmecánico, con la finalidad de estimar la factibilidad de la metodología para mejorar la productividad en el área de maquinado. En función al objetivo, primero se evaluó el estado actual de los indicadores de la productividad luego, se empleó las técnicas estudio de métodos y medición de tiempos con el soporte de las herramientas lluvia de ideas, Ishikawa, matriz de priorización, Pareto y diagrama de árbol, el cual, permitió analizar y priorizar los factores más críticos, siendo estos, ausencia de métodos de trabajo, falta de un tiempo estándar en los procesos de maquinado, escasa o nula gestión de capacitación al personal, falta de mantenimiento de máquinas que atribuyen la baja productividad en el área de maquinado. Con base a lo propuesto, se desarrolla cada etapa de las técnicas de estudio de trabajo los cuales facilitaron la evaluación y control del proceso de maquinado. De esta manera, se proponen alternativas de un nuevo método de trabajo, estandarización de tiempo del proceso y un procedimiento de capacitación para los trabajadores, con esto, se estima la disminución del tiempo del proceso de maquinado de la zapata-MN de 309 min a 287 min. En efecto, se aumenta la producción de 646,55 kg/h a 745,68 kg/h. Por esta razón, la productividad se incrementa de 74% a 85%. En resumen, se concluye que la propuesta de la metodología permite una variación de 15.33% en la productividad del área de maquinado. Puesto que, agiliza y simplifica el trabajo.Trabajo de investigaciónCampus Lima Centr

Influencia de la funcionalidad familiar en la resiliencia en estudiantes de zona rural y urbana 2022

Introducción: el presente trabajo responde a la hipótesis de la asociación de la resiliencia y la funcionalidad familiar en estudiantes de zonas rurales y urbanas, que se identificó al inicio de la investigación y que la motivó. Para dar respuesta al problema hallado se planteó el objetivo de hacer un análisis de cómo la resiliencia se ve asociada a la funcionalidad familiar de los estudiantes. Material y métodos: se desarrolló un estudio transversal de tipo correlacional comparativo en 188 alumnos del área urbana y 207 del área rural, mediante un muestreo no probabilístico por conveniencia de acuerdo al acceso a los estudiantes alineados a las horas de tutoría

Mifepristone increases mRNA translation rate, triggers the unfolded protein response, increases autophagic flux, and kills ovarian cancer cells in combination with proteasome or lysosome inhibitors

The synthetic steroid mifepristone blocks the growth of ovarian cancer cells, yet the mechanism driving such effect is not entirely understood. Unbiased genomic and proteomic screenings using ovarian cancer cell lines of different genetic backgrounds and sensitivities to platinum led to the identification of two key genes upregulated by mifepristone and involved in the unfolded protein response (UPR): the master chaperone of the endoplasmic reticulum (ER), glucose regulated protein (GRP) of 78 kDa, and the CCAAT/enhancer binding protein homologous transcription factor (CHOP). GRP78 and CHOP were upregulated by mifepristone in ovarian cancer cells regardless of p53 status and platinum sensitivity. Further studies revealed that the three UPR-associated pathways, PERK, IRE1α, and ATF6, were activated by mifepristone. Also, the synthetic steroid acutely increased mRNA translation rate, which, if prevented, abrogated the splicing of XBP1 mRNA, a non-translatable readout of IRE1α activation. Moreover, mifepristone increased LC3-II levels due to increased autophagic flux. When the autophagic–lysosomal pathway was inhibited with chloroquine, mifepristone was lethal to the cells. Lastly, doses of proteasome inhibitors that are inadequate to block the activity of the proteasomes, caused cell death when combined with mifepristone; this phenotype was accompanied by accumulation of poly-ubiquitinated proteins denoting proteasome inhibition. The stimulation by mifepristone of ER stress and autophagic flux offers a therapeutic opportunity for utilizing this compound to sensitize ovarian cancer cells to proteasome or lysosome inhibitors.Fil: Zhang, Lei. University Of South Dakota; Estados UnidosFil: Hapon, María Belén. University Of South Dakota; Estados Unidos. Consejo Nacional de Investigaciones Científicas y Técnicas. Centro Científico Tecnológico Conicet - Mendoza. Instituto de Medicina y Biología Experimental de Cuyo; ArgentinaFil: Goyeneche, Alicia A.. University Of South Dakota; Estados Unidos. McGill University; CanadáFil: Srinivasan, Rekha. University Of South Dakota; Estados UnidosFil: Gamarra Luques, Carlos Diego. University Of South Dakota; Estados Unidos. Consejo Nacional de Investigaciones Científicas y Técnicas. Centro Científico Tecnológico Conicet - Mendoza. Instituto de Medicina y Biología Experimental de Cuyo; ArgentinaFil: Callegari, Eduardo A.. University Of South Dakota; Estados UnidosFil: Drappeau, Donis D.. University Of South Dakota; Estados UnidosFil: Terpstra, Erin J.. University Of South Dakota; Estados UnidosFil: Pan, Bo. University Of South Dakota; Estados UnidosFil: Knapp, Jennifer R.. University of Kansas; Estados UnidosFil: Chien, Jeremy. University of Kansas; Estados UnidosFil: Wang, Xuejun. University Of South Dakota; Estados UnidosFil: Eyster, Kathleen M.. University Of South Dakota; Estados UnidosFil: Telleria, Carlos Marcelo. University Of South Dakota; Estados Unidos. McGill University; Canadá. Consejo Nacional de Investigaciones Científicas y Técnicas; Argentin

Proceedings of the 3rd Biennial Conference of the Society for Implementation Research Collaboration (SIRC) 2015: advancing efficient methodologies through community partnerships and team science : Seattle, WA, USA. 24-26 September 2015.

Introduction to the 3rd Biennial Conference of the Society for Implementation Research Collaboration: advancing efficient methodologies through team science and community partnerships Cara Lewis, Doyanne Darnell, Suzanne Kerns, Maria Monroe-DeVita, Sara J. Landes, Aaron R. Lyon, Cameo Stanick, Shannon Dorsey, Jill Locke, Brigid Marriott, Ajeng Puspitasari, Caitlin Dorsey, Karin Hendricks, Andria Pierson, Phil Fizur, Katherine A. Comtois A1: A behavioral economic perspective on adoption, implementation, and sustainment of evidence-based interventions Lawrence A. Palinkas A2: Towards making scale up of evidence-based practices in child welfare systems more efficient and affordable Patricia Chamberlain A3: Mixed method examination of strategic leadership for evidence-based practice implementation Gregory A. Aarons, Amy E. Green, Mark. G. Ehrhart, Elise M. Trott, Cathleen E. Willging A4: Implementing practice change in Federally Qualified Health Centers: Learning from leaders’ experiences Maria E. Fernandez, Nicholas H. Woolf, Shuting (Lily) Liang, Natalia I. Heredia, Michelle Kegler, Betsy Risendal, Andrea Dwyer, Vicki Young, Dayna Campbell, Michelle Carvalho, Yvonne Kellar-Guenther A3: Mixed method examination of strategic leadership for evidence-based practice implementation Gregory A. Aarons, Amy E. Green, Mark. G. Ehrhart, Elise M. Trott, Cathleen E. Willging A4: Implementing practice change in Federally Qualified Health Centers: Learning from leaders’ experiences Maria E. Fernandez, Nicholas H. Woolf, Shuting (Lily) Liang, Natalia I. Heredia, Michelle Kegler, Betsy Risendal, Andrea Dwyer, Vicki Young, Dayna Campbell, Michelle Carvalho, Yvonne Kellar-Guenther A5: Efficient synthesis: Using qualitative comparative analysis and the Consolidated Framework for Implementation Research across diverse studies Laura J. Damschroder, Julie C. Lowery A6: Establishing a veterans engagement group to empower patients and inform Veterans Affairs (VA) health services research Sarah S. Ono, Kathleen F. Carlson, Erika K. Cottrell, Maya E. O’Neil, Travis L. Lovejoy A7: Building patient-practitioner partnerships in community oncology settings to implement behavioral interventions for anxious and depressed cancer survivors Joanna J. Arch, Jill L. Mitchell A8: Tailoring a Cognitive Behavioral Therapy implementation protocol using mixed methods, conjoint analysis, and implementation teams Cara C. Lewis, Brigid R. Marriott, Kelli Scott A9: Wraparound Structured Assessment and Review (WrapSTAR): An efficient, yet comprehensive approach to Wraparound implementation evaluation Jennifer Schurer Coldiron, Eric J. Bruns, Alyssa N. Hook A10: Improving the efficiency of standardized patient assessment of clinician fidelity: A comparison of automated actor-based and manual clinician-based ratings Benjamin C. Graham, Katelin Jordan A11: Measuring fidelity on the cheap Rochelle F. Hanson, Angela Moreland, Benjamin E. Saunders, Heidi S. Resnick A12: Leveraging routine clinical materials to assess fidelity to an evidence-based psychotherapy Shannon Wiltsey Stirman, Cassidy A. Gutner, Jennifer Gamarra, Dawne Vogt, Michael Suvak, Jennifer Schuster Wachen, Katherine Dondanville, Jeffrey S. Yarvis, Jim Mintz, Alan L. Peterson, Elisa V. Borah, Brett T. Litz, Alma Molino, Stacey Young McCaughanPatricia A. Resick A13: The video vignette survey: An efficient process for gathering diverse community opinions to inform an intervention Nancy Pandhi, Nora Jacobson, Neftali Serrano, Armando Hernandez, Elizabeth Zeidler- Schreiter, Natalie Wietfeldt, Zaher Karp A14: Using integrated administrative data to evaluate implementation of a behavioral health and trauma screening for children and youth in foster care Michael D. Pullmann, Barbara Lucenko, Bridget Pavelle, Jacqueline A. Uomoto, Andrea Negrete, Molly Cevasco, Suzanne E. U. Kerns A15: Intermediary organizations as a vehicle to promote efficiency and speed of implementation Robert P. Franks, Christopher Bory A16: Applying the Consolidated Framework for Implementation Research constructs directly to qualitative data: The power of implementation science in action Edward J. Miech, Teresa M. Damush A17: Efficient and effective scaling-up, screening, brief interventions, and referrals to treatment (SBIRT) training: a snowball implementation model Jason Satterfield, Derek Satre, Maria Wamsley, Patrick Yuan, Patricia O’Sullivan A18: Matching models of implementation to system needs and capacities: addressing the human factor Helen Best, Susan Velasquez A19: Agency characteristics that facilitate efficient and successful implementation efforts Miya Barnett, Lauren Brookman-Frazee, Jennifer Regan, Nicole Stadnick, Alison Hamilton, Anna Lau A20: Rapid assessment process: Application to the Prevention and Early Intervention transformation in Los Angeles County Jennifer Regan, Alison Hamilton, Nicole Stadnick, Miya Barnett, Anna Lau, Lauren Brookman-Frazee A21: The development of the Evidence-Based Practice-Concordant Care Assessment: An assessment tool to examine treatment strategies across practices Nicole Stadnick, Anna Lau, Miya Barnett, Jennifer Regan, Scott Roesch, Lauren Brookman-Frazee A22: Refining a compilation of discrete implementation strategies and determining their importance and feasibility Byron J. Powell, Thomas J. Waltz, Matthew J. Chinman, Laura Damschroder, Jeffrey L. Smith, Monica M. Matthieu, Enola K. Proctor, JoAnn E. Kirchner A23: Structuring complex recommendations: Methods and general findings Thomas J. Waltz, Byron J. Powell, Matthew J. Chinman, Laura J. Damschroder, Jeffrey L. Smith, Monica J. Matthieu, Enola K. Proctor, JoAnn E. Kirchner A24: Implementing prolonged exposure for post-traumatic stress disorder in the Department of Veterans Affairs: Expert recommendations from the Expert Recommendations for Implementing Change (ERIC) project Monica M. Matthieu, Craig S. Rosen, Thomas J. Waltz, Byron J. Powell, Matthew J. Chinman, Laura J. Damschroder, Jeffrey L. Smith, Enola K. Proctor, JoAnn E. Kirchner A25: When readiness is a luxury: Co-designing a risk assessment and quality assurance process with violence prevention frontline workers in Seattle, WA Sarah C. Walker, Asia S. Bishop, Mariko Lockhart A26: Implementation potential of structured recidivism risk assessments with justice- involved veterans: Qualitative perspectives from providers Allison L. Rodriguez, Luisa Manfredi, Andrea Nevedal, Joel Rosenthal, Daniel M. Blonigen A27: Developing empirically informed readiness measures for providers and agencies for the Family Check-Up using a mixed methods approach Anne M. Mauricio, Thomas D. Dishion, Jenna Rudo-Stern, Justin D. Smith A28: Pebbles, rocks, and boulders: The implementation of a school-based social engagement intervention for children with autism Jill Locke, Courtney Benjamin Wolk, Colleen Harker, Anne Olsen, Travis Shingledecker, Frances Barg, David Mandell, Rinad S. Beidas A29: Problem Solving Teletherapy (PST.Net): A stakeholder analysis examining the feasibility and acceptability of teletherapy in community based aging services Marissa C. Hansen, Maria P. Aranda, Isabel Torres-Vigil A30: A case of collaborative intervention design eventuating in behavior therapy sustainment and diffusion Bryan Hartzler A31: Implementation of suicide risk prevention in an integrated delivery system: Mental health specialty services Bradley Steinfeld, Tory Gildred, Zandrea Harlin, Fredric Shephard A32: Implementation team, checklist, evaluation, and feedback (ICED): A step-by-step approach to Dialectical Behavior Therapy program implementation Matthew S. Ditty, Andrea Doyle, John A. Bickel III, Katharine Cristaudo A33: The challenges in implementing muliple evidence-based practices in a community mental health setting Dan Fox, Sonia Combs A34: Using electronic health record technology to promote and support evidence-based practice assessment and treatment intervention David H. Lischner A35: Are existing frameworks adequate for measuring implementation outcomes? Results from a new simulation methodology Richard A. Van Dorn, Stephen J. Tueller, Jesse M. Hinde, Georgia T. Karuntzos A36: Taking global local: Evaluating training of Washington State clinicians in a modularized cogntive behavioral therapy approach designed for low-resource settings Maria Monroe-DeVita, Roselyn Peterson, Doyanne Darnell, Lucy Berliner, Shannon Dorsey, Laura K. Murray A37: Attitudes toward evidence-based practices across therapeutic orientations Yevgeny Botanov, Beverly Kikuta, Tianying Chen, Marivi Navarro-Haro, Anthony DuBose, Kathryn E. Korslund, Marsha M. Linehan A38: Predicting the use of an evidence-based intervention for autism in birth-to-three programs Colleen M. Harker, Elizabeth A. Karp, Sarah R. Edmunds, Lisa V. Ibañez, Wendy L. Stone A39: Supervision practices and improved fidelity across evidence-based practices: A literature review Mimi Choy-Brown A40: Beyond symptom tracking: clinician perceptions of a hybrid measurement feedback system for monitoring treatment fidelity and client progress Jack H. Andrews, Benjamin D. Johnides, Estee M. Hausman, Kristin M. Hawley A41: A guideline decision support tool: From creation to implementation Beth Prusaczyk, Alex Ramsey, Ana Baumann, Graham Colditz, Enola K. Proctor A42: Dabblers, bedazzlers, or total makeovers: Clinician modification of a common elements cognitive behavioral therapy approach Rosemary D. Meza, Shannon Dorsey, Shannon Wiltsey-Stirman, Georganna Sedlar, Leah Lucid A43: Characterization of context and its role in implementation: The impact of structure, infrastructure, and metastructure Caitlin Dorsey, Brigid Marriott, Nelson Zounlome, Cara Lewis A44: Effects of consultation method on implementation of cognitive processing therapy for post-traumatic stress disorder Cassidy A. Gutner, Candice M. Monson, Norman Shields, Marta Mastlej, Meredith SH Landy, Jeanine Lane, Shannon Wiltsey Stirman A45: Cross-validation of the Implementation Leadership Scale factor structure in child welfare service organizations Natalie K. Finn, Elisa M. Torres, Mark. G. Ehrhart, Gregory A. Aarons A46: Sustainability of integrated smoking cessation care in Veterans Affairs posttraumatic stress disorder clinics: A qualitative analysis of focus group data from learning collaborative participants Carol A. Malte, Aline Lott, Andrew J. Saxon A47: Key characteristics of effective mental health trainers: The creation of the Measure of Effective Attributes of Trainers (MEAT) Meredith Boyd, Kelli Scott, Cara C. Lewis A48: Coaching to improve teacher implementation of evidence-based practices (EBPs) Jennifer D. Pierce A49: Factors influencing the implementation of peer-led health promotion programs targeting seniors: A literature review Agathe Lorthios-Guilledroit, Lucie Richard, Johanne Filiatrault A50: Developing treatment fidelity rating systems for psychotherapy research: Recommendations and lessons learned Kevin Hallgren, Shirley Crotwell, Rosa Muñoz, Becky Gius, Benjamin Ladd, Barbara McCrady, Elizabeth Epstein A51: Rapid translation of alcohol prevention science John D. Clapp, Danielle E. Ruderman A52: Factors implicated in successful implementation: evidence to inform improved implementation from high and low-income countries Melanie Barwick, Raluca Barac, Stanley Zlotkin, Laila Salim, Marnie Davidson A53: Tracking implementation strategies prospectively: A practical approach Alicia C. Bunger, Byron J. Powell, Hillary A. Robertson A54: Trained but not implementing: the need for effective implementation planning tools Christopher Botsko A55: Evidence, context, and facilitation variables related to implementation of Dialectical Behavior Therapy: Qualitative results from a mixed methods inquiry in the Department of Veterans Affairs Sara J. Landes, Brandy N. Smith, Allison L. Rodriguez, Lindsay R. Trent, Monica M. Matthieu A56: Learning from implementation as usual in children’s mental health Byron J. Powell, Enola K. Proctor A57: Rates and predictors of implementation after Dialectical Behavior Therapy Intensive Training Melanie S. Harned, Marivi Navarro-Haro, Kathryn E. Korslund, Tianying Chen, Anthony DuBose, André Ivanoff, Marsha M. Linehan A58: Socio-contextual determinants of research evidence use in public-youth systems of care Antonio R. Garcia, Minseop Kim, Lawrence A. Palinkas, Lonnie Snowden, John Landsverk A59: Community resource mapping to integrate evidence-based depression treatment in primary care in Brazil: A pilot project Annika C. Sweetland, Maria Jose Fernandes, Edilson Santos, Cristiane Duarte, Afrânio Kritski, Noa Krawczyk, Caitlin Nelligan, Milton L. Wainberg A60: The use of concept mapping to efficiently identify determinants of implementation in the National Institute of Health--President’s Emergent Plan for AIDS Relief Prevention of Mother to Child HIV Transmission Implementation Science Alliance Gregory A. Aarons, David H. Sommerfeld, Benjamin Chi, Echezona Ezeanolue, Rachel Sturke, Lydia Kline, Laura Guay, George Siberry A61: Longitudinal remote consultation for implementing collaborative care for depression Ian M. Bennett, Rinad Beidas, Rachel Gold, Johnny Mao, Diane Powers, Mindy Vredevoogd, Jurgen Unutzer A62: Integrating a peer coach model to support program implementation and ensure long- term sustainability of the Incredible Years in community-based settings Jennifer Schroeder, Lane Volpe, Julie Steffen A63: Efficient sustainability: Existing community based supervisors as evidence-based treatment supports Shannon Dorsey, Michael D Pullmann, Suzanne E. U. Kerns, Nathaniel Jungbluth, Lucy Berliner, Kelly Thompson, Eliza Segell A64: Establishment of a national practice-based implementation network to accelerate adoption of evidence-based and best practices Pearl McGee-Vincent, Nancy Liu, Robyn Walser, Jennifer Runnals, R. Keith Shaw, Sara J. Landes, Craig Rosen, Janet Schmidt, Patrick Calhoun A65: Facilitation as a mechanism of implementation in a practice-based implementation network: Improving care in a Department of Veterans Affairs post-traumatic stress disorder outpatient clinic Ruth L. Varkovitzky, Sara J. Landes A66: The ACT SMART Toolkit: An implementation strategy for community-based organizations providing services to children with autism spectrum disorder Amy Drahota, Jonathan I. Martinez, Brigitte Brikho, Rosemary Meza, Aubyn C. Stahmer, Gregory A. Aarons A67: Supporting Policy In Health with Research: An intervention trial (SPIRIT) - protocol and early findings Anna Williamson A68: From evidence based practice initiatives to infrastructure: Lessons learned from a public behavioral health system’s efforts to promote evidence based practices Ronnie M. Rubin, Byron J. Powell, Matthew O. Hurford, Shawna L. Weaver, Rinad S. Beidas, David S. Mandell, Arthur C. Evans A69: Applying the policy ecology model to Philadelphia’s behavioral health transformation efforts Byron J. Powell, Rinad S. Beidas, Ronnie M. Rubin, Rebecca E. Stewart, Courtney Benjamin Wolk, Samantha L. Matlin, Shawna Weaver, Matthew O. Hurford, Arthur C. Evans, Trevor R. Hadley, David S. Mandell A70: A model for providing methodological expertise to advance dissemination and implementation of health discoveries in Clinical and Translational Science Award institutions Donald R. Gerke, Beth Prusaczyk, Ana Baumann, Ericka M. Lewis, Enola K. Proctor A71: Establishing a research agenda for the Triple P Implementation Framework Jenna McWilliam, Jacquie Brown, Michelle Tucker A72: Cheap and fast, but what is “best?”: Examining implementation outcomes across sites in a state-wide scaled-up evidence-based walking program, Walk With Ease Kathleen P Conte A73: Measurement feedback systems in mental health: Initial review of capabilities and characteristics Aaron R. Lyon, Meredith Boyd, Abigail Melvin, Cara C. Lewis, Freda Liu, Nathaniel Jungbluth A74: A qualitative investigation of case managers’ attitudes toward implementation of a measurement feedback system in a public mental health system for youth Amelia Kotte, Kaitlin A. Hill, Albert C. Mah, Priya A. Korathu-Larson, Janelle R. Au, Sonia Izmirian, Scott Keir, Brad J. Nakamura, Charmaine K. Higa-McMillan A75: Multiple pathways to sustainability: Using Qualitative Comparative Analysis to uncover the necessary and sufficient conditions for successful community-based implementation Brittany Rhoades Cooper, Angie Funaiole, Eleanor Dizon A76: Prescribers’ perspectives on opioids and benzodiazepines and medication alerts to reduce co-prescribing of these medications Eric J. Hawkins, Carol A. Malte, Hildi J. Hagedorn, Douglas Berger, Anissa Frank, Aline Lott, Carol E. Achtmeyer, Anthony J. Mariano, Andrew J. Saxon A77: Adaptation of Coordinated Anxiety Learning and Management for comorbid anxiety and substance use disorders: Delivery of evidence-based treatment for anxiety in addictions treatment centers Kate Wolitzky-Taylor, Richard Rawson, Richard Ries, Peter Roy-Byrne, Michelle Craske A78: Opportunities and challenges of measuring program implementation with online surveys Dena Simmons, Catalina Torrente, Lori Nathanson, Grace Carroll A79: Observational assessment of fidelity to a family-centered prevention program: Effectiveness and efficiency Justin D. Smith, Kimbree Brown, Karina Ramos, Nicole Thornton, Thomas J. Dishion, Elizabeth A. Stormshak, Daniel S. Shaw, Melvin N. Wilson A80: Strategies and challenges in housing first fidelity: A multistate qualitative analysis Mimi Choy-Brown, Emmy Tiderington, Bikki Tran Smith, Deborah K. Padgett A81: Procurement and contracting as an implementation strategy: Getting To Outcomes® contracting Ronnie M. Rubin, Marilyn L. Ray, Abraham Wandersman, Andrea Lamont, Gordon Hannah, Kassandra A. Alia, Matthew O. Hurford, Arthur C. Evans A82: Web-based feedback to aid successful implementation: The interactive Stages of Implementation Completion (SIC)TM tool Lisa Saldana, Holle Schaper, Mark Campbell, Patricia Chamberlain A83: Efficient methodologies for monitoring fidelity in routine implementation: Lessons from the Allentown Social Emotional Learning Initiative Valerie B. Shapiro, B.K. Elizabeth Kim, Jennifer L. Fleming, Paul A. LeBuffe A84: The Society for Implementation Research Collaboration (SIRC) implementation development workshop: Results from a new methodology for enhancing implementation science proposals Sara J. Landes, Cara C. Lewis, Allison L. Rodriguez, Brigid R. Marriott, Katherine Anne Comtois A85: An update on the Society for Implementation Research Collaboration (SIRC) Instrument Review Projec

Proceedings of the 3rd Biennial Conference of the Society for Implementation Research Collaboration (SIRC) 2015: advancing efficient methodologies through community partnerships and team science

It is well documented that the majority of adults, children and families in need of evidence-based behavioral health interventionsi do not receive them [1, 2] and that few robust empirically supported methods for implementing evidence-based practices (EBPs) exist. The Society for Implementation Research Collaboration (SIRC) represents a burgeoning effort to advance the innovation and rigor of implementation research and is uniquely focused on bringing together researchers and stakeholders committed to evaluating the implementation of complex evidence-based behavioral health interventions. Through its diverse activities and membership, SIRC aims to foster the promise of implementation research to better serve the behavioral health needs of the population by identifying rigorous, relevant, and efficient strategies that successfully transfer scientific evidence to clinical knowledge for use in real world settings [3]. SIRC began as a National Institute of Mental Health (NIMH)-funded conference series in 2010 (previously titled the “Seattle Implementation Research Conference”; $150,000 USD for 3 conferences in 2011, 2013, and 2015) with the recognition that there were multiple researchers and stakeholdersi working in parallel on innovative implementation science projects in behavioral health, but that formal channels for communicating and collaborating with one another were relatively unavailable. There was a significant need for a forum within which implementation researchers and stakeholders could learn from one another, refine approaches to science and practice, and develop an implementation research agenda using common measures, methods, and research principles to improve both the frequency and quality with which behavioral health treatment implementation is evaluated. SIRC’s membership growth is a testament to this identified need with more than 1000 members from 2011 to the present.ii SIRC’s primary objectives are to: (1) foster communication and collaboration across diverse groups, including implementation researchers, intermediariesi, as well as community stakeholders (SIRC uses the term “EBP champions” for these groups) – and to do so across multiple career levels (e.g., students, early career faculty, established investigators); and (2) enhance and disseminate rigorous measures and methodologies for implementing EBPs and evaluating EBP implementation efforts. These objectives are well aligned with Glasgow and colleagues’ [4] five core tenets deemed critical for advancing implementation science: collaboration, efficiency and speed, rigor and relevance, improved capacity, and cumulative knowledge. SIRC advances these objectives and tenets through in-person conferences, which bring together multidisciplinary implementation researchers and those implementing evidence-based behavioral health interventions in the community to share their work and create professional connections and collaborations

Floating Solar: An Emerging Opportunity at the Energy-Water Nexus

Texas is experiencing tremendous growth, which puts pressure on resources including water and electricity supplies. Texas leads the nation in renewable energy production and is experiencing tremendous growth in the solar energy sector, with the Solar Energy Industries Association reporting that Texas is on track to become the fastest growing utility-scale solar market in the United States within the next five years. In this market, a new photovoltaic (PV) technology, floating solar, is gaining attention. Floating solar PV systems use the same types of PV panels as land-based systems, but the panels are either floating in the water (tethered to the land or substrate) or are suspended over a water body. Floating solar panels typically produce more energy than similarly-sized terrestrial systems (because of the cooling effect and reflectivity of the water). The shading provided by the solar panels can also significantly reduce evaporation and can improve water quality by inhibiting the growth of some types of algae and inhibiting bromide converting to bromate. In a climate where much of the state is arid or semi-arid and the entire state is subject to drought, a technology such as floating solar can be part of the solution. Texas reservoirs, water and wastewater treatment facilities, power plant cooling ponds, and irrigation ponds all have the opportunity to realize multiple benefits from floating solar that could not be achieved with a standard ground-mounted PV installation. Citation: Gamarra C, Ronk JJ. 2019. Floating solar: an emerging opportunity at the energy-water nexus. Texas Water Journal. 10(1):32-45. Available from: https://doi.org/10.21423/twj.v10i1.7050

How Powerful is Knowledge?: A Mixed-Methods Approach to Evaluating Mental Health Literacy in Caregivers

Despite a wealth of effective psychotherapies for youth mental health disorders, a significant proportion of affected youth do not receive treatment (Merikengas et al., 2011). Although a variety of factors may contribute to this treatment gap, one proposed hypothesis is a lack of caregiver mental health literacy. Mental health literacy (MHL) is defined as the “knowledge and attitudes about mental disorders that aid their recognition and treatment” (Jorm, 2000). Mental health literacy is a relatively new construct, and therefore, there are few psychometrically validated measurement tools available. Furthermore, no validated measures have been developed specifically to assess knowledge about youth mental health problems, and few studies have focused on measurement of caregiver MHL in Latinx samples. Additionally, although some emerging literature focuses on interventions to improve mental health literacy for specific populations, there are no interventions to date that specifically meet the needs of caregivers in Latinx communities, where negative attitudes about mental health problems and treatment is high but service utilization is low (Alegr�a, Vallas, & Pumariega, 2010; Turner et al., 2015). Using a mixed-methods approach, the goals of this dissertation were to: 1) develop an objective measure of MHL that specifically assesses youth mental health problems; 2) validate this measure in a caregiver sample, with a particular focus on Latinx caregivers; 3) examine the relationship between MHL and related constructs, including stigma toward having a child with mental illness and attitudes about seeking treatment for a child with mental health problems in this sample; and 4) explore preferences for and acceptability of interventions to improve caregiver MHL in Latinx communities. Study 1 described the initial development and validation for a newly developed mental health literacy test (MHLT v1). The MHLT v1 consisted of 40 statements that were presented in a True/False/Unsure format and assessed knowledge specifically about youth mental health problems. This measure was piloted in an undergraduate sample (N=354) and results demonstrated that the MHLT v1 had acceptable internal consistency and strong construct validity. Study 2 built upon these findings and discussed the refinement of the MHLT and psychometric validation of this measure in a caregiver sample. One-hundred and sixty-nine caregivers completed the revised MHLT (v2), along with two measures of attitudes about having a child with mental illness and seeking professional help for child’s mental health needs. Demographic variables of interest (e.g., race/ethnicity, education, income), history of mental health diagnoses and service use, and most helpful and trusted information sources, were also collected. Results demonstrated that the MHLT v2 demonstrated good internal consistency. Across demographic variables, non-Latinx White participants outperformed Latinx participants, and participants with graduate education scored higher than participants with a bachelor’s degrees or less. Scores on the MHLT were negatively correlated with stigma about having a child with mental illness, but not significantly correlated with stigma about help-seeking. In Study 3, ten Latinx caregivers participated in a one-time, individual interview and provided feedback about the MHLT content and test-taking experience. Participants reported that the MHLT was manageable and provided suggestions to refine item content. Additionally, interviews explored caregivers’ perceptions about their own knowledge of children’s mental health problems, stigma, and attitudes about help-seeking. Participants in this sample reported low levels of stigma and high openness to seeking professional help for their children’s mental health needs. Finally, participants discussed the perceived helpfulness and feasibility of interventions to improve caregiver mental health literacy, and provided input to improve the acceptability and effectiveness of knowledge interventions for Latinx caregivers in their community. All participants reported that increasing caregiver MHL was important and/or would be helpful or useful. However, participants were mixed about how other community members would respond to programs. Suggestions to increase community engagement and acceptability included delivery by a mental health professional, offering programs in Spanish and English, and reducing use of stigmatizing language (e.g., mental illness) in program content and advertisements

Dinámicas escolares asociadas a la construcción de un currículo intercultural para la paz y la justicia territorial en el Caribe colombiano. 2018-2019

This article has to do with a research carried out between 2018 and 2019 in a school of a rural setting in the Caribbean, which suffered the attacks of the Colombian fratricidal conflict. This region is characterized by its agricultural vocation of  banana crops for export. In this context, appears the primary school Thelma Rosa de Arévalo as a forum in which social phenomena are manifested, which the school institution begins to lead through transformation processes, using the action research methodology using the cooperative action research(-IAC) methodology. To do this, it makes a strategic alliance with the Educational Quality in a Plural World-CEMPLU group, attached to the Universidad del Magdalena. The epistemological process faithfully examined the school dynamics of a peasant community, associated with the construction of an intercultural curriculum that promotes territorial peace and justice. To do this, it was necessary to qualify the co-researcher teachers in the episteme "interculturality" as the central axis of the study. Their experiences and knowledge were taken into account to value their teaching expertise and understanding their sufferings as victims. In the latter aspect, the accumulated pain did not allow, in the first turn of the methodological spiral, the proposed teleological transformation will be achieved. The proposed teleological transformation will be achieved, suggesting to the writing of this text, to make a second turn of the IAC loop. Among the results it was found that the Institutional Educational Project-PEI is a technical document but it does not reflect the local reality avoiding the growth of an intercultural curriculum, since the latter requires the local educational communities and its members they should know "themselves". Without this elemental knowledge the imprint that marks the identity of people and their communities cannot be understood.Cet article fait référence à une enquête menée entre 2018 et 2019 [1] dans une école située en milieu rural dans les Caraïbes, qui a subi de plein fouet le conflit fratricide colombien. Caractérisé par sa vocation agricole, consistant en la culture de la banane pour l'exportation. Dans ce contexte, l'école Thelma Rosa de Arévalo émerge, comme un forum dans lequel se manifestent des phénomènes sociaux, que l'institution scolaire commence à mener à travers des processus de transformation, en utilisant la méthodologie Cooperative Action Research-IAC. Pour ce faire, il conclut une alliance stratégique avec le groupe Qualité éducative dans un monde pluriel - CEMPLU, rattaché à l'Universidad del Magdalena. Le processus épistémologique a fidèlement examiné la dynamique scolaire d'une communauté paysanne, associée à la construction d'un programme interculturel qui promeut la paix et la justice territoriales. Pour cela, il a fallu qualifier les cochercheurs enseignants de l'épistémé "interculturalité" comme axe central de l'étude. Parmi eux, les connaissances empiriques accumulées au cours de leur vie n'ont pas été gaspillées, valorisant leur expertise pédagogique et comprenant leurs souffrances en tant que victimes. Dans ce dernier aspect, la douleur accumulée n'a pas permis que, dans un premier tour de la spirale méthodologique, la transformation téléologique proposée soit réalisée, suggérant à l'écriture de ce texte, d'effectuer un deuxième tour de la boucle IAC. Parmi les résultats, il a été constaté que le Projet éducatif institutionnel-Î.-P.-É. est un document technique, qui ne reflète pas la réalité locale, empêchant la croissance d'un programme d'études interculturel, car ce dernier nécessite les communautés éducatives locales et leurs membres, le se "connaissent". Sans cette connaissance élémentaire, l'empreinte qui marque l'identité des personnes et de leurs communautés ne peut être conçue.   [1] Étude financée par le bureau du vice-président à la recherche de l'Universidad del Magdalena dans le cadre de son programme FONCIENCIAS. (Projet: Curriculum interculturel pour la paix et la justice territoriale: une étude sociale critique dans une communauté afro-colombienne), conformément à la loi d'initiation et à la résolution pour la nomination des chercheurs n ° 342 de 2018.O presente artigo está vinculado a uma pesquisa realizada entre os anos 2018-2019 em uma escola localizada no território rural do Caribe, que sofreu as consequências do conflito fratricida colombiano; caracterizado por sua vocação agrícola, consistente no cultivo de banana para exportação. É neste contexto em que emerge a escola Thelma Rosa de Arévalo, como um fórum no qual se manifestam fenômenos sociais, que a instituição escolar começa a exercer liderança, mediante processos de transformação, aplicando a metodologia de Pesquisa Ação Cooperativa-IAC. Para isso, realizou uma aliança estratégica com o grupo Qualidade Educativa num mundo Plural-CEMPLU, adscrito à Universidade de Magdalena. O processo epistemológico tratou de examinar, de maneira fidedigna, as dinâmicas escolares de uma comunidade campesina, associadas à construção de um currículo intercultural que promova a paz e a justiça territorial. Para isso, foi necessário qualificar os professores copesquisadores na episteme da “Interculturalidade” como eixo central do estudo. Referente a eles, não se desprezou os saberes empíricos acumulados no transcurso de suas vidas, valorizando-se suas expertises docentes e compreendendo seus sofrimentos como vítimas. Neste último aspecto, a dor acumulada não permitiu que, num primeiro giro da espiral metodológica, a transformação teleológica proposta será alcançada, sugerindo-se a produção deste texto, realizando um segundo giro do circuito da IAC. Entre os resultados temos que o Projeto Educacional Institucional-PEI é um documento técnico que não reflete a realidade local, impedindo o desenvolvimento de um currículo intercultural, posto que este último exige das comunidades educativas locais e de seus membros o conhecer-se “a si mesmos”. Sem este conhecimento elementar, não se concebe as características que marcam a identidade das pessoas e de suas comunidades.E Objetivo: El artículo esboza una comprensión en torno a la elaboración de un currículo intercultural para comunidades educativas donde sus miembros han sido victimas del conflicto armado colombiano. Método: Generando un diálogo de saberes y conocimientos entre investigadores y participantes, en un ejercicio de formación recíproca que llevó a reivindicar la tradición oral, que ha sido subalternizada por los discursos escolares del orden transnacional. Estrategias:El horizonte teleológico se trazó en la concepción de hacer una intervención cooperativa, en la cual participó una universidad y una escuela pública rural con el fin de empoderar categorías como interculturalidad, paz y justicia territorial en sus miembros. Esta sinergia incentivó a la comunidad para dar un salto adelante en su nivel de conciencia de práctica docente frente al “otro”. Originalidad: Esta comunicación académica sustenta la elaboración de nuevo conocimiento a partir de las voces de los participantes in situ. Conclusión: La rutina investigativa de injerencia se asume como una herramienta crítica para el cambio social, especialmente, cuando dentro de sus marcos generales los maestros aprenden a innovar y mejorar las realidades propias de una cultura o comunidad, en la expectativa de reconstruir experiencias de aprendizaje que pueden ser propuestas a partir del diseño, implementación y evaluación de acciones pedagógicas para la diversidad