El texto argumentativo como entrada al discurso académico en el CESA

This paper describes the class experience with respect to the use of the official platform of the Technological of Costa Rica in the courses of Oral Communication and Written Communication (first semester-2019). The independence of the student is shown through the use of this technological tool and the strengthening and usefulness that it represents in the courses for the student as well as for the educator. The technological tool is described in its structure, mode of use, associated functions and the criteria of the students about their frequency of use, degree of utility and mode of access to this tool. The results are based on an analysis of data provided by teachers and students in the communication area of said Costa Rican University. This analysis gathers criteria of students from different careers, mostly engineering, with respect to the use of this tool in the aforementioned courses. In addition, the experience of teachers who teach these subjects and use the Tec Digital platform. The information was collected through two digital surveys in Google Forms, one for teachers and another for students.

The Corporate Annual Report: a Basic Resource in the Written Communications Course

La subjetividad de la valoración cualitativa es un reto común para docentes y administradores educativos, en particular cuando se trata de cuantificar actitudes, conocimientos o valores con fines evaluativos. Entre las diferentes estrategias utilizadas para salvar esta dificultad se encuentran las Rúbricas, cuya principal pretensión es cuantificar elementos que suelen ser abstractos. En este artículo se propondrá, en torno al valor formativo de la evaluación, un vocablo diferente para el tradicionalmente conocido como Rúbrica, se explicará el proceso de di- seño y puesta en marcha de esta herramienta para facilitar la evaluación en varios cursos y se analizará la experiencia del autor aplicándola du- rante ocho años en el curso de Comunicación Escrita en la Universidad EARTH de Costa Rica.

Objectives: Psychological stress is an important determinant of health, including for mental well-being and sexual health. However, little is known about the prevalence and psychosocial and sexual health correlates of perceived stress among young people in South Africa, where elevated life-stressors are an important driver of health inequities. This study examines the association between intimate partner violence (IPV), psychosocial and sexual health, and perceived stress, by gender, among South African adolescents and young adults.Methods: Using baseline survey data from AYAZAZI, a cohort study enrolling youth (16–24 years) from Durban and Soweto, we used the 10-item Perceived Stress Scale (PSS-10) to measure the degree to which an individual perceives their life situations as unpredictable, uncontrollable, and overloaded. Possible scores range between 0 and 40; higher scores indicating higher perceived stress. Crude and adjusted gender-stratified linear regression models examined associations between sexual health factors, experiences (young women) and perpetration (young men) of IPV, anxiety (APA 3-item Scale, ≥2 = probable anxiety), and depression (10-item CES-D Scale, ≥10 = probable depression) and perceived stress. Multivariable models adjusted for age, income, sexual orientation, and financial dependents.Results: Of the 425 AYAZAZI participants, 60% were young women. At baseline, 71.5% were students//learners and 77.2% earned ≤ ZAR1600 per month (~$100 USD). The PSS-10 had moderate reliability (α = 0.70 for young women, 0.64 for young men). Young women reported significantly higher mean PSS scores than young men [18.3 (6.3) vs. 16.4 (6.0)]. In adjusted linear regression models, among young women experiences of IPV (β = 4.33; 95% CI: 1.9, 6.8), probable depression (β = 6.63; 95% CI: 5.2, 8.1), and probable anxiety (β = 5.2; 95% CI: 3.6, 6.8) were significantly associated with higher PSS scores. Among young men, ever perpetrating IPV (β = 2.95; 95% CI: 0.3, 5.6), probable depression (β = 6; 95% CI: 4.3, 7.6), and probable anxiety (β = 3.9; 95% CI: 2.1, 5.8) were significantly associated with higher perceived stress.Conclusion: We found that probable depression, anxiety, perpetration of IPV among young men, and experiences of IPV among young women, were associated with higher perceived stress. Critical efforts are needed to address the gendered stressors of young men and women and implement services to address mental health within violence prevention efforts.

University education faces several challenges and difficulties in the development of soft skills in students, especially in the ability to work in a team and communicate their ideas with coherence and cohesion through original texts. These skills go beyond the academic environment because it is necessary for successful integration into the labor market. Therefore, this work aims to generate collaborative experiences to produce original texts. The methodology applied is two activities scheduled during the 2019–I academic semester: the advance and final document; hence, it was established to use plagiarism software to submit academic papers and create collaborative experiences to contrast their errors and seek collaborative strategies to raise observations. Results contributed significantly to both competencies, since there is an increase in the average of the classroom of 3.05 in the production of texts; and as well as the decrease in the percentage of copy in the final presentation of the academic text of initial research to the 20% of similarity as opposed to the 50% of similarity of the majority of students in the first presentation.

This chapter proposes that composition instructors focus less on the technical aspects of having students get Web pages published and more on teaching them basic hypertext principles, visual design principles, and writing strategies for presenting arguments in hypertext form. More and more professional and technical communication courses are incorporating Web page creation and/or website design into their pool of required assignments, while at the same time a growing number of first-year composition instructors are also beginning to incorporate Web pages into their repertoire of genres. This convergence is creating interesting paradoxes for instructors of both types and for website developers in the workplace. If basic hypertext principles are taught in earlier prerequisite courses, technical communication instructors could spend more time teaching more advanced hypertext theories and instructing students in the more technical aspects of the software they are using.

This chapter proposes that composition instructors focus less on the technical aspects of having students get Web pages published and more on teaching them basic hypertext principles, visual design principles, and writing strategies for presenting arguments in hypertext form. More and more professional and technical communication courses are incorporating Web page creation and/or website design into their pool of required assignments, while at the same time a growing number of first-year composition instructors are also beginning to incorporate Web pages into their repertoire of genres. This convergence is creating interesting paradoxes for instructors of both types and for website developers in the workplace. If basic hypertext principles are taught in earlier prerequisite courses, technical communication instructors could spend more time teaching more advanced hypertext theories and instructing students in the more technical aspects of the software they are using.Request access from your librarian to read this chapter's full text.

In this article we have reflect on the digital culture and its implications in education field, emphasizing the characteristics of the transmedia narrative. The objectives were to discuss the relationship between transmediation and the education, based on the methodology of teaching of textual genres with students of the social communication course - journalism of a private university in the brazilian northeast. We also used as methodology the bibliographic research and participant observation. As a result, we conclude that the elements of the transmedia narrative in the students's textual production have presented advantages and improvements for the educational process.

Using "calendar" data for single women aged 15-24 from successive Demographic and Health Surveys (DHS) conducted in Colombia and Peru during the 1990s, we document trends, year by year, in sexual activity, the use of contraceptives, and subsequent reproductive outcomes. We provide evidence of the important and hitherto largely untapped potential of DHS calendar data to draw complete sexual and reproductive profiles when data from various surveys are integrated. Over the period 1985-1999, young single women in both Colombia and Peru became sexually active at younger ages. The use of contraceptives, especially the use of condoms, increased but did not fully offset the rise in sexual activity, and thus the incidence of premarital conceptions rose among young single women. In both countries, sharp declines occurred in the proportion of premaritally conceived births that were reported as being wanted.

Background: Young women with breast cancer (BC) are increasingly choosing contralateral prophylactic mastectomy (CPM), yet little is known about the impact of surgical choices on quality of life (QOL) and psychological health. Using a large, prospective cohort of young women with BC, we sought to evaluate psychosocial outcomes following surgery. Methods: Among participants of the Young Women's BC Study, a multi-center cohort of women dx'd with BC at age ≤40, we identified women with Stage 0-3 unilateral BC who had surgery and completed surveys that included measures of QOL (CARES) and psychological health (HADS). Linear mixed-effects models were fit to assess changes from 1 to 3 years (yrs) post-dx in anxiety, depression, psychosocial, body image, and sexual scores. Adjusted (stage, hormone receptor status, chemotherapy, age) means were estimated and differences compared (Bonferroni adjusted p-values) between CPM vs breast conserving surgery (BCS) and unilateral mastectomy (UM) at 1, 2, and 3 yrs. Results: Of 863 women, 30% had BCS, 24% UM, 46% CPM. Median age at dx was 37 (range: 22-40). Of women who had UM/CPM, 84% had reconstruction. Among women who had CPM, mean body image (p=.02), psychosocial (p<.0001), sexual (p<.0001), and depression p=.0007) scores decreased, indicating improvement, from yr 1 to 2 but remained stable from yr 2 to 3 (Table). Anxiety decreased from yr 1 to 2 for women who had BCS (p=.0007) and M (p=.03), and from yr 2 to 3 for women who had CPM (p=.003). Body image scores did not change significantly between any time points among women who had M or BCS. Overall change trajectories for sexual (p=.03) and anxiety scores (p=.008) differed by surgery. Compared to BCS and UM, psychosocial scores were higher in women who had CPM at 1 yr (p<.05) and remained higher compared to BCS at 2 yrs (p=.04). Anxiety was higher among women who had CPM vs UM at 1 and 2 yrs (p<.01), vs BCS at 2 yrs (p=.004). Depression was higher among women who had CPM vs UM in yr 1 (p=.05). By yr 3, there were no significant differences in anxiety, depression, and overall psychosocial scores between groups. Compared to BCS, women who had CPM had higher sexual and body image scores (p<.01), indicating worse QOL, at all timepoints. Compared to UM, women who had CPM had higher sexual scores at 1 and 3 yrs (p<.05) and body image scores at 3 yrs (p=.02). Conclusions: While psychosocial health improves over time, differences by surgery persist, with women who have CPM experiencing more sexual and body image issues compared to women who undergo BCS or M in the years following surgery. Given that surgical choices may be affected by distress experienced before or at dx, ensuring young women receive adequate support when making surgical decisions as well as after surgery is warranted. Mean CARES and HADS scores Year 123Psychosocial*CPM.89.78.76 UM.75.69.66 BCS.72.65.66 Sexual*CPM1.641.371.40 UM1.411.291.08 BCS1.181.071.04 Body image*CPM1.331.221.30 UM1.161.131.04 BCS.64.57.56 Anxiety**CPM7.657.406.79 UM6.505.916.39 BCS7.036.226.50 Depression**CPM3.723.213.25 UM3.022.802.70 BCS3.332.823.13**CARES range: 0-4;higher scores=worse QOL **HADS range 0-21;higher scores=more anxiety/depression Citation Format: Rosenberg SM, Hu J, Dominici LS, Poorvu PD, Ruddy KJ, Tamimi RM, Schapira L, Come S, Peppercorn JM, Borges VF, Partridge AH. Longitudinal changes in psychosocial health in young women following breast cancer surgery: Results from a multi-center cohort study [abstract]. In: Proceedings of the 2018 San Antonio Breast Cancer Symposium; 2018 Dec 4-8; San Antonio, TX. Philadelphia (PA): AACR; Cancer Res 2019;79(4 Suppl):Abstract nr P2-14-03.

This study investigates the impact of ethics instruction in communication courses on students’ moral reasoning competence. Using a quasi-experiment, participants in interpersonal conflict courses and communication ethics courses were exposed to different levels of ethics instruction through a variety of instructional methods. Results indicate that students who completed conflict courses demonstrated significant gains in moral-reasoning abilities, whereas students in communication ethics courses demonstrated small but insignificant gains in moral reasoning. Additionally, significant differences in gains in moral-reasoning competence occurred between students who had high pretest scores and students who had low pretest scores. Instructional methods significantly affected students’ reports of the degree to which ethics had been addressed in courses.

BackgroundPatients fearing dental interventions are at risk of delaying or skipping much-needed treatments. Empathic communication could lead to a higher rate of compliance from patients within this group. Empathy, the big five personality traits, and emotion management abilities are all known to influence the quality of communication between dentists and patients. This study was conducted to analyze whether there is a correlation between these factors in dentistry students.MethodsDentistry students in their 2nd and 4th year of study were asked to complete questionnaires assessing empathy, emotion management, and personality traits. Out of a total of 148 eligible participants, 53 students (34%) volunteered to participate. For empathy, the Jefferson Scale of Physician Empathy (students’ version; JSPE-S) and the Interpersonal Reactivity Index (IRI) were used. Personality traits were assessed using the Short Big Five Inventory (BFI-s), and the Situational Test of Emotional Management (STEM) to measure emotional management ability.ResultsHigher scores for emotion management were significantly correlated with the female gender (p ≤ 0.005) and with higher scores in openness (p ≤ 0.05). Students with higher scores in openness also achieved higher scores on the IRI subscales: Perspective taking (p ≤ 0.05), Fantasy (p ≤ 0.01), Empathic concern (p ≤ 0.05), and Personal distress (p ≤ 0.05). For JSPE-S, no correlation with emotion management and personality traits was found.ConclusionEmpathy and emotion management might not be significantly related in dentistry students. Regarding personality traits, students who scored higher on openness also indicated higher abilities in emotion management. These findings should be taken into consideration when planning communication courses for dentistry students, as it might be possible to independently train empathy and emotion management as part of emotional intelligence.

Background Mass gatherings like the UEFA European Football Championship in Germany pose a challenge for public health, elevating the risk of infectious disease outbreaks. The Robert Koch Institute (RKI) is performing intensified surveillance during this event, including data from emergency departments (ED). So far, no standardised process for signal detection, their assessment and communication exists for ED surveillance. Methods We reviewed the literature to identify an appropriate signal detection method for ED surveillance. We tested different aggregation levels of the ED data, to ensure sufficient quality with sparse categories. After consulting with international experts, we defined a standardized process for signal assessment. We developed an interactive dashboard to investigate anomalies by further analysing the ED data. Results We used the Farrington Flexible algorithm, but expanded its functionality to perform daily instead of weekly monitoring. Aggregating to federal state level or in five age categories provided enough daily data for the algorithm. During the assessment, identified signals will be automatically scored based on pre-defined criteria (e.g. excess number of cases, reoccurrence in previous days). Signals with a high score will be forwarded to an epidemiological assessment, where they are manually evaluated based on standardised questions (e.g. expected seasonality, disease severity). Surveillance experts at RKI discuss them further and decide the course of communication and possible further measures. We developed an interactive dashboard in which signal detection and assessment is visualized. Conclusions Syndromic surveillance using ED data is used as an information source for early warning during a mass sporting event in Germany. Signal detection enables the identification of potential outbreaks, while the standardized assessment process ensures an efficient way to prioritize and steer communication efforts across public health services. Key messages • Syndromic surveillance using signal detection has previously proven valuable to detect potential outbreaks of infectious diseases during mass gatherings. • A standardised signal assessment process including an automatic and manual component ensures a sustainable and efficient way to prioritize possible incidents and steer public health communication.

Superior student chart notes challenge Medicare documentation policies.

Rubrics are a commonly used tool to evaluate student work in the introductory communication course. Although rubrics may appear objective, they are continually interpreted by both instructors and students, often reflecting traditional classroom power dynamics. In order to understand how rubrics constrain as well as expand opportunities for the enactment of critical communication pedagogy, we conducted an interpretive analysis of the presentational speaking rubrics used in the introductory communication course at 20 institutions in the United States. In doing so, we identified three levels of rubric context: high, low, and shared. These contexts inform important theoretical and pedagogical implications for the introductory course, as they highlight existing power dynamics, instructor grading practices, and student agency.