Spanish Academy Research Articles

Análisis de los diagnósticos realizados en la actividad ambulatoria dermatológica en España: muestreo aleatorio nacional DIADERM

IntroductionDermatologists perform most of their work in outpatient or private clinics. Data on the diagnoses made by dermatologists in these settings are lacking, however, as outpatient activity, unlike hospital activity, is difficult to code. The aim of this study was to analyze the diagnoses made by members of the Spanish Academy of Dermatology and Venereology (AEDV) at dermatology clinics in Spain. MethodologyWe selected a random sample of AEDV dermatologists drawn from the AEDV list and stratified by geographic area. The selected dermatologists received instructions on how to collect the data required. Each participant recorded the diagnosis reached and other data for patients seen during 2 specified periods: 3 days in January and 3 days in May. The diagnoses were subsequently coded by a dermatologist expert in applying the International Classification of Diseases (10th revision). In view of the complex nature of the sample, data were analyzed with standard error and finite population corrections. ResultsThe sample consisted of 124 dermatologists. Of these, 65% participated in the first phase of the study and 59% in the second. An estimated 621 562 patients (95% CI, 368 130-874 995) visit the dermatologist every month in Spain. This is the equivalent of 28 (25-31) patients per day per clinic. The most common diagnosis recorded was actinic keratosis, followed by basal cell carcinoma and melanocytic nevus. The vast majority of visits took place at the clinic, but 1% of patients (0.3%-3%) were assessed using teledermatology. ConclusionsThis is the first study in Spain to analyze diagnoses made by AEDV members at outpatient dermatology clinics. Our findings show a high volume of activity and will be useful for guiding health care planning, resource use, and future studies.

La Orden de Alcántara y el papado durante la Edad Media según la documentación pontificia (primera parte)

El autor de este artículo ofrece los primeros resultados de su investigación sobre los fondos medievales referidos a la orden de Alcántara que se conservan, principalmente, en los Archivos Vaticanos, en la Real Academia de la Historia y en la Biblioteca Nacional de Madrid. En esta primera entrega expone, asimismo, sus conclusiones históricas, a la luz de la documentación pontificia, acerca de los orígenes de la orden y las relaciones de la misma con la jurisdicción papal.

La Orden de Alcántara durante la Edad Media según la documentación pontificia: sus relaciones institucionales con las Diócesis, el Císter, otras Órdenes Militares y la Monarquía (segunda parte)

El autor da a conocer los primeros resultados de su investigación sobre los fondos medievales referidos a la orden de Alcántara que se conservan, principalmente, en los Archivos Vaticanos, la Real Academia de la Historia y la Biblioteca Nacional de Madrid. En esta segunda entrega expone sus conclusiones históricas, a la luz de la rica documentación pontificia, acerca de las relaciones de dicha orden con las diócesis circundantes, el Císter, otras órdenes militares y la monarquía.

Clinical Research at Territorial Section Meetings of the Spanish Academy of Dermatology and Venereology (AEDV)

IntroductionClinical research is the study of patients with the aim of improving care. Our objectives were to calculate the percentage of presentations at territorial section meetings of the Spanish Academy of Dermatology and Venereology (AEDV) that described clinical research, to assess the level of evidence the research provided, and to analyze change in clinical research volume over time. Material and methodsWe reviewed supplements of the journal Actas Dermo-Sifiliográficas for 2000 through 2015 that contained abstracts of presentations given at the AEDV section meetings in Galicia; the area comprising Asturias, Cantabria, and Castile-Leon (ACCL); and Andalusia. We selected abstracts that met a previously validated definition of clinical research and categorized each according to level of evidence. We also analyzed how the weight of clinical research presentations changed over time. ResultsOf the total of 1,188 presentations, 29.6% met the criteria that defined clinical research. Most provided level-4 evidence (95.2%); 44.2% of those presentations reported cross-sectional studies and 55.8% analyzed case series. Clinical research accounted for 26.6% of the presentations in Galicia (94.7% of them, level 4), 22.7% of those at the ACCL meeting (97.6%, level 4), and 37.2% of those in Andalusia (94.3%, level 4). The proportion of clinical research increased significantly over the years studied. ConclusionsClinical research accounted for 29.6% of the communications presented at the meetings we reviewed. Most of these presentations concerned case series or cross-sectional studies. The prevalence of clinical research presentations differed between the 3 territories studied, but the levels of evidence were similar. The proportion of clinical research in the programs of these meetings has increased over time.

Position Statement of the Spanish Academy of Dermatology and Venereology on Teledermatology

Position Statement of the Spanish Academy of Dermatology and Venereology on Teledermatology

The Specter of Races: Latin American Anthropology and Literature between the Wars

The Specter of Races: Latin American Anthropology and Literature between the Wars

Royal Spanish Academy and Association of Academies of the Spanish Language: panhispánico Dictionary of doubts

No abstract available.

La investigación clínica en las secciones territoriales de la Academia Española de Dermatología y Venereología (AEDV)

IntroductionClinical research is the study of patients with the aim of improving care. Our objectives were to calculate the percentage of presentations at territorial section meetings of the Spanish Academy of Dermatology and Venereology (AEDV) that described clinical research, to assess the level of evidence the research provided, and to analyze change in clinical research volume over time. Material and methodsWe reviewed supplements of the journal Actas Dermo-Sifiliográficas for 2000 through 2015 that contained abstracts of presentations given at the AEDV section meetings in Galicia; the area comprising Asturias, Cantabria, and Castile-Leon (ACCL); and Andalusia. We selected abstracts that met a previously validated definition of clinical research and categorized each according to level of evidence. We also analyzed how the weight of clinical research presentations changed over time. ResultsOf the total of 1,188 presentations, 29.6% met the criteria that defined clinical research. Most provided level-4 evidence (95.2%); 44.2% of those presentations reported cross-sectional studies and 55.8% analyzed case series. Clinical research accounted for 26.6% of the presentations in Galicia (94.7% of them, level 4), 22.7% of those at the ACCL meeting (97.6%, level 4), and 37.2% of those in Andalusia (94.3%, level 4). The proportion of clinical research increased significantly over the years studied. ConclusionsClinical research accounted for 29.6% of the communications presented at the meetings we reviewed. Most of these presentations concerned case series or cross-sectional studies. The prevalence of clinical research presentations differed between the 3 territories studied, but the levels of evidence were similar. The proportion of clinical research in the programs of these meetings has increased over time.

Textisms, texting, and spelling in Spanish

This study examines undergraduates’ perception of usage in smartphone text message and their relationship with the process of learning Spanish spelling. The aim is to establish whether subjects who have become competent language users in a digital environment accept the use of textisms and whether these textisms are perceived differently depending on their phonetic, lexical, and multimodal features. A total of 388 undergraduates from the Faculty of Education Science of the University of Seville participated in a non-experimental study of a descriptive type based on surveys. The data showed that both standard Spanish writing and digital usage coexisted harmoniously in participants’ texts. However, a clear difference was established between textisms that modified Spanish writing rules and those that incorporated new elements not included in standard writing. Whereas textisms which modified the relationship between phonemes and graphemes were considered a challenge to standard writing as well as to academic literacy among young students (12–16), lexical textisms, emoticons, images, and videos were not considered harmful to standard Spanish. The study suggested that evolution of the writing rules set by the Spanish Academy could be influenced by the digital writing habits of young students.

“Limpia, fija y da esplendor”: Challenging the Symbolic Violence of the Royal Spanish Academy

The United States is home to the second-largest group of Spanish speakers in the world—with over 50 million. Along with about 400 million other Spanish speakers throughout the globe, U.S. Spanish speakers have been subjected to the dictates of the Royal Spanish Academy, or RAE, as it is known by its Spanish acronym. The RAE’s mission, since its founding in 1713, has been to “clean, fix, and give splendor” to the Spanish language; but, as this article makes clear, in pursuing that mission the RAE has instituted colonial policing practices and has perpetuated negative stereotypes that, together, constitute a form of “symbolic violence” whose repercussions include language loss, linguistic profiling, and violent hate crimes. This article retraces the efforts of the author and other scholars who are committed to social justice and its relationship to language as they successfully challenged the RAE’s 2013 definition of the term espanglish—a definition endorsed by the North American Academy of the Spanish Language (ANLE). Employing anthropolitical linguistic analysis Zentella clarifies how the racialization of Latinas and Latinos is at the root of the RAE’s purism, and explains why the RAE’s purism must be challenged.

El Empleo Metafórico De Los Verbos De Comunicación En Los Textos Periodisticos

The aim of this study is to shed light on one of the linguistic mechanisms used in journalistic texts, which is the metaphorical use of verbs of communication. To achieve this goal we conducted an analysis of a corpus retrieved from the page (Royal Spanish Academy - Corpus of Current Spanish Reference CREA); we took the literal meaning of declarative verbs as it mentioned in the dictionary, and then we contemplated how journalists used these verbs metaphorically in the reproduction of some speeches from other sources. As a result, one of the fields where metaphor is frequently used is the communication verbs. The investigation led to the conclusion that enunciators use this linguistic mechanism to give the recipient some clarifications regarding the speaker and his situation when he was talking, however this process is conditional and the enunciator has to choose verbs that do not contain much ambiguity and confusion.

Core Content for Undergraduate Medical Education in Spain: Recommendations of the Instructors’ Group of the Spanish Academy of Dermatology and Venereology (AEDV)

BackgroundSkin problems are among the most frequent reasons for seeking medical attention in primary care. In recent years, as a result of the process of adapting medical curricula to the requirements of the European Higher Education Area, the amount of time students spend learning the concepts of dermatology has been reduced in many universities. Material and methodsIn order to reach a consensus on core content for undergraduate education in dermatology, we sent a survey to the 57 members of the instructors’ group of the Spanish Academy of Dermatology and Venereology (AEDV), asking their opinions on what objectives should be set for a dermatology course in Spain. A total of 131 previously selected objectives were listed. We then applied the Delphi method to achieve consensus on which ones the respondents considered important or very important (score ≥4 on a Likert scale). ResultsNineteen responses (33%) were received. On the second round of the Delphi process, 68 objectives achieved average scores of at least 4. The respondents emphasized that graduates should understand the structure and functions of the skin and know about bacterial, viral, and fungal skin infections, the most common sexually transmitted diseases (STDs), and the 4 main inflammatory dermatoses. Students should also learn about common complaints, such as itching and bald patches; the management of dermatologic emergencies; purpura and erythema nodosum as signs of internal disease; and the prevention of STDs and skin cancer. During clinical clerkships students should acquire the communication skills they will need to interview patients, write up a patient's medical history, and refer the patient to a specialist. ConclusionsThe AEDV's group of instructors have defined their recommendations on the core content that medical faculties should adopt for the undergraduate subject of dermatology in Spain.

Spanish Studies: Language and Linguistics

Several collective volumes have been published: Historiografia linguistica: lineas actuales de investigacion, ed. elena Battaner Moro, Vicente calvo Fernandez and palma pena Jimenez, 2 vols, Munster, nodus, 2012, xi + 942 pp., contains papers on the history of the Spanish grammatical and lexicographical tradition, specially on 19th-c. authors, the influences between Spanish and portuguese scholars, the american contribution to the history of Spanish Linguistics and covarrubias’s Tesoro (1611) and, to a lesser extent, on the history of the codification of Spanish orthography and pronunciation. the volume also includes a round table discussion on the current status of Linguistics and its history in the Spanish higher education framework (118–40). another two volumes show that 19th-c. linguistics continues to attract attention from scholars: Reflexion linguistica y lengua en la Espana del xix: marcos, panoramas y nuevas aportaciones, ed. alfonso Zamorano aguilar, Munich, Lincom, 2012, 542 pp., is an interdisciplinary work which provides an excellent overview of the topic through several papers, each of them covering a subfield of the discipline through an exhaustive literature review followed by an original contribution; Bibliografia cronologica de la linguistica, la gramatica y la lexicografia del espanol (BICRES IV): Desde el ano 1801 hasta el ano 1860, ed. Miguel Angel esparza torres and hansJosef niederehe, amsterdam, Benjamins, 2012, v + 696 pp., compiles complete and precise bibliographical information on 3279 primary sources from the period, including more than 700 secondary references as well. two further epihistoriographical books have appeared: diana esteba Ramos, Grammaire, lexicographie et litterature espagnole. Catalogue du fonds ancien de la Bibliotheque Nationale et Universitaire de Strasbourg (XVI-XVII), Strasbourg u.p., 115 pp., lists 114 texts in both alphabetical and chronological order; Mara glozman and daniela Lauria, Voces y ecos. Una antologia de los debates sobre la lengua nacional (Argentina, 1900–2000), Buenos aires, cabiria–Biblioteca nacional, 173 pp., is divided into seven sections, each introduced by the compilers, according to the main topics on Spanish language discussed in different periods by the most important argentinian authors. the role of relevant institutions is evaluated through new perspectives: with regard to the Spanish Real academia and the asociacion de academias de la Lengua espanola, Jose del Valle, ‘Linguistic history and the development of normative Regimes: the Royal Spanish academy’s disputed transatlantic authority’, Langer, Language and History, 175–91, assesses the implications on both sides of the atlantic of the absence of the Spanish Institution at the First Spanish academies’ conference in 1951 (Mexico), when the association was founded. Kirsten Suselbeck, *‘Una estirpe, una lengua y un destino.’ Das Sprachideal der Academias de la Lengua Espanola (1950–1998), Madrid, Iberoamericana — Frankfurt, Vervuert, 2012, 484 pp. Jose del

Contenidos fundamentales de la Dermatología en el grado de medicina en España. Recomendaciones del grupo de profesores de la Academia Española de Dermatología y Venereología

BackgroundSkin problems are among the most frequent reasons for seeking medical attention in primary care. In recent years, as a result of the process of adapting medical curricula to the requirements of the European Higher Education Area, the amount of time students spend learning the concepts of dermatology has been reduced in many universities. Material and methodsIn order to reach a consensus on core content for undergraduate education in dermatology, we sent a survey to the 57 members of the instructors’ group of the Spanish Academy of Dermatology and Venereology (AEDV), asking their opinions on what objectives should be set for a dermatology course in Spain. A total of 131 previously selected objectives were listed. We then applied the Delphi method to achieve consensus on which ones the respondents considered important or very important (score≥4 on a Likert scale). ResultsNineteen responses (33%) were received. On the second round of the Delphi process, 68 objectives achieved average scores of at least 4. The respondents emphasized that graduates should understand the structure and functions of the skin and know about bacterial, viral, and fungal skin infections, the most common sexually transmitted diseases (STDs), and the 4 main inflammatory dermatoses. Students should also learn about common complaints, such as itching and bald patches; the management of dermatologic emergencies; purpura and erythema nodosum as signs of internal disease; and the prevention of STDs and skin cancer. During clinical clerkships students should acquire the communication skills they will need to interview patients, write up a patient's medical history, and refer the patient to a specialist. ConclusionsThe AEDV's group of instructors have defined their recommendations on the core content that medical faculties should adopt for the undergraduate subject of dermatology in Spain.

Taste workshops for children: importance of being hydrated.

Introduction: Spanish Nutrition Foundation (FEN) and the Royal Spanish Academy of Gastronomy (RAG) were the pioneers to present the idea of including gastronomy and healthy eating habits into the European education system. This initiative was approved on 12th march 2014 by the European Parliament and since then, both institutions, in collaboration with the Ministry of Education, Culture and Sports, have been working on innovative audiovisual and multimedia materials for children. Nutrition education contributes to children′s improved understanding and practice of healthy lifestyles behaviors. One essential topic consist of having a well hydration status, and children are a vulnerable population much more prone to dehydration than adults. Objective: To develop a serial of videos for children between 3 and 9 years old with cooking and nutrition lessons and recipe demonstrations to be used as educational resources in the official curricula. Method: Videos focused on food groups, nutrients, gastronomy, active lifestyles and importance of being hydrated. A nutritionist, a cooker and two muppets participated in them. Results: The videos include five sections: introduction, theory class, recipes –in case of hydration we recorded recipes with different water content foods-, video summary and final test. We have presented a summary of them in Spain Pavillion in Expo Milano 2015 and will use as an education tool for teachers. Conclusion: Videos can be used as nutrition education tools to reinforce language, listening and motor skills as well as food and nutrition concepts, specially, the importance of being hydrated.

El proyecto de un palacio virreinal para México del primer arquitecto americano graduado en España

El objetivo de esta investigación es analizar uno de los escasos intentos de formación de profesionales americanos en academias españolas durante el periodo colonial. Si bien en México existía la Academia de San Carlos, el poder centralizador de la corona exigía que los proyectos de obras realizadas en territorio americano fueran aprobados por la Real Academia de San Fernando en Madrid para autorizar su construcción. El papel del mexicano Francisco de Paula de la Vega y Pérez, graduado de arquitecto en Madrid, resulta, por tanto, singular en el contexto de las relaciones artísticas entre España y sus colonias. El proyecto de graduación que presentó para un palacio virreinal en México hace referencia a los modelos de Palacio Real del siglo xviii. Trabajó en Ciudad Rodrigo en tiempos de la invasión francesa y permaneció en España.

<i>Language ideologies and the globalization of ‘standard’ Spanish</i> Darren Paffey (2012) London and New York: Bloomsbury. Pp. vii + 196. ISBN 978-1-44-11874-06

Language ideologies and the globalization of 'standard' Spanish Darren Paffey (2012) London and New York: Bloomsbury. Pp. vii + 196. ISBN 978-1-44-11874-06Reviewed by Angela BartensThe volume under review is a revised version of Darren Paffey's 2008 University of Southampton doctoral dissertation. In it, the author addresses the issue of language ideologies in the globalization of Standard Spanish. Or 'Standard' Spanish, as he terms it. He considers that nowadays, the media constitute a or even the primary vehicle for the spread of ideologies about the Spanish language. Therefore, the material analyzed was gathered from two major Spanish newspapers, El Pais and ABC, over the time span 1997-2007, a period when the Royal Spanish Academy (Real Academia Espanola, RAE) was already clearly committed to its current modernization process. Diagnostic of this commitment, the period examined starts with the First International Congress of the Spanish Language (Congreso Internacional de Lengua Espanola, CILE) and terminates with its fourth edition. In addition, the Panhispanic Dictionary of Doubts (Diccionario panhispanico de dudas, DPD) was published in 2005 in response to the tens of thousands of questions received by the distinct language academies of the Spanish-speaking world grouped together under the umbrella of the Association of Spanish Language Academies (Asociacion de Academias de la Lengua Espanola, ASALE). The choice of precisely these newspapers is justified by the fact that within Spanish mainstream journalism, El Pais mostly seconds the views of the Socialist Party, ABC those of the center-right Popular Party. As with most studies couched in the framework of Critical Discourse Analysis (CDA), the purpose of the book is to raise awareness instead of constituting just an 'academic exercise'. In addition, the author points out that understanding how standard language ideology works, enables us to challenge it (pp. 4-5).Chapter 1 of the volume is a general presentation of language ideologies, CDA and its aims, and media discourse. Paffey argues that '[o]ne of the many things that discourse can achieve is the legitimization and naturalization of particular understandings of society [...] through the manufacturing [of] consent' (p. 25). In this case, consent is manufactured to justify the need for standardization as a response to linguistic globalization. Major topics of the chapter - and the entire study - are the role Spanish plays in the present-day world as well as the ensuing question of its linguistic unity and the role of the RAE and other 'language guardians' in this discussion. As discourses target the macro level of society through the micro level of texts and specific linguistic structures, the study 'investigates lexical choices (classifications, collocations, ideologically significant/contested terms, connotative vs denotative meaning, metaphors, metonyms, synonyms) and grammatical choices (agency, nominalizations, active vs passive, modality, deixis)' (p. 29).Chapter 2 deals with language authorities and the standardization of Spanish and shows the interrelationships between these actors and the trafficking of influence which potentially (and actually) results from these connections. First, all Spanish language authorities - or 'guardians' - depend in one way or another on the Government of Spain which has, for obvious reasons, a keen interest in educational issues, a fact particularly emphasized in discourses targeted at national audiences. As far as The Cervantes Institute (Instituto Cervantes, IC), the institution in charge of teaching, learning and promoting the Spanish language and culture in countries the official language of which is not Spanish since its founding in 1991, is concerned, the King of Spain is its honorary president and the incumbent president of the Spanish Government is its executive president. The incumbent president of the RAE is president of Fundeu, a 2005-founded language planning institution which, for instance, offers advice on correct language use, has made agreements with the media, and awards certificates to companies using 'good language'. …

Official orthographies, spelling debates and nation-building projects after the fall of the Spanish Empire

The collapse of the Spanish Empire in the first half of the nineteenth century prompted a need to reorganize the former colonial space in independent countries by creating territorial, political and identity boundaries in Spanish-speaking America. The imposition of a national language – the officialization of grammatical and orthographic norms and their promotion through emerging public education systems – was a key instrument in the nation-building processes developed in Spain and the newly independent American republics. In this socio-political context resistance to official norms and their implementation was frequent. This article studies three language ideological debates over Spanish orthography, occurring in the central decades of the century: the resistance to the officialization of the Royal Spanish Academy’s orthography in Spain (1844), the opposition to Sarmiento’s simplification proposal in Chile (1844) and the reception of the Chilean orthography in Spain (1846). The significance of spelling as an identity marker and a political tool is emphasized.

A sangre y fuego. Antonio Royo Villanova, maestro de administrativistas y de anticatalanistas

Este artículo es una aproximación a la trayectoria ideológica del catedrático, periodista, político y escritor Antonio Royo Villanova, y su posicionamiento en relación con el nacionalismo catalán. Influyente autor en el derecho Administrativo español, Royo Villanova mostró un persistente discurso anticatalanista a lo largo de su carrera periodística y política. Si bien fue un defensor de la descentralización administrativa, se opuso radicalmente a cualquier descentralización política y cultural. Su furibundo anticatalanismo le hizo uno de los políticos más populares de la II República. Después de su muerte, cayó en el olvido, a pesar de que su concepción del derecho administrativo español fue posiblemente la predominante en la academia española durante la primera mitad del siglo xx. La influencia de su pensamiento político, entre los defensores del unitarismo, así como su legado periodístico y académico son muy amplios. Fue un regeneracionista, un académico relevante defensor de la descentralización de la administración, siempre que no cuestionase la unidad española, un político que llegó a ministro y un maestro tanto de anticatalanistas como de administrativistas.

Lexicografía académica y lexicografía didáctica: ¿relaciones excluyentes o conceptos complementarios?

Fecha de recepción: 21 de julio de 2014.Fecha de aceptación: 29 de mayo de 2015. A pesar de que el reconocimiento e influencia de la Real Academia Española en la lexicografía hispánica ha sido enorme, nunca se planteó la Institución un cambio de orientación en sus planteamientos generales ni, desde una perspectiva más particular, una adecuación de los diccionarios a las exigencias de ciertos grupos de usuarios. Sin duda, una actitud excluyente entre “lo académico” y “lo didáctico”, la ausencia de unos objetivos claros en su política lexicográfica y no haber aprovechado suficientemente las posibilidades de sus propios recursos es lo que ha dado lugar, como se demuestra en este trabajo, a que el panorama lexicográfico académico se presente tan heterogéneo e inconexo.