University Students Of Spanish Research Articles

Key determinants of intention to use virtual reality in medical training

Experts have called for virtual reality (VR) training and learning applications that can facilitate the changes needed in training programmes for years to come. To help expedite the adoption process, this study used a mixed-methods approach to identify the key factors that promote intentions to use VR technology in medical training. The qualitative research was based on interviews with five doctors and medical students, which focused on identifying the most significant determinants. Next, a survey was conducted to collect data from 154 medical interns and students in Spanish universities and hospitals, whose responses were processed using partial least squares-structural equation analysis. The limited sample size means this study is exploratory. The results indicate that perceived entertainment significantly strengthens behavioural intention to use VR technology in medical courses. The findings also underline the potential uses of VR learning tools in healthcare contexts and the need to incorporate this technology into medical training.

Comparative study of accompaniment programs for undergraduate degree students in Spanish universities.

In the last decade, higher education has undergone a transformation in different areas. The most recent and impactful one may have been the need to keep it updated during the COVID-19 pandemic and to be able to teach remotely and affect university life as little as possible. Another significant change is the emergence of personal attention, accompaniment, or mentoring programs, which have become the prevalent leitmotif in many universities. This study compares the different programs at 60 Spanish universities. The relevant information collected during this research is related to the existence of an accompaniment program, and in this program, which plays the role of mentor, or what year is it for. Other information collected from the search is related to the type of mentoring programs, whether they are regulated, have a formal program, or are linked to specific courses. Finally, the assessment procedures are also indicated in case any evaluation is used. After the analysis developed during this research, the mentor-mentee program implemented at the Francisco de Vitoria University is detailed, highlighting differences from other programs, its advantages, and students' benefits. The number of accompaniment and mentoring programs offered by Spanish universities continues to rise. In Spanish universities, some accompaniment and mentoring programs offer different and specific mentoring activities designed to enhance and further the kind of education and preparation institutions of higher learning should ideally provide. Accompaniment processes generally have a longer duration in private universities than in public universities, offering a wider range of programs for both current and incoming students and those with specific needs, such as international students. The authors found that not many studies have highlighted the value of the accompaniment, and even fewer have conducted comparative analyses of the diverse realities across various universities. Mentoring programs will have the potential to be part of a university's strategy to help students succeed when the shortcomings of mentoring programs. This study opens new avenues for research into the ideal profile of mentors to best accompany university students.

Gamification and learning Spanish as a modern language: student perceptions in the university context

Abstract Gamification is a methodological strategy that has been applied for several years in the field of modern language learning. It is employed primarily to increase students’ motivation by incorporating game elements into an otherwise didactic context. Research into the use of gamification in language teaching has focused largely on characterizing the specific practices involved and on determining the degree of motivation elicited in students. There has been little examination of students’ perceptions of gamification or their assessment of its effectiveness for learning a modern language. This study analyses learner perception and motivation among a group of sixteen university students of Spanish as a modern foreign language following participation in a gamified learning experience. Analysis of the information gathered from student perception questionnaires and non-participant observation indicates that the students perceive progress in vocabulary learning but not in grammatical knowledge. The students also report a high level of motivation for the proposed learning activities due to the possibility of working collaboratively with their classmates. The article concludes with reflections on the relevance and didactic implications of gamification as a methodological strategy in modern foreign language teaching at higher education level.

Resilience as a mediating variable between emotional intelligence and optimism-pessimism among university students in Spanish universities

ABSTRACT Emotional Intelligence and resilience have become two crucial skills for the development of the individual, and they are also valid indicators of academic success at the university. Based on recent literature, the aim of this study was to determine the causal relationship between emotional intelligence and optimism vs. pessimism, with resilience as a mediating variable, using the partial least squares (PLS-SEM) path model approach. To this end, 553 university students from education degrees courses participated in the study (418 women, 75.58%; 135 men, 24.42%), with a mean age of 20.31 years (±3.46). The instruments used to assess the factors were the Rotterdam Emotional Intelligence Scale (REIS), the 14-Item Resilience Scale (RS-14) and Life Orientation Test-Revised (LOT-R). The results showed a statistically significant relationship between the dimensions of the instruments used, with the following coefficients of determination: personal competence (r2 = .416), acceptance of self and life (r2 = .334), optimism (r2 = .445) and pessimism (r2 = .174), with a root mean square error (SRMR) of .074. The practical consequences will enable a deeper understanding of the impact of emotional intelligence through resilience to guide universities in the development of appropriate training in the personal and academic development processes of their students.

Acceptability of the Vaccine against COVID-19 in Spanish Health Sciences Students: A Cross-Sectional Study.

Healthcare professionals must play an exemplary role in the field of vaccinology. It is convenient that they are trained during their time at university. The objective of this study was to determine the acceptability of the vaccines against COVID-19 in health sciences students in Spanish universities. A cross-sectional study was performed regarding the acceptance of the vaccines against COVID-19 in students in the Health Sciences Degrees in Spanish universities was performed on a sample of students of nursing, medicine, and pharmacy during the spring of 2021, via an online questionnaire with 36 questions designed ad hoc, self-administered, anonymized, and standardized. There were 1222 students participating, of Spanish nationality (97.4%), women (80.5%) and with an average age of 22.0 ± 4.8 years old. Of those, 12.3% had had the disease, 44.0% had to quarantine, 70.8% had undergone diagnostic tests, out of which 14.1% were positive. In total, 97.5% of those surveyed indicated their desire of being vaccinated, if possible, with Comirnaty® (74.9%). At the time of the study, 49.6% were already vaccinated. The reasons for vaccination differed according to the degree and the doubts about vaccine safety was the largest reason for reluctance. Some 37.7% suspected that there are unknown adverse effects and 85.6% of those vaccinated experienced some mild effects after injection. Vaccine acceptance and confidence in the recommendations given by health authorities is high in health sciences students.

Lights and Shadows: The Inclusion of Invisible Students in Spanish Universities

Spanish universities in the 21st century are a far cry from institutions prior to the 1970s, which were characterized by strong social homogeneity where only students who had to study did. In this elitist context, there was a direct correlation between social class and the education system (García de León & García de Cortázar, 1992). In recent decades, universities have grown to become more inclusive instead of only serving privileged members of society. This has led to a situation in which university students do not respond to univocal models. However, this plurality of student profiles does not imply that institutions have adapted their requirements and programs to meet the diverse characteristics and needs of students.

단기 해외 연수가 대학 스페인어 학습자의 상호문화적 능력에 미치는 영향

Universities offer study-abroad programs to strengthen the global competitiveness of students. Through studying in an immersive environment, students can develop not only linguistic competence to communicate in daily life, but also cultural competence to deepen mutual understanding, tolerance, and respect for cultural diversity. Therefore, the experience of studying abroad becomes a valuable opportunity for the development of intercultural competence, which is one of the most important objectives of foreign language learning. The objective of this study is to analyze the influence of short-term study in Spain on the development of the intercultural competence of university students of Spanish as a foreign language in South Korea. Information is collected through semi-structured interviews with a questionnaire that includes a 24-item survey corresponding to the Intercultural Sensitivity Scale of Chen and Starosta (2000). In the interview, the purpose and achievement of program participation are discussed, including stereotypes about the country, the people, and the destination culture that students possessed before the program and their changes after program participation. In addition, positive and negative culture shocks experienced through the program were analyzed, and ways to improve short-term study abroad programs were suggested by students’ reflections on their experiences. Moreover, an awareness of and expectations for study abroad programs were collected in the form of online real-time video lectures that are emerging due to COVID-19. In this way, the effects of short-term study abroad programs on the development of the intercultural competence of participating students can be evaluated.

Aspiring and inspiring: the role of women in educational leadership

PurposeThis study aims to delve deep into the differences observed in leadership acquisition and development between men and women and analyse the impact of certain extra-curricular activities demonstrated to influence leadership acquisition. With this evidence, this study intends to detect areas that require deeper analysis and suggest actions to redress the balance and promote a more egalitarian leadership in education in both teaching and management positions.Design/methodology/approachAccidental, as opposed to random, sampling was used via a cross-curricular study with a quasi-experimental design. The participants in this study were 335 teacher training students in Spanish universities. The Teamwork Skills Questionnaire was used to evaluate leadership and a self-assessment questionnaire to measure extracurricular activities.FindingsFemale students score lower in leadership skills and are engaged in fewer activities associated with successful leadership skills development. Very few students receive any training on leadership, with even fewer female than male students. Furthermore, the practice of certain extra-curricular activities can boost leadership skills. It has also been noted that these activities are carried out in different ways, depending on student gender.Originality/valueThis study has two points of focus: the level of leadership among education students, differentiating between male and female students, and the impact of certain extra-curricular activities carried out during the academic year, which have proven to have a considerable effect on the development of leadership skills.

Back to the Initial Condition: Experiences that Trigger the Need to Develop Language Skills Among University Spanish Students

The present study investigates how the L2 learning experience shapes multilinguals' motivation to improve their writing skills in Spanish, a language they study at university level. Within the Second Language Motivational Self System Theory (L2MSS), the L2 learning experience is often neglected when it comes to interpreting and discussing findings on motivation. We propose that the analysis of the L2 learning experience should acknowledge both formal and informal settings, such as the family context, in order to research why and how a person chooses to develop certain linguistic abilities like writing.
 Given that the L2 learner experience is spatially and temporally bound, the concept of sensitivity to initial conditions, i.e., the conditions or changes that may trigger the learner to move towards enhanced language learning, will be adopted to research the L2 learning experience.
 The aim of the study is twofold. First, to investigate the Spanish learning experience as a function of the initial conditions referred to by the participants. Second, to research how the Spanish ideal and ought-to selves are related to the students’ motivation to use and learn or maintain Spanish skills.
 The data consist of a questionnaire answered by multilingual university students of Spanish (n=21) and written autobiographical narratives. The participants belong to two groups: one group of Spanish heritage language learners (n=10) and one group of native-Swedish speaking L3 Spanish learners (n=11). Overall, family reasons, previous school experiences, high proficiency in Spanish, previously acquired languages, contact with the linguistic communities, language use and context are all aspects tightly connected to the students’ motivation to learn, maintain and develop Spanish language proficiency. The L2 learning experience, as a wider construct dependent on the sensitivity to initial conditions, must be considered to understand the complex nature of multilingual literacy development.

Developing a gamified system and a questionnaire for the future study of students’ motivation through gamification for learning Spanish as a foreign language in the university context

Abstract This article presents a research work that is aimed at developing a gamified system and a questionnaire to analyse, in a subsequent phase, how the motivation of university students of Spanish as a second language changes in a gamification context. The article is part of the data-collection phase for a doctoral thesis. Here, we discuss the following research question: to what extent does gamification influence students’ motivation when learning Spanish as a foreign language? Firstly, there arises a need for developing the specific gamified system that will be implemented among several groups of university students of Spanish as a second language. Secondly, an instrument must be created so that the data obtained from the system implementation could be collected and sorted, with the final purpose to provide the research question an empirical response within the subsequent phases of the study. The objective of this work involves the gathering of other comparable studies to make them the basis for a new own gamified system design and questionnaire which, in turn, would become a model for further similar works, by admitting the necessary modifications according to each specific context. Therefore, this work enumerates the different phases of the process that has been carried out to develop the questionnaire and the gamified system, whose configuration has been adjusted to the specific environment and needs. These tools will enable us to determine, in the successive phase of the empirical study, to which extent the motivation of those university students of Spanish as a second language chosen for the gamification experiment has increased from the time they were immersed in it.

Using instructor judgment, learner corpora, and DIF to develop a placement test for Spanish L2 and heritage learners

This study details the development of a local test designed to place university Spanish students ( n = 719) into one of the four different course levels and to distinguish between traditional L2 learners and early bilinguals on the basis of their linguistic knowledge, regardless of the variety of Spanish they were exposed to. Early bilinguals include two groups—heritage learners (HLs), who were exposed to Spanish in their homes and communities growing up, and early L2 learners with extensive Spanish exposure, often through dual immersion education, who are increasingly enrolling in university Spanish courses and tend to pattern with HLs. Expert instructor judgment and learner corpora contributed to item development, and 12 of 15 written multiple-choice test items targeting early-acquired vocabulary had differential item functioning (DIF) according to the Mantel–Haenszel procedure, favoring HLs. Recursive partitioning revealed that vocabulary score correctly identified 597/603 (99%) of L2 learners as such, and the six HLs whose vocabulary scores incorrectly identified them as L2 learners were in the lowest placement groups. Vocabulary scores also correctly identified 100% of the early L2 learners in the sample ( n = 7) as having a heritage profile. Implications for the local context and for placement testing in general are provided.

Entrepreneurship analysis in Spanish universities

PurposeEntrepreneurship requires the attitudes and capabilities needed to begin new and innovative projects able to create positive impacts in the economy of a society. Given that it forms the basis from which new companies, products and innovations emerge, it is a very relevant term in business. With the aim of strengthening these capabilities, many universities are incorporating new educational strategies into their curricula to boost entrepreneurial intention and business skills among their students. This study aims to determine the factors that intervene in the entrepreneurial spirit of students in Spanish universities by examining areas of study, different personal and contextual characteristics, and the type of training students receive in entrepreneurship.Design/methodology/approachData collected from 33,182 students in 77 Spanish universities in the 2018 edition of the Global University Entrepreneurial Spirit Students' Survey (GUESSS) is examined in an exhaustive univariate and bivariate descriptive and inferential analysis. Furthermore, the relationship between the entrepreneurial index and the different explicative variables is modelled, and a basic random effect for the area of study is introduced to detect differences at this level.FindingsEconomics, engineering and health sciences presented higher than average entrepreneurial indices. Regarding the type of training, only voluntary education in entrepreneurship influenced entrepreneurial spirit, albeit not equally in all areas of study.Originality/valueThis study’s results can help universities to incorporate new educational strategies into their curricula to boost entrepreneurial intention and business skills among students by focusing resources where they are most efficient.

Audiovisual translation (dubbing and audio description) as a didactic tool to promote foreign language learning

AbstractThis empirical study focuses on the use of Spanish clitic pronouns when they function as accusative or as dative clitics in the translation tasks performed by university students of Spanish as a foreign language (SFL). The participants were 35 Belgian Dutch-speaking students of SFL (Level B2) from the Department of Translation, Interpreting and Communication of Ghent University (Belgium), who are enrolled in the Translation course. They were asked to perform two tasks: (1) to create an audio description script in Spanish, and (2) to translate the English dialogues into Spanish from a sequence taken from the filmThe Help(Taylor 2011). The written texts they produced were compared to those written by 39 Erasmus Spanish native students, who carried out the same tasks. The results showed that the Belgian students produced significantly fewer clitic pronouns, especially in the case of dative clitic doubling, than those produced by the Spanish natives. As for the differences between the two modes of audiovisual translation, the findings revealed that the Belgians produced more accurate results in the interlingual than in the intersemiotic task. The results of our study also made it clear that more attention should be paid to the use of redundant clitic pronouns in the SFL classroom.

Critical approach to intercultural education and foreign language learning and teaching: neoliberal gender ideologies in textbooks of Spanish as a foreign language

In line with the understanding of the role of critical pedagogy in intercultural
 language education, in this paper we focus on critical discourse and sociolinguistic analysis
 of contemporary textbooks of Spanish as a Foreign Language (SFL). We search for neoliberal
 gender ideologies in educational discourses targeting international audience of students
 of SFL. Even though new textbooks are said to promote the “feminization” of educational
 contexts (Gray 2010), we interpret them as sources of latent hegemonic influences favoring
 highly regulated and standardized neoliberal capitalist worldviews toward gender. Based
 on previous research of textbooks of SFL (Bori 2018; Kuzmanović Jovanović 2016), we
 herein present results of an instrumental qualitative case study (emancipatory focus group research) taking a critical stand toward neoliberal gender ideologies among predominantly female university students of Spanish at the Faculty of Philology, University of Belgrade who are exposed to the above outlined teaching and learning materials. Our objective is to create a new educational space in our SFL classrooms in which contextualized knowledge construction takes place leading to the maturation of SFL users and teachers, who are “capable of changing their reality in ways related to formal and informal educational settings” (Filipović 2015: 105).

Exploring Health Science Students’ Notions on Organ Donation and Transplantation: A Multicenter Study

The knowledge acquired during university education about organ donation and transplantation (ODT) decisively influences the information future health professionals transmit. This is important in ODT where the participation of the general public is essential to obtain organs. ObjectiveTo determine notions of Spanish medicine and nursing students on ODT and its relationship with attitude toward ODT. Methods and Designand design. We conducted a sociologic, multicenter, and observational study. The population for our study consisted of medical and nursing students in Spanish universities. Our database was the Collaborative International Donor Project, stratified by geographic area and academic course. A validated questionnaire (PCID-DTO-RIOS) was self-administered and completed anonymously. Our sample consisted of 9598 medical and 10,566 nursing students (99% confidence interval; precision of ±1%), stratified by geographic area and year of study. ResultsThe completion rate for our study was 90%. Only 20% (n=3640) of students thought their notions on ODT were good; 41% (n=7531) thought their notions were normal; 36% (n=6550) thought their notions were scarce. Comparing groups, there were differences between those who believed that their notions on ODT were good (44% nursing vs 56% medical students; P < .000), and those who believed it scarce (54% nursing vs 46% medical students; P < .000). Notions on ODT were related with attitude toward the donation of one's own organs: those who considered their notions were good were more in favor then those who considered it scarce (88% vs 72%; P < .000). ConclusionOnly 20% of Spanish medical and nursing students thought their notions on ODT were good. Having good knowledge is related to a favorable attitude towards ODT. Receiving specific information on the subject could improve their knowledge about ODT during their training.

Confident Perception of Primary Care Physicians Correlates to the Attitude Toward Donation and Organ Transplantation: A Multicenter Study of Medical And Nursing Spanish Students

A primary care physician (PCP) not only accompanies the patient in the process of an illness, but throughout his or her life. The confidence we have in these health professionals is fundamental, and their favorable attitude toward organ donation and transplantation (ODT) has a significant influence on the population. ObjectiveTo analyze trust in PCPs among Spanish medical and nursing students, the relationship with their attitude toward ODT, and the factors that condition it. Methods and DesignA sociologic, multicenter, and observational study. Population: medical and nursing students in Spanish universities. Database: Collaborative International Donor Project, stratified by geographic area and academic course. A validated questionnaire (PCID-DTO-RIOS) was self-administered and completed anonymously. A sample of 9598 medical and 10,566 nursing students (99% confidence and precision of ±1%), stratified by geographic area and year of study. ResultsCompletion rate: 90%. With respect to students’ trust in their physician, 18% (n = 3267) of them totally trust (completely), 45% (n = 8101) trust enough, 30% (n = 5478) of them have not enough trust, and 7% not at all. Comparing groups, medical students totally trust more in PCPs than nursing students (55% vs 45%; P < .000), however, nursing students have less than enough trust in their PCP than medical students (53% vs 47%; P < .000). Students that totally trust in their PCP were more in favor toward ODT than students with not enough trust (83% vs 77%; P < .000). ConclusionOnly 18% of Spanish medical and nursing students totally trust in their PCP. Attitude toward ODT is related to a higher level of trust in PCPs among these students.

Are Medical Students of Non-Spanish Nationality Studying in Spain as Sensitized to Transplantation as Those of Spanish Nationality?

IntroductionAwareness of organ donation among Spanish doctors and medical students is very positive. However, the emerging group of professionals of non-Spanish nationality studying in Spain has not been analyzed. ObjectiveTo analyze the differences in the attitudes toward the different types of donation among medical students, according to their nationality. MethodsThe population under study is medical students in Spanish universities using the database of the International Collaborative Donor Project, stratified by geographic area and academic year. Groups under study include students of non-Spanish nationality as group 1 (n = 1570) and students of Spanish nationality as Group 2 (n = 7705). Instruments are validated questionnaires of attitude toward donation “PCID-DTO-Ríos,” “PCID-DVR-Ríos,” “PCID-DVH-Ríos,” and “PCID-XenoTx-Ríos.” ResultsThe attitude toward the donation of own organs after death is similar in both groups (P = .703). Non-Spaniards are 79.2% in favor compared to 79.6% of Spaniards. Living kidney donation, both unrelated (33.3% vs 29.3% in favor; P = .001) and related (91.2% vs 89, 6% in favor; P = .047), is more favorable among non-Spanish students. There are no differences regarding non-related living liver donation (29.7% vs 29.3% in favor; P = .063), but there are differences in the results for related living liver donation (94.1% vs 88%; P < .001). The attitude toward xenotransplantation of organs is similar (80.8% vs 80.8%; P = .999). ConclusionsAwareness of the donation of organs among Spanish medical students is similar to non-Spanish students studying in Spain, except the attitude toward living donation.

Information About Donation and Organ Transplantation Among Spanish Medical Students

IntroductionHealth professionals are asked to promote health, especially organ transplantation; however, they do not always have specific training. ObjectiveTo analyze information about donation and organ transplantation among Spanish medical students. MethodThe population under study is medical students in Spanish universities using the database of the International Donor Collaborative Project, stratified by geographic area and academic year (n = 9275). The instrument used is the attitude questionnaire for organ donation for “PCID-DTO-Ríos” transplantation, validated with an explained variance of 63.203% and α = 0.834. The Student t test was applied together with the χ2 test, complemented by an analysis of the remainders, and Fisher's exact test was applied. ResultsOf the students, 74% indicate that they have received information from university professors about organ transplant. Concerning specific issues with the donation, it is notable that only 66.7% (n = 6190) know and accept the concept of brain death as the death of a person. However, only 22% consider themselves as having good information, and 35.3% indicate that their information is scarce or void. Students indicate having received information about transplant from other extra-university sources, such as television and Internet (80.9%), books and magazines (73.2%), and the press (66.9%). From the information obtained in the sociofamilial field, 60.7% have obtained information from the family and 58.1% from friends. Of this information, 9% has been negative from friends, 7.5% from family, 6% from the Internet and television, and 4% from university professors. ConclusionSpanish medical students believe they have little information about organ transplantation and have received negative information.

What Reasons Lead Spanish Medical Students Not to Be in Favor of Organ Donation?

IntroductionDespite sensitization of medical students toward the donation of organs, a non-negligible percentage of students are not in favor of donation. ObjectiveTo analyze the reasons of Spanish medical students who do not have a favorable attitude toward the donation of their own organs after death. MethodThe population under study is medical students in Spanish universities, using the database of the International Donor Collaborative Project, stratified by geographic area and academic year. The questionnaire completion was anonymous and self-administered. The study group is medical students with an unfavorable attitude toward organ donation. The assessment instrument used is a validated questionnaire of attitude toward the donation of organs for transplant, “PCID-DTO-Ríos.” The reasons against the donation are valued in the questionnaire through a question. ResultsOf the participants included in the PCID, students who are not in favor of organ donation were selected (n = 1899). Of them, 8.1% (n = 154) are against and 91.1% (n = 1745) are doubtful. The main reasons indicated are the fear of apparent death in 11.4% of respondents, fear of possible mutilation after donation in 11.1%, and religious reasons in 2.6%. Of those, 6.9% indicate other reasons but do not clearly specify the reasons, using words such as “fear” (2.5%) or “doubts about the process” (4.1%); 66.2% (n = 1257) indicated an “assertive refusal” (“I don't want to express my reasons”). ConclusionTwenty percent of Spanish medical students are not in favor of donating their organs and are not in favor of showing their reasons.

Organ Donation Related With Attitude Toward the Law of Presumed Consent: Spanish University Medical and Nursing Students Study

IntroductionInformation provided by health care professionals is crucial to create a climate of social opinion. This is important in organ donation and transplantation (ODT), where the participation of the general public is essential to obtain organs. ObjectiveTo determine the attitude toward the Law of Presumed Consent (LPC) among Spanish university students and to analyze their relation with attitude toward ODT. Methodsand design. The type of study was a sociologic, multicenter, observational study. The population included medical and nursing students in Spanish universities. Database of Collaborative International Donor Project was used stratified by geographic area and academic course. A validated questionnaire (Collaborative International Donor Project, organ donation and transplantation questionnaire in Spanish [PCID-DTO-RIOS]) was self-administered and completed anonymously. A sample of 9598 medical and 10,566 nursing students was analyzed (99% confidence and precision of ±1%) and stratified by geographic area and year of study. ResultsCompletion rate was 90%. Regarding attitude toward LPC, 66% of the students were against the law, whereas 34% accepted it. Of the students surveyed, 9% considered the law as a gesture of solidarity, 25% as an effective way of not wasting organs, 48% as an abuse of power, and 18% as offenses against the family. Those students who were in favor of LPC also had a more favorable attitude toward ODT (86% vs 76%; P < .001).Comparing groups, nursing students were less in favor of LPC than medical students (32% vs 36%; P < .000). ConclusionSixty-six percent of Spanish university medical and nursing students were against the LPC. The favorable attitude toward ODT is associated with considering the law as a gesture of solidarity or as an effective way of not wasting organs.