Search

The purpose of the academic paper is as follows. The formation of students' experimental skills and research skills in the process of performing frontal laboratory works is one of the main factors in implementing the State Standard of Higher Education. However, a successful solution to this issue is possible only if there is a clear organization of laboratory work and an effective methodology for conducting it. It is obvious that using an independent experiment is extremely useful for students since it provides a systematic approach to implementing productive ways of cognition and forming the basis of learning activities in the process of performing frontal laboratory works. Thus, the main goal of the program is to prove that the development of laboratory skills will be facilitated by a new approach to organizing learning activities based on the simultaneous use of two textbooks: a textbook and a printed laboratory workbook. This research aims to study the features of laboratory practicums as the primary form of integration of students' theoretical and methodological knowledge and practical skills. The research was carried out using a set of complementary methods that ensured the effectiveness and scientific reliability of the research results, namely: theoretical - analysis, systematization and comparison of the provisions of scientific and pedagogical literature to reveal the state of the problem under consideration, to clarify the essence of reflecting and implementing educational technologies in the educational process; generalization and systematization - to substantiate the theoretical fundamentals of the research; pedagogical observation - to diagnose the level of future specialists' training after a series of activities on the example of analyzing the algorithm of laboratory works. The paper proves that laboratory activities help students to master learning material better. In the process of performing laboratory and experimental works, formulas, calculations, and theoretical provisions that seemed incomprehensible become quite specific. At the same time, many details and facts are revealed that students had no idea about before, and meanwhile, they contribute to the identification and explanation of complex scientific issues. It is emphasized that due to the research nature of laboratory and practical work, students approach them with great interest, gain solid knowledge, are convinced of the reliability of the knowledge they have received, and acquire knowledge that has the power of conviction. It has been proven that the effectiveness of this type of work can be increased by providing informative cards. These include brief theoretical summaries that allow students to quickly find the necessary information (in the context of laboratory activities, this may include help on specific functions, algorithm fragments, structure blanks, and program templates), and clear work structuring. Formalizing the approach and breaking down the solution process into clear, discrete steps makes obtaining specific results quickly and predictably possible. In addition, having such a structure makes it easier for educators to monitor and track the progress of their work. After a long development, laboratory and practical classes have been continuously improved. Today, this form of organizing the educational process in high school is becoming a means of educating future experimentalists, who not only practically prove the probability of many bold hypotheses but also identify new ways of creative search. The efficiency of this type of work can be improved by providing work with informative cards. These are short theoretical summaries that allow students to quickly find the information they need (in terms of laboratory activities, there may be help on specific functions, algorithm fragments, structure blanks, and program templates) and clear structuring of the work. A formalized approach to the solution and the process breakdown into clear, discrete steps makes obtaining certain results quickly and predictably possible. In addition, such a structure makes it easier for educators to monitor and track the progress of their work. [ABSTRACT FROM AUTHOR]

To report activities, experiences and learning in the clinical nutrition internship at PROENSINO in a tertiary hospital unit in Fortaleza-CE. Experience report, descriptive about the experiences of nutrition interns from PROENSINO in a hospital specializing in cardiology and pulmonology in Fortaleza-CE between 2018 to 2020. The interns developed and participated in various activities, such as health care in Intensive Care Units with a multidisciplinary team. During the internship, in addition to acquiring technical skills in the area of nutrition, the importance of multiprofessionality in patient care and the exercise of interdisciplinarity as health academics was learned. PROENSINO is configured as an important mechanism in the transformation and academic-professional training, allowing the development of autonomy and security in the exercise of the profession, promoting new knowledge and contributing to differentiated and humanized training in the health area. [ABSTRACT FROM AUTHOR]

In this article we analyze the selection criteria of the educational practices carried out by students of technical schools and the points of tension that prevail when experiencing it, both by students and by teachers. We state that the criteria of justice are the drivers in the senses deployed by institutional actors, either from the informality of the proposal (in cases where they are not mandatory) or from the effects of its institutionalization (the practice that remains framed in the curriculum proposal). The article is based on a case study in three technical schools, from a qualitative approach based on the analysis of interviews and focus groups with students and teachers. [ABSTRACT FROM AUTHOR]

Objective: To report the experience of internship in nursing with an emphasis on maternal and child health in the context of primary health care. Methods: Experience report, product of the supervised internship carried out in a basic health unit in Sobral, Ceará, in July 2019. Results: Throughout the internship, guidance, management and nursing practices were carried out with the nurse. free demand consultations, scheduled and at home, such as prenatal consultations, gynecological prevention exams and childcare. The experience of that internship provided the applicability of theory in practice, both in the internal environment of the unit and in the community, facilitating the understanding of programs and policies aimed at maternal and child health. It also provided the opportunity for academic leadership in the perspective of collaboration with services and care for the population. Conclusion: The internship provided putting into practice technical-scientific and human skills, making it possible to experience different realities in the context of primary care. [ABSTRACT FROM AUTHOR]

Children's drawing goes far beyond just art and can be an indicator of their sensory and motor development. With this in mind, we conducted an analysis of children's graphics using as a starting point Lowenfeld's thinking about the development of children's graphics. Following, we compare the analysis of graphism with Piaget's theoretical foundation regarding the stages of child development. The results presented show that the drawings we analyzed express characteristics inherent to the stages of graphics defined by Lowenfeld. We also consider that the drawings also represent the development of children's intelligence. Therefore, drawings represent the changes experienced by children in their development process. [ABSTRACT FROM AUTHOR]

Objective: Know the contributions of the extracurricular nursing internship for the professional formation. Methodology: Exploratory-descriptive, qualitative research. Data collection took place from April to May 2018, through the application of an online form to 19 extracurricular nursing internship undergraduate in the stomatherapy sector of a Fortaleza-CE hospital. Results: Sixteen nursing students were already working at the data collection process time; fourteen had their first job with less than six months past their graduation process and had some specialization. They looked confident, presenting autonomy and technical-scientific skills. They also felt prepared for the future professional challenges. Conclusion: There was confirmation of the positive influence of extracurricular activities on professional training. The extracurricular internship covered the requirements of the National Curricular Guidelines of the Undergraduate Nursing Course and those of the labor market. [ABSTRACT FROM AUTHOR]

This article aims to discuss the initial training of children educators under the current legislation in Portugal. Above all, it intends to focus on internship processes and how they unfold by questioning research action as a model and supervisory practices from a critical questioning perspective. The authors build on their experience and reflection as trainers and supervisors of initial training in a Higher Education Institution in Portugal and combine in their reflective exercise a review of the specialized bibliography, which includes results of studies they developed and whose main objective was to listen to the voices of students about internship processes, whether in day care or kindergartens that serve children until they enter school. From the literature review, their experiences and revisiting the voices of the students involved in two studies, they point out the main trends observed: the importance of communication channels between the training institution and the internship places; the importance and aspects to be taken into account during the internship / research action and the importance of a supervision that streamlines the critical thinking of trainees. [ABSTRACT FROM AUTHOR]

This study examines the effects of (in)consistent leadership behaviors in promoting (or suppressing) relevant work outcomes for temporary employees such as interns. Specifically, to better understand the drivers of internship effectiveness, we hypothesized that supervisor humor interacts with leadership style, sending implicit messages about the organizational and supervisory relationship, thus shaping interns' attitudes and behaviors. Using a sample of 164 interns, we empirically examined the moderating effect of humor (affiliative and aggressive) on the relationship between leadership styles (transformational and laissez-faire), attitudes (satisfaction and stress), and behaviors (negligence and job acceptance intentions) using a two-wave research design. Our findings were consistent with the hypotheses, suggesting that humor needs to be tailored to leadership styles to predict interns' attitudinal and behavioral responses, with different types of humor interacting differently across leadership styles. Implications for further research are discussed. [ABSTRACT FROM AUTHOR]

This article aims to present experiences of how to develop the compulsory internships in the undergraduate program in Pedagogy of the Federal University of Pará, Campus Universitário do Marajó - Breves. It is characterized as a qualitative research. As a theoretical basis for the analyzes, we chose the studies of Pimenta and Lima (2011), Franco (2012), Ghedin et al. (2015). The students who are part of this Campus, are from different municipalities of Marajó, urban and rural residents (riparians), which makes the internships become great challenges, both for academics, but also the results presented, indicate that the work carried out - between streets, rivers, and forests - goes from the perspective of internships as a source of research, helping in the formation of autonomous and reflective teachers about and from their socio-cultural and educational reality. [ABSTRACT FROM AUTHOR]

This article focuses on the findings of a research project whose purpose is to reveal how external practices contribute to linking theory and practice in initial teacher training and to identify the perceptions and assessments of participants about this training experience. The method combines quantitative and qualitative techniques in order to understand the reality studied. Distance students, advising teachers, and tutors of practice centers participated in the study. Research results show that the implementation of this training experience has helped, to a large extent, to strengthen and consolidate the capacities of this disciplinary field and to develop generic skills. [ABSTRACT FROM AUTHOR]

Aim: to analyze the activities developed during the Curricular Supervised Internship by nursing students and residents of a multiprofessional program and its influences on training. Method: this is a field research with a descriptive and exploratory qualitative approach. For the data collection, the semi-structured interview technique was used. The process of data analysis, together with the discussion and interpretation are based on the Bardin Content Analysis technique. Results: from the participants' contribution, three categories were identified: welfare activities, management activities and educational activities. Final considerations: the curricular supervised internship presents itself as an activity in which it is possible to develop and enhance the skills and competences required in the profile of the professional nursing egress. It was possible to identify the presence of assistance, management and educational activities in accordance with what is recommended by the National Curricular Guidelines. It was also identified that there is a need for greater emphasis still on the graduation of nurses' private activities. [ABSTRACT FROM AUTHOR]

This study aimed to understand the perceptions of working professionals in Basic Health Units (BHU) about the graduate health student formation in this existential space. This was a qualitative research, using a hermeneutic phenomenological method, supported by Martin Heidegger's theoretical philosophical reference. It was carried out in large city metropolitan area in southern Brazil with eight professionals, one from each category (physiotherapist, pharmacist, medical doctor, dentist, nurse, community health worker, nursing assistant and dental assistant) who had more time in accompaniment of students at UBS. For the professionals surveyed, the participation of students in BHU adds value to their formation because it is a mean to expand the understanding of the health-disease process and its care facilities. The student's formation in BHU showed dependent on the active attitude, the involvement and student creativity and also to the bond that the teachers establishes with the field. The training also unveiled linked to the opening and willingness of people coexisting with students in UBS. Training student at BHU is perceived as non-linear and predictable, depends on individual initiatives, which are dependent on the understanding and the occupation modes of the people involved, including interests and choices. [ABSTRACT FROM AUTHOR]

This paper reports on my most recent experience as a supervisor of student-teachers of English as an L2 during their teaching practice. The main goal is to verify to what extent the student-teacheres did their class activites based on the genre theory proposed by the Socio-discoursive Interacionism. Two class plans planned to elementary students are analysed. It was found that the student-teachers classroom practices lack theoretical grounding on genre theory. Possible causes for the results are discussed, based on the Federal Opinion CNE/CP 9/2001 and on the Federal Law 11.788, about internships. In spite of the discouraging scenario described here, this paper attempts to shed some light on ways of changing it. [ABSTRACT FROM AUTHOR]

Doença renal crônica (DRC) é definida por anormalidades de estrutura ou função renal, por mais de 3 meses, com implicações para saúde. Sendo seus marcadores: albuminúria, creatinina, alterações de imagem, da histologia, do sedimento urinário, distúrbios de eletrólitos ou transplante renal. A investigação se baseia na realização de exames de creatinina sérica, parcial de urina, albuminúria, biópsia renal e ultrassonografia. Devemos pesquisar naqueles pacientes com diabetes, hipertensão, obesidade, histórico familiar de doença renal crônica, doenças cardiovasculares, litíase, infecções urinárias de repetição, uso abusivo de medicações nefrotóxicas e com doenças autoimunes. Para estratificação de risco de progressão da doença renal realizamos o estadiamento através da fórmula CKD-EPI 2021 calculando a taxa de filtração glomerular estimada (TFGe). A doença renal crônica é dividida em 6 estágios, iniciando com estágio 1 com TFGe > 90ml/min/1,73m², após o estágio 2 apesentando 90 a 60 ml/min/1,73m², o 3A com 59 a 45 ml/min/1,73m², o 3B 44 a 30 ml/min/1,73m², estágio 4 de 29 a 15 ml/min/1,73m², e finalmente estágio 5 com TFGe < 15 ml/min/1,73m², sendo que neste grau normalmente será indicado terapia renal substitutiva. Também dividimos por grau de albuminúira, A1 < 30mg/g, A2 30-300mg/g e A3> 300mg/g, e quanto maior a perda de albumina na urina, mais rápida será a progressão da DRC. Para cada estágio da DRC, devemos monitorar o paciente com intervalos diferenciados, no estágio 5 geralmente são realizadas consultas mensais e no 2 a cada 6 meses. Com o avançar dos estágios da DRC surgem doenças secundárias como anemia, acidose metabólica, distúrbio mineral e ósseo, sendo necessária a investigação destas doenças. Quando paciente apresentar anemia, deve-se inicialmente afastar deficiências de ferro e vitamina B12 como seus causadores, e após realizar o tratamento do déficit de eritropoietina. Já a acidose metabólica deve ser investigada principalmente nos pacientes com hipercalemia, e o seu tratamento ajuda a reduzir a progressão da DRC. O distúrbio mineral e ósseo apresenta-se de várias formas: com hiperfosfatemia, hiper ou hipocalcemia, hiperparatireoidismo e então cada alteração com tratamento específico. Portanto a DRC não é uma única doença, apresentando-se de várias maneiras e com comorbidades associadas, exigindo do nefrologista e equipe multidisciplinar um trabalho em conjunto. [ABSTRACT FROM AUTHOR]

Pacu (Piaractus brachypomus) is the second source of fish production in Colombia after the red tilapia (Oreochomi ssp.) and before the rainbow trout (Oncorhynchus mykiss). It also stands out as one of the species with the most productive potential in the country. A histological examination was performed on the digestive system of the Piaractu sbrachypomus in order to determine normal morphology at different stages of development. For that purpose, the animals were classified according to age, size and weight in fertilized eggs, yolk-sac larvae, fingerlings after yolk-sac reabsorption, young (3-5 cm, 5-7 cm, 10 cm, 15 cm) and adults (300 g). Tissue fixation took place in formaldehyde at 3.7 % and the oral cavity, pharynx, esophagus, stomach, pyloric caeca, intestines and related glands, liver and pancreas were microscopically described. Finally, the anatomical organization of this system was macroscopically described. [ABSTRACT FROM AUTHOR]

Internships are a form of "organized professional integration", structured at the interface between the educational and productive systems, where the school/university incorporates practical learning aspects within its educational program in order to prepare the socialization for work. In order to understand how these transformations are reflected in the process of joining the labor world, this study aims to analyze the professional integration of Management students into the labor market starting from their experiences as interns in Porto Alegre. A constructivist approach was adopted in the study. Interviews were held with 32 students from undergraduate courses in Management who reported their experience as interns and highlighting the implications for their professional integration and expectations for a future career. It can be seen from the analysis that, despite their educational characteristics, internships do not always represent the first step towards professional integration, since the interviews reveal that the students' first professional experience is not always related to their graduate course and is normally linked to the search for knowledge of the world of the labor or financial independence from the parents. Internships become of central importance, when the young people seek for professional experience related to their educational area. At this point, individual expectations have a notable influence, since in an institutionalized form of integration and within the same group young people various possible paths need to be taken into consideration. It can be seen that there is no single and generalist way of understanding this process, since a number of paths open up as a result of the internship experience, making the concept of professional integration even more difficult to comprehend. [ABSTRACT FROM AUTHOR]

A terminology review was proposed in order to describe renal alterations as well as to suggest a classification according to the stages of chronic kidney disease by IRIS (International Renal Interest Society) which is similar to human medicine. That classification considers the stage of evolution of the disease and urinary markers of kidney damage findings. The main objective is to help to establish the diagnostic, the prognosis and the adequate therapy corresponding to each stage of the disease in order to delay loss of renal function and its progression, and then providing better quality of patient's life. [ABSTRACT FROM AUTHOR]

Purpose: this study aims at reviewing the literature on respiratory muscle strength, body posture, stages in Parkinson's Disease and their interrelations. Methdos: searches were accomplished throughout publications based on Lilacs, Bireme, PubMed, MedLine, Scielo e Google Schoolar data, books, thesis, dissertations and Internet. Results: Parkinson's disease causes several functional modifications, for instance, rigidity, tremor and bradykinesia, decreasing in respiratory muscle strength, as well as the typical alterations of body posture. Theses disturbs occur more frequently and seriousness according to the stages. Conclusions: There is no consensus in literature, however, respiratory and postural disturbs tend to be more severe according to the stages. [ABSTRACT FROM AUTHOR]

Purpose: this study aims at reviewing the literature on respiratory muscle strength, body posture, stages in Parkinson´s Disease and their interrelations. Methdos: searches were accomplished throughout publications based on Lilacs, Bireme, PubMed, MedLine, Scielo e Google Schoolar data, books, thesis, dissertations and Internet. Results: Parkinson´s disease causes several functional modifications, for instance, rigidity, tremor and bradykinesia, decreasing in respiratory muscle strength, as well as the typical alterations of body posture. Theses disturbs occur more frequently and seriousness according to the stages. Conclusions: There is no consensus in literature, however, respiratory and postural disturbs tend to be more severe according to the stages. [ABSTRACT FROM AUTHOR]

Introdução: Pautado numa agenda com o Ministério da Educação, o Ministério da Saúde (MS) tem orientado a articulação entre trabalhadores da saúde, controle social, gestores e instituições formadoras na perspectiva do Sistema Único de Saúde (SUS), como estratégia eficiente para consolidar a Política de Saúde no Brasil. Considera-se que a educação em saúde precisa constituir-se a partir de um movimento intersetorial, com vistas às necessidades de formação e aperfeiçoamento dos trabalhadores. Assim, o MS apresenta, em 2004, por meio da Secretaria de Gestão do Trabalho e da Educação na Saúde (SGTES), a Política Nacional de Educação Permanente em Saúde (PNEPS) e, nessa mesma perspectiva, em 2005, o Programa Nacional de Reorientação da Formação Profissional em Saúde (Pró- Saúde). A concepção das "rodas" prevalece como possibilidade de cogestão desses processos, nos quais não há comando vertical e todos os sujeitos (gestores, trabalhadores, estudantes e usuários) influenciam e provocam movimentos de construção do conhecimento1. Ceccim e Feuerwerker2 defendem o "quadrilátero da formação para a área da saúde" - ensino, gestão, atenção e controle social -, com vistas à construção e à gestão da educação na saúde no âmbito do SUS. O ideário dessa figura pressupõe que cada face estabeleça fluxos e interlocutores específicos, em espaços/tempos e com motivações diferentes, numa trama de conexões. Objetivos: Analisar como ocorre a representação, dos quatro segmentos que compõem o quadrilátero da formação do SUS nos espaços colegiados de integração ensino-serviço em saúde da proposta Pró-Saúde da Universidade Comunitária da Região de Chapecó. Método: Pesquisa qualitativa, do tipo estudo de caso, no qual participaram representantes dos quatro segmentos no Comitê Gestor Local (CGL) e na Comissão Coordenadora Geral (CCG) do Pró-Saúde - proposta integrada Unochapecó, Secretaria da Saúde de Chapecó e Gerência Regional de Saúde. Essas estruturas reúnemse periodicamente, conformando espaços de planejamento, nos quais os membros podem acompanhar o desenvolvimento da proposta, sugerindo e deliberando sobre diferentes demandas. Para produção e registro das informações foram realizadas entrevistas e observação direta, entre 2012 e 2013. O estudo contou com a participação de 25 sujeitos, participantes nos fóruns, sendo estes os que participavam dos momentos de observação das reuniões. Os entrevistados, escolhidos intencionalmente pela pesquisadora, totalizam 11 sujeitos, cinco membros do CGL, três da CCG e três que faziam parte de ambas as estruturas, os quais representam os diferentes segmentos. As entrevistas foram gravadas e transcritas na íntegra. Realizaram-se seis momentos de observação de reuniões, registradas em Diário de Campo, instrumento com notas de observação descritivas (aspectos relevantes de organização, planejamento e dinâmica das reuniões); e reflexivas (processos de diálogo, participação, conflitos) e outras observações do entrevistador. Os dados foram analisados a partir da proposta operativa para "análise de dados qualitativos"3. Foi obtido parecer favorável do Comitê de Ética em Pesquisa com Seres Humanos da UFSC, sob o número 242.966/2012, atendendo aos critérios da Resolução do Conselho Nacional de Saúde no 466/12. Resultados: Representar pressupõe que indivíduos, nomeados para agir no interesse de grupos, tenham tempo para se apropriar do processo, além de habilidades de comunicação para se relacionar com os demais e para negociar4. A representação dos segmentos nas instâncias de gestão colegiada do Pró-Saúde tem se constituído da seguinte maneira: no ensino estão representados gestores da IES, docentes e estudantes (em grande medida do curso de enfermagem); no serviço, se realizado em uma unidade de saúde do município de Chapecó - SC. O mesmo iniciou na primeira semana do mês de março e terá fim na última semana de junho/ 2015. Este trabalho é fruto da percepção das acadêmicas do curso de Enfermagem 9° período da UFFS, em conjunto dois professores supervisores vinculados a UFFS - Universidade Federal da Fronteira Sul, e a enfermeira supervisora, vinculada a unidade de saúde. Discussão: O processo de aprendizagem se dá para além da universidade, portanto o ensino-aprendizagem se dá em sala de aula e ao mesmo tempo o serviço de saúde contribui para a formação acadêmica, sendo processos que se complementam e extrapolam limites institucionais. Uma vez que, a formação não acontece somente dentro dos muros da universidade, e sim em consonância com o mundo e mediatizado por ele como já apontava Freire2. A troca de experiência que há entre os acadêmicos (as) e o enfermeiro(a) no estágio supervisionado se torna necessária, pois, há momentos de discussão clínica, de gestão e organização do serviço, sugestão de novas ideias favorecendo a experiência entre a instituição de ensino e a instituição de saúde. Estas práticas encontram-se legalmente estabelecidas pela resolução do COFEN 441/2013 que "Dispõe sobre participação do Enfermeiro na supervisão de atividade prática e estágio supervisionado de estudantes dos diferentes níveis da formação profissional de Enfermagem"3. Ainda assim adentrar o serviço de saúde depende de uma série de consensos, pactuações e organização tanto dos serviços quanto da universidade. Ainda assim muitas vezes o enfermeiro (a) entende o(a) estagiário(a) como um "fardo", maior demanda de trabalho e ainda, como a possibilidade de questionamento crítico com tendência negativa ao seu trabalho. Não percebe estes (as) ou observa como uma ferramenta necessária a abertura de novos horizontes, renovação de idéias, técnicas e novas possibilidades para as coisas que passam despercebidas aos olhos da equipe, em função do circulo vicioso em que a mesma encontra-se inserida. Com isso, acaba afastando-se, dificultando esse vínculo, para se sentir mais confortável e seguro, porém deixa de realizar trabalhos significativos que poderiam vir a somar para ambas as partes envolvidas e para a comunidade. Considerações Finais e Contribuições para a Enfermagem: A partir da experiência em se dar oportunidade para o estagiário colocar em prática os conhecimentos adquiridos na universidade, várias expectativas de melhoria no processo de trabalho da equipe foram surgindo. E não somente ficaram na expectativa, com a orientação do enfermeiro foram sendo colocadas em prática. Ao final, percebeu-se que da parceria surgiram frutos que irão perdurar não somente no processo de trabalho da equipe como também na bagagem de conhecimento do Enfermeiro (a), do (a) estagiário(a) e de toda a equipe. A aproximação foi permeada por observações e intervenções nas reflexões acerca das decisões e ainda sobre as tomadas de decisões, procurou-se respeitar os limites das relações e com as dificuldades na Unidade de Saúde por conta da estrutura dos serviços além do Diagnóstico Situacional, construiu-se uma relação não somente com a coordenação, mas também com outros(as) profissionais que demonstravam mais resistências à estas vivências. Identificou-se também que a relação de confiança é primordial nesse contexto, onde entender o estagiário como um futuro profissional, o qual já demonstra postura ética e profissionalismos também se fez importante no estreitamento do vínculo. Percebeu-se que a parceria entre a universidade e o serviço de saúde só vem a somar conhecimentos para todos os atores envolvidos que há possibilidades de construções positivas, mas este processo de troca de saberes exige dedicação, compreensão e respeito de ambas as partes. Isso fortalece o vínculo e ajuda na formação de profissionais melhor preparados (as) e empoderados (as) para os desafios da construção e fortalecimento do Sistema Único de Saúde - SUS e suas Redes de Atenção à Saúde, bem como, resulta na qualidade da assistência na Atenção Básica. [ABSTRACT FROM AUTHOR]