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Resumen La investigación se centró en conocer el proceso de adquisición de la lengua indígena mapuce1 para su enseñanza y aportar a los actuales programas de lengua mapuzugun. Se trabajó con la metodología participativa dialógica-kishu kimkelay ta che- con profesorado y miembros de la comunidad mapuce de una escuela rural de la Región de La Araucanía, Chile. Como resultados se observa la ecosonoridad como apresto para la enseñanza de la lengua indígena, que concierne a la relación sonido-acción, onomatopeya-toponimia y naturaleza-lengua. Estos resultados se asumen como un desafío necesario para ayudar a mejorar los programas de lengua indígena, debido que, como argumentamos, estos están bajo una lógica mayoritariamente occidental que dificulta la articulación intercultural en las escuelas. Abstract This research study focuses on the process of acquiring the indigenous Mapuce language for teaching purposes in order to contribute to current Mapuzugun Indigenous Language programs. Using a dialogic participatory methodology called Kishu Kimkelay Ta Che, we collaborated with teachers and members of the Mapuce community from a rural school in La Araucanía, Chile. Our findings reveal that echo-sonority plays a crucial role in preparing for the teaching of the indigenous language. This preparation involves the relationship between sound-action, onomatopoeia-toponymy, and nature-language. We argue that these results present a necessary challenge to improve indigenous language programs, which mostly operate under a Western logic, making intercultural articulation in schools challenging. Resumo Este estudo tem como objetivo investigar o processo de aquisição da língua indígena Mapuce para fins de ensino, a fim de contribuir com os programas atuais de língua Mapuzugun. Trabalhamos com a metodologia participativa dialógica Kishu Kimkelay Ta Che, em colaboração com professores e membros da comunidade Mapuce de uma escola rural na Região de La Araucanía, Chile. Nossos resultados mostram que a ecosonoridade é uma preparação para o ensino da língua indígena, relacionando som-ação, onomatopeia-toponímia e linguagem-natureza. Argumentamos que esses resultados apresentam um desafio necessário para melhorar os programas de línguas indígenas, pois esses programas são predominantemente estruturados sob uma lógica ocidental, dificultando a articulação intercultural nas escolas.

Se analiza un conjunto de tres discos de cerámica procedentes de los niveles del Hierro Antiguo de Peña Negra. Presentan diferentes acabados y estarían provistos de asas, por lo que deben interpretarse como tapaderas de grandes recipientes de almacenaje. Se ha realizado el estudio petrográfico y mineralógico mediante microdifracción de rayos X (µDRX). Los resultados indican que se trata de piezas de composición relativamente homogénea y de probable producción local, cocidas a baja temperatura. Se revisa el hallazgo de objetos similares en otros contextos del Hierro Antiguo, destacando los recuperados en el Noreste peninsular y el Valle del Ebro, donde además se localizan discos-tapadera realizados en yeso similares a dos ejemplares recuperados en Peña Negra, donde es un material frecuente empleado en la construcción y en la fabricación de objetos. A set of three ceramic discs from the Early Iron Age levels of Peña Negra are analysed. They exhibit differences in surface treatment and would have been fitted with handles, so they should be interpreted as lids of large storage vessels. Samples of each disc were studied by means of petrographic and mineralogical analysis (X-ray micro-diffraction, µDRX). Resulting data indicate that those are pieces of relatively homogeneous composition and that were probably locally produced, fired at low temperatures. The discovery of similar objects in other Early Iron Age contexts is reviewed, highlighting those recovered in the Northeast of the Iberian Peninsula and the Ebro Valley, where gypsum discs have also been found, similar to two examples found in Peña Negra. In this site, gypsum was commonly used as raw material in building activities and other crafts. Este trabajo se ha realizado en el marco del proyecto del Ministerio de Ciencia, Innovación y Universidades HAR2017-87495-P, “Fenicios e indígenas en el Sureste de la península ibérica: Bronce Final y Hierro Antiguo entre el Vinalopó y el Segura” y del proyecto de la Generalitat Valenciana AICO/2021/189, “Construyendo territorios entre el Bronce Final y el Ibérico Antiguo en los extremos de la Comunitat Valenciana (ConstrucTERR)”. El trabajo instrumental se ha financiado con una ayuda de la Fundación Palarq (Analíticas 2019), desarrollada en el marco de un convenio de colaboración con la Universidad de Alicante para la coordinación y desarrollo del proyecto “Estudio de investigación para llevar a cabo analítica de cerámica prehistórica” (FUNDACIONPALARQ1-19X). También con la Ayuda para la utilización de los Servicios Técnicos de Investigación del Vicerrectorado de Investigación y Transferencia de Conocimiento de la Universidad de Alicante (UAUSTI19-15). María Pastor Quiles es investigadora Juan de la Cierva-formación (FJC2019-039469-I) financiada por el Ministerio de Ciencia e Innovación y el Institut Català d’Arqueologia Clàssica. Miguel del Pino Curbelo disfruta de un contrato del programa Viera y Clavijo, financiado por la Universidad de Las Palmas de Gran Canaria.

Background: Since the introduction of omeprazole in 1989, proton pump inhibitors (PPIs) have become the mainstream of treatment for acid-related pathologies, but nowadays, it is estimated that between 20% and 80% of people worldwide who are using PPIs are doing so without an approved indication. Overusing PPIs is known to involve a tremendous cost in financial terms, and many western countries have reported high spending on these medicines. Objective: We conducted a narrative review to evaluate PPI deprescription strategies carried out entirely or in collaboration with primary care and to identify factors that could influence the success of these strategies. Method: This review was conducted in November 2022, following PRISMA guidelines. Four databases were searched: PubMed, Web of Science, Scopus and CINAHL Complete, using the MeSH terms ‘proton pump inhibitors’ AND ‘deprescriptions’. Results: The search with the established criteria found eight studies. The different success rates obtained by the various studies analysed in this review may be due to the different methodologies used when establishing the protocols, sample selection and monitoring of the results. Conclusion: We can conclude that the two factors related to the most successful strategies were a) the clarity and simplicity of the de-escalation protocols, in which patients were instructed on the measures to follow in the event of the reappearance of symptoms, and b) the training of the physicians responsible for deprescribing. Long-term conclusions cannot be drawn about the effectiveness of these protocols, given that the studies are limited in time. Other barriers to generalizing the results are the small sample size and the absence of control groups.

Resumen La comunicación oral como eje en el plan de estudio escolar en Chile es un tema relevante para las comunidades indígenas mapuche de la Región de La Araucanía, sobre todo, porque la oralidad es la fuente de conocimiento y transmisión de saberes para este pueblo. Aunque este eje se considera en el currículo oficial, se enseña y se evalúa desde métodos educativos occidentales. Este estudio tiene como finalidad identificar y describir componentes de la comunicación oral, cuya inclusión es necesaria en escuelas con estudiantes mapuche y chileno-occidentales. Para esto, el estudio fue participativo en base al enfoque dialógico-kishu kimkelay ta che, por medio de una fase de revisión de fuentes documentales, y una fase de trabajo con profesores/as que se desempeñan en contexto indígena rural y urbano. Entre los principales resultados, se identifica la distancia epistémica entre la oralidad de los programas ministeriales y la experiencia del profesorado, como también, se presentan recursos metodológicos, tanto didácticos como evaluativos, cuya incorporación es importante en las prácticas de aula cuando se desempeña en contextos con población indígena. Abstract Oral communication as an axis in the school curriculum in Chile is a relevant issue for the Mapuche indigenous communities of the Araucanía Region, especially because orality is a source of knowledge and knowledge and skills transmission for these people. Although this axis is included in the official curriculum, it is taught and assessed using Western educational methods. This study aims to identify and describe components of oral communication, whose inclusion is necessary in schools with Mapuche and Western-chilean students. For this, the study was participatory based on the dialogic approach-kishu kimkelay ta che, through a review phase of documentary sources, and a phase of work with teachers who perfom in rural and urban indigenous context. Among the main results, the epistemic distance between the orality of the ministerial programs and the experience of the teaching staff is identified, as well as methodological resources, both didactic and evaluative, whose incorporation is important in classroom practices when carried out in educational contexts with indigenous population.

El modelo de justicia social de reconocimiento ha adquirido particular connotación en el marco de los movimientos sociales contemporáneos, de forma especial en aquellos colectivos tradicionalmente invisibilizados, como comunidades indígenas, rurales, urbano marginales, entre muchas otras. Enlazador de mundos es un movimiento social chileno que se auto organiza en este tipo de contextos, por medio de aulas comunitarias dialógicas, a fin de superar la infravaloración del patrimonio cultural de estas comunidades en los currícula oficiales. Conocer cómo se organizan estos colectivos para superar las injusticias en estas aulas, resulta de interés. Mediante una investigación acción participativa, se identificaron las formas de injusticia/menosprecio y justicia/reconocimiento producidas en las dinámicas organizativas que adoptan los colectivos sociales que forman parte de estas aulas comunitarias. Para ello, se constituyeron tres comunidades de investigación en tres escuelas en diversidad de contextos culturales: campesino, minero, mapuce, en diferentes regiones geográficas del país. Los resultados evidencian, por una parte, que las dinámicas organizativas de los colectivos que movilizan las aulas comunitarias, son capaces de generar justicia social atribuible a diferentes formas de reconocimiento, y por otra, que las injusticias identificadas como formas de menosprecio, resultaron ser las gatillantes del proceso transformador dialógico que logra producir la justicia de reconocimiento social.

En Chile la evaluación es un tema controversial y complejo, que a la fecha suma diversas críticas producto de su lógica de homogeneización educativa. Una de las críticas surge de los pueblos indígenas, quienes luchan por una evaluación con mayor justicia social. El presente estudio tuvo como objetivos: 1. Identificar los ámbitos de justicia/injusticia de la evaluación educativa en contexto indígena mapuce y 2. Reconocer los saberes y haceres que las personas incorporan en el trabajo de aula para la evaluación en contexto indígena mapuce. Se desarrolló una investigación participativa con el enfoque dialógico-kishu kimkelay ta che, con la conformación de dos comunidades de investigación ubicadas en la Región de La Araucanía, una bafkehce y la otra pewenche, donde se trabajó con procedimientos como el diálogo colectivo y la conversación dialógica. La validación de los conocimientos producidos se realizó mediante az kintun. Los resultados dan cuenta de ámbitos de justicia/injusticia relacionados a los enfoques de reconocimiento y paridad de participación, como saberes y haceres mapuce que las personas logran incorporar y desarrollar en la evaluación escolar. Las principales conclusiones apuntan al desafío de establecer como núcleo normativo una evaluación para el desarrollo de la justicia social en contextos indígenas.

El proceso de expansión del Neolítico en el S de Europa lleva generalmente asociada la difusión de un conjunto de conocimientos, tanto de carácter socioeconómico como tecnológico. Entre estos últimos, la alfarería permite observar diferentes tradiciones a partir no solo de las materias primas empleadas, sino también aportando información sobre las diferentes formas de elaboración. Este trabajo se aproxima a ambas variables a través de la observación petrográfica y microestructural de parte de los materiales cerámicos recuperados en el asentamiento en llano documentado en la c/ Colón de Novelda, Alicante, en la cuenca del Vinalopó. Los resultados obtenidos muestran diferencias en el procesado de las materias primas –adición de desgrasantes– y temperaturas de cocción variables. Atendiendo a la composición de las pastas cerámicas, la mayoría de los recipientes posiblemente tengan un origen local, frente a un conjunto menor de piezas que no concuerdan con el entorno geológico del yacimiento y que interpretamos como importaciones. Estos resultados nos aportan información sobre las estrategias desarrolladas en la gestión del espacio circundante y la relación con regiones y comunidades humanas vecinas. For most of Southern Europe, the process of Neolithic expansion was associated with the dissemination of a range of knowledge, both socio-economic and technological. Among the latter, pottery allows us to observe different traditions not only from the raw materials used, but also by providing information on different ways of doing. This work approaches both variables through the petrographic and microstructural observation of part of the ceramic record recovered from an open-air settlement documented in Colón Street of Novelda, Alicante, in the Vinalopó basin. The results obtained show differences in the way in which the raw materials were processed –i.e., tempering– and variable firing temperatures. Based on the composition of the ceramic pastes, most of the vessels are probably of local origin, while a smaller number of pieces do not match the geological environment of the site, which we interpret as imports. These results provide us with information on the strategies developed in the management of the surrounding space and the relationship with neighbouring regions and human communities.

The main objective of this research was to explore communication competence traits deemed as essential for initial teacher training of schoolteachers of language – in both the Spanish and Mapuzugun...

This paper reports the development of a Mapuche education programme in the context of indigenous demands and claims in relation to education, specifically the Bafkehce Mapuche community who...

El trabajo aborda la evaluación de contenidos desde el enfoque de la evaluación comunicativa y tiene tres objetivos: 1) Develar los contenidos que se trabajan en evaluación comunicativa desde la perspectiva de los agentes educativos involucrados, 2) Identificar el rol de los participantes en la selección de contenidos a evaluar, y 3) Identificar los criterios de selección de contenidos. Se empleó la metodología Dialógica-Kishu Kimkelay Ta Che, y como técnicas de recogida de información la conversación dialógica y el diálogo colectivo en tres ciudades: Concepción, Tomé y Talca (Chile). La validación de los datos se realizó a través de la categorización de los mismos en dimensiones transformadoras, conservadoras y exclusoras. Como resultados relevantes se propone incorporar y rescatar saberes sociales, culturales y lingüísticos de las comunidades a evaluar con el fin de enriquecer los contenidos prescritos por el currículum nacional.

This paper presents the characterisation of 48 ceramic samples from Cova d’En Pardo (Alicante, Spain). Provenance and technology analysis are carried out on materials dated back to different Early and Middle Neolithic cultural phases, including pioneer and Epicardial levels, poorly known in the area. The techniques employed are optical petrography and scanning electron microscope. Two main fabrics were identified, characterised by the heavy presence of temper (grog and calcite), along with five minor petrographic classes, including two imports, one of them probably from southern Iberia. The comparison among occupational phases within the site reveals changes along the stratigraphic series, especially during the transition from the 6th to 5th millennia cal. BC, which is reflected in temper choice. Evidence from the earliest occupation of the site also agrees with the picture of discontinuity previously observed on nearby contexts between pioneer and traditional Cardial ceramic technology, which might be connected to neolithization routes. Firing technology is characterised by the occurrence of microstructure gradients and signs of fast heating rates. Sample preparation and analyses were funded by the projects NEOMEDPOT (Marie Skłodowska-Curie program, European Commission, grant number 659466) and Espacios sociales y espacios de frontera durante el calcolítico y la Edad del Bronce en el Levante de la península Ibérica (HAR2016-76586-P, Ministerio de Economía y Competitividad and FEDER). Miguel del Pino is a postdoctoral researcher within the Viera y Clavijo program, funded by the Universidad de Las Palmas de Gran Canaria (Spain). The initial draft of the paper was finished while a postdoctoral researcher within the APOSTD program funded by the Generalitat Valenciana and FEDER funds (Spain).

This article presents a group of unintentionally modified stone tools that served in different phases of the chaines operatoires of pottery manufacture on the Island of Gran Canaria. The tools were recovered in the cave of La Cerera, a part of a pre-Hispanic settlement spanning the 7th to 12th centuries cal CE. Tool classification was carried out by morphological and use-wear analyses. Data from these observations were contrasted with the ethnoarchaeological results of a project carried out in collaboration with Gran Canaria's last traditional potters. The results identify a series of technical actions undertaken in the different phases of recent pottery manufacture. Furthermore, the project singles out certain indigenous ceramic traditions that have survived until the 20th century, as well as exogenous methods adopted by local productions after Gran Canaria's colonisation in the 15th century. Moreover, the results of this study serve as a reference to assist identifying this category of stone tools in other archaeological contexts.

The focus on the dialogic-kishu kimkelay ta che method is the result of extensive research, debates and reflections contextualized in the territorial, cultural, linguistic and social diversity of central-southern Chile. This research methodology considers the coexistence of the Chilean and indigenous Mapuche worldviews of the inhabitants of this region of the country. With constructions that integrate these two epistemes, it develops a collective praxis in which diverse members belonging to both cultures can access their knowledge and expertise to form a research community. These members are the agents who decide what, why and how to conduct research. To study their own reality with the aim of transforming it, they practice the epistemological principles of situational historical diversity, gnoseological reciprocity, epistemic thought and expansive rationality. Hence, investigative praxes abandon terminology used in classic research to acquire an integrative conception of a reality that intertwine...

The article presents a teaching experiment contextualised in three schools in the city of Temuco, Chile. The study included courses in primary and secondary schools, and was planned to address a problem of low reading comprehension among the pupils identified in standardised tests like the Education Quality Measurement System (SIMCE). The problem arises especially from the lack of specific reading strategies to facilitate comprehension by the pupils, especially though inference, interpretation and reflection. The object of this teaching experiment was to impart to pupils a grammatical summarising strategy to enable them to schematise and grasp the information in a text, allowing them to gain reading skills. To do this, a summarising technique was developed and taught to teachers and pupils in municipal-public and subsidised schools; the results were assessed through reading comprehension tests focused on the skills of reflection on the text and relation and interpretation of the information. The principal finding of the experiment, based on the levels achieved in the tests, was that the summarising technique helped the pupils to locate information, which was reflected in their increased ability to draw inferences from and reflect on the text.

espanolRESUMEN: Esta investigacion se realizo en contexto indigena MAPUCE BAFKEHCE, en la Region de la Araucania, Chile. Con el fin de generar una evaluacion de aprendizajes que sea pertinente a su cultura y lengua, se propuso como objetivos: 1) Identificar los principios que orientan la evaluacion de aprendizajes en contexto MAPUCE BAFKEHCE junto a la comunidad y 2) Definir el concepto de evaluacion de aprendizajes en contexto MAPUCE BAFKEHCE y su metodologia. El estudio se abordo desde el paradigma participativo y el enfoque dialogico-kishu kimkelay ta che, junto con profesorado de una escuela MAPUCE, por medio de conversaciones dialogicas y el analisis de fuentes documentales. Los resultados evidencian principios orientadores que promueven una evaluacion situada territorial, cultural y linguisticamente; como tambien, propuestas metodologicas coherentes a la cultura indigena. Con la finalidad de revitalizar sus saberes desde una optica evaluativa que permita establecer un dialogo con la escolarizacion chilena occidental. EnglishABSTRACT: This research was conducted in the indigenous context MAPUCE BAFKEHCE, in the Araucania Region, Chile. In order to generate a learning assessment that is relevant to their culture and language, the following objectives were proposed: 1) Identify the principles that guide the evaluation of learning in the context of MAPUCE BAFKEHCE together with the community and 2) Define the concept of evaluation of learning in context MAPUCE BAFKEHCE and its methodology. The study was approached from the participative paradigm and the dialogical-kishu kimkelay ta che approach, together with the teachers of a MAPUCE school, through dialogical conversations and the analysis of documentary sources. The results show guiding principles that promote an evaluation located territorially, culturally and linguistically; as well as methodological proposals coherent to the indigenous culture. In order to revitalize their knowledge from an evaluative perspective that allows to establish a dialogue with western chilean schooling. portuguesRESUMO: Esta pesquisa foi realizada no contexto indigena MAPUCE BAFKEHCE, na Regiao de Araucania, Chile. A fim de gerar uma avaliacao de aprendizagem que seja relevante para sua cultura e linguagem. Ele propos os seguintes objectivos: 1) Identificar os principios que guiam a avaliacao da aprendizagem no contexto mapuche BAFKEHCE com a comunidade e 2) definir o conceito de avaliacao da aprendizagem no contexto mapuche BAFKEHCE e metodologia. O estudo foi abordado a partir do paradigma participativo e os kishu abordagem dialogicas kimkelay ta-che, juntamente com professores da escola mapuche, atraves de discussoes e analise de fontes documentais dialogicas. Os resultados mostram principios norteadores que promovem uma avaliacao localizada territorial, cultural e linguisticamente; bem como propostas metodologicas coerentes com a cultura indigena. A fim de revitalizar seus conhecimentos a partir de uma perspectiva avaliativa que permita estabelecer um dialogo com a escolaridade chilena ocidental.

This research aims to characterize the curriculum, the didactics and the assessment promoted by the Ministry of Education of Chili, and the dialogic pedagogy “Enlazando Mundos” (Bridging Worlds). This is a qualitative study based on the dialogic-Kishu Kimkelay Ta Che research approach, with a design of two case studies derived from documentary sources. The procedure to collect and construct knowledge is the interpretation of the dialogic speech; as a data analysis, it focuses on pedagogical definitions from the perspective of transformative, excluding and conservative dimensions, in order to compare-interpret and reflect on educational inputs in relation to reading in a course of language and communication. As a result, it is observed the incongruity from the State in communicative curriculum design and its operational proposal, and in the regionalized construction the dialogic pedagogy “Enlazando Mundos” (Bridging Worlds) is carrying out.

This paper focuses on the study of the pre-Hispanic ceramics from the site of La Cerera (Gran Canaria) (7th century AD – 13th century AD). An integrated approach combining various levels of analysis has been carried out, employing morphological, technical and functional analysis of the pots, as well as their instrumental characterization: X-ray fluorescence (XRF), X-ray diffraction (XRD), optical petrography and scanning electron microscopy (SEM). As result, different operative chains have been detected, linked to function and chronology. Other differences with respect to the characteristics of the archaeological materials through time were also identified. Those transformations seem to coincide with others already observed for various elements of the aboriginal material culture at the site, as well as at other parts of the island. The effects of the intensification of pottery production on the homogeneity of the fabrics are also discussed., Se analizan los materiales cerámicos prehispánicos del yacimiento de La Cerera en Gran Canaria (siglos VII-XIII D.C.). Se integra la clasificación morfotécnica y funcional, y la caracterización instrumental mediante fluorescencia de rayos X (FRX), difracción de rayos X (DRX), petrografía óptica (PO) y microscopía electrónica de barrido (MEB) relacionando cada nivel de estudio aplicado. Como resultado se detectaron diferentes cadenas operativas, conectadas con la función de los vasos y su cronología. Además se observaron importantes cambios diacrónicos en las características del material. Estos parecen coincidir con otros identificados en el registro del propio yacimiento y en otros sitios de la isla. También se discuten los posibles efectos de la intensificación de la producción sobre la homogeneidad de las fábricas cerámicas.

This paper considers the structure of production, distribution and consumption of ceramics within Chalcolithic communities of SE Iberia, an important region for modelling social and technological change in the recent prehistory of Eurasia. Our research provides new data through the comparative analysis of domestic and metallurgical ceramics, as well as building and other clayrich materials from the archaeological site of Las Pilas (2875–2620 cal. BC 2σ to 2460–2205 cal. BC 2σ) (Mojácar, Almería). In total, 56 samples are characterised by optical petrography, with SEM analysis of 22 of those individuals, in order to assess firing conditions. Results point to the existence of a local tradition in which domestic and metallurgical wares exhibit important similarities in their production processes. In terms of technology, the assemblage shows a relative homogeneity, although firing conditions, surface treatment and decoration seem to have played an important role in the differentiation of highly symbolic wares from other ceramics. We conclude that raw material procurement and processing at Las Pilas differ from those at other Copper Age sites already studied in SE and SW Iberia. This is in agreement with earlier archaeometallurgical studies on Las Pilas, suggesting the development of local and community-based technological traditions. As such, the paper attempts to bridge the recent divide between re-emergent top-down models and our detailed understandings of technological practice., This research was funded by the European Commission through a Marie Skłodowska-Curie Individual Fellowship entitled BTechnological change at the South-western limits of the Mediterranean basin during the Neolithic and early Chalcolithic: pottery production and consumption^ (NEOMEDPOT, number 659466) and by the I+D research project HAR2016-78197-P, by the Spanish Ministry of Economy, Industry and Competitiveness.

In this work, we describe an approach that allows for optimizing the structure of a smart grid (SG) with renewable energy (RE) generation against abnormal conditions (imbalances between generation and consumption, overloads or failures arising from the inherent SG complexity) by combining the complex network (CN) and evolutionary algorithm (EA) concepts. We propose a novel objective function (to be minimized) that combines cost elements, related to the number of electric cables, and several metrics that quantify properties that are beneficial for SGs (energy exchange at the local scale and high robustness and resilience). The optimized SG structure is obtained by applying an EA in which the chromosome that encodes each potential network (or individual) is the upper triangular matrix of its adjacency matrix. This allows for fully tailoring the crossover and mutation operators. We also propose a domain-specific initial population that includes both small-world and random networks, helping the EA converge quickly. The experimental work points out that the proposed method works well and generates the optimum, synthetic, small-world structure that leads to beneficial properties such as improving both the local energy exchange and the robustness. The optimum structure fulfills a balance between moderate cost and robustness against abnormal conditions. Our approach should be considered as an analysis, planning and decision-making tool to gain insight into smart grid structures so that the low level detailed design is carried out by using electrical engineering techniques.

Communal granaries are a widespread and very significant feature of northwest Africa. Here the first systematic archaeobotanical study of such a granary is presented, with desiccated plant macro-remains retrieved from the pre-Hispanic site of El Alamo-Acusa, Gran Canaria, Spain (cal. ad 1000–1500). While modern contamination caused by animals was evident, most plant remains found there were ancient, including cereals, pulses, cultivated fruits and wild gathered plants. Hordeum vulgare ssp. vulgare and Ficus carica were the most common taxa, which appear to have been the two main staple foods for the pre-Hispanic population. The high frequencies of chaff and other plant residues indicate that crops were stored unprocessed. Most food plants had been eaten by insects and other animals, and only unpalatable parts were present. Remains of Sitophilus granarius (grain weevil) were common in the samples, suggesting problems of insect pests during long-term storage. In addition, we have identified leaves of cf. Laurus novocanariensis, which may have been used as an insect repellent.

Given the availability of laparoscopy and the rising detection of incidentalomas, indications for adrenalectomy may be changing. The Endocrine Surgery Section of the Spanish Association of Surgeons designed a survey to assess its indications, techniques, and results in Spanish Surgical Departments.Collected data included hospital and department type, yearly hospital volume of procedures; location studies and preoperative preparation performed, indications, surgical approach and instruments used, and results in terms of morbidity and overall hospital stay. The analysis included a comparison between results of high- or low-volume centers and surgeons, using the Student's t test for quantitative and chi-square test for qualitative variables. Level of significance was set at 0.05.Nineteen centers returned the questionnaire, including 155 adrenalectomies performed in 2008. Most frequent indications were pheochromocytoma (23.2%), aldosteronoma (16.7%), incidentaloma (12.2%), metastasis (10.3%), Cushing adenoma (9.6%), and carcinoma (3.8%). Laparoscopy was performed in 83.9% of cases (9.4% required conversion to laparotomy). Four patients required urgent reoperation. Average hospital stay: 4.6 days (3.3 days after laparoscopy, 7 days after laparotomy). High-volume centers had a greater proportion of laparoscopically treated cases (p = 0.008), more malignant lesions treated (p = 0.03), a shorter overall stay (p 0.0001), and a shorter stay after laparotomic adrenalectomy (p = 0.01). High-volume surgeons had similar results, and less in-hospital morbidity (p = 0.02).In Spain, adrenalectomy is performed in hospitals of varying complexity. Laparoscopic approach is the rule, with good results in terms of morbidity and stay. High-volume centers and surgeons had best results in terms of use of minimally invasive surgery and hospital stay.

Se propone un sistema de clasificación para los recipientes cerámicos de tradición aborigen de la isla de Gran Canaria. Este sistema integra aspectos tecnológicos, formales y funcionales partiendo de conjuntos arqueológicos debidamente contextualizados. Se discuten los resultados haciendo referencia a las diferencias cronológicas, a la función y características de los yacimientos. Asimismo, se discuten los datos comparándolos con aquellos existentes en la bibliografía especializada. Los resultados apuntan a la coexistencia de diferentes grupos funcionales, consecuencia del desarrollo de cadenas operativas muy diferentes, mantenidas durante largos periodos de tiempo. A pesar de esta continuidad, se han observado variaciones diacrónicas y espaciales entre los conjuntos, especialmente en cuanto a su morfología y patrones decorativos, que podrían deberse a cambios en las relaciones sociales aborígenes, ocasionados por factores internos y externos, y a la cristalización de grupos identitarios diferenciados dentro la isla, al menos en momentos avanzados de la ocupación prehispánica. This paper comprises a new proposal for the classification of the aboriginal ceramics from the island of Gran Canaria. This classification system integrates the technological, morphological and functional traits of archaeological vessels that have been properly contextualized. The results are discussed taking into account functional and chronological differences among the groups, as well as previously published data. As a consequence, a number of functional groups, related to different chaînes opératoires, were defined. Moreover, the groups also exhibited a spatial and chronological variability that seems to reflect the creation of identity borders within the population of the island. These limits became more evident during advanced moments of the indigenous occupation. Miguel del Pino disfrutó de una ayuda predoctoral de la ACIISI (85% FEDER). La investigación se inserta en el proyecto Las relaciones sociales de producción en la isla de Gran Canaria en época preeuropea y colonial. Dos procesos de colonización y un mismo territorio HAR2013-41934-P del Ministerio de Economía y Competitividad, Gobierno de España.

Background. We assessed the results of adrenalectomy for solid tumor metastases in 317 patients recruited from 30 European centers. Methods. Patients with histologically proven adrenal metastatic disease and undergoing complete removal(s) of the affected gland(s) were eligible. Results. Non-small cell lung cancer (NSCLC) was the most frequent tumor type followed by colorectal and renal cell carcinoma. Adrenal metastases were synchronous (#6 months) in 73 (23%) patients and isolated in 213 (67%). The median disease-free interval was 18.5 months. Laparoscopic resection was used in 46% of patients. Surgery was limited to the adrenal gland in 73% of patients and R0 resection was achieved in 86% of cases. The median overall survival was 29 months (95% confidence interval, 24.69-33.30). The survival rates at 1, 2, 3, and 5 years were 80%, 61%, 42%, and 35%, respectively. Patients with renal cancer showed a median survival of 84 months, patients with NSCLC 26 months, and patients with colorectal cancer 29 months (P = .017). Differences in survival between metachronous and synchronous lesions were also significant (30 vs 23 months; P = .038). Conclusion. Surgical removal of adrenal metastasis is associated with long-term survival in selected patients. (Surgery 2013;154:1215-23.)

Resumen:Esta investigación tiene como objetivo caracterizar el currículo, la didáctica y la evaluación promovida desde el Ministerio de Educación de Chile (MINEDUC) y en la pedagogía dialógica Enlazando mundos (PDEM). El estudio es cualitativo, con base en el enfoque de investigación dialógica-Kishu Kimkelay Ta Che, con un diseño de dos estudios de caso derivados de fuentes documentales. El procedimiento de recolección y construcción de conocimiento es la interpretación del discurso dialógico; como análsis de datos se focaliza en las definiciones pedagógicas a partir de dimensiones transformadoras, exclusoras y conservadoras, con la finalidad de comparar-interpretar y reflexionar los aportes educativos en relación con la lectura en la asignatura de lenguaje y comunicación. Como resultados, se observa la incongruencia desde el Estado en la formulación curricular comunicativa y su propuesta operativa, y la construcción territorializada que realiza la PDEM. Abstract:This research aims to characterize the curriculum, the didactics and the assessment promoted by the Ministry of Education of Chili, and the dialogic pedagogy "Enlazando Mundos" (Bridging Worlds). This is a qualitative study based on the dialogic-Kishu Kimkelay Ta Che research approach, with a design of two case studies derived from documentary sources. The procedure to collect and construct knowledge is the interpretation of the dialogic speech; as a data analysis, it focuses on pedagogical definitions from the perspective of transformative, excluding and conservative dimensions, in order to compare-interpret and reflect on educational inputs in relation to reading in a course of language and communication. As a result, it is observed the incongruity from the State in communicative curriculum design and its operational proposal, and in the regionalized construction the dialogic pedagogy "Enlazando Mundos" (Bridging Worlds) is carrying out.

This review presents a geographic distribution of the three autochthonous venomous snake species, which are the only viperids present in Spain, among the Iberian fauna: Vipera aspid; Vipera seoianei and Vipera latasti. This is followed by a detailed descriptive analysis of hospital care provided to patients admitted into hospital due to venomous bites, in the period from 1997 to 2009, using the data from the Spanish hospital discharge registry database. This analysis reveals that in Spain, during this period, 1649 cases were recorded, which means that hospital care was required for more than one hundred cases per year, of which nearly 1% of the cases resulted in death. Cases were recorded in all the Autonomous communities, but more than half (54, 14%) were concentrated in the following four regions: Cataluña, Castilla and León, Galicia and Andalucía. It is notable that this concentration of cases is not associated only with the population demographics of the community, but is also the result of the concurrence of very diverse factors of exposure including: habitat of venomous fauna, volume of rural population, farming activities, and practice of outdoor leisure activities. We also carried out a gross economic calculation for the use of hospital resources by each snakebite case requiring hospital care in Spain, which provided us with an approximate figure of 2000€ per case., We would like to thank Dra. María Ángeles Gogorcena Aoiz, from the Institute of Health Information of the Ministry of Health, Social Services and Equality, for her help in accessing the data from the hospital discharge registry database. We would also like to thank Mr. Mario García París, Mr. Jesús Dorda and Ms. Soledad Alonso, from the National Museum of Natural Sciences of Madrid who have provided us the images of the three autochthonous viper species that appear in the article. This work is a partial result of the research agreement signed between the Instituto de Salud Carlos III and Instituto Bioclon S.L. de C.V. partially funded by “Fondo de Cooperación Internacional en Ciencia y Tecnología entre México y la Unión Europea” (FONCICYT) (application number 93608). It is part of a research project (ref. PI08/90612) of the Spanish National R&D plan. The funders had no role in study design, data collection and analysis, decision to publish, or preparation of the manuscript.

La siguiente investigación es un estudio cualitativo acerca de los factores pedagógicos que pudieran incidir en la comprensión de textos argumentativos al incorporar al aula la metodología de grupos interactivos y colaboradores de aprendizaje como lo establece el modelo pedagógico Enlazando Mundos. En cuanto a resultados se develó que la enseñanza tradicional de comprensión no es la óptima, lo que permite dilucidar que es necesario una actitud dialógica y participativa en la enseñanza y práctica de la comprensión de textos argumentativos.

El presente trabajo relata una experiencia desarrollada como Proyecto de Intervención, elaborado en un curso de Práctica Pedagógica. El Proyecto contempló la elaboración y desarrollo de una secuencia didáctica que fue llevada a cabo en un centro de Práctica Pedagógica Progresiva, en los meses de junio y julio de 2007. Los destinatarios fueron alumnos de un 3º medio, el objetivo fue que comprendieran y produjeran textos breves. Para ello se organizó y trabajó en grupos interactivos. El trabajo permitió la inclusión de Objetivos Fundamentales Transversales (OFT) como el respeto, la tolerancia, y a su vez desmitificó estereotipos como pretensiones de poder, o que alumnos de bajo rendimiento escolar fuesen llamados "tontos"2. Para el trabajo colaborativo se capacitó a un grupo de estudiantes que se denominó no-cooperadores, que aportaron en la elaboración de guías y actividades. En cuanto a los resultados de la experiencia, se manifestó que el diálogo en el proceso de aprendizaje supera pretensiones equívocas que son validadas por la educación y por la sociedad. Esto hace del trabajo en equipo una instancia que potencia la comunicación entre los alumnos (pares), y alumno-profesor.

La siguiente investigación corresponde a un estudio cualitativo que tiene por objetivo develar un enfoque de comprensión que está inserto en un paradigma de educación crítico comunicativo al trabajar en el aula con colaboradores de aprendizaje y la metodología de grupos interactivos. Esta investigación es la continuación del trabajo desarrollado en comprensión interactiva de textos argumentativos de Del Pino y otros (2009). En cuanto a resultados, por medio de una metodología comunicativa crítica de investigación, se develó que el enfoque de comprensión dialógico está sujeto a los tres tipos de mundo con los que interactúa el estudiante: mundo objetivo (lectura-decodificación), mundo subjetivo (lectura vivencial del estudiante) y mundo social (lectura mundo); lecturas que, conjunto al modelo didáctico interactivo, se derivan en una comprensión intersubjetiva de los textos, entendiendo a éste como un territorio abierto y polifónico. A la vez que construye intersubjetivamente los significados de decodificación, permitiendo así la valoración de la emisión de argumentos por parte de los alumnos y demás agentes pedagógicos, involucrados en el proceso de enseñanza aprendizaje. Dicha construcción de argumentos, exige de la vinculación entre tipos de mundos y actos de habla en el proceso de comprensión compartida y consensuada, lo que permite dilucidar una racionalidad dirigida al entendimiento por parte de los estudiantes y demás agentes involucrados en el aula (racionalidad comunicativa).