Objective: To further our understanding of religious possession experiences by focusing on personality, cognitive, and quality of life outcomes. Methods: Data collection was undertaken at Umbanda sessions in Brazilian cities. Participants were mediums who regularly experienced possession (n=334) or those who attended the same rituals but had never been possessed (n=54). Results: We found that mediums were not significantly different across variables from the control group, except for anxiety, which was lower among mediums. Correlational and regression analysis showed that the level of meaningfulness attributed to possession and fusion with the spiritual entity were strongly positively correlated with most quality-of-life dimensions, and negatively with anxiety; in addition, level of meaningfulness predicted lower anxiety, and psychological quality of life was predicted by level of fusion and meaningfulness. Contrary to expectations, there were no detrimental effects of a lower level of bodily control over the possession experience. Conclusion: Together, these results suggest that individuals regularly experiencing possession within a religious context are psychologically similar to those who attend the same rituals without experiencing possession, and that the way they appraise their experiences as meaningful, as well as the level of spiritual fusion, are predictors of well-being.

Abstract Introduction The Oxford-Liverpool Inventory of Feelings and Experiences (O-LIFE) is a widely-used scale, and the first to include a dimensional approach to understanding schizotypy. Objective To adapt the short version of the O-LIFE (O-LIFE-S) into Brazilian Portuguese. Method a) Two independent bilingual professionals translated the original instrument into Brazilian Portuguese; b) a third bilingual professional summarized the two translations; c) a fourth bilingual expert translated the Portuguese version back into English; d) this back-translation was adjusted by a committee of psychology experts; e) a pilot study was conducted with 10 participants from the general population. Results O-LIFE-S was considered ready to be used in a formal validation study in Brazil. Conclusion The scale appears to cover the dimensional approach to schizotypy. However, a future validation study needs to be conducted to determine the internal consistency and reliability of the Brazilian Portuguese version of the O-LIFE-S .

Objective: It is unclear why some individuals reporting psychotic experiences have balanced lives while others go on to develop mental health problems. The objective of this study was to test if the personality traits of harm avoidance, self-directedness, and self-transcendence can be used as criteria to differentiate healthy from unhealthy schizotypal individuals. Methods: We interviewed 115 participants who reported a high frequency of psychotic experiences. The instruments used were the Temperament and Character Inventory (140), Structured Clinical Interview for DSM-IV, and the Oxford-Liverpool Inventory of Feelings and Experiences. Results: Harm avoidance predicted cognitive disorganization (β = 0.319; t = 2.94), while novelty seeking predicted bipolar disorder (β = 0.136, Exp [β] = 1.146) and impulsive non-conformity (β = 0.322; t = 3.55). Self-directedness predicted an overall decrease in schizotypy, most of all in cognitive disorganization (β = -0.356; t = -2.95) and in impulsive non-conformity (β = -0.313; t = -2.83). Finally, self-transcendence predicted unusual experiences (β = 0.256; t = 2.32). Conclusion: Personality features are important criteria to distinguish between pathology and mental health in individuals presenting high levels of anomalous experiences (AEs). While self-directedness is a protective factor, both harm avoidance and novelty seeking were predictors of negative mental health outcomes. We suggest that the impact of AEs on mental health is moderated by personality factors.

The aim of this study was to determine whether there is a morphological differentiation (as an indicator of genetic variation) among populations of Abies religiosa, in order to delineate an altitudinal zoning to decide seed movement in reforestation programs. Branches and cones of 11 individuals of 15 A. religiosa populations on San Andrés Mountain, Municipality of Hidalgo, Michoacán (near the Monarch Butterfly Biosphere Reserve), along an altitudinal transect (2,850-3,550 m, a population every 50 m of altitudinal difference) were collected and analyzed for morphological traits. The results indicate a significant morphological differentiation among populations along the altitudinal gradient: low-altitude populations have shorter needles and longer cones than high-altitude populations. It is suggested to delineate three provisional altitudinal zones with the following limits: 2,800 to 3,050 m, 3,050-3,300 m and 3,300-3,550 m. Ignoring climate change, it is suggested to reforest each altitudinal zone using seedlings originated from the same seed zone. Considering climate change, it is suggested to conduct an altitudinal assisted migration, by planting sites in the zone immediately above the zone from where seed were collected.

El objetivo del presente trabajo fue determinar la existencia de diferenciación morfológica (como indicador de variación genética) entre poblaciones de Abies religiosa, con la finalidad de delimitar una zonificación altitudinal para decidir el movimiento de semillas en los programas de reforestación. Se recolectaron y analizaron morfológicamente ramas y conos de 11 individuos de 15 poblaciones de A. religiosa en el cerro de San Andrés, municipio de Hidalgo, Michoacán (cercano a la Reserva de la Biósfera de la Mariposa Monarca), a lo largo de un transecto altitudinal (2,850-3,550 m, una población cada 50 m). La diferenciación morfológica significativa entre poblaciones se determinó a lo largo del gradiente altitudinal; las poblaciones de baja altitud tienen acículas más cortas y conos más largos que las poblaciones de elevada altitud. Se sugiere delimitar tres zonas altitudinales provisionales: 2,800 a 3,050; 3,050 a 3,300; y 3,300 a 3,550 m. Ignorando el cambio climático, se sugiere reforestar cada zona con planta originada de la semilla en la misma zona. Considerando el cambio climático, se sugiere realizar migración asistida altitudinalmente, plantando sitios en la zona inmediata superior a la zona donde la semilla se recolecte.

Este artigo é uma resenha bibliográfica derivada de um projeto de pesquisa focando na multimodalidade e seu possível impacto na aprendizagem de línguas estrangeiras, com especial atenção aos desenhos de textos (KRESS & VAN LEEUWEN, 2001) de acordo com o informado pelos modelos de aprendizado multimodal (SCHNOTZ, 2005; MAYER, 2001). Em primeiro lugar, o artigo resgata estes modelos e os relaciona ao campo da aquisição de um segundo idioma. Em continuação, descreve-se alguns pontos de possível encontro e diálogos entre estes dois campos de pesquisa. Finalmente, apresenta alguns estudos que se realizaram em torno ao aprendizado multimodal de línguas como exemplos deste diálogo.

This article is a partial review of the literature that supports an investigation on the possible impact of multimodality on foreign language learning, with particular emphasis on text design (KRESS & VAN LEEUWEN, 2001) and models of multimedia learning (SCHNOTZ, 2005; MAYER, 2001). To start, the article describes these models and establishes their relation to the field of second language acquisition. To continue, we discuss some meeting points that may justify our interest in making multimodal leaning and foreign language education engage in dialog. The article concludes with a brief account of some studies dealing with multimodal foreign language learning that illustrate such dialogue.

En este trabajo informamos sobre el proceso de diseño e implementación de innovaciones curriculares en la formación inicial de profesores de inglés en Chile. Este proyecto de innovación curricular estuvo a cargo de académicos de seis universidades, en las cuales se diagnosticaron problemas comunes como el divorcio entre la formación en la especialidad y la formación pedagógica, falta de estándares de desempeño en la lengua meta y bajos puntajes en mediciones internacionales. Todos estos problemas ocurren en el contexto de una crisis general del sistema educativo chileno, en medio de la cual surge la necesidad urgente de un diseño creativo e innovativo que permita elevar la calidad de la educación en lengua extranjera. El diseño propuesto tiene a la pedagogía crítica como su principal modelo y se basa en la premisa de que el currículo tradicional transmite verdades sociales inflexibles. Consecuente con estas ideas, esta propuesta incorpora actividades de reflexión y participación críticas, como es la práctica contextualizada y transformativa, y la educación continua donde se invita a maestros de aula a participar en las clases de Metodología y en los Talleres de Reflexión. El diseño tiene también a la mentoría y la práctica temprana como elementos claves en la creación y consolidación de comunidades de interés en la educación lingüística profesional.

We here report on the processes of designing and trying to implement curriculum innovations in English as a foreign language (EFL) teacher education in Chile. This curriculum innovation project involved academics from six universities where problems such as a divorce between training in English linguistics and education, lack of language achievement standards and students' low scores in international exams were found to be common to all six EFL teacher education programs. All of this amidst a general opinion (shared by parents, teachers, politicians, etc.) that Chile is immersed in an educational crisis without any easy solution. In this context an urgent need arises for an innovative and very creative design to change the curricula at universities so that the country can raise the quality in foreign language education. The aim is for language education to have a real impact in the school communities. Having Critical Pedagogy as one of the main supporting models, this design we report on is based on the idea that the traditional curriculum is a pedagogy that transmits inflexible social truths; consequently, this proposal incorporates participatory and reflective instructional activities, such as situated and transformed practice and critical framing. This innovative curriculum also includes on-going education, inviting classroom teachers to be part of Methodology classes, Reflection Workshops, early Teaching Practice, and Mentoring as a key practice in creating and consolidating communities of interest in language education.

Este artículo reporta una experiencia colaborativa entre dos grupos de docentes en formación inicial en dos programas de formación de docentes de inglés como lengua extranjera en Chile y Colombia. Exploramos el potencial que una plataforma virtual y otros medios de conectividad, usando las Tecnologías de la Información y la Comunicación (TICs), ofrecen en la creación de comunidades de interés y de práctica, al utilizar actividades de la pedagogía crítica que les permitieron a los docentes en formación mirar su educación desde una perspectiva comparativa. A través del uso de blogs, se les pidió a un grupo de 30 docentes en formación inicial, como aprendices y usuarios de inglés como lengua extranjera que reflexionaran en forma crítica sobre el poder de la hipertextualidad con el fin de que comprendieran la construcción no-neutral de los textos, tuvieran una conciencia retórica como lectores y productores de los textos y desarrollaran agency como comunicadores para que no fueran receptores pasivos de los mensajes de los medios. Postulamos que la retroalimentación inmediata de los compañeros y las oportunidades de compartir con audiencias a nivel global promueve el desarrollo de un alto nivel de pensamiento, habilidades de comunicación, y una mayor comprensión de los textos. Ejemplos de comentarios tomados de las respuestas a una encuesta aplicada a los participantes Chilenos se utilizan para ilustrar los puntos claves de este estudio.

This article reports a collaborative experience between two groups of EFL novice teachers from Chile and Colombia. We explored the potential of a virtual platform and other means of ICT connectivity to create communities of practice and interest by engaging in critical pedagogy activities that allowed the trainees to look at their education from a comparative perspective. Through the creation of blogs, a group of 30 Chilean pre-service teachers, as language learners and language users, were asked particularly to reflect critically on the power of hypertextuality so they could gain an understanding of the (non-neutral) constructedness of texts, to raise their rhetorical awareness both as text producers and text readers, and to develop agency as communicators and not just passive receivers of media messages. We postulated that immediate feedback from peers and opportunities for sharing with real global audiences would promote higher level thinking, communication skills, and deeper understandings of texts. Sample comments taken from responses to a qualitative survey applied to the Chilean participants will be used to illustrate these points.

This paper provides a panoramic description of the ways in which the so-called Critical Language Awareness (CLA), can contribute to the teaching and learning of English as a global language, which increasingly involves a wide range of visual, verbal, and digitally-delivered media and modes of communication. The overview presented begins with the concept of Language Awareness, and goes into more depth with respect to that of Critical Language Awareness, establishing a parallel with Paulo Freire´s conception based on the notions of social justice, identity, power and inequality. Finally, the history of the teaching of foreign languages in Chile is presented, and a broader sense of the concept of discourse is outlined, that of multimedia discourse

Este trabajo ofrece una descripción panorámica de las formas en que la Conciencia Crítica de la Lengua puede contribuir en la enseñanza y aprendizaje del Inglés como lengua global, lo cual incluye un conjunto de medios digitales y modalidades de comunicación visuales y verbales. La panorámica ofrecida comienza con el concepto de Conciencia de la Lengua, se detiene en mayor profundidad en el de Conciencia Crítica de la Lengua y establece un paralelo con el impacto de Paulo Freire y su concepción basada en las nociones de justicia social, identidad, poder e inequidad. Finalmente, se presenta el desarrollo histórico en contexto de la enseñanza de lenguas extranjeras en Chile y se detalla el sentido más amplio en que el discurso está siendo definido, aquel de "discurso multimedia"