RESUMO A classificação tradicional da avaliação segundo agentes avaliadores exige uma reconfiguração à luz do estudo das relações de poder nas práticas e nas necessidades pedagógicas de projetos inovadores. Propõe-se um novo modelo baseado na concepção de que o que define o tipo de avaliação não é o papel do sujeito (docente, estudante), mas a posição simbólica do avaliador em relação ao avaliado, expressa em relações de poder e diálogo. O novo modelo considera os conceitos habituais categorizados segundo a natureza do avaliador: observador (heteroavaliação) e participante (coavaliação e autoavaliação). O artigo se organiza sequencialmente em problematização, revisão da teoria avaliativa, análise do modelo de classificação tradicional e descrição do modelo proposto. inovadores Propõese Propõe docente, docente (docente estudante, estudante , estudante) avaliado diálogo heteroavaliação (heteroavaliação coavaliação autoavaliação. autoavaliação . autoavaliação) problematização avaliativa proposto

ABSTRACT The traditional classification of evaluation according to evaluation agents requires a reconfiguration in light of the study of power relations in practices and pedagogical needs of innovative projects. A new model is proposed based on the concept that what defines the type of evaluation is not the role of the subject (teacher, student), but the symbolic position of the evaluator on what is evaluated, expressed in power relationships and dialogue. The new model considers usual concepts categorized according to the nature of the evaluator: observer (hetero-evaluation) and participant (co-evaluation and self-evaluation). The article is sequentially organized into problematization, review of evaluative theory, analysis of the traditional classification model, and description of the proposed model. projects teacher, teacher (teacher student, student , student) evaluated dialogue heteroevaluation hetero (hetero-evaluation coevaluation co selfevaluation. selfevaluation self . self-evaluation) problematization theory self-evaluation

RESUMEN La clasificación tradicional de la evaluación según agentes evaluadores exige una reconfiguración a la luz del estudio de las relaciones de poder en las prácticas y las necesidades pedagógicas de proyectos innovadores. Se propone un nuevo modelo basado en la concepción de que lo que define el tipo de evaluación no es el rol del sujeto (docente, estudiante), sino la posición simbólica del evaluador respecto de lo evaluado, expresada en relaciones de poder y diálogo. El nuevo modelo considera los conceptos habituales categorizados según la naturaleza del evaluador: observador (heteroevaluación) y participante (coevaluación y autoevaluación). El artículo se organiza secuencialmente en problematización, revisión de la teoría evaluativa, análisis del modelo de clasificación tradicional y descripción del modelo propuesto. innovadores docente, docente (docente estudiante, estudiante , estudiante) evaluado diálogo heteroevaluación (heteroevaluación coevaluación autoevaluación. autoevaluación . autoevaluación) problematización evaluativa propuesto

Resumen:Este artículo aporta evidencias de validación de una escala de valoración destinada a evaluar las estrategias de gestión e intervención docente, también llamadas metodologías docentes, empleadas por el profesorado de primaria. Esta investigación es realizada desde dos aproximaciones: una cuantitativa basada en un estudio de encuesta, donde se recogen las valoraciones de estudiantes acerca de cómo se aprende en el aula y qué recursos, actividades y sistemas de evaluación utiliza el profesorado; y una cualitativa basada en las aportaciones de un comité de personas expertas. Los análisis realizados atienden a la validez de contenido y de constructo de la escala así como a la fiabilidad de sus ítems. La validación de dicha escala se realizó con un total de 9 centros de la Comunidad Valenciana (España), en el nivel de 6° de primaria, concretamente 324 estudiantes. Los resultados permiten, por un lado, comprobar el alto nivel de consistencia interna de la escala de valoración y, por otro lado, presentar un instrumento destinado a la autoevaluación y/o heteroevaluación que ofrezca al profesorado la información necesaria para modificar y mejorar su gestión e intervención en el aula para adaptarse mejor a las competencias y necesidades de sus estudiantes en un contexto de formación permanente.

Abstract:This article provides evidence of validation of a rating scale intended to evaluate management strategies and educational intervention, also called teaching methodologies, used by primary teachers. This research is conducted from two approaches: a quantitative study based on a survey, where valuations students about how they learn in the classroom and what resources, activities and evaluation systems are collected using teachers; and a qualitative based on input from a committee of experts. The analyzes serve content validity and construct the scale and the reliability of its items. The validation of the scale was conducted with a total of 9 centers of Valencia (Spain), in the 6th grade level, namely 324 students. The results allow, on the one hand, to check the high level of internal consistency of the scale of assessment, and on the other hand, present a tool for self-assessment and / or hetero offering teachers the information needed to modify and improve their management and intervention in the classroom for better match the skills and needs of their students in a context of lifelong learning.

The way in which small children cope with stress is a fundamental variable that allows understanding whether they have a style to resolve conflicts, what the style is like and if it is functional enough for successful development. The evaluation of psychological processes in children has always been quite difficult and a challenge to the method. In general, when working with children observation or third party reports (from parents and teachers) are used, which though interesting differ from what the children actually do. The children self-reports centering on their own performance tend to be a safer measure compared to adult reports. The aim of the present work is to present different forms of evaluating the hetero- evaluation coping self-report, in children aged 4 to 12, originated in the stress coping model proposed by Lazarus and Folkman (1986) which emphasizes a continuous and reciprocal type of interaction between person and environment. The processes of interest for the study of coping, according to this model, are specific categories of performance which modify either the source of the problem (coping centered on the problem) or the emotional distress (coping centered on emotion). To this categorization Billings and Moos add coping centered on evaluation, which consists in modifying conflict interpretation in order to reduce its impact. This study indicates how operationalization of the model of the three styles is carried out, according to the different measures here presented and the results of their psychometric study.

El afrontamiento al estrés en niños pequeños es una variable fundamental que nos permite conocer si los mismos tienen un estilo para resolver los conflictos, cuál es ese estilo y si resulta funcional para un desarrollo exitoso. La evaluación de procesos psicológicos en niños ha sido siempre muy dificultoso y un desafío para el método. En general, cuando se trabaja con niños se utiliza la observación o los informes que terceras personas (padres o maestros) que si bien es interesante difiere la mayoría de las veces de la que el niño hace de sí mismo. Los autoreportes de los niños acerca de su propia conducta suelen ser una medida más segura comparada con los informes de los adultos. El objetivo del presente trabajo es presentar diferentes formas de evaluar el afrontamiento- heteroevaluación, autoreporte- en niños de 4 a 12 años, partiendo del modelo de afrontamiento del estrés propuesto por Lazarus y Folkman (1986), que enfatiza la naturaleza continua y recíproca de la interacción entre la persona y el ambiente. Los procesos de interés para el estudio del afrontamiento, desde este modelo, son categorías específicas de comportamiento que modifican la fuente del problema (afrontamiento centrado en el problema) o el distrés emocional (afrontamiento centrado en la emoción). A esta categorización Billings y Moos agregan el afrontamiento centrado en la evaluación, que consiste en modificar el modo de interpretar el conflicto para reducir su impacto. En este estudio se indica cómo se operacionaliza el modelo de los tres estilos de afrontamiento a través de las diferentes medidas aquí presentadas, así como los resultados del estudio psicométrico de las mismas.

The assessment of generic and professional competence of learners is one of the essential tasks for faculty. This research aims to identify the most relevant generic and professional skills and provide a model and important testing and evaluation methods to estimate the level of mastery students reach in those skills during their training period. It specifies the categories of instruments and highlights the need to supplement the selection of appropriate tasks to assess the evolution achieved in the domain of the three key dimensions of competence: knowledge, practice or learning to act, and the attitude specific to a way of being. The research methodology has integrated questionnaires, narratives, focus groups and interviews applied to auto hetero and co-evaluation, showing a fruitful line for assessing the skills in their entirety (knowing how to act and to be and the readiness to the domain of these skills).

La evaluación de las competencias genéricas y singularmente profesionales de los discentes es una de las tareas esenciales para el profesorado universitario. En esta investigación se pretende identificar las competencias discentes genéricas y profesionales más relevantes y ofrecer un modelo, pruebas y métodos de evaluación pertinentes para estimar la secuencia de dominio que alcanzan los estudiantes en las citadas competencias durante su periodo formativo. Se explicitan las modalidades de instrumentos y se evidencia la necesidad de complementar la selección de tareas más pertinentes para valorar la evolución alcanzada en el dominio de las tres dimensiones esenciales de la competencia: los saberes, las prácticas o el aprendizaje a actuar y las actitudes explicitadas en un estilo de ser. La metodología de investigación ha integrado cuestionarios, narrativas, grupos de discusión y entrevistas aplicadas a las modalidades auto, co y heteroevaluación evidenciando una línea fecunda para valorar las competencias en su globalidad (saber actuar, ser y disposición favorable al dominio de aquellas).

Objetivou-se avaliar o efeito de aditivos microbianos com bactérias heterofermentativas ou homofermentativas sobre as características de silagens de cana-de-açúcar (Saccharum spp.). A cana-de-açúcar foi inoculada com as bactérias Lactobacillus plantarum (LP), L. paracasei (LPARA), L. brevis (LBREVIS), L.buchneri (LB), isoladas da silagem de canade-açúcar, e três inoculantes comerciais, dois contendo L. buchneri (Pioneer 11A44TM-LBP e Lalsil Cana-LBLC) e um, L. plantarum (Biomax®-LPB), e avaliada em comparação a uma silagem controle (sem inoculante). Todos os inoculantes foram aplicados com população de 10(5) ufc da bactéria por g de forragem. O delineamento utilizado foi o inteiramente casualizado com oito tratamentos e três repetições. O efeito da inoculação sobre as características bromatológicas foi variável. A silagem contendo a bactéria L. plantarum apresentou maior teor de MS (32,6%), enquanto, para os outros inoculantes, não houve diferença, com média de 28,4%. Os teores de proteína bruta variaram de 3,6 a 4,9% e os de FDN, de 60,0 a 66,7%. As porcentagens de FDA, hemicelulose e cinzas foram semelhantes em todas as silagens. O consumo de carboidratos solúveis foi superior a 85% durante a fermentação, para todas as silagens, o que resultou em pH em torno de 3,5. Os valores de pH e nitrogênio amoniacal para todas as silagens estiveram no padrão aceitável para silagens de boa qualidade. Os inoculantes retardaram o aumento da temperatura, em aerobiose, conferindo maior estabilidade aeróbia. Os melhores resultados foram obtidos com os inoculantes LBLC, LB e LPB.

This study was aimed to evaluate the effect of microbial additives containing hetero fermentative or homo fermentative bacteria on the characteristics of sugarcane silages. Sugarcane was inoculated with the following bacteria: Lactobacillus plantarum (LP), L. paracasei (LPARA), L. brevis (LBREVIS), L.buchneri (LB), isolated from sugarcane silage, and three commercial inoculants, two of them containing L. buchneri (Pioneer 11A44TM-LBP and Lalsil Cana-LBLC) and one L. plantarum (Biomax®-LPB) and control (without inoculation). All the inoculants were applied in population of 10(5) log cfu.g-1 of fresh forage. A completely randomized design was used with eight treatments and three replicates. The effect of inoculation on the bromatological characteristics was variable. The silage containing L. plantarum (LPB) showed significantly higher dry matter content (32.6%), while all the others strains studied showed similar effect, with average of 28.4%. The crude protein content ranged from 3.6-4.9% and NDF content ranged from 60-66.7% DM. The ADF, hemicellulose and ash contents were similar for all silages. All treatments used more than 85% of the soluble carbohydrate, which resulted in pH around 3.5. The pH and ammoniacal nitrogen values were acceptable. The inoculants were more effective for the aerobic evaluation of silages, because they slow down temperature and improve the aerobic stability with best results observed in treatments LBLC, LB and LPB.

The objective of the present study is to contribute rules for the evaluation and treatment of an aggressive patient by means of seclusion. We searched the literature in the MEDLINE, Ovid, SciELO, HINARI, LILACS, IMBIOMED and Latindex databases, using the combination of the following words: "seclusion" and/or "patient seclusion" and/or "restraint, physical" and/or "mentally ill persons". Twelve out of 8,418 articles were selected for their application in Colombia according to the following limits of the search: clinical trial, meta-analysis, randomized controlled trial, review of the literature, adults, both genders, published between 2002 and 2007 in the English and Spanish languages. There is wide knowledge about the treatment of aggressive patient. The seclusion indications do not differ from those of restriction, with these important aspects: risk of violence and damage to the facility. The contraindications and ethical, medical, and legal implications of the seclusion procedures are clear and should be accepted in the clinical practice. The appropriate uses of the seclusion in mental health units should make part of a convenient therapeutic plan taking into consideration the national context.

El objetivo del presente artículo es aportar pautas para la evaluación y tratamiento de pacientes agresivos mediante el uso del aislamiento. A esos efectos, se realizó una revisión narrativa de la literatura, basada en la búsqueda mediante la combinación de las palabras "seclusion" y/o "patient seclusion" y/o "Restraint, Physical" y/o "Mentally Ill Persons", en las bases de datos MEDLINE, Ovid, SciELO, HINARI, LILACS, IMBIOMED y Latindex. Se seleccionaron 12 de 8.418 artículos de mayor relevancia para su aplicación en nuestro medio, teniendo como límites de la búsqueda revisiones, metanálisis, estudios controlados aleatorizados y estudios clínicos, adultos, ambos géneros, humanos, idioma inglés y español, de los años 2002 a 2007. Se halló un conocimiento amplio en el tratamiento del paciente agresivo. Las indicaciones del aislamiento no difieren con respecto a las de restricción, siendo importantes los riesgos de hetero o autoagresividad y de daño al entorno físico. Las contraindicaciones y consideraciones éticas, médicas y legales son claras y se deben implementar para una adecuada práctica clínica. El uso adecuado del aislamiento por parte del personal de salud debe formar parte de un plan terapéutico adecuado y tener en cuenta las recomendaciones para su uso en el contexto local.

The absence of an integral system of evaluation of docency personal in Cuenca University , Ecuador, therefore, at the Biochemistry and Pharmacy school in such University, has conducted to a absence of the parameters which allow to evaluate the academic of the docency personal on campus, their link to community and universitary gesture, contemplated in the Rules to Evaluate The Docency Personal for Institutes of Superior Education purposed by the National Council of Evaluation and Accreditation of Superior Education ( CONEA) in Ecuador. This project of investigation is oriented to characterize the academic accomplishments of teachers in the Biochemistry and Pharmacy School of Chemical sciences of the Cuenca University in Ecuador through an integral evaluation. On a first stage, it was purposed to evaluate teachers by an evaluation performed in 2003-2004in the Faculty of Biochemistry and Pharmacy and then, in a second stage, to design and apply new instruments orientated to self evaluation co evaluation and hetero evaluation , in the frame of an integral docency evaluation proposal. After analyzing the results of the evaluation, it will be possible to identify the characteristics of the integral academic development; such information will serve the purposes of improving the educational and investigative process.

La carencia de un sistema integral de evaluación de los docentes en la Universidad de Cuenca, Ecuador y, por ende, en la Escuela de Bioquímica y Farmacia, ha producido una ausencia de parámetros que permitan evaluar el desempeño académico de los docentes universitarios, en los campos de la docencia, investigación, vinculación con la comunidad y gestión universitarias, contemplados en el Reglamento de Evaluación Docente para las Instituciones de Educación Superior, propuesto por el Consejo Nacional de Evaluación y Acreditación de la Educación Superior del Ecuador (CONEA). Este proyecto de investigación está orientado a caracterizar el desempeño académico de los docentes de la Escuela de Bioquímica y Farmacia de la Facultad de Ciencias Químicas de la Universidad de Cuenca, a través de una evaluación integral. En un primer momento se propuso analizar la evaluación docente efectuada en el 2003 y 2004 en la Escuela de Bioquímica y Farmacia y, luego, en un segundo momento, diseñar y aplicar nuevos instrumentos orientados a la autoevaluación, coevaluación y heteroevaluación, en el marco de una propuesta de evaluación docente integral. Después de realizar el análisis de los resultados de la evaluación, se podrán identificar las características del desempeño académico integral del personal docente, información que servirá a la Escuela para promover el mejoramiento del proceso educativo y de investigación.

Abstract: Today, psychosurgery is a minimally invasive and highly selective treatment performed only on some patients with severe, refractory treatment, affective, anxious, or obsessive-compulsive disorders. Recent advancements in technology and functional neuroanatomy as well as economic pressures to lower the cost of caring for the chronically ill may provide an opportunity for psychosurgery to become a more attractive option in the treatment of psychiatric disease. In recent years, the rapid adoption of computer-based techniques for surgical planning and visualization and image-guided surgery have made possible a number of impressive advances in functional neurosurgery. Magnetic resonance imaging (MRI) allows for the acquisition of highly detailed structural information of soft tissues in the brain. Minute pathological alterations can be visualized even before they are detected by other means. Stereotaxic atlases based on this information are now used to achieve an extraordinary precision in the placement of electrodes and probes and to plan the operation. Functional imaging is currently possible with special metabolic markers and MRI, as well as computerized techniques for the mathematical processing and visualization of images. Thus, non-invasive evaluation of brain function can be performed with extraordinary precision and sensitivity. Bloodless stereotaxic surgery without opening the skull (even the patient's head does not need to be shaved) is possible thanks to a revolutionary technique called radiosurgery. The destruction of nervous or vascular tissue inside the brain is achieved by projecting thin and powerful beams of ionizing radiation, which come from several angles around the patient's head. These beams produced by sources of radioactive cobalt (the "gamma knife" developed in the 60's by the Swedish neurosurgeon Lars Leksell). With this modality, radiation energy concentrates in a single small point inside the brain. Gamma Knife radiosurgery was first used in our country in 1996 to treat patients diagnosed with treatment-refractory psychiatric diseases. This treatment modality requires a multidisciplinary effort on the part of psychiatrists, neuropsychologists, neurologists, neurosurgeons and medical physicists. This should also be in accordance with the psychiatric neurosurgical protocol and ethics code of Medica Sur, as well as following the guidelines established by the National Nuclear Regulatory Commission and the Radiosurgery and Stereotaxic Radiotherapy Section of the Mexican College of Neurological Surgery. Ten patients have been treated with several procedures like cingulotomy, anterior capsulotomy, subcaudate tractotomy and limbic leukotomy in order to aid them in obsessive-compulsive disorder, major depression, pathological aggression, and Asperger and Tourette Syndromes. In this paper we disclose our experience with follow-ups ranging from six months to seven years in accordance with the most usual evaluation scales for mental disease and multiaxial evaluation framework of the Diagnostic and Statistical Manual of Mental Disorders (DSM-IV). In our cases, the most common indications have been refractory obsessive-compulsive disorder (OCD), pathologic aggression and major depression after at least two years of treatment and with the involvement of at least two psychiatrists. According to the basal diagnosis, psychological tests are used by the neuropsychology specialist from our group and /or the neuropsychologists who have given medical treatment along with the psychiatrists. Six males and four females were treated with an age range of 13 to 52 years, and an average age of 28.2 years. The first patient had impulsive disorder and hetero-aggression, with a history of two bilateral prefrontal lobotomies with no stereotaxic planning and without a good response. The patient had gamma radiosurgery with bilateral anterior capsulotomy and continued his antipsychotic treatment. For two years, the patient had a good response and was able to go back to his wife and mother. After those two years, he developed a hypersexuality syndrome that led to a divorce from his wife and the patient was lost to clinical follow-up. The second patient was an adolescent with corpus callosum lipoma and hetero-aggression and compulsive syndrome refractory to medical treatment including carbamazepine levels above the therapeutic level. Three persons had to continuously watch him at home during 24 hours a day. He had a history of bilateral stereotaxic cingulotomy with thermocoagulation without a good response. Under general anesthesia, a gamma bilateral stereotaxic capsulotomy was performed. After 2 months of latency period and three years of follow-up, the hetero-aggression has been under control. Carbamazepine treatment is still used. The third patient had physical hetero-aggression towards his parents for more than seven years. He underwent gamma radiosurgery for bilateral capsulotomy and after a latency period of three months and a three year follow-up the patient has had no aggression episodes. The fourth patient had hetero-aggression since his teenage years, with a course of more than 6 years of this disorder and major depression with suicidal attempts. He had an electroconvulsive therapy session that led to a minor improvement lasting 2 months. Gamma radiosurgery was used for a limbic leukotomy in the cingula and the anterior arm of the internal capsules. His aggressiveness has significantly improved and his depression has been fluctuating under medical supervision. The patient has anxiety crisis that the patient's mother helps to control by giving him marijuana. The fifth patient had OCD of more than 10 years of course and a predominance of contamination fobias and bleeding hands because of frequent washing. She was treated with bilateral gamma capsulotomy and after two months of latency she stopped using gloves and after two years of follow-up the fobias have disappeared and has been able to work with no limitations in a company office. The sixth adolescent patient is the son of a neurosurgeon colleague and has symptoms of hetero and self-aggression, impulsivity and destructive behavior associated with mental retardation. The patient underwent a bilateral anterior capsulotomy under general anesthesia. The suggested treatment protocol was to combine the procedure with bilateral limbic leukotomy and hypothalamic procedure in a second surgical stage to control the self-aggression outbreaks. The patient had significant improvement of his impulsivity during the first two months and before the end of his minimum latency period of 6 to 8 months developed a zone of radionecrosis. He had an open cingulotomy after five months of radiosurgery in another hospital and his current clinical course is unknown. The seventh patient with Asperger and Tourette syndrome and impulsivity and hetero-aggression had a bilateral anterior gamma capsulotomy with significant improvement and after one year of follow-up he had a less severe clinical recurrence and underwent bilateral gamma cingulotomy to complete limbic leukotomy. He has early shown improvement but his follow-up is only two months. The eighth patient had schizophrenic disorder displayed as impulsivity crisis, obsessive ideas and hetero-aggression towards his family fluctuating with periods of depression. He had a limbic leukotomy and has good control of his aggression and is still under medical treatment as most of the patients are. The nineth patient in the series had major depression, suicidal attempts and chronic anxiety refractory to medical treatment. She was operated two years before and had a bilateral capsulotomy by thermocoagulation and because her clinical picture prevailed, she had bilateral anterior capsulotomy with gamma knife. In her six month follow-up, her anxiety has improved, and she has had no new major depression crisis and her follow-up neuropsychological tests are pending to be made in her home town.

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Este estudo tem como objetivo investigar o processo de escolha amorosa em homens e mulheres hetero e homossexuais das camadas médias da população, de diferentes faixas etárias, em diversas situações amorosas - namoro, casamento (coabitação estável), separação e recasamento (segunda ou subsequente coabitação estável); as características das relações dos conflitos conjugais por eles estabelecidas; e o papel atribuído à terapia de casal na resolução dos conflitos conjugais. Foram estudados dois grupos: 240 heterossexuais (53 solteiros, 64 casados, 63 separados e 60 recasados) e 116 homossexuais (49 solteiros, 36 casados, 19 separados e 12 recasados). Na avaliação da escolha amorosa foram utilizados 26 atributos dispostos em escalas de avaliação de 5 pontos, tal como proposto por Buss (1989), e entrevistas semi-estruturadas a partir de Féres-Carneiro (1987), contendo tópicos referentes a dimensões relevantes da interação conjugal. Os resultados mostraram algumas diferenças entre homens e mulheres de ambos os grupos e algumas semelhanças no processo de escolha amorosa dos sujeitos hetero e dos sujeitos homossexuais. Tais resultados são relevantes para a prática clínica da terapia de casal, possibilitando uma melhor compreensão das especificidades da relação amorosa em diferentes tipos de conjugalidade.

The aim of the present study was to investigate the process of love-choice in middle class heterosexual and homosexual men and women, in different age groups, in different love situations - dating, marriage (stable cohabitation), separation/divorce and remarriage (second or subsequent stable cohabitation), the characteristics of conjugal relations they established, and the role attributed to the couple therapy in the resolution of conjugal conflits. Two groups were studied: 240 heterosexual subjects (53 single, 64 married, 63 separated or divorced, and 60 remarried) and 116 homosexuals (49 single, 36 married, 19 separated or divorced, and 12 remarried). For the evaluation of the love-choice, 26 attributes were used and displayed over 5 points evaluation scales, as proposed by Buss (1989), as well as semi-structured interviews (Féres-Carneiro, 1987), containing topics referring to relevant dimensions of conjugal interaction. The results have shown some significant differences between men and women of both groups and some similarities in the process of love-choice of the hetero and the homosexual subjects. These results are relevant to the clinical practice of couple therapy, enabling a better comprehension of the specificities of love relationship in different types of conjugality.