Abstract Introduction/Frame: Treatment courts (TCs) were developed in the 1980s to address challenges facing individuals with a substance use disorder (SUD) involved in the criminal justice (CJ) system. TCs are an alternative to the punitive nature of the CJ system by joining SUD treatment with the accountability of the judicial system. By design, treatment court (TC) implementations are highly varied. Each implementation adopts the National Association of Drug Court Professionals (NADCP) key components that are consistent with yet bound by their community resources, values, and political realities. Research Questions/Objective: Using qualitative community-based participatory research, two case studies and one phenomenological study were conducted with treatment courts in a mid-Atlantic state in the USA to examine successful TC operations. Methodology: Using purposive sampling, the analytic plan included individual semi-structured interviews with judges, TC team members, program graduates, and community stakeholders. Interviews were professionally transcribed and coded consistent with thematic analysis procedures. Results: Analysis revealed themes of judicial sovereignty juxtaposed with a lack of knowledge of SUDs, the importance of a fully dedicated coordinator to serve as an extension of the judge, and purposeful courtroom set-up and norms conducive to a therapeutic rather than punitive approach. Final Considerations: Transferable recommendations to other specialty docket evaluators and teams which can be adopted to fit a variety of dockets, including mental health court, veterans court, and juvenile court include mandatory judicial training, evolving operations norms, values alignment among the TC team, and a TC coordinator to oversee day-to-day operations. In addition, stakeholder engagement to drive an iterative evaluation process converges with the traditions of action research in community settings.

International literature reflects that doctoral graduate attributes (DGAs) include a range of academic, soft skills and personal qualities. This study described multi-stakeholder perceptions of DGAs in the South African higher education context. Fourteen semi-structured interviews were conducted with doctoral students, doctoral graduates and academic staff from four South African higher education institutions. Participants understood DGAs as the outcomes of the doctorate degree, which are developed over time. Participants' experiences of DGAs included discussion of "academic" attributes, which align with the Qualifications Standards for Doctoral Degrees. Participants also discussed a range of personal attributes and "soft skills". Doctoral supervisors focused on the academic attributes, whereas doctoral students and graduates gave comparatively greater weight to the personal qualities that supported the completion of their doctorates. DGAs extend beyond the traditional academic attributes, and include the "soft skills" and personal attributes that are invaluable for completion and employability. South African higher education institutions need to utilise a more comprehensive, dynamic conceptualisation of DGAs, and provide developmental support for both academic and non-academic attributes.

ABSTRACT Objective: To evaluate the Special Study Modules (SSMs) that were developed with the aim that students should have learnt new skills, adopt new attitudes and acquire knowledge in areas outside the mainstream of medical education that enrich and enhance their professional development. Methods: A review of records in the office of curriculum affairs was undertaken to identify and categorize all topics administered as SSMs to medical students since the last revision of the curriculum. Additionally, a nested case study was done on one of the modules on ‘taking a spiritual history ’. Results: The SSMs were divided into three broad subject panels. Each SSM regardless of its subject panel had expressed goals, a set of objectives, and a defined development structure. The nested case study revealed that 40 students took part in the SSM on spiritual health. Overall, students reported positive feedback on the experience and there has been a growing demand for this SSM. Conclusion: From all indications, this programme ensures development of lifelong skills, transferable or generic, associated with opportunities to explore topics outside the core of the undergraduate medical curriculum.

Abstract The aim of this article is to present and describe part of the process of developing didactic material for an online course aimed at teaching French as a foreign language using the Moodle virtual environment. The asynchronous course was developed over the course of a year as part of a pedagogical and linguistic training program for French trainees, with the participation of two trainee students from an extension center at a Brazilian federal university. To this end, the research is based on the theoretical-methodological framework of Sociodiscursive Interactionism ( Bronckart, 1999 , 2021 ) and especially regarding the use of textual genres in the teaching and learning of languages ( Dolz; Schneuwly, 1998 ; Schneuwly; Dolz, 2004 ). The material proposes activities on the Moodle platform aimed at contributing to the development of students’ language capacities ( Schneuwly; Dolz, 2004 ; Stutz; Cristovão, 2011 ), possibly transferable to other genres. The results point to the effectiveness of the Moodle virtual environment for language teaching and the respective development of interactional activities that make it possible to act in a foreign language, due to the variety of resources offered by the platform, which can meet the demands and diverse learning styles. trainees university end theoreticalmethodological theoretical methodological Bronckart 199 202 Dolz Schneuwly 200 . Stutz Cristovão 201 styles 19 20 1 2

Resumo Este artigo tem por objetivo apresentar um relato de experiência sobre o processo de elaboração de material didático para um curso online destinado ao ensino de francês como língua estrangeira por meio do ambiente virtual de aprendizagem Moodle. O curso, de natureza assíncrona, foi desenvolvido no quadro de uma formação pedagógica e linguística para estagiários de francês e teve a participação de dois alunos-estagiários bolsistas em um centro de extensão de uma universidade federal brasileira. O curso baseia-se nos pressupostos teórico-metodológicos propostos pelo Interacionismo Sociodiscursivo ( Bronckart, 1999 , 2021 ) e no uso de gêneros textuais para o ensino-aprendizagem de línguas estrangeiras ( Dolz; Schneuwly, 1998 ; Schneuwly; Dolz, 2004 ). O material desenvolvido foi organizado de forma a desenvolver atividades na plataforma Moodle que visam tanto a sensibilizar ao aprendizado do francês por meio dos gêneros textuais quanto a contribuir para o desenvolvimento de capacidades de linguagem ( Schneuwly; Dolz, 2004 ; Stutz; Cristovão, 2011 ) dos alunos, possivelmente transferíveis a outros gêneros. Os resultados, após a elaboração do curso, apontam para a eficácia do ambiente virtual Moodle para o ensino de línguas e o respectivo desenvolvimento de atividades interacionais que possibilitam o agir em língua estrangeira, em virtude da variedade de recursos oferecidos pela plataforma, podendo atender a demandas e a estilos diversos de aprendizagem. assíncrona alunosestagiários alunos brasileira baseiase baseia se teóricometodológicos teórico metodológicos Bronckart 199 202 ensinoaprendizagem Dolz Schneuwly 200 . Stutz Cristovão 201 resultados 19 20 1 2

ABSTRACT Objectives. To evaluate the presence and sensitivity to antimicrobials of Escherichia coli strains isolated from 24 irrigation water samples from the Rimac river of East Lima, Peru. Materials and methods. The E. coli strains were identified by PCR. Antibiotic susceptibility was processed by the disk diffusion method. Genes involved in extended spectrum beta-lactamases (BLEE), quinolones and virulence were determined by PCR. Results. All samples exceeded the acceptable limits established in the Environmental Quality Standards for vegetable irrigation. Of the 94 isolates, 72.3% showed resistance to at least one antibiotic, 24.5% were multidrug resistant (MDR) and 2.1% were extremely resistant. The highest percentages of resistance were observed for ampicillin-sulbactam (57.1%), nalidixic acid (50%), trimethoprim-sulfamethoxazole (35.5%) and ciprofloxacin (20.4%). Among the isolates, 3.2% had a BLEE phenotype related to the bla CTX-M-15 gene. qnrB (20.4%) was the most frequent transferable mechanism of resistance to quinolones, and 2.04% had qnrS. It was estimated that 5.3% were diarrheagenic E. coli and of these, 60% were enterotoxigenic E. coli, 20% were enteropathogenic E. coli and 20% were enteroaggregative E. coli. Conclusions. The results show the existence of diarrheogenic pathotypes in the water used for irrigation of fresh produce and highlight the presence of BLEE- and MDR-producing E. coli, demonstrating the role played by irrigation water in the dissemination of resistance genes in Peru.

RESUMEN Objetivos. Evaluar la presencia y sensibilidad a los antimicrobianos de cepas de Escherichia coli aisladas de 24 muestras de agua de riego del río Rímac de Lima Este, Perú. Materiales y métodos. Las cepas de E. coli fueron identificadas por PCR. La susceptibilidad a los antibióticos se procesaron por el método de difusión en disco. Los genes implicados en betalactamasas de espectro extendido (BLEE), quinolonas y virulencia se determinaron por PCR. Resultados. Todas las muestras superaron los límites permisibles establecidos en las Normas de Calidad Ambiental para el riego de hortalizas. De los 94 aisaldos, el 72,3% mostró resistencia al menos a un antibiótico, el 24,5% eran multirresistentes (MDR) y el 2,1% extremadamente resistentes. Los mayores porcentajes de resistencia se observaron para ampicilina-sulbactam (57,1%), el ácido nalidíxico (50%), trimetoprim-sulfametoxazol (35,5%) y ciprofloxacino (20,4%). Entre los aislados, el 3,2% presentaba fenotipo BLEE relacionado con el gen bla CTX-M-15. Los mecanismos transferibles de resistencia a las quinolonas, qnrB fueron más frecuentes (20,4%), y el 2,04% tenían el qnrS. Se calcularon que el 5,3% eran E. coli diarreagénicas y de estas, el 60% eran E. coli enterotoxigénicas, el 20% E. coli enteropatógenas y el 20% E. coli enteroagregantes. Conclusiones. Los resultados muestran la existencia de patotipos diarreogénicos en el agua utilizada para el riego de productos frescos y destaca la presencia de E. coli productores de BLEE y MDR, demostrando el papel que juega el agua de riego en la diseminación de genes de resistencia en el Perú.

Abstract Didactic audio description (DAD) refers to the use of active audio description (AD) tasks where students generate the AD text themselves. In foreign language teaching, DAD has been used to improve linguistic and oral competences, integrated and intercultural skills, media literacy, mediation, or accessibility awareness, with positive results. This article explores students’ perceptions about active AD to promote transferable skills development through data gathered from a series of two experiments implemented at the University of Manchester between 2018 and 2020. Specifically, it explores (i) whether participants perceived an improvement in their transferable skills, and (ii) in which specific skills sub-sets they did so. Quantitative data show high perceptions of transferable skills development (especially decision making, summarizing, and communicative skills) even when perceptions of the usefulness of AD to foster linguistic skills were low. Qualitative data show that the skills range where participants perceived improvement was broader than predicted, as responses to open-ended questions mentioned skills not foregrounded in closed questions, such as integrated skills, metalinguistic skills, mediation, and accessibility awareness. This suggests that active DAD tasks could be useful in diverse settings to promote a holistic learning experience where students simultaneously develop linguistic and non-linguistic abilities, and where accessibility and inclusion are at the forefront. (DAD (AD themselves teaching competences literacy mediation awareness results 201 2020 Specifically i (i ii (ii subsets sub sets so especially making summarizing low predicted openended open ended nonlinguistic non abilities forefront 20 202 2

The divinely derived authority of the Bible to teach and guide, is somewhat mixed with the authority of traditions to interpret Scripture and document such interpretations outside Scripture. Tradition-based Bible translations pose a threat of elevating the authority of tradition over that of Scripture. All concerned traditions should not occupy or tame the authority of Scripture by producing Bibles attuned to tradition. The Scriptures were inspired by the Holy Spirit who inspires Bible readers to understand them. Tradition should not shape or formulate Scripture in accordance with its interpretive convictions. The Bible translations, produced under the auspices of specific traditions, should be exposed to guard the authority of Scripture not to be subdued by any tradition. The endless production of Bible translations has been considered to determine what could necessitate them. Among other findings, traditions have been found to be active in producing Bible translations, when their purview should be doing biblical interpretations and publish them within their traditions, and not to release them to the public as alternative Bibles or versions. The authority of God through the Holy Spirit, who inspired the prophets and apostles to write Scripture, is not transferable to any tradition. Regardless of the proliferation of tradition-based Bible translations, the authority to guide and teach believers, remains with God and the outlook of believers should be based on the supreme authority of God. The principle of Sola Scriptura is somewhat unsafe in the light of the production of tradition-orient Bible versions. The inspiration of the Bible by the Holy Spirit predates canonisation, redaction and restructuring of Scriptures. The production and publication of tradition-based Bibles with synthetic translation rules, poses a threat of diluting Scripture to align with specific traditions. Tradition is fallible and cannot be as authoritative as God. All authority to teach and guide continues to rest with the infallible God. CONTRIBUTION: Continuous Reformation could regress to the outgrown pre-Reformation teachings that were subject to the authority of tradition, if the proliferation of tradition-based Bible translations is not noticed with a threat that they pose on the divinely derived authority of the Scriptures to teach and guide believing people. The gains of Reformers and Reformation should be guarded by being aware of Bible translation trends.

ABSTRACT The study evaluated the repeatability of the superovulatory response in 12 Australian Merino ewes during the breeding season in one (G1), three (G2), and four (G3) consecutive years. A modified protocol was used based on 200 mg pFSH in eight decreasing doses (12h intervals) and supportive strategies such as changing the CIDR at day 7, spraying the horns with heparinized saline during the procedure, and use of Flunixin Meglumine. No significant differences were found in the total number of structures recovered during the years of application of the superovulation protocol (G1=8±2, G2=18±3, G3=19±4; p>0.05). High repeatability was observed, both for the total number of embryos and for the number of transferable embryos in G2 and G3. Superovulatory treatment for 3 and 4 successive years did not affect the efficacy of embryo retrieval.

RESUMEN El estudio evaluó la repetibilidad de la respuesta superovulatoria en 12 ovejas Merino Australiano durante la estación reproductiva en uno (G1), tres (G2) y cuatro (G3) años consecutivos. Se utilizó un protocolo modificado basado en 200 mg de pFSH en ocho dosis decrecientes (intervalos de 12 h) y estrategias de apoyo tales como el cambio del CIDR al día 7, el rociado de los cuernos durante el procedimiento con solución salina con heparina y el uso de Flunixin Meglumine. No se encontraron diferencias significativas en el número total de estructuras recuperadas durante los años de aplicación del protocolo de superovulación (G1=8±2, G2=18±3, G3=19±4; p>0.05). Se observó una alta repetibilidad, tanto para el número total de embriones como para el número de embriones transferibles en G2 y G3. El tratamiento superovulatorio durante 3 y 4 años sucesivos no afectó la eficacia de la recuperación de embriones.

RESUMEN Objetivo. Evaluar la influencia de lutropina alfa (LH recombinante humana, r-hLH) administrada a 12 y 24 h post-retiro del dispositivo de progesterona (CIDR) en la respuesta de horas al inicio del estro (IE), tasa ovulatoria (TO), ovocitos no fertilizados (ONF), embriones transferibles (ET), embriones calidad 1 (EC1) y niveles plasmáticos de LH, en un protocolo de superovulación a base de FSHp en ovejas Pelibuey. Materiales y métodos. Se utilizaron 18 ovejas de la raza Pelibuey, las cuales fueron distribuidas al azar en tres grupos (n=6): T1 (200 mg FSHp-Folltropin®); T2 (200 mg FSHp + 75 UI r-hLH a 12 h post-retiro del CIDR) y T3 (200 mg pFSH + 75 UI r-hLH a 24 h post-retiro del CIDR). Resultados. Horas del IE y TO no se encontraron diferencias significativas. En ONF fue mayor (p<0.05) en T2 (5.0±2.3) en comparación con T1 (0.8±0.6) y T3 (1.3±0.7). El número de EC1 fue mayor (p<0.05) en T3 (3.1±1.1) comparado con T1 (1.1±0.3) y T2 (0.6±0.5) y para ET fue mayor (p<0.05) para T3 (6.6±0.9) en relación a T2 (2.0±1) y T1 (4.0±0.6). Conclusiones. La aplicación de r-hLH a 24 h de retirado el CIDR incrementa los niveles plasmáticos de LH, en efecto, se disminuye la cantidad de ONF, se mejora la cantidad y calidad de ET en ovejas de la raza Pelibuey.

ABSTRACT Objective. To evaluate the influence of lutropin alfa (recombinant human LH, r-hLH) administered at 12 and 24 h post progesterone device withdrawal (CIDR) on the response of hours to onset of estrus (OE), ovulatory rate (OR), unfertilized oocytes (UNO), transferable embryos (TE), quality 1 embryos (Q1E) and plasma LH levels, in a pFSH-based superovulation protocol in Pelibuey sheep. Materials and methods. Eighteen Pelibuey sheep were used and randomly distributed into three groups (n=6): T1 (200 mg FSHp-Folltropin®); T2 (200 mg FSHp + 75 IU r-hLH at 12 h post CIDR withdrawal) and T3 (200 mg pFSH + 75 IU r-hLH at 24 h post CIDR withdrawal). Results. No significant differences were found between OE and OR. UNO was higher (p<0.05) in T2 (5.0±2.3) compared to T1 (0.8±0.6) and T3 (1.3±0.7). The number of Q1E was higher (p<0.05) in T3 (3.1±1.1) compared to T1 (1.1±0.3) and T2 (0.6±0.5) and for TE was higher (p<0.05) for T3 (6.6±0.9) relative to T2 (2.0±1) and T1 (4.0±0.6). Conclusions. The application of r-hLH 24 h after removal of CIDR increases plasma LH levels, in effect, decreasing the amount of UNO, improving the quantity and quality of TE in Pelibuey sheep.

In tegniese ruimtes kan die sosiale gesien word as toevallig ('n veraf faktor wat gemonitor moet word vir vermybare negatiewe impak), ontoeganklik (iets wat aan iemand met gespesialiseerde vaardighede toegeken moet word) en onwaarskynlik (wat moeilike probleme en onwaarskynlike oplossing behels). Gevolglik kan die sosiale aspekte van tegniese inspanning afsonderlik, lukraak, sonder 'n gemeenskaplike taal, en buite herkenbare prosesse en oordraagbare vaardighede bestuur word. Hierdie artikel posisioneer die sosiale en tegniese as onderling verbind. Dit pas 'n sistematiese literatuuroorsig toe om akteur-netwerkteorie uit te brei. Die studie bied die taal en 'n metode om die sosiale aspekte van tegniese werk meer beskryfbaar, toeganklik en sistematies te maak, en bied 'n raamwerk vir ingenieurspraktisyns om sosio-tegniese stelsels te beskryf, te analiseer en te ontwerp.

In technical spaces, the social can be seen as incidental (a distant factor to be monitored for avoidable negative impact), inaccessible (something to be assigned to someone with specialised skills), and implausible (involving wicked problems and improbable resolution). As a result, the social aspects of technical effort can be managed separately, haphazardly, without a common language, and outside of recognisable processes and transferable skills. This paper positions the social and technical as interconnected. It applies a systematic literature review to extend actor-network theory. The study offers language and a method to make the social aspects of technical work more describable, accessible, and systematic. It provides a framework for engineering practitioners to describe, analyse, and design socio-technical systems.

Background: The training of health students regarding good treatment and humanized care is essential; it is a quality benchmark in health care. The relevance of good treatment and humanized care should be consistent with the treatment students receive from teachers and clinical tutors, modeling humanized cultures. However, research shows the normalization of mistreatment of medical and nursing students. A Humanized Training Unit was implemented in a Chilean nursing school, which included promoting a support Program for students by their teachers between 2020 and 2021. Aim: Explore the Program's impact on the exercise of humanized care from the student's perspective. Material and Methods: An intrinsic case study with a qualitative approach, with the objective of 12 semi-structured interviews carried out via Zoom with young people who had been tutored virtually by program teachers for one month and two years during their student period. We performed the data analysis using the constant comparisons method and in compliance with qualitative rigor criteria. Results: The Program positively impacted personal, academic, and professional areas, allowing students to feel cared for by their teachers and recognizing the development of skills transferable to their relationship with users for more humanized care. Conclusions: The Program is replicable to other careers and institutions, requiring time, disposition, and teacher training, which can be a limitation. The benefits evidenced by our study demonstrate the program's usefulness in promoting cultures of more humanized care in educational and health spaces.

RESUMEN Introducción: La formación de estudiantes de la salud sobre buen trato y cuidado humanizado es fundamental, al ser un referente de calidad en la atención sanitaria. Lo anterior, debería ser coherente con el trato que reciben los estudiantes por parte de docentes y tutores clínicos, modelando culturas más humanizadas. Sin embargo, investigaciones evidencian la normalización del maltrato a estudiantes de medicina y enfermería. Se implementó una Unidad de Formación Humanizada en una escuela de enfermería chilena, que incluyó potenciar un Programa de acompañamiento a los estudiantes por parte de sus docentes entre 2020 y 2021. Objetivo: Indagar los impactos del Programa en el ejercicio de un cuidado humanizado, desde la perspectiva estudiantil. Material y Método: Estudio de caso intrínseco con enfoque cualitativo. Se realizaron 12 entrevistas semiestructuradas vía zoom a jóvenes que habían sido tutorizados virtualmente, por docentes del Programa entre 1 mes y 2 años durante su período estudiantil. Análisis de datos con el método de las comparaciones constantes y cumplimiento de criterios de rigor cualitativo. Resultados: El Programa tuvo impactos positivos en ámbitos personales, académicos y profesionales, permitiendo que los estudiantes se sintieran cuidados por sus docentes y reconociendo el desarrollo de habilidades transferibles a su relación con los usuarios para un cuidado más humanizado. Conclusiones: El Programa es replicable a otras carreras e instituciones, requiriendo tiempo, disposición y capacitación docente, lo cual puede ser una limitación. Los beneficios evidenciados justifican la utilidad del Programa para potenciar culturas de cuidado más humanizado en espacios educativos y sanitarios.

Resumen El articulo pretende pensar el tema de la saudade (de, y no en, Victor Heringer) en un intento de homenaje en el sentido de que la lectura de su producción literaria puede, de manera personal e intransferible, casi como el acontecimiento, cambiar y abrir caminos de entendimiento no sólo de la obra, sino también de la tensión en la teoría que suscita formulaciones genéricas, universalizadoras. A través de movimientos que buscan pensar el cruce de lo visto desde lo literario como base para cuestionar la teoría sin separar uno de otro, se releen argumentos en torno al género de la crónica y cómo la literatura tendría la capacidad de cambiar el punto de vida de alguien y de producir, en consecuencia, un intento de entender lo que resta después que se rompe la relación autor/lector, y al mismo tempo entender lo que queda, en términos de sobrevivencia y afecto, después de la muerte del autor. de, (de Heringer puede intransferible acontecimiento obra genéricas universalizadoras otro producir consecuencia autorlector autor lector autor/lector queda afecto

Abstract This essay seeks to discuss saudade (of, and not in, Victor Heringer) as an attempt to pay homage to him in the sense that the reading of his literary production can, in a personal and non-transferable way, almost like the event, change the perception, and open new understandings, not only of the work itself but also of the tension in the theory that creates generic, universalizing formulations. Through movements that seek to reflect on the junction of what is read through the literary as the basis for questioning the theory without separating one from the other, we will re-read arguments around the chronicle genre and how literature would have the capacity to change someone's life and to produce, as a result, an attempt to understand what remains when the author-reader relationship is broken and what remains, in terms of survival and affection, after the author’s death. of, (of Heringer can nontransferable non transferable way event perception understandings generic formulations other reread re someones someone s produce result authorreader author reader affection authors death

Resumo O artigo pretende pensar o tema da saudade (de, e não em, Victor Heringer) como tentativa de homenagem, pelo efeito que a leitura de sua produção literária pode, de maneira pessoal e intransferível, quase como o acontecimento, mudar e abrir caminhos de percepção não só da obra em si, mas como também da própria tensão na teoria que suscita formulações genéricas, universalizantes. Através de movimentos que buscam pensar a junção do visto a partir do literário como a base de questionamento da teoria sem separar um e outro, relê-se argumentos em torno do gênero crônica e de como a literatura teria capacidade de mudar a vida de alguém a ponto de produzir, como resultado, uma tentativa de entendimento daquilo que resta a partir do momento no qual a relação produzida autor-leitor se quebra, ao mesmo tempo em que se mantém, depois da morte do primeiro pólo, em termos de sobrevivência e afeto. de, (de Heringer homenagem pode intransferível acontecimento si genéricas universalizantes outro relêse relê produzir resultado autorleitor autor leitor quebra mantém pólo afeto

Abstract The objective of this article is to present the cost analysis of the production of an embryo by follicular oocyte aspiration technique, in vitro fertilization and embryo transfer, considering the time measurement of the activities that comprise the processes of the embryo transfer program in the coffee triangle of Colombia. Based on qualitative research, with a descriptive, exploratory and correlational approach, 16 Gyr breed donors, without hormone treatment, were aspired, 47 bovine recipients were transferred, and the times used in the activities, the times of the embryo transfer process were measured, besides the production costs were calculated with an average of 4.8 transferable embryos per donor and with 2 ovum pick up sessions by month per donor. The production cost of the embryo transferred and confirmed is given at 90 days of pregnancy. For the producer, the major cost of the program is the maintenance of the recipients until pregnancy is achieved, which is the most important economic factor, contrary to what happens in superovulation schemes, in which the highest cost is represented by the donor.

Resumen El objetivo del presente artículo es presentar el análisis de costos de producción de un embrión por la técnica de producción in-vitro de embriones (PIVE), y lo que esta conlleva hasta la transferencia del embrión, considerando la medición de tiempos de las actividades que comprenden los procesos del programa de transferencia de embriones, en la región del Eje Cafetero de Colombia. Partiendo de una investigación cualitativa, con un enfoque descriptivo exploratorio y correlacional; se aspiraron 16 donadoras de la raza Gyr, sin tratamiento hormonal, se transfirieron 47 receptoras y se midieron los tiempos empleados en las actividades del proceso de transferencia del embrión, además los costos de producción se calcularon con un promedio de 4,8 embriones transferibles por donadora y con 2 sesiones de aspiración folicular por mes. El costo de producción del embrión transferido y la confirmación de la preñez en la receptora se da a los 90 días de gestación; para el productor el mayor costo del programa es el mantenimiento de las receptoras hasta lograr su preñez; lo cual es el factor económico más importante, contrario a lo que sucede en los esquemas de superovulación, en los cuales el mayor costo lo representa la donadora.

Abstract: Introduction: It was found that the good performance in conventional techniques was not transferable to minimally-invasive alternatives, and then simulators were created for improved learning. Objective: To assess whether robotic virtual reality simulation conditions ability for laparoscopy in medical students, associating the VARK tool and Mind Styles to determine whether there is a correlation between learning styles and the ability to develop these skills. Methods: Randomization of 3 groups of medical students was performed, where one of the groups performed a simulation of a surgical knot exercise in the laparoscopy box and another, the same exercise on the robot console. The third group did not simulate. All participants took a practical test in the laparoscopy box and their performances were evaluated. Moreover, a pre-test and a post-test were applied, in addition to the VARK and mind styles methods, to assess whether there was a difference in performance between the different learning styles. Results: The practical test scores were relatively homogeneous between the groups and between the Mind Styles and VARK categories, with no significant difference being found between the groups; therefore, it was not possible to demonstrate that learning styles interfered with the results of this study. There was only a significant difference between the pre-test scores of at least one pair of the groups and between the Laparoscopy and Robotics groups, with a p-value of 0.038. Conclusion: There was no statistical significance between learning styles and performance regarding the proposed tasks. Abstract Introduction minimallyinvasive minimally invasive alternatives Objective skills Methods another console simulate evaluated Moreover pretest pre posttest post applied methods Results categories therefore study pvalue p value 0038 0 038 0.038 Conclusion tasks 003 03 0.03 00 0.0 0.

Resumo: Introdução: Constatou-se que o bom desempenho em técnicas convencionais não se transferia para as minimamente invasivas, e, com isso, foram criados os simuladores para melhor aprendizado. Objetivo: Este estudo teve como objetivo avaliar se a simulação em realidade virtual robótica promove habilidade para laparoscopia em acadêmicos de Medicina, associando a ferramenta VARK e o mind styles (GSD) para determinar se há correlação dos estilos de aprendizagem com a capacidade de desenvolver essas habilidades. Método: Realizou-se randomização de três grupos de acadêmicos de Medicina, em que um dos grupos fez simulação de um exercício de nó cirúrgico na caixa de laparoscopia (CL), e outro, o mesmo exercício no console do robô. O terceiro grupo não participou da simulção. Todos os participantes fizeram um teste prático na CL, e as performances deles foram avaliadas. Ademais, foram aplicados um pré-teste e um pós-teste, além do formulário VARK e GSD, para avaliar se havia diferença de performance entre os diferentes estilos de aprendizagem. Resultado: As notas das provas práticas foram relativamente homogêneas entre grupos e entre as categorias de Mind Styles e do VARK. Como não se encontrou diferença significativa entre os grupos, não foi possível demonstrar que os estilos de aprendizagem interferiram nos resultados deste estudo. Houve apenas diferença significativa entre as notas do pré-teste de pelo menos um par de grupos e entre os grupos laparoscopia e robótica com p-valor 0,038. Conclusão: Não houve significância estatística entre os estilos de aprendizagem e o desempenho nas tarefas propostas. Resumo Introdução Constatouse Constatou invasivas isso aprendizado Objetivo Medicina GSD (GSD habilidades Método Realizouse Realizou CL , (CL) outro robô simulção avaliadas Ademais préteste pré pósteste, pósteste pós teste, pós-teste Resultado pvalor p valor 0038 0 038 0,038 Conclusão propostas (CL 003 03 0,03 00 0,0 0,

PURPOSE OF THE STUDY: The study explored middle managers' experiences during organisational change and mapped their migration from disruption to consensus. When change is introduced, middle managers experience dissonance, which creates uncertainty, unpredictable consequences, and opposing priorities that may impede the restructuring objectives. Middle managers must make sense of the change for themselves and others before change implementation can be embraced DESIGN/METHODOLOGY/APPROACH: A qualitative case study within a financial services provider in South Africa was used to gather rich data from 13 middle managers through semi-structured individual interviews FINDINGS: Findings confirm sensemaking and sensegiving as social processes toward shared understanding. Dissonance affected middle managers' interpretation of organisational change, resulting in ineffective communication of strategy to others. When consensus is reached between emotions experienced, understanding the organisational change, and the practices of organisational members, middle managers are ready to fully implement the change. Sensemaking and sensegiving enable middle managers to create springboards for putting organisational change into practice RECOMMENDATIONS/VALUE: Middle managers are vital in explaining critical organisational change and driving its implementation. Recommendations are for middle managers to participate in planning or designing organisational change to provide them with greater clarity regarding the change and its rationale. Ongoing emotional support to assist middle managers cope with negative emotions is recommended. Change management upskilling and reskilling techniques are recommended to clear dissonance and obstacles that delay strategy implementation MANAGERIAL IMPLICATIONS: The study presents middle manager experiences in a single case organisation in the South African financial services industry, but the findings may be transferable to other organisational change contexts. The findings benefit organisations by providing insight into how middle managers align themselves and others through sensegiving during organisational change. Creating a shared understanding of organisational change will align all stakeholders to focus on the change objectives and achieve the desired strategic outcomes JEL CLASSIFICATION: M10