Resumen Cuando se analizan dinámicas complejas como son las de la intimidación racial en población infantil en un contexto cultural como el del Amazonas (Colombia), hay que hacerlo exaltando las voces de los niños y no solo las de sus adultos cuidadores. Hacerlo ratifica el rol activo con que estos cuentan y su protagonismo en los procesos que les vinculan. A raíz de ello, en este estudio participaron veinte niños indígenas y colonos de una escuela urbana de Leticia (Amazonas, Colombia), y se partió de un enfoque cualitativo, haciendo uso de un diseño fenomenológico en que se emplearon dos instrumentos: guías de entrevista semiestructurada y un conjunto de nueve viñetas diseñadas para promover narraciones icónicas por parte de los niños. El material recopilado se analizó a través del software Nvivo, clasificando datos en factores de riesgo, redes de apoyo, estrategias de afrontamiento, refuerzos y consecuencias de situaciones generadoras de agresión. Los resultados permiten confirmar que el proceso de intimidación es dinámico y tiene varios actores que participan en diferentes escenarios, con una amplia variedad de factores. Además, se fue más allá de investigaciones tradicionales que se han centrado en caracterizar a la víctima y al victimario, mostrándose el rol de otros actores y posibles riesgos para las culturas étnicas en el Amazonas, además de discutirse líneas de investigación e intervención que pueden ser exploradas.

Abstract When complex dynamics are analyzed such as those of racial intimidation in children and in a cultural context as the Amazon (Colombia), it is necessary to do so by exalting the voices of children and not only those of their adult caregivers. Doing so confirms the active role they have and their position in the processes that link them. As a result, 20 indigenous children and settlers from an urban school in Leticia (Amazonas, Colombia) participated in this study; a qualitative approach with a phenomenological design in which two instruments were used: interview guides semi-structured and a set of 9 vignettes designed to promote iconic stories by children. The material collected was analyzed through Nvivo software categorizing data in risk factors, support networks, coping strategies, reinforcements, and consequences of aggression-generating situations. The results allow to identify that the process of intimidation is dynamic, have several actors participating in different scenarios, with a wide variety of factors. The present paper went beyond the traditional investigations that have been focusing on characterizing the victim and victimizer. Additionally, these results show the potential risk for the ethnic cultures in the Amazonas and discuss lines of research and intervention that must be explored.

Resumo Quando são analisadas dinâmicas complexas, como as de intimidação racial em crianças e em um contexto cultural tão específico quanto o da Amazônia (Colômbia), é necessário fazê-lo exaltando as vozes das crianças e não apenas as de seus cuidadores adultos. Isso confirma o papel ativo que eles têm e seu lugar nos processos que os vinculam. Como resultado, 20 crianças indígenas e colonos de uma escola urbana de Letícia (Amazonas, Colômbia) participaram deste estudo e partiram de uma abordagem qualitativa, utilizando um desenho fenomenológico no qual foram utilizados dois instrumentos: guias de entrevista semiestruturado e um conjunto de 9 vinhetas projetadas para promover histórias icônicas de crianças. O material recopilado se analisou através do software Nvivo, classificando dados em fatores de risco, redes de apoio, estratégias de afrontamento, reforços e consequências de situações geradoras de agressão. Os resultados permitem confirmar que o processo de intimidação é dinâmico e tem vários atores que participam em diferentes cenários, com uma ampla variedade de fatores. Em suma, cabe destacar que se foi para além de pesquisas tradicionais que se têm centrados em caracterizar à vítima e ao vitimador, mostrando-se o papel de outros atores e possíveis riscos para as culturas étnicas no Amazonas. Por último, discutem-se linhas de pesquisa e intervenção que podem ser exploradas.

This study was conducted to determine the species distribution, antimicrobial resistance pheno- and genotypes and virulence traits of mannitol-positive methicillin-resistant staphylococci (MRS) isolated from pigs in Nsukka agricultural zone, Nigeria. Twenty mannitol-positive methicillin-resistant coagulase-negative staphylococcal (MRCoNS) strains harboring the mecA gene were detected among the 64 Staphylococcus isolates from 291 pigs. A total of 4 species were identified among the MRCoNS isolates, namely, Staphylococcus sciuri (10 strains), Staphylococcus lentus (6 strains), Staphylococcus cohnii (3 strains) and Staphylococcus haemolyticus (one strain). All MRCoNS isolates were multidrug-resistant. In addition to β-lactams, the strains were resistant to fusidic acid (85%), tetracycline (75%), streptomycin (65%), ciprofloxacin (65%), and trimethoprim/sulphamethoxazole (60%). In addition to the mecA and blaZ genes, other antimicrobial resistance genes detected were tet(K), tet(M), tet(L), erm(B), erm(C), aacA-aphD, aphA3, str, dfrK, dfrG, catpC221, and catpC223. Thirteen isolates were found to be ciprofloxacin-resistant, and all harbored a Ser84Leu mutation within the QRDR of the GyrA protein, with 3 isolates showing 2 extra substitutions, Ser98Ile and Arg100Lys (one strain) and Glu88Asp and Asp96Thr (2 strains). A phylogenetic tree of the QRDR nucleotide sequences in the gyrA gene revealed a high nucleotide diversity, with several major clusters not associated with the bacterial species. Our study highlights the possibility of transfer of mecA and other antimicrobial resistance genes from MRCoNS to pathogenic bacteria, which is a serious public health and veterinary concern.

The occurrence, resistance phenotype and molecular mechanisms of resistance of methicillin-resistant staphylococci from groin swabs of 109 clinically healthy dogs in Nsukka, Nigeria were investigated. The groin swab samples were cultured on mannitol salt agar supplemented with 10 µgof cloxacillin. Sixteen methicillin-resistant coagulase negative staphylococci (MRCoNS), all harbouring the mecA gene were isolated from 14 (12.8%) of the 109 dogs studied. The MRCoNS isolated were: S. sciuri subspecies rodentium, S. lentus, S. haemolyticus, and S. simulans with S. sciuri subspecies rodentium (62.5%) being the predominant species. Thirteen (81.3%) of the MRCoNS were resistant to tetracycline while 12 (75%) and 10 (62.5%) were resistant to kanamycin and trimthoprim-sulphamethoxazole respectively. None of the isolates was resistant to fusidic acid, linezolid and vancomycin. Thirteen (81.3%) of the MRCoNS were multi-drug resistance (MDR). Other antimicrobial genes detected were: blaZ, tet(K), tet(M), tet(L), erm(B), lnu(A), aacA-aphD, aphA3, str, dfr(G), cat pC221,and cat pC223. Methicillin-resistant staphylococci are common colonizers of healthy dogs in Nigeria with a major species detected being S. sciuri subsp. rodentium.

O modo como as novas gerações de imigrantes se irão integrar nas sociedades espanhola e portuguesa terá uma influência decisiva no futuro de ambos os países. Promover a sua saúde, bem-estar e adaptação psicológica é por isso uma questão de interesse estratégico. Este trabalho analisa os factores em jogo no bem-estar e adaptação psicológica numa amostra de 108 adolescentes (55 rapazes e 53 raparigas), filhos de imigrantes em Huelva (Espanha) e no Algarve (Portugal), com idades compreendidas entre os 10 e os 17 anos. Foram recolhidos dados sobre as características sócio-demográficas e o bem-estar percebido dos adolescentes. Utilizámos o KIDSCREEN-52, questionário que avalia a percepção dos adolescentes sobre a sua saúde e bem-estar em dez dimensões: Bem-estar físico, Bem-estar psicológico, Estado de ânimo, Auto-percepção, Autonomia, Relações com os pais e vida familiar, Recursos económicos, Apoio social e dos pares, Ambiente escolar e Aceitação social (Bullying-rejeição). Entre os principais resultados destacamos as diferenças significativas entre as pontuações obtidas na amostra de Espanha e Portugal no Bem-estar físico, Bem-estar psicológico, Estado de ânimo, Recursos económicos e Aceitação social (Bullying-rejeição) respectivamente. Os rapazes percebem-se com melhor bem-estar físico. O nível de escolaridade da mãe está relacionado com o bem-estar psicológico e o estado de ânimo. Não encontrámos efeitos do tempo de residência nem de outras variáveis sociodemográficas estudadas no bem-estar e adaptação psicológica dos adolescentes.

The terms on which the integration of new generations of immigrants into Portuguese and Spanish societies happens will have a decisive influence in the future of both countries. Therefore, promoting their health, well-being, and psychosocial adaptation is a matter of strategic interest. This paper analyses psychosocial factors associated with well-being and psychological adjustment on a sample of 108 adolescents (55 males and 53 females), children of immigrants from Huelva (Spain) and Algarve (Portugal), aged between 10 and 17 years. Adolescents were assessed for demographic characteristics and perceived well-being. We used the "KIDSCREEN-5", a self-report questionnaire that yields detailed profile information for children aged 8 to 18 years for the following ten dimensions: Physical well-being, Psychological well-being, Moods and emotions, Self-perception, Autonomy, Parental relationships and home life, Financial resources, Social support and peers, School environment, and Social acceptance (Bullying). Overall, significant differences were found between the Spanish and Portuguese samples on physical well-being, psychological well-being, mood, financial resources and social acceptance (bullying). Boys perceived themselves as having a better physical well-being than girls. Mothers' educational level was associated with psychological well-being and mood. Also, results suggested that residence location and other socio-demographical variables were not associated with the adolescents' well-being and psychological adjustment.

O modo como as novas gerações de imigrantes se irão integrar nas sociedades espanhola e portuguesa terá uma influência decisiva no futuro de ambos os países. Promover a sua saúde, bem-estar e adaptação psicológica é por isso uma questão de interesse estratégico. Este trabalho analisa os factores em jogo no bem-estar e adaptação psicológica numa amostra de 108 adolescentes (55 rapazes e 53 raparigas), filhos de imigrantes em Huelva (Espanha) e no Algarve (Portugal), com idades compreendidas entre os 10 e os 17 anos. Foram recolhidos dados sobre as características sócio-demográficas e o bem-estar percebido dos adolescentes. Utilizámos o KIDSCREEN-52, questionário que avalia a percepção dos adolescentes sobre a sua saúde e bem-estar em dez dimensões: Bem-estar físico, Bem-estar psicológico, Estado de ânimo, Auto-percepção, Autonomia, Relações com os pais e vida familiar, Recursos económicos, Apoio social e dos pares, Ambiente escolar e Aceitação social (Bullying-rejeição). Entre os principais resultados destacamos as diferenças significativas entre as pontuações obtidas na amostra de Espanha e Portugal no Bem-estar físico, Bem-estar psicológico, Estado de ânimo, Recursos económicos e Aceitação social (Bullying-rejeição) respectivamente. Os rapazes percebem-se com melhor bem-estar físico. O nível de escolaridade da mãe está relacionado com o bem-estar psicológico e o estado de ânimo. Não encontrámos efeitos do tempo de residência nem de outras variáveis sociodemográficas estudadas no bem-estar e adaptação psicológica dos adolescentes.

The terms on which the integration of new generations of immigrants into Portuguese and Spanish societies happens will have a decisive influence in the future of both countries. Therefore, promoting their health, well-being, and psychosocial adaptation is a matter of strategic interest. This paper analyses psychosocial factors associated with well-being and psychological adjustment on a sample of 108 adolescents (55 males and 53 females), children of immigrants from Huelva (Spain) and Algarve (Portugal), aged between 10 and 17 years. Adolescents were assessed for demographic characteristics and perceived well-being. We used the "KIDSCREEN-5", a self-report questionnaire that yields detailed profile information for children aged 8 to 18 years for the following ten dimensions: Physical well-being, Psychological well-being, Moods and emotions, Self-perception, Autonomy, Parental relationships and home life, Financial resources, Social support and peers, School environment, and Social acceptance (Bullying). Overall, significant differences were found between the Spanish and Portuguese samples on physical well-being, psychological well-being, mood, financial resources and social acceptance (bullying). Boys perceived themselves as having a better physical well-being than girls. Mothers' educational level was associated with psychological well-being and mood. Also, results suggested that residence location and other socio-demographical variables were not associated with the adolescents' well-being and psychological adjustment.

In this paper it is studied the use of the neutral demonstrative pronoun ‘this’ in texts produced by psychology students during a curricular task. As part of the objectives, the occurrences of the neutral demonstrative pronoun (NDP) are described and analyzed, the source text and the produced text are compared and the psycholinguistic operations that include its use in this corpus are interpreted. As a result of the analysis, the categories proposed allow to show the functional role that the NDP adopts in similar types of texts or in reformulative segments of other texts. It is considered for its study the generic compositional dependence of the type of text and of the task in which it is produced. In the students’ texts, the NDP reaches a high proportion in comparison with the other no-neutral pronouns. Beside, the occurrence is found in more of the 80% of the text in the context of the reformulation of the source text and in direct correspondence with it. The findings presented here offer promising paths for educational applications, considering the difficulties of students in their writings.

En este trabajo se estudia el uso del pronombre demostrativo neutro ‘esto’ en textos producidos por estudiantes de psicología realizados durante una tarea curricular. Como parte de los objetivos, se describen y analizan las ocurrencias del pronombre demostrativo neutro (PDN), se compara el texto fuente con el texto producido y se interpretan las operaciones psicolingüísticas que incluyen su uso en este corpus. Como resultado del análisis se proponen categorías que permitan reflejar el rol funcional que adopta el PDN en tipos de textos similares o en segmentos reformulativos de otros textos. Para su estudio se considera la dependencia composicional del género de texto y de la tarea en la que se enmarca su producción. En los textos producidos la ocurrencia del PDN alcanza una proporción muy alta en comparación con las formas pronominales no neutras. Por otra parte, se consigna en más de un 80% en el contexto de reformulación del texto fuente (TF) y en directa correspondencia con él. Se destaca la importancia de estudiar textos escritos en situaciones ‘reales’ en el marco de modelos relacionales. Considerando posibles dificultades de los estudiantes en la escritura, estos hallazgos ofrecen caminos promisorios para pensar aplicaciones educativas.

La evaluación como parte del proceso educativo es aquella que permite verificar la coherencia y el grado o nivel de aprendizaje con el cual se ha concretado cada uno de los pasos planificados hasta llegar al nivel adquirido por el protagonista. Esa evaluación requiere la adecuación de las estrategias pedagógicas o de facilitación del proceso a cada una de las características individuales de esos protagonistas, con la única finalidad de no convertirlos en meros espectadores de un acto donde no se le dio cabida para demostrar sus aptitudes. Ellos son los únicos que saben cuánto de ese proceso tienen aprendido. De allí que haya necesidad de incluir estrategias que faciliten la comprensión sin descuidar el ambiente de trasfondo que subyace en cada hogar como también el propio sentimiento manifestado por el participante durante ese proceso. Luego, la evaluación que recoge todos esos aspectos puede considerarse como una evaluación integral

Testing, as a part of the education process, allows for the verification of coherence and the degree or level of learning achieved in each of the planned steps until reaching the desired level for the participant. This testing requires molding the pedagogical strategies or facilitating the process to each of the individual characteristics of those participants, with the only purpose of not turning them into mere spectators of a show where they were not given the chance to show their skills. They are the only ones who know how much of the process they have learnt. Thus the need to include strategies that ease comprehension without leaving aside the background environment that is in every home, as well as the feelings shown by the participant during the process. An evaluation that unites all of these aspects can be considered as integral testing

A 70-year-old mapuche female presented with a 1 year history of weight loss, bilateral red painful eyes and corneal ulcer that evolved into perforation and uveal herniation with complete visual loss. Reddish and painful nodules appeared on the distal aspect of both lower extremities, that ulcerated after months. A thoracic CT scan showed multiple pulmonary nodules. Infectious diseases were ruled out. An open lung biopsy and a skin biopsy were performed and both showed non-caseating necrotizing granulomas and granulomatous arteritis. Steroids and cyclophosphamide were started with complete regression of skin and pulmonary lesions within a month. Corneal transplantation was done. After 6 months follow-up, the patient is on low-dose of steroids, free of disease with partial vision recovery

Mujer mapuche de 70 años quien en el curso de 1 año presentó baja de peso, ojo rojo bilateral y úlcera corneal que evolucionó hacia la perforación con herniación uveal y pérdida de la visión. Posteriormente se agregaron lesiones nodulares, violáceas, sensibles, algunas ulceradas en las zonas distales de ambas extremidades inferiores. La TAC de tórax demostró múltiples nódulos pulmonares. Tras un estudio exhaustivo se descartaron la tuberculosis y otras infecciones. Tanto la biopsia de las lesiones cutáneas como la biopsia pulmonar obtenida mediante toracotomía confirmaron la presencia de granulomas necrotizantes no caseificantes y arteritis granulomatosa. Se trató con esteroides y ciclofosfamida con mejoría de su condición general y regresión de las lesiones cutáneas y pulmonares en menos de 1 mes. Se realizó un trasplante de cornea. A los seis meses de seguimiento continúa en tratamiento, no ha presentado recaídas y tiene recuperación parcial de la visión

La evaluación del proceso de aprendizaje presenta tres formas de participación: autoevaluación, coevaluación y heteroevaluación, formas que por sí solas no pueden cumplir la tarea, por tal motivo necesitan de la presencia del facilitador y los participantes y también del uso de estrategias, técnicas, procedimientos e instrumentos que le permitan evidenciar el proceso, tal es el caso de la utilización de listas de cotejo, escalas de estimación, diarios de los estudiantes, cartas a los maestros o profesores, formas de afectación y procesos, portafolio, registros anecdóticos, cuadernos de anécdotas, juegos, técnicas sociométricas como el sociograma y la escala de distancia social, entre otros. Todos ellos propician un ambiente agradable donde el participante puede expresar con libertad todo aquello que le enriquece u obstaculiza el proceso y todo aquello que ha podido aprender y cuánto le falta adquirir para desenvolverse en la vida. Sólo así la evaluación deja de ser un instrumento de control para medir lo que le falta por aprender al participante y no cuánto ha adquirido.

Evaluation of the learning process presents three types of participation: self-evaluation, co-evaluation, and hetero-evaluation. These three types of participation cannot accomplish their goals by themselves. They require the presence of facilitators and participants, as well as the use of strategies, techniques, procedures and instruments that will allow evidencing the process. Among them we find collating lists; estimate scales; student’s diaries; and letters to teachers or professors; affectation and processes types; portfolios; anecdotic records; anecdotes notebooks; games; socio-metric techniques such as the sociogram; and the Social Distance Scale. All of them provide a pleasant environment where participants can freely express all that enriches or hinders the process. As well as everything they have been able to learn and what it is left to acquire to get by in life. It is only like this that evaluation changes its roll of controlling instrument to measure what it is left for the participant to learn and not how much it has acquired.