One of the fundamental goals of education is for people to learn to differentiate scientific knowledge from the one derived from common sense and pseudoscience. Learning to thinks cientifically is considered an easy task. It is not natural to humans; it requires changing certain structures of knowledge towards notions that need reflection, and an important transformation of some conceptual networks that are involved in the information processing mechanisms natural of all living organisms. In the case of psychology, the conceptual change from folk psychology (or common sense) and pseudos-cience to psychological science is also difficult to teach, perhaps even more so than in physics or biology, as the latter are more developed, more remote from human problems and there are less epistemological controversies about their methodology. There is evidence of differences between students and graduates on their views about the scientific basis of psychology. In this paper, the perception of psychology's status was evaluated among psychology students and graduates from universities in Argentina using the Psychology as a Science Scale (Friedrich, 1996PAS). It's comprised of 20 items with a 7 point Likert style response ranging from 1 (strongly disagree) to 7 (strongly agree). It is divided into three factors. F1: psychology can be considered as a science similar to biology or physics (4 items, e.g. A degree in psychology should be a Bachelor of Science rather than one in Arts or Humanities); F2: research conducted in controlled laboratory environments is essential for the understanding of everyday behavior (5 items, e.g. Being able to do experiments is as important to psychology students as for chemistry, physics or biology students); and F3: behavior is predictable (6 items, e.g. Although each person is unique, it is possible for science to find general laws to explain human behavior). It also has 4 filler questions (FR) to hide the objectives of the survey and control social desirability (eg. An introductory course in psychology should encompass the widest range of possible topics). Friedrich (1996) reported that the scale has an internal consistency coefficient alpha of .71 for a sample of students and Holmes (2014), reported alpha of .74 for graduate / teachers. For the sample presented, Cronbach's alpha was .74 for all items. The Spanish translation was done by the authors of the study and evaluated by two experts in psychology and English proficiency. Then it was administered to a group of psychology students to confirm the understanding of the items. The survey was administered both through an online system and in person. The main results show that students have significantly lower score than graduates in the three factors of interest. However, graduates who identify with a cognitive-behavioral framework or with an integrative-eclectic approach strongly agree or agree with the scientific status of psychology as measured in F1, F2 and F3, unlike students and psychoanalysts who scored significantly less in F1 and F3. Moreover, students of the first years of study have a significant minor score than students of the last years on F1 and F3(p < .05). This work has as limit that the sample is not representative and the questionnaire was not validated in its version in Spanish. However, the results are similar to those of other countries, although it was the first that discriminated the opinion of the graduates in function of the theoretical orientation. Future research confirms these results. These results are discussed in relation to studies in other countries and to the teaching of psychology.

Hay evidencia que muestra que existen diferencias entre estudiantes y graduados sobre los puntos de vista acerca de la naturaleza de la Psicología. El objetivo del trabajo es evaluar la percepción sobre el status de la disciplina entre estudiantes y graduados de Psicología de Argentina con la Escala de Psicología como ciencia, basada en la de Friedrich (1996). Consiste en 20 afirmaciones que se deben puntuar con una escala likert, que va desde completamente en desacuerdo (1) a completamente de acuerdo (7), clasificadas en tres factores: F1, la Psicología es una disciplina análoga a la Biología o la Física; F2, la investigación llevada a cabo en entornos controlados de laboratorio es esencial para la comprensión de la conducta cotidiana, y F3, la conducta es predecible. El Factor 4 contiene ítems de relleno para ensombrecer el objetivo del cuestionario. La Escala se envió mediante un sistema on line y en forma presencial. Los graduados presentaron puntajes significativamente mayores que los estudiantes en los tres factores de interés. Los graduados de orientación cognitiva-conductual obtuvieron un puntaje medio que indica que están muy de acuerdo o de acuerdo con el estatus científico de la Psicología a diferencia de los estudiantes y psicoanalistas. Además, los estudiantes de los primeros años presentan puntajes significativamente más altos en F1 y F3 en relación a los de los últimos años. Los resultados se discuten en relación a la enseñanza de la Psicología.

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Au cours des 15 dernières années, le financement basé sur les nous opposons à cette opinion, arguant que les interventions basées sur résultats a été mis en place dans un nombre croissant de pays en les résultats et dictées par des considérations économiques ne répondent voie de développement, en particulier en Afrique, comme un moyen pas de manière adéquate, à elles seules, aux besoins des patients et de la d'améliorer les résultats du personnel soignant. Le passage à la mise communauté, sur lesquels la réforme du système de santé doit reposer. en place nationale, au Burundi et au Rwanda, du financement basé sur Nous pensons également que le débat autour du financement basé sur les résultats a encouragé ses partisans à le considérer comme étant plus les résultats est influencé par des preuves insuffisantes et non fondées qu'un simple mécanisme de financement, mais de plus en plus comme qui ne prennent pas correctement en compte le contexte ni ne démêlent un outil stratégique permettant de réformer le secteur de la santé. Nous les différents éléments du plan de financement basé sur les résultats.

Over the past 15 years, performance-based financing has been implemented in an increasing number of developing countries, particularly in Africa, as a means of improving health worker performance. Scaling up to national implementation in Burundi and Rwanda has encouraged proponents of performance-based financing to view it as more than a financing mechanism, but increasingly as a strategic tool to reform the health sector. We resist such a notion on the grounds that results-based and economically driven interventions do not, on their own, adequately respond to patient and community needs, upon which health system reform should be based. We also think the debate surrounding performance-based financing is biased by insufficient and unsubstantiated evidence that does not adequately take account of context nor disentangle the various elements of the performance-based financing package.

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Durante los últimos 15 años, la financiación basada en el rendimiento se en Burundi y Ruanda ha animado a los partidarios de la financiación ha implementado en un número cada vez mayor de países en desarrollo, basada en el rendimiento a que se considere como algo más que un particularmente en África, como un medio para mejorar el rendimiento mero mecanismo de financiación y a que se tenga en cuenta cada del trabajador sanitario. La ampliación de la implementación nacional vez más como una herramienta estratégica utilizada para reformar el sector sanitario. Nos oponemos a dicha noción, basándonos en que las intervenciones basadas en los resultados y motivadas por la economía no responden adecuadamente, por sí mismas, a las necesidades de los pacientes y la comunidad, que es en lo que se debería basar la reforma del sistema sanitario. También opinamos que el debate sobre la financiación basada en el rendimiento está sesgado por la falta de evidencias y por fundamentos que no tienen en cuenta el contexto adecuadamente y que no esclarecen los diversos elementos incluidos en el paquete de financiación basada en el rendimiento.

Toxoplasma gondii has a very wide intermediate host range and is thought to be able to infect all warm blooded animals. The parasite causes a spectrum of different diseases and clinical symptoms within the intermediate hosts and following infection most animals develop adaptive humoral and cell-mediated immune responses. The development of protective immunity to T. gondii following natural infection in many host species has led researchers to look at vaccination as a strategy to control disease, parasite multiplication and establishment in animal hosts. A range of different veterinary vaccines are required to help control T. gondii infection which include vaccines to prevent congenital toxoplasmosis, reduce or eliminate tissue cysts in meat producing animals and to prevent oocyst shedding in cats. In this paper we will discuss some of the history, challenges and progress in the development of veterinary vaccines against T. gondii.