A course on collaboration between social workers and general practitioners during their vocational training

The educational programme reported was an experiment in the vocational training scheme of the department of General Practice, Erasmus University, Rotterdam, Holland, and is now part of the course. The programme focused on the training in team function (co-operation) given to trainee GPs and social workers. It became clear that both groups during their professional training develop markedly different attitudes and views about patient (client) care. These differences form a fundamental handicap in any discussion about teamwork. During the programme the students were made aware of this divergence of viewpoint and were taught how to handle these resulting handicaps and, if possible, to eliminate them.

L’humanisme a l’Espanya dels segles XV i XVI. Estat de la qüestió

L'objectiu d'aquest estat de la qüestió és analitzar com s'ha tractat historiogràficament l'entrada d'un corrent intel·lectual i cultural nou com és l'humanisme. A partir de la bibliografia suggerida pels principals manuals especialitzats d'Història d'Espanya es veu com l'objecte d'estudi aquí contemplat genera dues escoles interpretatives: per una banda, aquells autors hispanistes i d'influència hispanista que defensen un humanisme vinculat amb Erasme de Rotterdam i centrat en la religió i l'espiritualitat. Així mateix, els autors que segueixen aquesta interpretació destaquen la feina del Cardenal Cisneros com a promotor de profundes transformacions en el clergat espanyol i com a promotor de la fundació de la Universitat d'Alcalà, lloc on es va desenvolupar aquest tipus d'humanisme. Per altra banda, la segona escola interpretativa la formen autors espanyols que prenen com a referència a Luis Gil Fernández. Aquests contemplen la recuperació dels autors grecollatins, dels temes i les formes clàssiques com la fita fonamental de l'humanisme. Segons aquesta escola, els estudis de gramàtica i la pedagogia són també objectius dels autors humanistes.

Clinical determinants of early parasitological response to ACTs in African patients with uncomplicated falciparum malaria: a literature review and meta-analysis of individual patient data.

BACKGROUND: Artemisinin-resistant Plasmodium falciparum has emerged in the Greater Mekong sub-region and poses a major global public health threat. Slow parasite clearance is a key clinical manifestation of reduced susceptibility to artemisinin. This study was designed to establish the baseline values for clearance in patients from Sub-Saharan African countries with uncomplicated malaria treated with artemisinin-based combination therapies (ACTs). METHODS: A literature review in PubMed was conducted in March 2013 to identify all prospective clinical trials (uncontrolled trials, controlled trials and randomized controlled trials), including ACTs conducted in Sub-Saharan Africa, between 1960 and 2012. Individual patient data from these studies were shared with the WorldWide Antimalarial Resistance Network (WWARN) and pooled using an a priori statistical analytical plan. Factors affecting early parasitological response were investigated using logistic regression with study sites fitted as a random effect. The risk of bias in included studies was evaluated based on study design, methodology and missing data. RESULTS: In total, 29,493 patients from 84 clinical trials were included in the analysis, treated with artemether-lumefantrine (n = 13,664), artesunate-amodiaquine (n = 11,337) and dihydroartemisinin-piperaquine (n = 4,492). The overall parasite clearance rate was rapid. The parasite positivity rate (PPR) decreased from 59.7 % (95 % CI: 54.5-64.9) on day 1 to 6.7 % (95 % CI: 4.8-8.7) on day 2 and 0.9 % (95 % CI: 0.5-1.2) on day 3. The 95th percentile of observed day 3 PPR was 5.3 %. Independent risk factors predictive of day 3 positivity were: high baseline parasitaemia (adjusted odds ratio (AOR) = 1.16 (95 % CI: 1.08-1.25); per 2-fold increase in parasite density, P <0.001); fever (>37.5 °C) (AOR = 1.50 (95 % CI: 1.06-2.13), P = 0.022); severe anaemia (AOR = 2.04 (95 % CI: 1.21-3.44), P = 0.008); areas of low/moderate transmission setting (AOR = 2.71 (95 % CI: 1.38-5.36), P = 0.004); and treatment with the loose formulation of artesunate-amodiaquine (AOR = 2.27 (95 % CI: 1.14-4.51), P = 0.020, compared to dihydroartemisinin-piperaquine). CONCLUSIONS: The three ACTs assessed in this analysis continue to achieve rapid early parasitological clearance across the sites assessed in Sub-Saharan Africa. A threshold of 5 % day 3 parasite positivity from a minimum sample size of 50 patients provides a more sensitive benchmark in Sub-Saharan Africa compared to the current recommended threshold of 10 % to trigger further investigation of artemisinin susceptibility.

Métamorphoses identitaires en situation de mobilité

Identity metamorphoses in a context of mobility This study has its roots in the current upsurge in student mobility and in the scientific debates about the concepts of identity and intercultural communication. Based on a corpus of interviews with French Erasmus students in Finland, the study blends in theories of postmodern identity, intercultural hermeneutics and discourse analysis to examine how the students construct themselves and diverse ‘othernesses’ (included theirs) when they talk about their experiences. The use of the French pronoun on, pronoun switches, and virtual voices (ex: I said to myself...) allowed to pinpoint the students’ unstable identity metamorphoses in their discourses: integration of liquid and solid selves, infidelity in identification with the French but also with Erasmus ‘tribes’, and games of identity. Though the exchange experience appears as interesting for the students, the results show that many and varied misconceptions about identity, culture, intercultural communication, language use, and strangeness lead the students to evaluate their experiences negatively. The implication of the study is that students should be prepared for their time abroad, not so much in terms of ‘grammars of culture’ (e.g. ‘Finns behave in such and such ways’, ‘the French are...’), but through the development of competences to analyse the identity metamorphoses that take place in intercultural encounters and prevent people from meeting each other as diverse individuals. This could make study abroad one of the best training periods for postmodernity and globalization.

European Study Programme for Advanced Networking Technologies

In this article authors present main objectives and progress of the EU ERASMUS CD project: European Study Programme for Advanced Networking Technologies (ESPANT)

Learning journalistic opinion genres using CLIL methodology

The Faculty of Business and Communication recently started an internationalization process that, in two year’s time, will allow all undergraduate students (studying Journalism, Audiovisual Communication, Advertising and Public Relations, Business and Marketing) to take 25% of their subjects in English using CLIL methodology. Currently, Journalism is the degree course with the greatest percentage of CLIL subjects, for example Current Affairs Workshop, a subject dedicated to analyzing current news using opinion genres. Moreover, because of the lack of other subjects offered in English, ERASMUS students have to take some journalism subjects in order to complete their international passport, and one of the classes they choose is the Current Affairs Workshop. The aim of this paper is to explore how CLIL methodology can be useful for learning journalistic opinion genres (chat-shows, discussions and debates) in a subject where Catalan Communication students –with different levels of English- share their knowledge with European students of other social disciplines. Students work in multidisciplinary groups in which they develop real radio and TV programs, adopting all the roles (moderator, technician, producer and participants), analyzing daily newspapers and other sources to create content, based on current affairs. This paper is based on the participant observation of the lecturers of the subject, who have designed different activities related to journalistic genres, where students can develop their skills according to the role they play in every assignment. Examples of successful lessons will be given, in addition to the results of the course: both positive and negative. Although the objective of the course is to examine professional routines related to opinion genres, and students are not directly graded on their level of English, the Catalan students come to appreciate how they finally overcome their fear of working in a foreign language. This is a basic result of their experience.