Facilitating Emotional Processing: An Experimental Induction of Psychotherapeutically Relevant Affective States

Psychotherapy research has shown that cognitive-affective meaning making is related to beneficial therapy outcomes. This study explores the underlying micro-processes by inducing specific cognitive-affective states and studying their immediate effects on emotional activation, the resolution of interpersonal grievances, and factors related to therapeutic progress, e.g., mastery experiences, clarification of meaning. Participants suffering from interpersonal grievances were randomly assigned to two conditions. A sentence completion task was employed to induce either the expression of emotional distress or cognitive-affective meaning making. Expressive writing was used to deepen processing. Findings of those participants adhering to the induction procedure (n = 85) showed no differences between conditions at baseline. During writing, participants in both conditions were equally emotionally activated. Directly after the writing task, participants in the meaning making condition (n = 50) reported less unresolved interpersonal grievances, and more mastery experiences, but, e.g., not more clarification, compared to those in the emotional expression condition (n = 35). Results suggest that engagement in specific states that promote meaning making of emotional experience facilitates emotional processing and is related to therapeutic benefit.

The Role for Virtual Patients in the Future of Medical Education

The medical education community is working-across disciplines and across the continuum-to address the current challenges facing the medical education system and to implement strategies to improve educational outcomes. Educational technology offers the promise of addressing these important challenges in ways not previously possible. The authors propose a role for virtual patients (VPs), which they define as multimedia, screen-based interactive patient scenarios. They believe VPs offer capabilities and benefits particularly well suited to addressing the challenges facing medical education. Well-designed, interactive VP-based learning activities can promote the deep learning that is needed to handle the rapid growth in medical knowledge. Clinically oriented learning from VPs can capture intrinsic motivation and promote mastery learning. VPs can also enhance trainees' application of foundational knowledge to promote the development of clinical reasoning, the foundation of medical practice. Although not the entire solution, VPs can support competency-based education. The data created by the use of VPs can serve as the basis for multi-institutional research that will enable the medical education community both to better understand the effectiveness of educational interventions and to measure progress toward an improved system of medical education.

A Single-blinded, Randomized Clinical Trial of How to Implement an Evidence-based Treatment for Generalized Anxiety Disorder [IMPLEMENT] — Effects of Three Different Strategies of Implementation

BACKGROUND: Despite long-standing calls to disseminate evidence-based treatments for generalized anxiety (GAD), modest progress has been made in the study of how such treatments should be implemented. The primary objective of this study was to test three competing strategies on how to implement a cognitive behavioral treatment (CBT) for out-patients with GAD (i.e., comparison of one compensation vs. two capitalization models). METHODS: For our three-arm, single-blinded, randomized controlled trial (implementation of CBT for GAD [IMPLEMENT]), we recruited adults with GAD using advertisements in high-circulation newspapers to participate in a 14-session cognitive behavioral treatment (Mastery of your Anxiety and Worry, MAW-packet). We randomly assigned eligible patients using a full randomization procedure (1:1:1) to three different conditions of implementation: adherence priming (compensation model), which had a systematized focus on patients' individual GAD symptoms and how to compensate for these symptoms within the MAW-packet, and resource priming and supportive resource priming (capitalization model), which had systematized focuses on patients' strengths and abilities and how these strengths can be capitalized within the same packet. In the intention-to-treat population an outcome composite of primary and secondary symptoms-related self-report questionnaires was analyzed based on a hierarchical linear growth model from intake to 6-month follow-up assessment. This trial is registered at ClinicalTrials.gov (identifier: NCT02039193) and is closed to new participants. FINDINGS: From June 2012 to Nov. 2014, from 411 participants that were screened, 57 eligible participants were recruited and randomly assigned to three conditions. Forty-nine patients (86%) provided outcome data at post-assessment (14% dropout rate). All three conditions showed a highly significant reduction of symptoms over time. However, compared with the adherence priming condition, both resource priming conditions indicated faster symptom reduction. The observer ratings of a sub-sample of recorded videos (n = 100) showed that the therapists in the resource priming conditions conducted more strength-oriented interventions in comparison with the adherence priming condition. No patients died or attempted suicide. INTERPRETATION: To our knowledge, this is the first trial that focuses on capitalization and compensation models during the implementation of one prescriptive treatment packet for GAD. We have shown that GAD related symptoms were significantly faster reduced by the resource priming conditions, although the limitations of our study included a well-educated population. If replicated, our results suggest that therapists who implement a mental health treatment for GAD might profit from a systematized focus on capitalization models. FUNDING: Swiss Science National Foundation (SNSF-Nr. PZ00P1_136937/1) awarded to CF. KEYWORDS: Cognitive behavioral therapy; Evidence-based treatment; Implementation strategies; Randomized controlled trial

Long-term central venous catheter-related candidemia: A new approach towards diagnosis and management

A case-series analysis of approximately 811 cancer patients who developed Candidemia between 1989 and 1998 and seen at M. D. Anderson Cancer Center, was studied to assess the impact and timing of central venous catheter (CVC) removal on the outcome of fungal bloodstream infections in cancer patients with primary catheter-related Candidemia as well as secondary infections. ^ This study explored the diagnosis and the management of vascular catheter-associated fungemia in patients with cancer. The microbiologic and clinical factors were determined to predict catheter-related Candidemia. Those factors included, in addition to basic demographics, the underlying malignancy, chemotherapy, neutropenia, and other salient data. Statistical analyses included univariate and multivariate logistic regression to determine the outcome of Candidemia in relation to the timing of catheter removal, type of species, and to identify predictors of catheter-related infections. ^ The conclusions of the study aim at enhancing our mastery of issues involving CVC removal and potentially will have an impact on the management of nosocomial bloodstream infections related to timing of CVC removal and the optimal duration of treatment of catheter-related Candidemia. ^

Undergraduate Engineering Students' Understanding of Heat, Temperature, and Radiation

Difficulty understanding heat and temperature concepts has been recognized in engineering education. Confusion has been shown to persist after instruction. The purpose of this study was to determine whether undergraduate engineering students’ knowledge of four heat transfer concept areas significantly changed with instruction and whether this varied by major and GPA. Two hundred twenty-eight undergraduate engineering students from six institutions were assessed prior to and after instruction. Results showed significant improvement in most concept areas but mean scores were below mastery. Previously documented misconceptions persisted after instruction. Significant differences were found by major and GPA. Suggestions for future research provided.

Locus of control as a predictor of students dropping out of high school

Education is related to health. In cross-sectional data, education level has been associated with physical functioning. Also, lower levels of education have been associated with health behaviors including smoking, alcohol use, and greater body weight. In school, students may benefit from greater exposed to health-related messages, while students who have dropped out may be more susceptible to influences regarding negative health behaviors such as smoking. ^ Improved school retention might improve long-term health outcomes. However, there is limited evidence regarding modifiable factors that predict likelihood of dropping out. Two likely psychosocial measures are locus of control and parent-child academic conversations. In the current study, data from two waves of a population-based longitudinal survey, the National Education Longitudinal Survey, were utilized to evaluate whether these two psychosocial measures could predict likelihood of dropping out, for students (n = 16,749) in tenth grade at 1990, with dropout status determined at 1992, while controlling for recognized sociodemographic predictors including parental income, parental education level, race/ethnicity, and sex. Locus of control was measured with the Pearlin Mastery Scale, and parent-child academic conversations were measured by three questions concerning course selection at school, school activities and events, and things the student studied in class. ^ In a logistic regression model, with the sociodemographic control measures entered in a first step before entry of the psychosocial measures in a second step, this study determined that lower levels of locus of control were associated with greater likelihood of dropping out after two years (odds ratio (OR) = 1.11, 95% confidence interval (CI) 108 to 1.15, p < .001), and two of the three parent-child academic discussion items were associated with greater likelihood of dropping out after two years (OR = 1.69, CI 1.48-1.93, p < .001; OR = 1.22, CI 1.05-1.41, p = .01; OR = 1.01, CI .88-1.15, p = .94). ^ It is possible that interventions aimed at improving locus of control, and aimed at building parent-child academic conversations, could lower the likelihood of students dropping out, and this in turn could yield improved heath behaviors and health status in the child's future. ^

Perceived risk and outcome expectancy on the practice of home infusion technique in a hemophilia population

This study described home infusion techniques and practices, measured the perceived risk of HIV and hepatitis transmission to self and others, and measured the outcome expectancy of following risk reduction guidelines for 90 hemophilia patients and/or their infusion assistants. It also assessed general knowledge of HIV and hepatitis information for the same population.^ The study subjects were hemophilia patients or their infusion assistants from the Gulf States Hemophilia Center in Houston, the El Paso Satellite Hemophilia Clinic in El Paso, or Texas members of the Women Outreach Network of the National Hemophilia Foundation (WONN) group. Each subject was interviewed either by telephone or in person. The questionnaire used was developed for the study and consisted of 60 items. These items assessed general demographics for the patients and assistants, including questions about their training to do infusions as well as the actual practices, measured perceived personal risk for the transmission of HIV or hepatitis to the assistants, perceived risk of transmission of HIV or hepatitis to others for assistants and self-infusers, and the outcome expectancy for following recommended risk reduction guidelines also for both groups.^ The theoretical framework used assumed that perceived risk and outcome expectancy would be predictive of behavior. The findings did not support this theory. Instead, the findings suggest that infusion behavior is habitual in nature; most respondents perform exactly the same behavior for every infusion. Since none of the variables selected were predictive of the compliance behavior for home infusion the teaching method should be directed towards mastery learning, or learning that will incorporate the correct behavior into a habitual pattern of home infusion. ^

La talasocracia minoica como controversia

Los relatos de los escritores antiguos sobre el poder del rey Minos y su dominio del mar Mediterráneo fueron considerados mitológicos hasta el descubrimiento de la llamada "civilización minoica" a principios del siglo XX. En los años siguientes, las excavaciones arqueológicas revelaron una cultura capaz de edificar palacios, desarrollar la escritura, establecer contactos con estados orientales y de someter a las islas cercanas del mar Egeo. Sin embargo, la evidencia no manifestaba que los minoicos hayan efectuado un control directo sobre los territorios que se encontraban fuera de la isla de Creta. Esta situación generó que el término "Talasocracia" fuera revisado. Diferentes disciplinas han propuesto cambios conceptuales para estudiar la relación entre los minoicos y las culturas circundantes. Nuestra intención es comparar los argumentos de quienes critican y cuestionan la existencia efectiva de la hegemonía minoica con aquellos que la defienden. Luego, propondremos nuevas líneas de investigación teniendo en cuenta el avance de los estudios actuales

Agon logon en Medea de Eurípides, vv.446-626

Las tragedias griegas ofrecen una riquísima variedad formal y temática en la composición de los agones, cimentada en la específica funcionalidad dramática que cada poeta trágico desea dar a sus debates. La maestría y el encanto de Eurípides se revelan, entre otras cosas, en la diestra transferencia de las técnicas retóricas y los argumentos sofísticos contemporáneos a la escena mítica

Agon logon en Medea de Eurípides, vv.446-626

Las tragedias griegas ofrecen una riquísima variedad formal y temática en la composición de los agones, cimentada en la específica funcionalidad dramática que cada poeta trágico desea dar a sus debates. La maestría y el encanto de Eurípides se revelan, entre otras cosas, en la diestra transferencia de las técnicas retóricas y los argumentos sofísticos contemporáneos a la escena mítica

La talasocracia minoica como controversia

Los relatos de los escritores antiguos sobre el poder del rey Minos y su dominio del mar Mediterráneo fueron considerados mitológicos hasta el descubrimiento de la llamada "civilización minoica" a principios del siglo XX. En los años siguientes, las excavaciones arqueológicas revelaron una cultura capaz de edificar palacios, desarrollar la escritura, establecer contactos con estados orientales y de someter a las islas cercanas del mar Egeo. Sin embargo, la evidencia no manifestaba que los minoicos hayan efectuado un control directo sobre los territorios que se encontraban fuera de la isla de Creta. Esta situación generó que el término "Talasocracia" fuera revisado. Diferentes disciplinas han propuesto cambios conceptuales para estudiar la relación entre los minoicos y las culturas circundantes. Nuestra intención es comparar los argumentos de quienes critican y cuestionan la existencia efectiva de la hegemonía minoica con aquellos que la defienden. Luego, propondremos nuevas líneas de investigación teniendo en cuenta el avance de los estudios actuales

La talasocracia minoica como controversia

Los relatos de los escritores antiguos sobre el poder del rey Minos y su dominio del mar Mediterráneo fueron considerados mitológicos hasta el descubrimiento de la llamada "civilización minoica" a principios del siglo XX. En los años siguientes, las excavaciones arqueológicas revelaron una cultura capaz de edificar palacios, desarrollar la escritura, establecer contactos con estados orientales y de someter a las islas cercanas del mar Egeo. Sin embargo, la evidencia no manifestaba que los minoicos hayan efectuado un control directo sobre los territorios que se encontraban fuera de la isla de Creta. Esta situación generó que el término "Talasocracia" fuera revisado. Diferentes disciplinas han propuesto cambios conceptuales para estudiar la relación entre los minoicos y las culturas circundantes. Nuestra intención es comparar los argumentos de quienes critican y cuestionan la existencia efectiva de la hegemonía minoica con aquellos que la defienden. Luego, propondremos nuevas líneas de investigación teniendo en cuenta el avance de los estudios actuales

Agon logon en Medea de Eurípides, vv.446-626

Las tragedias griegas ofrecen una riquísima variedad formal y temática en la composición de los agones, cimentada en la específica funcionalidad dramática que cada poeta trágico desea dar a sus debates. La maestría y el encanto de Eurípides se revelan, entre otras cosas, en la diestra transferencia de las técnicas retóricas y los argumentos sofísticos contemporáneos a la escena mítica

Continental Perspective 3, Spain

Well, I firmly believe that, as a professor, one has the duty, the obligation to show and explain his work. Not, of course, as a model to imitate, but rather as an opportunity to reflect upon that work. So, I will try to explain some of the considerations that were crucial in the development of each project. It is my hope that these reflections may be of interest to you, and due to my optimistic nature, that you may even enjoy it. Today I am going to present some projects, from a specific point of view: that of MATERIALITY. This is why I decided to title this presentation ARCHITEXTURE: that is, architecture from the point of view of texture, the quality of its material. Our architecture wants to pay attention to materials; we like to use very physical materials. We try to explore the expressive possibilities of different materials. That allows us, on the one hand, to try to master different techniques, and exploit their potential. On the other hand, it also avoids the dangers of style. Style is the death of an architect. When he starts repeating formulas, avoiding experimentation, copying himself, he dies of boredom, of intellectual boredom. Nevertheless, I don’t believe that the material itself determines anything. Architecture is an exercise of the freedom of an architect. Almost nothing is a given. Of course, there is the law of gravity and economic restraints, and even the overwhelming building code. But the most determinant factor is always the freedom of the architect, derived from his mastery of knowledge and culture, and his decision to innovate and to take risks

Jerónimo Sánchez Carranza y la Escuela Española de Esgrima

El deporte de la esgrima no siempre ha sido considerado como actualmente se conoce, ni tampoco el empleo de las armas ha sido el mismo en las diferentes épocas de la historia. Si nos centramos en la española, podemos decir que se hablaba de una forma particular de hacer esgrima, la cual era muy apreciada por el resto de los países europeos. También lo era la que se hacía en Italia. Como cualquier actividad que se desarrolla a lo largo del tiempo debe generarse desde unos comienzos. Estos comienzos siempre están en relación a alguna causa. Para centrarnos en nuestro estudio, los comienzos del manejo de la espada, de una manera lógica y razonada, se une en la persona y en la vida de Jerónimo Sánchez Carranza porque hasta que él no se decide a estudiar en profundidad la ciencia de las armas, no se ve con claridad si todo lo que se hacía con ellas era correcto o no y si todo lo que la inmensa mayoría hacía cuando tenía que utilizarlas estaba revestido de cierta coherencia y fundamento, es decir, tenía su verdad que se pudiera demostrar. Carranza estudia la esgrima que se empleaba en su época y en las anteriores y se da cuenta que tiene que dar una nueva visión de la forma de usar las armas, diferente a lo que la gran mayoría entendía hasta entonces. A Carranza se le ha considerado por muchos autores como el inventor de la esgrima española, hecho que se puede leer con bastante facilidad si se hojea algún tratado que hable de la esgrima española, sin embargo también se habla de Luis Pacheco de Narváez asignándole el mismo calificativo, aunn- ;o es posteriora Carranza. or tanto nuestro estudio se ha centrado en la vida de Jerónimo Sánchez Carranza y en ueva forma de emplear las armas por lo que hace que la tesis sea una tesis biográfica de dicho personaje, donde se ha resaltado mucho más el aspecto del manejo de las armas, de la Destreza. Partimos de las siguientes hipótesis: Carranza es el que sienta los principios técnicos dando forma y coherencia a la escuela de esgrima española gracias a sus aportaciones en los distintos aspectos metodológicos, técnicos y tácticos. La escuela de esgrima española tiene una estructura interna, responde a unas características determinadas y sirve de base a la esgrima que posteriormente se practica. Para que el estudio se pudiera llevar a cabo tuvimos que diseñar un esquema donde se pudieran recoger todos los aspectos que estuvieran relacionados con nuestro autor, de ahí surge el porqué de cada uno de los capítulos que hemos confeccionado. Dicho esquema responde a la visión actual de diferentes facetas de lo que hoy se estudia en diversas ciencias y que cuando Carranza vivía aún no se conocían. Para recoger información sobre su persona y su obra tuvimos en cuenta los distintos lugares donde se podía localizar la documentación necesaria, sobre todo Bibliotecas y Archivos, para ir confeccionando el método de trabajo que consistió en la recopilación de fuentes de todo tipo referidas al tema, pasando luego a la interpretación de las mismas. Esto nos dio una visión de conjunto que hizo que nos adentráramos en aquellos aspectos que más tarde tendríamos que analizar con mucho más detenimiento. En la tesis se puede observar dos partes bien diferenciadas que son las relacionadas; por un lado, a su vida y su tratado y, por otro, al contenido de sus teorías que son realmente las que se deben analizar necesariamente bajo unos conocimientos específicos de la actividad de la esgrima. En cuanto a su vida, se han destacado y estudiado los hechos más importantes de los que hay que resaltar, sobre todo, el que fuera considerado como el inventor de la destreza y de la manera tan particular de concebir dicho arte, diferente a lo que hasta ahora se venía haciendo y que dio paso a lo que se entendió por esgrima científica, quedando plasmada de tal manera que dio pie a la creación de una doctrina y una nueva forma de entender la esgrima la cual generó una línea de actuación que fue continuada por numerosos seguidores. Para todo ello tuvo mucho que ver el que Carranza fuera militar, la cultura y los estudios que poseía, así como la situación en la que se encontraba España además de la gente con quien se relacionaba, que por lo general, era gente culta y de clase social alta. Se ha estudiado también dentro del mismo apartado de su vida unos hechos que se le imputan y que en nuestra opinión son erróneos. Hemos considerado como más relevantes el que Carranza no fue quien riñó con Quevedo como se afirma en algunas de las obras que hemos tratado, sino que fue Pacheco quien tuvo dicha riña, ya que más bien Quevedo se mostraba partidario de las enseñanzas de Carranza, estando en contra de Pacheco. Tampoco fue quien inventó el florete como se dice en algunas ocasiones, ya que el florete aparece posteriormente como un arma de estudio de la técnica de la esgrima. Con respecto al apartado de su obra, se debe decir que tan solo escribió un único tratado que se publicó en 1582, aunque estaba acabado desde el año 1569. En el apartado de su escuela se debe destacar los fundamentos en los que basó sus postulados para que la destreza alcanzara el mismo nivel de las demás artes liberales y que lo hizo a través del estudio de la propia destreza. A lo largo del estudio que hemos realizado se puede apreciar cómo se está generando un arte que hasta ahora no había sido estudiado, viéndose los problemas que ello suponía, desde la organización de la materia a tratar, hasta cómo se debía enseñar, pasando a veces a tener que denominar conceptos de nueva aparición o renombrar y modificar antiguos que estaban anclados en puntos de partida equivocados, siendo éstos los que mayor trabajo le supuso. Diferencia bien dos aspectos básicos que debían existir en cualquier arte y más concretamente en la destreza que son: la teoría y la práctica, ambas deben estar en base a la razón ya que sería una de las formas por la que la destreza perduraría en el tiempo, junto con que esta razón estuviera apoyada en otras ciencias y con los principios de ellas. Carranza fue de la opinión de que el diestro debía conocer mediante el estudio, los elementos fundamentales con los que había que trabajar la destreza, estos elementos son el cuerpo del diestro y las armas, porque ambos van a intervenir en cualquier gesto o acción que se vaya a realizar. Del cuerpo estudió cada una de las partes que más importancia tiene cada vez que el diestro interviene y lo hace sobre todo en base a la medicina, relacionándolo con las matemáticas para poder sacar el máximo provecho, aconsejando que por el conocimiento del propio cuerpo, como el del contrario, se podrá emplear en determinadas situaciones, que si no se supiera de ello, no se sacaría el mismo resultado. De las armas lo que más resaltó fue, por un lado, que la espada debía ser el único arma que el diestro debía utilizar y, por otro, el hecho de que la espada la graduara para poder demostrar que no se hacia todo igual con las distintas partes de la misma porque no todo el arma tenía las mismas propiedades cuando se actuaba con ella. Una de las recomendaciones que dio fue que con la parte más próxima a la empuñadura se debía practicar la defensa por tener más fuerza con esta parte que con la punta y lo demostró con principios matemáticos. Se puede ver con la lectura de la tesis cómo Carranza aporta una nueva forma de trabajo en la que le da mucha importancia a la aplicación de los conocimientos, que previamente se han adquirido y para ello, es importante conocer bien los puntos fuertes y débiles del adversario. La adquisición de la práctica se debe realizar a través de la repetición para crear el hábito necesario que haga que el gesto salga fluido en cada uno de los movimientos que el diestro ejecute. Todo esto no sería posible si quien lo enseña no conoce cada uno de los elementos que intervienen en la destreza, por tanto, a la figura del maestro le da un lugar de una gran relevancia, ya que va a ser él quien tenga que guiar a los alumnos que enseñe. Lo primero que debe hacer los maestros es procurar saber lo máximo de la materia que va a enseñar, por lo que el maestro debe saber casi todo sobre la teoría y la práctica de la destreza, pero además esta teoría y práctica debe ser la correcta. Carranza persigue con su estudio, establecer los principios de la destreza, por lo menos, los más importantes, aunque fueran elementales, para que posteriormente se siguiera trabajando sobre ellos y poder conseguir que la destreza tenga cuerpo y forma de arte liberal, pudiéndose estudiar como cualquier otra, así de esta manera se haría un bien público, ya que los jóvenes se instruirían eficazmente en el uso de las armas, aunque el verdadero fin se encuentra en la conservación de la vida como manda la Fe Católica, siendo la destreza uno de los medios más eficaces para conseguirlo. Hemos dedicado un apartado de técnica y de táctica donde se refleja todo lo relacionado con las posiciones y movimientos que debe realizar el diestro para llegar a conseguir su objetivo, que es herir sin ser herido. Se han analizado las distintas tretas y el porqué de cada una desde el punto de vista del gesto y del movimiento. Si lo que se hace en destreza se relaciona con el adversario, nos adentramos en el terreno de la táctica donde se han estudiado como más importantes los conceptos del tiempo y la distancia, así como las energías que debe conservar el diestro para poder llevar a cabo un combate y del mismo salir victorioso sin llegar al agotamiento. Concluimos diciendo que de todo el estudio que se ha realizado, se ha podido comprobar que Carranza fue quien dotó a la destreza de unos principios técnicos, tácticos y metodológicos, por su forma de concebir este nuevo arte, así como que por la manera en que estableció sus teorías hizo que la destreza que se practicaba en España disfrutara de una estructura interna coherente que perduró a través de los años. SUMMARY The sport of fencing has not always been the respected sport that we know it to be today ñor has the use of weapons been the same throughout history. If we concéntrate on Spainish weapons, we can say that one particular type of sword ¡s spoken about. this sword being very respected by outher European countries, it was also the one that was respected and used in Italy. As with any activity that develops in time, it must evlove from some simple beginnings. Such basics beginnings are always in relation to a cause. To concéntrate on our study, the beginnings are, the use of the sword in a reasoned and logical manner, brought together in the life and times of Jerónimo Sánchez Carranza because until he decided to study in depth the science of weapons, we cannot see with calrity if their use was correct or not and if the vast majority , when they had to use them, used any foundation or coherence, that ¡s to say if any exactness of logical use could be demonstrated. Carranza studied the sword used in his time and those that had gone before, bearing in mind that he had a new visión of the form of use of weapons, different to what the vast majority had until then understood. Carranza has been considered by many historians as the inventor of the Spanish sword, a fact which can be seen with relative ease if one flicks through any work which deals with the Spanish sword, however, they also speak of Luis Pacheco de Narváez affording him the same title, even though he followed Carranza. In ar H our study has been centred on the life of Jerónimo Sánchez Carranza and his ne-" use of weapons. In effect this thesis is a biographical thesis of the said wherein the aspect of the use of weapons stands out more than their mastery. Given the following hypothesis: It was Carranza who evolved the first techniques giving form and coherence to the .Spanish School of Fencing, thanks to his contributions to the different aspects of method, íechnique and tactic. The Spanish School of Fencing had an ¡nternal structure anaswerable to pre-detremined characteristics and served as a base for the fencing that was to, in later days, be practised. For this study to come to a head, we had to design a plan wherein we could collate all of the aspects we could, related to our inventor. From there springs the reason for each of the chapters that we have put together. The said plan responding to the actual visión of different facets that are studied today in different sciences, that were not known in Carranza's lifetime. To collect information on his person and his works we bore in mind the different places in which we could lócate the necessary documentation, above all in libraries and archives. Developing the work-method that consisted in extracing from every source, every thing relative to the theme, re-writing later our interpretation of the same. This brought us closer and made us focus of those aspects that much later we would have to analize in greater detail. In the thesis one can observe two defferent parts that are related; on the one hand his life and works and on the other his theories, which are those that should be really analised and as such, necessarily analised within the confines of a specific knowledge of fencing. In that his life has been isolated and studied the most important facts that stand out above all, is that he was considered to be the inventor of swordmanship and the particular manner of interpreting the said art, different to its interpretaion uptil then. It gave a footing to what they understood as scientific fencing, giving shape and form to the creation of a doctrine and a new form of fencing which developed a line of action that was continued by numerious followers. For all that, much had to do with the facts that Carranza was a military man, the culture, the level of studies he had and the situation in which he found himself. What's more the people with whom he mixed were, in general, cultured and of high social standing. We have also seen in the same article on his life some dubious facts which in our opinión are erróneos. We have considered the most relevent to be that it wasnt Carranza who was in dispute with Quevedo as is stated in some of the works with which we have dealt but rather it was with Pacheco he had such disputes. What's more Quevedo demonstrated his partiality to the teachings of Carranza, going against Pacheco ñor was it him who invented The Florete, a famous Spanish sword, as was said on some ocassions, eventhough the florete appeared later as a weapon in the study of fencing technique. With respect to the article on his works, we must say that there was only one article which was published in 1582, even though it was finished in 1569. In the article on his life one must distinguish between the foundations on which he based his teachings in which swordmanship reached the same levéis as other libral art forms and what he did through the study of the self same mastery. Throughout the study which we have done, one can appreciate how he was developing an art which uptill then had not been studied, seeing for himself the problems he had fortold, from the organisation of materials at hand to how it should be taught, at times having to domínate comparative concepts again or clarify and modify ones which were anchored in erróneos points of a fencing match, feeling these to be the main forseeable jobs-at-hand. Differenciating between two basic concepts which must exist in whatever arte form and more concretly in the skill that is; the theory and practice , both being fundamental to the reason why the skill endured through time, together with this reason he was supported by other sciences and the beginnings of such. Carranza was of the opinión that the swordsman must acquired by way of study, the fundemental elements with which he had to work, these elements being the body of the swordsman and the weapons, because both were going to intervene in whatever movement or action that was going to be taken. The body studied, each of the parts having more importance each time the skill intervened and above all what it did based on medicne relating it to matemathics to exact the máximum advantage, one could employ in certain circumstances, that if they were not employed, the same advantages would not result. On weapons, what resulted best was, on the one hand, the sword should be the only weapon that the swordsman should use and on the other hand, the sword should be graded to show that one cannot do the same with the different parts of the same because not all of the weapon had the same properties when used. One of the recomendations he made was that the part nearest to the hand-guard should be used for defence because one could use more forcé with it than the point and he demonstrated this with mathematical principies. One can see on reading this thesis how Carranza brought forth a new work form, in which he put much importance on the application of experience that had previously been acquired and because of it, it was important to know well the strenghts and weaknesses of an adversery. The acquisition of technique should be realised through repetition to form the habit necessary for movement to flow freely each time the swordsman executed a movement. None of this would be possible if whoever was teaching did not know each one of the elements that intervened, affording the fencing master a great reverence, in that it was he who had to guide the students he was to teach. The first thing that the master had to do was to make sure he had the maximun knowledge over which he was going to teach, to that end, the master had to know almost everything about the theory and practice of the skill of fencing but what's more that such theory and practice had to be the correct one. Carranza persued his studies, establishing the principies of technique, at least, the most important ones even though they were elementary, so that later they could continué working on them and it could be seen that the technique had a shape and form of any other art form, allowing it to be studied like any other form, as such it had a good following, even young people could be instructed in the correct use of weapons, however the real end could be found in the conservaron of life as ordered by the Catholic Church, feeling that skill with the sword was one of the most effective methods for assuring it. We have dedicated an article to technique and tactics wherein is reflected everything related to positions and movement that the swordsman must do to achieve his objective, that is, wound without being wounded. We have analised the different tricks and the reasons from every point of view of movement and action. If what is done by technique is related with the adversery we enter in the territory of tactics wherein we have studied, most importantly, the concepts of time and distance just as, the energy the swordsman muse conserve to bring to a head a bout and arrive victorious without being exhausted. We conclude by saying that everything that has been realised by this study, has shown that it was Carranza who gave to the skill, the first basic techniques, tactics and methodology, by his conception of this new art form, just as the manner in which he established his theories, made possible the tecnhiques practiced in Spain would enjoy an intemal coherent structure, which would endure throughout the years.