Correlates of prenatal care initiation among low -income Hispanic women

Because Hispanic women are even less likely than women of other ethnic groups to receive early prenatal care, the purpose of this study was to identify factors that may influence these women to initiate care. After giving consent, 300 Hispanic women (100 who initiated first trimester care, 100 who initiated second trimester care, and 100 who initiated third trimester care or received no care) were interviewed in the post partum unit of a local public hospital. The interview included recollection of events leading to the first prenatal appointment, including first physical indicators of pregnancy, confirmation of pregnancy, feelings about the pregnancy, appointment making behavior, and system barriers encountered. The Health Belief Model was used as the theoretical framework for determining psychosocial variables. Using this model, perceived susceptibility to problems during pregnancy, perceived seriousness of possible problems, perceived benefits of prenatal care, perceived barriers to care, and cues to action were assessed. Time of entry into prenatal care was assessed by interview.^ In this sample of low-income Hispanic women, a higher perception of barriers to care was associated with later initiation of care and non-use of care, higher perceived benefits of care for the baby were associated with earlier care, especially in women without a card to access hospital district services, and having a card to access hospital district services was associated with earlier care. Several barriers to care were mentioned by women on open-ended questioning including long waiting times, embarrassment, and lack of transportation.^ Recommendations for practice included decreasing the number of visits for low-risk women while increasing the time spent with the provider, decreasing the number of vaginal exams for low-risk women, increasing the use of midwives, training lay workers to do risk assessment, giving specific messages about benefits of care to baby, and increasing general health motivation through community intervention methods. More research on the psychosocial and cultural factors associated with initiation of care is needed. In the meantime, the recommendations for practice can be implemented now to increase the use of prenatal care by low-income Hispanic women. ^

Prevención de complicaciones orales en personas con discapacidad severa

La salud, como derecho primordial de toda persona, adquiere una connotación especial cuando la persona tiene una discapacidad. El término Discapacidad describe una restricción o ausencia, debido a una deficiencia, de la capacidad de realizar una actividad en la forma o dentro del margen que se considera normal para el ser humano. Si nos referimos concretamente a la salud bucal, podemos decir, que presentan alta incidencia de patologías por lo que constituyen un grupo de riesgo con una gran necesidad de cuidados dentales. Es importante destacar que gran parte de las personas con Discapacidad, no pueden expresar en palabras o determinar claramente su proceso patológico y así toleran importantes dolores demostrados mediante el aumento de la irritabilidad, la inactividad, la pérdida de apetito, los problemas de sueño, la autoagresión, etc. Esta falta de certeza y reacciones adversas genera una situación familiar de alteración de la vida cotidiana y desconcierto, además de comenzar a realizar una serie de consultas a psiquiatra, otorrinolaringólogo, neurólogo, clínico, entre otros especialistas. Dicha situación puede ser previsible mediante controles odontológicos periódicos, derivación temprana a exámenes bucales por parte de médicos y/u otros especialistas tratantes, interconsulta con odontólogo ante cambios de conducta o autoagresión. La prevención y el cuidado de la salud dental en los pacientes con discapacidad favorecen el mantenimiento de la salud general y proporcionan una mayor calidad de vida. La intervención del odontólogo en patologías ya instaladas consiste en la eliminación de la sintomatología, detención y tratamiento de las lesiones, restauración de la función y la estética.

Procedencia escolar de los aspirantes a la Facultad de Ciencias Médicas y su relación con el rendimiento en los exámenes de admisión

La selección de aspirantes para el ingreso a la carrera de Medicina y otras carreras de las Ciencias de la Salud es un tema de constante actualidad tanto en el ámbito nacional como internacional. La Facultad de Ciencias Médicas de la Universidad Nacional de Cuyo tiene un sistema selectivo a través de exámenes de contenidos del nivel de educación secundaria y ofrece un curso de nivelación de un semestre de duración. Se observa que un alto porcentaje de aspirantes no logran compensar la diferencia existente entre los conocimientos que poseen y los que demandan las carreras ofrecidas, únicamente mediante la preparación individual y la preparación que brinda la Facultad. El propósito de este estudio fue el de caracterizar a los aspirantes a las carreras de la Facultad de Ciencias Médicas, de acuerdo a los establecimientos de educación secundaria de procedencia, realizando un estudio retrospectivo de cinco años, sobre la base de datos de aspirantes a las tres carreras de la Facultad, clasificándolos según dicha procedencia y relacionando esa característica con su rendimiento en los exámenes de admisión. La mayoría de los aspirantes a las carreras de la Facultad de Ciencias Médicas proviene de establecimientos oficiales, seguido por establecimientos privados y en tercer lugar por establecimientos dependientes de la Universidad Nacional de Cuyo. El rendimiento en los exámenes de los aspirantes a Enfermería y Tecnicaturas fue independiente a la modalidad de la escuela secundaria. Para ingresar a la carrera de Medicina la modalidad Ciencias Naturales favorece el rendimiento en los exámenes. Del mismo modo, provenir de un colegio de la Universidad o de una escuela privada otorga mayores posibilidades de éxito. La Facultad de Ciencias Médicas realiza esfuerzos constantes, a través de la información sobre los requisitos de admisión y de su oferta de cursos de nivelación para lograr que los aspirantes lleguen con mejor preparación a las instancias de evaluación. Sin embargo, las características relacionadas con la formación previa de los aspirantes deben ser consideradas como factores vinculantes con sus posibilidades de ingresar.

Impacts of solar lanterns in geographically challenged locations : experimental evidence from Bangladesh

Despite continuous efforts to improve the coverage, the access to electricity remains insufficient in many developing countries, particularly in geographically challenged locations, due mostly to the high cost of grid extension. To rigorously investigate the effectiveness of solar products as an alternative in remote areas, we conducted a randomized controlled trial in river islands of northern Bangladesh where no grid-based electricity is available. We found that solar lanterns significantly increased home study hours among schooled children, especially in the night and before exams. School attendance rate also initially increases due to the provision of solar lamps, although such effects fade away over time. The increased study time and initial school attendance rate, however, did not improve children's exam results. We also found marginal improvements on health-related indicators, such as eye redness and irritation, but negligible impacts on respiratory indicators. Households that received solar lanterns substituted the traditional lighting sources with modern technology, leading to a significant decrease in annual biomass fuel consumptions, particularly kerosene. Finally, treated households showed a greater self-reported willingness to purchase solar products compared with the control group.

Study about the Problem of Dropping of Subjects by Students During an Academinc Year at the University.

In university studies, it is not unusual for students to drop some of the subjects they have enrolled in for the academic year. They start by not attending lectures, sometimes due to neglect or carelessness, or because they find the subject too difficult, this means that they lose the continuity in the topics that the professor follows. If they try to attend again they discover that they hardly understand anything and become discouraged and so decide to give up attending lectures and study on their own. However some fail to turn up to do their final exams and the failure rate of those who actually do the exams is high. The problem is that this is not only the case with one specific subject, but it is often the same with many subjects. The result is that students arent’s productive enough, wasting time and also prolonging their years of study which entails a great cost for families. Degree courses structured to be conducted and completed in three academic courses, it may in fact take up to an average of six or more academic courses. In this paper, we have studied this problem, which apart from the waste of money and time, produces frustration in the student, who finds that he has not been able to achieve what he had proposed at the beginning of the course. It is quite common, to find students who do not even pass nor 50% of the subjects they had enrolled in for the academic year. If this happens repeatedly to a student, it can be the point when he considers dropping out altogether. This is also a concern for the universities, especially in the early courses. In our experience as professors, we have found that students, who attend lectures regularly and follow the explanations, approach the final exams with confidence and rarely fail the subject. In this proposal we present some techniques and methods carried out to solve in possible, the problem of lack of attendance to lectures. This involves "rewarding students for their assistance and participation in lectures". Rewarding assistance with a "prize" that counts for the final mark on the subject and involving more participation in the development of lectures. We believe that we have to teach students to use the lectures as part of their learning in a non-passive way. We consider the professor's work as fundamental in terms of how to convey the usefulness of these topics explained and the applications that they will have for their professional life in the future. In this way the student see for himself the use and importance of what he is learning. When his participation is required, he will feel more involved and confident participating in the educational system. Finally we present statistical results of studies carried out on different degrees and on different subjects over two consecutive years. In the first year we assessed only the final exams without considering the students attendance, or participation. In the second year, we have applied the techniques and methods proposed here. In addition we have compared the two ways of assessing subjects.

Learning and Assessing Competencies: New challenges for Mathematics in Engineering Degrees in Spain.

The introduction of new degrees adapted to the European Area of Higher Education (EAHE) has involved a radically different approach to the curriculum. The new programs are structured around competencies that should be acquired. Considering the competencies, teachers must define and develop learning objectives, design teaching methods and establish appropriate evaluation systems. While most Spanish universities have incorporated methodological innovations and evaluation systems different from traditional exams, there is enough confusion about how to teach and assess competencies and learning outcomes, as traditionally the teaching and assessment have focused on knowledge. In this paper we analyze the state-of-the-art in the mathematical courses of the new engineering degrees in some Spanish universities.

Generador de exámenes de test aleatorio

En este documento se detalla, la planificación y elaboración de un paquete que respeta el estándar S4 de programación en lenguaje R. El paquete consiste en una serie de métodos y clases para la generación de exámenes tipos test y soluciones a partir de un archivo xls, que hace las funciones de una base de datos. El diseño propuesto está orientado a objetos y desarrolla un conjunto de clases que representan los contenidos de una prueba de evaluación tipo test: enunciados, peguntas y respuestas. Se ha realizado una implementación sencilla de un prototipo con las funciones básicas necesarias para generar los tests. Además se ha generado la documentación necesaria para crear el paquete, esto significa que cada método tiene una página de ayuda, que se podrá consultar desde un terminal con R, dicha documentación incluye ejemplos de ejecución de cada método.---ABSTRACT---In this document is detailed the elaboration and development of a package that meets the standard S4 of programming language R. This package consists of a group of methods and classes used for the generation of test exams and their solutions starting from a xls format file wich plays the role of a data base at the same time. These classes have been grouped in a way that the user could have a complete and easy vision of them. This division has been done by using data storage and functions whose tasks are more or less the same. Furthermore, the necessary documentation to create this package has also been generated, that means that every method has a help page wich can be called from a R terminal if necessary. This documentation has examples of the execution of every method.

An interactive web-based learning assistant for structural analysis of continuous beams

There are significant levels of concern about the relevance and the difficulty of learning some issues on Strength of Materials and Structural Analysis. Most students of Continuum Mechanics and Structural Analysis in Civil Engineering usually point out some key learning aspects as especially difficult for acquiring specific skills. These key concepts entail comprehension difficulties but ease access and applicability to structural analysis in more advanced subjects. Likewise, some elusive but basic structural concepts, such as flexibility, stiffness or influence lines, are paramount for developing further skills required for advanced structural design: tall buildings, arch-type structures as well as bridges. As new curricular itineraries are currently being implemented, it appears appropriate to devise a repository of interactive web-based applications for training in those basic concepts. That will hopefully train the student to understand the complexity of such concepts, to develop intuitive knowledge on actual structural response and to improve their preparation for exams. In this work, a web-based learning assistant system for influence lines on continuous beams is presented. It consists of a collection of interactive user-friendly applications accessible via Web. It is performed in both Spanish and English languages. Rather than a “black box” system, the procedure involves open interaction with the student, who can simulate and virtually envisage the structural response. Thus, the student is enabled to set the geometric, topologic and mechanic layout of a continuous beam and to change or shift the loading and the support conditions. Simultaneously, the changes in the beam response prompt on the screen, so that the effects of the several issues involved in structural analysis become apparent. The system is performed through a set of web pages which encompasses interactive exercises and problems, written in JavaScript under JQuery and DyGraphs frameworks, given that their efficiency and graphic capabilities are renowned. Students can freely boost their self-study on this subject in order to face their exams more confidently. Besides, this collection is expected to be added to the "Virtual Lab of Continuum Mechanics" of the UPM, launched in 2013 (http://serviciosgate.upm.es/laboratoriosvirtuales/laboratorios/medios-continuos-en-construcci%C3%B3n)

A framework for adaptive e-learning for continuum mechanics and structural analysis

This paper presents a project for providing the students of Structural Engineering with the flexibility to learn outside classroom schedules. The goal is a framework for adaptive E-learning based on a repository of open educational courseware with a set of basic Structural Engineering concepts and fundamentals. These are paramount for students to expand their technical knowledge and skills in structural analysis and design of tall buildings, arch-type structures as well as bridges. Thus, concepts related to structural behaviour such as linearity, compatibility, stiffness and influence lines have traditionally been elusive for students. The objective is to facilitate the student a teachinglearning process to acquire the necessary intuitive knowledge, cognitive skills and the basis for further technological modules and professional development in this area. As a side effect, the system is expected to help the students improve their preparation for exams on the subject. In this project, a web-based open-source system for studying influence lines on continuous beams is presented. It encompasses a collection of interactive user-friendly applications accessible via Web, written in JavaScript under JQuery and Dygraph Libraries, taking advantage of their efficiency and graphic capabilities. It is performed in both Spanish and English languages. The student is enabled to set the geometric, topologic, boundary and mechanic layout of a continuous beam. While changing the loading and the support conditions, the changes in the beam response prompt on the screen, so that the effects of the several issues involved in structural analysis become apparent. This open interaction with the user allows the student to simulate and virtually infer the structural response. Different levels of complexity can be handled, whereas an ongoing help is at hand for any of them. Students can freely boost their experiential learning on this subject at their own pace, in order to further share, process, generalize and apply the relevant essential concepts of Structural Engineering analysis. Besides, this collection is being added to the "Virtual Lab of Continuum Mechanics" of the UPM, launched in 2013 (http://serviciosgate.upm.es/laboratoriosvirtuales/laboratorios/medios-continuos-en-construcci%C3%B3n)

La evaluación de la competencia comunicativa específica en el ámbito de la ingeniería y la arquitectura

La progresiva internacionalización de las universidades españolas convierte a estas organizaciones en escenarios plurilingües. El español convive en ellos con otras lenguas, en especial el inglés, como vehículo de acceso y transmisión de conocimiento especializado. Esto requiere un proceso de alfabetización académica en lengua extranjera que tendrían que asumir las universidades de acogida, con objeto de preservar a los alumnos de los fracasos en los programas internacionales. Por el momento, en España, los programas de grado o de posgrado no establecen filtros con umbrales lingüísticos mínimos de acceso, a excepción de algunas universidades que se limitan a requerir certificados de grado de dominio del español general. No existen exámenes públicos de ingreso, o exámenes propios de postadmisión, que evalúen la habilidad lingüística comunicativa en contextos académicos. En este trabajo, se parte de la hipótesis de que los exámenes que certifican un grado de dominio de español general no sirven al propósito de discriminar a los alumnos capaces de seguir con éxito los programas de las universidades. Para verificarla, se desarrolla una prueba de examen específica que mida la capacidad de emplear el español en contextos académicos. La prueba se centra en las tareas que se revelan, en una primera fase exploratoria de la investigación, como más necesarias en lo que se refiere al uso del español como lengua vehicular: las clases magistrales. Una vez pilotada, se administró junto con otras destinadas a evaluar el grado de dominio de la lengua en contextos generales. Los resultados obtenidos del contraste de estas mediciones y de diversos análisis de los datos arrojan evidencias de que este tipo de prueba mide un constructo específico: la habilidad de uso del español en contextos académicos. ABSTRACT The progressive internationalization of Spanish universities has transformed these organizations into plurilingual scenarios. Spanish lives in them sharing the stage with other languages, especially English, as a means of access and transmission of expert knowledge. This requires a process of academic literacy in foreign language that host universities should assume, in order to safeguard students from failures in international programs. At the moment, in Spain, undergraduate or graduate programs do not set filters with minimum language requirements to gain access, except for some universities that merely require certificates of general Spanish. There are no Spanish language public admission exams, or post-enrollment tests of their own, to assess the communicative language ability of foreign students in academic contexts. In this dissertation, we start from the hypothesis that those tests that certify the student degree of mastery of the Spanish language do not serve the purpose of discriminating against students capable of successfully pursuing university programs. To prove it, a specific test that measures the ability to use Spanish in academic contexts was developed. This language test focused on the tasks associated with the most common genre, which revealed prominent in a first exploratory phase of the investigation, related to the use of Spanish as a means of instruction: university lectures. Once piloted, the test was administered along with others designed to assess the degree of mastery of the language in general contexts. Contrast results of these measurements and various analyzes of the data showed evidence that this type of test measures a specific construct: the ability to use Spanish in academic contexts.

Development of a tool for designing tests based on statistics and metadata

Background: This project’s idea arose derived of the need of the professors of the department “Computer Languages and Systems and Software Engineering (DLSIIS)” to develop exams with multiple choice questions in a more productive and comfortable way than the one they are currently using. The goal of this project is to develop an application that can be easily used by the professors of the DLSIIS when they need to create a new exam. The main problems of the previous creation process were the difficulty in searching for a question that meets some specific conditions in the previous exam files; and the difficulty for editing exams because of the format of the employed text files. Result: The results shown in this document allow the reader to understand how the final application works and how it addresses successfully every customer need. The elements that will help the reader to understand the application are the structure of the application, the design of the different components, diagrams that show the workflow of the application and some selected fragments of code. Conclusions: The goals stated in the application requirements are finally met. In addition, there are some thoughts about the work performed during the development of the application and how it improved the author skills in web development.

Percepção e orientação de condutas de conselheiros tutelares sobre práticas sexuais de menores de 18 anos

A abertura política do Brasil à democracia promoveu uma série de mudanças legislativas e de organização do Estado. Na área da infância e adolescência, após a promulgação do Estatuto da Criança e do Adolescente (ECA), foram criados conselhos de nível federal, estadual e municipal, com o objetivo de promover e defender os direitos dessa população específica. Também foram formados os Conselhos Tutelares compostos por membros da sociedade civil, diretamente eleitos pela população, com a função de informar e promover esses direitos localmente. Utilizando a metodologia qualitativa-quantitativa do Discurso do Sujeito Coletivo, a pesquisa analisou a percepção e opinião dos conselheiros tutelares a respeito de situações que envolvem a prática sexual voluntária heterossexual e homossexual de adolescentes da faixa etária de 12 a 17 anos. Os dados foram colhidos com o uso de questionários semiestruturados para autopreenchimento, apresentados em visita técnica aos membros dos 44 Conselhos Tutelares do município de São Paulo. Além do perfil social e familiar, foram coletadas opiniões dos conselheiros quanto à autonomia dos adolescentes e suas noções de desrespeito legal, além de sugestões de orientação de condutas frente a três casos hipotéticos de prática sexual realizada por adolescentes. Responderam à pesquisa 80 (36,4 por cento ) conselheiros de um total de 220, de 29 (65,9 por cento ) dos 44 Conselhos Tutelares da cidade. Observou-se que apresentaram tendência a reproduzir os modelos tradicionais negativos da sociedade brasileira no julgamento da prática sexual de adolescentes, avaliando sua ocorrência pela ótica moral e de opinião de familiares e outros adultos. Mais da metade não associa tais práticas a impactos específicos sobre a saúde e os direitos sexuais e reprodutivos dos adolescentes, nem realiza encaminhamentos para sua promoção. Adotam noções desiguais de gênero do senso comum, que remetem à preocupação com a imagem e impactos da publicização da sexualidade de meninas, não fazendo o mesmo para adolescentes meninos e veem as práticas homoafetivas sob a ótica da violência e sedução, associando-as à necessidade de orientação psicológica e problemas de saúde mental. Considera-se que conselheiros tutelares estão pouco preparados para lidar com a sexualidade de adolescentes e normalmente treinados para avaliá-la tal qual a violência sexual que acomete crianças. Como possuem status local de legitimidade, são procurados e tem poder de averiguação e encaminhamento público de ocorrências, terminando por, muitas vezes, desrespeitar os direitos humanos de adolescentes quanto à expressão e vivência da sexualidade e da prática sexual saudável. Considera-se fundamental discutir o papel dos Conselhos Tutelares frente aos direitos de adolescentes, de forma que ao contrário do proposto na democratização do país, não se configurem como mais um instrumentos de exercício de poder para perpetuar desigualdades sociais. Na área da sexualidade, a defesa dos direitos de adolescentes passa pelo respeito a sua sexualidade, acesso à informação, à garantia de serviços públicos que efetivamente os atendam para proporcionar exames, contracepção, prevenção de doenças sexualmente transmissíveis, etc., com respeito a sua cidadania, especificidades, necessidades, autonomia e dignidade pessoal, promovendo-os e defendendo-os frente a famílias, comunidade, a toda a sociedade e ao próprio poder público.

Análise comparativa das alterações periapicais diagnosticadas pela técnica radiográfica do paralelismo e pelo mapeamento tomográfico cintilográfico (com e sem blindador de raios gama)

O diagnóstico precoce de focos de infecção dentários é de fundamental importância para prevenir a ocorrência de maiores injúrias locais ou sistêmicas. Dentre os diversos métodos utilizados para complementar os achados radiológicos das alterações dentoalveolares surge uma alternativa: a cintilografia tomográfica (SPECT/CT), que permite a fusão de achados morfológicos com alterações metabólicas. Com o objetivo de estabelecer o diagnóstico precoce e acurado de processos infecciosos dentários, foram estudadas 320 áreas dentárias em mandíbula e maxila em (10 pacientes de ambos os sexos selecionados por meio de exames clínicos e radiológicos convencionais, seguidos de cintilografia tomográfica com e sem aparato blindador de raios gama. Os exames cintilográficos foram realizados no Serviço de Medicina Nuclear do Hospital Israelita Albert Einstein (HIAE). Para isso, foi administrado para cada paciente o radiofármaco tecnécio 99- metilenodifosfonato (99mTc-MDP) via endovenosa com a dose de 37mBq/3Kg de peso corporal do paciente. Após o período de acúmulo de três horas, foi realizado o protocolo de aquisição de imagens. Todas as imagens foram analisadas por um médico nuclear e um endodontista, com experiência em cintilografia tomográfica. O resultado obtido por meio do exame radiográfico intrabucal pela técnica periapical digital mostraram 6 imagens positivas, em um total de 1,87% da amostra; exame do mapeamento cintilográfico dos ossos da face com a utilização do blindador de raios gâma revelou 9 imagens positivas, correspondendo a 2,81% do total de áreas estudadas, havendo diferença estatisticamente significante ao nível de 95% pelo teste qui-quadrado. Pode-se concluir que o SPECT/CT permitiu identificar as alterações periapicais em maior número quando comparadas ao exame radiográfico periapical e ao mapeamento cintilográfico dos ossos da face com a utilização do blindador de raios gama; o exame de SPCET/CT além de mostrar imagens mais detalhadas, permitiu também localizar com exatidão as áreas alteradas.

Construction of Structures I in Moodle: a new teaching methodology in the Degree of Building Engineer

The subject of Construction of Structures I studies, from a constructive point of view and taking into account current legislation, reinforced concrete structures used in buildings, through the acquisition of knowledge and construction criteria required in the profession of a Technical Architect. The contents acquired in this course are essential for further professional development of technicians and are closely related to many of the subjects taught in the same or other courses of the Degree in Technical Architecture at the University of Alicante. The aim of this paper is to present, analyze and discuss the development of a new methodology proposed in the mentioned subject, as it supposed an important change in the traditional way of teaching Construction and Structures I. In order to incorporate new teaching tools in 2013-2014, the course has been implemented by using a Moodle software tool to promote blended learning with online exercises. Our Moodle community allows collaborative work within an open-source platform where teachers and students share a new and personalized learning environment. Students are easily used to the interface and the platform, value the constant connection with teachers or other fellows and completely agree with the possibility of making questions or share documents 24 hours a day. The proposed methodology consists of lectures and practical classes. In the lectures, the basics of each topic are discussed; class attendance, daily study and conducting scheduled exercises are indispensable. Practical classes allow to consolidate the knowledge gained in theory classes by solving professional exercises and actual construction problems related to structures, that shall be compulsorily delivered online. So, after the correction of the teacher and the subsequent feedback of students, practical exercises ensure lifelong learning of the student, who can download any kind of material at any time (constructive details, practical exercises and even corrected exams). Regarding the general evaluation system, goals achievement is assessed on an ongoing basis (65% of the final mark) along the course through written and graphic evidences in person and online, as well as a individual development of a workbook. In all cases, the acquisition of skills, the ability to synthesize, the capacity of logical and critical thinking are assessed. The other 35 % of the mark is evaluated by a complementary graphic exam. Participation in the computing platform is essential and the student is required to do and present, at least 90% of the practices proposed. Those who do not comply with the practices in each specific date could not be assessed continuously and may only choose the final exam. In conclusion, the subject of Construction of Structures I is essential in the development of the regulated profession of Technical Architect as they are considered, among other professional profiles, as specialists in construction of building structures. The use of a new communication platform and online teaching allows the acquisition of knowledge and constructive approaches in a continuous way, with a more direct and personal monitoring by the teacher that has been highly appreciated by almost 100% of the students. Ultimately, it is important to say that the use of Moodle in this subject is a very interesting tool, which was really well welcome by students in one of the densest and important subjects of the Degree of Technical Architecture.

Notebook of Moses Appleton, 1794-1837 (inclusive)

Contains notes taken by Moses Appleton (1773-1849) on anatomy lectures delivered at Harvard by John Warren (1753-1815). Other lecture topics included midwifery and surgery. Also includes a transcript of an examination given by Warren to his students on anatomy and surgery, as well as exams given by Harvard Professor Benjamin Waterhouse (1754-1846) and Harvard Professor Aaron Dexter (1750-1829) on the theory and practice of physic, and chemistry, respectively. There are additionally patient case notes and transcriptions of notes and correspondence from physicians Appleton consulted, and a list of operations Appleton performed between 1796 and 1828, primarily repairing dislocated joints and fractured bones. Also includes obituaries of citizens of Waterville, Maine, from 1807 to 1837.