Spirituality and spiritual distress in neurologic illness.

Neurologic illnesses present multiple challenges to patients and their families from the time of initial diagnosis and throughout their illness trajectory, including challenges related to accepting the diagnosis and its various impacts and anxiety about future living with their illness. Often patients and their families rely on their spirituality to cope with and to maintain meaning and dignity in the midst of disease. As a result, spiritual care provision is a critical component of holistic medical care to patients with neurologic illness. Spiritual care provision follows a generalist-specialist model, which requires all healthcare professionals involved in the care of patients facing serious illness to play a role in recognizing and addressing spiritual needs. This model is characterized by generalist spiritual care providers (e.g., nurses, physicians, social workers) who perform spiritual screenings through history taking. Chaplains function as specialist spiritual care providers and can address spiritual care more deeply. In addition, several developed psychotherapeutic approaches may be useful for patients with neurologic disease, and chaplains are especially trained to offer supportive spiritual care to patients with neurologic illnesses and their families and to work together with physicians and other members of the healthcare team as part of a holistic approach to care.

Validity and reliability of Spanish version of the EQ-i: YV[S] in Colombian children and youth.

Introduction: Validity and reliability evaluations of the Emotional Quotient Inventory: Youth Version (EQ-i: YV[S]) with children and adolescents from different countries have shown variations in the structural model proposed by Bar-On. Objective: To examine the psychometric properties of EQ-i: YV[S] with a Colombian' sample. Method: We randomly selected a sample of 1355 children and adolescents between 8 and 14 years old (Mage = 10.80; SD = 1.41). We conducted exploratory (n1 = 416) and confirmatory (n2 = 939) factor analyses (EFA, CFA), reliability, internal consistency, and predictive validity. Results: The EFA explained 27.6% of the variance. The AFC indicated a multidimensional structure with four factors and 21 items obtained the best fit (χ2 = 334.358; df = 183; RMSEA=0.030; CFI=.951; TLI=944; NFI=.899) with acceptable internal consistency (ω = .57,.75). EQ-i: YV[S] factors explain 18.5% of the observed variance in problem-centered coping scores. Conclusions: The psychometric fit of the inventory supports evidence of its usefulness for screening processes in clinical or educational assessment.

Introducción: Las evaluaciones de validez y fiabilidad del Inventario de Cociente Emocional: Versión para jóvenes (ICE:NA) con niños y adolescentes de diferentes países han mostrado variaciones en el modelo estructural propuesto por Bar-On. Objetivo: Examinar las propiedades psicométricas del (ICE:NA) con una muestra colombiana. Método: Se seleccionaron 1355 niños y adolescentes entre 8 y 14 años (Medad = 10.80; DE = 1.41) de forma aleatoria. Se realizaron análisis factoriales exploratorios (n1 = 416) y confirmatorios (n2 = 939), de fiabilidad, consistencia interna y validez predictiva. Resultados: El AFE explicó el 27.6% de la varianza. El AFC mostró mejor ajuste para nna estructura multidimensional con cuatro factores y 21 ítems (χ2 = 334.358; df = 183; RMSEA=0.030; CFI=.951; TLI=944; NFI=.899) con índices de consistencia interna aceptables (ω = .57,.75). Los factores EQ-i: YV[S] explican el 18.5% de la varianza observada en las puntuaciones de afrontamiento centrado en el problema. Conclusiones: El ajuste psicométrico del inventario apoya la evidencia de su utilidad para los procesos de cribado en la evaluación clínica o educativa.

Communicating climate change and biodiversity loss with local populations: exploring communicative utopias in eight transdisciplinary case studies.

Climate change and biodiversity loss trigger policies targeting and impacting local communities worldwide. However, research and policy implementation often fail to sufficiently consider community responses and to involve them. We present the results of a collective self-assessment exercise for eight case studies of communications with regard to climate change or biodiversity loss between project teams and local communities. We develop eight indicators of good stakeholder communication, reflecting the scope of Verran's (2002) concept of postcolonial moments as a communicative utopia. We demonstrate that applying our indicators can enhance communication and enable community responses. However, we discover a divergence between timing, complexity and (introspective) effort. Three cases qualify for postcolonial moments, but scrutinising power relations and genuine knowledge co-production remain rare. While we verify the potency of various instruments for deconstructing science, their sophistication cannot substitute trust building and epistemic/transdisciplinary awareness. Lastly, we consider that reforming inadequate funding policies helps improving the work in and with local communities.

Longitudinal symptoms and temporal trends in palliative care, palliative radiotherapy, and anti-cancer treatment near end of life among patients with metastatic cancer.

BACKGROUND: Early specialty palliative care (PC) integration improves oncologic outcomes. We aimed to examine longitudinal relationships between specialty PC and palliative radiotherapy (RT), temporal distribution of symptoms, and predictors of earlier specialty PC. METHODS: We retrospectively reviewed 135 patients with metastatic cancer who received palliative RT at our institution (7/2017-2/2018) and who had died by final study follow-up (6/2021). Descriptive statistics summarized frequencies of clinical visits and symptoms over relative survival time (quartiles 1-3: first 75% of life remaining from metastatic diagnosis to death versus quartile 4: last 25% of life remaining from metastatic diagnosis to death). Logistic regression analyses revealed predictors of receiving earlier (quartiles 1-3) versus later (quartile 4) specialty PC. RESULTS: There were 16.3%, 10.4%, 26.7%, and 46.7% of palliative RT consultations, compared to 4.7%, 7.6%, 14.0%, and 73.7% of specialty PC visits, that occurred in quartiles 1, 2, 3, and 4, respectively. On multivariable analysis, pain significantly predicted for receiving earlier specialty PC [odds ratios (OR) =15.34; 95% confidence interval (CI): 2.16-324.23; P=0.020], while patients with ≥2 prior chemotherapy regimens were less likely to have received earlier specialty PC (OR =0.16; 95% CI: 0.04-0.58; P=0.009). The most common reasons for first specialty PC visit were addressing pain (61.0%) and goals of care (19.5%). Overall, 73.3% (99/135) of patients were referred to hospice and 9.6% (13/135) received either palliative RT, chemotherapy, or surgery within 30 days of death. CONCLUSIONS: Nearly 47% of palliative RT visits compared with 74% of specialty PC visits occurred in the last quarter of life from metastatic diagnosis to death. Multidisciplinary efforts are needed to manage longitudinal symptoms and offer goal-concordant care.

Prognostic Understanding and Goals of Palliative Radiotherapy: A Qualitative Study.

CONTEXT: There is a paucity of data describing patients' expectations of goals of palliative radiotherapy (RT) and overall prognosis. OBJECTIVES: To explore patients' perceptions of and preferences for communication surrounding goals of palliative RT and cancer prognosis. METHODS: We conducted a qualitative study utilizing semi-structured interviews with seventeen patients with either bone or lung metastases receiving their first course of palliative RT at a comprehensive cancer center. All patient interviews were recorded, transcribed verbatim, and thematically analyzed. RESULTS: Themes of goals of palliative RT centered on either restoration, such as through improving quality of life or minimizing pain, or on a desire to combat cancer by eliminating tumor. While most patients perceived that palliative RT would palliate symptoms but not cure their cancer, some patients believed that the goal of palliative RT was to cure. Themes that emerged surrounding patients' understanding of prognosis and what lies ahead included uncertainty and apprehension about the future, a focus on additional treatment, and confronting mortality. Most patients preferred to receive information about goals of treatment and prognosis from their doctors, including radiation oncologists, rather than other members of the medical team. Patients also expressed a desire for written patient education materials on palliative RT. CONCLUSION: Unclear perceptions of goals of treatment and prognosis may motivate some patients to pursue unnecessarily aggressive cancer treatments. Patients desire prognostic information from their doctors, including radiation oncologists, who are important contributors to goals of care discussions and may improve patient understanding and well-being by using restorative rather than combat-oriented language.

Primary Addiction Medicine Skills for Hospice and Palliative Medicine Physicians: A Modified Delphi Study.

CONTEXT: Hospice and palliative medicine (HPM) physicians frequently care for patients with substance use disorders (SUDs), but there is no consensus on which primary addiction medicine (AM) skills are essential. OBJECTIVES: Identify key primary AM skills that physicians should acquire during an ACGME-accredited HPM fellowship program. METHODS: A modified Delphi study consisting of 18 experts on SUD in HPM and medical education. A literature review and expert input identified initial AM skills. In three Delphi rounds, participants rated each skill on a nine-point scale from "not at all important to include" to "crucial to include." We calculated medians (IQRs), analyzed panelists' comments, and grouped skills using the RAND / UCLA appropriateness method. RESULTS: Among 62 proposed AM skills, 53 skills were rated as appropriate to include (38 of which achieved agreement), and nine skills were rated as uncertain. AM skills most relevant to HPM included 1) defining chemical coping, median 8.5 (IQR 2); 2) balancing life expectancy with risks of opioid use for patients with SUD, 9 (IQR 0); 3) explaining best practices to dispose unused opioids postmortem, 8 (IQR 2); 4) managing pain for hospice patients with SUD, 9 (IQR 0.75); and 5) partnering with hospice to manage patients on methadone and buprenorphine, 9 (IQR 2). Experts did not achieve consensus on whether HPM physicians should be encouraged to learn to prescribe buprenorphine for patients with opioid use disorder, 6 (IQR 3). CONCLUSION: HPM fellowships should consider incorporating the primary AM skills identified in this study in their curricula.

Patterns of Specialty Palliative Care Utilization Among Patients Receiving Palliative Radiation Therapy.

CONTEXT: Palliative radiation therapy (RT) is frequently used to ameliorate cancer-associated symptoms and improve quality of life. OBJECTIVES: To examine how palliative care (PC) as a specialty is integrated at the time of RT consultation for patients with advanced cancer. METHODS: We retrospectively reviewed 162 patients with metastatic cancer who received palliative RT at our institution (7/2017-2/2018). Fisher's exact test identified differences in incidence of receiving any specialty PC. Logistic regression analyses determined predictors of receiving PC. RESULTS: Of the 74 patients (46%) who received any specialty PC, 24 (32%) initiated PC within four weeks of RT consultation. The most common reasons for specialty PC initiation were pain (64%) and goals of care/end-of-life care management (23%). Referrals to specialty PC were made by inpatient care teams (48.6%), medical oncologists (48.6%), radiation oncologists (1.4%), and self-referring patients (1.4%). Patients with pain at RT consultation had a higher incidence of receiving specialty PC (58.7% vs. 37.4%, P = 0.0097). There was a trend toward decreased PC among patients presenting with neurological symptoms (34.8% vs. 50%, P = 0.084). On multivariable analysis, receiving specialty PC significantly differed by race (non-white vs. white, odds ratio [OR] = 6.295 [95% CI 1.951-20.313], P = 0.002), cancer type (lung vs. other histology, OR = 0.174 [95% CI 0.071-0.426], P = 0.0006), and RT consultation setting (inpatient vs. outpatient, OR = 3.453 [95% CI 1.427-8.361], P = 0.006). CONCLUSION: Fewer than half of patients receiving palliative RT utilized specialty PC. Initiatives are needed to increase PC, especially for patients with lung cancer and neurological symptoms, and to empower radiation oncologists to refer patients to specialty PC.

Characteristics and Predictors of Radiographic Local Failure in Patients With Spinal Metastases Treated With Palliative Conventional Radiation Therapy.

PURPOSE: Although local control is an important issue for longer-term survivors of spinal metastases treated with conventional external beam radiation therapy (EBRT), the literature on radiographic local failure (LF) in these patients is sparse. To inform clinical decision-making, we evaluated rates, consequences, and predictors of radiographic LF in patients with spinal metastases managed with palliative conventional EBRT alone. METHODS AND MATERIALS: We retrospectively reviewed 296 patients with spinal metastases who received palliative EBRT at a single institution (2006-2013). Radiographic LF was defined as radiologic progression within the treatment field, with death considered a competing risk. Kaplan-Meier, cumulative incidence, and Cox regression analyses determined overall survival estimates, LF rates, and predictors of LF, respectively. RESULTS: There were 182 patients with follow-up computed tomography or magnetic resonance imaging; median overall survival for these patients was 7.7 months. Patients received a median of 30 Gy in 10 fractions to a median of 4 vertebral bodies. Overall, 74 of 182 patients (40.7%) experienced LF. The 6-, 12-, and 18-month LF rates were 26.5%, 33.1%, and 36.5%, respectively, while corresponding rates of death were 24.3%, 38.1%, and 45.9%. Median time to LF was 3.8 months. Of those with LF, 51.4% had new compression fractures, 39.2% were admitted for pain control, and 35.1% received reirradiation; median time from radiation therapy (RT) to each of these events was 3.0, 5.7, and 9.2 months, respectively. Independent predictors of LF included single-fraction RT (8 Gy) (hazard ratio [HR], 2.592; 95% confidence interval [CI], 1.437-4.675; P = .002), lung histology (HR, 3.568; 95% CI, 1.532-8.309; P = .003), and kidney histology (HR, 4.937; 95% CI, 1.529-15.935; P = .008). CONCLUSIONS: Patients experienced a >30% rate of radiographic LF by 1 year after EBRT. Single-fraction RT and lung or kidney histology predicted LF. Given the high rates of LF for patients with favorable prognosis, assessing the risk of death versus LF is important for clinical decision-making.

Patient-Provider Communication, Decision-Making, and Psychosocial Burdens in Palliative Radiotherapy: A Qualitative Study on Patients' Perspectives.

CONTEXT: Patient-provider communication impacts how patients with cancer make decisions about treatment. OBJECTIVES: To examine patient perceptions of discussions, decision-making, and psychosocial burdens related to receiving palliative radiotherapy (RT), in order to inform best practices for communication about palliative RT. METHODS: We conducted an exploratory qualitative study using oral questionnaires and semi-structured interviews. Seventeen patients receiving their first course of palliative RT for lung or bone metastases at a comprehensive cancer center were interviewed. Patient interviews were transcribed verbatim and thematically analyzed using NVivo software. RESULTS: Themes that impacted patients' decisions to initiate RT included a desire to minimize pain, optimism about what RT could provide for the future, perception of having "no other choice," disappointment about cancer progression, and unfamiliarity with RT. Most patients preferred shared decision-making regarding RT initiation and reported patient empowerment, effective communication, and team collaboration as contributing to shared decision-making. Most patients preferred their physicians to make decisions about RT treatment intensity and described trust in their physicians, institutional reputation, and RT expertise as motivators for this preference. Patients who possessed a proactive decisional mindset about initiating RT as opposed to having "no other choice" were less likely to report experiencing psychosocial burdens. CONCLUSION: Most patients prefer shared decision-making regarding RT initiation but prefer their radiation oncologists to make decisions regarding treatment intensity. Communication that empowers patients in their desired level of engagement for RT decision-making may help patients make informed decisions, contribute toward a proactive decisional mindset, and reduce their perception of psychosocial burdens.

Endemic occurrence of Fasciola hepatica in an alpine ecosystem, Pyrenees, Northeastern Spain.

Fasciola hepatica is a liver parasite of ruminants whose distribution is determined by its intermediate host, the freshwater snail Galba truncatula. In Europe, F. hepatica is mostly associated with lowlands. Infection from sympatric domestic reservoirs is rarely reported in wild mountain ungulates. This study explores F. hepatica in a multi-host system in a European alpine area. Serum samples (n = 1,209) from Pyrenean chamois (Rupicapra p. pyrenaica), European mouflon (Ovis aries musimon), domestic sheep (Ovis aries) and domestic cattle (Bos taurus) were collected in the National Game Reserve of Freser-Setcases (NGRFS) in Catalonia, Northeastern Spain, from 2008 to 2019, and tested for antibodies against F. hepatica. During the same period, the livers of 214 chamois hunted in the NGRFS were inspected for F. hepatica and associated pathological changes. Finally, 907 freshwater snails were collected in summer 2016 between 1559 and 2,224 metres above sea level (asl) in the NGRFS, and F. hepatica DNA sought by PCR. Antibodies against F. hepatica were detected in all four species, with a higher prevalence in cattle and sheep than in chamois. Fasciola hepatica and hepatic lesions were concurrently observed in 13/214 of the chamois livers inspected (6.1%, CI95 2.9%-9.3%). Fasciola hepatica DNA was detected in one out of the 907 snails (0.1%, Cl95 0.1% - 0.3%; Ct value 33.3) and collected at 2054 m asl. Fasciola hepatica was consistently detected in a high mountain multi-host system, suggesting that its life cycle is completed and that it occurs endemically at the highest elevation reported in Europe. Transhumant livestock are the likely source in this alpine ecosystem, which according to rare occurrence of F. hepatica DNA in G. truncatula is still a suboptimal habitat for F. hepatica life cycle. Studying parasites at their highest distribution range can be useful to monitor climate change in seasonal mountain environments.

Impact of primary tumor-specific growth rate on treatment failure for nonoropharyngeal head and neck cancers.

OBJECTIVES: To investigate the prognostic impact of primary tumor-specific growth rate (TSGR) on treatment outcomes after definitive radiation therapy (RT) for nonoropharyngeal squamous cell carcinoma (non-OPSCC). METHODS: The diagnostic tumor and nodal volumes of 39 non-OPSCC patients were contoured and compared to corresponding RT planning scan volumes to determine TSGR. Overall survival (OS), disease-free survival (DFS), and local recurrence-free survival were evaluated according to the Kaplan-Meier method; and hazard ratios (HR) were estimated using Cox regression. Based on the 75th percentile TSGR of 2.18%, we stratified patients into a high TSGR group (≥ 2.18% per day) and low TSGR group (< 2.18% per day). RESULTS: The median follow-up was 22 months (range: 1-86 months) and median time between diagnostic and simulation computed tomography scans was 22 days (range: 7-170 days). Median RT dose was 70 Gy (range: 60-79.2 Gy). Based on the 75th percentile TSGR, OS at median follow-up was 50.0% for the high TSGR group compared to 92.5% for the low TSGR group (HR [95% confidence interval (CI)] = 2.12[1.16-11.42], P = 0.018). There was a trend toward worse DFS at median follow-up for the high versus low TSGR groups, at 55.6% and 82.3%, respectively (HR [95% CI] = 2.29[0.82-6.38], P = 0.103). CONCLUSION: Our study contributes to growing literature on TSGR as a temporal biomarker in patients with non-OPSCC. Patients with high TSGR ≥2.18% per day have significantly worse OS compared to those with TSGR below this threshold. Efforts to address treatment initiation delays may benefit patients with particularly aggressive and rapidly growing tumors. LEVEL OF EVIDENCE: 4 Laryngoscope, 130:2378-2384, 2020.

Characteristics of Patients and Treatment Recommendations from a Multidisciplinary Spinal Tumor Program.

Objective: We describe characteristics of patient and treatment recommendations from a spinal tumor board at one institution, including representation from palliative care. Background: The impact of prospective multidisciplinary input for patients with spinal tumors is poorly understood despite their increasing complexity. Methods: We retrospectively reviewed 622 cases sequentially discussed at a weekly spinal tumor board, and abstracted patient and treatment information from the medical record and meeting minutes. Results: From April 2017 to February 2019, 622 cases representing 438 unique patients were discussed. The median age was 62 years (range 21-92). Most patients had spinal tumors originating from metastases (91.78%), including breast (14.3%), nonsmall cell lung cancer (13.4%), prostate (10.9%), and renal cell cancer (8.8%), and the remainder had primary central nervous system (4.3%) or benign tumors (3.9%). Sixty-five percent of patients were alive at last follow-up. Conventional external beam radiotherapy was the most common treatment recommendation (33.8%) followed by surgery (26.2%), stereotactic body radiation therapy (17.8%), imaging follow-up (16.6%), and vertebroplasty (15.9%). Palliative care was the primary treatment recommended for 4.5%, and no therapy recommended for 4.0%. Treatment recommendation involved two modalities for 29% of cases, and three in 1.3% of cases. In four cases, biopsy to confirm pathology changed management due to unexpected findings of osteomyelitis, hematopoiesis, or new diagnosis of plasmacytoma. Conclusions: Multidisciplinary input is integral to the optimal care of spinal tumor patients. The high risk of death highlights the need to prioritize modalities that optimize quality of life in the context of a patient's individual prognosis.

An ecological model of dropout intention in university students during the covid-19 pandemic

Objective: To analyse the drop out intention of university students after six months of home confinement during the covid-19 pandemic using an ecological model. Method: A non-experimental cross-sectional study with an intentional sampling of 1,011 active university students during 2020. Aged between 18 and 54 years (M = 22,6; SD = 4,8; female = 438). We evaluated them with the university dropout questionnaire for students, Depression, Anxiety and Stress Scale, Fear of covid-19 Scales, covid-19 Anxiety syndrome scale, and the Satisfaction with academic changes questionnaire. We performed a descriptive and multivariate analysis of the data. Results: The model explain 28 % of drop out intention among university students during confinement by covid-19 (sensitivity = 86,8 %). Dissatisfaction with academic changes is the main predictor of the model (OR = 0,960; IC 95 % [0,950, 0,959). Other significant predictors are positive and negative interactions (i.e., in family, social, and academic environments), negative emotional symptoms, anxiety about covid-19, being older, studying at a private university, and having a family member diagnosed with covid-19. Discussions: Macrosystem changes (i.e., home confinement and online classes) during the first six months of the covid-19 pandemic modified the students' interaction with their proximal systems and new predictors of the intention to drop out emerged (e.g., anxiety about covid-19 and having a family member diagnosed with covid-19), associated with the context of confinement.

Objetivo: Analizar la intención deserción de los estudiantes universitarios tras seis meses de confinamiento en casa durante la pandemia por covid-19 a partir de un modelo ecológico. Método: Estudio transversal no experimental con un muestreo intencional de 1011 estudiantes universitarios activos durante 2020. Con edades comprendidas entre los 18 y los 54 años (M = 22,6; DE = 4,8; mujeres = 438). Los estudiantes respondieron el cuestionario de abandono universitario para estudiantes, la Escala de Depresión, Ansiedad y Estrés, la Escala de Miedo de covid-19, la Escala de Síndrome de Ansiedad de covid-19 y el cuestionario de Satisfacción con los cambios académicos. Se realizó un análisis descriptivo y multivariante de los datos. Resultados: El modelo explica el 28 % de la varianza de la intención de deserción entre los estudiantes universitarios durante el confinamiento por covid-19 (sensibilidad = 86,8 %). La insatisfacción ante los cambios académicos es el principal predictor del modelo (OR = 0,960; IC 95 % [0,950, 0,959). Otros predictores significativos son las interacciones positivas y negativas (i.e., en el entorno familiar, social y académico), los síntomas emocionales negativos, la ansiedad ante la covid-19, ser mayor, estudiar en una universidad privada y tener un familiar diagnosticado con covid-19. Conclusiones: Los cambios en el macrosistema (i.e., el confinamiento en el hogar y las clases en línea) durante los primeros seis meses de la pandemia por covid-19 modificaron la interacción de los estudiantes con sus sistemas proximales y surgieron nuevos predictores de la intención de abandono (e.g., ansiedad ante la covid-19 y tener un familiar diagnosticado con covid-19), asociados al contexto de confinamiento.

Uranium mobility and accumulation along the Rio Paguate, Jackpile Mine in Laguna Pueblo, NM.

The mobility and accumulation of uranium (U) along the Rio Paguate, adjacent to the Jackpile Mine, in Laguna Pueblo, New Mexico was investigated using aqueous chemistry, electron microprobe, X-ray diffraction and spectroscopy analyses. Given that it is not common to identify elevated concentrations of U in surface water sources, the Rio Paguate is a unique site that concerns the Laguna Pueblo community. This study aims to better understand the solid chemistry of abandoned mine waste sediments from the Jackpile Mine and identify key hydrogeological and geochemical processes that affect the fate of U along the Rio Paguate. Solid analyses using X-ray fluorescence determined that sediments located in the Jackpile Mine contain ranges of 320 to 9200 mg kg-1 U. The presence of coffinite, a U(iv)-bearing mineral, was identified by X-ray diffraction analyses in abandoned mine waste solids exposed to several decades of weathering and oxidation. The dissolution of these U-bearing minerals from abandoned mine wastes could contribute to U mobility during rain events. The U concentration in surface waters sampled closest to mine wastes are highest during the southwestern monsoon season. Samples collected from September 2014 to August 2016 showed higher U concentrations in surface water adjacent to the Jackpile Mine (35.3 to 772 µg L-1) compared with those at a wetland 4.5 kilometers downstream of the mine (5.77 to 110 µg L-1). Sediments co-located in the stream bed and bank along the reach between the mine and wetland had low U concentrations (range 1-5 mg kg-1) compared to concentrations in wetland sediments with higher organic matter (14-15%) and U concentrations (2-21 mg kg-1). Approximately 10% of the total U in wetland sediments was amenable to complexation with 1 mM sodium bicarbonate in batch experiments; a decrease of U concentration in solution was observed over time in these experiments likely due to re-association with sediments in the reactor. The findings from this study provide new insights about how hydrologic events may affect the reactivity of U present in mine waste solids exposed to surface oxidizing conditions, and the influence of organic-rich sediments on U accumulation in the Rio Paguate.

Uso de heurísticos en la evaluación de las fuentes históricas en el aula de clase / Use of Heuristics in the Evaluation of Historical Sources in the Classroom / Uso heurístico na avaliação das fontes históricas na sala de aula

Resumen Objetivo. Describir cómo el uso de heurísticos en la evaluación de la evidencia histórica posibilita la construcción del conocimiento sobre la historia de los derechos humanos en una clase de Ciencias Sociales. Método. Estudio cualitativo, con método de análisis del discurso, para analizar cómo la maestra y sus estudiantes de 8º grado (n= 32) usan y evalúan la evidencia histórica. Cinco sesiones de clase fueron videograbadas (250 minutos), transcritas, segmentadas y codificadas con las categorías heurísticas de Sam Wineburg. Resultados. La categoría enunciación de fuentes históricas fue la más usada para ofrecer credibilidad al relato o incluir secuencialidad temporal a los eventos del relato. La formulación de preguntas orientó la interacción entre maestra y estudiantes, y las preguntas de tipo reflexivo posibilitaron la enunciación de fuentes históricas en los estudiantes. Conclusión. Se reconstruyó la historia haciendo uso de fuentes secundarias, particularmente los libros de texto, a los cuales la maestra y sus estudiantes otorgaron credibilidad, sin someterlos a evaluación ni contrastación. Ni la maestra ni los estudiantes relativizaron, analizaron o interpretaron el conocimiento histórico reproducido en ellas. Esto hizo evidente que desconocían la forma correcta de tratar la evidencia histórica. Se sugiere explicar en la instrucción escolar tanto el uso de la heurística, para evaluar las fuentes históricas, como el uso de preguntas reflexivas.

Abstract Objective. This paper describes how the use of heuristics in the evaluation of evidence facilitated the construction of knowledge about the history of human rights in a Social Science class. Method. This qualitative study used the discourse analysis method to analyze how a social science teacher and her eighth-grade students (n = 32) evaluated historical evidence. Five class sessions were recorded (250 minutes), transcribed, segmented and coded according to the categories of heuristics proposed by Sam Wineburg. Results. The enunciation of the source categories was the most used by the teacher to provide credibility to the story or to include temporal sequences in the story. The formulation of questions guided the interaction between the teacher and their students, and reflective questions allowed a greater enunciation of historical sources from the students. Conclusion. History was reconstructed using secondary sources, particularly textbooks, to which the teacher and her students granted credibility, without subjecting them to evaluation or contrast. Neither the teacher nor the students relativized, analyzed or interpreted the historical knowledge reproduced in them. This made it clear that they were unaware of the correct way to deal with historical evidence. In the future, this study suggests explaining both the use of heuristics to evaluate the historical sources and the use of reflexive questions in the school.

Resumo Escopo. Descrever como o uso de heurísticos na avaliação de evidencia histórica possibilita a construção do conhecimento sobre a história dos direitos humanos em uma aula de Ciências Sociais. Metodologia. Estudo qualitativo, como método de análise do discurso, para analisar como a maestra e os estudantes de 8º grau (n=32) usam e avaliam a evidencia histórica. Cinco sessões de aula foram vídeo-gravadas (150 minutos), transcritas, segmentadas e codificadas com as categorias heurísticas de San Wineburg. Resultados. A categoria enunciação de fontes históricas foi a mais usada para oferecer credibilidade aos relatos ou incluir sequencialidade temporal aos eventos do relato. A formulação de perguntas orientou a interação entre maestra e estudantes, e as perguntas de tipo reflexivo possibilitaram a enunciação de fontes históricas nos estudantes. Conclusão. Foi reconstruída a histórica fazendo uso de fontes secundárias, particularmente de livros de texto, a os quais a maestra e seus estudantes outorgaram credibilidade, sem ser sujeitos a avaliação ou contrastação. Nem a maestra nem os estudantes relativizaram, analisaram ou interpretaram o conhecimento histórico reproduzido em elas. É sugerido explicar na instruçao escolar tanto o uso da heurística, para avaliar fontes históricas, como o uso de perguntas reflexivas.

Desarrollo de narraciones históricas en estudiantes de colegios rurales y urbanos / Development of historical narratives in students from rural and urban schools

Resumen En este artículo se analiza cómo los estudiantes de primaria y secundaria, en colegios rurales y urbanos, reconstruyeron la historia sobre la Independencia Colombiana. Se realiza una investigación observacional descriptiva con una medida transversal, la cual involucró una pregunta generativa de narración aplicada a 43 estudiantes, seleccionados intencionalmente, de quinto de primaria con edad promedio de 10.39 y octavo grado de secundaria con edad promedio de 13.12. El análisis de independencia o relación de las categorías de análisis incluyó el conocimiento historiográfico (e.g., el uso de fuentes históricas, factores explicativos, temporalidad histórica), y la estructura de la narrativa como un tipo de discurso (e.g., uso de secciones narrativas del modelo Labov y Waletzky, 1967/1997). Se encontró que las producciones orales de los estudiantes, a nivel de su macroestructura narrativa e historiográfica, fueron poco sofisticadas y lejanas al discurso disciplinar histórico. Además, las narrativas históricas en contextos rurales y urbanos fueron similares. Para concluir, se sugiere la necesidad de revaluar el tipo de narraciones históricas, que circulan en las aulas escolares, como una forma de incrementar el nivel de complejidad histórica en los relatos disponibles sobre la independencia.

Abstract: We analyze how the students of primary and secondary schools, from rural and urban areas, reconstructed the history of Colombian Independence. We developed a descriptive observational study with a cross-sectional measure involving a narration generating question applied to an intentionally selected sample of 43 students. We analyzed the independence or relation of the categories: historiographic knowledge (e.g., the use of historical sources, explanatory factors, historical temporality), and narrative macrostructure (e.g., use of the Labov and Waletzky model, 1967/1997). Results indicated oral productions by the students, from narrative and historiographic macrostructures, were unsophisticated and far from the historical disciplinary discourse. In addition, historical narratives in rural and urban contexts were similar. We suggest the need to re-evaluate the kind of historical narratives circulating in the school classrooms, as a way to increase the level of historical complexity in the available stories about independence.

Conceptual change in the learning of history / Cambio conceptual en el aprendizaje escolar de la historia

Resumen Este estudio buscó identificar los cambios conceptuales en el aprendizaje de la Historia en estudiantes de quinto grado; cambios en relación a la comprensión de las propiedades emergentes de los fenómenos del pasado (i.e., nuevas y complejas, producto de interacciones entre elementos individuales que se auto organizan de modo que no presentan una relación directa y causal con el patrón derivado de las mismas). Por muestreo no probabilístico a conveniencia, fueron seleccionados dos grupos: uno de 23 estudiantes expuestos a una secuencia de aprendizaje enriquecida, basada en el presupuesto de que la Historia se comporta como un sistema emergente, y otro de 27 estudiantes expuestos a su clase de Historia convencional. El análisis de medidas repetidas reveló que los estudiantes expuestos a la secuencia de aprendizaje enriquecida diferenciaron la ontología de proceso vs. evento, pero fue inestable la diferenciación ontológica de los atributos de un proceso emergente vs. proceso directo. Por su parte, aquellos estudiantes expuestos a la clase convencional no realizaron el cambio conceptual necesario para explicar la Historia de forma plausible, esto es, a partir de los atributos ontológicos relacionados con los procesos y la emergencia, tal como lo haría un historiador experto. Se concluyó que la instrucción explícita acerca de las propiedades ontológicas emergentes favoreció el cambio conceptual para comprender la Historia como un proceso.

Abstract This paper identified the conceptual change fifth-graders' students had in relation to their learning in history subject, as a result of comprehension of the emerging properties of the past phenomena. (i.e., new and complex, product of interactions arisen from individual elements, which are self-organized, but they do not present a direct and causal relation with them). Using a non-probabilistic sample of convenience two groups were selected, one of 23 students who were exposed to an enriched learning sequence based on that history behaves as an emergent system; and other group of 27 students, who kept on their conventional history classes. The repeated measures analysis revealed that students exposed to enriched learning differentiated the ontology processes vs. event, but they did not differentiate ontology attributes of emergent processes vs. direct processes. On the other hand, students exposed to conventional classes did not make enough conceptual change for explaining history in a plausible way; it occurs from the ontological attributes related to the processes and the emergency, as an expert historian would do it. It is concluded that explicit instruction about emerging ontological properties favored conceptual change to understand history as a process.

Modelo Explicativo del Desempeño Académico desde la Autoeficacia y los Problemas de Conducta / Explanatory Model of Academic Performance from Self-Efficacy and Behavior Problems / Modelo Explicativo do Desempenho Acadêmico a partir da Autoeficácia e dos Problemas de Comportamento

Resumen Se analizó un modelo explicativo del desempeño académico para conocer si los problemas de atención median la relación entre la autoeficacia académica y el desempeño académico y, si la ansiedad y la depresión moderan dicha relación. Participaron 326 estudiantes (11-18 años), quienes diligenciaron el Youth Self-Report (Achenback & Rescorla, 2001) y la escala de autoeficacia de Aguilar, Valencia y Martínez (2001). El desempeño académico se obtuvo del promedio de calificaciones de dos bimestres académicos en lenguaje, ciencias y matemáticas. El análisis de regresión mostró que los problemas de atención median la relación entre la autoeficacia, y logró explicar el 40% de la varianza. La variable ansiedad-depresión moderó esta misma relación evidenciando que a mayores niveles de ansiedad y de depresión menor autoeficacia y menor desempeño académico. En suma, la relación entre la autoeficia académica y el desempeño académico fue afectada por los problemas de conducta.

Abstract We analyzed a model about academic performance to know if attention problems, mediate the relationship between academic self-efficacy and academic performance specifically; and, if anxiety and depression moderate this relationship. In this study participated 326 students (11 - 18 ages); they filled the self-report behavioral out Youth Self-Report (Achenback & Rescorla, 2001) and the self-efficacy scale of Aguilar, Valencia y Martinez (2001). Academic performance was obtained from Grade Point Average (gpa) of two academic month periods in the language, science and mathematic areas. The multiple lineal regression model found that relation between self-efficacy and academic performance was mediated by attention problems. The model explained the 40% of the academic performance variance. The anxiety and depression moderated the relationship between variables, as a result, students with higher levels of anxiety and depression have lower self-efficacy and lower academic performance. In short, the academic self-efficacy and academic performance relationship affected by behavioral problems.

Resumo Analisou-se um modelo explicativo do desempenho acadêmico para conhecer se os problemas de atenção mediam a relação entre a autoeficácia acadêmica e o desempenho acadêmico, e se a ansiedade e a depressão moderam essa relação. Participaram 326 estudantes (11-18 anos), os quais preencheram o Youth Self- Report (Achenback & Rescorla, 2001) e a escala de autoeficácia de Aguilar, Valencia e Martínez (2001). O desempenho acadêmico se obteve da média de qualificações de dois bimestres acadêmicos em linguagem, ciências e matemática. A análise de regressão mostrou que os problemas de atenção mediam a relação entre a autoeficácia e explicam 40% da variação. A variável ansiedade-depressão moderou essa mesma relação e evidenciou que, quanto maiores os níveis de ansiedade e de depressão, menor autoeficácia acadêmica e menor desempenho acadêmico. Em resumo, a ansiedade entre a autoeficácia acadêmica e o desempenho acadêmico foi afetada pelos problemas de comportamento.

Cambios cognitivos en la forma de explicar la historia en estudiantes de quinto grado / Cognitive Changes in the Way of Explaining History by Fifth Grade Students / Mudanças cognitivas na forma de explicar a história em estudantes de quinto grado

Objetivo. Identificar la manera en que los estudiantes transforman el modelo explicativo de la historia, a partir de una secuencia de aprendizaje de seis sesiones de clase, basada en la teoría de la complejidad. Método. Se seleccionaron por conveniencia 21 estudiantes de quinto grado, a quienes se les enseñaron las propiedades ontológicas emergentes que explican las relaciones multinivel de la violencia bipartidista y sus diferencias con las propiedades ontológicas directas. Se codificó la presencia o la ausencia de las propiedades ontológicas emergentes y directas en las producciones escritas de los estudiantes (n = 126), y se analizó cualitativamente la forma en la que se generaron las transformaciones en el reconocimiento y el uso de los atributos ontológicos que configuraron o no un cambio conceptual para explicar la historia. Resultados. Los estudiantes usaron y articularon piezas o atributos ontológicos de dos modelos explicativos (directo y emergente), y se identificaron tres tipos de transformación en la comprensión de la historia durante las sesiones. Conclusión. Aunque los estudiantes no lograron identificar todas las propiedades emergentes como un conjunto coherente de conocimiento, se encontró que articularon atributos directos y emergentes para explicar la historia, lo cual generó sesgos en la comprensión del fenómeno histórico.

Objective. This paper answered how students transformed their historical explanatory model, from a learning sequence based on complexity theory (in six class sessions). Method. Twenty-one fifth grade students were chosen by convenience, to whom we taught emergent ontological properties to explain the multilevel relationships of bipartisan party violence, and their differences with direct ontological properties. The presence or absence of the emerging and direct ontological properties were codified in the written work of the students (n = 126). We analyzed qualitatively how the transformations in the acknowledgement and the use of ontological attributes were generated in order to configure or not a conceptual change in the historical explanation. Results. The findings revealed that students used and articulated some ontological attributes from two different explanatory models (direct and emergent), and we identified three ways to change the historical explanations. Conclusion. Despite students failing to identify all emergent properties as a coherent body of knowledge, they articulated direct and emerging attributes to explain history, which generated biases in understanding the historical phenomenon.

Escopo. Identificar a forma na que os estudantes transformam o modelo explicativo histórico a partir de uma sequência de aprendizagem de seis sessões de aula baseada na teoria da complexidade. Metodologia. Foram selecionados por conveniência 21 estudante de quinto grado, os quais receberam ensino das propriedades ontológicas emergentes que explicam as relações multinível da violência bipartidária e suas diferenças com as propriedades ontológicas diretas. Foi codificada a presencia ou a ausência das propriedades ontológicas emergentes e diretas nas produções escritas dos estudantes e foi analisado qualitativamente a forma na que foram geradas as transformações no reconhecimento e o uso dos atributos ontológicos que configuraram ou não uma mudança conceitual na sua explicação histórica. Resultados. Os estudantes usaram e articularam peças ou atributos ontológicos de dois modelos explicativos diferentes (direito e emergente) e foram identificados três tipos de transformação na compreensão histórica durante as sessões. Conclusão. Embora os estudantes não conseguiram identificar todas as propriedades emergentes como um conjunto coerente de conhecimento, foi achado que eles articularam atributos direitos e emergentes para explicar a História, o qual gerou sesgos na compreensão do fenómeno histórico.