Risk of venous thromboembolic disease in postmenopausal women taking oral or transdermal hormone replacement therapy

Objective  

The influence of hormone replacement therapy (HRT) on hemostasis processes depends on the type of hormone, the combination of doses, the time of taking HRT, and the route of administration (oral, transdermal, implanted). The aim of the current study was to assess some parameters of coagulation, especially tissue factor pathway inhibitor (TFPI) and tissue factor (TF) in postmenopausal women using oral or transdermal HRT.     

Transcultural analysis of the effectiveness of a program to promote self-regulated learning in Mozambique,Chile, Portugal,and Spain

The current investigation aims at assessing the effectiveness of an intervention program designed to enhance self-regulated learning (SRL) strategies at the university level, with students from different cultural, linguistic, and educational backgrounds. The central tool of the program is a set of letters in which a fictional first-year student describes his experiences as an SRL student. The program was implemented in four universities in different countries and continents (Portugal, Spain, Chile, and Mozambique), with an experimental group and a comparison group at each university (263 students from experimental groups and 247 from comparison groups). Findings display the effectiveness of the program in enhancing a set of motivational variables related to the study process and the use of SRL strategies. Data were consistent across the different cultural and academic contexts in which the program was implemented. The implications of these findings for university administrators and faculty are discussed.     

Do men and women perform academic work differently?

Tertiary Education and Management - Why is the gender gap so large in researchers’ career progression? Do men and women have different priorities in their academic careers? This study...     

Los Sentimientos,Luchas, y Esperanzas de Cinco Familias Mexicana: The Sentiments,Struggles, and Hopes of Five Mexican Families

Within the everyday space of their modest trailer homes, I observed compelling environments in the households of 5 Mexican families. In their homes, there existed los padres con sus hijos (parents with their children) who intuitively expressed cariño, or love, for one another, conversed in multiple languages, practiced cultural traditions, and inculcated hope in their children’s minds and hearts. As I listened to their steadfast voices and felt their innermost emotions, a clearer understanding came to mind about ways in which educators and families might construct new alliances for the benefit of children’s future in America.     

Arithmetic word problem solving. Analysis of Singaporean and Spanish textbooks

Educational Studies in Mathematics - The success or failure of education systems in promoting student problem-solving skills depends on attitudinal, political, and pedagogical variables. Among...     

Knocking on employment’s door: internships and job attainment

Higher Education - Undergraduate internships have gained popularity among students, universities, governments and firms since the creation of the European Higher Education Area. However, empirical...     

Teachers of learners with ASD in mainstream schools and classrooms in Spain: attitudes towards inclusive education

This study analyses the attitudes of teachers in Spain towards the inclusion of learners with autism spectrum disorder in mainstream education settings and their relationship with the perceived benefits of inclusion. The ex post facto prospective design included 180 teachers from 14 schools. Data were collected using a questionnaire on teachers' attitudes towards inclusive education and a second questionnaire on the benefits of inclusion developed for the specific purposes of this study. The results show teachers' positive attitudes towards inclusion as well as the benefits perceived. This study demonstrates the fundamental role of teachers' previous experience. Implications for inclusive cultures and practices in schools are discussed.     

Revisiting Cross-document Structure Theory for multi-document discourse parsing

Multi-document discourse parsing aims to automatically identify the relations among textual spans from different texts on the same topic. Recently, with the growing amount of information and the emergence of new technologies that deal with many sources of information, more precise and efficient parsing techniques are required. The most relevant theory to multi-document relationship, Cross-document Structure Theory (CST), has been used for parsing purposes before, though the results had not been satisfactory. CST has received many critics because of its subjectivity, which may lead to low annotation agreement and, consequently, to poor parsing performance. In this work, we propose a refinement of the original CST, which consists in (i) formalizing the relationship definitions, (ii) pruning and combining some relations based on their meaning, and (iii) organizing the relations in a hierarchical structure. The hypothesis for this refinement is that it will lead to better agreement in the annotation and consequently to better parsing results. For this aim, it was built an annotated corpus according to this refinement and it was observed an improvement in the annotation agreement. Based on this corpus, a parser was developed using machine learning techniques and hand-crafted rules. Specifically, hierarchical techniques were used to capture the hierarchical organization of the relations according to the proposed refinement of CST. These two approaches were used to identify the relations among texts spans and to generate multi-document annotation structure. Results outperformed other CST parsers, showing the adequacy of the proposed refinement in the theory.