Skip to main content Accessibility help

We use cookies to distinguish you from other users and to provide you with a better experience on our websites. Close this message to accept cookies or find out how to manage your cookie settings.

Close cookie message
×
Home
  1. Home
  2. Search

Refine search

Refine search

Access:
Content type:
Publication date:
Apply
Subject: Show more
Journals Show more
Publishers: Show more
Societies Show more
Series: Show more
Collections: Show more

Actions for selected content:

Select all | Deselect all
  • View selected items
  • Export citations
  • Download PDF (zip)
  • Save to Kindle
  • Save to Dropbox
  • Save to Google Drive

Save Search

You can save your searches here and later view and run them again in "My saved searches".

Please provide a title, maximum of 40 characters.
Cancel
×

35 results

Page 1 of 2

  • Drone Applications for Emergency and Urgent Care: A Systematic Review
  • Sebastián Sanz-Martos, María Dolores López-Franco, Cristina Álvarez-García, Nani Granero-Moya, José María López-Hens, Sixto Cámara-Anguita, Pedro Luis Pancorbo-Hidalgo, Inés María Comino-Sanz
  • Journal: Prehospital and Disaster Medicine , First View
  • Published online by Cambridge University Press: 09 June 2022, pp. 1-7
    • Article
      • You have access
      • Open access
    • PDF
    • HTML
    • Export citation
  • View abstract
    Introduction:

    In recent years, the use of drones in health emergencies has increased. Among their main benefits are avoiding endangering rescuers, travelling long distances in a short time, or contacting victims in risky situations; but despite their multiple advantages, their use has not been fully demonstrated.

    Study Objective:

    This study aims to identify the available evidence on the use of drones in emergency health care compared to traditional health care.

    Methods:

    Systematic review of the literature was conducted. Search protocols were developed to locate studies that met the established selection criteria. Six experimental or quasi-experimental studies with high methodological quality published from the beginning of indexing until 2020 were included.

    Results:

    Drones covered a significantly larger area than other traditional tracking methods and were very useful for performing preliminary triage, determining needs, and knowing the scene prior to the arrival of rescuers. In addition, drones reduced the time required to locate the victim.

    Conclusions:

    Drones are an element to be taken into account when attending health emergencies as they significantly improve the distance travelled to locate accident victims, have the possibility of performing triage prior to the arrival of the health care units, and improve the time and quality of the care provided.

  • 32 - Feedback, Aptitude, and Multilingualism
  • from Part VIII - Individual Differences, Tasks, and Other Language- and Learner-Related Factors
  • Edited by Hossein Nassaji, University of Victoria, British Columbia, Eva Kartchava, Carleton University, Ottawa
  • Book: The Cambridge Handbook of Corrective Feedback in Second Language Learning and Teaching
  • Published online: 26 February 2021
  • Print publication: 11 March 2021, pp 689-712
  • View extract

    Summary

    Aptitude and language experience (i.e., multilingualism) are two individual differences that have attracted increasing interest in the field of second language acquisition. This chapter looks at the role that aptitude and multilingualism play on language learning under different pedagogical conditions, and specifically with different forms of feedback. Questions that we try to answer are: Do learners with high cognitive aptitudes and language experience benefit more from corrective feedback than those with low cognitive aptitudes and language experience? What cognitive aptitudes benefit learning when receiving implicit vs. explicit feedback? What type of feedback is effective regardless of learners’ cognitive aptitudes and language experience? Results from laboratory and classroom research with adult learners suggest that the effects of feedback on language development are constrained by a number of cognitive aptitudes such as linguistic analytic ability and rote memory. Multilingualism seems to provide young adults with an advantage under conditions that do not include metalinguistic information during provision of feedback. For learners over 65, however, learning appears to be negatively affected by what they perceive as an excess of information during practice, i.e., when feedback includes information about how the language works, but not when that information is presented prior to practice.

  • Analysis of health claims regarding creatine monohydrate present in commercial communications for a sample of European sports foods supplements
  • Lucía Molina Juan, Isabel Sospedra, Alejandro Perales, Cristina González-Díaz, Angel Gil-Izquierdo, José Miguel Martínez-Sanz
  • Journal: Public Health Nutrition / Volume 24 / Issue 4 / March 2021
  • Published online by Cambridge University Press: 20 January 2021, pp. 632-640
  • Print publication: March 2021
    • Article
      • You have access
      • Open access
    • PDF
    • HTML
    • Export citation
  • View abstract
    Objective:

    To analyse the information on health claims present in the labelling of creatine monohydrate (CM) products.

    Design:

    A descriptive study of a selection of products marketed as CM, with health claims, and that met the inclusion/exclusion criteria, was conducted using the Amazon and Google Shopping websites. The adequacy and compliance of the health claims were evaluated with the European legislative requirements (European Food Safety Authority and European Commission). The results were discussed with scientific evidence criteria from the Academy of Nutrition and Dietetics, International Olympic Committee, and International Society of Sports Nutrition, as well as the systematic review carried out by Mielgo-Ayuso in 2019.

    Setting:

    Health claims in the commercial communications of a sample of CM supplements, in relation to current legislation and scientific knowledge.

    Participant:

    A total of 554 CM products were obtained.

    Results:

    Of the total sample, only 167 met the inclusion/exclusion criteria. Of these, 30·5 % recommended a CM dose of 5·0–5·9 g/d, while 29·9 % recommended 3·0 to 3·9 g/d. As for the health claims, ‘Enhances physical performance’ appeared in 73·1 % of the supplements, in most cases referring to a dosage of 3·0 to 3·9 g/d for these products. The rest of the declarations were not adequate or needed to be modified.

    Conclusion:

    Only 25 % of the health claims complied with the criteria established by the scientific reference documents. Most of the declarations must be modified or eliminated, as they could be considered fraudulent and/or misleading for the consumer.

  • INITIAL PROFICIENCY AND L2 GRAMMAR DEVELOPMENT DURING SHORT-TERM IMMERSION ABROAD: CONCEPTUAL AND METHODOLOGICAL INSIGHTS
  • Janire Zalbidea, Bernard I. Issa, Mandy Faretta-Stutenberg, Cristina Sanz
  • Journal: Studies in Second Language Acquisition / Volume 43 / Issue 2 / May 2021
  • Published online by Cambridge University Press: 28 October 2020, pp. 239-267
  • Print publication: May 2021
  • View abstract

    The first goal of this study was to examine how individual differences in initial L2 proficiency help explain L2 grammar development in oral production during short-term immersion abroad. The second goal of the study was methodological, and evaluated challenges that can result from operationalizing learners’ initial L2 proficiency as pretest performance on outcome measures (as opposed to independent proficiency measures) in analyses of L2 change. L2 Spanish learners participating in summer study abroad completed an elicited imitation task and two oral production tasks. Production data were analyzed for changes in relevant grammatical complexity and accuracy dimensions. Results indicate that learners with higher initial L2 proficiency experience greater L2 grammar advancement from short-term immersion, and that pretest performance can be an unreliable operational estimate of initial proficiency when analyzing L2 gains. We discuss findings following cognitive accounts of SLA, and highlight methodological implications for further research in immersion contexts and beyond.

  • Does learner cognition count on modality? Working memory and L2 morphosyntactic achievement across oral and written tasks
  • Janire Zalbidea, Cristina Sanz
  • Journal: Applied Psycholinguistics / Volume 41 / Issue 5 / September 2020
  • Published online by Cambridge University Press: 09 October 2020, pp. 1171-1196
  • Print publication: September 2020
  • View abstract

    This study investigates how working memory (WM) abilities are implicated in second language (L2) learners’ (a) morphosyntactic achievement and (b) perceptions of required mental effort and task difficulty under oral versus written task modality conditions. Beginning-level learners of L2 Spanish completed two computerized focused tasks in which they produced output and received feedback in oral form (Speaking group) or written form (Writing group). Two grammatical structures varying in their relative level of salience were targeted. After each task, participants rated their perceptions of mental effort required and task difficulty. Production and written and aural acceptability judgment tasks were employed to measure immediate and sustained L2 morphosyntactic achievement. Executive, phonological, and visuospatial WM abilities were gauged using automated operation span, nonword recognition, and forward Corsi block-tapping tasks, respectively. Regression analyses revealed that WM capacity was predictive of L2 morphosyntactic outcomes and task perception ratings in the Speaking group only. Specifically, phonological and visuospatial WM were associated with production and acceptability judgment performance accuracy, whereas executive WM was related to learners’ ratings of perceived mental effort. Differences were also observed based on the target structure.

Introducción a la lingüística hispánica
  • Introducción a la lingüística hispánica
  • 3rd edition
  • José Ignacio Hualde, Antxon Olarrea, Anna María Escobar, Catherine E. Travis, Cristina Sanz
  • Published online: 05 September 2020
  • Print publication: 06 August 2020
  • View description
    Written entirely in Spanish, this is the ideal introduction to Spanish linguistics for students. Using clear explanations, it covers all the basic concepts required to study the structural aspects of the Spanish language – phonetics and phonology, morphology, syntax and semantics – as well as the history of Spanish, its dialects, and its linguistic variation in Latin America, Spain, and the US. This third edition incorporates new features designed to enhance its usefulness for classroom teaching: a new chapter on the teaching and learning of Spanish as a second language, expanded discussion of syntax, and more detailed coverage of Spanish semantics and pragmatics. Numerous exercises have been added throughout the text, some of which are now presented as problems for students to solve, allowing students to gain a more complete mastery of the analytical concepts at hand.
  • 2 - Los sonidos de la lengua: fonética y fonología
  • José Ignacio Hualde, University of Illinois, Urbana-Champaign, Antxon Olarrea, University of Arizona, Anna María Escobar, University of Illinois, Urbana-Champaign, Catherine E. Travis, Australian National University, Canberra, Cristina Sanz, Georgetown University, Washington DC
  • Book: Introducción a la lingüística hispánica
  • Published online: 05 September 2020
  • Print publication: 06 August 2020, pp 41-118
  • View extract

    Summary

    Una característica importante de las lenguas humanas es que, mientras que nos permiten expresar un número ilimitado de enunciados con significados diferentes, todas las palabras, todos los enunciados posibles en la lengua, se pueden descomponer en un número relativamente pequeño de unidades de sonido contrastivas que, de por sí, carecen de significado. Así en la palabra pan por ejemplo podemos distinguir tres sonidos /p/, /a/ y /n/ y en la palabra guerra, cuatro /ɡ/, /e/, /r̄/ y /a/ (usamos el símbolo /r̄/ para representar el sonido de la “r fuerte”, escrita -rr- en guerra y r- en roca, para mayor claridad, añadiendo una barra al símbolo usado para este sonido en el Alfabeto Fonético Internacional. Notemos también que el grupo ortográfico gu- representa un solo sonido /g/ en la palabra guerra). Como hemos dicho, aunque el léxico de una lengua y el número de enunciados expresables con este léxico son en principio ilimitados, cada lengua tiene solo un número reducido de sonidos contrastivos. En español, solo tenemos cinco sonidos vocálicos contrastivos y menos de veinte sonidos consonánticos (su número exacto depende del dialecto).

  • 7 - Variación lingüística en español
  • José Ignacio Hualde, University of Illinois, Urbana-Champaign, Antxon Olarrea, University of Arizona, Anna María Escobar, University of Illinois, Urbana-Champaign, Catherine E. Travis, Australian National University, Canberra, Cristina Sanz, Georgetown University, Washington DC
  • Book: Introducción a la lingüística hispánica
  • Published online: 05 September 2020
  • Print publication: 06 August 2020, pp 380-432
  • View extract

    Summary

    El español es una de las lenguas más habladas del mundo. Después del chino mandarín, el español es la segunda lengua que cuenta con un mayor número de hablantes nativos (aunque si contamos el número total de hablantes, no solo los nativos, el inglés aventaja al español). La difusión del español fuera de la Península Ibérica empezó con la expansión del imperio español durante los siglos XV y XVI. Hoy el español se habla en cuatro continentes: en el americano (como lengua oficial en diecinueve países: México, Guatemala, El Salvador, Honduras, Nicaragua, Costa Rica, Panamá, Cuba, República Dominicana, Puerto Rico, Colombia, Venezuela, Ecuador, Perú, Bolivia, Chile, Paraguay, Uruguay y Argentina; se habla también en partes de los Estados Unidos), en el europeo (España), en el africano (Guinea Ecuatorial) y en el asiático (Israel, Filipinas, en ambos países como lengua minorizada – o no mayoritaria).

Page 1 of 2