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A saúde na formação do psicólogo: reflexões a partir da análise de dois cursos de graduação; Health in Psychology programs: reflections based on the analysis of two undergraduate studies academic programs

Mascarenhas, Tatiana de Aquino
Fonte: Biblioteca Digitais de Teses e Dissertações da USP Publicador: Biblioteca Digitais de Teses e Dissertações da USP
Tipo: Dissertação de Mestrado Formato: application/pdf
Publicado em 30/04/2014 Português
Relevância na Pesquisa
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O presente trabalho teve como objetivo investigar de que formas o tema da saúde comparece nos cursos de graduação em Psicologia da Universidade de São Paulo (IPUSP) e da Universidade Federal de São Paulo (UNIFESP- Campus Baixada Santista). Através da análise de documentos referentes ao histórico desses cursos, suas disciplinas, atividades de estágio e extensão, projetos pedagógicos, planos de metas e relatórios de avaliação e gestão foi possível traçar um perfil de cada um desses cursos, especialmente no que se refere à abordagem do tema saúde. Constatou-se que no curso do IPUSP tem havido nos últimos anos um aumento significativo no número de disciplinas que incluem o tema da saúde, especialmente segundo a leitura de teóricos da Psicologia Social. No entanto, a ausência de disciplinas obrigatórias sobre saúde mostra que, no curso do IPUSP, este ainda não é um te ma tratado como imprescindível à formação do psicólogo. No curso de Psicologia da UNIFESP, que foi criado tendo a saúde como aspecto principal, constatou-se a busca progressiva por conteúdos específicos da Psicologia que não necessariamente incluem o tema da saúde. As reflexões suscitadas permitiram um olhar sobre a formação do psicólogo e a importância da Psicologia se debruçar sobre a saúde...

Avaliação da pós-graduação brasileira: análise dos quesitos utilizados pela Capes e das críticas da comunidade acadêmica; Brazilian graduate evaluation: analysis of items used by CAPES and the criticism of the academic community

Vogel, Michely Jabala Mamede
Fonte: Biblioteca Digitais de Teses e Dissertações da USP Publicador: Biblioteca Digitais de Teses e Dissertações da USP
Tipo: Tese de Doutorado Formato: application/pdf
Publicado em 10/04/2015 Português
Relevância na Pesquisa
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Esta pesquisa discute a avaliação da pós-graduação no Brasil, analisando, de um lado, o sistema de avaliação da CAPES (Coordenação de Aperfeiçoamento de Pessoal de Nível Superior) e, de outro, a opinião da comunidade científica sobre esse sistema, focando especificamente nos critérios e instrumentos utilizados para esse fim. Pretendeu-se, com esta abordagem, contribuir para o aprimoramento do sistema de avaliação nacional da pós-graduação, tornando a avaliação um processo pactuado entre a CAPES e os programas de pós-graduação no Brasil. Para isso, foram confrontados os procedimentos utilizados no sistema de avaliação expressos nos documentos da CAPES e documentos das áreas de avaliação, com as opiniões da comunidade acadêmica apresentadas em artigos de periódicos e monografias. Foram estabelecidos como referenciais teóricos da pesquisa os conceitos de campo científico de Bourdieu e o de avaliação de Dahler- Larsen. O corpus da pesquisa foi coletado em três fontes: documentos criados pela CAPES, que contextualizam a pós-graduação e sua avaliação (PNPG 2011-2020); os Documentos de área elaborados pelas 48 áreas de avaliação e as críticas da comunidade acadêmica publicados em artigos de periódicos científicos. O corpus foi analisado e sistematizado por meio do método de Análise de Conteúdo. A análise teve como fio condutor os seis quesitos de avaliação de programas de pós-graduação da CAPES: Proposta do programa...

Evaluation of the indirect impact of programs to stimulate innovation : multi case studies

Silva, Dorotéa; Romero, Fernando; Vieira, Filipa Dionísio
Fonte: Academic Conferences and Publishing International Publicador: Academic Conferences and Publishing International
Tipo: Conferência ou Objeto de Conferência
Publicado em /09/2014 Português
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The present study proposes an approach for the rationale of evaluating innovation programs, analysing indirect impacts in order to identify knowledge acquisition and transformation processes. It will look predominantly at the problem of assessing the intangible effects of innovation programs, which has been scarcely or unsatisfactory addressed by the literature. It is based on the observation and analysis of a program to encourage innovation in small and medium enterprises (SME). The program, called NITEC, aims to foster and support the creation of R&D structures inside SMEs. In this study, and in order to support our main arguments, we will refer to the experience of nine firms that participated in the NITEC program. The aim is to show how the NITEC program may contribute to the process of transformation of knowledge. Data was obtained through an extensive face to face interview with the top executive responsible for innovation, using a semi-structured approach. As part of each company case study, we compiled a detailed background analysis, through a semi-structured interview guide. The data was collected during the end of 2012 and the beginning of 2013, and involved interviews to the Head Manager of Innovation of the enterprise It was found that there was a high degree of positive externalities...

The effect of health care reform on academic medicine in Canada. Editorial Committee of the Canadian Institute for Academic Medicine.

Hollenberg, C H
Fonte: PubMed Publicador: PubMed
Tipo: Artigo de Revista Científica
Publicado em 15/05/1996 Português
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Although Canadian health care reform has constrained costs and improved efficiency, it has had a profound and mixed effect on Canadian academic medicine. Teaching hospitals have been reduced in number and size, and in patient programs have shifted to ambulatory and community settings. Specialized care programs are now multi-institutional and multidisciplinary. Furthermore, the influence of regional planning bodies has grown markedly. Although these changes have likely improved clinical service, their impact on the quality of clinical education is uncertain. Within the academic clinical department, recruitment of young faculty has been greatly complicated by constraints on licensing, billing numbers, fee-for-service income and research funding. The departmental practice plan based on university funds and fee-for-service income is being replaced by less favourable funding arrangements. However, emphasis on multidisciplinary programs has rendered these departments more flexible in structure. The future of Canadian academic medicine depends on an effective alliance with government. Academia and government must agree, particularly on human-resource requirements, research objectives and the delivery of clinical and academic programs in regional and community settings. The establishment of focal points for academic health sciences planning within academic health sciences centres and within governments would assist in these developments. Finally...

Osteoporosis Knowledge of Students in Relevant Healthcare Academic Programs

Nguyen, Vu H.; Wang, Ze
Fonte: Hindawi Publishing Corporation Publicador: Hindawi Publishing Corporation
Tipo: Artigo de Revista Científica
Português
Relevância na Pesquisa
47.426055%
For healthcare professionals who treat individuals with osteoporosis, it is vital that they receive adequate education on osteoporosis to ensure sufficient knowledge of osteoporosis to properly treat individuals with the disease. To test for adequate osteoporosis education, a study was conducted to measure osteoporosis knowledge in 206 students in relevant healthcare academic programs, such as nursing, pharmacy, physical therapy, and dietetics. The study showed that differences existed in osteoporosis knowledge in general between the programs and between different years of students in the same programs. There were also discrepancies in specific areas of osteoporosis knowledge between the classes of students, and the average scores of correctly answered items were only as high as 24.40 (76.3%) out of 32 items on osteoporosis knowledge. This study shows that students have osteoporosis knowledge and that it is not completely inadequate; however, osteoporosis knowledge could still be more sufficient, and results demonstrate the need to increase osteoporosis education in the curriculum for these healthcare academic programs to increase osteoporosis knowledge and better prepare graduates and professionals to treat individuals with the disease.

Higher Education in Latin America : The International Dimension

de Wit, Hans; Jaramillo, Isabel Cristina; Gacel-Ávila, Jocelyne; Knight, Jane
Fonte: Washington, DC: World Bank Publicador: Washington, DC: World Bank
Português
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This book compares internationalization issues, trends, and opportunities in higher education in selected Latin American countries at the institutional, national, and regional levels. It addresses the specific elements of the internationalization process, such as mobility, curriculum, linkages, and networks. Rather than investigating these issues in detail, however, it examines them as part of a more comprehensive overview of policies, programs, and activities at all three levels. The volume examines these elements and the broader process of internationalization in the context of the overall development of higher education. It analyzes the potential contribution of internationalization to institution and nation building, examining such issues as the implications of trade, new forms of delivery, new providers, and the relevance of accreditation and quality assurance for higher education and their international dimensions.

Republic of Sierra Leone : Higher and Tertiary Education Sector Policy Note

World Bank
Fonte: Washington, DC Publicador: Washington, DC
Português
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Chapter one provides background and context for these policy notes. It includes information on the history of Higher and Tertiary Education (HTEs), learning structures, the economy, relevant legal frameworks, and the general education sector. Chapter two deals with quality assurance: the structures of administration, legal framework, monitoring Commissions, internal and external quality assurance, policies, accreditation and participants. Chapter three highlights issues of academic Relevance to economic, social and national development. It reviews the Government of Sierra Leone (GOSL) priorities, the labor market, skills and competencies and employment status and opportunities for Higher and Tertiary Education Institution, or HTI graduates. The chapter further explores the supply of programs and courses while identifying gaps in offerings. Recommendations are provided. Chapter Four provides insight into the Cost and Financing of HTIs. The report highlights the financing of institutions, public financing, subventions...

Summer pre-college academic programs at Florida International University - 2005

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Fonte: FIU Digital Commons Publicador: FIU Digital Commons
Tipo: Artigo de Revista Científica Formato: application/pdf
Português
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Community college faculty commitment to Florida performance -based funding indicators for academic programs

Montoya, Rolando
Fonte: FIU Digital Commons Publicador: FIU Digital Commons
Tipo: Artigo de Revista Científica
Português
Relevância na Pesquisa
47.23385%
In 1996, the State of Florida implemented a performance-based funding program for the Associate in Arts degree offered by community colleges. Additional funds are allocated for distribution among public community colleges based on performance indicators. The indicators are comprised of 10 performance goals that refer to productivity indexed by overall degree completions as well as subgroups: special disadvantaged populations, transfers, job placements, and education acceleration. ^ This study examined the level of self-reported commitment of community college faculty to the 10 Florida performance-based funding indicators for academic programs. Also examined were the relationships between commitment and (a) self-efficacy in contributing to the achievement of the indicators and (b) personal financial reward expectation for contributing to the achievement of the indicators. The relationships between commitment and (a) gender, (b) academic rank, and (c) types of courses taught were analyzed based on secondary analyses. ^ The participants were 303 full-time faculty members of Miami-Dade Community College who taught courses taken by students pursuing the Associate in Arts degree. A questionnaire was developed to measure commitment, self-efficacy...

Mapping academic programs with ProgramMap

Roberts, I.; Shannon, S.; Radford, A.
Fonte: ASCILITE; Adelaide, Australia Publicador: ASCILITE; Adelaide, Australia
Tipo: Conference paper
Publicado em //2003 Português
Relevância na Pesquisa
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ProgramMap is a web tool that allows curriculum leaders to describe the relationships amongst components of academic programs and between those programs and one or more curriculum frameworks. Information including examples of student work are collected at course-level and aggregated to year-level and program-level as required. Curriculum leaders are led to work within self-declared and externally imposed academic objectives. The design and delivery of integrated programs are thereby fostered and evaluation against strategic objectives enhanced. Compliance with internal and external requirements can be monitored and current and prospective students can discover valuable information about the programs they are undertaking or considering. This paper describes the design and production and implementation of ProgramMap in the School of Architecture, Landscape Architecture and Urban Design at the University of Adelaide.; http://www.ascilite.org.au/conferences/adelaide03/program/conf_prog_index.htm; Ian W. Roberts, Susan J. Shannon and Antony Radford; Copyright © 2003 Ian W Roberts, Susan Shannon, Antony Radford.

2001 Calendar - Handbook of Academic Programs Part 1 - Undergraduate Academic Programs

Fonte: University of Adelaide Publicador: University of Adelaide
Publicado em //2000 Português
Relevância na Pesquisa
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Contains the academic program rules for all University of Adelaide undergraduate programs in 2001. In 2001, the University implemented a new informatìon systems infrastructure. A consequence of this was the adoption of a new set of nomenclature to describe academic awards and curriculum offerings. The changes in terminology that will be noticed in the 2001 Handbook of Academic Programs are: Academic Program is used to describe academic awards which were previously referred to as Courses. Course is used to describe syllabus offerings which were previously referred to as Subjects. Unit is used to describe the value the course contributes to program completion previously referred to as Points.; 721pp. Includes an Index of Courses.

2001 Calendar - Handbook of Academic Programs Part 2 - Postgraduate Academic Programs

Fonte: University of Adelaide Publicador: University of Adelaide
Publicado em //2000 Português
Relevância na Pesquisa
47.5967%
Contains the academic program rules for all University of Adelaide postgraduate programs in 2001. In 2001, the University implemented a new informatìon systems infrastructure. A consequence of this was the adoption of a new set of nomenclature to describe academic awards and curriculum offerings. The changes in terminology that will be noticed in the 2001 Handbook of Academic Programs are: Academic Program is used to describe academic awards which were previously referred to as Courses. Course is used to describe syllabus offerings which were previously referred to as Subjects. Unit is used to describe the value the course contributes to program completion previously referred to as Points.; 596pp. Includes an Index of Courses.

IU-Advise: A Web Based Advising Tool For Academic Advisors and Students

Truong, Hung Quoc
Fonte: Indiana University South Bend Publicador: Indiana University South Bend
Tipo: Tese de Doutorado
Português
Relevância na Pesquisa
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Thesis (M.S.) -- Indiana University South Bend, 2009.; Academic advising is an important activity of an academic institution. It guides the students to explore potential careers, academic disciplines and opportunities in the college environment. An accurate and full featured advising system can be an effective tool to both students and faculty advisors. The dynamic nature of academic programs, especially in regards to changes in the general education and other degree requirements, poses a continuous challenge to faculty advisors to remain up-to-date. The goal of this thesis is to implement a web-based advising system which facilitates academic advisors in their efforts to providing quality, accurate and consistent advising services to their students. The proposed system was implemented using a set of open source software packages to create a low cost, flexible, and customizable system.

Malaysia and the Knowledge Economy : Building a World Class Higher Education System

World Bank
Fonte: Washington, DC Publicador: Washington, DC
Tipo: Economic & Sector Work :: Other Education Study; Economic & Sector Work
Português
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This report assesses and analyzes the current state of the Malaysian university system and makes recommendations on ways to further strengthen existing higher education institutions. It looks in particular at the policy framework needed to support the growth and development of the higher education system which include the legal framework, quality assurance systems, incentives for investment, R&D policies, financing mechanisms that help low income students access education, and public financing programs that direct subsidies to strategically important institutions or fields of study. This report aims to identify key challenges and appropriate solutions which could constitute relevant policy advice for the Government of Malaysia. It concentrates on the higher education sector, including both public and private universities. Notwithstanding the overall focus on the university sector, the study makes occasional reference to the wider concept of tertiary education system as needed. It also makes reference to the broader concept of a national innovation system (NIS)...

Successful Education Reform : Lessons from Poland; Succesul reformei educatiei : lectii invatate din experienta Poloniei

Mahfooz, Sara Bin; Hovde, Kate
Fonte: World Bank, Washington, DC Publicador: World Bank, Washington, DC
Tipo: Publications & Research :: Brief; Publications & Research
Português
Relevância na Pesquisa
47.23385%
Poland's education reforms have produced a large overall improvement in educational performance, as measured by results on the Organization for Economic Cooperation and Development (OECD) Program for International Student Assessment (PISA). Before 1999, primary school in Poland was 8 years, followed by tracking into vocational or academic programs. Now, the primary cycle has been changed to six years, followed by three years of comprehensive lower secondary school or gymnasium for all students, before a vocational tracking decision is made. Increased hours of instruction and delayed tracking of students into the vocational education stream were the most important factors in the improvement of test scores. In 2000, only one percent of polish students received more than four hours of language class, while in 2006, 76 percent of students received more than four hours of language class.

Broken Gears : The Value Added of Higher Education on Teachers' Academic Achievement

Balcazar, Carlos Felipe; Nopo, Hugo
Fonte: World Bank Group, Washington, DC Publicador: World Bank Group, Washington, DC
Tipo: Publications & Research; Publications & Research :: Policy Research Working Paper
Português
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Good teachers are essential for high-quality educational systems. However, little is known about teachers' skills formation during college. By combining two standardized tests for Colombian students, one taken at the end of senior year in high school and the other when students are near graduation from college, this paper documents the extent to which education majors relatively improve or deteriorate their skills in quantitative reasoning, native language, and foreign language, in comparison to students in other programs. Teachers' skills vis-a-vis those in other majors deteriorate in quantitative reasoning and foreign language, although they deteriorate less for those in math-oriented and foreign language-oriented programs. For native language, there is no evidence of robust differences in relative learning mobility.

A excelência nos programas de pós-graduação em educação : visão de coordenadores; The excellence in graduate programs in education : coordinators' view

Joyce Wassem
Fonte: Biblioteca Digital da Unicamp Publicador: Biblioteca Digital da Unicamp
Tipo: Tese de Doutorado Formato: application/pdf
Publicado em 26/02/2014 Português
Relevância na Pesquisa
37.80716%
A criação de Programas de Pós-Graduação (PPG) stricto sensu no Brasil há aproximadamente 50 anos tem sido fundamental para o crescimento, desenvolvimento e consolidação da pesquisa e qualificação de mestres e doutores no país. A preocupação com a qualidade desses programas, sua expansão e produção tem sido enfatizada na comunidade acadêmica e a principal referência quanto a isso é a avaliação empreendida pela Coordenação de Aperfeiçoamento de Pessoal em Nível Superior (CAPES), que avalia os programas classificando-os em uma escala de 3 a 7. Nesta escala os conceitos 6 e 7 são exclusivos para programas que ofereçam doutorado com nível de excelência. Esta pesquisa tem como objeto de estudo 8 (oito) Programas de Pós-Graduação em Educação (PPGE) que tiveram conceitos 6 e 7 no triênio 2007-2009. Como objetivo geral procurou conhecer a visão dos coordenadores desses programas sobre o processo desenvolvido para o alcance do nível de excelência, isto é, para ser alcançado os conceitos 6 e 7. Buscou levantar junto aos coordenadores os elementos que contribuíram para a construção da excelência de seus programas. O desenvolvimento da pesquisa se deu por meio de entrevistas realizadas com os coordenadores dos programas pesquisados e pela análise das fichas de avaliação disponibilizadas pela CAPES de cada um deles. Como resultados observou que cada programa possui características e condições de produção distintas...

Performance indicators for the physical therapy program’s field academic programs at the Universidad del Rosario for 2004-2007.; Indicadores de gestión en los programas académicos de campo (pac) del programa de fisioterapia de la universidad del rosario para el periodo 2004-2007; INDICADORES DE GESTÃO NOS PROGRAMAS ACADÊMICOS DE CAMPO (PAC) DO PROGRAMA DE FISIOTERAPIA DA UNIVERSIDAD DEL ROSARIO PARA O PERÍODO 2004-2007

Martínez-Matheus, Margin; Rodríguez-Ibagué, Luis Fernando; Cárdenas-Llano, Claudia Liliana
Fonte: Universidade do Rosário Publicador: Universidade do Rosário
Tipo: Artigo de Revista Científica Formato: application/pdf
Publicado em 26/01/2011 Português
Relevância na Pesquisa
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Introducción: El programa de Fisioterapia de la Universidad del Rosario, en su responsabilidad social de generar un impacto positivo en la comunidad y en su propósito de formar profesionales, cuenta con los Programas Académicos de Campo (PAC) que se consideran una fuerte estrategia de extensión de la Universidad. Los PAC contribuyen a la adquisición de competencias para el desarrollo de procesos de acción-actuación-creación en los estudiantes para que resuelvan problemas en un espacio real de ejercicio profesional. Bajo esta perspectiva los PAC del programa de Fisioterapia muestran su comportamiento a través de la medición de indicadores de proceso y resultados propuestos desde el Programa con el fin de proveer información útil para la reorientación y permanente actualización de los contenidos programáticos en las asignaturas y en los mismos PAC. Materiales y métodos: En el siguiente artículo se presenta un análisis de los indicadores de demanda por género, régimen de Seguridad Social en Salud, procedimiento y morbilidad de los Programas Académicos de Campo Integral Pediátrico, Integral de Adultos y Rehabilitación cardíaca y/o pulmonar, con el fin de establecer las características de la población objeto de la prestación de los servicios y procurar información verificable que dé soporte para la construcción de procesos de cambio dentro de la dinámica de mejoramiento continuo que debe tener cualquier institución. Este seguimiento es útil para la toma de decisiones de planeación académica que contribuye a mejorar los procesos de planeación y a facilitar el cumplimiento de los propósitos de formación para cada práctica...

Factores psicológicos asociados al desempeño académico en los cursos universitarios de estadística: diferencias por sexo y área de titulación; Psychological factors associated with statistics achievement of college students: differences by sex and academic program; Fatores psicológicos associados ao desempenho acadêmico nos cursos universitários de estatística: diferenças por sexo e por área de titulação

Cendales, Boris; Vargas Trujillo, Elvia; Barbosa, Camila
Fonte: Universidade do Rosário Publicador: Universidade do Rosário
Tipo: Artigo de Revista Científica Formato: application/pdf
Publicado em 27/06/2013 Português
Relevância na Pesquisa
46.968647%
Se examinaron factores auto-perceptivos (autoconcepto,autoeficacia) y actitudinales referentes a la estadísticapara determinar si las interacciones entre el perfil autoperceptivo/actitudinal del estudiante, el sexo y el área detitulación se asocian con el rendimiento académico y laansiedad estadística. En una muestra de estudiantes universitarioscolombianos (178 mujeres, 154 hombres), losanálisis de conglomerados revelaron dos perfiles autoperceptivos/actitudinales significativamente distintos,según los niveles bajos (perfil-1) o altos (perfil-2) en lasvariables de agrupación (autoconcepto, autoeficacia yactitudes hacia la estadística). Los análisis de varianzay de covarianza mostraron que el perfil auto-perceptivo/actitudinal de los estudiantes tiene un efecto significativoen el rendimiento y la ansiedad estadística, que varía porsexo y área de titulación. Los hallazgos contrastan conlos de otros estudios que examinan los mismos constructosseparadamente.; This research examined whether there are significantly different groups of students according to their selfperceptions (self-efficacy, self-concept) and attitudes towards statistics and if the interactions between specific group membership (self perceptive-attitudinal profile in statistics)...

Estilos y estrategias de aprendizaje, relacionadas con el logro académico en estudiantes universitarios; Estilos e estratégias de aprendizagem relacionadas com o logro acadêmico em estudantes universitários; Learning Styles and Strategies Related to Academic Achievement among University Students

Bahamón Muñetón, Marly Johana; Docente Universidad de Boyacá; Vianchá Pinzón, Mildred Alexandra; Docente Universidad de Boyacá; Alarcón Alarcón, Linda Liliana; Docente Universidad de Boyacá; Bohórquez Olaya, Claudia Inés; Universidad de Boyac
Fonte: Pontificia Universidad Javeriana Cali Publicador: Pontificia Universidad Javeriana Cali
Tipo: info:eu-repo/semantics/article; "Artículo revisado por pares"; info:eu-repo/semantics/publishedVersion; Artículo Formato: application/pdf; application/pdf; application/pdf
Português
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47.294883%
Objetivos. Esta investigación tuvo como propósito determinar la relación existente entre estilos de aprendizaje, estrategias de aprendizaje y el logro académico en estudiantes de pregrado de la Universidad de Boyacá. Método. Participaron 312 estudiantes de pregrado de todos los programas de la Universidad de Boyacá, sede Tunja, de los cuales el 62.5% pertenecen al género femenino y el 37.2% al masculino. Todos respondieron el Cuestionario Honey-Alonso de estilos de aprendizaje (Alonso, Gallego y Honey, 1995), la Escala de estrategias de aprendizaje de Román y Gallego (1994) y el sistema de reporte de notas de la Universidad de Boyacá, para establecer el logro académico, a partir del promedio académico acumulado de cada participante. Resultados. Los resultados indican que no hay un único estilo de aprendizaje preferente, pues la mayoría de los participantes puntuaron alto en dos o más estilos. En cuanto a las estrategias de aprendizaje se identificó que el 42.6% utilizan estrategias de codificación. Además, no se encontró correlación significativa entre las variables analizadas. Conclusión. Estos datos evidencian la necesidad de que se imparta una enseñanza explícita y sistemática de estrategias de aprendizaje y/o técnicas de estudio a estudiantes de pregrado...