Examen

The purpose of the research was to determine the styles of coping with stress among the students studying at the schools which admit the students with a special talent exam. The scope of the research involved the schools which admit the students with a special talent exam, the sample group included total 413 students; 226 males, 187 females, having education at the Faculty of Sport Sciences (SBF), the Dilek Sabancı Conservatory (DSK) and the Faculty of Fine Arts (GSF) in Selçuk University. Firstly, a personal information form and the Ways of Coping Questionnaire (WCQ) developed by Folkman and Lazarus (1980) and created as a short form by Şahin and Durak (1995) were used. By testing the homogenity and variance of data, the Independent Sample t-test for the gender factor, the One Way Anova for multiple comparisons,  the Tukey test for the resources of differences were applied. The Cronbach alpha value was determined to be 0,76 for the Coping Questionnaire. Depending on the gender factor; statistically significant differences were observed in all of sub-dimensions to cope with stress among the SBF, DSK and GSF students (P<0.05). Given the school types, there was a lower point in the SBF student averages concerning the desperation dimension rather than the other two schools as there was a higher average in the Conservatory students’ optimism dimension rather than the other two schools, a lower average in their social support points, these differences were regarded to be statistically significant (P<0.05). In accordance with the school type, differences between active and passive coping strategies did not have stable changes and any specific situation was not observed in the school type. This situation can result from the specific exam criteria and the ability and measurement techniques of the schools which admit the students with a special talent exam.

Instrucciones: el siguiente material contiene 4 exámenes prototipos oficiales de ingreso a la UNAM, los cuales fueron proporcionados a los aspirantes a la máxima casa de estudios en años pasados. Los exámenes se encuentran completamente resueltos con procedimientos y explicaciones sencillas.  Transcribe el material de esta guía en hojas blancas  Repasa tu material, ya que las preguntas son extremadamente similares e incluso algunas se repiten año con año.  Ni esta, ni ninguna otra guía aseguran tu ingreso a la UNAM. Se constante y prepárate para el examen de admisión. Repasa esta guía y otras con dedicación y esmero. Al final del día la perseverancia es la que te dará el éxito. ¡suerte, espero verte pronto en la UNAM! ¡confió en ti! Índice tipo Unam examen 2017 ……… gratis. Unam examen 2013 ……… Unam examen 2015 ……… Unam examen 2018 ……… OFERTA: Solo por este mes adquiere los exámenes [2018,2015 y 2013] de $300 a solo $190. Envía un mensaje a la página de Facebook de "Asesor en línea Mexico".

Founded in 1348, Charles University in Prague is among the oldest academic institutions in the world. Teaching the Romanian language has a longstanding tradition as well: it was established by the Check philologist Jan Urban Jarník (1848-1923) within the Romance Department in 1882. Thus Charles University in Prague became the fifth university outside Romania that began teaching Romanian language (following those in Torino, Petrograd, Vienne and Budapest). A key moment for learning the Romanian language in Prague, as well as for the Romanian-Check relations altogether was the foundation of the Romanian Language and Literature Section in 1950, within the Faculty of Arts. A year later, on the basis of a Romanian-Check Inter-Ministry Agreement the activity of the Romanian language lectureship was inaugurated. This implied the ongoing presence of a Romanian language lecturer detached from a university in Romania in order to teach mainly practical courses to the Check students. Starting with 2009 the Romanian Language and Literature Section is part of the South-Slavonic and Balkan Department next to the Serbian, Croatian, and Slovenian, Bulgarian and Albanian language, literature and history. In the academic year 2012-2013 the Romanian lecturer is the only full-time employee and within the section have a part-time Mr. Mircea Dan Duță (the director of the Romanian Cultural Institute in Prague) and Mr. Jiri Nasinec (translator) for the Romanian language subjects and Mrs. Libuse Valentova and Mrs. Jarmila Horakova (PhD student) for Romanian literature subjects. The lectureship itself provides practical courses for the first and second year students that have Romanian as their major language (A); also a creative writing seminar for the master students and optional courses in Romanian language for the students from all specializations of Charles University. There are 18 students who are currently learning Romanian language officially at Charles University and 8 more PhD students or other who are attending the courses unofficially, for their own interest.

Listado de preguntas y respuestas correctas Examen 10-04-2017-ENFERMERIA ATENCION: Las respuestas correctas están en negritas 1.-¿Cuál es la vestimenta adecuada que debe usar la enfermera circulante en la zona semi-restringida? a.-Ambo, botas, barbijo b.-Ambo, botas, gorro c.-Ambo, gorro, barbijo d.-Ambo, antiparras, gorro. 2.-¿Qué mecanismo de control autorregulador desencadena el estrés quirúrgico provocando vasoconstricción periférica y disminución de la función gastrointestinal? a.-Liberación de glucocorticoides b.-Liberación de adrenalina c.-Inhibición de glucocorticoides d.-Inhibición de adrenalina. 3-¿Cuáles son las pruebas séricas de laboratorio de rutina que debería tener el Sr. Pedro para ingresar al quirófano? a.-Recuento de proteínas totales, HDL, hemograma, enzimas cardiacas, electrolitos b.-Recuento de plaquetas, hemograma, dosaje de vitamina C, enzimas cardiacas CPK c.-Leucocitos, hemograma, KPTT y TP, agruparlo, electrolitos, coagulograma d.-Recuento de electrolitos, hemograma, dosaje de vitamina C, dosaje hormonal. 4.-¿Con que intervenciones de enfermería evita lesiones por compresión de nervios periféricos y vasos durante la intervención quirúrgica? a. Híper distensión de miembros y compresión directa b. Rotación de los miembros y compresión indirecta c. Colocación de almohadillas en prominencias óseas d. Colocación de cremas y masajes en prominencias óseas 5.-¿Qué valoración psicosocial prioritaria se debe hacer al paciente en el preoperatorio? a.-La respuesta al estrés b.-Los factores de riesgo c.-Antecedentes familiares d.-Educación escolar. 6.-¿Quiénes deben realizar lavado de manos quirúrgico dentro de la sala de operaciones? a.-Todos los miembros del equipo quirúrgico que estén en contacto con el campo operatorio. b.-Todos los miembros del equipo quirúrgico menos la instrumentadora c.-Todos los miembros del equipo quirúrgico que estén dentro de la sala de operaciones. d.-Todos los miembros del equipo quirúrgico menos el anestesista

El Colegio San Calixto aparece como un referente muy importante en el contexto educativo de la ciudad de La Paz desde su fundación en 1882. La calidad de la educación brindada, al nivel de los mejores colegios en la región, permite un avance significativo de la calidad educativa boliviana. Gracias a San Calixto aparecen importantes avances pedagógicos y de infraestructura en los colegios dependientes de la Iglesia, así como en el campo científico, con la inclusión de los mayores adelantos existentes a nivel mundial. Por ello, las instituciones educativas dependientes de la Iglesia son las más avanzadas en materia educativa de este periodo, siendo San Calixto el mejor colegio del país. Se analiza programas de estudios, aspectos de la vida cotidiana de los estudiantes, las evaluaciones y la posterior trayectoria de los alumnos, así como las características de La Paz en la época. La subsecuente imposición del sistema pedagógico gradual concéntrico por parte del gobierno liberal a inicios del siglo XX marca el fin de esta etapa en el Colegio San Calixto.
San Calixto College is an important institution of the educative context in La Paz since its foundation in 1882. Its pedagogic quality, equal to the best schools in the region, leads a significant improvement in the Bolivian educational quality. Due to San Calixto, important pedagogic and infrastructural uptum reaches the Catholic Church schools, as well as scientific betterment with the inclusion of recent inventions. Thanks to that, the Church educational institutions became the most advanced of the period and San Calixto the best school in Bolivia. The educational programs, daily life aspects, exams and posterior alumni career are analyzed, as well as the principal carcteristics of La Paz City at the time. The subsequent imposition of concentric gradual model by the Liberal authorities put an end to this fruitful period in San Calixto.

El examen como requisito para el ingreso a la Educación Superior, es uno de los principales temas que se debaten en la actualidad, con el fin de garantizar la equidad y calidad del ingreso de los jóvenes a los estudios universitarios. El presente trabajo tiene el objetivo de analizar la implementación del examen de admisión a la Enseñanza Superior. La metodología utilizada responde a un estudio descriptivo de tipo de revisión bibliográfica con enfoque cualitativo; sustentado en los métodos: revisión documental, hermenéutica y analítico-sintético. Entre los principales hallazgos se significan: el reconocimiento de la evaluación del aprendizaje como constructo teórico, que más que un medidor de la competencia es una estrategia de aprendizaje y proceso formativo. Mediante el EAES se busca que los estudiantes que ingresan a los estudios superiores posean habilidades fundamentales, entre ellas las interpersonales y socioemocionales. Existe relación entre los resultados de la prueba PISA ...

El objetivo de este estudio es analizar qué se está evaluando y cómo se están evaluando los contenidos históricos en la educación obligatoria en España. Para ello, se han utilizado 359 exámenes y 3127 preguntas en la Región de Murcia (España), en los cursos donde se imparte principalmente la materia de Historia: tercer ciclo de Educación Primaria, 1º, 2º y 4º de Educación Secundaria Obligatoria. Se han analizado la tipología de ejercicios, los contenidos evaluados, las habilidades cognitivas exigidas en las preguntas y la presencia de conceptos sobre historia de primer y segundo orden. Los resultados muestran el dominio de preguntas que exigen un conocimiento conceptual-factual, de forma memorística y con una gran ausencia de procedimientos.

The aim of this paper is to analyze what historical knowledge teachers are assessing and how they are assessing it in compulsory education in Spain. For this purpose, 359 exams and 3127 questions have been used in the Region of Murcia (Spain) in the courses in which history is mainly taught: 3rd Cycle of Primary Education, and 1st, 2nd and 4th Cycles of Compulsory Secondary Education. We have analyzed the type of exercises, the content evaluated, the cognitive skills required to answer the questions, and the presence of concepts about history of first and second order. The results show the predominance of questions that require rote-learning of conceptual-factual knowledge, with a great lack of procedures.

Generalmente, estudiantes de nivel licenciatura sufren alto grado de estrés en la preparación y presentación de exámenes, lo cual impacta en su salud física y emocional, y especialmente en el rendimiento en los exámenes. Habiendo analizado el uso de métodos no invasivos para el manejo de estrés, y de aplicaciones de realidad virtual en el campo de la Psicología, este proyecto de investigación explora la eficacia de la realidad virtual, combinada con técnicas cognoscitivo-conductuales para el manejo del estrés antes y durante la aplicación del Examen General de Egreso a la Licenciatura (EGEL) en 26 estudiantes de la Facultad de Psicología de la Universidad de Colima, México. Se propone un diseño experimental de tipo correlacional, comparando la autorregulación del estrés generado en ambientes académicos que se logren a través de un entrenamiento con auxilio de la tecnología de realidad virtual inmersiva, y con prácticas convencionales. El grupo experimental con aplicación de realidad virtual recibirá aproximaciones sucesivas con diferentes escenarios académicos estresantes, desde una situación poco estresante hasta la más estresante que es la aplicación del examen EGEL.
Palabras Clave: Realidad virtual, inmersión, exámenes, estrés, método no invasivo.

Emotional hurt is universal in human life, therefore it is important to learn to handle it sensibly. When the hurt in our lives is as a result of conflict and broken relationships it is extremely important to learn how to deal with it.
This study firstly uses a literature study to look at four approaches to the handling of pain. One of the approaches, using Spiritual disciplines, is then tested by means of participatory action research. The conclusions from this are then compared to the
four approaches in the literature study.
This study shows that it is not techniques that help us handle the hurt in our lives. It is not even Spiritual disciplines on their own. The results of this study, after the Spiritual disciplines of Lectio Divina and the Examen were used in the empirical research, show that it is the Triune God that changes us and enables us to handle hurt and pain. The Spiritual disciplines do not directly take our hurt away, but bring us into another space as different, whole people, who are able to handle hurt through the grace of God.
The disciplines of Lectio Divina and Examen bring one in touch with the Trinitarian God as the Agent of change in our lives. This results in a process of Spiritual formation and, using the Spiritual disciplines of Lectio Divina and the Examen of consciousness prayer, will change one in such a way that one can cope with and
grow through the hurt that results from conflict.

Aim/Purpose Electronic examinations have some inherent problems. Students have expressed negative opinions about electronic examinations (e-examinations) due to a fear of, or unfamiliarity with, the technology of assessment, and a lack of knowledge about the methods of e-examinations. Background Electronic examinations are now a viable alternative method of assessing student learning. They provide freedom of choice, in terms of the location of the examination, and can provide immediate feedback; students and institutions can be assured of the integrity of knowledge testing. This in turn motivates students to strive for deeper learning and better results, in a higher quality and more rigorous educational process. Methodology This paper compares an e-examination system at FUT Minna Nigeria with one in Australia, at the University of Tasmania, using case study analysis. The functions supported, or inhibited, by each of the two e-examination systems, with different approaches to question types, cohort size, technology used, and security features, are compared. Contribution The researchers' aim is to assist stakeholders (including lecturers, invigilators, candidates, computer instructors, and server operators) to identify ways of improving the process. The relative convenience for students, administrators, and lecturer/assessors and the reliability and security of the two systems are considered. Challenges in conducting e-examinations in both countries are revealed by juxtaposing the systems. The authors propose ways of developing more effective e-examination systems.

The flexion of the verb in the Norwegian language for the indicative mood present tense has only one morphologic form, no matter the person and the number. The Punjabi language (spoken by more than 90 million people) is an Indo-Aryan language (an immense subgroup of the Indo-Iranian languages, having more than 900 million speakers). The Punjabi language is closely related to Romany (Gipsy) language, as well as to Hindustani (Hindi and Urdu), Bengali, Marathi, Guajarati, Oriya, Sindhi, Saraiki, Nepali, Sinhala and Assamese. From a typological aspect, the Punjabi language has a complex morphological system, including the conjugation of the verb. Concerning the Romanian language, the foreign student has to assimilate, form the very beginning, the existence of four groups of conjugation (according to the traditional classification, regularly used in the education system), classified according to the infinitive (to which one has to add the irregular verbs) and also the endings according to person and number, specific to each group. Moreover, there are some mutations in the root word of the verb from time to time, much more difficult to catch by a foreign speaker. Learning and proper using of tens of verbal endings in the Romanian language can be an insurmountable standstill at least for some of the foreign students. In English the demonstrative pronoun/adjective changes solely according to number, not by the gender as well. In Norwegian the demonstrative pronoun/adjective changes both according to number and gender (neuter gender as well!). In Punjabi, the demonstrative pronoun exists and is used replacing the personal pronoun in the third person. There is also a difference between proximal and distal demonstrative pronouns, with changes according to number, yet not by the gender. Hence for the Norwegian student learning the proximal demonstrative pronoun is not an absolute novelty; typologically there is an analogy to the Norwegian linguistic system. For the Indian student speaking Punjabi and English the existence of this pronoun and its changing according to number is again a familiar pattern. However learning the additional changes by the gender is an absolute and sometimes insurmountable novelty. Many of the errors in the way the definite article and the proximal demonstrative pronoun are used are caused, actually, by a difficulty of the Norwegian or Indian student to identify the gender of the noun, the adjective or the demonstrative pronoun. I do not make mention either of the everlasting issue of the discrepancy between the natural and the grammatical gender, or of the distinctiveness of each linguistic system in the way it decides its gender. I do make mention however of the ambiguous statute of the neuter gender (ambi-gender) of the Romanian language. The Norwegian language has a properly neuter gender that can be identified by its content and more important by its formal aspect, it has specific terminations, diverse from the masculine and feminine endings. The Punjabi language does not have at all the neuter gender as part of its morphological system. The examples I mention in the present analysis are relevant for the conclusion that the learning of the Romanian language by foreign students, beginners level, is a complex educational process with inherent novel outcomes
that are difficult to prefigure. Although one starts from seeming identical circumstances and the same educational practices are implemented, random aspect interfere, such as the mother tongue of the foreign student. It can play an essential role. It is a linguistic frame that unintentionally carries out a modelling pressure on the new language that has to be acquired. Most of the times the morphological structure of the mother tongue of the foreign student is not identical with the Romanian morphological structure; thus what the foreign student subconsciously perceives as a setup reference frame is instead an impediment or possibly even a barrier. Some errors similar to both series of foreign students could be identified, this being a substantiation that the Romanian language has immutable difficulties that are demanding for any foreign student, i.e. the conjugation of the verb in the indicative present or the neuter gender. Regardless of any linguistic or educational assertions the main actor in the process of acquiring the Romanian language is evermore another, the foreign student himself; an individuality with its own impulse and ability.