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Skeletal muscle and osteoarticular tissue banks are responsible to procure, process, store and distribute tissues, from living and cadaveric donors. The procedures involve the application of protocols covering all aspects of the banking, ensuring the best tissue quality and maximum safety for the recipient. An analysis on the causes of bone tissue discarded by Biotar Tissue Bank between January 2005 and December 2012 was carried. Bone tissue was obtained from both hip and knee replacement (femoral heads and tibial plateau respectively) in living donors treated at different medical–surgical institutions in Argentina. These tissues were processed at the Bank to produce both frozen and lyophilized cancellous bone. Out of 3413 donated bones received by the Bank, 77.55 % resulted in final product, while the remaining 22.44 % was discarded in compliance with the quality standards of both the Bank and the regulatory authority. Comparing the last and the first year of the studied period, the number of discarded tissue increased 3.6 times, while the number of collected bones was approximately 10 times higher. Related to total disposed tissue, reactive serology was the most frequent cause (62.14 %), followed by inappropriate collection/storage of blood sample (30.81 %). A progressive reduction in the percentages of total discard was observed, and this was proportional to inappropriate collection/storage of blood sample. No significant differences were found in the discard rates due to positive serology throughout all the years studied. The success of a tissue bank requires full commitment of all the personnel especially the team members responsible for donor selection and the processing of allografts. It is important to critically screen donors in the early stages of donor recruitment. All of the procedures carried out by the tissue bank are parts of the quality control system which must be strictly carried out. Biotar Tissue Bank is continuously committed to ensure safety to the recipients.

There is abundant research on the use of concept maps in education. However, the most notable efforts have focused on learning outcomes as a consequence of individually constructed concept mapping for science concept learning. In the less explored field of history, some studies have found positive effects of collaborative concept mapping. However, student interaction has not been analyzed. This study employed quantitative and qualitative methods based on classroom discourse analysis to examine the extent to which students engage in historical reasoning and transactive interaction when they collaboratively complete a semiempty concept map, versus when they collaboratively write a summary, about 19th-century Western imperialism.The participants were 20 secondary education students from two history classes with an average age of 16 years. Within each class, the students were randomly assigned to the different conditions: collaborative concept mapping and collaborative summary writing. Student interaction was analyzed at two different levels: the content level and modes of co-construction. The results show that the students in the semiempty concept mapping condition engaged significantly more in causal explanation and argumentation and used more historical and metahistorical concepts in their reasoning than the students in the summary writing condition. Interaction in the semiempty concept mapping condition included a much higher percentage of utterances which denoted the convergence and integration of the knowledge contributed by the partners in the dyad. This kind of transactive interaction not only reflected co-construction but also historical reasoning.

En este trabajo se grabaron y analizaron las explicaciones causales de tres profesores acerca de un mismo fenómeno histórico en seis clases de Educación Secundaria. En la primera sesión los profesores desarrollaron muy pocas acciones dirigidas a facilitar la comprensión y el razonamiento causal de los estudiantes. En una segunda sesión, con grupos diferentes, la introducción de una tarea basada en completar un diagrama causal provocó sensibles cambios en la actividad conjunta para explicar el mismo contenido. La cantidad de nexos causales que los profesores señalizaron verbalmente o explicaron con más detalle, así como aquellos en los que los alumnos participaron (justificando o infiriendo algún factor), se incrementó entre un 20% y un 38% de promedio. Sin embargo, no se encontraron diferencias significativas en las medidas de recuerdo y comprensión de los estudiantes una semana después de cada sesión. Los resultados ponen de manifiesto la dificultad de ayudar a los estudiantes a penetrar en las relaciones causales, aunque se introduzcan tareas que enriquezcan la actividad conjunta en el aula. Descriptores: práctica en el aula; diagramas causales, causalidad histórica, enseñanza de la Historia, Educación Secundaria. Descriptores: • educación secundaria

In this paper we aim to describe how secondary school teachers explain multicausal historical events. To that end, we recorded and analyzed seven classes on \"The discovery and colonization of America\". The results show that secondary school teachers do not simply deal with history as a catalog of actions, characters and dates. On the contrary, historical contents are presented as a mesh of events and factors, explicitly or implicitly interwoven. In the discourse analysed, causal-conditional relationships are predominant, although some intentional and narrative elements are also integrated. The teachers asked some questions specifically aimed at involving students in causal reasoning. In spite of the fact that some students recalled a great deal of information, they were likely to describe the historical accounts without explaining why they were generated. Recall protocols contained many more narrative elements than causal ones. Most of the students only remembered and understood those causal relationships which had been signaled and supported verbally by teachers during the explanation. Implications for future research are discussed.

En este trabajo se analiza la producción de recursos anafóricos en las explicaciones orales de los profesores de historia, en comparación con la que aparece en los libros de texto. En primer lugar, se realiza una revisión del concepto de anáfora y su clasificación en la literatura especializada. Se propone una síntesis que integra dos criterios de clasificación: la clase de palabra y la inferencia asociada a 6 tipos de anáfora. A partir de esta clasificación, en segundo lugar, se construye un sistema de categorías para comparar la producción de anáforas en una muestra de 19 textos de historia. Los resultados ponen de manifiesto una mayor frecuencia de anáforas gramaticales de tipo pronominal en el discurso oral y, por el contrario, una mayor abundancia de anáforas conceptuales (no equivalentes) en los textos escritos. Finalmente, se discuten las implicaciones de estos resultados en relación con la cohesión de las explicaciones históricas en el aula.

Work Environment-Related Factors in Obtaining and Maintaining Work in a Competitive Employment Setting for Employees with Intellectual Disabilities: A Systematic Review. Promoting Social Interactions and Job Independence for College Students with Autism or Intellectual Disability: A Pilot Study. The effects of managerial coaching behaviors on the employees' perception of job satisfaction, organizational commitment, and job performance: case study on insurance industry in Turkey. Job coach factors associated with community-based employment service programme outcome measures for people with disabilities - a Taiwan case study.