数十年的经济全球化,作为现代“长时段”(longue durée)历史中的又一个阶段,改变着横跨所有国家和地区、为人类所共有的世界的面貌,它包含着人类历史上以前所未有的规模进行的人类和社会生活的再生产。一切在巨变中密切相连,差异...数十年的经济全球化,作为现代“长时段”(longue durée)历史中的又一个阶段,改变着横跨所有国家和地区、为人类所共有的世界的面貌,它包含着人类历史上以前所未有的规模进行的人类和社会生活的再生产。一切在巨变中密切相连,差异因此全面凸显。作为现代性一般特征的“分裂的一统”(unity of disunity)及其内在不确定性,在世界范围内再次显性化,以其当下的相关性,要求我们展开历史性的反思。一个多世纪前,英国作家E.M.福斯特道出了“唯有相联”(only connect)的祈愿。自此,“(不)相联性”[(un)connectability]的命题持续萦绕在人类的文字和生活世界里。通过选取分析自1890年代以降部分跨中外、跨学科的书写文本、包括一般被狭义理解的与“翻译”论题相关的文献材料和历史事件,笔者将此“唯有相联”的“祈愿”作为以言行事的跨文化践行驱动,探讨蕴含其中“跨界书写”(transboundary writing)的形式特征和“互为转写”(mutual trans-writing)的意义生成,以重访“如何相联”(how to connect)的现代母题及其当代启示。展开更多
Background: There are multiple questionnaires to measure academic stress in university students, which have been used in nursing students. In Puerto Rico, a questionnaire valid in content and reliability was required ...Background: There are multiple questionnaires to measure academic stress in university students, which have been used in nursing students. In Puerto Rico, a questionnaire valid in content and reliability was required to measure the variable of academic stress in nursing students. Purpose: The aim of this study was to adapt transculturally and validate the Academic Stress Questionnaire (CEA) for its use in Puerto Rico. Materials and Methods: Used for the first phase of this study consisted in the evaluation of the validity of content and appearance, whereas the second phase was the actual administering of the questionnaire to 20 (twenty) nursing students, to pilot test its internal consistency using the Cronbach’s α test. Results: Validity of content and appearance allowed for the modification of the questionnaire into one, consisting of 42 items, thus eliminating 34 premises from the original 76 items the questionnaire was composed of. Furthermore, the appearance of the questionnaire was modified by placing the measuring scales in columns, adapting social, demographic, and academic data to the required Puerto Rican reality. The sections meant to measure the academic stress variables were left intact, except for the linguistics adaptation, which was accomplished by a team of experts in the Spanish language. With an α global of 0.80 and coefficients larger than 0.7 in the multi-item sub scales, which oscillated between 0.750 and 0.860, the questionnaire provides a high reliability. Conclusion: Although the values reported in this study are somewhat lower than previous research, they were comparable the Cronbach’s Alpha coefficients reported by Cabanach, in which the numbers reported are considered high (α > 0.70) which show acceptable confiability of the subscales included in the study and a high degree of consistency and thus can be relied upon in future research. In synthesis, the Academic Stress Questionnaire (CEA) modified and adapted, thoroughly fulfills the established criteria of confiability and vali展开更多
文摘数十年的经济全球化,作为现代“长时段”(longue durée)历史中的又一个阶段,改变着横跨所有国家和地区、为人类所共有的世界的面貌,它包含着人类历史上以前所未有的规模进行的人类和社会生活的再生产。一切在巨变中密切相连,差异因此全面凸显。作为现代性一般特征的“分裂的一统”(unity of disunity)及其内在不确定性,在世界范围内再次显性化,以其当下的相关性,要求我们展开历史性的反思。一个多世纪前,英国作家E.M.福斯特道出了“唯有相联”(only connect)的祈愿。自此,“(不)相联性”[(un)connectability]的命题持续萦绕在人类的文字和生活世界里。通过选取分析自1890年代以降部分跨中外、跨学科的书写文本、包括一般被狭义理解的与“翻译”论题相关的文献材料和历史事件,笔者将此“唯有相联”的“祈愿”作为以言行事的跨文化践行驱动,探讨蕴含其中“跨界书写”(transboundary writing)的形式特征和“互为转写”(mutual trans-writing)的意义生成,以重访“如何相联”(how to connect)的现代母题及其当代启示。
文摘Background: There are multiple questionnaires to measure academic stress in university students, which have been used in nursing students. In Puerto Rico, a questionnaire valid in content and reliability was required to measure the variable of academic stress in nursing students. Purpose: The aim of this study was to adapt transculturally and validate the Academic Stress Questionnaire (CEA) for its use in Puerto Rico. Materials and Methods: Used for the first phase of this study consisted in the evaluation of the validity of content and appearance, whereas the second phase was the actual administering of the questionnaire to 20 (twenty) nursing students, to pilot test its internal consistency using the Cronbach’s α test. Results: Validity of content and appearance allowed for the modification of the questionnaire into one, consisting of 42 items, thus eliminating 34 premises from the original 76 items the questionnaire was composed of. Furthermore, the appearance of the questionnaire was modified by placing the measuring scales in columns, adapting social, demographic, and academic data to the required Puerto Rican reality. The sections meant to measure the academic stress variables were left intact, except for the linguistics adaptation, which was accomplished by a team of experts in the Spanish language. With an α global of 0.80 and coefficients larger than 0.7 in the multi-item sub scales, which oscillated between 0.750 and 0.860, the questionnaire provides a high reliability. Conclusion: Although the values reported in this study are somewhat lower than previous research, they were comparable the Cronbach’s Alpha coefficients reported by Cabanach, in which the numbers reported are considered high (α > 0.70) which show acceptable confiability of the subscales included in the study and a high degree of consistency and thus can be relied upon in future research. In synthesis, the Academic Stress Questionnaire (CEA) modified and adapted, thoroughly fulfills the established criteria of confiability and vali
