El sol, amigo y enemigo. Urticaria solar

La urticaria es una patología muy frecuente. En la base de datos de 19.736 pacientes atendidos en la Unidad de Alergia del Hospital Universitario Río Hortega desde el año 1990, esta patología afectó al 8% de los pacientes y se asoció a agentes físicos en un 26% y, de ellos, un 12% era desencadenada por el sol. Nuestra área tiene muchas horas de luz solar y la urticaria solar es por tanto usual. Muchas veces la etiología de la urticaria es difícil de diagnosticar y, otras veces, tras la urticaria solar hay un cofactor o fotoalérgeno sensibilizante oculto. El tratamiento en estas urticarias de origen desconocido es muy complicado. Para ilustrar nuestro trabajo han sido extraídos de la nombrada base de datos los siguientes casos clínicos, los cuales asociaban un cuadro de urticaria solar. 1. Urticaria y dermatitis de contacto fotoalérgica por fragancias contenidas en flores. Los alérgenos florales suelen ser muy fotosensibilizantes. 2. Casos clínicos de niños que sufren urticaria en el pinar en días soleados. Los niños suelen tocar la tierra donde se encuentran alérgenos de Procesionaria de pino. 3. Tratamiento con éxito en 12 pacientes con urticaria solar resistente al tratamiento.Grado en Medicin

Mansilla, Lucio Victorio. “Ensayo sobre la novela en la Democracia o Juicio crítico sobre la Emilia de R. el Mujiense". Ed. crítica a cargo de Pablo Colombi y Natalia Crespo

Fil: Colombi, Pablo Darío.Fil: Crespo, Natalia

Body Percussion and Dyslexia. Theoretical and Practical Contribution through the BAPNE Method

This research contains the motor aspects linked to dyslexia that may be helpful to patients with this disease. After clarifying the issues and causes of the dyslexia, different movement patterns are studied using the BAPNE method that reinforce the laterality on a unified way of the different phonological problems

Effect factors for terrestrial acidification in Brazil

To support the increased use of existing Life Cycle Impact Assessment (LCIA) methodologies across the world, new methodological elements have been developed towards spatially resolved impact assessment. Spatially resolved methods could better capture the differences of regional environmental conditions, which is an essential approach considering countries like Brazil, with high biodiversity. Previous studies have assessed the impacts of terrestrial acidification from the estimations of the potential losses of vascular plants species richness as a result of exposure to acidifying substances for 13 biomes, with 2409 species addressed for whole world. In this context this work aims to provide spatially-differentiated effect factors (EF) for terrestrial acidification in Brazil and support the development of spatially-differentiated characterization factors for Brazil. In order to maintain compatibility with existing LCIA methods the effect factors were developed using the framework adopted by LC-Impact and Impact World+ methods. Soil pH was used as an indicator of soil acidity to predict plant occurrences. From the number of plant species occuring at each 0.1 pH unit response relationships of species richness and soil pH were developed. The species richness in each ecoregion were transformed into an empirical potentially not occurring fraction, which is a zero-to-one measure used to represent the presence or absence of species. The set of data consists of 976345 records of plants occurrences in Brazil, represented by 33167 species, indicating that this is a comprehensive study. Maps of soil pH in Brazil were extracted at 1-km resolution and pH values were extracted for the depth range of 0-30cm. For each ecoregion, species richness was plotted against soil pH and the exposure-response curves for acidification described the behavior of plant species in a certain region when it is exposed to acidic conditions. From these curves it was possible to derive the effect factors for terrestrial acidification. The results of this work show that spatial differentiation is meaningful when it is possible to combine fine spatial resolutions and highly representative data and this approach can be applied for other impact categories and regions, and contribute to the development of spatial differentiated LCIA methodologies

BAPNE as A Mediation and Conflict Resolution tool in Education Methodological Introduction

The main objective of this research article is to propose a new model for educational mediation, based on the use of a fourth involved party (the whole group within a classroom) whom, with the use of Bapne methodology through music, rhythm and body percussion, becomes a necessary tool in conflict resolution. Our aim is to give new mediation-specific tools and strategies to university students of pre-school, primary and secondary education, in order for them to use them when they perform as teachers. We will look at and analyse why the principal studies and theorists on the topic, such as Sara Cobb, William Ury and Baruch and Folger propose 3 parties, exclusively, for conflict resolution: 2 confronted parties and a mediator. We will then justify our proposal for a fourth party: the group, the community. The strategy to be carried out is the reiterated practise of BAPNE activities within the classroom and with those parties in conflict in order to generate reengagement, satisfaction, empathy, inclusion work and coexistence with a double aim: to tackle existing conflicts and to prevent those that might arise in the future

Cognitive, Visual-spatial and Psychomotor Development in Students of Primary Education through the Body Percussion – BAPNE Method

The importance of the music and movement in the music learning is vital in the formation and development of people. The BAPNE method enables the development of each of the multiple intelligences, founded by Howard Gardner, through the teaching of body percussion, relying on five disciplines such as Biomechanics, Anatomy, Psychology, Neuroscience, and Ethnomusicology. This article arises from the need for empirical data evidence that this methodology has great benefits in primary education. Focusing on the visuospatial intelligence, and body and kinetic intelligence this research establishes that the objective is to demonstrate that students who use this methodology will better achieve their cognitive, visuospatial, and psychomotor development. So we have developed a study of 60 subjects in the 2nd year of primary education, between 7 and 8 years of age. The sample is divided into control group (N=30), which does not carry out the teaching of body percussion - Method BAPNE, and the experimental group (N=30), wherein the method is employed. The design is used quasi-experimental study with measures before and after the treatment, being used the Movement Assessment Battery for Children ABC (MABC-2) as pre-test and post-test. After carrying out ANOVA statistical analysis of repeated measures, in which we contrast the results of the pre-test to post-test results in both groups, we have found that the experimental group presented a significant improvement in overall post-test scores