Psicodidáctica y acústica musical

La acústica musical es una ciencia que estudia las señales acústicas utilizadas en música. La colaboración de la acústica con la didáctica de la música puede resultar muy fructífera pero, al menos en nuestro país, la colaboración entre estas dos disciplinas es aún muy pequeña. En este trabajo se indican distintas temáticas abiertas a la investigación y se ofrecen algunas orientaciones metodológicas. Se comentan, por último, aquellas referencias bibliográficas que son de obligada consulta en este campo

Psicodidáctica y acústica musical

La acústica musical es una ciencia que estudia las señales acústicas utilizadas en música. La colaboración de la acústica con la didáctica de la música puede resultar muy fructífera pero, al menos en nuestro país, la colaboración entre estas dos disciplinas es aún muy pequeña. En este trabajo se indican distintas temáticas abiertas a la investigación y se ofrecen algunas orientaciones metodológicas. Se comentan, por último, aquellas referencias bibliográficas que son de obligada consulta en este campo

A Survey of Fuzzy Systems Software: Taxonomy, Current Research Trends, and Prospects

Fuzzy systems have been used widely thanks to their ability to successfully solve a wide range of problems in different application fields. However, their replication and application require a high level of knowledge and experience. Furthermore, few researchers publish the software and/or source code associated with their proposals, which is a major obstacle to scientific progress in other disciplines and in industry. In recent years, most fuzzy system software has been developed in order to facilitate the use of fuzzy systems. Some software is commercially distributed, but most software is available as free and open-source software, reducing such obstacles and providing many advantages: quicker detection of errors, innovative applications, faster adoption of fuzzy systems, etc. In this paper, we present an overview of freely available and open-source fuzzy systems software in order to provide a well-established framework that helps researchers to find existing proposals easily and to develop well-founded future work. To accomplish this, we propose a two-level taxonomy, and we describe the main contributions related to each field. Moreover, we provide a snapshot of the status of the publications in this field according to the ISI Web of Knowledge. Finally, some considerations regarding recent trends and potential research directions are presentedThis work was supported in part by the Spanish Ministry of Economy and Competitiveness under Grants TIN2014-56633-C3-3-R and TIN2014-57251-P, the Andalusian Government under Grants P10-TIC-6858 and P11-TIC-7765, and the GENIL program of the CEI BioTIC GRANADA under Grant PYR-2014-2S

Creación de un modelo tumoral en conejo por implantación de células VX2

Hemos avanzado en la creación de un modelo animal de proliferación tumoral en hígado, riñón y músculo de conejo por implantación de fragmentos de tumores VX2 como herramienta para la valoración de futuros ensayos antineoplásicos. Para cada modelo hemos utilizado 3 conejos de raza Neozelandesa a los que se les ha realizado un implante quirúrgico del fragmento tumoral y un seguimiento ecográfico para evaluar el progresivo aumento de tamaño y la influencia del tejido del hospedador en sus características anatomo-patológicas, así como la posible aparición de neo-vascularización y presencia de metástasis. Finalmente, los animales han sido eutanasiados y se han recogido muestras del tumor para su análisis anatomo-patológico mediante una tinción convencional y técnicas inmunohistoquímicas, permitiendo de este modo su estudio comparado en los diferentes órganos diana. Los resultados permiten establecer las bases para el desarrollo de futuros estudios en los que se pretende valorar la eficacia de nuevas moléculas y/o vehículos antineoplásicos

ICT education policies in Spain after School Program 2.0: Emerging Trends

En este artículo se analiza la situación actual de las políticas educativas destinadas a laincorporación de las TIC a las escuelas en una muestra de ocho comunidades autónomasde España (Andalucía, Canarias, Cataluña, Extremadura, Madrid, País Valenciano, PaísVasco y Principado de Asturias) después del proceso impulsado por el Programa Escuela2.0. Este programa estuvo vigente durante el periodo 2009­2012 y respondió al modelo 1:1,de un ordenador por estudiante. Este análisis se guió por las siguientes cuestiones: ¿Quéefectos permanecen de las experiencias de políticas educativas del modelo 1:1?; ¿Quénuevos proyectos o programas están vigentes en los sistemas educativos de lascomunidades autónomas? ¿Qué nuevas tendencias con relación a las TIC estánemergiendo en la agenda educativa de las políticas autonómicas? Se concluye que lasnuevas políticas TIC, entre otras acciones, apuntan a centrar su atención en laincorporación de las PDI a todas las aulas, a la dotación de tabletas a los estudiantes envez de miniportátiles, a políticas de sustitución de los libros de texto de papel porplataformas de contenidos digitales y a la creación de portales de recursos en la nube. Seconstata también la ausencia de un programa o política educativa TIC coordinada a nivelde todo el estado como fue la experiencia del Programa Escuela 2.0.In this article the current situation of educational policies for the incorporation of ICT inschools in a sample of eight regions of Spain (Andalusia, Canary Islands, Catalonia,Extremadura, Madrid, Valencia, the Basque Country and the Principality of analyzesAsturias) after the process driven by the Escuela 2.0 program. This program was in effectduring the period 2009­2012 and responded to the 1:1 model of a computer per student.This analysis was guided by the following questions: What effects remain from theexperiences of educational policies of the 1:1 model?; What new projects or programs arein place in the educational systems of the regions? What new trends in relation to ICT areemerging in the educational agenda of regional policies? We conclude that the new ICTpolicy, among other things, aim to focus on the integration of IDPs to all classrooms toequipping students tablets instead of netbooks, a substitution policies textbooks paper fordigital content platforms, to create portals of cloud resources. The absence of aneducational program or policy level ICT coordinated statewide as was the experience ofSchool Program 2.0 has been observed

Las políticas educativas TIC en España después del Programa Escuela 2.0: las tendencias que emergen

En este artículo se analiza la situación actual de las políticas educativas destinadas a la incorporación de las TIC a las escuelas en una muestra de ocho comunidades autónomas de España (Andalucía, Canarias, Cataluña, Extremadura, Madrid, País Valenciano, País Vasco y Principado de Asturias) después del proceso impulsado por el Programa Escuela 2.0. Este programa estuvo vigente durante el periodo 20092012 y respondió al modelo 1:1, de un ordenador por estudiante. Este análisis se guió por las siguientes cuestiones: ¿Qué efectos permanecen de las experiencias de políticas educativas del modelo 1:1?; ¿Qué nuevos proyectos o programas están vigentes en los sistemas educativos de las comunidades autónomas? ¿Qué nuevas tendencias con relación a las TIC están emergiendo en la agenda educativa de las políticas autonómicas? Se concluye que las nuevas políticas TIC, entre otras acciones, apuntan a centrar su atención en la incorporación de las PDI a todas las aulas, a la dotación de tabletas a los estudiantes en vez de miniportátiles, a políticas de sustitución de los libros de texto de papel por plataformas de contenidos digitales y a la creación de portales de recursos en la nube. Se constata también la ausencia de un programa o política educativa TIC coordinada a nivel de todo el estado como fue la experiencia del Programa Escuela 2.0. In this article the current situation of educational policies for the incorporation of ICT in schools in a sample of eight regions of Spain (Andalusia, Canary Islands, Catalonia, Extremadura, Madrid, Valencia, the Basque Country and the Principality of analyzes Asturias) after the process driven by the Escuela 2.0 program. This program was in effect during the period 20092012 and responded to the 1:1 model of a computer per student. This analysis was guided by the following questions: What effects remain from the experiences of educational policies of the 1:1 model?; What new projects or programs are in place in the educational systems of the regions? What new trends in relation to ICT are emerging in the educational agenda of regional policies? We conclude that the new ICT policy, among other things, aim to focus on the integration of IDPs to all classrooms to equipping students tablets instead of netbooks, a substitution policies textbooks paper for digital content platforms, to create portals of cloud resources. The absence of an educational program or policy level ICT coordinated statewide as was the experience of School Program 2.0 has been observed

Association of aromatase and estrogen receptor gene polymorphisms with hip fractures

Producción CientíficaSummary Two polymorphisms of the aromatase and estrogen receptor genes appeared to interact to influence the risk of hip fractures in women. Introduction Allelic variants of the aromatase gene have been associated with bone mineral density and vertebral fractures. Our objective was to analyze the relationship between two polymorphisms of the aromatase and estrogen receptor genes and hip fracture

Contribution of genetic and epigenetic mechanisms to Wnt pathway activity in prevalent skeletal disorders

Producción CientíficaWe reported previously that the expression of Wnt-related genes is lower in osteoporotic hip fractures than in 26 osteoarthritis. We aimed to confirm those results by analyzing β-catenin levels and explored potential genetic 27 and epigenetic mechanisms involved. 28 β-Catenin gene expression and nuclear levelswere analyzed by real time PCR and confocal immunofluorescence. 29 Increased nuclear β-catenin was found in osteoblasts isolated from patients with osteoarthritis (99 ± 4 30 units vs. 76 ± 12, p = 0.01, n = 10), without differences in gene transcription, which is consistent with 31 a post-translational down-regulation of β-catenin and decreased Wnt pathway activity. 32 Twenty four single nucleotide polymorphisms (SNPs) of genes showing differential expression between fractures 33 and osteoarthritis (WNT4, WNT10A, WNT16 and SFRP1) were analyzed in DNA isolated from blood of 853 pa- 34 tients. The genotypic frequencies were similar in both groups of patients, with no significant differences. 35 Methylation ofWnt pathway genes was analyzed in bone tissue samples (15 with fractures and 15 with osteo- 36 arthritis) by interrogating a CpG-based methylation array. Six genes showed significant methylation differences 37 between both groups of patients: FZD10, TBL1X, CSNK1E, WNT8A, CSNK1A1L and SFRP4. The DNA demethylating 38 agent 5-deoxycytidine up-regulated 8 genes, including FZD10, in an osteoblast-like cell line, whereas it down- 39 regulated other 16 genes. 40 In conclusion,Wnt activity is reduced in patientswith hip fractures, in comparisonwith thosewith osteoarthritis. 41 It does not appear to be related to differences in the allele frequencies of the Wnt genes studied. On the other 42 hand, methylation differences between both groups could contribute to explain the differences inWnt activit

Identification of a novel locus on chromosome 2q13, which predisposes to clinical vertebral fractures independently of bone density

OBJECTIVES: To identify genetic determinants of susceptibility to clinical vertebral fractures, which is an important complication of osteoporosis. METHODS: Here we conduct a genome-wide association study in 1553 postmenopausal women with clinical vertebral fractures and 4340 controls, with a two-stage replication involving 1028 cases and 3762 controls. Potentially causal variants were identified using expression quantitative trait loci (eQTL) data from transiliac bone biopsies and bioinformatic studies. RESULTS: A locus tagged by rs10190845 was identified on chromosome 2q13, which was significantly associated with clinical vertebral fracture (P=1.04×10-9) with a large effect size (OR 1.74, 95% CI 1.06 to 2.6). Bioinformatic analysis of this locus identified several potentially functional SNPs that are associated with expression of the positional candidate genes TTL (tubulin tyrosine ligase) and SLC20A1 (solute carrier family 20 member 1). Three other suggestive loci were identified on chromosomes 1p31, 11q12 and 15q11. All these loci were novel and had not previously been associated with bone mineral density or clinical fractures. CONCLUSION: We have identified a novel genetic variant that is associated with clinical vertebral fractures by mechanisms that are independent of BMD. Further studies are now in progress to validate this association and evaluate the underlying mechanism.Funding: ORCADES was supported by the Chief Scientist Office of the Scottish Government (CZB/4/276, CZB/4/710), the Royal Society, the MRC Human Genetics Unit, Arthritis Research UK and the European Union framework programme 6 EUROSPAN project (contract no. LSHG-CT-2006-018947). DNA extractions were performed at the Wellcome Trust Clinical Research Facility in Edinburgh. We would like to acknowledge the invaluable contributions of Lorraine Anderson and the research nurses in Orkney, the administrative team in Edinburgh and the people of Orkney. CABRIO was supported by the Instituto de Salud Carlos III and Fondos FEDER from the EU (PI 11/1092 and PI12/615). The AOGC study was funded by the Australian National Health and Medical Research Council (Project grant 511132). Lothian Birth Cohort 1921 phenotype collection was supported by the UK’s Biotechnology and Biological Sciences Research Council (BBSRC), The Royal Society and The Chief Scientist Office of the Scottish Government. Phenotype collection in the Lothian Birth Cohort 1936 was supported by Age UK (The Disconnected Mind project). Genotyping of the cohorts was funded by the BBSRC. The work was undertaken by the University of Edinburgh Centre for Cognitive Ageing and Cognitive Epidemiology, part of the cross council Lifelong Health and Wellbeing Initiative (MR/K026992/1). Funding from the BBSRC and Medical Research Council (MRC) is gratefully acknowledged. Research work on Slovenian case and control samples was funded by Slovenian Research Agency (project no. P3-0298 and J3-2330). The Danish National Birth Cohort (DNBC) is a result of major grants from the Danish National Research Foundation, the Danish Pharmacists’Fund, the Egmont Foundation, the March of Dimes Birth Defects Foundation, the Augustinus Foundation and the Health Fund of the Danish Health Insurance Societies. The DNBC biobank is a part of the Danish National Biobank resource, which is supported by the Novo Nordisk Foundation. Dr Bjarke Feenstra is supported by an Oak Foundation Fellowship. The Framingham Study was funded by grants from the US National Institute for Arthritis, Musculoskeletal and Skin Diseases and National Institute on Aging (R01 AR 41398 and R01 AR061162; DPK and R01 AR 050066; DK). The Framingham Heart Study of the National Heart, Lung, and Blood Institute of the National Institutes of Health and Boston University School of Medicine were supported by the National Heart, Lung, and Blood Institute’s Framingham Heart Study (N01-HC-25195) and its contract with Affymetrix, Inc. for genotyping services (N02-HL-6-4278). Analyses reflect intellectual input and resource development from the Framingham Heart Study investigators participating in the SNP Health Association Resource (SHARe) project. A portion of this research was conducted using the Linux Cluster for Genetic Analysis (LinGA-II) funded by the Robert Dawson Evans Endowment of the Department of Medicine at Boston University School of Medicine and Boston Medical Center. This research was performed within the Genetic Factors for Osteoporosis (GEFOS) consortium, funded by the European Commission (HEALTH-F2-2008-201865-GEFOS).Acknowledgments: The authors are grateful to the patients and controls from the different centres who agreed to participate in this study. We would like to thank Ms Dilruba Kabir at the Rheumatology and Bone Disease Unit, CGEM-IGMM, Edinburgh, UK; Mr Matt Sims at the MRC Epidemiology Unit, University of Cambridge, UK; Ms Mila Jhamai and Ms Sarah Higgins at the Genetics Laboratory of Erasmus MC, Rotterdam, The Netherlands; Ms Johanna Hadler, Ms Kathryn A Addison and Ms Karena Pryce of the University of Queensland Centre for Clinical Genomics, Brisbane, Australia, for technical support on the genotyping stage; and Mr Marijn Verkerk and Dr Anis Abuseiris at the Genetics Laboratory of Erasmus MC, Rotterdam, for assistance on the data analysis. We would like to acknowledge the invaluable contributions of Lorraine Anderson and the research nurses in Orkney, the administrative team in Edinburgh and the people of Orkney. We would also like to thank Professor Nick Gilbert and Dr Giovanny Rodriguez-Blanco for their comments and advice on the manuscript preparation. This study makes use of data generated by the Wellcome Trust Case Control Consortium. A full list of the investigators who contributed to the generation of the data is available at www.wtccc.org.uk

«CiTiEs (Ciudades: Tiempo + Espacio)». Educación patrimonial para Madrid: diseño e implementación de itinerarios didácticos en torno a su cultura urbana

“CiTiEs (Ciudades: Tiempo + Espacio)” pretende generar un proyecto de innovación docente para la educación del patrimonio cultural de la ciudad, centrado en itinerarios didácticos para Madrid (2019-2020) y adaptado al alumnado de diversas titulaciones y asignaturas de la Universidad Complutense de Madrid