Conocimiento y aprendizaje desde la asignatura de Rol e Identidad del Trabajo Social

In this paper we discuss the conceptual and methodological principles underlying the course ‘Role and Identity’ of the Degree in Social Work at the University of Barcelona. The main purpose of this paper is to generate a space for reflection of the concepts approach underlying the pedagogical and theoretical approach of the subject, which may be of interest to both Social Work students and professionals. For this reason, this paper takes the shape of an essay, to facilitate the reasoning and the theoretical-reflective explanation derived from the experiences, knowledge and learning of the teachers who have been part of this course. This theoretical review of the course is tackled from two dimensions: the ontological dimension of the content of the teaching plan and the epistemological dimension of the educational methodology. In this sense, we reflect the need of Social Work students to acknowledge the underlying complexity required to understand their personal and professional reality and situates the (auto) biographical narrative as the strategy that allows students to think and (re) think themselves as subjects, and at the same time (re) construct this complexity.En este artículo se plantean las bases conceptuales y metodológicas de la asignatura de Rol e Identidad del Grado de Trabajo Social de la Universidad de Barcelona. El objetivo principal del artículo es realizar un paseo reflexivo conceptual, en torno a la propuesta pedagógica y teórica de la asignatura, que pueda ser de interés tanto para los y las estudiantes de Trabajo Social como para los y las profesionales. Por ello, el artículo está configurado de forma ensayística, para favorecer la argumentación y la exposición teórico-reflexiva derivada de las experiencias, conocimientos y aprendizajes de los y las docentes que han formado parte de esta asignatura. Este recorrido teórico de la asignatura se aborda desde dos dimensiones: la dimensión ontológica del contenido del plan docente y la dimensión epistemológica de la metodología educativa. De este modo, se refleja la necesidad de los y las estudiantes de Trabajo Social de compenetrarse con la complejidad para la comprensión de su realidad personal y profesional, y sitúa la narrativa (auto)biográfica como la estrategia que permite al estudiante pensar, pensarse y (re)pensarse como sujeto, y al mismo tiempo (re)construir esta complejidad

Chitosan amphiphile coating of peptide nanofibres reduces liver uptake and delivers the peptide to the brain on intravenous administration

The clinical development of neuropeptides has been limited by a combination of the short plasma half-life of these drugs and their ultimate failure to permeate the blood brain barrier. Peptide nanofibres have been used to deliver peptides across the blood brain barrier and in this work we demonstrate that the polymer coating of peptide nanofibres further enhances peptide delivery to the brain via the intravenous route. Leucine5-enkephalin (LENK) nanofibres formed from the LENK ester prodrug - tyrosinyl1palmitate-leucine5-enkephalin (TPLENK) were coated with the polymer - N-palmitoyl-N-monomethyl-N,N-dimethyl-N,N,N-trimethyl-6-O-glycolchitosan (GCPQ) and injected intravenously. Peptide brain delivery was enhanced because the GCPQ coating on the peptide prodrug nanofibres, specifically enables the peptide prodrug to escape liver uptake, avoid enzymatic degradation to non-active sequences and thus enjoy a longer plasma half life. Plasma half-life is increased 520%, liver AUC0-4 decreased by 54% and brain AUC0-4 increased by 47% as a result of the GCPQ coating. The increased brain levels of the GCPQ coated peptide prodrug nanofibres result in the pharmacological activity of the parent drug (LENK) being significantly increased. LENK itself is inactive on intravenous injection

Potential Antibacterial Activity of Carvacrol-Loaded Poly(DL-lactide-co-glycolide) (PLGA) Nanoparticles against Microbial Biofilm

The ability to form biofilms contributes significantly to the pathogenesis of many microbial infections, including a variety of ocular diseases often associated with the biofilm formation on foreign materials. Carvacrol (Car.) is an important component of essential oils and recently has attracted much attention pursuant to its ability to promote microbial biofilm disruption. In the present study Car. has been encapsulated in poly(dl-lactide-co-glycolide (PLGA) nanocapsules in order to obtain a suitable drug delivery system that could represent a starting point for developing new therapeutic strategies against biofilm-associated infections, such as improving the drug effect by associating an antimicrobial agent with a biofilm viscoelasticity modifier

Deconstrucción y reflexión (auto)biográfica desde una experiencia docente en la asignatura de Rol e identidad del Trabajo Social

El text que presentem està relacionat amb l’experiència educativa i d’aprendre que anem desenvolupant en una assignatura obligatòria de quart curs del Grau de Treball Social anomenada Rol i identitat del Treball Social. Des del punt de vista pedagògic convidem a l’estudiant a reflexionar sobre el seu propi procés d’aprenentatge a partir de la deconstrucció de la seva autobiografia. Com a professors procurem acostar-nos a l’ensenyança amb metodologies educatives fomentin un aprenentatge heteràrquic entre estudiants i docents basat en el respecte dels sabers acadèmics i de la vida quotidiana. Pensem, que en l’actual context social i educatiu, els docents tenim el repte d’obrir les possibilitats pedagògiques a través d’altres formats de transmissió del coneixement en l’ensenyament del Treball Social, i així fomentar i estimular en els estudiants la participació (com a subjectes proactius), el pensament complex, l’acció transformadora i la transdisciplinarietat dels sabers.Aquesta proposta també s’emmarca en un projecte d’innovació docent que pretén reorientar la transmissió del coneixement a partir d’estratègies narratives. La incorporació d’aquesta experiència en el projecte comporta un aprenentatge col·lectiu i co-construït amb altres assignatures i professors que permeten ampliar les perspectives epistemològiques i les expectatives d’aprenentatge sobre les que partim.En aquest sentit, aquest article té l’objectiu de fonamentar, explicar i reflexionar al voltant del context de l’experiència, i alhora valorar la metodologia aplicada i les accions que s’han portat a terme a partir dels resultats obtinguts.In the following paper we present the teaching-learning experience developed in the fourth year of the degree in Social Work in the compulsory course Role and Identity in Social Work. From the pedagogical point of view, we invite our students to reflect on their own learning process through the deconstruction of their autobiography. We focus on methodologies that promote and encourage a heterarchical learning process between students and teachers based on the respect for academic knowledge and everyday life. We believe that in the current social and educational context, teachers have the challenge to open pedagogical possibilities to other formats of transmission of knowledge in the teaching of Social Work, thus encouraging and stimulating student participation (as proactive subjects), complex thinking, transformative action and the transdisciplinarity of knowledge.This proposal is also part of a teaching innovation project that aims to reorient the transmission of knowledge based on narrative strategies. The incorporation of this reflective approach into the project translates into a collective and co-built learning experience which involves other subjects and teachers, thus allowing us to expand the epistemological perspectives and learning expectations.In this sense, this article aims to explain and reflect on this teaching-learning experience, and, at the same time, assess the methodology that has been used and the actions that have been carried out based on the results.El texto que presentamos está relacionado con la experiencia educativa y de aprendizaje que venimos desarrollando en la asignatura obligatoria de cuarto curso del Grado de Trabajo Social llamada Rol e identidad del Trabajo Social. Desde el punto de vista pedagógico invitamos al estudiante a reflexionar sobre su propio proceso de aprendizaje a partir de la deconstrucción de su autobiografía. Como profesores procuramos acercarnos a la enseñanza con metodologías educativas que fomenten un aprendizaje heterárquico entre estudiantes y docentes basándonos en el respeto de los saberes académicos y de la vida cotidiana. Pensamos, que en el actual contexto social y educativo, los docentes tenemos el reto de abrir las posibilidades pedagógicas a través de otros formatos de transmisión del conocimiento en la enseñanza del Trabajo Social, para así fomentar y estimular en los estudiantes la participación (como sujetos proactivas), el pensamiento complejo, la acción transformadora y la transdisciplinariedad de los saberes.Esta propuesta también forma parte de un proyecto de innovación docente que pretende reorientar la transmisión del conocimiento a partir de estrategias narrativas. La incorporación de esta experiencia en el proyecto conlleva un aprendizaje colectivo y co-construido con otras asignaturas y profesores que permiten ampliar las perspectivas epistemológicas y las expectativas de aprendizaje de las que partimos.En este sentido, este artículo tiene el objetivo de fomentar, explicar y reflexionar en torno al contexto de la experiencia, y al mismo tiempo valorar la metodología aplicada y las acciones que se han llevado a cabo a partir de los resultados obtenidos

(Auto) biographical reflection and deconstruction in the context of the teaching-learning process developed in the course Role and Identity in Social Work

[cat] El text que presentem està relacionat amb l'experiència educativa i d'aprendre que anem desenvolupant en una assignatura obligatòria de quart curs del Grau de Treball Social anomenada Rol i identitat del Treball Social. Des del punt de vista pedagògic convidem a l'estudiant a reflexionar sobre el seu propi procés d'aprenentatge a partir de la deconstrucció de la seva autobiografia. Com a professors procurem acostar-nos a l'ensenyança amb metodologies educatives fomentin un aprenentatge heteràrquic entre estudiants i docents basat en el respecte dels sabers acadèmics i de la vida quotidiana. Pensem, que en l'actual context social i educatiu, els docents tenim el repte d'obrir les possibilitats pedagògiques a través d'altres formats de transmissió del coneixement en l'ensenyament del Treball Social, i així fomentar i estimular en els estudiants la participació (com a subjectes proactius), el pensament complex, l'acció transformadora i la transdisciplinarietat dels sabers. Aquesta proposta també s'emmarca en un projecte d'innovació docent que pretén reorientar la transmissió del coneixement a partir d'estratègies narratives. La incorporació d'aquesta experiència en el projecte comporta un aprenentatge colꞏlectiu i co-construït amb altres assignatures i professors que permeten ampliar les perspectives epistemològiques i les expectatives d'aprenentatge sobre les que partim. En aquest sentit, aquest article té l'objectiu de fonamentar, explicar i reflexionar al voltant del context de l'experiència, i alhora valorar la metodologia aplicada i les accions que s'han portat a terme a partir dels resultats obtinguts.[eng] In the following paper we present the teaching-learning experience developed in the fourth year of the degree in Social Work in the compulsory course Role and Identity in Social Work. From the pedagogical point of view, we invite our students to reflect on their own learning process through the deconstruction of their autobiography. We focus on methodologies that promote and encourage a heterarchical learning process between students and teachers based on the respect for academic knowledge and everyday life. We believe that in the current social and educational context, teachers have the challenge to open pedagogical possibilities to other formats of transmission of knowledge in the teaching of Social Work, thus encouraging and stimulating student participation (as proactive subjects), complex thinking, transformative action and the transdisciplinarity of knowledge. This proposal is also part of a teaching innovation project that aims to reorient the transmission of knowledge based on narrative strategies. The incorporation of this reflective approach into the project translates into a collective and co-built learning experience which involves other subjects and teachers, thus allowing us to expand the epistemological perspectives and learning expectations. In this sense, this article aims to explain and reflect on this teaching-learning experience, and, at the same time, assess the methodology that has been used and the actions that have been carried out based on the results

Nanoparticulate peptide delivery exclusively to the brain produces tolerance free analgesia

The delivery of peptide drugs to the brain is challenging, principally due to the blood brain barrier and the low metabolic stability of peptides. Exclusive delivery to the brain with no peripheral exposure has hitherto not been demonstrated with brain quantification data. Here we show that polymer nanoparticles encapsulating leucine(5)-enkephalin hydrochloride (LENK) are able to transport LENK exclusively to the brain via the intranasal route, with no peripheral exposure and nanoparticle localisation is observed within the brain parenchyma. Animals dosed with LENK nanoparticles (NM0127) showed a strong anti-nociceptive response in multiple assays of evoked and on going pain whereas animals dosed intranasally with LENK alone were unresponsive. Animals did not develop tolerance to the anti-hyperalgesic activity of NM0127 and NM0127 was active in morphine tolerant animals. A microparticulate formulation of clustered nanoparticles was prepared to satisfy regulatory requirements for nasal dosage forms and the polymer nanoparticles alone were found to be biocompatible, via the nasal route, on chronic dosing.UK Engineering and Physical Sciences Research Council [EP/K502340/1]; Nanomerics Ltd. [NM12TSB-NPP]; Innovate UK [16939-124181]Open access articleThis item from the UA Faculty Publications collection is made available by the University of Arizona with support from the University of Arizona Libraries. If you have questions, please contact us at [email protected]

Nerve growth factor, stress and diseases

Stress is a constant threat for homeostasis and is represented by different extrinsic and intrinsic stimuli (stressors, Hans Selye's 'noxious agents'), such as aggressive behavior, fear, diseases, physical activity, drugs, surgical injury, and environmental and physiological changes. Our organism responds to stress activating the adaptive stress system to activate compensatory responses for restoring homeostasis. Nerve Growth Factor (NGF) was discovered as a signaling molecule involved in survival, protection, differentiation, and proliferation of sympathetic and peripheral sensory neurons. NGF mediates stress with an important role in translating environmental stimuli into physiological and pathological feedbacks since NGF levels undergo important variations after exposure to stressful events. Psychological stress, lifestyle stress, and oxidative stress are well known to increase the risk of mental disorders such as schizophrenia, major depressive disorders, bipolar disorder, alcohol use disorders and metabolic disorders such as metabolic syndrome. This review reports recent works describing the activity of NGF in mental and metabolic disorders related to stress

Nerve Growth Factor in Alcohol Use Disorders

The nerve growth factor (NGF) belongs to the family of neurotrophic factors. Initially discovered as a signaling molecule involved in the survival, protection, differentiation and proliferation of sympathetic and peripheral sensory neurons, it also participates in the regulation of the immune system and endocrine system. NGF biological activity is due to the binding of two classes of receptors: the tropomyosin-related kinase A (TrkA), and the low-affinity NGF pan-neurotrophin receptor p75. Alcohol Use Disorders (AUD) are one of the most frequent mental disorders in developed countries, characterized by heavy drinking, despite the negative effects of alcohol on brain development and cognitive functions that cause individual's work, medical, legal, educational and social life problems. In addition, alcohol consumption during pregnancy disrupts the development of the fetal brain causing a wide range of neurobehavioral outcomes collectively known as fetal alcohol spectrum disorders (FASD). The rationale of this review is to describe crucial findings on the role of NGF in humans and animals when exposed to prenatal, chronic alcohol consumption and also on binge drinking