La generatividad a través de la cultura. Una revisión sistemática

This systematic review aims to resolve the controversy that exists in the relationship between generativity and culture, in order to clarify the approach of generative study from a cultural perspective in future empirical research. The articles included in the review, published between 1990 and 2019, should be peer-reviewed scientific articles with explicit content about both terms. In the search, five databases were used combining multidisciplinary repositories with specialized databases, obtaining a total of thirty articles eligible for this review (n = 30). The analysis of the articles is divided into four categories that provide information about different dimensions of the relationship between both concepts: the limits of cultural generativity, cross-cultural comparisons of the structure of generativity, effects and cultural interpretations of generativity, and cultural evi­dences of its application and potential usefulness. In conclusion, the most psycho­logical aspects that structure generativity are common interculturally, however, the motives, conception and interpretation of generative behavior seem to vary in­tensely from one type of culture to another.Esta revisión sistemática pretende resolver la controversia que existe en la relación entre generatividad y cultura, para así clarificar el modo de estudio generativo desde una perspectiva cultural en futuras investigaciones empí-ricas. Los artículos incluidos en la revisión, publicados entre 1990 y 2019, debían ser artículos científicos revisados por pares con contenido explícito acerca de am-bos términos. En la búsqueda se utilizaron cinco bases de datos combinando repo-sitorios multidisciplinares con bases especializadas, obteniendo un total de treinta artículos elegibles para esta revisión (n = 30). El análisis de los artículos se articu-la en cuatro categorías que aportan información acerca de diferentes dimensiones de la relación entre ambos conceptos: los límites de la generatividad cultural, com-paraciones transculturales de la estructura de la generatividad, efectos e interpre-taciones culturales de la generatividad y evidencias culturales de su aplicación y utilidad potencial. En conclusión, los aspectos más psicológicos que estructuran la generatividad son comunes interculturalmente, sin embargo, los motivos, la con-cepción y la interpretación del comportamiento generativo parecen variar intensa-mente de un tipo de cultura a otra.This systematic review aims to resolve the controversy that exists in the relationship between generativity and culture, in order to clarify the approach of generative study from a cultural perspective in future empirical research. The articles included in the review, published between 1990 and 2019, should be peer-reviewed scientific articles with explicit content about both terms. In the search, five databases were used combining multidisciplinary repositories with specialized databases, obtaining a total of thirty articles eligible for this review (n = 30). The analysis of the articles is divided into four categories that provide information about different dimensions of the relationship between both concepts: the limits of cultural generativity, cross-cultural comparisons of the structure of generativity, effects and cultural interpretations of generativity, and cultural evi­dences of its application and potential usefulness. In conclusion, the most psycho­logical aspects that structure generativity are common interculturally, however, the motives, conception and interpretation of generative behavior seem to vary in­tensely from one type of culture to another

Outcomes from elective colorectal cancer surgery during the SARS-CoV-2 pandemic

This study aimed to describe the change in surgical practice and the impact of SARS-CoV-2 on mortality after surgical resection of colorectal cancer during the initial phases of the SARS-CoV-2 pandemic

Characterization of a beta-fructofuranosidase from Schwanniomyces occidentalis with transfructosylating activity yielding the prebiotic 6-kestose

7 páginas, 3 figuras, 1 tabla -- PAGS nros. 75-81β-Fructofuranosidases are powerful tools in industrial biotechnology. We have characterized an extracellular β-fructofuranosidase from the yeast Schwanniomyces occidentalis. The enzyme shows broad substrate specificity, hydrolyzing sucrose, 1-kestose, nystose and raffinose, with different catalytic efficiencies (kcat/Km). Although the main reaction catalysed by this enzyme is sucrose hydrolysis, it also produces two fructooligosaccharides (FOS) by transfructosylation. A combination of 1H, 13C and 2D-NMR techniques shows that the major product is the prebiotic trisaccharide 6-kestose. The 6-kestose yield obtained with this β-fructofuranosidase is, to our concern, higher than those reported with other 6-kestose-producing enzymes, both at the kinetic maximum (76 g l−1) and at reaction equilibrium (44 g l−1). The total FOS production in the kinetic maximum was 101 g l−1, which corresponded to 16.4% (w/w) referred to the total carbohydrates in the reaction mixtureThis work was supported by a grant from the Spanish Ministry of Education and Science (BIO2004-03773-C04), by Genoma España, the National Foundation for Promoting Genomics and Proteomics, and by an institutional grant from the Fundación Ramón Areces to the Centro de Biología Molecular Severo Ochoa. We thank Dr. Michael Cannon, King's College, London, for critically reading and correcting this paper. M.A. was supported by a Spanish FPU fellowship from the Ministerio de Educación y CienciaPeer reviewe

Analysis of the Diversity in Learning and its Employment in Innovative Approaches for Collaborative Learning and Academic Inclussion

En este estudio se han analizado los diferentes estilos, hábitos, estrategias y dificultades de aprendizaje (diversidad en el aprendizaje, DenA) de los estudiantes universitarios, de cara a diseñar medidas innovadoras para la mejora continua del aprendizaje y de la calidad de vida universitaria. Para ello se ha utilizado metodología cuantitativa (encuesta a 2722 estudiantes), cualitativa (grupos focales y entrevistas individuales a 24 estudiantes) y participativas (dinámicas grupales, 25 estudiantes) en la Universidad Complutense de Madrid. La triangulación de los resultados muestra una diversidad de modos de aprendizaje, primando aquellos centrados en los exámenes, que se mantienen a lo largo de los cursos. También, una mayoría de estudiantes expresa sufrir altos niveles de dificultades psicológicas (ansiedad, desmotivación, dificultades atencionales…). Las implicaciones de este estudio subrayan la necesidad de fortalecer estrategias psicosociales de aprendizaje y del bienestar social de la comunidad universitaria para una mayor inclusión de la diversidad de aprendizaje.In this study, the different learning styles, habits, strategies and difficulties (diversity in learning, DenA) of university students were analyzed, with a view to designing innovative measures for the continuous improvement of academic learning and quality of university life. For this purpose, quantitative (survey of 2722 students), qualitative (focus groups and individual interviews with 24 students) and participatory (group dynamics, 25 students) methods were used at the Complutense University of Madrid. The triangulation of the results shows a diversity of learning modes, prioritizing those focused on exams, which are maintained throughout the academic years. Also, a majority of students expressed suffering from high levels of psychological difficulties (anxiety, lack of motivation, attention difficulties...). The implications of this study highlight the need to strengthen psycho-social strategies on learning and social well-being of the university community for a greater inclusion of the diversity in learning.Depto. de Psicología Social, del Trabajo y DiferencialFac. de PsicologíaFALSEsubmitte

On the transfructosylation activity and selectivity of microbial beta-fructofuranosidases for the production of prebiotics

We have purified a fructosyltransferase from Aspergillus aculeatus present in commercial samples of Pectinex Ultra SP-L. We have also isolated and purified extracellular beta-fructofuranosidases from cultures of the yeasts Xanthophyllomyces dendrorhous (formerly Phaffia rhodozyma, Schwanniomyces occidentalis and Rhodotorula gracilis. The transferase activity of these enzymes was analysed in detail, along with that of beta-fructofuranosidase from Saccharomyces cerevisiae. Interestingly, the maximum FOS yield (expressed as weight percentage of the total amount of carbohydrates in the mixture) was significantly higher with the enzyme from A. aculeatus (61%), compared with those from X. dendrorhous, S. occidentalis and R. gracilis (17-19 %), and that from S. cerevisiae (8%). In addition, significant differences were encountered in the selectivity of the process: A. aculeatus synthesized only 1F-FOS, X. dendrorhous formed basically neo-kestose, whereas S. occidentalis and S. cerevisiae were selective towards the production of 6-kestose. R. gracilis synthesized a complex mixture of di-, tri- and tetrasaccharides.This work was supported by a grant from the Spanish Ministry of Education and Science (BIO2004-03773-C04), by Genoma España (the National Foundation for Promoting Genomics and Proteomics), and by an institutional grant from the Fundación Ramón Areces to the Centro de Biología Molecular Severo OchoaPeer reviewe

III Premio Nacional de Educación para el Desarrollo "Vicente Ferrer" 2011 : buenas prácticas

La Agencia Española de Cooperación Internacional para el Desarrollo (AECID) junto con el Ministerio de Educación convoca anualmente los premios de educación para el desarrollo que están dirigidos a todos los centros docentes españoles sostenidos con fondos públicos que impartan educación infantil, educación primaria, educación secundaria obligatoria, bachillerato y formación profesional. Se recogen las buenas prácticas de los docentes premiados en esta segunda edición. Docentes que en el ejercicio de su función educadora han convertido el proceso educativo en un proceso dinámico e interactivo que permite al alumnado desarrollar un conocimiento crítico de nuestro mundo. Profesores y profesoras que han estimulado la participación del alumnado en la construcción de estructuras sociales más justas y solidarias, y han promovido actuaciones basadas en el principio de la corresponsabilidad de todos los actores implicados.ES

COVID-19 in hospitalized HIV-positive and HIV-negative patients : A matched study

CatedresObjectives: We compared the characteristics and clinical outcomes of hospitalized individuals with COVID-19 with [people with HIV (PWH)] and without (non-PWH) HIV co-infection in Spain during the first wave of the pandemic. Methods: This was a retrospective matched cohort study. People with HIV were identified by reviewing clinical records and laboratory registries of 10 922 patients in active-follow-up within the Spanish HIV Research Network (CoRIS) up to 30 June 2020. Each hospitalized PWH was matched with five non-PWH of the same age and sex randomly selected from COVID-19@Spain, a multicentre cohort of 4035 patients hospitalized with confirmed COVID-19. The main outcome was all-cause in-hospital mortality. Results: Forty-five PWH with PCR-confirmed COVID-19 were identified in CoRIS, 21 of whom were hospitalized. A total of 105 age/sex-matched controls were selected from the COVID-19@Spain cohort. The median age in both groups was 53 (Q1-Q3, 46-56) years, and 90.5% were men. In PWH, 19.1% were injecting drug users, 95.2% were on antiretroviral therapy, 94.4% had HIV-RNA < 50 copies/mL, and the median (Q1-Q3) CD4 count was 595 (349-798) cells/μL. No statistically significant differences were found between PWH and non-PWH in number of comorbidities, presenting signs and symptoms, laboratory parameters, radiology findings and severity scores on admission. Corticosteroids were administered to 33.3% and 27.4% of PWH and non-PWH, respectively (P = 0.580). Deaths during admission were documented in two (9.5%) PWH and 12 (11.4%) non-PWH (P = 0.800). Conclusions: Our findings suggest that well-controlled HIV infection does not modify the clinical presentation or worsen clinical outcomes of COVID-19 hospitalization

How do women living with HIV experience menopause? Menopausal symptoms, anxiety and depression according to reproductive age in a multicenter cohort

CatedresBackground: To estimate the prevalence and severity of menopausal symptoms and anxiety/depression and to assess the differences according to menopausal status among women living with HIV aged 45-60 years from the cohort of Spanish HIV/AIDS Research Network (CoRIS). Methods: Women were interviewed by phone between September 2017 and December 2018 to determine whether they had experienced menopausal symptoms and anxiety/depression. The Menopause Rating Scale was used to evaluate the prevalence and severity of symptoms related to menopause in three subscales: somatic, psychologic and urogenital; and the 4-item Patient Health Questionnaire was used for anxiety/depression. Logistic regression models were used to estimate odds ratios (ORs) of association between menopausal status, and other potential risk factors, the presence and severity of somatic, psychological and urogenital symptoms and of anxiety/depression. Results: Of 251 women included, 137 (54.6%) were post-, 70 (27.9%) peri- and 44 (17.5%) pre-menopausal, respectively. Median age of onset menopause was 48 years (IQR 45-50). The proportions of pre-, peri- and post-menopausal women who had experienced any menopausal symptoms were 45.5%, 60.0% and 66.4%, respectively. Both peri- and post-menopause were associated with a higher likelihood of having somatic symptoms (aOR 3.01; 95% CI 1.38-6.55 and 2.63; 1.44-4.81, respectively), while post-menopause increased the likelihood of having psychological (2.16; 1.13-4.14) and urogenital symptoms (2.54; 1.42-4.85). By other hand, post-menopausal women had a statistically significant five-fold increase in the likelihood of presenting severe urogenital symptoms than pre-menopausal women (4.90; 1.74-13.84). No significant differences by menopausal status were found for anxiety/depression. Joint/muscle problems, exhaustion and sleeping disorders were the most commonly reported symptoms among all women. Differences in the prevalences of vaginal dryness (p = 0.002), joint/muscle complaints (p = 0.032), and sweating/flush (p = 0.032) were found among the three groups. Conclusions: Women living with HIV experienced a wide variety of menopausal symptoms, some of them initiated before women had any menstrual irregularity. We found a higher likelihood of somatic symptoms in peri- and post-menopausal women, while a higher likelihood of psychological and urogenital symptoms was found in post-menopausal women. Most somatic symptoms were of low or moderate severity, probably due to the good clinical and immunological situation of these women

Mirando a África

Este proyecto pretende acercar a la comunidad educativa del centro una realidad tan próxima, compleja y dramática como la del continente africano, desde casi todas las materias. Y pretende hacerlo en coherencia con valores que identifican al centro. Los objetivos son fomentar la colaboración y participación de los alumnos intercambiando sus propias experiencias; potenciar una conciencia social y ecológica; formar integralmente a los alumnos para el mejor desarrollo de la sociedad; valorar la utilidad de la enseñanza activa y el aprendizaje cooperativo; diseñar actividades que permitan desarrollar una enseñanza interdisciplinar; posibilitar que los alumnos desarrollen estrategias globalizadoras de organización del conocimiento mediante el tratamiento de la información; favorecer el aprendizaje significativo; animar al profesorado a buscar estrategias que favorezcan la actividad didáctica; fomentar la lectura y el uso correcto de la expresión oral y escrita, además de mejorar la ortografía; extender el conocimiento y la utilización de las nuevas tecnologías de la información y la comunicación; estrechar las relaciones entre los diferentes sectores de la comunidad educativa; fomentar la participación activa en la vida social; mejorar la convivencia en el centro; desarrollar hábitos de vida saludables; provocar en los alumnos una visión positiva del centro como lugar de ocio y de enriquecimiento cultural; desarrollar y favorecer las inquietudes culturales de los alumnos; desarrollar las actitudes positivas hacia otras culturas; extender el conocimiento de lenguas extranjeras y mantener relaciones estables de colaboración con instituciones culturales y sociales. Las actividades desarrolladas se organizan en tres modalidades que son actividades globales que implican a toda la comunidad educativa como un concurso de lectura llamado África desde la biblioteca, el día del Libro, viaje de fin de curso a Túnez, apadrinar una escuela en Marruecos, una jornada cultural antes de las vacaciones de Semana Santa, talleres a cargo de la Fundación Yehudi Menuhin y Hora 31 con ciclos de charlas y conferencias; actividades durante el horario lectivo en los distintos departamentos didácticos como proyecciones de películas, composición de textos, debates y trabajos en equipo; y las actividades realizadas fuera del horario lectivo como son talleres, cineclub, coloquios, exposiciones, actividades de cooperación y asistir a diversos espectáculos. La metodología es diversa, en relación con la pluralidad de actividades que se llevan a cabo. Como indicadores del proceso de evaluación se toman para las actividades del currículo, la propia evaluación de profesores. Aunque es un indicador cuantitativo para el análisis final y junto a otros parámetros, se trabaja también la evaluación cualitativa, para que las conclusiones tengan un carácter más global de los resultados del proyecto. Por el contrario, las actividades que se realizan fuera del horario lectivo se miden con el grado de participación. Además como herramienta de evaluación individual se elaboran encuestas para alumnos y profesores para que reflejen sus opiniones personales sobre el proyecto. Se adjunta como anexo dos CD-ROM y cuestionarios..Madrid (Comunidad Autónoma). Consejería de Educación. Dirección General de Mejora de la Calidad de la EnseñanzaMadridMadrid (Comunidad Autónoma). Subdirección General de Formación del Profesorado. CRIF Las Acacias; General Ricardos 179 - 28025 Madrid; Tel. + 34915250893ES